essay structure for grade 5

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When I look back to my first experience teaching five paragraph essays to fifth graders, I can remember how terribly unprepared I felt.

I knew that the five paragraph essay format was what my students needed to help them pass our state’s writing assessment but I had no idea where to start.

I researched the few grade-appropriate essays I could find online (these were the days before Pinterest and Teachers Pay Teachers) and determined that there was a structure to follow.

Every essay followed the same basic structure. I taught the structure to my students and they did well.

I have been teaching five paragraph essay structure and everything that goes with it for several years now. I hope that after you read this blog post, you will have a good understanding of how to teach and grade five paragraph essays.

Once you’ve learned all about teaching basic essay structure, you’ll be ready to grow your writers from “blah” to brilliant! 

Teaching five paragraph essays is just one part of teaching 5th grade writing. Click here to find out exactly how I teach writing to my 5th graders! 

Start with Simple Paragraphs

We always start with simple paragraphs.

Yes, this is basic, but if your students cannot write excellent paragraphs, their five paragraph essays will be train wrecks. Trust me!

We spend a while cementing paragraph structure:

Topic Sentence

Closing Sentence

I give students topics, they come up with their own topics, we write together, they write with a partner or independently, the more variety, the better.

We have fun with simple paragraphs. Then, it’s time to move on to body paragraphs.

Organize and Write Body Paragraphs

Please refer to my five paragraph essay organizer below.

The three body paragraphs are absolutely crucial to the success of the five paragraph essay.

Some teachers have trouble teaching the structure of five paragraph essays because they start with the introduction paragraph.

Always teach the body paragraphs first!

I had a teacher say to me once, “What’s the point of just writing parts of the essay? They need to write the entire five paragraphs to get all of the practice they need.”

I understand that point. However, think of it as building a house. Should you test out the foundation and make sure it’s sound and sturdy before building on top of it? Absolutely! That’s what we’re doing here.

The three body paragraphs are the foundation of the essay.

Ask students to write out their three body paragraphs just like they have practiced…Topic sentence…Detail 1…Detail 2…Detail 3…Closing Sentence.

I “ooooh and aaaah” over their three paragraphs. Students are on their way to five paragraph essays, so be sure to build their confidence.

Teach the Introduction Paragraph

I have to say, this is my favorite paragraph to teach. The introduction paragraph is what draws readers into the essay and makes them want to read more.

We start with what I call a “hook.” The hook captures the readers’ attention and can come in many forms: asking a question, making a bold statement, sharing a memory, etc.

After the hook, I ask students to add a sentence or two of applicable commentary about the hook or about the prompt in general.

Finally, we add the thesis sentence. The thesis sentence always follows the same formula: Restate the prompt, topic 1, topic 2, and topic 3.

That’s all you need to write an excellent introduction paragraph!

I do suggest having students write the introduction paragraph plus body paragraphs a couple of times before teaching the closing paragraph.

Teach the Closing Paragraph

In the conclusion paragraph, we mainly focus on restating the thesis and including an engaging closing thought.

With my students, I use the analogy of a gift.

The introduction paragraph and body paragraphs are the gift and the conclusion paragraph is the ribbon that ties everything together and finishes the package.

When you talk about restating the thesis sentence, tell students that they need to make it sound different enough from their original thesis sentence to save their readers from boredom.

Who wants to read the same thing twice? No one!

Students can change up the format and wording a bit to make it fresh.

I enjoy teaching the closing thought because it’s so open to however students want to create it.

Ways to write the closing thought: ask a question, personal statement, call to action, or even a quote. 

I especially like reading the essays in which a quote is used as a closing thought or a powerful statement is used.

Example of a full five paragraph essay

Let’s Talk About Color-Coding!

Who doesn’t like to color? This is coloring with a purpose!

Training your students to color-code their paragraphs and essays will make grading so much easier and will provide reminders and reinforcements for students.

When students color-code their writing, they must think about the parts of their paragraphs, like topic sentences, details, and the closing sentence.

They will be able to see if they are missing something or if they’ve written something out of order.

Color-coding is a wonderful help for the teacher because you can skim to ensure that all parts of your students’ paragraphs and essays are present.

Also, when you are grading, you can quickly scan the paragraphs and essays. Trust me, you will develop a quick essay-grading ability.

I start color-coding with my students at the very beginning when they are working on simple paragraphs. I add the additional elements of the color-code as we progress through our five paragraph essays.

This is the code that I use:

Let’s Talk About Grading Five Paragraph Essays!

Imagine a lonely, stressed teacher grading five paragraph essays on the couch while her husband is working the night shift.

That was me!

Seriously, guys, I would spend about ten minutes per essay. I marked every little error, I made notes for improvement and notes of encouragement. I reworked their incorrect structure.

Those papers were full of marks.

On Monday, I proudly brought back the essays and asked students to look over them and learn what they needed to fix for next time.

You can guess what happened… there were lots of graded essays in the trashcan at the end of the day.

I decided that my grading practices had to change. I needed my weekends back and my students needed to find their own errors!

This is my best advice:

STOP correcting every error!

Your students are not benefiting from marks all over their writing. They need to find those errors themselves so that they will remember their mistakes and change their writing habits.

Do a quick scan of each student’s writing as soon as it’s turned in to you.

If there are major problems with a student’s writing, call him/her over individually and show him/her what needs to be fixed or put the student with a competent peer editor who will help them fix mistakes.

If you have several students who are struggling with a skill, like closing sentences, do a mini-lesson on this topic.

You can do a mini-lesson with a small group. However, I prefer doing mini-lessons with the entire class. The kids who need help will get it and the rest of your class will receive a refresher.

It’s OK if there are some small spelling/grammar mistakes!

If the errors are few and they don’t take away from the meaning/flow of the essay, I don’t worry about them.

Our students are still learning.

Even your brightest star writer will have a few spelling/grammar mistakes from time to time.

Don’t discourage students from writing because of small errors.

Students who receive papers back with markings all over them don’t think, “Oh boy, my teacher has made it so easy for me to make all of these corrections.” They are thinking, “What’s the point in writing? I must be a terrible writer. Look at all of these mistakes.”

If your students are taking a standardized writing assessment, the structure and flow of their essays will be worth much more than perfect spelling.

Need more help?

I created this five paragraph essay instructional unit for teachers who are new to teaching five paragraph essays OR just need all of the materials in one place.

“Teacher Talk” pages will guide you through the unit and this unit contains all materials needed to help students plan, organize, and write amazing five paragraph essays! Click here to check it out:

I have a freebie for you! Enter your first name and email address below. You’ll receive three original prompts with five paragraph essay organizers AND two lined final draft pages!

Once your students are good essay writers…

These task cards will help your students stay sharp on their five paragraph essay knowledge. Students will review hooks (attention-getters), thesis sentences, body paragraphs, topic sentences, closings, and more. Each card contains a unique writing example!

I suggest using these task cards as a quiz/test, scoot game, individual review, or cooperative group activity.

Click on the image to view these task cards:

To save this post for later, simply pin this image to your teacher Pinterest board!

21 comments.

Wow! I really enjoyed reading this. I’ve always stressed over the thought of teaching writing, but your blog makes me think I can do it successfully. Putting your writing packet on my TPT wish list!

Thank you, Shannon! I appreciate you taking the time to leave a comment. I am so glad that my blog post was helpful to you!

Thanks for the tips! When I taught 6th grade I taught this same subject matter, but struggled to get started. I wish I had this then!

I appreciate your comment! Teaching was much different before Pinterest, wasn’t it?!?

This helped me so much!🙂 thanks a lot, I imagined being one student of yours. I’d be so smart and good at essays! Would’ve been so much easier in person❤️❤️❤️

Thank you so much, Aizlyn!

Thank you so much for this! May I ask where I can see the rubric for scoring the compositions?

You are so welcome! Click on the resource link. Then, you will see the rubric in the preview!

Thank you so much,I am a parent and this really helped me be clear how to guide my son. God bless you always.,

Thanks for taking the time to leave a comment!

you are welcome!!!

This looks great! Looking forward to using your tips and freebies with my 6th graders. 🙂 THANK YOU.

You are so welcome! Thank you for taking the time to leave a comment!

Can’t wait to use this with my class tomorrow! Thanks a bunch for sharing!!

You are so welcome, Amy!

Thank you for making it easy to teach an essay with clarity.

You are very welcome, Yamuna! Thanks for taking the time to leave feedback 🙂

I am so happy I discovered your blog. I just started teaching grade 5 in September I have been searching for a simple method to hel me in guiding them in writing. I will be putting your method into practice in the coming week.

That’s wonderful, Cherry! Thank you for sharing your thoughts! Welcome to fifth grade 🙂

Beautiful lesson well explained! Thank you so very much .

Thank you so much, Cheryl!

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How to Write A 5th Grade Level Essay

There are four basic types of prompts for fifth grade students: narrative, persuasive, expository, and creative writing. 

Narrative Essay

A narrative essay requires them to tell a story, real or imagined, using descriptive writing to reflect on their experiences, explain them logically, and draw conclusions from them. The writing prompt will be something like this: Think about a time you did something that made you feel guilty. Describe what happened.

To answer this, your child will have to tell the story of a time they did something wrong and what the consequences were. They will likely make use of the “five senses” and discuss how they felt moment-to-moment as they describe the events. Dialogue is an important part of this, too; they may describe the conversation they had with their teacher or with you, confessing what they did and apologizing.

Persuasive Essay

A persuasive essay is written to convince another person to agree with the writer or take action. The prompt will look something like this: What is your least-favorite food at the school cafeteria? Give three compelling reasons why your school should quit serving it. To answer this, your child needs to make sure to have three logical and persuasive reasons for why whatever food they choose is bad.

For example, they may hate the green beans they are given. The reasons they give don’t have to be particularly nuanced, but should still be realistic and logical. Their reasons may be that they are canned and therefore aren’t as nutritious as fresh, they are overcooked, and they make everyone’s breath smell bad. Their essay should also make a case for a replacement or better idea, such as serving fresh green beans or different vegetable options.

Expository Essay

An expository essay requires your child to explain something, like a how-to guide or providing facts about a topic. This essay prompt will look something like this: Your favorite book was made into a movie. Compare and contrast the film and book versions. To answer this, your child will need to point out the differences and similarities between the two works.

For example, the movie may have cut out a lot of scenes from the book or added new ones. Characters may dress differently or say different dialogue in the movie, or they may be perfect representations of how they look in the book. There shouldn’t be a list of similarities and differences; instead, your child should organize these comparisons in paragraphs that have a logical flow. For example, they may start by going through differences in the events of the two works and how the movie improves on certain plots, then discuss character differences and how they are better in the book, and finish with their ideas about which version tells the story better.

Creative Writing

Creative writing has your child use their story-telling skills while also practicing vital writing skills such as sequence and description. A creative writing prompt can look something like this: Write a story from your pet’s point of view. A creative writing prompt requires your child to consider things from a different perspective, and they may even write a poem or song instead of an essay, depending on their assignment.

To answer this prompt, they will need to consider what the world looks, sounds, and feels like from a very different view. It doesn’t have to be a perfect narrative, it can be the pet’s ideas and feelings about their life and how they feel about your child. Creative writing prompts are an opportunity for your child to stretch their imagination and try out different things in their writing.

If your child is having a hard time with these prompts, a way to help is to enroll them in Reading Genie. The program is designed to give your child practice writing while engaging them in fun topics and ideas. The teachers at Reading Genie give helpful and kind advice, and your child will have opportunities to get feedback from their peers to build their confidence.

You can also practice writing prompts with your child at home; they can be a lot of fun! Even if you don’t end up writing anything, discussing ideas with your child and how to approach certain prompts and questions can help get their minds active.

Genie Academy offers a range of after-school programs focused on enhancing skills in mathematics, literacy, composition, and coding. These educational services are available at various sites across New Jersey, such as Plainsboro , and are designed to cater to the learning needs of children from Pre-Kindergarten to 8th grade.

Source: https://www.thoughtco.com/fifth-grade-writing-prompts-4171627

Topics: Essay , Writing Skills , Fifth Grade , paragraph writing , Writing Prompt

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Help your 5th Grader Write a Great Essay

Writing essays can be a daunting task for students. 5th-grade students have a strong foundation of writing skills to help them construct body paragraphs and express their ideas using complex sentences. Still, they may need an extra push to write confidently and expressively.

The most challenging task when writing an essay is starting the writing process and learning to be confident.

Helping students tackle the task and build their confidence in writing multiple types of essays such as a persuasive essay, an informational essay, or even a narrative essay such as short stories takes a lot of practice, focus, and support from instructors and parents.

Learning to Express Ideas

Pre-writing is a crucial step in the writing process. Fifth graders should be in a place in their writing journey where they can perfect all the pre-writing strategies before they even write a word of an essay.

This will set them up to successfully construct excellent five-paragraph essays consistently.

When your child sits down to write a five body paragraph essay, the very first thing they should do is read the prompt. Understanding what the prompt is asking for is the first step in being proactive about writing an excellent essay.

You want them to ponder these questions: am I writing a persuasive essay? Am I writing an essay on a topic requiring me to do my research? Will I need to list evidence? Am I writing a narrative story that requires figurative language?

How to Successfully Brainstorm An Essay

One excellent way to get the brainstorm rolling is to have your fifth-grade student utilize a graphic organizer such as a cluster map as a way to write down all the related words or small phrases they can think of about the prompt.

The organizer will help get their creative minds rolling until they write something they are interested in or perhaps even excited about exploring further.

Brainstorming is a crucial component of teaching writing. This first step should be the most relaxed, no-pressure section for the student.

As a fifth-grader, your child will have a good idea of how to brainstorm different ideas on paper, but an essential part will be to organize these ideas into something of an outline.

Through brainstorming, students learn to think creatively to answer the prompt. Sometimes logical thinking is also required. For example, with a persuasive essay, students must brainstorm their arguments and develop reasons or evidence to back up their claims.

Supporting this step will allow students to perfect the details of the content they’re writing about and give them the main idea for their entire essay.

How to Turn a Brainstorm into an Outline

Encouraging your fifth grader to write a quick outline in a way that’s organized according to the five-paragraph essay format will give them a solid foundation to write their first rough draft.

These pre-writing skills are crucial in turning students from simple sentence writers into detailed five-paragraph essay writers.

Five-paragraph essays are the standard way to construct an essay, including writing an introduction, three body paragraphs, and a conclusion.

Using this format, your fifth grader should write a short and straightforward outline that showcases every paragraph’s main ideas and contents in logical order.

Instead of freewriting the essay off the top of their head, an outline in the five-paragraph essay format will help your fifth grader have a guide to help them construct the first draft of their essay and flesh out ideas when they write body paragraphs.

Constructing a 5 Paragraph Essay

Read below for a brief five-paragraph essay instructional unit to help you guide your child in writing an exceptional essay.

1) How To Write An Introduction

In the five-paragraph essay format, the introduction is vital in grabbing the reader’s attention and holding it throughout the essay.

When teaching writing, the introduction is explained as the initial place to set up the topic of the essay. It usually requires a direct address of the contents to follow in the form of a thesis.

A thesis statement is a sentence in the introduction that directly answers the prompt and has reasons and evidence for the writer’s claim. It’s like a short preview of what the students will write about in their body paragraphs.

Furthermore, students write the thesis at the end of the introduction paragraph and ensure it follows a specific sentence structure to make it stand out as the most critical part of the intro.

2) How To Write Body Paragraphs

An excellent way to help students be confident in their work is to help them build clear strategies or steps to tackle daunting parts of an essay, such as a body paragraph.

Acronyms are one good way to remember all the steps of constructing a remarkable body paragraph. For example, TEEA is a wonderful acronym to get your fifth grader started on the task.

TEEA stands for:

T: Topic Sentence

The topic sentence is the very first sentence of a body paragraph. It explains what your section is about and its main idea. Ideally, this should be one sentence long and directly explain the topic at hand.

For the second section, you will want your fifth grader to answer the following question: WHY are you talking about this topic or idea? Why is this important? This should be about 2 or 3 sentences long because you will want your child to use lots of details to support the idea in the topic sentence.

  E: Example

In the third section, the student should prove what they explained about their topic by giving a solid, real-life example. This can be 2-3 sentences. The key here is to make the example applicable to the topic and explanation.

A: Analysis

Lastly, the analysis explains how the example supports your topic. This will probably be 1 or 2 sentences.

The analysis is the most tricky part of a body paragraph. The best way to get your child to think about this is to emphasize the how question. How does your example prove you are right? How does the example relate to the topic?

Using TEEA, your child will be able to construct a clear and strong body paragraph for almost any prompt or topic.

3) How to Write A Conclusion

Lastly, to conclude an essay, students must think about what idea they want the reader to leave with after reading their essay.

To start, students can use their introductory paragraph as a guide. They should restate their essay topic or thesis differently.

Next, students should summarize the main points made in the body paragraphs.

After this step, students can play the “so what?” game. Have your fifth grader think about what they’ve written in the conclusion, then answer the question, “so what?” Why is this important? Why should anybody care?

The very last sentence of the conclusion is a fantastic place to answer the “so what” question and leave the readers with a good impression or the desire for more information.

Using this instructional guide, with practice, your 5th grader will be able to construct logically sound and impeccably organized essays in no time.

The Reading Ranch Method

Struggling writers can experience various difficulties in any step of the writing process. The Reading Ranch Intervention Program is a research-based program to help students strengthen their writing skills in an interactive and dynamic environment. Our curriculum prides itself on being an interactive writing curriculum proven through various studies to immensely help struggling writers. Contact us today if you’re looking for help with your child who struggles in school and at home because they are stuck when they write and unable to keep up with their peers. We offer either online or in-person programs we feel confident we have something just right for every family.

Kiran Gokal   is a freelance writer, teacher, and lover of the written word specializing in content articles, blog posts, and marketing copywriting. For the past three years, she’s been teaching bright young students all about reading and writing at The Reading Ranch®,  while also lending her writing skills to different businesses and non-profits in the education sector.

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How to write a perfect 5 Paragraph Essay

  How to Write a 5 Paragraph Essay : A Complete Guide

Essay writing can be the bane of many a student’s life.

Gone are the days when many students tried writing in big letters to fill the allotted number of pages with minimal effort quickly.

Now, it’s all constant word count checks and taking a dozen words to say what could be said in three.

Of course, it doesn’t have to be like this. When students have a clear, set structure to follow, essay writing can be a much less painful experience. Indeed, it can even be enjoyable!

In this article, we’ll outline a clear template our students can follow to produce a well-organised essay on practically any topic effectively.

Let’s get started!

THE HAMBURGER ESSAY – THE STUDENT’S FRIEND

The common 5 paragraph essay structure is often referred to as the hamburger essay . And this is a memorable way to communicate the concept to your students.

The hamburger essay structure consists of five paragraphs or layers as follows:

Layer 1 – The Top Bun: The Introduction

The uppermost layer is the introductory paragraph which communicates to the reader the purpose of the essay.

Layers 2,3, & 4 – The Meat Patties: The Body Paragraphs

These are the meat patties of the essay and each paragraph makes an argument in support of the essay’s central contention as expressed in the introduction.

Layer 5 – The Conclusion: The Bottom Bun

The bottommost layer is the conclusion, where the arguments are summed up and the central contention of the essay is restated forcefully one last time. We have a complete guide to writing a conclusion here .

Soon, we’ll take a closer look at each of these parts in turn. But, there is more to an essay than just the writing of it. There are also the prewriting and post writing stages to consider. We will look at all these aspects in this article, but first, let’s examine what our students need to be doing before they even begin to write their essays.

A COMPLETE UNIT ON TEACHING PARAGRAPH WRITING

This complete PARAGRAPH WRITING UNIT takes students from zero to hero over FIVE STRATEGIC LESSONS to improve PARAGRAPH WRITING SKILLS through PROVEN TEACHING STRATEGIES.

THE PREWRITING STAGE – DEFINING THE THESIS STATEMENT, RESEARCH & PLANNING

The thesis statement.

Every essay needs a clear focus. This focus is usually defined in a thesis statement that presents the topic of the essay in a sentence or two. The thesis statement should also include the writer’s stance on that topic.

As this will help guide the direction of the essay, it is essential that our students define their thesis statement before they begin the writing process.

Sometimes during the process of writing, we find out what we think about a given topic. The writing process can act as a kind of reflection on the merits of the various arguments, before finally revealing to us our own opinion. This is writing as a method of discovery.

Usually, though, it is more efficient for students to decide on their opinions prior to beginning to write.

Defining their thesis statement early on not only helps guide the students writing, but helps ensure their research is focused and efficient at the crucial prewriting stage.

Research & Planning

As students begin their research and gather their evidence to support their thesis statement, they should also be encouraged to pay particular attention to the counterarguments they come across.

A well-written essay does not ignore opposing viewpoints, students should be taught to preempt counterarguments where possible so as to strengthen the power of their own arguments. Good research is essential for this.

Not so long ago, research meant hours in dusty libraries being constantly shushed, but with the advent of the internet, there is now a wealth of knowledge right at our fingertips (and the end of a good Wifi connection).

While this has made research a much more convenient process, students need to be reminded of the importance of seeking out reliable sources to support their opinions. In an era of ‘fake news’, this is more important now than ever.

As students gather the information and supporting evidence for their essay, they’ll need to organize it carefully. Graphic organizers are an effective way of doing this, either on a paper printout or by using a premade template on the computer.

It can also be helpful for students to sort their collected information according to where they intend to use it in the five-paragraph outline or layers mentioned above.

Finally, while good research, organization, and planning are essential for producing a well-written essay, it’s important that students are reminded that essay writing is also a creative act.

Students should maintain an open mind when it comes to the writing process. They should allow their thoughts and opinions the room to develop over the course of writing their essay. They should leave the door open for including new thoughts and ideas as the writing progresses.

The Writing Stage: Introduction, Body Paragraphs, & Conclusion 

The introduction.

A good introduction paragraph serves a number of important functions. It:

• Grabs the reader’s attention and interest, known as the hook
• Orientates the reader to the essays central argument, the thesis statement
• Outlines briefly the arguments that will be explored in support of the thesis statement.

To become an effective writer, it is important that our students learn the importance of grabbing the reader’s attention, as well as keeping it. Opening with a ‘hook’ or a ‘grabber’ is a great way to achieve this.

There are a number of techniques students can use here. Let’s take a look at some of the more common ones.

• The Surprising Fact – this can intrigue the reader to want to find out more, especially if it challenges some of their existing assumptions on a topic.
• The Quotation – a carefully selected quotation can be a great way to secure the reader’s attention and there are many curated quotation collections freely available online to help get students started.
• The Joke – this opening should be used judiciously as for some topics it may not be an appropriate way to open. In the right context however, humor can be a great way to engage the reader from the outset.
• The Anecdote – anecdotes are a great way to personally connect with the essay’s topic. They are a helpful way of climbing down the ladder of abstraction when exploring more theoretical arguments. They assist the reader in relating universal themes to their own lives.

Practice Activity 1:

To encourage students to develop strong opening paragraphs in their essays, it can be helpful to isolate writing opening paragraphs.

In this activity, provide your students with a list of essay topics and challenge them to write four different opening paragraphs for their essay, one each for The Surprising Fact , The Quotation , The Joke , and The Anecdote as listed above.

When students have completed their four paragraphs, they can then share with each other in groups and discuss which worked best and why.

This activity will help students to remember the different types of opening and how they work. It will also give them a feel for which openings work best for different types of essays.

We’ve already discussed what a thesis statement is and what it is intended to achieve, but where does it fit into the overall shape of the introductory paragraph exactly?

While there are no hard and fast rules here, thesis statements work well towards the end of the introductory paragraph – especially as the paragraph’s final sentence.

Readers are often hardwired to look for the thesis statement there. It connects the arguments that follow in the body paragraphs to the preceding sentences and contextualizes the essay for the reader.

THE BODY PARAGRAPHS

Now we get to the ‘meat’ of our essay. Each of the body paragraphs will explore one of the arguments supporting the thesis statement as laid out in the introduction.

While we are focused on the 5 paragraph essay here, longer essays will usually be constructed in exactly the same manner, they’ll just include more body paragraphs to cover the extra level of detail.

Generally, each body paragraph will open by stating the argument, with subsequent sentences supporting that argument by providing evidence along with some further explanation. Finally, a statement or phrase will help transition to the next paragraph.

The PEEL Paragraph Writing Process

The acronym PEEL can be a very useful tool to help students to understand how to organize each of their body paragraphs.

P oint : start the paragraph by expressing the central argument

E vidence : support the central argument of the paragraph by providing evidence or reasons. Evidence may come in many forms including facts and statistics, quotations from a text or other authority, reference to historical events etc.

E xplanation : explain how the evidence provided supports the paragraph’s central argument.

L ink : provide a transition into the next paragraph by linking this argument and the central thesis to the next point to be made.

Practice Activity 2:

Just as students isolated the opening to their introductory paragraph for practice purposes, in this activity they’ll isolate a single argument on a chosen essay topic.

When they have chosen a topic and selected a single argument related to that topic, they can begin to write one body paragraph using the PEEL structure outlined above.

This activity works well when several students write on the same argument. When each has completed their paragraphs, they can then compare the results with each other.

It can be a fascinating experiment that allows the students to see just how diverse different treatments of the same argument using the same PEEL formula can be – there is freedom within the discipline of the structure!

THE CONCLUSION

The purpose of the conclusion is to close the circle of the essay. It is a chance for the writer to restate the thesis statement, summarize the main arguments, and tie up any loose ends as the writer drives home their point one last time.

At this stage of the game, no new arguments should be introduced. However, students should revisit the previous arguments made in the body paragraphs and it is acceptable to offer up a new insight or two on these.

The student should take care here to make sure they leave no doubt in the reader’s mind that the essay question is fully answered. One useful way of doing this is by incorporating words and phrases from the essay question into the conclusion itself.

To help students grasp the underlying structure of a concluding paragraph, the following sequential structure is useful to keep in mind:

• Starts with a closing phrase such as In conclusion , There is no doubt , Finally etc
• Restates the main thesis statement
• Summarizes the main point of each of the body paragraphs
• Leaves the reader with something to think about.

Practice Activity 3:

Again, here we will isolate the concluding paragraph for focused practice.

Students select a topic they know well, decide what they think about that topic, write down a few key arguments, and then begin writing a concluding paragraph to an essay on that topic.

Students should use the template above to structure that material.

You could also include an element of peer assessment here by having students swap their paragraphs with each other, before offering each other feedback.

The Post Writing Stage: Editing & Proofreading YOUR 5 paragraph ESSAY

The final stage of writing a five-paragraph essay is perhaps the least glamorous of an unglamorous process, but no less essential for it – the editing and proofreading.

Often, our students overlook this stage. After completing the process of research, planning, and writing their five-paragraph essay, they let themselves down at this final, crucial stage.

Frequently, students fail to adequately edit and proofread their work not just because of laziness, but because they are unsure of exactly what this process entails.

To avoid this, ensure students understand that editing and proofreading involve reading through and correcting mistakes in the following areas one after the other:

• Text Organisation: title, headings, layout etc
• Sentence Structure: coherence, grammar , sentence variety etc
• Word Choice: suitable word choices, avoid repetition etc
• Spelling and Punctuation: accuracy in both areas.

Practice Activity 4:

Once students have completed their essays, appoint each a partner to work with and each then edits and proofreads the other person’s work.

Sometimes students struggle to gain the necessary distance from their own work to adequately edit and proofread it, this exercise overcomes that issue while giving them an opportunity to gain some valuable editing and proofreading experience that will benefit them in future.

CLOSING THE CIRCLE

So, there you have it – how to write a five-paragraph essay from start to finish. As with anything, the more practice students get, the quicker they will improve.

But, bear in mind too that writing essays is hard work and you don’t want to put students off.

The best way to provide opportunities for students to develop the various skills related to essay writing is to isolate them in the manner apparent in the activities described above.

This way, students can soon sharpen up their skills, without learning to dread the word ‘essay’ itself!

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

Five Paragraph Essay exampleS (Student Writing Samples)

Below are a collection of student writing samples of 5 paragraph essays.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to both read the 5 paragraph essay in detail but also the teacher and student guides which highlight some of the key elements of this structured model of essay writing here.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of 5 paragraph essay writing.

We would recommend reading the example either a year above and below, as well as the grade you are currently working with to gain a broader appreciation of this text type.

5 PARAGRAPH ESSAY VIDEO TUTORIALS

The Ultimate Guide to the 5-Paragraph Essay

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• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

A five-paragraph essay is a prose composition that follows a prescribed format of an introductory paragraph, three body paragraphs, and a concluding paragraph, and is typically taught during primary English education and applied on standardized testing throughout schooling.

Learning to write a high-quality five-paragraph essay is an essential skill for students in early English classes as it allows them to express certain ideas, claims, or concepts in an organized manner, complete with evidence that supports each of these notions. Later, though, students may decide to stray from the standard five-paragraph format and venture into writing an  exploratory essay  instead.

Still, teaching students to organize essays into the five-paragraph format is an easy way to introduce them to writing literary criticism, which will be tested time and again throughout their primary, secondary, and further education.

Writing a Good Introduction

The introduction is the first paragraph in your essay, and it should accomplish a few specific goals: capture the reader's interest, introduce the topic, and make a claim or express an opinion in a thesis statement.

It's a good idea to start your essay with a hook (fascinating statement) to pique the reader's interest, though this can also be accomplished by using descriptive words, an anecdote, an intriguing question, or an interesting fact. Students can practice with creative writing prompts to get some ideas for interesting ways to start an essay.

The next few sentences should explain your first statement, and prepare the reader for your thesis statement, which is typically the last sentence in the introduction. Your  thesis sentence  should provide your specific assertion and convey a clear point of view, which is typically divided into three distinct arguments that support this assertation, which will each serve as central themes for the body paragraphs.

Writing Body Paragraphs

The body of the essay will include three body paragraphs in a five-paragraph essay format, each limited to one main idea that supports your thesis.

To correctly write each of these three body paragraphs, you should state your supporting idea, your topic sentence, then back it up with two or three sentences of evidence. Use examples that validate the claim before concluding the paragraph and using transition words to lead to the paragraph that follows — meaning that all of your body paragraphs should follow the pattern of "statement, supporting ideas, transition statement."

Words to use as you transition from one paragraph to another include: moreover, in fact, on the whole, furthermore, as a result, simply put, for this reason, similarly, likewise, it follows that, naturally, by comparison, surely, and yet.

Writing a Conclusion

The final paragraph will summarize your main points and re-assert your main claim (from your thesis sentence). It should point out your main points, but should not repeat specific examples, and should, as always, leave a lasting impression on the reader.

The first sentence of the conclusion, therefore, should be used to restate the supporting claims argued in the body paragraphs as they relate to the thesis statement, then the next few sentences should be used to explain how the essay's main points can lead outward, perhaps to further thought on the topic. Ending the conclusion with a question, anecdote, or final pondering is a great way to leave a lasting impact.

Once you complete the first draft of your essay, it's a good idea to re-visit the thesis statement in your first paragraph. Read your essay to see if it flows well, and you might find that the supporting paragraphs are strong, but they don't address the exact focus of your thesis. Simply re-write your thesis sentence to fit your body and summary more exactly, and adjust the conclusion to wrap it all up nicely.

Practice Writing a Five-Paragraph Essay

Students can use the following steps to write a standard essay on any given topic. First, choose a topic, or ask your students to choose their topic, then allow them to form a basic five-paragraph by following these steps:

• Decide on your  basic thesis , your idea of a topic to discuss.
• Decide on three pieces of supporting evidence you will use to prove your thesis.
• Write an introductory paragraph, including your thesis and evidence (in order of strength).
• Write your first body paragraph, starting with restating your thesis and focusing on your first piece of supporting evidence.
• End your first paragraph with a transitional sentence that leads to the next body paragraph.
• Write paragraph two of the body focussing on your second piece of evidence. Once again make the connection between your thesis and this piece of evidence.
• End your second paragraph with a transitional sentence that leads to paragraph number three.
• Repeat step 6 using your third piece of evidence.
• Begin your concluding paragraph by restating your thesis. Include the three points you've used to prove your thesis.
• End with a punch, a question, an anecdote, or an entertaining thought that will stay with the reader.

Once a student can master these 10 simple steps, writing a basic five-paragraph essay will be a piece of cake, so long as the student does so correctly and includes enough supporting information in each paragraph that all relate to the same centralized main idea, the thesis of the essay.

Limitations of the Five-Paragraph Essay

The five-paragraph essay is merely a starting point for students hoping to express their ideas in academic writing; there are some other forms and styles of writing that students should use to express their vocabulary in the written form.

According to Tory Young's "Studying English Literature: A Practical Guide":

"Although school students in the U.S. are examined on their ability to write a  five-paragraph essay , its  raison d'être  is purportedly to give practice in basic writing skills that will lead to future success in more varied forms. Detractors feel, however, that writing to rule in this way is more likely to discourage imaginative writing and thinking than enable it. . . . The five-paragraph essay is less aware of its  audience  and sets out only to present information, an account or a kind of story rather than explicitly to persuade the reader."

Students should instead be asked to write other forms, such as journal entries, blog posts, reviews of goods or services, multi-paragraph research papers, and freeform expository writing around a central theme. Although five-paragraph essays are the golden rule when writing for standardized tests, experimentation with expression should be encouraged throughout primary schooling to bolster students' abilities to utilize the English language fully.

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• 3 Changes That Will Take Your Essay From Good To Great
• An Introduction to Academic Writing
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• The Five Steps of Writing an Essay
• How to Write a Solid Thesis Statement
• The Introductory Paragraph: Start Your Paper Off Right

How to write an essay

Part of English Writing skills

Did you know?

The word essay comes from the French word 'essayer' close Sorry, something went wrong Check your connection, refresh the page and try again. meaning ‘to try’ or ‘to attempt’. A French writer called Michel de Montaigne invented the essay in Europe as his ‘attempt’ to write about himself and his thoughts.

Introduction to how to write an essay

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An essay is a piece of non-fiction writing with a  clear structure : an introduction, paragraphs with evidence and a conclusion. Writing an essay is an important skill in English and allows you to show your knowledge and understanding of the texts you read and study.

It is important to  plan  your essay before you start writing so that you write clearly and thoughtfully about the essay topic. Evidence , in the form of quotations and examples, is the foundation of an effective essay and  provides proof  for your points.

Video about planning an essay

Learn how to plan, structure and use evidence in your essays

Why do we write essays?

The purpose of an essay is to show your understanding, views or opinions in response to an essay question, and to persuade the reader that what you are writing makes sense and can be backed up with evidence. In a literature essay, this usually means looking closely at a text (for example, a novel, poem or play) and responding to it with your ideas.

Essays can focus on a particular section of a text, for example, a particular chapter or scene, or ask a big picture question to make you think deeply about a character, idea or theme throughout the whole text.

Often essays are questions, for example, ‘How does the character Jonas change in the novel, The Giver by Lois Lowry?’ or they can be written using command words to tell you what to do, for example ‘Examine how the character Jonas changes in the novel, The Giver by Lois Lowry.’

It is important to look carefully at the essay question or title so that you keep your essay focused and relevant. If the essay tells you to compare two specific poems, you shouldn’t just talk about the two poems separately and you shouldn’t bring in lots of other poems.

Writing skills

• count 7 of 7

Writing skills - tone & style

• count 1 of 7

Writing Skills - sentences

• count 2 of 7

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Five-paragraph essays

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Classic essays

Students are given an introductory paragraph and expand it to the classic 5 paragraph essay.

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EL Education Curriculum

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• ELA G5:M1:U2:L13

Writing a Literary Essay: Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 5
• ELA G5:M1:U2

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These are the CCS Standards addressed in this lesson:

• RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
• RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
• W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
• W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• W.5.9a: Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
• L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• I can plan and write an introductory paragraph for my essay. ( W.5.2a, W.5.4, W.5.9a )
• I can recognize and write a complete sentence. ( L.5.1 )
• Introduction to literary essay ( W.5.2a, W.5.4, W.5.9a )
• Working to Become Effective Learners anchor chart (see supporting materials).
• Parts of Speech anchor chart (see supporting materials).
• Parts of the Model Literary Essay Introductory Paragraph (one part per pair; see supporting materials). When possible, ensure the correct amount of parts to complete paragraphs. This may involve giving some students more than one part.
• Literary Essay anchor chart by writing the title on a blank piece of chart paper (see supporting materials).
• Thumb-O-Meter protocol. See Classroom Protocols.
• Post: Learning targets and applicable anchor charts.

Tech and Multimedia

• Work Time B: Students write their introductory paragraphs on a word processing document--for example, a Google Doc.

Supports guided in part by CA ELD Standards 5.I.A.4, 5.I.B.6, 5.I.C.9, 5.I.C.10, and 5.II.A.1

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus exclusively on the introductions to their literary essays. Students continue to benefit from the color-coding system established in prior lessons for visual support.
• ELLs may find it challenging to immediately apply their new learning about essay structure and write their introductions within the time allotted. If students were grouped in Lesson 11 to write their two-voice poems about the same event, continue working with that group during Work Time B today. See "Levels of support" and Meeting Students' Needs column for details.

Levels of support

For lighter support:

• Before providing templates or additional modeling during Work Time B, observe student work and allow students to grapple. Provide supportive materials only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
• For additional work with complete sentences, invite intermediate and advanced proficiency students to create sentences and to write them on sentence strips in the manner described below. Students who need heavier support can work to identify the subjects and predicates of these sentences.

For heavier support:

• During Work Time A, create color-coded sentence strips that students can manipulate as they discuss subject and predicate. Write the subject of each sentence in blue and the predicate of each sentence in red on separate strips. Invite students to scramble and unscramble them. Probe students' thinking about what makes each strip a subject or a predicate.
• During Work Time B, provide a near-complete version of the introduction template suggested in the Meeting Students' Needs column. Omit only a few words, such as the chapter title and the names of the characters. Students can complete the paragraph as a cloze exercise while focusing on comprehending the paragraph and its purpose within the essay structure.
• In preparation for performing their two-voice poem during the Closing and Assessment, provide time before the lesson for students to practice reading their two-voice poem. Support students by giving them feedback on their fluency and accuracy, and encouraging them on a job well done.
• Multiple Means of Representation (MMR): In Work Time B, students write the introduction to their essay. This will require drawing on several tools, such as the Painted Essay(r) template, the model literary essay, and their Informative Writing Checklist. Whenever possible, use think-alouds and/or peer models to make this thought process explicit. For example, offer a think-aloud to show how to incorporate ideas from the model literary essay into an original paragraph. This way, students will not only see the model visually but will also be able to understand the thought processes behind it.
• Multiple Means of Action and Expression (MMAE): This lesson provides 25 minutes of writing time. Some students may need additional support to build their writing stamina over such a long time period. Support students in building their stamina and focus by providing scaffolds that build an environment that is conducive to writing (see Meeting Students' Needs column).
• Multiple Means of Engagement (MME): Students who need additional support with writing may have negative associations with writing tasks based on previous experiences. Help them feel successful with writing by allowing them to create feasible goals and celebrate when these goals are met. For instance, place a sticker or a star at a specific point on the page (e.g., two pages) that provides a visual writing target for the day. Also, construct goals for sustained writing by chunking the 30-minute writing block into smaller pieces. Provide choice for a break activity at specific time points when students have demonstrated writing progress. Celebrate students who meet their writing goals, whether it is length of the text or sustained writing time.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• introductory paragraph, effective learners, collaboration, subject, noun, predicate (L)
• Parts of the Model Literary Essay Introductory Paragraph (one part per pair)
• Painted Essay(r) template (from Lesson 12; one per student)
• Red, green, yellow, and blue colored pencils (one of each per student)
• Model literary essay (from Lesson 12; one per student and one for display)
• Literary Essay anchor chart (new; co-created with students during Opening A; see supporting materials)
• Literary Essay anchor chart (example, for teacher reference)
• Working to Become Effective Learners anchor chart (new; co-created with students during Opening B)
• Working to Become Effective Learners anchor chart (example, for teacher reference)
• Writing Complete Sentences handout (one per student and one to display)
• Parts of Speech anchor chart (new; teacher-created; see supporting materials)
• Informative Writing Checklist (from Lesson 12; one per student and one to display)
• Informative Writing Checklist (example, for teacher reference)
• Character Reaction note-catchers:
• Character Reaction Note-catcher: "Las Cebollas" (from Lesson 1; one per student)
• Character Reaction Note-catcher: "Las Ciruelas" (from Lesson 3; one per student)
• Character Reaction Note-catcher: "Los Esparragos" (from Lesson 6; one per student)
• Character Reaction Note-catcher: "Los Duraznos" (from Lesson 7; one per student)
• Character reaction paragraphs:
• Character Reaction Paragraph: Esperanza (from Lesson 1; group writing)
• Character Reaction Paragraph: Hortensia (from Lesson 3; group writing)
• Character Reaction Paragraph: Mama or Esperanza (from Lesson 3 homework; one per student)
• Character Reaction Paragraph: Marta (from Lesson 6; group writing)
• Character Reaction Paragraph: Esperanza or Josefina (from Lesson 6 homework; one per student)
• Character Reaction Paragraph: Miguel (from Lesson 7; one per student)
• Character Reaction Paragraph: Esperanza (from Lesson 8; one per student)
• Partner Two-Voice Poem (from Lesson 11; one per pair)
• Red markers (one per student)
• Paper (lined; one piece per student)
• Domain-Specific Word Wall (begun in Unit 1, Lesson 3)
• Two-Voice Poems handout (from Lesson 11; one per student and one to display)

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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Essay for Class 5 in English | List of Essay Topics for Grade 5 Students

Essay Writing is a great piece of work to teach or Improve your Child’s Writing Skills. We are with you in this and compiled Essay for Class 5 in English covering frequently asked essay topics from different categories. Increase your vocabulary and develop a strong command over English by reading and practicing various Essay Writing Topics. The Content in the Sample Essays for 5th Std Students is written in a simple and easy to understand language. You can access both Short and Long Essays on the Most Common Topics and use them as a part of your competitions or speeches.

Essay Topics List for Class 5 Children

All the Essay Topics for Grade 5 Students are written in a simple language keeping in mind the student’s level of understanding. Access the Essay Writing Topics & Ideas for 5th Standard Children available through the quick links and tap on the respective topic you wish to see. By reading and writing using the Class 5 Essays you can improve your vocabulary as well as get uniqueness to write an essay on your own. By doing so you can learn how to put your thoughts into words.

• My School Essay for Class 5
• Essay on Earth for Class 5
• Rainy Season Essay in English for Class 5
• Essay on Holi for Class 5
• Essay on Christmas for Class 5
• Essay on My Mother for Class 5
• Essay on My Country for Class 5
• Essay on Television for Class 5
• Short Essay on Pollution for Class 5
• Essay on Discipline for Class 5
• Essay on New Year Resolution for Class 5
• Essay on Mahatma Gandhi for Class 5
• Essay on Republic Day for Class 5
• Happiest Day of My Life Essay for Class 5
• My Birthday Party Essay for Class 5
• Honesty is the Best Policy Essay for Class 5
• Essay on Earthquake for Class 5
• Essay on Flood for Class 5
• Essay on Water Pollution for Class 5
• Essay on Environment for Class 5

FAQs on Essay for Class 5

1. What is the best and simple way to write an essay?

The best way to write an essay is to jot down what you are going to write beforehand. Not just the Essay make sure you have a structure too in mind. This really helps and is the simplest thing to write an essay.

2. Where do I find Some Good Descriptive Essay Topics for Grade 5 Students?

You can find some Good Descriptive Essay Topics for Grade 5 Students on our page.

3. What Should a Good Essay Have?

A good essay should have a bang-on opening statement that draw’s the attention of the users followed by a thesis statement and then a conclusion or a closing statement supporting your ideas. The Idea of each paragraph should be well explained and try considering examples too in between.

Final Words

We believe the knowledge shared regarding the Essay Writing Topics for Class 5 has shed some light on you. If you have any other queries or want us to add more such topics do leave us your suggestions and we will look into them. Stay in touch with our site to avail latest updates on Essays for the Most Common Topics of Students belonging to Different Grades.

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Free Printable Writing Organization and Structure Worksheets for 5th Grade

Discover Writing Organization and Structure with our free printable Reading & Writing worksheets for Grade 5 students. Enhance your teaching experience and help students develop essential skills.

Recommended Topics for you

• Voice in Writing
• Figurative Writing
• Informative Essay Structure
• Relevant Details
• Paragraph Structure
• Persuasive Essay Structure
• Narrative Essay Structure
• Writing a Strong Ending
• Sentence Variety
• Writing a Strong Introduction

Explore Writing Organization and Structure Worksheets by Grades

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Explore Writing Organization and Structure Worksheets for grade 5 by Topic

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Explore printable Writing Organization and Structure worksheets for 5th Grade

Writing Organization and Structure worksheets for Grade 5 are essential tools for teachers looking to enhance their students' reading and writing skills. These worksheets provide a structured approach to teaching various aspects of writing, such as brainstorming ideas, organizing thoughts, and developing strong paragraphs. By using these resources, teachers can help their Grade 5 students improve their overall writing abilities and better understand the importance of organization and structure in their work. Additionally, these worksheets can be easily incorporated into lesson plans, allowing teachers to seamlessly integrate reading and writing exercises into their daily curriculum. With Writing Organization and Structure worksheets for Grade 5, teachers can ensure their students are well-equipped to tackle more complex writing tasks as they progress through their education.

Quizizz offers a wide range of educational resources, including Writing Organization and Structure worksheets for Grade 5, that cater to the needs of teachers and their students. This platform provides an engaging and interactive learning experience, allowing teachers to create quizzes, polls, and other activities that can be easily integrated into their lesson plans. By utilizing Quizizz, teachers can monitor their students' progress in real-time, identify areas where they may need additional support, and tailor their teaching methods accordingly. In addition to Writing Organization and Structure worksheets, Quizizz also offers resources covering various subjects, such as math, science, and social studies, making it a one-stop-shop for teachers looking to enhance their students' learning experience. With Quizizz, Grade 5 teachers can ensure their students receive a well-rounded education that prepares them for success in the years to come.