Introduction and conclusion drafting (hook, claim, preview / synthesis, call to action)

Read 2 mentor introductions (Yousafzai paragraph 1; Stevenson paragraph 1). What do both have in common?

• Listen for: hook, context, claim, preview
• Affirm: 'Both grab the reader and state where the essay is going'
• Note: both DON'T just announce ('Today I will tell you ___'); they pull the reader in

Today the bookends — intro and conclusion. INTRODUCTION has 4 moves: HOOK (a surprising fact, question, anecdote, image, or quote that grabs attention), CONTEXT (what is the issue and why does it matter NOW), CLAIM (your arguable claim), PREVIEW (your 2-3 supporting reasons). Don't announce — pull the reader in. Yousafzai opens: 'In the name of God, the most merciful, the most beneficent.' That's a culturally specific opening that signals her authority. Stevenson opens: 'I want to talk about an injustice we don't talk about enough.' That's a direct challenge that makes the reader lean in. CONCLUSION has 2 jobs: don't just summarize; SYNTHESIZE (show the bigger pattern your reasons reveal) OR issue a CALL TO ACTION (ask the reader to do something specific). Bad conclusion: 'In conclusion, I have shown that recess is good for these three reasons.' (Summary.) Good conclusion: 'Restoring middle-school recess is not just a scheduling decision — it is a recognition that middle schoolers are still children who need play to develop. Schools that restore recess invest in the whole child. The choice is ours.' (Synthesis + call.) Today: draft intro, draft conclusion, assemble the full draft.

• Pick the hook that fits your audience and tone.

  model FACT: 'In 1990, 95% of US middle schools had daily recess. Today, only 17% do.' QUESTION: 'When did we decide middle schoolers no longer needed to play?' ANECDOTE: 'My friend Sara fell asleep in 5th period yesterday — for the third time this week.' QUOTE: 'As Dr. Bem put it, "a child's brain runs on movement."'

  prompt Hook options for the recess argument.
• Synthesis answers 'what does my argument MEAN — beyond the three reasons?'

  model SUMMARY: 'I argued that recess is good for attention, social development, and physical health.' (Just lists.) SYNTHESIS: 'Restoring recess is restoring something deeper than minutes — it is recognizing that learning is whole-body, whole-self labor.' (Shows the pattern, the so-what.)

  prompt Synthesis vs. summary in conclusion.

• Share your hook with elbow partner — does it pull the reader in?
• Share your conclusion — is it synthesis or summary?

• Draft your introduction using the 4-move frame.

  scaffold Frame card at desk; mentor intros visible
• Draft your conclusion as synthesis OR call to action.

  scaffold Synthesis-vs-summary check card; mentor conclusions visible

M-6-F-WR-15-B Chart

Print-ready 8.5x11 side-by-side card. LEFT (red): SUMMARY — 'In conclusion, I have shown ___' — restates without adding. Bad. RIGHT (green): SYNTHESIS or CALL TO ACTION — 'Restoring ___ is more than ___; it is ___' (synthesis) or 'The choice is ours' (call). Below: 'A good conclusion answers SO WHAT — what's the bigger meaning, or what should the reader do?' Dyslexic-friendly font.

• Read your intro and conclusion to elbow partner. Partner identifies hook type AND conclusion type (synthesis vs. summary vs. call).

• Restate: a good conclusion does NOT just ___; it ___
• Preview tomorrow's morphology and reference materials work

• Read your FULL draft (intro + 2 or 3 bodies + counterclaim + conclusion). Read it aloud. Mark 3 spots that need revision.