Informational and Explanatory Writing

Selecting and Introducing a Topic

When we write informational pieces, we teach the reader about something real. We share facts, not made-up stories. A good informational piece starts by picking a topic and telling the reader what the writing will be about.

This is called selecting and introducing a topic. First, you choose a topic. Then, you write an opening sentence or two that names the topic clearly.

A strong beginning helps the reader know, right away, what they are going to learn.

1. What is a topic?

A topic is the subject of your writing. It is what your whole piece is about.

• If you write about frogs, your topic is frogs.
• If you write about fire trucks, your topic is fire trucks.
• If you write about apples, your topic is apples.

In informational writing, the best topics are real and can be explained with facts.

2. How do I choose a good topic?

A good topic for 2nd grade is:

• real — something true
• clear — easy to understand
• small enough — not too big

Some topics are too big. Big topics can be hard to explain in one short piece of writing.

• Too big: animals
• Better: pandas

• Too big: weather
• Better: rainstorms

• Too big: food
• Better: carrots

When your topic is smaller, it is easier to stay on one idea.

3. Questions to help you pick a topic

You can ask yourself:

• Is this topic real?
• Can I tell facts about it?
• Is this topic small enough?
• Will my reader know what I am writing about?

If the answer is yes, your topic may be a good one.

4. What does it mean to introduce a topic?

To introduce a topic means to tell the reader what the topic is at the beginning of your writing.

Your introduction is the start of your piece. It can be one sentence or two short sentences. It should name the topic clearly.

A good introduction helps the reader think, “I know what this piece is about.”

5. What makes a strong introduction?

A strong introduction:

• comes at the beginning
• names the topic
• sounds clear
• gets the reader ready to learn facts

Here are some simple ways to start:

• I want to tell you about...
• This piece is about...
• Have you ever wondered about...?
• ... is an interesting topic to learn about.

You do not have to use these exact sentence starters every time, but they can help.

6. Keep the introduction clear

Your first sentence should match the facts in the rest of your writing.

If your piece is about how bees help flowers, do not start by talking about your favorite bug. Start with bees and flowers.

If your piece is about penguins, do not begin with many different animals. Tell the reader right away that the piece is about penguins.

7. Examples of weak and strong topics

Let’s look at topics that are too big and topics that are just right.

1. Big topic: pets
   Better topic: hamsters
2. Big topic: trees
   Better topic: oak trees
3. Big topic: sports
   Better topic: soccer
4. Big topic: bugs
   Better topic: butterflies

The better topics are easier to explain because they are more specific.

8. Worked Example 1: Picking a topic

Writing idea: animals

This topic is too big. There are many kinds of animals. It would be hard to explain all of them in one short piece.

Make it smaller: sea turtles

Now the topic is clearer. You can write facts about where sea turtles live, what they eat, and how they move.

Possible introduction: Sea turtles are amazing animals that live in the ocean. This piece will tell facts about sea turtles.

Why it works: It names the topic right away. The reader knows the writing is about sea turtles.

Worked Example 2: Fixing a weak introduction

Topic: apples

Weak introduction: I like lots of things at the farm.

This is weak because it does not clearly say the piece is about apples.

Stronger introduction: Apples are fruits that grow on trees. I want to tell you about apples.

Why it works: It tells the topic clearly. The reader knows the piece will teach facts about apples.

Worked Example 3: Matching the topic and introduction

Topic: fire trucks

Bad match: Many people like to drive cars.

This beginning is about cars, not fire trucks. The topic and the introduction do not match well.

Better match: Fire trucks are special trucks that help firefighters do their jobs. This piece explains what fire trucks do.

Why it works: The introduction matches the topic. It gets the reader ready to learn facts about fire trucks.

Worked Example 4: From big idea to clear introduction

Big idea: weather

“Weather” is too broad for a short piece.

Smaller topic: snow

Now the writer can stay focused on one thing.

Possible introduction: Snow falls when the weather is very cold. In this piece, you will learn facts about snow.

Why it works: It names the topic and tells the reader what the writing will explain.

9. Steps for selecting and introducing a topic

1. Think of something real you know about.
2. Make sure the topic is not too big.
3. Pick one clear topic.
4. Write a first sentence that names the topic.
5. Add a second sentence, if needed, to tell what the reader will learn.

10. Helpful sentence frames

You can use these to get started:

• I want to tell you about _____.
• This piece is about _____.
• _____ is important because _____.
• You will learn about _____.
• _____ is an interesting thing to learn about.

11. Check your own writing

After you write your introduction, ask:

• Did I name my topic?
• Did I do it at the beginning?
• Is my topic clear?
• Is my topic small enough?
• Does my introduction match the facts I will write next?

If you can answer yes, your beginning is probably strong.

12. Quick practice ideas

Try turning each big topic into a smaller one:

• animals → dogs
• plants → sunflowers
• school → the library
• insects → ants

Now try writing an introduction for one of them.

Example: The library is a quiet place in school. This piece will tell you about the library.

Summary

When you write an informational piece, first choose a topic that is real, clear, and not too big. Then introduce it at the beginning so your reader knows what they will learn about.

A strong introduction names the topic clearly and matches the facts in the rest of the writing. When you select a small, clear topic and introduce it well, your writing is easier to understand.

Categorizing Information means putting facts and details into groups that belong together.

When we write informational pieces, we want our reader to understand our ideas easily. If we mix many different ideas together, the writing can feel confusing. When we categorize information, we sort ideas into clear parts.

Think about cleaning up toys. You might put blocks in one bin, dolls in another bin, and cars in a third bin. Writing can work the same way. Facts that match go together.

Why is categorizing information important?

• It helps the reader follow your writing.
• It keeps facts neat and organized.
• It helps you stay on one idea at a time.
• It makes your writing clearer.

Main idea: Each group of information should be about one part of the topic.

For example, if you are writing about dogs, you might make groups like these:

• What dogs eat
• How dogs move
• How people care for dogs

Each group has facts that belong together. That is categorizing information.

How to categorize information

1. Pick a topic. Ask: What am I teaching about?
2. Collect facts. Write down facts, definitions, and details.
3. Look for matches. Which facts go together?
4. Name each group. Give each group a simple heading or title.
5. Write one group at a time. Put the matching facts in the same paragraph or section.

Good categories are clear. A category should tell what the facts are mostly about.

Here are some simple category names writers might use:

• Looks like
• Parts
• Food
• Habitat
• Uses
• How it changes

Worked Example 1: Sorting facts about apples

Topic: Apples

Facts:

• Apples can be red, green, or yellow.
• Apple trees grow in orchards.
• People can eat apples raw.
• Apples have seeds inside.
• People use apples to make pie.

Now let’s group the facts.

Category 1: What apples look like

• Apples can be red, green, or yellow.
• Apples have seeds inside.

Category 2: Where apples grow

• Apple trees grow in orchards.

Category 3: How people use apples

• People can eat apples raw.
• People use apples to make pie.

These groups make the information easier to read.

Worked Example 2: Turning groups into paragraphs

Let’s use the apple categories to make short paragraphs.

Paragraph 1: What apples look like

Apples can be red, green, or yellow. They also have seeds inside.

Paragraph 2: Where apples grow

Apple trees grow in orchards.

Paragraph 3: How people use apples

People can eat apples raw. They can also use apples to make pie.

Notice how each paragraph stays on one part of the topic.

Worked Example 3: Finding the best category

Topic: Frogs

Facts:

• Frogs can jump.
• Frogs lay eggs.
• Frogs live near ponds.
• Frogs have strong back legs.
• Baby frogs are called tadpoles.

One way to categorize these facts is:

Category 1: Body parts and movement

• Frogs can jump.
• Frogs have strong back legs.

Category 2: Life cycle

• Frogs lay eggs.
• Baby frogs are called tadpoles.

Category 3: Habitat

• Frogs live near ponds.

This is a strong way to organize because each group has a clear job.

Worked Example 4: Fixing mixed-up information

Read this mixed-up writing:

Bees make honey. Bees have six legs. Bees live in hives. Honey is sweet. Bees visit flowers.

This writing has good facts, but they are all mixed together.

Let’s sort them.

Category 1: Bee body

• Bees have six legs.

Category 2: Bee home and work

• Bees live in hives.
• Bees visit flowers.
• Bees make honey.

Category 3: About honey

• Honey is sweet.

Now the reader can understand the information more easily.

Tips for strong informational writing

• Put facts that match in the same paragraph.
• Do not jump back and forth between ideas.
• Use a heading if it helps.
• Reread your writing and ask, “Do these details belong together?”
• Make sure each paragraph teaches one main part of the topic.

Helpful question words can help you make categories:

• What is it like?
• Where does it live or happen?
• What does it do?
• What are its parts?
• How do people use it?

If you can answer these questions, you can often make strong categories.

Let’s practice thinking like a writer.

Topic: Turtles

Facts:

• Turtles have shells.
• Some turtles live in water.
• Turtles can pull into their shells.
• Turtles lay eggs.

You could sort them like this:

• Body: Turtles have shells.
• Habitat: Some turtles live in water.
• Actions: Turtles can pull into their shells.
• Life cycle: Turtles lay eggs.

Sometimes a category has one fact, and that is okay. The important thing is that the facts are organized clearly.

What to remember

• A topic is what the whole piece is about.
• A category is a group of details that belong together.
• A paragraph can tell about one category.

When you categorize information, your writing becomes easier to read and easier to understand.

Brief Summary

Categorizing information means sorting facts into groups that match. Each group should focus on one part of the topic, like food, body, habitat, or uses. When writers put matching facts into the same section or paragraph, readers can understand the writing better.

Integrating Domain-Specific Vocabulary means using special words that belong to one topic and help explain it clearly.

When you write about a topic, some words are more exact than everyday words. These special words are called domain-specific vocabulary.

For example, if you are writing about weather, words like forecast, temperature, and rainfall are domain-specific words. They belong to the topic of weather.

Using these words can make your writing stronger, clearer, and smarter. But you must use them the right way and help your reader understand what they mean.

Why use domain-specific vocabulary?

• It makes your writing clear. Special words can say exactly what you mean.
• It teaches the reader. Your reader can learn new words about the topic.
• It makes your writing sound like an expert wrote it. You show that you know your topic well.

What does “integrating” mean?

Integrating means putting something into your writing so it fits smoothly. You do not want to just drop in a big word. You want to use the word naturally in a sentence and explain it if needed.

Look at these two sentences:

• The plant has a stem.
• The plant’s stem, the part that holds it up, carries water to the leaves.

The second sentence is better because it uses the special word and also tells what it means.

How to use domain-specific vocabulary in your writing

1. Pick the right topic. Think about what you are teaching the reader.
2. Choose special words for that topic. Pick words that match your subject.
3. Use the words correctly. Make sure the word fits the sentence.
4. Explain the word. Tell what it means in a simple way.
5. Keep your writing easy to understand. Do not use too many hard words at once.

Topics and their special words

Here are some examples of domain-specific vocabulary for different topics.

• Plants: root, stem, leaf, seed
• Weather: forecast, temperature, storm, rainfall
• Community helpers: firefighter, rescue, emergency, station
• Space: planet, orbit, moon, astronaut

These are not just fancy words. They are useful words that help explain each topic.

How to define a special word

When you use a topic word, you can help your reader by giving a quick meaning.

You can define a word in these simple ways:

• Right after the word: A seed is the small part of a plant that can grow into a new plant.
• With commas: The forecast, a report about the weather, says it may rain.
• In the next sentence: A firefighter may respond to an emergency. An emergency is a serious problem that needs quick help.

What to avoid

• Do not use a special word if you do not know what it means.
• Do not use too many special words in one sentence.
• Do not forget to explain a new word.
• Do not pick words that do not match the topic.

Worked Example 1: Adding one topic word

Plain sentence: The day will be hot.

Better informational sentence: The temperature will be high today.

Why it works: Temperature is a weather word. It is more exact than just saying “hot.”

Worked Example 2: Adding a word and defining it

Plain sentence: The plant part under the ground takes in water.

Better informational sentence: The root, the part of the plant under the ground, takes in water.

Why it works: The sentence uses the special word root and tells what it means.

Worked Example 3: Using two domain-specific words in a short explanation

Topic: Space

Sentence: A planet is a large object in space. Earth is a planet that moves in an orbit, or path, around the sun.

Why it works: The writer uses special space words and explains them in simple language.

Worked Example 4: Turning simple writing into strong informational writing

Simple writing: Firefighters help people. They work at a building. They come fast when there is trouble.

Stronger writing: Firefighters help people during an emergency, a dangerous situation that needs quick action. They work at a fire station. They may rescue people who are in danger.

Why it works: The writing now uses special words for the topic of firefighters. It also explains emergency in a way the reader can understand.

Let’s practice choosing the best word

Which special word fits each topic?

• Plant topic: root, moon, firefighter → root
• Weather topic: rainfall, seed, orbit → rainfall
• Space topic: astronaut, stem, station → astronaut

Let’s practice improving sentences

Sentence: The report says it will rain.

Improved sentence: The weather forecast says it will rain.

Sentence: The small plant part can grow into a new plant.

Improved sentence: A seed can grow into a new plant.

Tips for your own writing

• Think: “What special words belong to my topic?”
• Choose 2 or 3 strong words.
• Use each word in a sentence that makes sense.
• Explain new words so your reader can learn.
• Reread your writing to make sure it is clear.

A good example paragraph

Plants need different parts to grow. The root takes in water from the soil. The stem holds the plant up. A leaf helps the plant make food. These plant parts work together to help the plant live.

This paragraph is strong because it stays on one topic, uses plant words, and explains what each part does.

Summary

Domain-specific vocabulary is made of special words that belong to one topic. These words make informational writing clearer and more exact. Good writers use the words correctly, explain them simply, and help the reader understand the topic better.

Using Text Features in Composition

When we write to teach someone about a topic, we want our writing to be easy to read and easy to understand. One way to do that is by using text features.

Text features are parts of writing that help organize information and help the reader learn. In 2nd grade, some important text features are headings, illustrations, captions, and diagrams.

These text features do not replace the words in your writing. They work with your words to make your ideas clearer.

Why do writers use text features?

• They help the reader know what the writing is about.
• They make information easier to find.
• They show important facts in a clear way.
• They make writing more interesting to read.

1. Headings

A heading is a title for one part of your writing. It tells the reader what that section will be about.

For example, if you are writing about butterflies, your headings might be:

• What Butterflies Eat
• How Butterflies Grow
• Where Butterflies Live

Headings help break writing into smaller parts. This helps the reader stay organized.

Good headings:

• match the topic of the section
• are short and clear
• help the reader know what comes next

2. Illustrations

An illustration is a picture that helps the reader understand the topic. It can show what something looks like or how something happens.

If you write about frogs, an illustration might show a frog near a pond. If you write about planting a seed, an illustration might show the seed in soil.

A good illustration should:

• match the words
• show an important idea
• be neat and easy to understand

3. Captions

A caption is a short sentence or phrase that tells about a picture. Captions help the reader understand why the picture is there.

Look at this example:

Caption: A caterpillar changes into a butterfly.

The caption gives the reader a fact about the picture. A caption should be short, clear, and helpful.

4. Diagrams

A diagram is a drawing that teaches something. It often has labels. A diagram can show parts of something or steps in order.

For example, a plant diagram might label:

• root
• stem
• leaf
• flower

A diagram helps the reader learn by looking and reading at the same time.

When should you use each text feature?

• Use headings to organize parts of your writing.
• Use illustrations to show what something looks like.
• Use captions to explain a picture.
• Use diagrams to label parts or show steps.

How text features help your composition

A composition is a piece of writing. In informational and explanatory writing, your job is to teach the reader true facts in a clear way.

Text features help your composition because they make it:

• organized — ideas are grouped together
• clear — facts are easier to understand
• helpful — readers can learn more

How to add text features to your writing

1. Pick your topic.
2. Write the facts you want to teach.
3. Group facts that go together.
4. Add a heading for each group.
5. Think about where a picture could help.
6. Add a caption to explain the picture.
7. Use a diagram if labels or steps will help the reader.

Worked Example 1: Adding a heading

Topic: Dogs

Sentence: Dogs need food, water, and exercise every day.

What heading fits this sentence?

Good heading: What Dogs Need

This heading works because it tells what the section is about.

Worked Example 2: Matching a caption to an illustration

Topic: Bees

Picture: A bee is on a flower.

Possible captions:

• Bees are yellow.
• A bee collects pollen from a flower.
• Flowers are pretty.

Best caption: A bee collects pollen from a flower.

This is the best caption because it explains the picture and teaches a fact.

Worked Example 3: Choosing a diagram

Topic: Parts of a bird

You want to teach the names of the bird's body parts.

Best text feature: a diagram

The diagram can show a bird with labels such as:

• beak
• wing
• tail
• feet

A diagram is better than only a plain picture because the labels teach the names of the parts.

Worked Example 4: Building a small informational piece

Topic: Apples

Here is a short piece with text features:

How Apples Grow

Apples grow on trees. Apple trees need sunlight and water. A small flower grows first. Then the apple begins to grow.

Parts of an Apple

Inside an apple are seeds. The outside is called the skin. Apples can be red, green, or yellow.

Illustration: a picture of an apple tree and an apple cut in half

Caption: Apples grow on trees and have seeds inside.

Diagram labels: skin, seeds, stem

This works well because:

• the headings organize the facts
• the illustration helps the reader see the topic
• the caption explains the picture
• the diagram labels teach the parts

Tips for using text features well

• Make sure each text feature matches your topic.
• Do not add pictures just to decorate. Add them to teach.
• Keep captions short and true.
• Use headings that are easy to read.
• Use diagrams when labels will help the reader learn.

Things to avoid

• A heading that does not match the section
• A picture with no caption when the reader needs more information
• A diagram with missing labels
• Too many text features that make the page confusing

Ask yourself these questions as you write:

• Did I use headings to organize my ideas?
• Did I add a picture that helps teach the topic?
• Did I write a caption for my picture?
• Would a diagram help show parts or steps?
• Do my text features help the reader understand my facts?

Summary

Text features are tools that help readers learn from your writing. Headings organize information. Illustrations show ideas. Captions explain pictures. Diagrams label parts or show steps.

When you use these text features in your composition, your writing becomes clearer, stronger, and easier to understand. Good writers use words and text features together to teach their readers.

Writing Procedural Texts

A procedural text is a how-to writing. It tells someone how to do something in the right order.

When you write a procedural text, you are the teacher. Your job is to give clear steps so the reader can follow them easily.

Some procedural texts teach how to make something, how to play a game, or how to do a job. For example, you can write how to wash your hands, how to plant a seed, or how to make a sandwich.

Why do we use procedural texts?

• To teach someone what to do
• To put steps in the correct order
• To make directions easy to follow

Parts of a procedural text

A good procedural text usually has these parts:

1. A title that tells what the reader will learn to do
2. Materials or things needed
3. Steps in the correct order

1. Title

The title should tell the job or activity. It often starts with How to...

• How to Tie Your Shoes
• How to Make a Fruit Salad
• How to Water a Plant

2. Materials or things needed

Before the steps begin, tell the reader what they need. This helps them get ready.

For example:

• paper
• crayons
• scissors

3. Steps

The steps are the most important part. Each step tells one thing to do.

The steps should go in the right order. If the order is mixed up, the reader may get confused.

Use sequence words

Sequence words help show the order of steps.

• First
• Next
• Then
• After that
• Last

These words help the reader know what to do first, second, and last.

Use action words

Procedural texts use action words. These are words that tell the reader what to do.

• cut
• pour
• mix
• fold
• draw
• write
• wash

These action words are strong and clear. They help the reader follow directions.

Make each step clear

Each step should be easy to understand. Try to tell only one main action in each step.

Instead of writing a long, confusing step, break it into smaller steps.

For example:

Confusing step: Get bread and peanut butter and jelly and put it all together and eat it.

Better steps:

1. First, get two pieces of bread.
2. Next, spread peanut butter on one piece.
3. Then, spread jelly on the other piece.
4. Last, put the pieces together.

Use numbers or order words

You can write steps with numbers:

1. Open the book.
2. Turn to page 5.
3. Read the story.

Or you can use sequence words:

First, open the book. Next, turn to page 5. Then, read the story.

Both ways help the reader follow the order.

Worked Example 1: How to Wash Your Hands

Let’s look at a simple procedural text.

Title: How to Wash Your Hands

Things needed:

• soap
• water
• towel

Steps:

1. First, turn on the water.
2. Next, wet your hands.
3. Then, put soap on your hands.
4. Rub your hands together.
5. After that, rinse off the soap.
6. Last, dry your hands with a towel.

Why is this good?

• It has a clear title.
• It tells what is needed.
• The steps are in order.
• It uses action words like turn, wet, rub, and dry.

Worked Example 2: How to Draw a Smiley Face

Title: How to Draw a Smiley Face

Things needed:

• paper
• pencil or crayon

Steps:

1. First, draw a big circle.
2. Next, draw two small dots for eyes.
3. Then, draw a curved line for a smile.
4. Last, color your smiley face if you want.

Why is this good?

• The steps are short and easy.
• Each step tells one main action.
• The reader can do the job step by step.

Worked Example 3: How to Plant a Seed

This example has a few more details.

Title: How to Plant a Seed

Things needed:

• a small pot
• soil
• a seed
• water

Steps:

1. First, put soil in the pot.
2. Next, make a small hole in the soil.
3. Then, place the seed in the hole.
4. After that, cover the seed with soil.
5. Next, pour a little water on the soil.
6. Last, put the pot in a sunny spot.

Why is this good?

• It teaches a real job.
• It uses order words.
• It gives clear actions the reader can follow.

How to plan your own procedural text

Before you write, think about the job you want to teach.

• What are you teaching?
• What does the reader need?
• What happens first?
• What happens next?
• What happens last?

You can use this simple plan:

Title: How to __________

Things needed: __________

Steps:

1. First, __________.
2. Next, __________.
3. Then, __________.
4. Last, __________.

Tips for strong procedural writing

• Write a title that matches the task.
• List what is needed.
• Put the steps in the correct order.
• Use sequence words.
• Use clear action words.
• Keep steps short and easy to read.
• Check that you did not forget an important step.

What to avoid

• Do not put steps out of order.
• Do not leave out needed materials.
• Do not make the steps too long.
• Do not use words that are too hard to understand.

Let’s fix a weak example

Weak writing:

Make cereal. Put milk in it. Get a bowl. Eat.

This is hard to follow because the steps are not in the right order.

Better writing:

Title: How to Make a Bowl of Cereal

Things needed:

• a bowl
• cereal
• milk
• a spoon

Steps:

1. First, get a bowl and a spoon.
2. Next, pour cereal into the bowl.
3. Then, pour milk on the cereal.
4. Last, eat your cereal.

Now the directions are clear and in order.

Check your writing

When you finish, ask yourself:

• Did I write a title?
• Did I tell what is needed?
• Are my steps in order?
• Did I use sequence words like first and next?
• Did I use clear action words?
• Can someone follow my directions easily?

Summary

A procedural text is a how-to piece of writing. It teaches someone how to do something.

Good procedural writing has a clear title, a list of things needed, and steps in the right order.

Use sequence words like first, next, then, and last. Use clear action words so your reader knows exactly what to do.

When your directions are simple, clear, and in order, your procedural text is strong.

Drafting Informational Conclusions

When we write an informational piece, we teach the reader about a topic. We give facts, details, and examples.

At the end, we need a conclusion. A conclusion is the last part of the writing. It helps the reader remember the most important ideas.

A good informational conclusion does not add brand-new facts. Instead, it wraps up the writing by saying the main ideas again in a clear, simple way.

What is an informational conclusion?

An informational conclusion is an ending sentence or ending part that:

• reminds the reader of the topic,
• restates the important facts, and
• gives the writing a finished feeling.

Why do writers use conclusions?

• To help the reader remember the big ideas
• To end the writing neatly
• To show that the writing is complete

What should a conclusion include?

• The topic of the writing
• The main facts from the middle
• An ending thought that closes the piece

What should a conclusion NOT include?

• New facts that were not in the writing before
• Off-topic ideas
• Too many details

You can think of a conclusion like tying a bow on a present. The present is already there. The bow does not add a new toy inside. It just finishes the package nicely.

Easy steps for writing a conclusion

1. Name the topic again.
2. Tell the most important facts again.
3. End with a closing sentence.

Helpful sentence starters

• Now you know...
• As you can see,...
• These facts show...
• In all,...
• This is why...

Worked Example 1: One clear ending sentence

Topic: Dogs

Main facts in the writing: Dogs need food, water, and exercise.

Good conclusion: Dogs need food, water, and exercise to stay healthy.

Why it works:

• It tells the topic again: dogs.
• It repeats the important facts.
• It does not add a new fact.

Not as good: Dogs also have a great sense of smell.

Why not? That is a new fact. It was not part of the main ideas we were ending.

Worked Example 2: Ending a short paragraph

Topic: Rain

Main facts in the writing: Rain helps plants grow. Rain fills rivers and lakes. Rain gives animals and people water.

Good conclusion: As you can see, rain is important because it helps plants, fills rivers and lakes, and gives water to living things.

Why it works:

• It starts with a closing phrase.
• It sums up the main facts.
• It ends the writing clearly.

Worked Example 3: Choosing between two conclusions

Topic: Bees

Main facts in the writing: Bees collect nectar. Bees make honey. Bees help flowers grow by moving pollen.

Choice A: In all, bees are helpful insects because they collect nectar, make honey, and help flowers grow.

Choice B: Some bees live in hives, and some people are afraid of bees.

Best choice: Choice A

Why?

• Choice A repeats the main facts from the writing.
• Choice A sounds like an ending.
• Choice B brings in ideas that may not have been the main facts.

Worked Example 4: Building a conclusion step by step

Topic: The Sun

Main facts in the writing:

• The sun gives Earth light.
• The sun gives Earth heat.
• Plants need sunlight to grow.

Step 1: Say the topic again.

The sun is very important.

Step 2: Add the key facts.

The sun is very important because it gives Earth light and heat, and plants need sunlight to grow.

Step 3: Read it and check.

• Did we name the topic? Yes.
• Did we restate the main facts? Yes.
• Did we add a new fact? No.

Final conclusion: The sun is very important because it gives Earth light and heat, and plants need sunlight to grow.

How to check your own conclusion

• Did I tell the topic again?
• Did I include the main facts only?
• Did I avoid adding new information?
• Does my ending sound complete?

Tips for strong conclusions

• Keep it short and clear.
• Use your own words when you can.
• Focus on the biggest ideas.
• Make the reader feel that the writing is finished.

Let’s practice thinking

If your writing is about turtles, and your main facts are:

• Turtles have shells.
• Turtles can live on land or in water.
• Turtles lay eggs.

A strong conclusion could be: Now you know that turtles are animals with shells that can live on land or in water and lay eggs.

This works because it brings the facts together in one ending sentence.

Brief Summary

A conclusion is the ending of informational writing. It should restate the topic and the most important facts. It should not add new information. When you write a good conclusion, you help your reader remember what they learned.