{"id":104,"date":"2021-08-13T12:22:46","date_gmt":"2021-08-13T16:22:46","guid":{"rendered":"https:\/\/opentextbc.ca\/advancedenglish\/chapter\/writing-conclusions\/"},"modified":"2021-08-13T12:22:46","modified_gmt":"2021-08-13T16:22:46","slug":"writing-conclusions","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/advancedenglish\/chapter\/writing-conclusions\/","title":{"raw":"Writing Essay Conclusions","rendered":"Writing Essay Conclusions"},"content":{"raw":"\nStudies have shown that the human brain is more likely to remember items at the beginnings and at the ends of lists, presentations, and other texts. When people recall the last thing they read or hear, that\u2019s called the \u201crecency effect\u201d because they\u2019re remembering the most recent information they\u2019ve encountered. This is why the last thing you write is so important; it\u2019s your final chance to make an impression on your readers.\n<h1>What Is the Purpose of a Conclusion?<\/h1>\nConclusions have two jobs:\n<ul>\n \t<li>Leave readers with something to think about.\n<ul>\n \t<li>Clarify why your topic matters to them and the larger community (whether that be the class, their neighborhood or the whole wide world).<\/li>\n \t<li>Suggestions for further study.<\/li>\n<\/ul>\n<\/li>\n \t<li>Remind readers of what you have written.<\/li>\n<\/ul>\nSometimes the conclusion is called the \u201cSo what?\u201d section of the text because it helps readers understand the significance of your subject.\n<h1>Techniques to Keep Readers Thinking about the Topic at the End of a Piece<\/h1>\nFunny enough, some of the same methods that work for the introduction also work for the conclusion. However, the formula is a little different.\n<h2>Formula<\/h2>\nA good conclusion = a call to action and\/or&nbsp;a connection between the topic and the reader. In other words, because you\u2019re trying to end your piece, you don\u2019t want to start making new claims or sharing new research. Instead, you\u2019ll want to help readers see how they relate to your subject matter. Sometimes this means suggesting that the reader do something specific. That\u2019s a call to action. You can also end by raising questions related to your topic or by making suggestions for how this topic may develop in the future. Leaving readers with interesting ideas to think about is key to a successful conclusion.\n<h2>Methods<\/h2>\nThe following are some methods and examples for concluding an essay and giving your readers a sense of closure or an idea of what you would like them to think about or do next.\n\n<strong>Method<\/strong>: Make a call to action. The goal of a call to action is to prompt readers to do something.\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: Citizens who agree that music education should be a part of all public schools in the United States can make a difference by writing their representatives, going to a school board meeting, and when a ballot initiative comes around, voting to fund music education.<\/p>\n<strong>Method<\/strong>: Ask a rhetorical question. A rhetorical question is meant to make people think, but not necessarily come to an answer. Often, the answer to rhetorical questions is clear right away, but the deeper significance needs to be pondered.\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: Should schools in the U.S. be concerned with the kind of emotional and cognitive development that music education prompts? If we\u2019re interested in educating the whole child, not just the most academic parts of the brain, then the answer is yes, and we have to reconsider our priorities when it comes to school funding.<\/p>\n<strong>Method<\/strong>: Share an anecdote or story that will keep the issue in the forefront of the readers\u2019 minds. An interesting snapshot of someone\u2019s life or story about an intriguing character will help humanize the topic and help the readers remember your message. If you used an anecdote or story in the introduction, this is an opportunity to reconnect with that at the end of your piece.\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: Lin-Manuel Miranda, the creator of the hit Broadway musical <em>Hamilton<\/em>, says that arts education saved his life. He went to an elementary school where the sixth grade put on a famous play every year\u2014everything from <em>Fiddler on the Roof<\/em> to <em>The Wizard of Oz\u2014<\/em>but by the time Miranda\u2019s class was in sixth grade, the teachers had run out of plays appropriate for children, so they had the sixth graders write their own musicals in addition to performing all the musicals from the previous years. That four-hour-long musical extravaganza was Miranda\u2019s first experience of writing and acting in his own production (Raskauskas). The opportunity that his teachers provided him turned into a lifelong passion. All students should have that same opportunity to connect with the arts in meaningful ways.<\/p>\n<strong>Method<\/strong>: Share a quote by an expert or historical figure. Choose a quote from someone who is well known in a relevant field and who has expertise on your topic. This will lend your conclusion credibility and leave readers with something powerful to consider.\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: As Oliver Sacks notes in his book <em>Musicophilia<\/em>, \u201cRhythm and its entrainment of movement (and often emotion), its power to \u2018move\u2019 people, in both senses of the word, may well have had a crucial cultural and economic function in human evolution, bringing people together, producing a sense of collectivity and community\u201d (268). Our schools aim to foster that same sense of community, which is why music must be part of a well rounded education.<\/p>\n\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise: Strong or Weak Conclusion?<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nOne way to improve your conclusion-writing skills is to look at different choices that other writers make when concluding a topic and to consider what feels satisfying or thought-provoking to you as a reader and what doesn\u2019t. Read the conclusions below about teenagers and decision making. Which ones pull you in? Which ones are less interesting? What\u2019s the difference? Work with peers to decide.\n<ol>\n \t<li>Should teens be given complete freedom? Probably not, but a measured level of responsibility helps kids of all ages learn to trust themselves to make good decisions. This is especially important for teens since they will be adults very soon.<\/li>\n \t<li>Parents who want to teach their teenagers to be responsible decision makers can start by talking to their teens regularly about the kinds of decisions their teens are being faced with and allowing teens to make decisions about anything that won\u2019t put them in immediate danger. This may be difficult at first, but the reward will come when parents see their teens feeling more confident in the face of difficult decisions and more ready to face the adult world.<\/li>\n \t<li>As stated above, research shows that the teenage brain isn\u2019t fully matured, so adults should consider this when deciding how much freedom to give them.<\/li>\n \t<li>According to the AACAP, teens are more likely to make decisions based on emotions without thinking first. This means they\u2019re more likely to \u201cengage in dangerous or risky behavior.\u201d Therefore, teens need to be protected until they\u2019re old enough to make thoughtful decisions.<\/li>\n \t<li>Now that Rachael has been given the freedom to make some big decisions in her life, she\u2019s more willing to talk to her parents when she needs advice or isn\u2019t sure about something. Even though she sometimes makes mistakes, her parents trust that she will learn important lessons from those mistakes, and they help her feel supported when she experiences a failure. Raising a teenager isn\u2019t easy, but this family has found a method that\u2019s working for this particular teen.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise: Write a Conclusion<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nNow that you\u2019ve had an opportunity to think about some different approaches and techniques for writing conclusions, let\u2019s practice. Find an entry in your journal or a draft of a piece of writing you\u2019re working on this term and use what you\u2019ve learned in this section to write a compelling conclusion to your piece.\n<ul>\n \t<li style=\"list-style-type: none;\">\n<ul>\n \t<li>If you don\u2019t currently have a piece to work with, you can write a conclusion using one of the scenarios below. Read through the following list and choose one. Then, practice writing a concluding statement or paragraph on the topic. One to three sentences is enough.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol>\n \t<li>Persuade your local school board members that the elementary school should change the way it teaches sex education.<\/li>\n \t<li>Persuade teens to travel to a foreign country before they graduate from college.<\/li>\n \t<li>Give some tips to new parents that will help lower their stress and make their new baby feel safe and loved.<\/li>\n \t<li>Inform young athletes who may want to play football of the possible risks and benefits.<\/li>\n \t<li>Review a movie, book, product, or trip for someone thinking of making one of these purchases to help them decide that they should or shouldn\u2019t do it.<\/li>\n<\/ol>\nShare your conclusion with your classmates and discuss what about it is effective and how it could be improved.\n\n<\/div>\n<\/div>\nSee the discussion about \u201cWriting Endings\u201d in&nbsp;the \u201c<a class=\"internal\" href=\"\/advancedenglish\/chapter\/writing-a-first-draft\/\">Writing a First Draft<\/a>\u201d section of this text for more on writing conclusions&nbsp;as part of your drafting process.\n<h3>Text Attributions<\/h3>\n<ul>\n \t<li>This chapter was adapted from \"<a class=\"internal\" href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/chapter\/writing-conclusions\/\">Writing Conclusions<\/a>\" in <em>The Word on College Reading and Writing <\/em>by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, which is licensed under a <a class=\"internal\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC 4.0 Licence<\/a>. Adapted by Allison Kilgannon.<\/li>\n<\/ul>\n","rendered":"<p>Studies have shown that the human brain is more likely to remember items at the beginnings and at the ends of lists, presentations, and other texts. When people recall the last thing they read or hear, that\u2019s called the \u201crecency effect\u201d because they\u2019re remembering the most recent information they\u2019ve encountered. This is why the last thing you write is so important; it\u2019s your final chance to make an impression on your readers.<\/p>\n<h1>What Is the Purpose of a Conclusion?<\/h1>\n<p>Conclusions have two jobs:<\/p>\n<ul>\n<li>Leave readers with something to think about.\n<ul>\n<li>Clarify why your topic matters to them and the larger community (whether that be the class, their neighborhood or the whole wide world).<\/li>\n<li>Suggestions for further study.<\/li>\n<\/ul>\n<\/li>\n<li>Remind readers of what you have written.<\/li>\n<\/ul>\n<p>Sometimes the conclusion is called the \u201cSo what?\u201d section of the text because it helps readers understand the significance of your subject.<\/p>\n<h1>Techniques to Keep Readers Thinking about the Topic at the End of a Piece<\/h1>\n<p>Funny enough, some of the same methods that work for the introduction also work for the conclusion. However, the formula is a little different.<\/p>\n<h2>Formula<\/h2>\n<p>A good conclusion = a call to action and\/or&nbsp;a connection between the topic and the reader. In other words, because you\u2019re trying to end your piece, you don\u2019t want to start making new claims or sharing new research. Instead, you\u2019ll want to help readers see how they relate to your subject matter. Sometimes this means suggesting that the reader do something specific. That\u2019s a call to action. You can also end by raising questions related to your topic or by making suggestions for how this topic may develop in the future. Leaving readers with interesting ideas to think about is key to a successful conclusion.<\/p>\n<h2>Methods<\/h2>\n<p>The following are some methods and examples for concluding an essay and giving your readers a sense of closure or an idea of what you would like them to think about or do next.<\/p>\n<p><strong>Method<\/strong>: Make a call to action. The goal of a call to action is to prompt readers to do something.<\/p>\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: Citizens who agree that music education should be a part of all public schools in the United States can make a difference by writing their representatives, going to a school board meeting, and when a ballot initiative comes around, voting to fund music education.<\/p>\n<p><strong>Method<\/strong>: Ask a rhetorical question. A rhetorical question is meant to make people think, but not necessarily come to an answer. Often, the answer to rhetorical questions is clear right away, but the deeper significance needs to be pondered.<\/p>\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: Should schools in the U.S. be concerned with the kind of emotional and cognitive development that music education prompts? If we\u2019re interested in educating the whole child, not just the most academic parts of the brain, then the answer is yes, and we have to reconsider our priorities when it comes to school funding.<\/p>\n<p><strong>Method<\/strong>: Share an anecdote or story that will keep the issue in the forefront of the readers\u2019 minds. An interesting snapshot of someone\u2019s life or story about an intriguing character will help humanize the topic and help the readers remember your message. If you used an anecdote or story in the introduction, this is an opportunity to reconnect with that at the end of your piece.<\/p>\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: Lin-Manuel Miranda, the creator of the hit Broadway musical <em>Hamilton<\/em>, says that arts education saved his life. He went to an elementary school where the sixth grade put on a famous play every year\u2014everything from <em>Fiddler on the Roof<\/em> to <em>The Wizard of Oz\u2014<\/em>but by the time Miranda\u2019s class was in sixth grade, the teachers had run out of plays appropriate for children, so they had the sixth graders write their own musicals in addition to performing all the musicals from the previous years. That four-hour-long musical extravaganza was Miranda\u2019s first experience of writing and acting in his own production (Raskauskas). The opportunity that his teachers provided him turned into a lifelong passion. All students should have that same opportunity to connect with the arts in meaningful ways.<\/p>\n<p><strong>Method<\/strong>: Share a quote by an expert or historical figure. Choose a quote from someone who is well known in a relevant field and who has expertise on your topic. This will lend your conclusion credibility and leave readers with something powerful to consider.<\/p>\n<p style=\"padding-left: 30px;\"><strong>Example<\/strong>: As Oliver Sacks notes in his book <em>Musicophilia<\/em>, \u201cRhythm and its entrainment of movement (and often emotion), its power to \u2018move\u2019 people, in both senses of the word, may well have had a crucial cultural and economic function in human evolution, bringing people together, producing a sense of collectivity and community\u201d (268). Our schools aim to foster that same sense of community, which is why music must be part of a well rounded education.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise: Strong or Weak Conclusion?<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>One way to improve your conclusion-writing skills is to look at different choices that other writers make when concluding a topic and to consider what feels satisfying or thought-provoking to you as a reader and what doesn\u2019t. Read the conclusions below about teenagers and decision making. Which ones pull you in? Which ones are less interesting? What\u2019s the difference? Work with peers to decide.<\/p>\n<ol>\n<li>Should teens be given complete freedom? Probably not, but a measured level of responsibility helps kids of all ages learn to trust themselves to make good decisions. This is especially important for teens since they will be adults very soon.<\/li>\n<li>Parents who want to teach their teenagers to be responsible decision makers can start by talking to their teens regularly about the kinds of decisions their teens are being faced with and allowing teens to make decisions about anything that won\u2019t put them in immediate danger. This may be difficult at first, but the reward will come when parents see their teens feeling more confident in the face of difficult decisions and more ready to face the adult world.<\/li>\n<li>As stated above, research shows that the teenage brain isn\u2019t fully matured, so adults should consider this when deciding how much freedom to give them.<\/li>\n<li>According to the AACAP, teens are more likely to make decisions based on emotions without thinking first. This means they\u2019re more likely to \u201cengage in dangerous or risky behavior.\u201d Therefore, teens need to be protected until they\u2019re old enough to make thoughtful decisions.<\/li>\n<li>Now that Rachael has been given the freedom to make some big decisions in her life, she\u2019s more willing to talk to her parents when she needs advice or isn\u2019t sure about something. Even though she sometimes makes mistakes, her parents trust that she will learn important lessons from those mistakes, and they help her feel supported when she experiences a failure. Raising a teenager isn\u2019t easy, but this family has found a method that\u2019s working for this particular teen.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Exercise: Write a Conclusion<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Now that you\u2019ve had an opportunity to think about some different approaches and techniques for writing conclusions, let\u2019s practice. Find an entry in your journal or a draft of a piece of writing you\u2019re working on this term and use what you\u2019ve learned in this section to write a compelling conclusion to your piece.<\/p>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>If you don\u2019t currently have a piece to work with, you can write a conclusion using one of the scenarios below. Read through the following list and choose one. Then, practice writing a concluding statement or paragraph on the topic. One to three sentences is enough.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol>\n<li>Persuade your local school board members that the elementary school should change the way it teaches sex education.<\/li>\n<li>Persuade teens to travel to a foreign country before they graduate from college.<\/li>\n<li>Give some tips to new parents that will help lower their stress and make their new baby feel safe and loved.<\/li>\n<li>Inform young athletes who may want to play football of the possible risks and benefits.<\/li>\n<li>Review a movie, book, product, or trip for someone thinking of making one of these purchases to help them decide that they should or shouldn\u2019t do it.<\/li>\n<\/ol>\n<p>Share your conclusion with your classmates and discuss what about it is effective and how it could be improved.<\/p>\n<\/div>\n<\/div>\n<p>See the discussion about \u201cWriting Endings\u201d in&nbsp;the \u201c<a class=\"internal\" href=\"\/advancedenglish\/chapter\/writing-a-first-draft\/\">Writing a First Draft<\/a>\u201d section of this text for more on writing conclusions&nbsp;as part of your drafting process.<\/p>\n<h3>Text Attributions<\/h3>\n<ul>\n<li>This chapter was adapted from &#8220;<a class=\"internal\" href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/chapter\/writing-conclusions\/\">Writing Conclusions<\/a>&#8221; in <em>The Word on College Reading and Writing <\/em>by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, which is licensed under a <a class=\"internal\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC 4.0 Licence<\/a>. Adapted by Allison Kilgannon.<\/li>\n<\/ul>\n","protected":false},"author":90,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-104","chapter","type-chapter","status-publish","hentry"],"part":89,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/104","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/wp\/v2\/users\/90"}],"version-history":[{"count":0,"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/104\/revisions"}],"part":[{"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/parts\/89"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/104\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/wp\/v2\/media?parent=104"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapter-type?post=104"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/wp\/v2\/contributor?post=104"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/advancedenglish\/wp-json\/wp\/v2\/license?post=104"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}