Transcript of Writing a conclusion paragraph for a persuasive essay
Persuasive Essay The Conclusion Paragraph The First Part: The Second Part: The Third Part: Sample Essay There are three parts: Restate the thesis Restate your two reasons Call to Action Now Write It! Conclusion Paragraph 1. Restate the thesis 2. Restate your two reasons 3. Write a call to action 1. You are not going to restate the whole thesis. Just restate your position! 2. Remember: You have already proven that you are right. You can point that out in the restatement. Position: All middle school students are entitled to have recess. Restatement: Obviously, all middle school students deserve to have a recess every school day. 1. You need to write two separate sentences. 2. Don't forget to use transitions! Your two reasons: burn energy; time for snacks and bathroom breaks Restatement of reasons:
One reason why recess is important is because kids need to have time to burn their extra energy between classes. Another reason is that kids really could use that time to eat a quick snack and use the restroom. Some transitions that you can use:
One reason... Another reason...
To begin with... In addition...
First... Finally... 1. This is where you TELL your audience WHAT to DO about your argument! 2. Yes, you are going to sound like you are bossing them around. 4. After you tell them that you are going to explain how to take action, make a couple of suggestions as to what they can do to make a change, based on your argument. For example:
Go to your principal and demand recess. Explain the importance of recess to the school board, so that they make sure that all middle schools get recess. 3. Start by telling them that they need to do something to help, now that you have so brilliantly won your argument. It looks like this:
Now that you understand how important recess is to middle school students, it is time for you to help. By doing this, you are telling them that you are right, and that they need to help you to take action on your argument. 5. End with an enthusiastic sentence of encouragement. Like this:
Let's work together to get every middle school student the recess they deserve! 1. Restate thesis 2. Restate reasons in two sentences 3. Write a call to action:
Tell them to take action
Tell them what to do in two sentences
End the essay with an enthusiastic sentence
I used two different passages while teaching the parts of the paragraph. One was about Rachel's Challenge and the other was about making homemade soap. I also used an example from a story that we hadn't yet read, but would read in a week or so because I wanted a literary example and I'd already had this one written.
I asked students to read the examples in the first picture. One is nonfiction (soap) and the second is nonfiction (Langston Hughes' "Thank You M'am").
In the first example, the topic and concluding sentences both say that it's important to stay safe when making soap. The concluding sentence, though, has a bit extra. It reminds the reader of the specific things one needs to do to be safe (protect eyes and mix ingredients correctly). Since this paragraph is in a multi-paragraph essay, it also helps transition to the next paragraph. That's what the last part is doing when the writer talks about the fun part of soap making.
In the second example, a paragraph written about "Thank You M'am," both the topic sentence and concluding sentence say that Mrs. Jones is kind, but has high standards. The difference is that the topic sentence merely introduces the topic. The concluding sentence repeats that idea, but also gives the reader something to think about--why Mrs. Jones' kindness matters.
Next, I gave students the task of evaluating five different concluding sentences written bout Rachel's Challenge. I wrote five different sentences of varying degrees of effectiveness and asked students to work together in their groups to determine which one(s) were not effective. I gave students dry erase boards so they could discussion, write, and show.
One of the sentences couldn't even be considered a concluding sentence, but it is a sentence that my students frequently write. The sooner I banish it, the better. Yes, it's number 2. Number 5 is also ineffective. So what makes those two sentences so ineffective? They don't summarize the main ideas. They don't give the reader something to think about. If concluding sentences were employees, numbers 2 and 5 would so get fired. In the check/check plus/check minus system, they would receive an X.
Next, I asked students to work in their groups to evaluate the other three sentences. That would be sentences 1, 3, and 4. As they discussed, all they needed to do was write the number and whether it was ineffective (check minus), effective (check), or very effective (check plus).
Sentence 3 would be considered ineffective. It repeats main ideas, but that's pretty much it. That, and the use of the word 'good' makes this ineffective as a concluding sentence.
Sentences 1 and 4 would be considered effective.