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It’s all too easy to write an essay and forget to conclude. Or to not want to write a conclusion. What is a conclusion, anyway? Many students feel that the conclusion is a pointless part of the essay, one designed primarily to make them do more work for no reason.
But the conclusion can be the very best part of the essay, and a good conclusion can mean letter grades of difference. Of course, if the rest of your essay is terrible, then a good conclusion isn’t going to help you, but a bad conclusion on a good essay is equally troublesome.
So it’s important to understand the mechanics of a conclusion.
There’s an old writing adage that goes, “tell them what you’re going to tell them, then tell them, then tell them what you told them.”
When you started your introduction, you probably started with some general remarks, a story related to your topic, or something similar. Then, you presented your thesis: here’s what I’m going to tell you, you said.
Then, in the body of the essay—hopefully—you told them. With supporting sentences, expanding your thesis and supporting it with evidence made the point that you set out to prove in your introduction clear and unmistakable. The reader now understands why you think the way you do, and hopefully, agrees with you.
Then you come to the conclusion. “Tell them what you told them.” In this way, a conclusion is not so different from an introduction, though they do differ in at least one important way.
Your introduction started out very general. “Essay writing is easy,” you may have said. “If you have the right tools.” That’s a very general statement. Then you got more specific, for example, “Having your research right in front of you, with the important parts highlighted and easily accessible, helps make your essay go faster.” That’s more specific.
The conclusion goes the opposite way. It starts out still very specific. “As we’ve seen, having your research in front of you is a great way to help make your essay-writing easier.” Then, you move into the more general: “After all, essay writing can be easy, if you have the right tools!”
In this way, you leave the reader with increasingly general bits of information, so that the most important parts of the essay get repeated a few times, and stick in the reader’s mind. They may not remember everything you said, but they’ll sure remember the important stuff!