write an essay on the mechanics of writing conclusion

How to Write a Good Conclusion Paragraph (+30 Examples)

A good conclusion paragraph is the lasting impression you want to leave with your reader.

Here is a quick summary of how to write a good conclusion paragraph:

Write a good conclusion paragraph by summarizing key points, restating your thesis, and providing a final thought or call to action. Ensure it wraps up your main ideas, reinforces your argument, and leaves the reader with something to ponder.

This ultimate guide will walk you through the steps to craft an effective conclusion, along with 30 examples to inspire you.

5 Steps for Writing a Good Conclusion Paragraph

Table of Contents

There are five main steps to writing a good conclusion.

Let’s go through each step

1. Understand the Purpose

The conclusion is your final opportunity to leave an impact.

It should tie together your main ideas, reinforce your message, and give the reader a sense of closure.

Wrap Up Your Main Ideas

The conclusion should succinctly wrap up the main points of your writing. Think of it as a summary that captures the essence of your arguments without going into detailed explanations.

This helps reinforce what you have discussed and ensures that the reader remembers the core message.

Reinforce Your Thesis

Your thesis statement is the foundation of your writing.

In the conclusion, restate it in a new way to reinforce your central argument. This reminds the reader of the purpose of your writing and underscores its significance.

Give a Sense of Closure

A good conclusion gives a sense of closure to the reader. It signals that the discussion has come to an end and that all points have been addressed. This helps the reader feel that the piece is complete and that their time was well-spent.

Leave the Reader with Something to Think About

The best conclusions go beyond merely summarizing the content.

They leave the reader with a final thought or reflection that stays with them. This could be a call to action, a prediction about the future, or a thought-provoking question that encourages further reflection on the topic.

2. Summarize Key Points

Briefly summarize the key points discussed in the body of your text.

Avoid introducing new information. This helps the reader recall the main ideas.

Brief Summary

The summary should be concise and to the point. Highlight the main ideas discussed in your writing without going into detailed explanations. This helps refresh the reader’s memory of your key points.

Avoid New Information

Introducing new information in the conclusion can confuse the reader. The conclusion is not the place to present new arguments or data. Stick to summarizing what has already been discussed.

Recall Main Ideas

Summarizing the key points helps the reader recall the main ideas of your writing. This reinforces the message and ensures that the reader takes away the most important information from your piece.

“In conclusion, adopting sustainable practices, reducing waste, and promoting renewable energy are essential steps towards a greener future.”

3. Restate the Thesis

Restate your thesis in a new way. This reinforces your argument without sounding repetitive.

Restate, Don’t Repeat

Restating the thesis means expressing it in a new way.

Avoid repeating it verbatim.

Instead, rephrase it to reinforce your argument and show that you have successfully argued your point throughout the piece.

Reinforce the Argument

Restating the thesis helps reinforce your central argument. It reminds the reader of the purpose of your writing and underscores its significance.

Provide Closure Restating the thesis in the conclusion gives a sense of closure.

It signals that the discussion has come full circle and that you have addressed your initial argument.

“By implementing these strategies, we can significantly reduce our carbon footprint and protect our planet for future generations.”

4. Provide a Final Thought

Offer a final thought or reflection to leave a lasting impression. This could be a call to action, a prediction, or a thought-provoking question.

Final Thought or Reflection

A final thought or reflection can leave a lasting impression on the reader.

It shows that you are not just summarizing your points but also offering a deeper insight or perspective.

Call to Action

A call to action encourages the reader to take the next step.

It motivates them to act based on the information or arguments presented in your writing.

Prediction or Question

A prediction about the future or a thought-provoking question can engage the reader and encourage further reflection. This leaves the reader with something to think about even after they have finished reading.

“As we move forward, it’s crucial to remember that every small effort counts. Together, we can make a difference.”

5. Use a Call to Action (if applicable)

If your piece is meant to persuade or encourage action, include a call to action. This motivates the reader to take the next step.

Motivate the Reader

A call to action motivates the reader to take the next step.

It encourages them to act based on the information or arguments presented in your writing.

Encourage Action

Including a call to action is especially important in persuasive writing. It encourages the reader to act on the information provided and make a change or take a specific action.

Provide Clear Steps

A good call to action provides clear steps for the reader to follow.

It should be specific and actionable, guiding the reader on what to do next.

“Join us in making a positive change. Start today by reducing your plastic use and spreading awareness about environmental conservation.”

Check out this video about how to write a good conclusion:

How to Write a Good Conclusion for an Essay

Writing a good conclusion for an essay involves summarizing your main points, restating your thesis, and providing a final thought or reflection.

Here’s how:

• Summarize Main Points : Briefly recap the key points discussed in the body of your essay.
• Restate Thesis : Paraphrase your thesis statement to reinforce your argument.
• Final Thought : Offer a final insight, question, or call to action to leave a lasting impression.

This approach ensures your essay feels complete and leaves the reader with a clear understanding of your argument.

How to Write a Good Conclusion for an Argumentative Essay

A strong conclusion for an argumentative essay should not only summarize the main points and restate the thesis but also emphasize the importance of your argument.

Follow these steps:

• Summarize Arguments : Briefly outline the main arguments presented.
• Restate Thesis : Rephrase your thesis to highlight its significance.
• Address Counterarguments : Acknowledge opposing viewpoints and reinforce why your argument is stronger.
• Call to Action : Encourage the reader to take action or reconsider their position.

How to Write a Good Conclusion for a Research Paper

Crafting a good conclusion for a research paper involves summarizing your findings, discussing their implications, and suggesting future research.

Here’s a guide:

• Summarize Findings : Recap the key results of your research.
• Discuss Implications : Explain the significance of your findings and how they contribute to the field.
• Restate Research Question : Reiterate the research question and how your findings address it.
• Suggest Future Research : Propose areas for further investigation.

This format provides a comprehensive and thoughtful conclusion that underscores the importance of your research and its potential impact.

30 Examples of Good Conclusion Paragraphs

Let’s explore some good examples of good conclusions.

Example 1: Environmental Essay

“In conclusion, the preservation of our natural resources is not just a necessity but a responsibility we owe to future generations. By taking small steps today, we can ensure a healthier planet tomorrow.”

Example 2: Technology Article

“As we embrace the advancements in technology, it is vital to remain vigilant about privacy and security. Staying informed and proactive can help us navigate the digital landscape safely.”

Example 3: Health and Wellness Blog

“Ultimately, achieving a balanced lifestyle requires dedication and mindfulness. By prioritizing our well-being, we can lead healthier and more fulfilling lives.”

Example 4: Business Report

“In summary, the market analysis indicates a positive trend for our product. With strategic planning and execution, we can capitalize on these opportunities and drive growth.”

Example 5: Education Essay

“In the end, fostering a love for learning in students is the key to their success. By creating engaging and supportive educational environments, we can inspire the next generation of leaders.”

Example 6: Travel Blog

“To conclude, exploring new destinations enriches our lives and broadens our perspectives. Embrace the adventure and discover the beauty of our world.”

Example 7: Personal Development Article

“In the final analysis, personal growth is a lifelong journey. Embrace challenges, learn from experiences, and continue striving to become the best version of yourself.”

Example 8: Marketing Case Study

“In closing, the data clearly shows that targeted marketing strategies significantly improve customer engagement and sales. By refining our approach, we can achieve even greater success.”

Example 9: Historical Analysis

“In conclusion, the events of the past continue to shape our present and future. Understanding history is essential to making informed decisions and avoiding past mistakes.”

Example 10: Scientific Research Paper

“Ultimately, the findings of this study contribute to our understanding of the subject and open the door for further research. Continued exploration in this field is vital for advancing knowledge.”

Example 11: Political Commentary

“In the end, civic engagement is crucial for a functioning democracy. Stay informed, participate in discussions, and exercise your right to vote.”

Example 12: Fashion Blog

“To wrap up, fashion is a powerful form of self-expression. Embrace your unique style and let your wardrobe reflect your personality.”

Example 13: Food Blog

“In conclusion, cooking at home not only saves money but also allows you to experiment with flavors and ingredients. Start your culinary journey today and discover the joys of homemade meals.”

Example 14: Sports Article

“Ultimately, teamwork and perseverance are the foundations of success in sports. Keep pushing your limits and strive for excellence on and off the field.”

Example 15: Literature Analysis

“In summary, the themes explored in this novel resonate with readers and offer valuable insights into the human condition. Its timeless message continues to inspire and provoke thought.”

Example 16: Parenting Blog

“In the end, raising children requires patience, love, and commitment. Cherish the moments, and remember that every effort you make shapes their future.”

Example 17: Finance Article

“To conclude, financial planning is essential for securing your future. Start today by setting clear goals and creating a budget that aligns with your aspirations.”

Example 18: Career Advice Blog

“In conclusion, building a successful career takes time and dedication. Stay focused, seek opportunities for growth, and never stop learning.”

Example 19: Fitness Blog

“Ultimately, regular exercise and a balanced diet are key to maintaining a healthy lifestyle. Stay motivated, and remember that every step counts towards your fitness goals.”

Example 20: DIY Blog

“In summary, DIY projects are a rewarding way to personalize your space and learn new skills. Get creative and start your next project today.”

Example 21: Relationship Advice

“In the end, strong relationships are built on communication, trust, and mutual respect. Nurture your connections and strive for harmony in your interactions.”

Example 22: Pet Care Blog

“To wrap up, responsible pet ownership involves understanding your pet’s needs and providing them with a loving home. Invest in their well-being, and they’ll reward you with unconditional love.”

Example 23: Environmental Science Paper

“In conclusion, addressing climate change requires global cooperation and immediate action. Every effort counts, and together we can create a sustainable future.”

Example 24: Technology Review

“Ultimately, this gadget offers impressive features that enhance convenience and efficiency. Consider it for your next tech upgrade.”

Example 25: Psychology Article

“In summary, understanding human behavior is crucial for improving mental health and well-being. Continue exploring this fascinating field for more insights.”

Example 26: Gardening Blog

“In the end, gardening is a therapeutic and rewarding hobby that connects us with nature. Start your garden today and enjoy the benefits of fresh produce and beautiful blooms.”

Example 27: Home Improvement Article

“To conclude, home improvement projects can significantly enhance your living space and increase property value. Plan carefully and enjoy the transformation.”

Example 28: Social Media Marketing

“In conclusion, effective social media marketing requires consistency, creativity, and engagement. Develop a strategy that resonates with your audience and watch your brand grow.”

Example 29: Automotive Review

“Ultimately, this vehicle combines performance, style, and safety. Take it for a test drive and experience its capabilities firsthand.”

Example 30: Music Blog

“In summary, music has the power to evoke emotions and bring people together. Explore different genres and find the soundtrack to your life.”

Tips for Writing a Strong Conclusion

Here are some simple but good tips for writing a powerful conclusion:

• Keep it Concise – A good conclusion should be short and to the point. Avoid unnecessary details and focus on wrapping up your main ideas.
• Use Clear Language – Ensure your language is clear and easy to understand. Avoid jargon and complex sentences.
• Be Consistent – Maintain the same tone and style as the rest of your text. Consistency helps create a seamless reading experience.
• End on a Positive Note – Whenever possible, end with a positive or uplifting message. This leaves the reader with a good impression.

Common Mistakes to Avoid

There are some common mistakes that many writers make when crafting their conclusions.

• Introducing New Information – Don’t introduce new ideas or arguments in the conclusion. This can confuse the reader and dilute your main points.
• Being Vague – Avoid vague statements that don’t add value. Be specific and clear in your summary.
• Repetitiveness – Don’t repeat the same points over and over. Restate your thesis and key points in a new way.
• Ignoring the Thesis – Make sure to tie your conclusion back to your thesis. This reinforces your argument and gives a sense of closure.

Final Thoughts: How to Write a Good Conclusion Paragraph

Writing a good conclusion paragraph is essential for creating a cohesive and impactful piece of writing.

By summarizing key points, restating the thesis, providing a final thought, and using a call to action, you can craft a strong conclusion that leaves a lasting impression.

Use the 30 examples provided to inspire your own writing and ensure your conclusions are always effective and engaging.

Read This Next:

• How to Write an Introduction Paragraph [50+ Examples]
• How to Write a Paragraph [Ultimate Guide + Examples]
• Types of Evidence in Writing [Ultimate Guide + Examples]
• Narrative Writing Graphic Organizer [Guide + Free Templates]
• How to Write a Hook (40 Good Examples)

Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

• Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
• Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
• Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
• Include a provocative insight or quotation from the research or reading you did for your paper.
• Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
• Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
• Stating the thesis for the very first time in the conclusion.
• Introducing a new idea or subtopic in your conclusion.
• Ending with a rephrased thesis statement without any substantive changes.
• Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
• Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

• The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
• The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
• The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
• The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Conclusion for an Essay

By the time you get to the final paragraph of your paper, you have already done so much work on your essay, so all you want to do is to wrap it up as quickly as possible. You’ve already made a stunning introduction, proven your argument, and structured the whole piece as supposed – who cares about making a good conclusion paragraph?

The only thing you need to remember is that the conclusion of an essay is not just the last paragraph of an academic paper where you restate your thesis and key arguments. A concluding paragraph is also your opportunity to have a final impact on your audience. 

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How to write a conclusion paragraph that leaves a lasting impression – In this guide, the team at EssayPro is going to walk you through the process of writing a perfect conclusion step by step. Additionally, we will share valuable tips and tricks to help students of all ages impress their readers at the last moment.

Instead of Intro: What Is a Conclusion?

Before we can move on, let’s take a moment here to define the conclusion itself. According to the standard conclusion definition, it is pretty much the last part of something, its result, or end. However, this term is rather broad and superficial.

When it comes to writing academic papers, a concluding statement refers to an opinion, judgment, suggestion, or position arrived at by logical reasoning (through the arguments provided in the body of the text). Therefore, if you are wondering “what is a good closing sentence like?” – keep on reading.

What Does a Good Conclusion Mean?

Writing a good conclusion for a paper isn’t easy. However, we are going to walk you through this process step by step. Although there are generally no strict rules on how to formulate one, there are some basic principles that everyone should keep in mind. In this section, we will share some core ideas for writing a good conclusion, and, later in the article, we will also provide you with more practical advice and examples.

Here are the core goals a good conclusion should complete:

• “Wrap up” the entire paper;
• Demonstrate to readers that the author accomplished what he/she set out to do;
• Show how you the author has proved their thesis statement;
• Give a sense of completeness and closure on the topic;
• Leave something extra for your reader to think about;
• Leave a powerful final impact on a reader.

Another key thing to remember is that you should not introduce any new ideas or arguments to your paper's conclusion. It should only sum up what you have already written, revisit your thesis statement, and end with a powerful final impression.

When considering how to write a conclusion that works, here are the key points to keep in mind:

• A concluding sentence should only revisit the thesis statement, not restate it;
• It should summarize the main ideas from the body of the paper;
• It should demonstrate the significance and relevance of your work;
• An essay’s conclusion should include a call for action and leave space for further study or development of the topic (if necessary).

How Long Should a Conclusion Be? 

Although there are no strict universal rules regarding the length of an essay’s final clause, both teachers and experienced writers recommend keeping it clear, concise, and straight to the point. There is an unspoken rule that the introduction and conclusion of an academic paper should both be about 10% of the overall paper’s volume. For example, if you were assigned a 1500 word essay, both the introductory and final clauses should be approximately 150 words long (300 together).

Why You Need to Know How to End an Essay:

A conclusion is what drives a paper to its logical end. It also drives the main points of your piece one last time. It is your last opportunity to impact and impress your audience. And, most importantly, it is your chance to demonstrate to readers why your work matters. Simply put, the final paragraph of your essay should answer the last important question a reader will have – “So what?”

If you do a concluding paragraph right, it can give your readers a sense of logical completeness. On the other hand, if you do not make it powerful enough, it can leave them hanging, and diminish the effect of the entire piece.

Strategies to Crafting a Proper Conclusion

Although there are no strict rules for what style to use to write your conclusion, there are several strategies that have been proven to be effective. In the list below, you can find some of the most effective strategies with some good conclusion paragraph examples to help you grasp the idea.

One effective way to emphasize the significance of your essay and give the audience some thought to ponder about is by taking a look into the future. The “When and If” technique is quite powerful when it comes to supporting your points in the essay’s conclusion.

Prediction essay conclusion example: “Taking care of a pet is quite hard, which is the reason why most parents refuse their children’s requests to get a pet. However, the refusal should be the last choice of parents. If we want to inculcate a deep sense of responsibility and organization in our kids, and, at the same time, sprout compassion in them, we must let our children take care of pets.”

Another effective strategy is to link your conclusion to your introductory paragraph. This will create a full-circle narration for your readers, create a better understanding of your topic, and emphasize your key point.

Echo conclusion paragraph example: Introduction: “I believe that all children should grow up with a pet. I still remember the exact day my parents brought my first puppy to our house. This was one of the happiest moments in my life and, at the same time, one of the most life-changing ones. Growing up with a pet taught me a lot, and most importantly, it taught me to be responsible.” Conclusion:. “I remember when I picked up my first puppy and how happy I was at that time. Growing up with a pet, I learned what it means to take care of someone, make sure that he always has water and food, teach him, and constantly keep an eye on my little companion. Having a child grow up with a pet teaches them responsibility and helps them acquire a variety of other life skills like leadership, love, compassion, and empathy. This is why I believe that every kid should grow up with a pet!”

Finally, one more trick that will help you create a flawless conclusion is to amplify your main idea or to present it in another perspective of a larger context. This technique will help your readers to look at the problem discussed from a different angle.

Step-up argumentative essay conclusion example: “Despite the obvious advantages of owning a pet in childhood, I feel that we cannot generalize whether all children should have a pet. Whereas some kids may benefit from such experiences, namely, by becoming more compassionate, organized, and responsible, it really depends on the situation, motivation, and enthusiasm of a particular child for owning a pet.”

What is a clincher in an essay? – The final part of an essay’s conclusion is often referred to as a clincher sentence. According to the clincher definition, it is a final sentence that reinforces the main idea or leaves the audience with an intriguing thought to ponder upon. In a nutshell, the clincher is very similar to the hook you would use in an introductory paragraph. Its core mission is to seize the audience’s attention until the end of the paper. At the same time, this statement is what creates a sense of completeness and helps the author leave a lasting impression on the reader.

Now, since you now know what a clincher is, you are probably wondering how to use one in your own paper. First of all, keep in mind that a good clincher should be intriguing, memorable, smooth, and straightforward.

Generally, there are several different tricks you can use for your clincher statement; it can be:

• A short, but memorable and attention-grabbing conclusion;
• A relevant and memorable quote (only if it brings actual value);
• A call to action;
• A rhetorical question;
• An illustrative story or provocative example;
• A warning against a possibility or suggestion about the consequences of a discussed problem;
• A joke (however, be careful with this as it may not always be deemed appropriate).

Regardless of the technique you choose, make sure that your clincher is memorable and aligns with your introduction and thesis.

Clincher examples: - While New York may not be the only place with the breathtaking views, it is definitely among my personal to 3… and that’s what definitely makes it worth visiting. - “Thence we came forth to rebehold the stars”, Divine Comedy - Don’t you think all these advantages sound like almost life-saving benefits of owning a pet? “So we beat on, boats against the current, borne back ceaselessly into the past.”, The Great Gatsby

Conclusion Writing Don'ts 

Now, when you know what tricks and techniques you should use to create a perfect conclusion, let’s look at some of the things you should not do with our online paper writing service :

• Starting with some cliché concluding sentence starters. Many students find common phrases like “In conclusion,” “Therefore,” “In summary,” or similar statements to be pretty good conclusion starters. However, though such conclusion sentence starters may work in certain cases – for example, in speeches – they are overused, so it is recommended not to use them in writing to introduce your conclusion.
• Putting the first mention of your thesis statement in the conclusion – it has to be presented in your introduction first.
• Providing new arguments, subtopics, or ideas in the conclusion paragraph.
• Including a slightly changed or unchanged thesis statement.
• Providing arguments and evidence that belong in the body of the work.
• Writing too long, hard to read, or confusing sentences.

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Conclusion Paragraph Outline

The total number of sentences in your final paragraph may vary depending on the number of points you discussed in your essay, as well as on the overall word count of your paper. However, the overall conclusion paragraph outline will remain the same and consists of the following elements:

• A conclusion starter:

The first part of your paragraph should drive readers back to your thesis statement. Thus, if you were wondering how to start a conclusion, the best way to do it is by rephrasing your thesis statement.

• Summary of the body paragraphs:

Right after revisiting your thesis, you should include several sentences that wrap up the key highlights and points from your body paragraphs. This part of your conclusion can consist of 2-3 sentences—depending on the number of arguments you’ve made. If necessary, you can also explain to the readers how your main points fit together.

• A concluding sentence:

Finally, you should end your paragraph with a last, powerful sentence that leaves a lasting impression, gives a sense of logical completeness, and connects readers back to the introduction of the paper.

These three key elements make up a perfect essay conclusion. Now, to give you an even better idea of how to create a perfect conclusion, let us give you a sample conclusion paragraph outline with examples from an argumentative essay on the topic of “Every Child Should Own a Pet:

• Sentence 1: Starter
• ~ Thesis: "Though taking care of a pet may be a bit challenging for small children. Parents should not restrict their kids from having a pet as it helps them grow into more responsible and compassionate people."
• ~ Restated thesis for a conclusion: "I can say that taking care of a pet is good for every child."
• Sentences 2-4: Summary
• ~ "Studies have shown that pet owners generally have fewer health problems."
• ~ "Owning a pet teaches a child to be more responsible."
• ~ "Spending time with a pet reduces stress, feelings of loneliness, and anxiety."
• Sentence 5: A concluding sentence
• ~ "Pets can really change a child life for the better, so don't hesitate to endorse your kid's desire to own a pet."

This is a clear example of how you can shape your conclusion paragraph.

How to Conclude Various Types of Essays

Depending on the type of academic essay you are working on, your concluding paragraph's style, tone, and length may vary. In this part of our guide, we will tell you how to end different types of essays and other works.

How to End an Argumentative Essay

Persuasive or argumentative essays always have the single goal of convincing readers of something (an idea, stance, or viewpoint) by appealing to arguments, facts, logic, and even emotions. The conclusion for such an essay has to be persuasive as well. A good trick you can use is to illustrate a real-life scenario that proves your stance or encourages readers to take action. More about persuasive essay outline you can read in our article.

Here are a few more tips for making a perfect conclusion for an argumentative essay:

• Carefully read the whole essay before you begin;
• Re-emphasize your ideas;
• Discuss possible implications;
• Don’t be afraid to appeal to the reader’s emotions.

How to End a Compare and Contrast Essay

The purpose of a compare and contrast essay is to emphasize the differences or similarities between two or more objects, people, phenomena, etc. Therefore, a logical conclusion should highlight how the reviewed objects are different or similar. Basically, in such a paper, your conclusion should recall all of the key common and distinctive features discussed in the body of your essay and also give readers some food for thought after they finish reading it.

How to Conclude a Descriptive Essay

The key idea of a descriptive essay is to showcase your creativity and writing skills by painting a vivid picture with the help of words. This is one of the most creative types of essays as it requires you to show a story, not tell it. This kind of essay implies using a lot of vivid details. Respectively, the conclusion of such a paper should also use descriptive imagery and, at the same time, sum up the main ideas. A good strategy for ending a descriptive essay would be to begin with a short explanation of why you wrote the essay. Then, you should reflect on how your topic affects you. In the middle of the conclusion, you should cover the most critical moments of the story to smoothly lead the reader into a logical closing statement. The “clincher”, in this case, should be a thought-provoking final sentence that leaves a good and lasting impression on the audience. Do not lead the reader into the essay and then leave them with dwindling memories of it.

How to Conclude an Essay About Yourself

If you find yourself writing an essay about yourself, you need to tell a personal story. As a rule, such essays talk about the author’s experiences, which is why a conclusion should create a feeling of narrative closure. A good strategy is to end your story with a logical finale and the lessons you have learned, while, at the same time, linking it to the introductory paragraph and recalling key moments from the story.

How to End an Informative Essay

Unlike other types of papers, informative or expository essays load readers with a lot of information and facts. In this case, “Synthesize, don’t summarize” is the best technique you can use to end your paper. Simply put, instead of recalling all of the major facts, you should approach your conclusion from the “So what?” position by highlighting the significance of the information provided.

How to Conclude a Narrative Essay

In a nutshell, a narrative essay is based on simple storytelling. The purpose of this paper is to share a particular story in detail. Therefore, the conclusion for such a paper should wrap up the story and avoid finishing on an abrupt cliffhanger. It is vital to include the key takeaways and the lessons learned from the story.

How to Write a Conclusion for a Lab Report

Unlike an essay, a lab report is based on an experiment. This type of paper describes the flow of a particular experiment conducted by a student and its conclusion should reflect on the outcomes of this experiment.

In thinking of how to write a conclusion for a lab, here are the key things you should do to get it right:

• Restate the goals of your experiment
• Describe the methods you used
• Include the results of the experiment and analyze the final data
• End your conclusion with a clear statement on whether or not the experiment was successful (Did you reach the expected results?)

How to Write a Conclusion for a Research Paper

Writing a paper is probably the hardest task of all, even for experienced dissertation writer . Unlike an essay or even a lab report, a research paper is a much longer piece of work that requires a deeper investigation of the problem. Therefore, a conclusion for such a paper should be even more sophisticated and powerful. If you're feeling difficulty writing an essay, you can buy essay on our service.

However, given that a research paper is the second most popular kind of academic paper (after an essay), it is important to know how to conclude a research paper. Even if you have not yet been assigned to do this task, be sure that you will face it soon. So, here are the steps you should follow to create a great conclusion for a research paper:

• Restate the Topic

Start your final paragraph with a quick reminder of what the topic of the piece is about. Keep it one sentence long.

• Revisit the Thesis

Next, you should remind your readers what your thesis statement was. However, do not just copy and paste it from the introductory clause: paraphrase your thesis so that you deliver the same idea but with different words. Keep your paraphrased thesis narrow, specific, and topic-oriented.

• Summarise Your Key Ideas

Just like the case of a regular essay’s conclusion, a research paper’s final paragraph should also include a short summary of all of the key points stated in the body sections. We recommend reading the entire body part a few times to define all of your main arguments and ideas.

• Showcase the Significance of Your Work

In the research paper conclusion, it is vital to highlight the significance of your research problem and state how your solution could be helpful.

• Make Suggestions for Future Studies

Finally, at the end of your conclusion, you should define how your findings will contribute to the development of its particular field of science. Outline the perspectives of further research and, if necessary, explain what is yet to be discovered on the topic.

Then, end your conclusion with a powerful concluding sentence – it can be a rhetorical question, call to action, or another hook that will help you have a strong impact on the audience.

• Answer the Right Questions

To create a top-notch research paper conclusion, be sure to answer the following questions:

• What is the goal of a research paper?
• What are the possible solutions to the research question(s)?
• How can your results be implemented in real life? (Is your research paper helpful to the community?)
• Why is this study important and relevant?

Additionally, here are a few more handy tips to follow:

• Provide clear examples from real life to help readers better understand the further implementation of the stated solutions;
• Keep your conclusion fresh, original, and creative.

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So, What Is a Good Closing Sentence? See The Difference

One of the best ways to learn how to write a good conclusion is to look at several professional essay conclusion examples. In this section of our guide, we are going to look at two different final paragraphs shaped on the basis of the same template, but even so, they are very different – where one is weak and the other is strong. Below, we are going to compare them to help you understand the difference between a good and a bad conclusion.

Here is the template we used: College degrees are in decline. The price of receiving an education does not correlate with the quality of the education received. As a result, graduated students face underemployment, and the worth of college degrees appears to be in serious doubt. However, the potential social and economic benefits of educated students balance out the equation.

Strong Conclusion ‍

People either see college as an opportunity or an inconvenience; therefore, a degree can only hold as much value as its owner’s skillset. The underemployment of graduate students puts the worth of college degrees in serious doubt. Yet, with the multitude of benefits that educated students bring to society and the economy, the equation remains in balance. Perhaps the ordinary person should consider college as a wise financial investment, but only if they stay determined to study and do the hard work.

Why is this example good? There are several key points that prove its effectiveness:

• There is a bold opening statement that encompasses the two contrasting types of students we can see today.
• There are two sentences that recall the thesis statement and cover the key arguments from the body of the essay.
• Finally, the last sentence sums up the key message of the essay and leaves readers with something to think about.

Weak Conclusion

In conclusion, with the poor preparation of students in college and the subsequent underemployment after graduation from college, the worth associated with the college degree appears to be in serious doubt. However, these issues alone may not reasonably conclude beyond a doubt that investing in a college degree is a rewarding venture. When the full benefits that come with education are carefully put into consideration and evaluated, college education for children in any country still has good advantages, and society should continue to advocate for a college education. The ordinary person should consider this a wise financial decision that holds rewards in the end. Apart from the monetary gains associated with a college education, society will greatly benefit from students when they finish college. Their minds are going to be expanded, and their reasoning and decision making will be enhanced.

What makes this example bad? Here are a few points to consider:

• Unlike the first example, this paragraph is long and not specific enough. The author provides plenty of generalized phrases that are not backed up by actual arguments.
• This piece is hard to read and understand and sentences have a confusing structure. Also, there are lots of repetitions and too many uses of the word “college”.
• There is no summary of the key benefits.
• The last two sentences that highlight the value of education contradict with the initial statement.
• Finally, the last sentence doesn’t offer a strong conclusion and gives no thought to ponder upon.
• In the body of your essay, you have hopefully already provided your reader(s) with plenty of information. Therefore, it is not wise to present new arguments or ideas in your conclusion.
• To end your final paragraph right, find a clear and straightforward message that will have the most powerful impact on your audience.
• Don’t use more than one quote in the final clause of your paper – the information from external sources (including quotes) belongs in the body of a paper.
• Be authoritative when writing a conclusion. You should sound confident and convincing to leave a good impression. Sentences like “I’m not an expert, but…” will most likely make you seem less knowledgeable and/or credible.

Good Conclusion Examples

Now that we've learned what a conclusion is and how to write one let's take a look at some essay conclusion examples to strengthen our knowledge.

The ending ironically reveals that all was for nothing. (A short explanation of the thematic effect of the book’s end) Tom says that Miss Watson freed Jim in her final will.Jim told Huck that the dead man on the Island was pap. The entire adventure seemingly evaporated into nothingness. (How this effect was manifested into the minds of thereaders).

All in all, international schools hold the key to building a full future that students can achieve. (Thesis statement simplified) They help students develop their own character by learning from their mistakes, without having to face a dreadful penalty for failure. (Thesis statement elaborated)Although some say that kids emerged “spoiled” with this mentality, the results prove the contrary. (Possible counter-arguments are noted)

In conclusion, public workers should be allowed to strike since it will give them a chance to air their grievances. (Thesis statement) Public workers should be allowed to strike when their rights, safety, and regulations are compromised. The workers will get motivated when they strike, and their demands are met.

In summary, studies reveal some similarities in the nutrient contents between the organic and non-organic food substances. (Starts with similarities) However, others have revealed many considerable differences in the amounts of antioxidants as well as other minerals present in organic and non-organic foods. Generally, organic foods have higher levels of antioxidants than non-organic foods and therefore are more important in the prevention of chronic illnesses.

As time went by, my obsession grew into something bigger than art; (‘As time went by’ signals maturation) it grew into a dream of developing myself for the world. (Showing student’s interest of developing himself for the community) It is a dream of not only seeing the world from a different perspective but also changing the perspective of people who see my work. (Showing student’s determination to create moving pieces of art)

In conclusion, it is evident that technology is an integral part of our lives and without it, we become “lost” since we have increasingly become dependent on its use. (Thesis with main point)

You might also be interested in reading nursing essay examples from our service.

How To Write A Conclusion For An Essay?

How to write a good conclusion, how to write a conclusion for a college essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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How to Write an Essay Conclusion

4-minute read

• 1st October 2022

Regardless of what you’re studying, writing essays is probably a significant part of your work as a student . Taking the time to understand how to write each section of an essay (i.e., introduction, body, and conclusion) can make the entire process easier and ensure that you’ll be successful.

Once you’ve put in the hard work of writing a coherent and compelling essay, it can be tempting to quickly throw together a conclusion without the same attention to detail. However, you won’t leave an impactful final impression on your readers without a strong conclusion.

We’ve compiled a few easy steps to help you write a great conclusion for your next essay . Watch our video, or check out our guide below to learn more!

1. Return to Your Thesis

Similar to how an introduction should capture your reader’s interest and present your argument, a conclusion should show why your argument matters and leave the reader with further curiosity about the topic.

To do this, you should begin by reminding the reader of your thesis statement. While you can use similar language and keywords when referring to your thesis, avoid copying it from the introduction and pasting it into your conclusion.

Try varying your vocabulary and sentence structure and presenting your thesis in a way that demonstrates how your argument has evolved throughout your essay.

2. Review Your Main Points

In addition to revisiting your thesis statement, you should review the main points you presented in your essay to support your argument.

However, a conclusion isn’t simply a summary of your essay . Rather, you should further examine your main points and demonstrate how each is connected.

Try to discuss these points concisely, in just a few sentences, in preparation for demonstrating how they fit in to the bigger picture of the topic.

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3. Show the Significance of Your Essay

Next, it’s time to think about the topic of your essay beyond the scope of your argument. It’s helpful to keep the question “so what?” in mind when you’re doing this. The goal is to demonstrate why your argument matters.

If you need some ideas about what to discuss to show the significance of your essay, consider the following:

• What do your findings contribute to the current understanding of the topic?
• Did your findings raise new questions that would benefit from future research?
• Can you offer practical suggestions for future research or make predictions about the future of the field/topic?
• Are there other contexts, topics, or a broader debate that your ideas can be applied to?

While writing your essay, it can be helpful to keep a list of ideas or insights that you develop about the implications of your work so that you can refer back to it when you write the conclusion.

Making these kinds of connections will leave a memorable impression on the reader and inspire their interest in the topic you’ve written about.

4. Avoid Some Common Mistakes

To ensure you’ve written a strong conclusion that doesn’t leave your reader confused or lacking confidence in your work, avoid:

• Presenting new evidence: Don’t introduce new information or a new argument, as it can distract from your main topic, confuse your reader, and suggest that your essay isn’t organized.
• Undermining your argument: Don’t use statements such as “I’m not an expert,” “I feel,” or “I think,” as lacking confidence in your work will weaken your argument.
• Using generic statements: Don’t use generic concluding statements such as “In summary,” “To sum up,” or “In conclusion,” which are redundant since the reader will be able to see that they’ve reached the end of your essay.

Finally, don’t make the mistake of forgetting to proofread your essay ! Mistakes can be difficult to catch in your own writing, but they can detract from your writing.

Our expert editors can ensure that your essay is clear, concise, and free of spelling and grammar errors. Find out more by submitting a free trial document today!

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How to Conclude an Essay (with Examples)

Last Updated: April 3, 2023 Fact Checked

Writing a Strong Conclusion

What to avoid, brainstorming tricks.

This article was co-authored by Jake Adams and by wikiHow staff writer, Aly Rusciano . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,208,699 times.

So, you’ve written an outstanding essay and couldn’t be more proud. But now you have to write the final paragraph. The conclusion simply summarizes what you’ve already written, right? Well, not exactly. Your essay’s conclusion should be a bit more finessed than that. Luckily, you’ve come to the perfect place to learn how to write a conclusion. We’ve put together this guide to fill you in on everything you should and shouldn’t do when ending an essay. Follow our advice, and you’ll have a stellar conclusion worthy of an A+ in no time.

Things You Should Know

• Rephrase your thesis to include in your final paragraph to bring the essay full circle.
• End your essay with a call to action, warning, or image to make your argument meaningful.
• Keep your conclusion concise and to the point, so you don’t lose a reader’s attention.
• Do your best to avoid adding new information to your conclusion and only emphasize points you’ve already made in your essay.

• “All in all”
• “Ultimately”
• “Furthermore”
• “As a consequence”
• “As a result”

• Make sure to write your main points in a new and unique way to avoid repetition.

• Let’s say this is your original thesis statement: “Allowing students to visit the library during lunch improves campus life and supports academic achievement.”
• Restating your thesis for your conclusion could look like this: “Evidence shows students who have access to their school’s library during lunch check out more books and are more likely to complete their homework.”
• The restated thesis has the same sentiment as the original while also summarizing other points of the essay.

• “When you use plastic water bottles, you pollute the ocean. Switch to using a glass or metal water bottle instead. The planet and sea turtles will thank you.”
• “The average person spends roughly 7 hours on their phone a day, so there’s no wonder cybersickness is plaguing all generations.”
• “Imagine walking on the beach, except the soft sand is made up of cigarette butts. They burn your feet but keep washing in with the tide. If we don’t clean up the ocean, this will be our reality.”
• “ Lost is not only a show that changed the course of television, but it’s also a reflection of humanity as a whole.”
• “If action isn’t taken to end climate change today, the global temperature will dangerously rise from 4.5 to 8 °F (−15.3 to −13.3 °C) by 2100.”

• Focus on your essay's most prevalent or important parts. What key points do you want readers to take away or remember about your essay?

• For instance, instead of writing, “That’s why I think that Abraham Lincoln was the best American President,” write, “That’s why Abraham Lincoln was the best American President.”
• There’s no room for ifs, ands, or buts—your opinion matters and doesn’t need to be apologized for!

• For instance, words like “firstly,” “secondly,” and “thirdly” may be great transition statements for body paragraphs but are unnecessary in a conclusion.

• For instance, say you began your essay with the idea that humanity’s small sense of sense stems from space’s vast size. Try returning to this idea in the conclusion by emphasizing that as human knowledge grows, space becomes smaller.

• For example, you could extend an essay on the television show Orange is the New Black by bringing up the culture of imprisonment in America.

Community Q&A

• Always review your essay after writing it for proper grammar, spelling, and punctuation, and don’t be afraid to revise. Thanks Helpful 2 Not Helpful 1
• Ask a friend, family member, or teacher for help if you’re stuck. Sometimes a second opinion is all you need. Thanks Helpful 2 Not Helpful 1

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• ↑ https://www.uts.edu.au/current-students/support/helps/self-help-resources/grammar/transition-signals
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/conclusions.html
• ↑ http://writing2.richmond.edu/writing/wweb/conclude.html
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://www.pittsfordschools.org/site/handlers/filedownload.ashx?moduleinstanceid=542&dataid=4677&FileName=conclusions1.pdf
• ↑ https://www.cuyamaca.edu/student-support/tutoring-center/files/student-resources/how-to-write-a-good-conclusion.pdf
• ↑ https://library.sacredheart.edu/c.php?g=29803&p=185935

About This Article

To end an essay, start your conclusion with a phrase that makes it clear your essay is coming to a close, like "In summary," or "All things considered." Then, use a few sentences to briefly summarize the main points of your essay by rephrasing the topic sentences of your body paragraphs. Finally, end your conclusion with a call to action that encourages your readers to do something or learn more about your topic. In general, try to keep your conclusion between 5 and 7 sentences long. For more tips from our English co-author, like how to avoid common pitfalls when writing an essay conclusion, scroll down! Did this summary help you? Yes No

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Essay writing: Conclusions

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“Pay adequate attention to the conclusion.” Kathleen McMillan & Jonathan Weyers,  How to Write Essays & Assignments

Conclusions are often overlooked, cursory and written last minute. If this sounds familiar then it's time to change and give your conclusions some much needed attention. Your conclusion is the whole point of your essay. All the other parts of the essay should have been leading your reader on an inevitable journey towards your conclusion. So make it count and finish your essay in style.

Know where you are going

Too many students focus their essays on content rather than argument. This means they pay too much attention to the main body without considering where it is leading. It can be a good idea to write a draft conclusion before  you write your main body. It is a lot easier to plan a journey when you know your destination! 

It should only be a draft however, as quite often the writing process itself can help you develop your argument and you may feel your conclusion needs adapting accordingly.

What it should include

A great conclusion should include:

A clear link back to the question . This is usually the first thing you do in a conclusion and it shows that you have (hopefully) answered it.

A sentence or two that summarise(s) your main argument but in a bit more detail than you gave in your introduction.

A series of supporting sentences that basically reiterate the main point of each of your paragraphs but show how they relate to each other and lead you to the position you have taken. Constantly ask yourself "So what?" "Why should anyone care?" and answer these questions for each of the points you make in your conclusion.

A final sentence that states why your ideas are important to the wider subject area . Where the introduction goes from general to specific, the conclusion needs to go from specific back out to general.

What it should not  include

Try to avoid including the following in your conclusion. Remember your conclusion should be entirely predictable. The reader wants no surprises.

Any new ideas . If an idea is worth including, put it in the main body. You do not need to include citations in your conclusion if you have already used them earlier and are just reiterating your point.

A change of style i.e. being more emotional or sentimental than the rest of the essay. Keep it straightforward, explanatory and clear.

Overused phrases like: “in conclusion”; “in summary”; “as shown in this essay”. Consign these to the rubbish bin!

Here are some alternatives, there are many more:

• The x main points presented here emphasise the importance of...
• The [insert something relevant] outlined above indicate that ...
• By showing the connections between x, y and z, it has been argued here that ...

Maximise marks

Remember, your conclusion is the last thing your reader (marker!) will read. Spending a little care on it will leave her/him absolutely sure that you have answered the question and you will definitely receive a higher mark than if your conclusion was a quickly written afterthought.

Your conclusion should be around 10% of your word count. There is never a situation where sacrificing words in your conclusion will benefit your essay.

The 5Cs conclusion method: (spot the typo on this video)

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Traditional Academic Essays In Three Parts

Part i: the introduction.

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

• Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
• Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

• like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
• arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
• focused. Make a specific point in each paragraph and then prove that point.

Evidence. The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

• quotations and/or paraphrases from sources.
• facts , e.g. statistics or findings from studies you’ve conducted.
• narratives and/or descriptions , e.g. of your own experiences.

Analysis. The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition. The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “ T ransition” and the “ M ain Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

• Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
• For example, your argument might be significant to studies of a certain time period .
• Alternately, it might be significant to a certain geographical region .
• Alternately still, it might influence how your readers think about the future . You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

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English Mechanics 101: What Are Writing Mechanics? (Definition and Examples)

If you want to learn more about English mechanics, this is the article for you. You'll learn what the main aspects of mechanics are, how to use them in your writing, and why you should.

• English Mechanics are the rules that govern written language. They tell you how to write in a way that is coherent and standardized.

This article is part of our free online Grammar Book .

The Main Parts of English Mechanics

English mechanics provide a way to standardize writing so that you may get your message across effectively. They're the rules you look to when you're unsure which punctuation to use or whether to capitalize a word, to mention just a couple of examples.

In other words, they cover the technical aspects of writing in English. It's like when you have a car. You may know how to drive it, but there are mechanics involved, too, if you want to keep your vehicle on the road. Do your tires meet the legal requirements? Do you have the right level of oil? How should you position your seat? These mechanical aspects ensure you can drive your car safely and according to legal standards.

• Knowing about English mechanics accomplishes the same thing: it ensures your writing meets the standard rules.

So why should you care about English mechanics? Well, I think it's safe to say that when you write, you want to be understood by your readers, right? You don't want to be misunderstood, do you? That's what understanding mechanics will help you to do. It ensures you express yourself with accuracy.

The four main aspects of English mechanics include:

Capitalization

Punctuation.

Let's take a look at these one by one.

Word order, also known as sentence patterns, tells us which order we should place the words in our sentence. You can't just place words wherever you like, as this affects the sentence's meaning. In order to communicate effectively, you must know that certain parts of speech must be placed in specific parts of the sentence.

The most basic sentence pattern is:

[Subject] + [Verb]

That could look like this:

I am sleeping. 

You might want to add other parts of speech to make your sentence more complex. There are sentence patterns for these cases, too. For instance, if you want to add an adjective, you should remember to always place it before the subject. And objects come after the subject and verb.

Here are some more example sentence patterns:

[Subject] + [Verb] + [Adjective] + [Noun] I used brown sugar.  [Adjective] + [Subject] + [Verb] + [Adverb] The excited puppy barked loudly. [Subject] + [Verb] + [Direct Object]  I study English mechanics.  [Subject] + [Verb] + [Indirect Object] + [Direct Object]  We sent everyone an invitation.

These are just a few of the possible combinations. If you'd like to learn more, check out our blog on sentence patterns .

Knowing whether or not to capitalize or word can be tricky business. Also, different style guides might advocate for slightly different practices.

• Capitalizing a word means you start it off with an uppercase letter.

There are seven instances when you should use a capital letter at the beginning of a word, and those are:

• The first word of the sentence You look fantastic tonight!
• Proper nouns Is it ok if we bring our dog, Rex ?
• The pronoun 'I.' It's high time that I get my own place.
• The first word after a colon (if it's a complete sentence) You must keep track of your main goal: You need to graduate with a scholarship.
• The first word of a quote (if it's a complete sentence) As Gandhi said: " Be the change that you wish to see in the world."
• Most words in titles Have you ever watched The Shawshank Redemption?
• Titles and honorifics (if followed by the person's name) I'd like to introduce Sir Paul McCartney.

I'm sure I don't have to tell you spelling is a major aspect of English mechanics and is essential in getting your message across accurately. One big reason for this is that English words don't tend to be spelled the way they sound, so you'll need to be familiar with spelling conventions in order to avoid errors.

As well as this, there are homophones to content with: words that sound the same but have different spellings and meanings. Getting the spelling right for these words is key so your reader knows what you mean.

Look at the following words, for example:

• 'Ware' vs 'wear'
• 'Isle' vs 'aisle'
• 'Sow' vs 'sew'

The spelling makes all the difference here because when you hear them out loud, they sound like the same word, but when you write them down, you see they are different.

Of course, a spellchecker can always help with this, and we're lucky to live in an age where these are available, so we can ensure our writing is error-free before publishing/handing it in. But it's good practice to familiarize yourself with the different spelling rules over time so that you're not entirely relying on your spellchecker.

To learn more about the spelling rules, check out our article on the topic.

Without punctuation, our writing would just be a jumbled-up mess of words; it would be impossible to make any sense of it.

There are three different types of punctuation:

• punctuation to end a sentence
• punctuation to mark a pause
• punctuation for quotations
• punctuation to edit words

Punctuation to End a Sentence

Exclamation points , question marks , and periods are the three kinds of punctuation you can use to end a sentence. They help the reader know if you're expressing emotion, asking a question, or simply making a statement.

Here's an example sentence for each of these:

Oh wow, that's great news! What's your name? Sorry to hear that you lost your job.

Punctuation to Mark a Pause

Most kinds of punctuation are intended to mark a pause or separate a piece of information from the rest of the sentence. Some of the most commonly used ones are commas , colons , semicolons , and parentheses .

Let's take a look at what these look like in a sentence:

I'd like a blueberry muffin, a flat white and a glass of water, please. Today we're going to be discussing a topic dear to my heart: English mechanics.  She's skipping movie night ; she isn't a big fan of the action genre. Everything I set out to do today (clean the house, fix my car and eat a nourishing meal) was a complete and utter success.

Punctuation for Quotations

This category's pretty straightforward: it's the kind of punctuation that allows you to demark quotations in your writing. These are called quotation marks . You can use either single or double quotation marks. The former tends to be more common in countries that use British English, and American English-speaking countries prefer the latter.

You can use quotations to directly quote what someone said, report dialogue , mention titles of works, or set words apart from the rest of the text.

Here are some examples:

" In three words I can sum up everything I've learned in life: It goes on ." — Robert Frost She asked, "Do you know anyone here?" John Donne's poem "No Man Is an Island" really resonated with me. He was nicknamed "The King of Pop".

Punctuation to Edit Words

The English language is very versatile. Though it contains a wide variety of words, we'll often use the same word in different ways to mean something different. That's where apostrophes and hyphens come in.

Apostrophes allow you to contract a word or form possessive nouns:

I've never been so happy to see you in my life. The young girl's speech was very moving.

Hyphens can be used to create compound words, connect a word with its prefix, and for numbers between twenty-one and ninety-nine:

We live in a fast-paced world and it can be difficult to slow down. They host a bi-annual gala. In my class of thirty-six students there are only three boys.

Other Types of Punctuation

There are other kinds of punctuation that don't fit into the aforementioned categories but that still perform an essential role in English mechanics. Slashes and brackets are two examples.

Slashes are used to show a contrast or a connection between two things:

Dear Sir/Madam. Do you take sugar/milk?

Brackets allow you to add edits, comments, or further explanations for something you have said:

My mom always says "Carpe diem [ seize the day]"

To learn about the other punctuation marks not discussed here, visit our Grammar Book. We have an entire section on punctuation.

Other Aspects of English Mechanics

We've covered the main aspects of English mechanics, but there are others too. Many grammarians disagree on what constitutes mechanics vs grammar , so what you're reading here is just our take on what constitutes the building blocks of English mechanics.

But don't worry; there's no need to get stuck on semantics. The important thing is that you're familiar with all the rules, whether mechanics or grammar, and this is something you'll accomplish over time just by practicing and reading all our Grammar Book articles.

Abbreviations

Abbreviations are shortened versions of words. They're not typically used in formal writing, but you will see them around, so it's a good idea to familiarize yourself with them. Plus, you can also use them in your writing to shorten your text/save time.

Here are some different examples of abbreviations:

Did you see that ad on TV for the new iPhone? He's from the FBI. They're raising money for UNICEF. I honestly had to LOL when he said that.

To learn more about abbreviations, check out our article on the topic .

Prefixes and Suffixes

• Prefixes are added to the beginning of words to change their meaning
• Suffixes are added to the end of words to change their form.

Most prefixes and suffixes are standardized, so learning about them can mean you'll be able to decode a word's meaning, even if you've never seen the word before. How cool is that?

For example, here are some prefixes that give the word its opposite meaning:

• de declutter deficient
• in inexpensive inadequate
• dis disadvantage disagree

Here are some examples of common suffixes that change a word into a noun:

• -acy private → privacy
• -ism optimist → optimism
• -ance maintain → maintenance
• -er train → trainer

If you want to learn more about prefixes and suffixes , we've got an article that covers everything you need to know. Check it out here.

Singular vs Plural

Nouns can be either singular or plural. Their basic form is singular; to pluralize them, you must follow a certain set of rules.

Sometimes it's as simple as adding -es  to the end of the word, like for words ending in  -s, -ss, -sh, -ch, or -x.

• bus → buses
• pass → passes
• church → churches

Sometimes you'll have the option to add either -es or -s , like with words ending in  -o.

• piano → pianos
• volcano → volcanoes
• hero → heroes

And other times yet, you'll need to change some of the letters in the word first. That might look like adding a -z and then the plural ending:

• quiz → quizzes

Or changing the - v  to an  -f:

• wife → wives

So yes, the rules are a bit more complex than simply adding an  -s  or an  -es , like many would like to believe. I would like to believe that myself, as it would make life much easier!

To learn about pluralization rules in more depth, check out this article .

Concluding Thoughts on English Mechanics

That concludes this article on English mechanics. I hope you found it helpful.

Let's summarize what we've learned:

• English mechanics exist to help us express ourselves accurately in writing.
• The four main aspects of English mechanics are word order, capitalization, spelling, and punctuation.
• Important aspects also include abbreviations, prefixes and suffixes, and pluralizing nouns.

If you found this article helpful and would like to learn more, check out our Grammar Book , a free online database of grammar articles just like this one.

Learn More:

• Singular and Plural: Understanding Singular and Plural Forms in English (Examples)
• Confusing Words: 51 Commonly Confused Words in English (Examples)
• Periods: When to Use Periods in Writing (Examples)
• Exclamation Points: When to Use Exclamation Points in Writing (Examples)
• Commas: When to Use Commas in Writing (Examples)
• Semicolons: When to Use Semicolons in Writing (Examples)
• Colons: When to Use Colons in Writing (Examples)
• Parentheses: When to Use Parentheses in Writing (Examples)
• Brackets: When to Use Brackets in Writing (Examples)
• Ellipses: When to Use Ellipses in Writing (Examples)
• Slash: When to Use Slash in Writing (Examples)
• Language Register in English Writing: Definition, Meaning, and Examples
• Hyperbole: What is Hyperbole in English? Definition and Examples
• Onomatopoeia: What is Onomatopoeia? Discovering Sound Words in English (Examples)
• Curse Words: What Are Bad Words in English to Call Someone? (Examples)

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Unit 4: Writing Mechanics

Writ course learning outcomes (lo) addressed.

• COMPOSE complete sentences and paragraphs using effective vocabulary  (LO 6).
• EXPRESS a clear written argument (LO 7).
• PROVIDE evidence in support of arguments (LO 8).
• APPLY basic principles of quotation and/or paraphrase integration (LO 9).

Rubric Spotlight

• Errors that are absent or minor
• An assured and sophisticated command of grammatical structures, punctuation, mechanics, usage
• Language use that enhances your message

Putting the Pieces Together Copyright © 2020 by Andrew Stracuzzi and André Cormier is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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The Mechanics of Writing Composition

Glossary of Grammatical and Rhetorical Terms

Klaus Vedfelt / Getty Images

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

In composition , writing mechanics are the conventions governing the technical aspects of writing , including spelling , punctuation , capitalization , and abbreviations . Getting your main points together can be a challenge, and one solution is to put together a draft of main ideas before writing. Some writing textbooks also include issues related to usage and organization under the broad heading of mechanics. Here are the basics of writing mechanics for students and writers.

Writing Mechanics

"Teachers using a traditional, product-oriented approach tend to focus on the formal mechanical and technical aspects of writing while paying little attention to the individual writer's communicative purposes. Thus with this approach there is a danger that, for many children, writing will become an exercise in formal mechanics divorced from personal content and intentions." Joan Brooks McLane and Gillian Dowley McNamee,  Early Literacy . Harvard University Press, 1990

In written language,  spelling  is the correct arrangement of  letters  that form  words . To improve spelling skills, you can use a memory device known as mnemonics . This memorable phrase, acronym or pattern can come in handy for remembering something like the spelling of a word. You can also increase your reading skills, make a list of common words you often misspell or mark words in a dictionary that seem to give you trouble repeatedly.

Punctuation

Punctuation is the set of marks used to regulate  texts  and clarify their meanings, mainly by separating or linking words,  phrases , and  clauses .

" [R]evision  involves  critical thinking  about content, with secondary consideration to mechanics and neatness. This does not mean that technical aspects of writing can be ignored but that introductions to a revision that seems to privilege rote application of rules and neatness over critical interaction with text (however brief it may be for beginners) conveys entirely the wrong message to young authors. As children learn the cognitive processes involved in revision, they acquire the inclination to monitor and revise their work in all areas." Terry Salinger, "Critical Thinking and Young Literacy Learners." Teaching Thinking: An Agenda for the Twenty-First Century , ed. by Cathy Collins and John N. Mangieri. Lawrence Erlbaum, 1992)

Capitalization

Capitalization is the practice of using  capital letters  in writing or printing. Proper nouns , key words in  titles , and beginnings of  sentences  are generally capitalized . You will also want to capitalize the letter "I" under all circumstances.

"Capitalization and punctuation are the mechanics of writing. They are not simply rules that we must memorize and follow; they are specific signals to the reader. These mechanics are used to determine the meaning and to clarify intent. It is possible to change the connotation  of a sentence by altering punctuation and/or capitalization." ​ Maureen Lindner,  English Language and Composition . Career Press, 2005

Abbreviations

An abbreviation is a shortened form of a word or phrase, such as "D.C." for "District of Columbia."

"Mechanics, in theory, includes matters such as usage and spelling, as well as  hyphenation  and the use of  italics . Essentially, mechanics refers to a set of conventions—how to abbreviate and when to capitalize, for example." Robert DiYanni and Pat C. Hoy II,  The Scribner Handbook for Writers , 3rd ed. Allyn and Bacon, 2001

• revision (composition)
• Editing and Proofreading Marks in Composition
• Best Practices for the Most Effective Use of Paragraphs
• Definition and Examples of Periods: Full Stop
• 10 Tips for Using Abbreviations Correctly
• 6 Traits of Writing
• Writing Dates in Spanish
• The Difference Between Revising and Editing
• When To Capitalize Letters in Spanish
• Focusing in Composition
• Abbreviations and Acronyms for English Learners
• How to Form a Balanced Sentence
• What is Copyediting?
• How to Create a Rubric in 6 Steps
• Proofreaders' and Teachers' Correction Marks
• Capitalization in German

Your Best College Essay

Maybe you love to write, or maybe you don’t. Either way, there’s a chance that the thought of writing your college essay is making you sweat. No need for nerves! We’re here to give you the important details on how to make the process as anxiety-free as possible.

What's the College Essay?

When we say “The College Essay” (capitalization for emphasis – say it out loud with the capitals and you’ll know what we mean) we’re talking about the 550-650 word essay required by most colleges and universities. Prompts for this essay can be found on the college’s website, the Common Application, or the Coalition Application. We’re not talking about the many smaller supplemental essays you might need to write in order to apply to college. Not all institutions require the essay, but most colleges and universities that are at least semi-selective do.

How do I get started?

Look for the prompts on whatever application you’re using to apply to schools (almost all of the time – with a few notable exceptions – this is the Common Application). If one of them calls out to you, awesome! You can jump right in and start to brainstorm. If none of them are giving you the right vibes, don’t worry. They’re so broad that almost anything you write can fit into one of the prompts after you’re done. Working backwards like this is totally fine and can be really useful!

What if I have writer's block?

You aren’t alone. Staring at a blank Google Doc and thinking about how this is the one chance to tell an admissions officer your story can make you freeze. Thinking about some of these questions might help you find the right topic:

• What is something about you that people have pointed out as distinctive?
• If you had to pick three words to describe yourself, what would they be? What are things you’ve done that demonstrate these qualities?
• What’s something about you that has changed over your years in high school? How or why did it change?
• What’s something you like most about yourself?
• What’s something you love so much that you lose track of the rest of the world while you do it?

If you’re still stuck on a topic, ask your family members, friends, or other trusted adults: what’s something they always think about when they think about you? What’s something they think you should be proud of? They might help you find something about yourself that you wouldn’t have surfaced on your own.  

How do I grab my reader's attention?

It’s no secret that admissions officers are reading dozens – and sometimes hundreds – of essays every day. That can feel like a lot of pressure to stand out. But if you try to write the most unique essay in the world, it might end up seeming forced if it’s not genuinely you. So, what’s there to do? Our advice: start your essay with a story. Tell the reader about something you’ve done, complete with sensory details, and maybe even dialogue. Then, in the second paragraph, back up and tell us why this story is important and what it tells them about you and the theme of the essay.

THE WORD LIMIT IS SO LIMITING. HOW DO I TELL A COLLEGE MY WHOLE LIFE STORY IN 650 WORDS?

Don’t! Don’t try to tell an admissions officer about everything you’ve loved and done since you were a child. Instead, pick one or two things about yourself that you’re hoping to get across and stick to those. They’ll see the rest on the activities section of your application.

I'M STUCK ON THE CONCLUSION. HELP?

If you can’t think of another way to end the essay, talk about how the qualities you’ve discussed in your essays have prepared you for college. Try to wrap up with a sentence that refers back to the story you told in your first paragraph, if you took that route.

SHOULD I PROOFREAD MY ESSAY?

YES, proofread the essay, and have a trusted adult proofread it as well. Know that any suggestions they give you are coming from a good place, but make sure they aren’t writing your essay for you or putting it into their own voice. Admissions officers want to hear the voice of you, the applicant. Before you submit your essay anywhere, our number one advice is to read it out loud to yourself. When you read out loud you’ll catch small errors you may not have noticed before, and hear sentences that aren’t quite right.

ANY OTHER ADVICE?

Be yourself. If you’re not a naturally serious person, don’t force formality. If you’re the comedian in your friend group, go ahead and be funny. But ultimately, write as your authentic (and grammatically correct) self and trust the process.

And remember, thousands of other students your age are faced with this same essay writing task, right now. You can do it!

Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue?

• Original Paper
• Open access
• Published: 14 May 2024

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• Anya S. Evmenova 1 ,
• Kelley Regan 1 ,
• Reagan Mergen 1 &
• Roba Hrisseh 1  

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Generative AI has the potential to support teachers with writing instruction and feedback. The purpose of this study was to explore and compare feedback and data-based instructional suggestions from teachers and those generated by different AI tools. Essays from students with and without disabilities who struggled with writing and needed a technology-based writing intervention were analyzed. The essays were imported into two versions of ChatGPT using four different prompts, whereby eight sets of responses were generated. Inductive thematic analysis was used to explore the data sets. Findings indicated: (a) differences in responses between ChatGPT versions and prompts, (b) AI feedback on student writing did not reflect provided student characteristics (e.g., grade level or needs; disability; ELL status), and (c) ChatGPT’s responses to the essays aligned with teachers’ identified areas of needs and instructional decisions to some degree. Suggestions for increasing educator engagement with AI to enhance teaching writing is discussed.

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Avoid common mistakes on your manuscript.

The advances in Generative Artificial Intelligence (generative AI) have transformed the field of education introducing new ways to teach and learn. Its integration is fast growing in all areas of education, including special education (Marino et al., 2023 ). Generative AI has the potential to increase the inclusion of students with disabilities in general education by providing additional assistive supports (Garg and Sharma, 2020 ; Zdravkova, 2022 ). Specifically, large language models like the one used by a popular AI tool, ChatGPT (Chat Generative Pre-trained Transformer) can generate human-like responses to prompts, similar to a conversation. It can facilitate learning for students with and without high-incidence disabilities (e.g., learning disabilities, ADHD) who struggle with writing (Barbetta, 2023 ). While experts continue to investigate the future of writing in the ChatGPT era, it is evident that it will significantly alter writing instruction (Wilson, 2023 ). ChatGPT can support students in choosing a topic, brainstorming, outlining, drafting, soliciting feedback, revising, and proofreading (Trust et al., 2023 ). This tool may also be a helpful resource for teachers in providing feedback on students’ writing. Timely and quality feedback by ChatGPT can encourage the use of higher-level thinking skills while improving the writing process including the planning, writing, and reviewing phases of that process (Golinkoff & Wilson, 2023 ).

Writing Instruction and Feedback for Struggling Writers

The writing process may be challenging for some students for many reasons. For example, planning is the first step of writing, but many students don’t systematically brainstorm. Instead, they move directly into drafting their sentences which may, in turn, be disjointed and not effectively communicated (Evmenova & Regan, 2019 ). Students, particularly those with high-incidence disabilities may not produce text or compose limited text, struggling with content generation, vocabulary, and the organization of ideas (Chung et al., 2020 ). While multilinguism is an asset, we have observed similar challenges with writing among English Language Learners in our research (Hutchison et al., 2024 ). The cognitive demands needed for drafting a response leave many students at no capacity to then edit or revise their work (Graham et al., 2017 ). Therefore, teachers should provide scaffolds to break down the complex process of writing so that it is sequential and manageable, progressing from simple to more complex concepts and skills.

Instruction for struggling writers is typically characterized as systematic and explicit (Archer & Hughes, 2011 ; Hughes et al., 2018 ). In order to provide explicit instruction, teachers should be guided by ongoing student data. Specifically, special and general education teachers of writing should collaboratively, systematically, and continuously monitor and responsively adjust instruction based on student progress (Graham et al., 2014 ). Formative assessments of writing inform feedback that a teacher provides a learner. McLeskey et al., ( 2017 ) describes:

Effective feedback must be strategically delivered, and goal directed; feedback is most effective when the learner has a goal, and the feedback informs the learner regarding areas needing improvement and ways to improve performance… Teachers should provide ongoing feedback until learners reach their established learning goals. (p. 25)

Various formative assessments are available to guide feedback in writing, with rubrics being one frequently used method, which we will explore in the following section.

Supporting Writing by Struggling Writers

School-aged students are required to show progress towards mastery of writing independently in order to be successful at school, future work, and in their personal lives (Graham, 2019 ). Thus, educators continuously look for tools to increase and support learner agency and independence including in writing (Edyburn, 2021 ). Over the past decade, the authors have developed a digital tool to support learner autonomy, access, and independence during essay composition as part of a federally funded, design-based research project referred to as WEGO: Writing Effectively with Graphic Organizers (Evmenova et al., 2018–2023 ). This tool is a technology-based graphic organizer (or TBGO) that embeds numerous evidence-based strategies and universally designed supports for students as well as an analytic rubric for teachers to evaluate student products and providing feedback. A detailed description of the tool can be found elsewhere (students’ features: Evmenova et al., 2020a ; teachers’ features: Regan et al., 2021 ).

The TBGO was developed to support upper elementary and middle school students with and without high-incidence disabilities to compose multiple genres of writing including persuasive (Evmenova et al., 2016 ), argumentative (Boykin et al., 2019 ), and/or personal narrative writing (Rana, 2018 ). The TBGO has also been effectively used by English Language Learners (Day et al., 2023 ; Boykin et al., 2019 ). In addition, it includes a dashboard that allows a teacher or caregiver to personalize instruction: assign prompts and support features embedded in the TBGO. After the student has an opportunity to write independently, the teacher can engage in what we refer to as data-driven decision making (or DDDM; Park & Datnow, 2017 ; Reeves and Chiang, 2018 ).

Teachers’ DDDM

A common formative assessment of writing used in classrooms is a rubric. In order to facilitate the DDDM process within the TBGO, various data are collected by the tool and provided to teachers including final writing product, total time spent actively using the tool, video views and duration, text-to-speech use and duration, audio comments use and duration, transition words use, total number of words, number of attempts to finish. A teacher first evaluates those data as well as student’s writing using a 5-point rubric embedded in the teacher dashboard of the TBGO (a specific rubric is available at  https://wego.gmu.edu ). Based on the rubric, a teacher identifies an area of need organized by phases of the writing process: Planning (select a prompt; select essay goal; select personal writing goal; brainstorm); Writing (identify your opinion, determine reasons, explain why or say more, add transition words, summarize, check your work); and Reviewing: Revise and Edit (word choice, grammar/spelling, punctuation, capitalization, evaluate). Then, a teacher provides specific instructional suggestions when the students’ score does not meet a threshold (e.g., content video models, modeling, specific practice activities). Once teachers select a targeted instructional move that is responsive to the identified area on the writing rubric, they record their instructional decision in the TBGO dashboard. The student’s work, the completed rubric, and the instructional decision is stored within the teacher dashboard. Recent investigations report that teachers positively perceive the ease and usability of the integrated digital rubric in the TBGO (see Regan et al., 2023a ; b ). Although promising, the teachers in those studies used DDDM with only a few students in their inclusive classes.

Efficient and Effective DDDM

The current version of the TBGO relies on teachers or caregivers to score student writing using an embedded rubric and to subsequently provide the student(s) with instructional feedback. In a classroom of twenty or more students, scoring individual essays and personalizing the next instructional move for each student is time consuming, and teachers may not regularly assess or interpret students’ writing abilities in the upper grades, especially (Graham et al., 2014 ; Kiuhara et al., 2009 ). Generative AI or chatbots are arguably leading candidates to consider when providing students with instructional feedback in a more time efficient manner (Office of Educational Technology, 2023 ). For example, automated essay scoring (AES) provides a holistic and analytic writing quality score of students’ writing and a description as to how the student can improve their writing. Recent research on classroom-based implementation of AES suggests its potential; but questions have been raised as to how teachers and students perceive the scores, and how it is used in classroom contexts (Li et al., 2015 ; Wilson et al., 2022 ). Other investigations remark on the efficiency and reliability among AES systems (Wilson & Andrada, 2016 ) and the consistency of scores with human raters (Shermis, 2014 ). More recently, a large-language model (specifically, GPT-3.5 version of ChatGPT) was prompted to rate secondary students’ argumentative essays and chatbot’s responses were compared to humans across five measures of feedback quality (see Steiss et al., 2023 ). Although GPT-3.5 included some inaccuracies in the feedback and the authors concluded that humans performed better than ChatGPT, the comparisons were remarkably close.

A greater understanding of what generative AI tools can do to support classroom teachers is needed. First, leveraging technology, with the use of automated systems, or logistical tools, can potentially improve working conditions for both general and special education teachers (Billingsley & Bettini, 2017 ; Johnson et al., 2012 ). Also, although educators see the benefits of AI and how it can be used to enhance educational services, there is urgent concern about the policies needed around its use and how it is ever evolving. For example, when writing this manuscript, GPT-4 evolved, but at a cost, this latter version may not be widely accessible for educators or students. With the fast adoption of AI, the Office of Educational Technology states that “it is imperative to address AI in education now to realize and mitigate emergent risks and tackle unintended consequences” (U.S. Department of Education, 2023 , p. 3). A first step in addressing AI in education is to understand what AI can do, and how its use supports or hinders student learning and teacher instruction. In this case, we focus on teachers’ writing instruction and feedback.

As we learn more about AI tools, it becomes obvious that AI literacy skills will need to be developed as part of digital skills by both teachers and students (Cohen, 2023 ). The importance of how we use chatbots, how we prompt them, and what parameters we use to direct the responses of chatbots becomes paramount.

Thus, the purpose of this study was to explore feedback and instructional suggestions generated by different AI tools when using prompts providing varying specificity (e.g., a generic 0–4 rating vs. analytic rubric provided) to help guide teachers of writing in their use of these tools. The purpose of including two versions of ChatGPT was not to criticize one and promote the other; but rather to understand and leverage their similarities and differences, given the same prompt. The research questions were:

RQ1: What is the difference between responses generated by GPT-3.5 and GPT-4 given prompts which provide varying specificity about students’ essays?

RQ2: What is the nature of the instructional suggestions provided by ChatGPT for students with and without disabilities and/or ELLs (aka struggling writers)?

RQ3: How does the formative feedback provided by GPT-3.5 and GPT-4 compare to the feedback provided by teachers when given the same rubric?

Data for this study were selected from a large intervention research study (led by the same authors) for a secondary data analysis. Specifically, while previous studies focused on the improvements in students’ writing outcomes (e.g., both quantity and quality of written essays) as well as explored how teachers provide feedback on students’ writing, the unique focus of this paper was on the use of AI to provide writing feedback (something we have not done before). The data included 34 persuasive student essays, a teacher’s completed analytic rubric evaluating the essay, and a teacher’s data-driven decisions with instructional feedback in the area of Writing and Reviewing (essays with the teachers’ DDDM in the area of Planning were excluded). We purposefully selected essays completed by students with various abilities and needs in different grade levels who struggled with writing and needed the TBGO intervention.

Participants

The 34 essays used in this study were written by 21 girls and 13 boys. Students ranged in age 8–13 and were in grades 3–7. The majority (59%) were White, 21% were Hispanic, 3% were African American, and 17% were other. Among the students, 41% were identified with high-incidence disabilities (learning disabilities, ADHD); 24% were English language learners (with a variety of primary languages); and 35% were struggling writers as reported by teachers. Teachers identified struggling writers as those who consistently demonstrated writing performance below grade level expectations (e.g., needing extra support with writing mechanics, cohesive and well-organized ideas).

Study Context

The data used in this study were collected in two separate settings: two inclusive classrooms in a suburban, private day school and an after-school program in a community center serving economically disadvantaged families. The same essay writing procedures were used in both settings. All students were first asked to write a persuasive opinion-based essay in response to one of two prompts validated by previous research (Regan et al., 2023b ). Examples of the prompts included:

Some students go to school on Saturday. Write an essay on whether or not students should go to school on Saturdays.

Some people believe kids your age should not have cell phones. Using specific details and examples to persuade someone of your opinion, argue whether or not kids your age should have cell phones.

After the pretest, students were introduced to the technology-based graphic organizer (TBGO) with embedded evidence-based strategies and supports. The instruction lasted 5–6 lessons. Then students were asked to use the TBGO to practice independent essay writing without any help from the teachers. As the TBGO is a Chrome-based web application and works on any device with a Chrome browser installed, each student used their own device/laptop and individual login credentials to access the TBGO. After completing the independent writing, teachers reviewed students’ products and completed the analytic rubric built into the TBGO’s teacher dashboard. They identified one primary area of need and determined an instructional decision that should take place in order to address the existing area of need. The instructional decisions included whole- and small-group activities (especially in those cases when multiple students demonstrated the same area of need); independent activities (including watching video models embedded within the TBGO); as well as individual teacher-student check-ins to discuss the area of need and future steps. A posttest with the TBGO and a delayed posttest without the TBGO were later administered. The essays used in the current study were from an independent writing phase since those included teachers’ DDDM. On average, essays had 133.44 ( SD  = 57.21; range 32–224) total words written. The vast majority included such important persuasive essay elements such as a topic sentence introducing the opinion, distinct reasons, examples to explain the reasons, summary sentence, and transition words. While this provides some important context, the quantity and quality of students’ writing products is not the focus of the current study and is reported elsewhere (Boykin et al., 2019 ; Day et al., 2023 ; Evmenova et al., 2016 , 2020b ; Regan et al., 2018 , 2023b ).

Data Sources

The existing 34 essays were imported into two different versions of the ChatGPT generative AI: GPT-3.5 version of ChatGPT (free version) and GPT-4 (subscription version). Four different prompts were used in both ChatGPT versions (see Table  1 ). As can be seen in Table  1 , the different prompts included (1) using a specific analytic rubric (when a rubric from the TBGO was uploaded to ChatGPT); (2) asking for a generic 0–4 rating (without any additional specifics regarding scoring); (3) no rubric (asking to identify the area of need without any rubric); (4) no information (asking to provide generic feedback without any information about the student in the prompt). Each prompt type constituted its own GPT chat. Thus, eight sets of responses (or eight different chats) were generated by ChatGPT. A prompt tailored to include the student’s essay as well as the specific student characteristics and the essay topic when applicable (according to the prompt samples presented in Table  1 ) was pasted into the chat. After GPT had a chance to react and provide feedback, the next prompt was pasted into the same chat. Thus, each chat included a total of 34 prompts and 34 GPT outputs. Each chat was then saved and analyzed.

Data Analysis and Credibility

Inductive thematic analysis was used to explore how generative AI can be used to provide writing feedback and guide writing instruction for struggling writers (Guest et al., 2011 ). First, each set of ChatGPT responses (or each GPT chat) was analyzed individually, and reoccurring codes across responses were grouped into categories. The four members of the research team were randomly assigned to analyze two GPT sets each. Each member generated a list of codes and categories within a chat that were the shared with the team and discussed. During those discussions, the patterns within categories were compared across different sets to develop overarching themes in response to RQ1 and RQ2. The trustworthiness of findings was established by data triangulation across 34 writing samples and eight sets of feedback. Also, peer debriefing was used throughout the data analysis (Brantlinger et al., 2005 ).

To answer RQ3, frequencies were used to compare teachers’ and ChatGPT scores on the analytic rubric and suggested instructional decisions. First, two researchers independently compared teachers’ and ChatGPT scores and suggestions. Since the same language from the rubric was used to identify the area of need, the comparisons were rated as 0 = no match; 1 = match. For instructional suggestions, the scale was 0 = no match; 1 = match in concept, but not in specifics; and 2 = perfect match. Over 50% of comparisons were completed by two independent researchers. Interrater reliability was established using point-by-point agreement formula dividing the number of agreements by the total number of agreements plus disagreements and yielding 100% agreement.

RQ1: Differences in AI Responses

In effort to answer RQ1 and explore the differences between responses generated by different ChatGPT versions when given prompts with varying specificity, we analyzed eight sets of responses. While the purpose was not to compare the sets in effort to find which one is better, several patterns have been observed that can guide teachers in using ChatGPT as the starting point for generating writing feedback to their struggling writers. The following are the six overarching themes that emerged from this analysis.

Predictable Pattern of Response

As can be seen in Table  2 , all sets generated excessive amounts of feedback (average length: M  = 383; SD  = 109.7; range 258–581 words) and followed a consistent, formulaic, and predictable pattern of responses across all the writing samples. While the layout and headers used to organize the responses differed across different ChatGPT versions and prompts, the layout and headers were consistent within each set. That said, it was also observed in all ChatGPT sets that the organization and headings found in a response changed slightly towards the end of the run for the 34 writing samples. It is unclear whether this pattern change may happen after a certain number of entries (or writing samples in our case) were entered into the ChatGPT run or if this shift in pattern occurs randomly. Similarly, we also observed that the later responses seemed to be more concise and lacked details which were observed earlier in the same set.

Specific Analytic Rubric

Both GPT-3.5 and GPT-4 provided responses organized into nine categories matching those included in the uploaded rubric. Each category included 1–2 sentences of feedback along with a numerical rating on a 0–4 scale. An overall holistic score was also calculated at the end along with a summary of the student’s overall strengths and weaknesses.

Generic 0–4 Rating

For each writing sample, GPT-3.5 consistently included an evaluation of student writing using four criteria-based categories: Content, Organization, Language Use (punctuation, spelling, and grammar), and Development of Ideas. Two to three bullet points of feedback were listed under each category along with a numeric rating on a 0–4 scale for each. The scale was not defined or explained. An overall holistic score was totaled at the end along with a summary of feedback presented in a bulleted list.

GPT-4’s response to the first writing sample included a definition of what each point on the scale meant (e.g., 4 = writing is clear, well-organized, well-developed, with effectively chosen details and examples presented logically, and few to no errors in conventions). In all consecutive responses, an introductory paragraph identified an overall bold-faced score (0–4) and an overview of what the student did and did not demonstrate in the writing. The following areas of writing were discussed across essays: Organization, Development, Main Idea, Reasons, Examples, Coherence, and Grammar.

Each response in GPT-3.5 began with “One area of need is…” followed by two sentences including how to address the need. Areas of need for instruction identified by ChatGPT included a high frequency of subject-verb agreement as parts of sentence structure (topic sentence and supporting details), followed by transition words or phrases, spelling and grammar conventions, spelling and word choice, capitalization, and punctuation. The second part of the response, titled Instructional Suggestion, provided an instructional strategy for a teacher to use, followed by a model of a ‘revised’ essay using ideas from the student’s response.

GPT-4 provided four consistent parts. First, the response opened with a statement about what the student wrote, a positive affirmation, and an instructional area of writing that could be improved upon. Next, under a header of Instructional Suggestion was a brief description as to what the teacher should do. The third part was a bold-faced, numbered list of steps for implementing that suggestion with bulleted cues underneath. The final part of the response was a ‘revised’ paragraph using the student’s initial writing and addressing the area of need.

GPT-3.5 provided feedback organized in 9 to 11 bolded categories. The sections that were identical for every writing sample included Proofreading; Revising and Editing; Encourage Creativity; and Positive Reinforcement. The sections that were consistent but individualized for each writing sample were Clarity and Organization (including a topic/introductory sentence); Supporting Details; Sentence Structure and Grammar (primarily focus on sentence fragments, punctuation, and capitalization); Conclusion; Vocabulary and Word Choice. Feedback on spelling and transition words/phrases was offered either as separate categories or subsumed under others.

GPT-4’s response could be organized in 3 overarching groups: Positive Reinforcement (including specific praise, affirmation, and creativity); Areas for Improvement (content feedback including idea development; details; coherence; clarity and focus; concluding sentence; and technical feedback including sentence structure; punctuation; grammar; word choice); as well as Instructional Suggestions. A sample revised paragraph was offered at the end with an explanation as to how it showcased the offered suggestions.

Using Specific Language from the Rubric

Both Specific Analytic Rubric sets (using GPT-3.5 and GPT-4) referred exclusively to the uploaded rubric and provided feedback using specific language from the rubric. This included feedback across the nine categories built into the rubric (e.g., the writer clearly identified an opinion, the writer has determined three reasons that support his/her opinion, etc.). Also, both ChatGPT versions used descriptors from the rubric (0 = Try again; 1 = Keep trying; 2 = Almost there; 3 = Good job; 4 = Got it). However, GPT-3.5 did not use any explicit examples from the student’s writing within the feedback and used broad and general statements. GPT-4 referred to the specific content from the students’ writing samples and was more tailored, or individualized (e.g., There are some grammatical and spelling errors present, e.g., "are" instead of "our").

Identifying General, Broad Areas of Need

Feedback in all GPT-3.5 sets (regardless of the prompt) was characterized as using common phrases representing broad areas of need. These phrases were not specifically targeted or explicit. For example, the Generic Rating GPT-3.5 set included such common phrases as “The essay presents ideas and supports them with reasonable detail, but there's room for more depth and elaboration.” or “The content is well-structured and effectively conveys the main points.” Similarly, the No Rubric GPT-3.5 set identified instructional areas of need that were only broadly relevant to the students’ writing. For example, in several instances, our review questioned the prioritization of the writing area identified and if ChatGPT was overgeneralizing areas in need of improvement. Specifically, does two instances of using lowercase when it should be uppercase mean that capitalization should be prioritized over other essential features of writing? Finally, the No Info GPT-3.5 set also used common phrases to describe areas for improvement regardless of the writing sample. For example, there were no difference in ChatGPT’s feedback for a writing essay with eight complete, robust, well-written sentences vs. an incomplete paragraph with just two sentences indicating the lack of targeted and specific feedback.

No Rubric GPT-4 set would start with identifying a broad area of need (e.g., coherence, grammar, development, organization/development of ideas, attention to detail) followed by a more individualized and specific instructional suggestion (as discussed below). The authors acknowledge that this might be explained by the prompt language to identify one area of need.

Focusing on an Individualized, Specific Areas of Need

Like the Specific Analytic Rubric GPT-4 set, the Generic 0–4 Rating GPT-4 set and the No Info GPT-4 sets were observed to include more guidance for the student, drawing on specific areas of an essay to provide corrective feedback. For example, Generic Rating GPT-4 feedback noted, “We should also try to provide more specific examples or explanations for each reason. For example, you mentioned that students get tired – maybe you can explain more about how having some recess can help them feel less tired.” In turn, No Info GPT-4 included detailed feedback focused on specific areas of need such as encouraging more details and clarifications, cohesion and flow, capitalization, spelling, homophones, and punctuation (including avoiding run-on sentences and properly using commas). Word choice, contractions, and conjunctions were often mentioned offering specific revisions. Varying the length and structure of sentences was sometimes suggested for making the writing more engaging and readable.

Misaligned Feedback

While there were some occasional discrepancies in GPT-4 sets, all GPT-3.5 sets appeared to generate feedback that was more misaligned with writing samples. For example, in the Specific Analytic Rubric GPT-3.5 set, a “Good Job” score of 3 was given for the Summary sentence that read, “Moreover, …” and was not a complete sentence. Also, the Generic Rating GPT-3.5 set did not mention any misuse of capitalization despite numerous cases of such misuse. Subject-verb agreement was erroneously mentioned as an area of need for some writing samples for the No Rubric GPT-3.5 set, and then, not mentioned for those students’ writing in which this feedback would be relevant. In the No Info GPT-3.5 set, the topic or introductory sentence was always noted as a suggested area of improvement and a revised sentence was always provided. This was true for cases when a student:

was missing an opinion that aligned with the prompt

had an opinion but did not start it with words “I believe …” (e.g., “Kids should get more recess time.”); and

already had a strong introductory sentence (e.g., “I believe that school starts too early and should begin later in the morning.”).

Starting with Specific Praise/Positive Affirmation

While most ChatGPT feedback included some general praise and affirmation, Generic Rating GPT-4, No Rubric GPT-4, and No Info GPT-4 sets always started with specific positive reinforcement. Unique elements in each essay were praised including conveying personal experiences, having a clear stance or position, and including a variety of reasons, etc.

RQ2: Instructional Suggestions

Instructional suggestions based on the evaluation of student writing was a focus of RQ2. Although we expected the responses from prompts that included specific student characteristics to differentiate the instructional suggestions in some way, this was not the case. In fact, none of the sets provided explicit instructional suggestions aligned with students’ characteristics (e.g., grade, disability, ELL). First, the suggestions for improving the writing of a 3rd grader’s essay were not distinct from those suggestions provided in response to a 7th grader’s writing (in Generic Rating GPT-3.5 and No Rubric GPT-3.5 sets). Also, there were no remarkable differences in the vocabulary used in the feedback for a 3rd grader vs. a 7th grader (in Generic Rating GPT-4 set). Only one set (Generic Rating GPT-4) offered a personalized message in a student-friendly format (without any additional prompting to do so).

Second, student characteristics were merely acknowledged in some sets. For example, Specific Analytic Rubric GPT-3.5 and GPT-4 only noted those characteristics in the summary section at the end of the feedback (e.g., “This is a well-written persuasive essay by your 7th-grade student with ADHD”). This was also observed in responses from the Generic Rating GPT-4 set, as well. For example, “This feedback emphasizes both the strengths of the student’s writing and the areas where improvement can be made, offering encouragement and guidance that is particularly important for a student with ADHD.” Finally, the No Rubric GPT-4 set also gave a mere nod to the additional context (e.g., Given student characteristics…). Although rare, connecting student characteristics with instruction was observed here: “Students with ADHD often struggle with organizing their thoughts in a coherent manner, and the flow of ideas in this student’s paragraph seems a bit disjointed….” Students’ characteristics were not mentioned in any other sets in which student information was included in the prompt (Generic Rating GPT-3.5 and No Rubric GPT-3.5).

Below is the description of how specific, broad, or no instructional suggestions were included in the ChatGPT sets (see Table  2 ).

Specific Suggestions

Specific instructional suggestions were mentioned in Generic Rating GPT-4, No Rubric GPT-4, and No Info GPT-4 sets. At the end of responses for the Generic Rating GPT-4 set, ChatGPT encouraged the teacher to use self-regulatory instructional strategies with students, such as goal setting or self-evaluation. For example, “By involving the student in the refinement of their work and setting goals, you empower them to take ownership of their learning and progression.”

No Rubric GPT-4 responses used such headings as modeling, guided practice, feedback, and independent practice with bulleted ideas under each. The specific suggestions included practice, mini-instructional lessons, engaging activities, peer review, explicit instruction, sentence-building activities, peer review sentence starters, technology such as word processing and online games, the five W’s and How strategy (i.e., a writing strategy that helps students remember to include the answers to “who,” “what,” “where,” “when,” “why,” and “how” in their writing to make their writing complete and clear), a mnemonic referred to as PEE (i.e., Point, Explain, Elaborate; this mnemonic helps students ensure their writing is focused, well-supported, and thoroughly developed), a personal dictionary, interactive editing, and a graphic organizer or outline. When the latter was suggested to support the “coherence” or “development of ideas,” ChatGPT’s response sometimes provided a backwards planning model of what the student’s ideas would look like in an outline format.

Responses of the No Info GPT-4 set included specific and varied instructional suggestions organized by categories: Writing Exercises; Focused Practice; and Revision Work. Suggestions included mini lessons on sentence structure, transition workshops, details workshops, personal experience illustrations, developing ideas workshops, worksheets, grammar lessons, spelling activities, sentence expansion or completion, and editing practice.

Broad Instructional Suggestions

Primarily broad instructional suggestions were offered in the Generic Rating GPT-3.5 and No Rubric GPT-3.5 sets. For example, Generic Rating GPT-3.5 responses had a section with a bulleted list of actionable, instructional suggestions. Each began with a verb (i.e., Work on…; Encourage the student to…; Practice…). It was also not clear if these suggestions were presented in any order of instructional priority. Also, the items included broad ideas that aligned with the student essays but may or may not have aligned with the lowest rated category of writing. Examples of largely vague and broad instructional suggestions recycled throughout the responses in the No Rubric GPT-3.5 set including: “use different types of sentences,” “teach basic spelling rules,” and “use appropriate punctuation.”

Revised Essay

The following three ChatGPT sets included responses with a revised student essay along with a brief explanation of how it was better (even though a revision was not requested in the prompt): No Rubric GPT-3.5, No Rubric GPT-4, and No Info GPT-4 sets. We considered that a model of writing, revised for improvement, was a broad instructional strategy. This is one of many excellent strategies for teaching writing, however, the revisions were often characterized by sophisticated vocabulary and complex elaborations. For example, a student wrote, “To illustrate, when students are hungry it’s hard for them to listen.” And ChatGPT elevated the sentence with, “To illustrate, when students are hungry, it's hard for them to listen because their minds may be preoccupied with thoughts of food.” Whereas the latter sentence is a well-crafted model for the student, this revision arguably loses the student’s voice and tone.

No Instructional Suggestions

No explicit instructional suggestions were included in the responses for Specific Analytic Rubric GPT-3.5, No Info GPT-3.5, and Specific Analytic Rubric GPT-4 sets. The reader was only reminded to provide feedback in a constructive and supportive manner and encourage students to ask questions and seek clarifications on any offered suggestions. While this is logical for both Specific Analytic rubric sets (not asking for instructional suggestions in the prompt), it is surprising for the No Info GPT-3.5 set (which asked for feedback and instructional suggestions).

RQ3: Comparisons Between Teachers and ChatGPT

In response to RQ3, we compared a real teachers’ data-based decision-making (DDDM), including the score and the instructional decision, to the scores generated in the Specific Analytic Rubric GPT-3.5 and Specific Analytic Rubric GPT-4 sets for students’ essays ( N  = 34). The first rubric category scored with a 2 or below was considered the area of need for writing instruction.

GPT-3.5 matched the teacher’s recommendation for the area of writing need 17.6% of the time. For example, the teacher identified Word Selection as the area of need (e.g., high use of repeated words and lacking sensory words) and GPT-3.5 noted the same area of need (e.g., there is some repetition and awkward phrasing). When comparing teacher versus ChatGPTs instructional decisions, there was no perfect match; however, 26.5% were coded as a partial match. For example, both the teacher and GPT-3.5 suggested an instructional activity of modeling how to write a summary sentence.

GPT-4 matched the teacher’s recommendation for the area of writing need 23.5% of the time. Similarly, when comparing the teacher versus ChatGPT’s instructional decisions, 47.1% were coded as a partial match for instruction.

Discussion and Practical Implications

Since the end of 2022 when it debuted, school leaders and teachers of writing have been grappling with what ChatGPT means for writing instruction. Its ability to generate essays from a simple request or to correct writing samples is making an impact on the classroom experience for students with and without disabilities and it is reshaping how teachers assess student writing (Marino et al., 2023 ; Trust et al., 2023 ; Wilson, 2023 ). However, teachers may have limited knowledge of how AI works and poor self-efficacy for using AI in the classroom to support their pedagogical decision making (Chiu et al., 2023 ). It is imperative to ensure that teachers receive professional development to facilitate the effective and efficient use of AI. There are more questions than answers currently, especially for its application by students struggling with academics.

The purpose of this investigation was to explore the application of ChatGPT chatbot for teachers of writing. Specifically, we used different versions of ChatGPT (GPT-3.5 – free and GPT-4 – subscription) and purposefully different types of prompts, providing limited or more information about the student characteristics and the topic of their writing. Essentially, we asked ChatGPT to evaluate an authentic student’s writing, identify the area(s) of need, and provide instructional suggestion(s) for addressing the problematic area(s) in that individual writing sample. We then compared AI-generated feedback to that completed by humans.

The findings indicate the possibilities and limitations of ChatGPT for evaluating student writing, interpreting a teacher-developed rubric, and providing instructional strategies.

Our finding is that, generally, ChatGPT can follow purposeful prompts, interpret and score using a criterion-based rubric when provided, create its own criteria for evaluating student writing, effectively revise student essay writing, celebrate what students do well in their writing, paraphrase student essay ideas, draft outlines of a student’s completed essay, and provide formative feedback in broad and specific areas along different stages of the writing process. Moreover, the response is immediate. These findings are consistent with previous investigations of ChatGPT and the assessment of student writing (Steiss et al., 2023 ). However, teachers need to consider the following points before relying on ChatGPT to provide feedback to their struggling writers.

In the ChatGPT sets which included no contextual information, the responses included more feedback.

All sets generated excessive amounts of feedback about student writing with no delineation of the next clear instructional move a teacher should attend to. So, ChatGPT may work as a great starting point, but teachers will need to go through the response to prioritize and design their instruction. Sifting through information for relevance can be time consuming and may even warrant a teacher verifying the content further.

Additionally, if students relied directly on ChatGPT, without any vetting from a teacher about the content, they too may be overwhelmed by the amount of feedback given to modify their writing or they may even be provided with erroneous feedback.

All GPT-3.5 sets identified broad areas of writing that needed improvement and frequently used common phrases such as grammar, organization/development of ideas, and attention to detail. In addition, this feedback was more often misaligned with students’ writing. This observation is worrisome since GPT-3.5 version of ChatGPT is free and highly accessible, making it likely the preferred AI tool for classroom educators.

Most GPT-4 sets (except one) generated more specific and individualized feedback about student writing. The specific feedback included in the generated outputs were much lengthier and would take much more time for a teacher to review than GPT-3.5 responses.

All sets identified multiple areas of need and when included in the responses, there were multiple instructional suggestions. Even the No Rubric sets, which explicitly prompted ChatGPT to focus on just one area of instructional need and one suggestion, included much more in the responses. This finding reiterates that we are still learning about AI literacy and the language we need to use to communicate effectively.

Both GPT-3.5 and GPT-4 allowed the upload of a researcher-developed analytic rubric and moreover, interpreted the performance criteria, rating scale, and indicators. ChatGPT also used the rubric’s specific language when providing its evaluation of the student writing.

No tailored feedback or specific suggestions were contextualized when prompts included varying ages, grade levels, or various student abilities and needs. Further research is needed to determine the types of AI literacy prompts or the contextual information that ChatGPT needs to address the particular needs of an individual child. Specially designed instruction, the heart of special education, should be tailored to a particular student (Sayeski et al., 2023 ).

Low agreement reported between the rubric scores and instructional suggestions made by teachers and those generated by ChatGPT does not necessarily mean that ChatGPT’s feedback is incorrect. One explanation for the difference may be that teachers provide targeted and individualized instruction using multiple forms of data and critical information to make instructional decisions. This includes their own professional judgement and knowledge about how each students’ backgrounds, culture, and language may influence student performance (McLeskey et al., 2017 ).

Limitations

This study is an initial exploration. There are several limitations that need to be taken into consideration. First and foremost, the four prompts were designed to present the chatbots with varying levels of details and student information to consider when providing feedback about a student’s writing sample. For example, Specific Analytic Rubric prompt asked the chatbot to assess students’ writing using an uploaded rubric, while No Rubric prompt asked to identify one area of need for the student’s writing and offer one instructional suggestion to address it. In addition to providing the chatbots with varying information, we also used varying language throughout the prompts when seeking feedback and suggestions (e.g., “Identify areas of need for this student’s writing”; “Identify one area of need … and offer one instructional suggestion”; “what feedback and instructional suggestions…”). Chatbots are clearly sensitive to the word choices made; thus, a consistency of the language in prompts should be considered for any future investigations that aim at prompt comparison. The purpose of this work was not to compare the four prompts in effort to find the best possible one. We also were not looking specifically for the feedback that could be shared with students as is (even though some versions generated such feedback without additional prompting). Instead, we were trying to explore how the output might differ depending on the prompts with differing level of detail. So, some of the reported difference are logical. We also did not prompt the ChatGPT any further, which would most likely result in refined feedback and/or suggestions. There is an infinite number of prompts that we could have used in this analysis. In fact, a new field of prompt engineering is emerging right in front of our eyes as we learn to design inputs for generative AI tools that would produce optimal outputs. Further investigations of various prompts to feed ChatGPT are needed. Our hope is that this paper will inspire teacher to spend some time exploring different tools and prompts in effort to find the most appropriate output depending on their context and their students’ needs.

Also, there was a limited numbers of essays from each specific group of learners (e.g., certain age/grade, specific disability categories and other characteristics). While we reported meaningful findings for this initial exploratory analysis, future research should include writing products from more homogeneous groups. Finally, teachers’ DDDM was accomplished by evaluating a completed graphic organizer, while ChatGPT feedback was provided based on the final student essay copied and pasted from the TBGO. Future research should consider new features of generative AI tools (e.g., Chat GPT’s new image analysis feature) where an image of a completed graphic organizer can be uploaded and analyzed.

This study offers examples for how to potentially incorporate AI effectively and efficiently into writing instruction. High quality special education teachers are reflective about their practice, use a variety of assistive and instructional technologies to promote student learning, and regularly monitor student progress with individualized assessment strategies. It seems very likely that teachers will adopt the capabilities of generative AI tools. With ongoing development and enhancements, AI technology is certain to become an integral component of classroom instruction. However, given the limitations of ChatGPT identified in this study, teacher-led instruction and decision making is still needed to personalize and individualize specialized instruction. Engaging with the technology more and building familiarity of what it can do to improve student learning and teacher practice is warranted.

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This research was supported by the U.S. Department of Education, Office of Special Education Programs [award number: H327S180004]. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.

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Evmenova, A.S., Regan, K., Mergen, R. et al. Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue?. TechTrends (2024). https://doi.org/10.1007/s11528-024-00965-y

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