Recognize the distinction
An argument contains claims offered as reasons and a claim those reasons are meant to establish. The main conclusion can appear at the beginning, middle, or end. Words such as because and therefore help, but an author can omit them. Ask which claim would lose its stated support if the other claims were removed. An intermediate conclusion can be supported by one statement and then serve as a reason for a further claim.
Choose a method
Rewrite the argument in one short chain: evidence, connecting step, conclusion. Keep the author's strength of language. Should is not will, some is not all, and a proposal is not an observed result. When selecting a main conclusion, prefer the claim the author is trying to establish over an interesting fact that merely motivates the discussion.
Worked contrast
In the quartet example, individual skill is the evidence and ensemble excellence is the conclusion. Coordination is not established by listing solo accomplishments. Contrast an argument that separately reports successful ensemble rehearsals: that added evidence addresses the group-level demand. The words excellent musicians do not by themselves supply that missing performance evidence.
Transfer and check
Try removing each sentence in turn and describe what argumentative role is lost. Then test a fresh topic without relying on conclusion indicator words. A correct main-point choice preserves both the topic and scope of the conclusion; a broader statement can sound decisive while adding a claim the author never made.
Every member of a quartet is an excellent solo pianist. The four musicians have only just begun rehearsing together. An advocate concludes: The quartet must already be excellent at ensemble performance. Which statement is the advocate's main conclusion?
- The advocate offers these observations: Every member of a quartet is an excellent solo pianist. The four musicians have only just begun rehearsing together.
- The target claim is introduced as what the advocate concludes: The quartet must already be excellent at ensemble performance.
- Identifying a conclusion does not require accepting it; the task concerns its argumentative role.
Compare the other answer choices
This is a stated premise, offered as evidence rather than the target conclusion.
This is background or supporting information, not the claim the advocate infers.
This adds a stronger claim than the advocate actually states.
This is a possible counterfinding, not the claim the advocate aims to establish.
Try it, then explain it.
Complete a short set without looking at the example. After each answer, explain which evidence or rule supports your decision and why the alternatives do not fit.
Sources & authorship
Original Slope explanations and examples. References support the concepts; they are not the source of copied questions. Independent educator review is pending.
Logical Reasoning skills