Best Concluding Sentence — Choose the best concluding sentence that matches the passage's focus. - SHSAT English Language Arts

SECTION 1

Why Concluding Sentences Matter

Have you ever watched a movie that just… stopped? No ending, no wrap-up, nothing. It feels weird, right? That's exactly what happens when a paragraph is missing a good concluding sentence (the final sentence that ties together everything the paragraph talked about). Writers and teachers have spent centuries thinking about the best way to end a piece of writing.

~350 BCE • Aristotle's Three-Part Structure

The Greek philosopher Aristotle taught that every speech or essay needs a beginning, a middle, and an end. He argued that the ending must circle back to the main point.

1866 • Alexander Bain and the Modern Paragraph

Scottish professor Alexander Bain wrote one of the first textbooks explaining that a paragraph should have a single topic and finish with a sentence that reinforces that topic.

1950s • Standardized Test Era Begins

Schools and testing companies started using multiple-choice questions to measure whether students could recognize well-organized writing, including strong concluding sentences.

Today • The SHSAT and Revising/Editing

The SHSAT tests your ability to choose the best concluding sentence for a passage. You must understand the paragraph's main idea and pick the ending that matches it.

So the big question is: how do you figure out which concluding sentence is the best match for a paragraph? That's exactly what this lesson will teach you, step by step.

SECTION 2

Core Principles of a Strong Concluding Sentence

Before you can choose the best concluding sentence, you need to know what makes a concluding sentence strong in the first place. There are a few core rules to follow. Think of these as a checklist you can use every time.

Echoes the Main Idea

A strong concluding sentence connects back to the paragraph's topic sentence (the sentence that states the main idea, usually near the beginning). It restates the point using different words.

Stays on Topic

It does NOT introduce a brand-new idea. If the paragraph is about dolphins' intelligence, the last sentence should not suddenly switch to shark habitats.

Feels Like an Ending

Good concluding sentences use a tone that signals "we're wrapping up." They might summarize, offer a final thought, or leave the reader with something to think about.

Matches the Passage's Tone

If the passage is informational and serious, the concluding sentence should be too. If the passage is persuasive, the ending should reinforce the argument.

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KEY TAKEAWAY

Think of a concluding sentence like the bow on a gift. The gift is the paragraph, and the bow pulls everything together into a neat finish. If you stick a random sticker on instead of a bow, it looks out of place. In the same way, the concluding sentence has to match the gift — the paragraph's main idea.

SECTION 3

How a Paragraph Flows to Its Conclusion

The diagram below shows how the parts of a well-organized paragraph connect. Notice how the topic sentence at the top sets the main idea, the supporting details build on it, and the concluding sentence brings everything back to that original point.

The gold dashed arrow on the right shows that the concluding sentence must loop back to the topic sentence. The supporting details in purple build the path between them.

When you face a "best concluding sentence" question on the SHSAT, picture this diagram in your head. Read the passage, find the main idea, and then pick the answer choice that loops back to it — just like the gold dashed arrow.

SECTION 4

The 4-Step Strategy: How to Choose the Best Concluding Sentence

On the SHSAT, you'll read a short passage and then see a question like: "Which sentence would best conclude this paragraph?" Here's a step-by-step method you can use every single time.

Step 1 — Find the Main Idea

Read the passage carefully. Ask yourself: "What is this paragraph mostly about?" Look at the topic sentence (usually the first sentence) for clues. You can underline or circle it.

Step 2 — Note the Supporting Details

What examples, facts, or reasons does the writer give? These details point you toward the focus of the passage. The concluding sentence should fit with all of them.

Step 3 — Eliminate Wrong Answers

Cross out any answer choice that introduces a new topic, contradicts the passage, or changes the tone (the feeling or attitude of the writing). These are common traps.

Step 4 — Pick the One That Wraps Up

The remaining choice should feel like a natural ending. It should echo the main idea, summarize the key point, or leave the reader with a final thought that matches the passage. That's your answer!

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SHSAT Tip

If two answer choices both seem related to the main idea, reread the passage one more time. The best concluding sentence will match the specific focus of the paragraph — not just the general topic.

SECTION 5

Common Wrong-Answer Traps

The SHSAT is tricky. The test writers design wrong answers that look reasonable but actually don't belong. Let's study the most common trap types so you can spot them right away.

Four common wrong-answer types branch off the main idea. The correct concluding sentence (green box) restates the main idea — "dogs are loyal companions" — using slightly different words, without introducing new topics, shifting tone, being too narrow, or contradicting the passage.

Trap Type	What It Looks Like	How to Spot It
New Topic	Suddenly brings up something the passage never discussed.	Ask: "Was this mentioned anywhere in the passage?" If no, eliminate it.
Too Narrow	Focuses on one small detail instead of the big picture.	Ask: "Does this cover the whole paragraph or just one part?" A conclusion should be broad.
Wrong Tone	Uses a very different voice — overly casual, emotional, or harsh when the passage is calm.	Ask: "Does this sound like it belongs with the rest of the writing?"
Contradicts	Says the opposite of what the paragraph argues or explains.	Ask: "Does this agree with the passage or fight against it?"

Four wrong-answer trap types and how to identify them

SECTION 6

Worked Example: Choosing the Best Concluding Sentence

Let's walk through a full example, the same way you would on the SHSAT. Read the passage below, then follow each step of our strategy.

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Sample Passage

(1) Community gardens have become a valuable resource in many cities. (2) They provide residents with access to fresh vegetables and fruits that might otherwise be expensive or hard to find. (3) In addition, these gardens bring neighbors together, creating a sense of teamwork and shared purpose. (4) Studies have even shown that neighborhoods with community gardens experience lower crime rates. (5) ____________________

Question: Which sentence would best follow sentence 4 to conclude this paragraph?

A. Some people prefer to grow flowers instead of vegetables in their gardens.
B. For all of these reasons, community gardens offer important benefits to the people and neighborhoods they serve.
C. The city should also build more public swimming pools.
D. However, some residents complain that community gardens are too noisy.

Step-by-Step Solution

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Step 1 — Find the Main Idea

Sentence 1 is the topic sentence: "Community gardens have become a valuable resource in many cities." The main idea is that community gardens are valuable to cities.
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Step 2 — Note the Supporting Details

The paragraph gives three benefits: access to fresh food (sentence 2), bringing neighbors together (sentence 3), and lower crime rates (sentence 4). All details support the idea that community gardens are beneficial.
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Step 3 — Eliminate Wrong Answers

Choice A talks about flowers vs. vegetables — that's a new, unrelated detail (Trap: New Topic). Choice C brings up swimming pools — completely off topic (Trap: New Topic). Choice D contradicts the positive tone by introducing a complaint (Trap: Contradicts/Wrong Tone). All three can be crossed out.
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Step 4 — Pick the One That Wraps Up

Choice B says, "For all of these reasons, community gardens offer important benefits…" This sentence ties back to the main idea of community gardens being valuable. It summarizes the supporting details with the phrase "for all of these reasons" and matches the informational, positive tone.

Answer: B

SECTION 7

Comparing Strong and Weak Concluding Sentences

Sometimes both a strong and weak concluding sentence can seem related to the topic. The table below shows you key differences.

Feature	Strong Concluding Sentence ✓	Weak Concluding Sentence ✗
Connection to main idea	Directly echoes or restates the main idea using different words.	Loosely related to the topic but doesn't clearly tie back to the main idea.
Scope	Covers the whole paragraph — broad enough to wrap everything up.	Too narrow (only one detail) or too broad (makes a claim the passage never supported).
Tone	Matches the passage's voice — formal stays formal, informational stays informational.	Shifts suddenly — goes from calm to emotional, or from formal to slang.
New information	Does not introduce brand-new facts, topics, or arguments.	Brings in something the passage never mentioned.
Feeling of closure	Gives the reader a sense that the paragraph is complete.	Leaves the reader confused or expecting more.

Comparing features of strong versus weak concluding sentences

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KEY TAKEAWAY

Imagine you're watching a basketball game. At the end, the announcer says, "What a great game — both teams played their hearts out!" That feels right. But if the announcer suddenly said, "And now, let's talk about yesterday's soccer match," you'd be confused. A concluding sentence should finish the game that was being played, not start a new one.

SECTION 8

Connecting to the Bigger Picture: Writing & Reading Comprehension

The skill of choosing a strong concluding sentence doesn't just show up in Revising and Editing questions. It connects to many other parts of the SHSAT and your schoolwork.

This Lesson's Skill	Where Else You'll Use It
Finding the main idea to match a concluding sentence	Reading Comprehension — central idea questions ask you to identify the main point of a full passage.
Eliminating off-topic answers	Any multiple-choice test — the process of elimination works the same way across all subjects.
Matching tone and style	Your own essays — when you write a concluding paragraph, you need to maintain a consistent voice.
Understanding paragraph structure	Part B Revising/Editing — questions about sentence order, transitions, and organization all rely on understanding structure.

How concluding-sentence skills connect to other SHSAT and school tasks

As you continue your SHSAT prep, you'll notice that understanding paragraph structure is one of the most important skills across the entire test. Mastering concluding sentences is a great first step toward mastering all the revising and editing questions.

SECTION 9

Practice Problems

Question 1: CONCEPTUAL

What is the main purpose of a concluding sentence in a paragraph?

Show answer

The main purpose of a concluding sentence is to wrap up the paragraph by restating or reflecting the main idea. It signals to the reader that the paragraph is complete. It should not introduce a new topic or contradict the passage. Think of it as the final chord in a song — it brings everything to a satisfying close.

Question 2: BASIC

Read the following paragraph: "Recycling helps protect the environment in many ways. It reduces the amount of waste in landfills. It also saves energy because making products from recycled materials uses less power. Furthermore, recycling conserves natural resources like trees and water." Which concluding sentence best fits this paragraph? A. Paper is one of the most commonly recycled materials. B. Overall, recycling is an important practice that benefits both the planet and its resources. C. Some people find recycling confusing because of the different bins. D. Pollution from factories is another serious environmental problem.

Show answer

The correct answer is B. The paragraph's main idea is that recycling helps protect the environment, and the supporting details list three specific benefits (less landfill waste, saved energy, conserved resources). Choice B wraps up all of these by saying recycling "benefits both the planet and its resources." Choice A is too narrow (just paper). Choice C changes the focus to confusion about recycling bins. Choice D introduces a new topic (factory pollution).

Question 3: INTERMEDIATE

Read the following paragraph: "The invention of the printing press in the 1400s transformed European society. Before the press, books had to be copied by hand, a process that was slow and expensive. With the printing press, books could be produced quickly and cheaply, making them available to many more people. As literacy rates rose, new ideas spread faster than ever before." Which concluding sentence best fits? A. Johannes Gutenberg is often credited with inventing the printing press around 1440. B. Today, most people read digital books instead of printed ones. C. By making knowledge widely accessible, the printing press played a key role in reshaping European culture. D. Handwritten manuscripts are now considered valuable antiques.

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The correct answer is C. The paragraph focuses on how the printing press transformed European society by making books accessible and spreading ideas. Choice C captures this by saying the press "played a key role in reshaping European culture," which echoes the topic sentence's idea of transforming society. Choice A is a factual detail that would work better as a supporting sentence, not a conclusion. Choice B jumps to the modern day, introducing an unrelated topic. Choice D is off-topic, focusing on antiques rather than the societal impact.

Question 4: APPLIED

Read the following paragraph: "School uniforms have been a topic of debate for years. Supporters argue that uniforms reduce distractions and help students focus on learning. They also point out that uniforms can reduce bullying related to clothing choices. Opponents, however, believe that uniforms limit students' ability to express themselves and can be an extra expense for families." Which concluding sentence best fits? A. Many private schools have required uniforms for decades. B. Whether one supports or opposes them, it is clear that the debate over school uniforms involves important concerns on both sides. C. Students should always be allowed to wear whatever they want. D. In conclusion, school bullying is a serious issue that must be addressed.

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The correct answer is B. This paragraph presents both sides of the school uniform debate — benefits and drawbacks. The best concluding sentence needs to reflect that balanced tone. Choice B does this by acknowledging "important concerns on both sides." Choice A adds a new fact about private schools rather than wrapping up. Choice C takes a strong one-sided position, which contradicts the paragraph's balanced presentation. Choice D shifts the focus entirely to bullying, which was only one detail in the passage, not the main idea.

Question 5: CRITICAL THINKING

Read the following paragraph: "Many scientists believe that getting enough sleep is just as important for students as eating well and exercising. Research shows that teens who sleep at least eight hours a night perform better on tests and are less likely to feel anxious. Sleep also helps the brain store new information learned during the day. Despite this evidence, many middle and high school students report sleeping fewer than seven hours on school nights." Two possible concluding sentences are below. Explain which one is better and why. Option 1: "Given the strong link between sleep and academic success, schools and families should work together to help students get the rest they need." Option 2: "Scientists are also studying how diet affects student performance in school."

Show answer

Option 1 is the better concluding sentence. The paragraph's main idea is that sleep is crucial for students, supported by evidence about test performance, anxiety, and memory. Option 1 echoes this main idea by referencing "the strong link between sleep and academic success" and closes with a forward-looking suggestion that still stays on topic. Option 2 is a classic "new topic" trap — it shifts to diet, which the paragraph never discussed. Even though diet and sleep are both health topics, a concluding sentence must match the specific focus of the paragraph, not just the general subject area. Always ask yourself: "Does this sentence wrap up what was already discussed, or does it open a new door?"

SUMMARY

Lesson Summary

Summary

A concluding sentence is the last sentence in a paragraph, and its job is to restate or reflect the main idea without introducing anything new. On the SHSAT, you choose the best concluding sentence by first identifying the topic sentence and supporting details, then eliminating answers that are off-topic, too narrow, wrong in tone, or contradictory.

Remember the four-step strategy: find the main idea, note the supporting details, eliminate traps, and pick the choice that wraps up the paragraph. The correct answer will always echo the main idea, match the passage's tone, and leave the reader feeling that the paragraph is complete.