Introductions and Conclusions
Effective Strategies for Going Beyond
the Formula
OSPI Instructional Support Materials for Writing
Middle / High School
These materials were prepared by teachers from
Washington state to help students improve their writing
skills.
Version 2
Copyright 2006 Washington OSPI.
All rights reserved.
OSPI Writing Instructional Support Materials
Core Development Team
Nikki Elliott-Schuman – OSPI, Project Director
Charlotte Carr – Retired Seattle SD, Facilitator
Barbara Ballard – Coupeville SD
Anne Beitlers – Seattle SD
Marcie Belgard – Richland SD
Betsy Cornell – Moses Lake SD
Lydia Fesler – Spokane SD
Lori Hadley – Puyallup SD
Lissa Humphreys – East Valley SD (Spokane)
Kathleen McGuiness – Kennewick SD
Lisa McKeen – East Valley SD (Yakima)
Sharon Schilperoort – Yakima SD
Holly Stein – Eastside Catholic High School
Copyright 2006 Washington OSPI.
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Purpose
To help students develop more effective
introductions and conclusions for any
piece of writing
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Alignment with GLE’s - Writing
EALR 3 . The student writes cle arly and effectively.
Component 3.1 Develops i deas and organizes wr iting.
from 3.1.2 - 7th Grade
from 3.1.2 - 8th Grade
 Compo ses an engaging
lead/introduction (e.g.,
meaningful rhetorical
question, interesting
facts, relevant anecdo te).
 Compo ses an
ending/conclusion that is
more than a repetition of
the introduction (e.g., a
re-connection to reader, a
call for action, a
statemen t of
significance).
 Develops a compelling
introduction (e.g.,
startling statemen t,
setting/description,
quotation).
 Compo ses an effective
ending that is more than
a repetition of the
introduction (e.g.,
response to a 'so wha t'
question, connection to
bigger picture).
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from 3.1.2 - 9th / 10th
Grade
 Selects from a variety of
opening strategies and
compo ses an engaging
introduction (e.g., vivid,
detailed description;
historical/cultural
background; contrasting
situation).
 Selects from a variety of
ending strategies and
compo ses an effective
conclusion that is more
than a repetition of the
introduction (e.g.,
prediction, anecdote,
question).
Alignment with GLE’s
Across the Curriculum
Reading:
2.4.1 Analyze literary/narrative text and information/expository text to draw
conclusions and develop insights. W
 Draw conclusions from grade-level text (e.g., the most important idea the
author is trying to make in the story/poem/selection, what inspiration might be
drawn from the story/poem/selection, who might benefit from reading the
story/poem/selection).
 Select, from multiple choices, a statement that best represents the most
important conclusion that may be drawn from the selection.
Math:
1.4.6 Evaluate how different representations of the same set of data can
support different points of view. W
 Judge the reasonableness of conclusions drawn from a set of data and
support that position with evidence (e.g., from newspapers, web sites, opinion
polls).
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Alignment with GLEs
Across the Curriculum
Science:
2.1.3 Apply understanding of how to construct a
scientific explanation using evidence and inferential
logic.
• Generate a scientific conclusion including supporting data
from an investigation using inferential logic.
• Describe a reason for a given conclusion using evidence
from an investigation.
• Describe the difference between evidence (data) and
conclusions.
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Introductions and Conclusions
and the WASL
Strong introductions and conclusions are directly
related to scores on the Content, Organization, and
Style portion of the WASL. The best writing includes
engaging introductions and effective conclusions that
do more than repeat.
According to annotations written by a 2004 WASL
Scoring Director, a strong opening “uses vivid words
and phrases,” and a strong conclusion “reinforces the
response’s wholeness and completeness.”
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Research
“Formulas are always dangerous when
applied to creative processes. The
result is often form without meaning,
‘correct language’ without power, and
rhetoric without audience appeal.”
-Dan Kirby and Tom Liner, Inside Out:
Developmental Strategies for Teaching
Writing
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Bibliography
Atwell, Nancie. Lessons That Change Writers. Portsmouth, NH:
Heinemann, 2002.
Kirby, Dan and Tom Liner. Inside Out: Developmental Strategies for
Teaching Writing. Montclair, NJ: Boynton/Cook Publishers, Inc., 1981.
Muller, Gilbert and Harvey Wiener. The Short Prose Reader, 2nd ed. New
York: McGraw-Hill Book Company, 1982.
Payne, Lucile Vaughan. The Lively Art of Writing. New York: Follett
Publishing Company, 1965.
Penfield, Elizabeth. Model Essays for Composition, 7th ed.
Sebranek, Patrick, et al. Write for College: A Student Handbook.
Wilmington, Massachusetts: Great Source Education Group, 1997.
Spandel, Vicki. Creating Writers: Through 6-Trait Writing Assessment and
Instruction, 3rd ed. New York: Addison Wesley Longman, 2001.
Stead, Tony. Is that a Fact? Teaching Nonfiction Writing K-3. Portland,
Maine: Stenhouse Publishers, 2002.
Zinsser, William. On Writing Well: The Classic Guide to Writing
Nonfiction, 6th ed. Harper-Collins Publishers, Inc., 2001.
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Lessons for Introductions and
Conclusions
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Agenda
Discuss introductions: purpose, strategies, scoring.
Analyze introductions from printed texts.
Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts .
Analyze and score paired introductions and
conclusions.
Practice writing and revising introductions and
conclusions.
Score additional student samples.
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What are the purposes
of
introductions?
Why are introductions
important?
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Purposes for Introductions
The introduction
grabs the reader’s attention.
clearly implies an organizational structure of the
paper.
includes support that is specific and relevant and
provides a clear, connected lead-in to a paper’s main
idea or thesis.
includes a thesis that is stated or implied.
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Ineffective Introductions
I hope you enjoy…
Hi, my name is…
You are going to learn about…
This essay/letter is about…
I am going to tell you about…
There are three reasons…
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What are some effective ways
to introduce
a piece of writing?
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Introduction Strategies
A writer may begin with
– an anecdote or scenario
– a quotation or dialogue
– a brief history or overview
– 5 W’s of situation or issue
– an interesting fact
– a description
– a question
– taking a stand or making an announcement
– a contrasting situation
– a combination from this list.
Copyright 2006 Washington OSPI.
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Agenda
 Discuss introductions: purpose, strategies, scoring.
Analyze introductions from printed texts.
Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts.
Analyze and score paired introductions and
conclusions.
Practice writing and revising introductions and
conclusions.
Score additional student samples.
Copyright 2006 Washington OSPI.
All rights reserved.
Analyzing Introductions from
Printed Texts
Does the introduction grab the reader’s
attention?
Does the introduction imply or set-up a structure
for the essay?
What structure would work?
What introduction strategies did the author use?
Why were they used?
What is the main idea or thesis (either stated or
implied)?
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Introduction Strategies
Use the Introduction Strategies list to
analyze strategies the author used.
Find a short piece of writing with an
effective introduction and bring it to
class tomorrow.
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Analyze examples.
Form small groups.
In your group, identify strategies in
introductions you gathered and make a
chart of the strategies you found.
Groups should post their charts on the
wall.
– What strategies were used the most?
– Which strategies especially made you
want to keep reading?
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Introduction Scoring Guide
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Agenda
 Discuss introductions: purpose, strategies, scoring.
 Analyze introductions from printed texts.
Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts.
Analyze and score paired introductions and
conclusions.
Practice writing and revising introductions and
conclusions.
Score additional student samples.
Copyright 2006 Washington OSPI.
All rights reserved.
What are the purposes of
conclusions?
Why are conclusions
important?
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Purposes for Conclusions
The ending/conclusion
clearly connects introduction and body of the paper
with insightful comments or analysis.
wraps up the writing and gives the reader something
to think about.
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Ineffective Conclusions
I hope you enjoyed reading my…
In this essay/letter you have learned…
In conclusion,…
As you can see/tell…
I just told you about (exact thesis)…
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What are some effective ways
that we might conclude
a piece of writing?
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Conclusion Strategies
A writer may end with
–
–
–
–
–
–
–
–
–
–
–
an echo from the introduction
a quotation or dialogue
an anecdote or scenario
an interesting fact
a prediction
a question
a call to action
a generalization from given information
a self-reflection
a response to a “so what?” question
a combination from this list
Copyright 2006 Washington OSPI.
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Conclusion Scoring Guide
Copyright 2006 Washington OSPI.
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Agenda
 Discuss introductions: purpose, strategies, scoring.
 Analyze introductions from printed texts.
 Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts.
Analyze and score paired introductions and
conclusions.
Practice writing and revising introductions and
conclusions.
Score additional student samples.
Copyright 2006 Washington OSPI.
All rights reserved.
Analyzing Conclusions in
Printed Texts
How does the conclusion connect
to the introduction and the middle
of the essay?
Does the conclusion provide a
satisfying ending?
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Analyze sample conclusions. Use
your Conclusion Strategies list to
help identify strategies the authors
have used.
Find a short piece of writing with
an effective introduction and
conclusion. Summarize the body of
the piece of writing.
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Gallery Walk Activity
Form groups of 3.
Choose one example from the group and
copy the introduction, the summary of the
body, and the conclusion to chart paper.
Fold the paper up so only the introduction
shows.
Do a gallery walk, reading all introductions,
and predict (on your own paper) what you
think will happen next for each introduction.
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In this picture
the bottom of
the poster has
been folded up
so that only the
introduction
shows.
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Gallery Walk Activity, continued
.
After you have predicted what will happen in
each sample, unfold the papers and compare
your predictions to the summary on the
paper.
Unfold the charts. Next, refold the chart
above the conclusion and tape the conclusion
directly below the introduction.
Compare the introduction and conclusion and
discuss how they work together.
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This picture
shows the
entire poster.
It includes the
introduction,
the summary
of the body,
and the
conclusion.
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In this picture,
the conclusion
has been folded
so that it is
directly below
the introduction
to make it easier
to compare
them.
Copyright 2006 Washington OSPI.
All rights reserved.
Agenda




Discuss introductions: purpose, strategies, scoring.
Analyze introductions from printed texts.
Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts.
Analyze and score paired introductions and
conclusions.
Practice writing and revising introductions and
conclusions.
Score additional student samples.
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All rights reserved.
Now that we have looked at introductions
and conclusions separately,
let’s analyze and practice scoring
some introductions and conclusions
from student papers.
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Expository - Rainforest Destruction Introduction
In one minute, 100 football fields of the rainforest are gone.
Deforestation is the process of cutting down trees, killing
animals or plants, and ruining the natural habitat of the
rainforest. The biggest cause of deforestation is logging. There
are many other causes as well as adjusting to overpopulation
by constructing houses or buildings. The need for goods, such
as rubber for tires, is also a reason for deforestation. Humans
are affected because the whole world suffers when the
rainforest is destroyed. The climate changes and the air gets
warmer when trees are cut or burned down. Although the
problem of rainforest destruction continues, people are
currently trying to stop it. Organizations such as the World
Wildlife Fund have set up reserves for animals and plants
where they can live safely. Colobine monkeys are in danger
from the destruction because they spend half their time in trees
and the trees are rapidly being cut down.
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Rain Forest Destruction Conclusion
Many trees every day are cut down in the rainforest
due to logging. Every day more people are born and
new houses built. In only a few years many species
may become extinct forever. The deforestation causes
the earth to get warmer which can effect all species on
the earth. People are helping to stop it, but rainforest
destruction still continues. The traditional people of the
rainforest lose their culture and homes. Eight percent
of the rainforest is gone and more is on its way to
vanishing forever.
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Persuasive - Animal Testing Introduction
“Unseen they suffer, unheard they cry, in the loneliness they
linger, in the darkness they die,” is a quote from the People for
the Ethical Treatment of Animals. Each month, millions of
animals suffer and die because of the testing of toxic products
and weapons on animals. The cruelty of animal testing causes
many animals to die horrible, painful deaths, even though they
didn’t do anything to deserve this fate. Why do we test products
on animals, when we wouldn’t want these products tested on
ourselves? There are many reasons why animal testing is wrong
and should be stopped.
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Animal Testing Conclusion
Animal testing must be stopped. Both
humans and animals will benefit greatly if
laws are made to abolish this inhumane
action. Many steps need to be taken to
stop animal testing. By becoming involved
and changing your buying habits, we all
can be one step closer to the goal of
ending animal testing.
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Persuasive - Less TV Introduction
Did you boo when Stone Cipher (the head of
Boeing) cheated on his wife? Did you cheer when
Martha Stewart got sent to jail? Whether you did or
didn’t, the facts still were shoved in your face quite
rudely. Stone Cipher was fired. Martha was
repeatedly ridiculed and lost much of her respect
in the business community. Is this because every
little thing they do will somehow affect the world?
No. Is it because for some strange reason, Stone
Cipher cheating on his wife will change how he
runs a company? The way the population of the
United States looks at famous and important
people is ridiculous. We need to pay less attention
to their private lives and much more to our own.
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Less TV Conclusion
If your life isn’t interesting enough, make it
more interesting. Don’t just sit on the
sidelines and watch TV, do something with
your friends; have some fun. If you want
to waste your time, I can’t stop you, but I
can ask you to at least consider some
better ways to use your time.
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Agenda





Discuss introductions: purpose, strategies, scoring.
Analyze introductions from printed texts.
Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts.
Analyze and score paired introductions and
conclusions.
Practice writing and revising introductions and
conclusions.
Score additional student samples.
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Apply and Assess
Evaluate an introduction and a
conclusion from your own writing that
need improvement.
In your group, revise one introduction
and one conclusion for each member.
Discuss the different strategies you
used.
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Assess
On your own, revise another
introduction and conclusion from an
earlier piece of your writing.
Rejoin your group.
Use the Introduction and Conclusion
Scoring Guides to score one of your
revisions.
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Your Assignment . . . .
Write to this prompt.
If you could be any age, what age would
you be, and why?
Focus on your introduction and
conclusion, using the Scoring Guides to
help you.
Copyright 2006 Washington OSPI.
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Agenda





Discuss introductions: purpose, strategies, scoring.
Analyze introductions from printed texts.
Discuss conclusions: purpose, strategies, scoring.
Analyze conclusions from printed texts.
Analyze and score paired introductions and
conclusions.
 Practice writing and revising introductions and
conclusions.
Score additional student samples.
Copyright 2006 Washington OSPI.
All rights reserved.