6th Grade ELA Quiz: Provide Concluding Statement For Argument

What this quiz covers

This quiz focuses on Provide Concluding Statement For Argument, giving you a quick way to practice the rules, question types, and explanations that matter most for 6th Grade ELA.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

Question 1

1. First, movement breaks reduce stress. Second, they help attention. Third, they improve behavior.
2. Movement breaks are good, so we should do movement breaks.
3. Together, the stress relief, stronger focus, and better behavior show that daily movement breaks support learning, so teachers should build them into class routines. (correct answer)
4. Movement breaks will make students faster runners, which is the main reason schools should require them.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents the claim that school should require short daily movement breaks, supported by three reasons: reduce stress, help students pay attention, and improve classroom behavior. An effective conclusion for THIS argument must restate the claim about movement breaks and synthesize the reasons about stress, attention, and behavior. The correct answer C best synthesizes by using 'Together' to signal combination, showing how all three benefits 'support learning' (unified impact), and adding a call to action for teachers - this is synthesis, not just summary. Choice A merely lists the three reasons separately (First...Second...Third) without showing connection, Choice B lacks any synthesis or detail, and Choice D introduces a new unrelated reason about running speed. Help students distinguish between summary (listing reasons separately) and synthesis (combining them to show unified impact). Teach synthesis phrases: 'Together,' 'These combined benefits,' 'By addressing both...and...' Watch for numbered lists disguised as conclusions - true synthesis weaves reasons together into one powerful idea.

Question 2

1. Library programs would be a smart investment because they support families, strengthen reading, and create a welcoming space, so the town should fund them this year. (correct answer)
2. Library programs would be a fun addition because kids enjoy them, families like free things, and everyone should support their local town whenever they possibly can.
3. Library programs would be a wise choice because they would quickly make our library the most popular and most visited building in the entire state.
4. Library programs would be a helpful step because reading matters a lot, and honestly this seems like a pretty okay idea that people might enjoy trying.

Explanation: The best conclusion restates the claim in fresh words, shows how the reasons work together, and points to what should happen next. The winning choice calls the programs 'a smart investment,' ties together supporting families, strengthening reading, and creating a welcoming space, and ends with a clear call to action: fund them this year. The choice about kids enjoying programs and supporting your town drifts to a general appeal that never uses the argument's actual reasons about reading skills or a safe community space—it swaps the real evidence for vague good feelings. The choice claiming the library would become the most popular building in the entire state adds an exaggerated prediction the argument never supports, so it does not follow from the reasons given. The choice that says reading matters and this 'seems like a pretty okay idea' stays weak and unsure; a strong conclusion sounds confident and synthesizes the reasons instead of shrugging. Notice how the best answer uses evaluative language ('smart investment') and a specific next step rather than empty approval or wild claims.

Question 3

1. Composting is good for the school, and it will also make our sports teams win more games.
2. Thus, composting would cut waste, support the school garden, and teach conservation, so the principal should approve a compost bin program. (correct answer)
3. Composting is good for the school because composting is good for the school.
4. Composting is good, and that is all there is to say about it.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents an argument about starting a composting program with three reasons: reduces cafeteria trash, creates soil for the garden, and teaches students about conservation. The weak conclusion "Composting is good for the school" needs revision to be effective. The correct answer (B) improves the conclusion by using the transition "Thus," synthesizing all three reasons ("would cut waste, support the school garden, and teach conservation"), and adding a call to action ("so the principal should approve a compost bin program"). Choice A introduces an unrelated new idea about sports teams, Choice C repeats without development, and Choice D is vague without synthesis. Help students practice revising weak conclusions by adding the three key elements: fresh restatement, synthesis of reasons, and significance/action. Show how "Composting is good" becomes stronger when transformed into a conclusion that synthesizes the specific benefits and calls for action.

Question 4

1. First phones distract students, second they lower participation, and third they make assignments harder to finish.
2. Consequently, reducing phone use would improve focus, discussion, and completed work, so teachers should enforce a clear phone policy. (correct answer)
3. Phones are distracting, and phones are distracting, so phones should be limited.
4. Therefore, the school should buy newer phones for students so everyone has the same model.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents an argument about limiting phone use during class with three reasons: phones distract students, lower participation in discussions, and make it harder to finish assignments. The question specifically asks which conclusion synthesizes rather than just summarizes. The correct answer (B) demonstrates synthesis by using "Consequently," grouping the benefits positively ("improve focus, discussion, and completed work"), and adding a call to action about enforcing a phone policy. Choice A merely lists the reasons in order (that's summary, not synthesis), Choice C repeats without development, and Choice D introduces a completely different topic about buying phones. Help students distinguish between summary (listing reasons: "First... second... third") and synthesis (showing how reasons work together: "would improve focus, discussion, and completed work"). Synthesis often reframes negatives as positives: "phones distract" becomes "improve focus."

Question 5

1. These reasons show bullying prevention helps students and learning, so the district should train staff and start the plan now.
2. Bullying prevention matters because it supports mental health, protects safety, and helps students focus, which improves the whole school climate.
3. Bullying prevention should happen at our school. (correct answer)
4. By connecting mental health, safety, and learning time, this plan would make school better for students and teachers in the long run.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents the claim that schools should strengthen bullying prevention, supported by three reasons: improves student mental health, increases learning time, and makes hallways safer. An effective conclusion for THIS argument must restate the claim about bullying prevention and synthesize the reasons about mental health, learning, and safety. The correct answer C is missing important elements: while it restates the basic claim ('Bullying prevention should happen'), it lacks synthesis of the three reasons, provides no broader significance, and includes no call to action - it's too bare-bones to feel complete. Choices A, B, and D all include synthesis of reasons and either significance or call to action, making them more complete. Help students identify 'skeleton conclusions' that have the claim but lack the meat of synthesis and significance. Teach them to check their conclusions against the formula: claim + synthesis + significance/action. A conclusion saying just 'We should do X' without explaining how the reasons combine or why it matters leaves readers unsatisfied.

Question 6

1. Clearly, students should read every day because reading is a valuable skill that everyone needs, so this is definitely something that classrooms should include in their schedules.
2. Therefore, daily independent reading would strengthen learning by growing vocabulary, supporting writing, and motivating students, so teachers should protect this time. (correct answer)
3. For these reasons, daily reading time is a good idea, and students should also be allowed to choose their own seats and use phones freely during class each day.
4. In conclusion, reading for a little while each day would probably be fine, and most students would likely think that having this kind of quiet time is a pretty nice thing.

Explanation: The strongest conclusion restates the claim in fresh words, ties the three reasons together, and explains what should happen. The best answer does all three: it shows how vocabulary, writing, and motivation combine to 'strengthen learning,' and it ends with a clear call to action for teachers to protect reading time. The choice about reading being 'a valuable skill everyone needs' just circles back to the claim without ever connecting the specific reasons—it sounds confident but adds no synthesis. The choice about choosing seats and using phones wanders into new topics that were never part of the argument, so it does not follow from the reasons given. The choice saying reading 'would probably be fine' and is 'a pretty nice thing' is too vague; it never restates the reasons or makes a real point, so it fails to wrap up the argument. A good conclusion pulls the reasons together and drives them home—only one choice truly does that.

Question 7

1. In summary, reading time is good because reading is good and everyone should read more.
2. In summary, our school should add daily independent reading because it strengthens skills and attention while helping students enjoy learning, so teachers should include it in schedules. (correct answer)
3. In summary, we should have reading time, and the library should buy only graphic novels because they are the most popular.
4. In summary, the most important reason is vocabulary, so the other reasons do not matter much.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents the claim that students should have 15 minutes of independent reading daily supported by three reasons: builds vocabulary, improves focus, and helps students discover new interests. An effective conclusion for THIS argument must restate the claim about daily reading and synthesize the reasons about vocabulary, focus, and interest discovery. The correct answer B effectively restates the claim ('add daily independent reading'), synthesizes the reasons into broader categories ('strengthens skills and attention while helping students enjoy learning'), and includes a clear call to action ('teachers should include it in schedules'). Choice A uses circular reasoning ('reading is good because reading is good'), Choice C introduces a new unrelated idea about buying only graphic novels, and Choice D incorrectly dismisses two of the three reasons instead of synthesizing them. Help students by teaching conclusion formula: RESTATE claim in fresh words + SYNTHESIZE reasons (show how they work together with phrases like 'These combined benefits,' 'Together, these reasons,' 'By addressing both... and...') + SIGNIFICANCE/CALL TO ACTION ('This matters because...' or 'The school board should...'). Practice distinguishing summary (lists reasons) from synthesis (combines them).

Question 8

1. To restate the claim, synthesize the health and learning reasons, and explain why the change matters or what should happen next. (correct answer)
2. To repeat the claim exactly so the reader sees the same words again at the end.
3. To introduce a new reason about how lunch lines could be shorter, even if it was not discussed before.
4. To end quickly without connecting to the reasons, because conclusions do not need to follow from the argument.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents the claim that the school should offer healthier lunch options supported by three reasons: students have more energy in afternoon classes, fewer students feel sick after eating, and it supports lifelong good habits. An effective conclusion for THIS argument must restate the claim about healthier lunches and synthesize the reasons about energy, wellness, and long-term habits. The correct answer A correctly explains that an effective conclusion should restate the claim, synthesize the health and learning reasons (showing their combined impact), and explain why the change matters or what should happen next. Choice B incorrectly suggests repeating the claim exactly when fresh wording is needed, Choice C wrongly proposes introducing a new reason about lunch lines that wasn't discussed, and Choice D incorrectly states conclusions don't need to follow from the argument when following from the argument is essential. Help students by teaching conclusion formula: RESTATE claim in fresh words + SYNTHESIZE reasons (show how they work together with phrases like 'These combined benefits,' 'Together, these reasons,' 'By addressing both... and...') + SIGNIFICANCE/CALL TO ACTION ('This matters because...' or 'The school board should...'). Watch for: students who repeat claim word-for-word, who introduce new reasons in conclusion, or who write vague generalizations.

Question 9

1. In short, mental health support groups matter because students today face many pressures, and taking care of feelings is just as important as taking care of grades.
2. Overall, mental health support groups would give students the coping strategies they need, help reduce isolation, and lower stress during exams, just as the passage explains in detail.
3. Thus, support groups would strengthen students' well-being by teaching coping skills, building connection, and lowering stress, so the school should start them next term. (correct answer)
4. For these reasons, the school should also repaint the hallways in brighter colors, because a cheerful building would make students feel happier and calmer every day.

Explanation: The strongest conclusion pulls the whole argument together and points forward. The best answer restates the claim in fresh words ("strengthen students' well-being"), synthesizes the three reasons into one idea, and ends with a clear call to action ("the school should start them next term"). That is what makes it feel finished. The choice beginning "In short" drifts to a broad new idea about pressures and grades instead of wrapping up the specific reasons already given, so it feels off-topic rather than final. The choice beginning "Overall" simply relists the three reasons in almost the same words the passage used, without synthesizing them or saying what should happen next, so it repeats instead of concluding. The choice about repainting the hallways introduces a brand-new topic that was never part of the argument, so it cannot conclude an essay about support groups. A true conclusion should tie the existing reasons together and give the reader a sense of what comes next — only one option does all three.

Question 10

1. A restatement of the claim in fresh words, a synthesis of safety and health reasons, and a call to action for the city. (correct answer)
2. A list of every detail again, sentence by sentence, so the reader remembers all the reasons.
3. A brand-new reason about how parks can raise house prices, even though the argument never mentioned money.
4. A casual joke to make the ending more entertaining than the reasons.

Explanation: This question tests CCSS.W.6.1.e (providing concluding statement or section that follows from the argument presented). An effective conclusion RESTATES the claim in fresh words (not exact repetition), SYNTHESIZES the reasons (shows how they work together, not just lists them), and provides BROADER SIGNIFICANCE or CALL TO ACTION (explains why it matters or what should happen). The conclusion must FOLLOW FROM the specific argument presented - it wraps up the claim and reasons already discussed, not introduce new ideas. The passage presents the claim that the city should upgrade the local park supported by three reasons: new lights would make it safer, better equipment would keep kids active, and clean restrooms would encourage families to stay longer. An effective conclusion for THIS argument must restate the claim about park upgrades and synthesize the reasons about safety, activity, and family use. The correct answer A correctly identifies that the conclusion needs a restatement of the claim in fresh words, a synthesis of the safety and health reasons (showing how they work together), and a call to action for the city. Choice B incorrectly suggests listing every detail again when synthesis is more effective than repetition, Choice C wrongly proposes adding a new reason about house prices that wasn't in the original argument, and Choice D inappropriately suggests ending with a joke rather than following from the serious reasons presented. Help students by teaching conclusion formula: RESTATE claim in fresh words + SYNTHESIZE reasons (show how they work together with phrases like 'These combined benefits,' 'Together, these reasons,' 'By addressing both... and...') + SIGNIFICANCE/CALL TO ACTION ('This matters because...' or 'The school board should...'). Practice distinguishing summary (lists reasons) from synthesis (combines them).

Question 11

1. Thus, hiring more crossing guards would protect students and reassure families, so the school should work with the city to add guards right away. (correct answer)
2. Thus, having crossing guards is a good idea for our school, and everyone would probably agree that this is simply the right thing to do.
3. Thus, the school should add crossing guards, and the town should also repaint the football field so students feel more school spirit this year.
4. Thus, the heavy traffic at dismissal is really the only reason that matters, so the other points are not needed to support adding guards.

Explanation: The best conclusion pulls the whole argument together. The winning choice restates the claim in fresh words ('hiring more crossing guards'), shows how the reasons work together into a bigger impact ('protect students and reassure families'), and adds a clear next step ('work with the city to add guards right away'). That is exactly what a strong concluding statement does. The choice that calls guards 'a good idea' and 'the right thing to do' only repeats the opinion in vague words—it never explains why the reasons matter or what should happen, so it does not show broader significance. The choice that adds repainting the football field brings in a brand-new topic. A conclusion should wrap up the reasons already given, not introduce an unrelated idea. The choice that says heavy traffic is 'the only reason that matters' throws away two of the three reasons. A good conclusion synthesizes all the reasons; it does not dismiss the ones that support the claim. Remember: a strong conclusion restates the claim, ties the reasons together, and shows why it matters or what to do next.

Question 12

1. Clearly, composting is a good idea that everyone should support, so the principal should help our school begin the program right away.
2. Clearly, composting would reduce waste, support the environment, and build responsibility, so the principal should help our school begin the program. (correct answer)
3. Composting is a good idea, and it would also make the cafeteria food taste much better and fresher for students every single day.
4. This composting idea is something that could really be pretty nice and helpful for lots of different people around here.

Explanation: A strong conclusion should restate the claim in fresh words and pull the reasons together so the reader sees why the program matters. The best choice does all of this: it names the three reasons ("reduce waste, support the environment, and build responsibility"), restates the claim, and adds a call to action for the principal. The choice that only says composting "is a good idea that everyone should support" repeats the weak original's vague praise without synthesizing the three reasons, so it never explains WHY composting helps. The choice about food tasting "better and fresher" adds a brand-new idea that was never in the argument, so it does not follow from the reasons given. The choice saying composting could be "pretty nice and helpful for lots of different people" stays too vague and never connects to waste, the environment, or responsibility. Only the keyed answer wraps up the specific argument by combining all three reasons into one clear, purposeful sentence.

Question 13

1. Therefore, an after-school arts program would help students in creative, personal, and social ways, so the school should begin planning one soon. (correct answer)
2. Therefore, we should have an arts program because a creative outlet, more confidence, and mentor connections would truly benefit every single student here.
3. Therefore, we should have an arts program, and the program should also include a science club and a new sports team for everyone.
4. Therefore, we should have an arts program because it clearly gives students a creative outlet where they can practice and grow together every day.

Explanation: A strong conclusion restates the claim in fresh words, pulls the reasons together, and points toward what should happen next. The best answer does all three: it renames the claim ("an after-school arts program"), summarizes the three reasons as creative, personal, and social benefits, and adds a clear call to action ("begin planning one soon"). One choice simply relists the exact three reasons and asserts they help "every single student"; it restates but never moves forward or synthesizes, so it just repeats the argument. Another choice adds brand-new ideas—a science club and a sports team—that were never part of the original argument, so it drifts away from the claim it should be wrapping up. The last choice mentions only one reason (a creative outlet) and drops confidence and mentors, so it fails to cover the whole argument or offer a next step. Remember the formula: restate the claim in new words, tie the reasons together, and finish with why it matters or what should happen.

Question 14

1. Consequently, a peer mentor program could make reporting easier and build a kinder climate, so the principal should pilot it next semester.
2. Consequently, the program should happen because it will help students feel safer and treat each other with more respect every day.
3. Consequently, the school should launch peer mentors, and it will also save money on new textbooks because mentors can share their old books. (correct answer)
4. Consequently, this plan connects student support and positive behavior, which can strengthen the whole school community over time.

Explanation: A strong conclusion should restate the claim in fresh words, tie together the reasons already given, and point to why the idea matters or what should happen next. The argument only discusses easier reporting, mentors modeling respect, and a better school climate. The best answer restates the mentor-program claim but then adds a completely new reason—saving money on textbooks by sharing old books—that was never part of the argument. Because it drags in an unrelated idea, it does not follow from the reasons presented, which makes it the weak conclusion the question asks for. The choice about making reporting easier and building a kinder climate synthesizes two of the stated reasons and adds a clear call to action, so it wraps up the argument well. The choice about students feeling safer and treating each other with more respect stays fully on the stated reasons about reporting and respectful behavior, so it fits. The choice connecting student support and positive behavior pulls the reasons together and shows their broader significance for the school community. Watch out: a good conclusion never introduces a brand-new reason. Even though the textbook idea sounds practical, it belongs to a different argument, so this conclusion is weak.

Question 15

1. Clearly, a later start time would help students feel rested, be more punctual, and learn better, so the school board should try it next semester. (correct answer)
2. A later start time is a good idea because students would be well rested, and being well rested is important for everyone at our school.
3. Therefore, we should start later because the buses are getting old and the cafeteria lines are always far too long during lunchtime.
4. This change would clearly be good for everyone in our school community in many different and important ways going forward.

Explanation: A strong conclusion restates the claim in fresh words, ties the reasons together, and adds why it matters or what should happen. The best answer does all three: it restates the claim about a later start, pulls together all three reasons (rested, punctual, learning better), and adds a call to action for the school board. The choice about being well rested only mentions one reason, sleep, and just repeats that idea instead of pulling all the reasons together. The choice about old buses and cafeteria lines brings in brand-new reasons that were never part of the original argument, so it does not follow from the claim and reasons given. The choice that says the change is good for everyone in many ways sounds positive but stays vague—it never names sleep, punctuality, or focus, so it fails to synthesize the actual reasons. Only the first choice truly wraps up this specific argument.

Question 16

1. So yeah, fruit is really awesome, and we should totally do it because honestly it just tastes so cool and fun to eat.
2. For these reasons, adding more fresh fruit would support students' health and energy during the day, so the cafeteria should expand fruit choices. (correct answer)
3. The cafeteria should offer more fresh fruit because the cafeteria really should offer more fresh fruit to all of its students every single day.
4. Also, fruit usually costs a lot less than fresh vegetables at most grocery stores, so the school would end up saving a lot of money.

Explanation: The best conclusion pulls the whole argument together. The correct answer opens with the transition "For these reasons," restates the claim about offering more fresh fruit, and blends the three reasons into one idea ("support students' health and energy") before ending with a clear call to action. That is exactly what a conclusion should do: wrap up the claim and reasons already given. The choice starting "So yeah, fruit is really awesome" is too casual for an argument and only mentions taste, which was never one of the reasons. The choice that says "the cafeteria should offer more fresh fruit because the cafeteria really should offer more fresh fruit" just repeats the claim in a circle without synthesizing the reasons or explaining why it matters. The choice about fruit costing "less than fresh vegetables" adds a brand-new reason about saving money that the passage never discussed, so it does not follow from the argument presented. Watch for conclusions that feel like a destination the argument has reached, using transitions like "For these reasons" or "Therefore"—and avoid ones that introduce new ideas, repeat the claim word-for-word, or slip into casual language.

Question 17

1. It brings up a brand-new reason about saving money that the argument never actually mentioned or explained.
2. It repeats the claim without pulling the reasons together or explaining why the change matters. (correct answer)
3. It shifts to a personal story about the writer instead of wrapping up the reasons the argument gave.
4. It highlights only the safety reason and ignores the exercise and traffic reasons the argument listed.

Explanation: A strong conclusion should restate the claim in fresh words, tie the reasons together, and explain why the argument matters. The conclusion here just says "Bike lanes are good" twice. The best answer notes that it repeats the claim without pulling the reasons together or explaining why the change matters — exactly what a weak, undeveloped ending does. The choice about a brand-new money reason is wrong because the conclusion never adds any reason at all; it only repeats itself. The choice about a personal story is wrong because there is no story here — just repetition. The choice claiming it highlights only safety is wrong too, because the conclusion doesn't focus on safety, exercise, or traffic; it doesn't mention any of the three reasons. To fix a conclusion like this, you would restate the claim in new words, show how safer streets, more exercise, and less traffic work together, and explain what the community should do next.

Question 18

1. A restatement of the claim, a synthesis of the three reasons, and the significance of how projects improve learning. (correct answer)
2. A restatement of the claim, a full list of every project by name and date, and a wish that all classes felt this fun.
3. A restatement of the claim, a fresh reason about how projects make lunch tastier, and a call for the whole school to change.
4. A personal story about the writer's day that takes the place of the claim, plus a synthesis of the three reasons given.

Explanation: A strong conclusion wraps up the argument you already made. The best choice restates the claim in fresh words, ties the three reasons together to show how they work as a team, and explains why project-based learning matters. That is exactly what a concluding statement should do. The choice that swaps synthesis for a long list of every project by name and date does not show how the reasons connect—it just piles up details. The choice that adds a fresh reason about lunch tasting better introduces a brand-new idea that was never part of the argument, so it does not follow from what was said. The choice that replaces the claim with a personal story about the writer's day drops the very point you are trying to support; a conclusion must keep the claim front and center, not push it aside. Only the first choice keeps the claim, unites the reasons, and shows the significance.

Question 19

1. Consequently, the town should add bike lanes because riding bikes is fun and lots of people in town already enjoy cycling on the weekends.
2. Consequently, adding bike lanes would improve safety, health, and traffic at once, so the town should support this project soon. (correct answer)
3. Consequently, the town should add bike lanes, since reducing crashes is by far the most important reason of the three we listed.
4. Consequently, the town should add bike lanes, and it should also build a new sports stadium and a swimming pool downtown.

Explanation: A strong conclusion pulls all the reasons together and shows what should happen next. The best answer restates the claim and unites all three reasons—safety, health, and traffic—into one idea, then points to action for the town. The choice about bikes being fun switches to a brand-new reason (enjoyment) that was never part of the original argument, so it doesn't wrap up what was actually said. The choice about crashes being the most important reason only highlights one reason and ignores the other two, so it fails to synthesize them the way a conclusion should. The choice about a stadium and a swimming pool adds unrelated new ideas that were never argued, so it drifts away from the point instead of concluding it. Only the answer that combines all three reasons and follows directly from the argument does the full job of a conclusion.

Question 20

1. To introduce one more benefit of longer recess that the writer saved for the end, so the argument finishes with a strong new point.
2. To restate the claim in fresh words, synthesize the reasons, and explain why the change matters or what should happen next. (correct answer)
3. To repeat the claim in the exact same words used earlier, so the reader remembers the writer's position clearly.
4. To mention the three reasons again one after another in the same order, without showing how they support each other.

Explanation: An effective conclusion should wrap up the argument you already made. It should restate your claim in fresh words, pull your reasons together so the reader sees how they work as a team, and explain why the idea matters or what should happen next. The best answer does all three of those things. The choice about adding one more benefit is wrong because a conclusion should follow from the argument already presented, not bring in a brand-new reason at the very end. The choice about repeating the claim in the exact same words is wrong because a strong conclusion uses fresh language and does more than remind the reader—it connects ideas and shows significance. The choice about mentioning the three reasons in order without showing how they support each other is wrong because that is just a list; a real conclusion synthesizes the reasons instead of simply repeating them. When you write your own conclusion, try phrases like 'These combined benefits' to show how your reasons work together before you tell the reader why the change is important.