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Writing a strong conclusion

Writing a strong conclusion. Why are conclusions so difficult? . A conclusion is supposed to tie your entire paper together. The tricky part is this: It’s supposed to be similar to your intro, BUT not the same…

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Writing a strong conclusion

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  1. Writing a strong conclusion

  2. Why are conclusions so difficult? • A conclusion is supposed to tie your entire paper together. The tricky part is this: • It’s supposed to be similar to your intro, BUT not the same… • It’s supposed to be different from your intro, BUT you can’t mention any new ideas… • HUH??

  3. This and that… • A conclusion SHOULD restate your thesis • BUT, a conclusion should not be the SAME as your thesis • For example: Your thesis might read, “Schools should not have uniforms because it doesn’t allow students the freedom to express themselves and it encourages sameness among the population as it doesn’t permit individuality.” Therefore, your conclusion might start with something like this, “Overall, the main disadvantages school uniforms would provide would be the inability to allow students to choose their own clothes and the prohibition of a student’s uniqueness.” They have SIMILAR ideas but they are NOT the same.

  4. Two thesis statements? YES!! • Your thesis goes in at the END of your intro, and then it gets restated at the BEGINNING of your conclusion. Remember this?? V <~ Intro: Start BROAD; get specific I I<~ Body: Be consistently specific ^ <~ Conclusion: Start SPECIFIC; get broad.

  5. Then how do I end my conclusion? • After your thesis has been restated, open your topic back up to being general again. Re-mention some of your previous points, but don’t copy them. • End with a single, strong statement. Leave your reader feeling impacted and wanting more.

  6. Sample conclusion Overall, the disadvantages school uniforms would provide would be the inability to allow students to choose their own clothes and the prohibition of a student’s uniqueness. The whole point of schools is to aspire young minds, and urge young people to think. However, this seems to be quite the paradox.Schools already have requirements on how students should behave, what they should do, and how they should do it—after that, what other decisions are left for students to make themselves?

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