Teaching students how to write conclusions

Looking for an instructional approach that will help students to write stronger conclusion paragraphs? And these are the reasons why uniforms should not be required. They are boring. Uniforms strip students of their individuality. Also, they are expensive.
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writing conclusions

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Introductions and Conclusions « Free Lessons | Teacher Created Resources

In teaching the comprehension concept of drawing conclusions , most teachers know that a conclusion is the decision you make using the information you already know, and the information you gather as you read a text. For example, it is common knowledge that wolves are considered carnivores or wild animals that eat meat. So when you read "Little Red Riding Hood " and you read that the wolf is disguised and waiting for the little girl, you decide that the wolf could only be there to eat "Little Red Riding Hood". How did you come to this conclusion? You used the information about wolves that you already possessed, and the knowledge you gathered as you read the story. Students need to know that, in order to draw conclusions or make decisions, they will need to do two things. First, they will need to ask themselves "What do I know about this subject?
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How To Write A Conclusion For An Argumentative Essay: All Tips

Connection mins : Students should be seated on the carpet. They will be expected to turn and talk to their partner during this lesson. Researchers, can you believe how much of your paper is already completed? We are already ready to write our conclusion paragraphs. The conclusion paragraph is important because it sums up everything you have learned as a researcher and allows you to support your ideas about the topic.
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Although the process of learning is generally complex it is not entirely unpredictable, and its genuine importance to human culture and the advancement of technology and life makes it a most worthy subject of study. This pursuit has been approached from a variety of perspectives, the five most prominent being a behavioral accepting only observable performance as evidence of learning , b cognitive with a focus on memory structures and mental processes , c constructive emphasizing self-constructed mental representation and discovery , d human recognizing the learner as a whole person and independent agent , and e social acknowledging the learner as a member of society and the social influence on individual learning. From these various approaches to the study of learning have emerged a great many theories attempting to explain how learning occurs. And yet, from among all these, there does not seem to be even one that is both broad enough to account for all types of learning, and yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design.
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