The Skills section directs students to "Construct essays/presentations that respond to a given problem by proposing a solution that includes relevant details," which asks students to make a claim and support it. The Problem Solving page requires students to "select the best solution" and "explain the solution and why it is the best option," prompting students to provide reasons and evidence for their choice. Students are also asked to present the problem-solving process for a personal problem, which requires organizing and defending a chosen solution orally or in writing.

The Literary Response Outline (Part 4) explicitly includes a Conclusion section that directs students to "restate the three ideas discussed," provide "Closing Remarks" (two sentences), and a "Final Reflection" (one sentence). The Body Paragraph templates also include a line for a paragraph-level conclusion, and the outline instructs students to "create an outline" that culminates in a concluding paragraph summarizing the three ideas to be discussed.

The lesson asks students to read chapters and answer Question #1, which prompts a position ('Do you think Tree-ear should have told the man...') and asks 'Why or why not?', requiring students to give reasons for a claim. Students are instructed to 'answer the questions below in complete sentences,' which directs them to write coherent responses that can include claims and supporting evidence. Parent-discussion prompts and open-response items repeatedly ask for justification, giving students practice in stating and supporting an opinion.

Students are prompted to plan a concluding paragraph in the organizer: the Organizing Your Writing section tells students the concluding paragraph should emphasize what the reader should remember and learn. The Option 1 Essay Organizer includes a Conclusion Paragraph with lines and explicit directions to summarize the paper without repeating specifics and to think about what the reader should remember and learn. Students are required to draft, revise, conference, and type a final draft that includes this concluding paragraph.

Students are instructed to write an argumentative essay as one of the required steps (Step 6 of the Steps to Independent Study). The materials include an "Argumentative Essay Rubric" with an "Organization" category that assesses the logical and fluid structure of the essay. The independent study process and rubrics repeatedly direct students to develop and support a position using researched evidence and to check their work against evaluation criteria.

Students are explicitly prompted in the outline to write a Conclusion that revisits the position statement, briefly sums up the main arguments, and leaves the reader with a final thought (challenge, fact, question, quote, or statement). The Example Essay Outline and multiple Student Activity Page templates include a dedicated Conclusion section where students restate their position and summarize supporting reasons. Students are directed through the writing process to draft, revise, and produce a final copy that includes this concluding section.

Students are asked to take a position and justify it in QUESTION #1: "Do you think Prometheus should have given fire to the people? Why or why not?" which prompts students to state a claim and give reasons. Several discussion prompts (e.g., consider how greed and desire for power lead to consequences) ask students to provide examples and explanations that require supporting evidence. The lesson asks students to compare myths and to explain causes and effects, which engages them in providing reasons that support a position or interpretation.

Students are prompted to write persuasive letters to a planet inhabitant using structured templates that include a proposal and an explicit supporting line (e.g., the Two Views template asks: "I'd like to solve your problem by __________." followed immediately by "This will solve your problem by __________."). The Children Say and Two Views pages provide letter closings with "Sincerely," and signature lines so students must produce a final closing to their argument. The wrapping up prompt asks students to share and explain how their solution would solve the problem, reinforcing inclusion of a statement that ties the claim to supporting reasons.

Students are asked to create a poem or drawing with a written description from the narrator to the fox that explains the little prince's departure and reassures the fox, which requires presenting claims and supporting details. Students answer comprehension questions including "List two ways the narrator says he knows the little prince made it home," prompting them to cite evidence to support a claim. Students are asked to "Share your letter... Explain why you agree with the narrator that the little prince made it home or why you do not," which asks for a written position with reasons.

Students are given a specific place to plan and write a conclusion on the 'Play Cupid' worksheet (the worksheet includes a labeled 'Conclusion:' field). Activity 3 explicitly directs students to 'Summarize in your conclusion why their love was the strongest,' requiring a final summarizing section tied to their argument. The outlining and rubric materials emphasize organization and structure, which supports students in arranging their essay components, including a concluding section.

The rubric's Mechanics criteria explicitly requires the "Inclusion of clear introduction and conclusion paragraphs." The Organization and Structure rubric states a top score requires the paper to "follow a clear structure with related items addressed in conclusion." The Outlining activity asks students to write a thesis and organize three support areas (I, II, III) and the writing tips direct students to use the outline and transitions when drafting and concluding their paper. Activity 7 instructs students to revise their draft and consult the rubric to ensure required elements (including a conclusion) are present.