Conclusion WRI 100

Conclusion The conclusion is the end of your paper. It is as important as your introduction The main difference between the introduction and the conclusion is that the former concentrates on the topic of your paper and the latter on the argument your paper presents.

The conclusion should: stress the importance of the thesis statement, give the essay a sense of completeness, and leave a final impression on the reader.

Tips Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note. Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies to avoid Stating the thesis for the very first time in the conclusion. Introducing a new idea or subtopic in your conclusion. Ending with a rephrased thesis statement without any substantive changes. Making sentimental, emotional appeals that are out of character with the rest of an analytical paper. Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

A conclusion starts with specific information and becomes more general A conclusion starts with specific information and becomes more general. It may include several of the following: a summary of the main points - Remind your reader what the main points were, but don’t use the same wording as elsewhere in the assignment. your findings, if applicable - Re-emphasize what you discovered after researching for this essay. your response to the question, together with possible solutions - Restate your main argument, if you had an argument. - Remind the reader of your suggested solutions to any problems raised in the essay.

remaining problems and questions - Indicate what still needs to be solved; don’t be afraid to admit that you don’t know everything. areas for future research - Give suggestions for future research which could address the same problem. a strong final sentence (that leaves the reader with an overall impression of your views on the topic) - Link your opinion to the broader topic.

Sample question Discuss why assignments essays are common assessment tasks in undergraduate tertiary coursework and evaluate the effectiveness of assignments as an avenue for learning. Conclusion Paragraph To conclude, it seems that assignment essays continue to have a prominent role in tertiary education as a assessment tool. This is mainly because they are effective in developing knowledge and writing skills for subject areas. Also, assignment essays can be less stressful than examinations as they allow students to show their understanding of content in less pressured circumstances.

On the other hand, the time consuming nature of writing and marking essays points to some disadvantages that also need to be considered. The weight of evidence, however, supports the writing of assignment essays for students assessment because this approach has such positive and proven effects for improved student learning.

Sample Violence was not created by television. The links between television and juvenile violence are clear, but we must beware of drawing false conclusions from this correlation. If television is permitted to be the sole influence on a child and if there is no context within which the child views television, the consequences can be damaging and indeed grotesque. The television does not, however, corrupt the child unaided; that process begins earlier and is instigated by the forces that make television the child's guardian and moral arbiter -- roles for which it is completely unsuited

Sample Clearly, television does not seek to be a universal nanny; relatively little thought and money is applied to children's programming. That it becomes one is a tragic and dangerous outcome, but one for which television itself is not to blame.