How Important Is It To Have A Good Idea About How To Write A Conclusion Paragraph Example?
It is a reasonable step to improve your skills in how to write a good conclusion paragraph when all other parts of your essay are ready. In this case, you will have a clear view of what it is going to be like, especially if you have a good idea how to write a conclusion paragraph example. Read all the parts of your essay that you have already written. Are they finished? Do they present a clear view of the problem you have dealt with in your essay? Are there any places in it which can be extended or shortened? Are you ready to show how to write a conclusion paragraph? Think over these moments and get them done right before you start writing the conclusion. It is impossible to create a proper conclusion in case all other parts of an essay are less than well-done, even if you are a professional essay writer. Remember that the introduction and conclusion bear great importance. They are the first and the last words that your reader will see while reading the essay of yours. So, don't hurry and pay attention to a solid conclusion paragraph example or two.
How Not To Miss The Moment When You Have To Get Down To Explore How To Write A Conclusion?
When your introduction and your body paragraphs are ready, it seems that there is almost nothing left to do. At least nothing can spoil your paper. Peculiarly enough, this is when most students face problems, as they don't know how to write a conclusion right. If you think of how to write a good conclusion paragraph, trying to cut it down to a simple summary of your text, you will never succeed. A conclusion should bear all the traces of your research summed in one paragraph. It is generally accepted that any essay is to have a "circle" form. It means that the introduction of your essay and its conclusion may coincide in mentioning the same ideas. Moreover, the conclusion of your essay should be tied to the main body of your text. This is the reason behind the importance of knowing how to write a conclusion.
Sum Up All The Thoughts That You Have Written In Your Essay And Think Of How You Can Write A Conclusion Paragraph For An Essay
When you come to the understanding of how to write a conclusion paragraph example, your text will already contain some genuine thoughts and ideas, as well as explanations why you stick to them. You may have the abundance of these throughout the text, but remember that they all should be collected together in the form of a concluding paragraph. If you know how to write a conclusion paragraph for a research paper, you also have to know that it shouldn't be too large. Work on the technique of writing a conclusion paragraph for an essay and you will create a logic final of your text.
Rhetorical Questions In The Theory Of How To Write A Good Conclusion Paragraph
There are numerous ways to make your conclusion exciting and insightful. One of them is to address the reader with a rhetorical question. It is one of the most attractive ideas in writing an essay. Think about which ideas mentioned in your essay are suitable for creating such kind of a question. Using this technique will surely show that you understand how to write a good conclusion paragraph.
How To Write A Conclusion Paragraph For An Essay: Appealing To The Reader
The main aim of your essay is to bring particular ideas to your reader's mind. One can strongly influence other people by writing, so think about how you can appeal to your readers and keep it in mind when writing a conclusion paragraph example. Don't forget that the ultimate goal of your appeal should be persuasive enough to make people follow your ideas. It should be reasonable, objective, and helpful in working on a conclusion paragraph for an essay.
Quotes You Can Use While Dealing With How To Write A Good Conclusion Paragraph
Another conventional way to make your conclusion paragraph better is to include various quotes into it. Be careful and don't overload your text with these, as it may create an impression that the author of an essay lacks their ideas and doesn't know how to write a good conclusion paragraph. Moreover, quotes should suit the overall context of the text. You can achieve this by quoting the authors of the books you have used as the source material for the essay. It is an excellent strategy to follow, as you have little chance to fail at getting a suitable quotation for your essay. It will show you as a writer who knows how to write a conclusion.
Be Positive In Your Conclusion Paragraph
Try to make your conclusion positive to fill your readers' hearts with hope for the better. Even if you describe something dark and grim, try not to make your conclusion written in the same mood. If you write about problems, try to express your ideas as to how they may be solved. Suggesting solutions is a perfect when you come to dealing with a conclusion paragraph for an essay. If you write about Particular tragic events in the past, express your hope that they will never happen again. Your reader is to be inspired by your work. This is a sure way to influence the positive perception of your text and give your reader a sense that you know how to write a conclusion paragraph for a research paper.
To sum it all up, one can't underestimate the importance of such parts of the text as the introduction and conclusion. Keep in mind that a conclusion paragraph is in its own way your farewell to your reader. So, it needs to be memorable and meaningful. The main ideas and thoughts that you present in your work have to be shaped into the most digestible form to let your reader point out the subjects matter of your essay.
We all know that success on the AP® history exams depends on the success of our students’ writing. Yes, knowledge of history is key… and the ability of students to read sources carefully is important, but if our students are not prepared to express their understanding through effective writing… well, what they know won’t help them! So, we have to ask ourselves this question: How can we help our students be successful on the essay portions of the AP® exam? I am suggesting that to answer that question… you ask yourself a different one… How do I make pecan pie?
When I was growing up, my grandmother made the best pecan pie in the world! I looked forward to her pie on every holiday, and, if I was lucky, at family birthday dinners. When I grew up and became a real grown-up, I decided it was time I learned to make this amazing dish. My grandmother graciously agreed to teach me to make pecan pie. Now, my grandmother (and probably yours) could create her pecan pie without much reference to a recipe. But, she wrote down the recipe with the ingredients and instructions so that I, too, could create a pecan pie. I used the recipe, I followed the instructions… and, low and behold, I baked a pecan pie… It was not as good as my grandmother’s pie, but it was good! I was proud! After a few successful pies, I got a little cocky and did not pay close attention to the recipe… and when I took the pie out of the oven I discovered that I had made pecan soup! Without careful attention to the recipe, I could not make a good pecan pie…
Now, I know what you are thinking… what does pecan pie have to do with AP® essay writing? Well, we wouldn’t expect our students to be able to make a pecan pie without a recipe… why should we expect them to be able to write an essay without one. Here’s the thing… a pecan pie is a complicated concoction with a lot of parts … when it is done well, it is a beautiful thing… but when it is not done well… well, you get pecan soup! The same is true for an AP® essay. The AP® essay is a complicated concoction with many parts, but it’s construction can be boiled down to a recipe that students can learn and follow to write beautiful essays. We can teach students the recipe and use it to help them not only write well-developed essays for the AP® exam, but also to write effective essays in other courses and in college. Since the rubrics for AP® essays are the same across all three history courses (AP® US History, AP® World History and AP® European History), the recipe can be effectively implemented in each course.
The AP® Essay Recipe:
1 part - Thesis Statement
1 part - Contextualization
6 parts - Document Analysis
4 parts - Extended Analysis
1 part - Outside Evidence
1 part - Synthesis
1 part - Argument Development
- Read the prompt carefully.
- Identify the Historical Thinking Skill required in the prompt
- Quickly analyze the seven documents
- Extend analysis of at least 4 documents by historical context, intended audience, purpose, and point of view of the author
- Write a thesis statement that addresses the Historical Thinking Skills and answers the question
- Organize at least six documents to support the thesis statement
- Contextualize the thesis by explaining the relationship of topics OTHER THAN THE PROMPT TOPIC to the thesis
- Choose one or two ways that the documents relate to one another - either by contradiction, corroboration, or qualification
- Choose at least one piece of evidence that supports your thesis
- Think of at least one way that your thesis could be applied to a different time period, different historical context, or different discipline. You only need to use one part of your thesis statement to do this.
The recipe for an AP® essay can be illustrated with an hourglass model. The hourglass model illustrates exactly where students can plug in each requirement of the AP® rubrics. This model can work in teaching students to successfully write a Document Based Question Essay, a Long Essay Question, and even more importantly, a college level essay. The AP® Essay Model below shows the recipe applied to the DBQ and to the LEQ.
AP® Essay Model for the DBQ
In the recipe for a successful AP® essay, the top part of the model represents the introduction. I explain to students that the hourglass is a good model for any essay, because essays should always start with the “big picture” that sets the essay’s thesis statement into historical context, which is what is required to show the skill of Contextualization. However, it is important to emphasize that only the DBQ requires students to write a full introductory paragraph… this is where the skill of contextualization should be shown. Contextualization in the DBQ is a skill that can be confusing for students, but it works if you explain to students that contextualizing means they are “introducing” their thesis statement. It is important that students use specific factual information (SFI) in their contextualization to show that they understand how the specific topic of the essay prompt relates to other developments, events, processes that were important in the time period. Here is a key to the recipe and to the DBQ rubric… Contextualization comes FIRST in the essay as the first 4 - 5 sentences in the introduction with the thesis statement as the last sentence (or two) in the introductory paragraph. Organizing contextualization into the introduction teaches students to write effective essays, both for the AP exam and in college.
The narrow, middle sections of the hourglass model represents the body paragraphs of the essay. As you can see in the model, the recipe for each body paragraph begins with restating a part of the thesis statement. It is important for students to understand that the recipe is designed to convince the reader that they are making a strong argument. The recipe requires students to restate a part of their thesis in each body paragraph. Then, the recipe directs students to use the sentences in the body paragraphs to illustrate the evidence that supports the historical argument in their thesis statement. The model shows that each sentence should have a purpose in supporting the thesis and that students should use transitions between sentences to illustrate the way in which different documents or evidence show contradictions in evidence or documents, corroboration between evidence or documents, and/or qualification of evidence or documents. The recipe also tells students to restate their main argument at the end of the paragraph - making the historical argument clear is key.
The bottom of the hourglass model is an inversion of the top… or an inversion of the introductory paragraph. Therefore, according to the recipe, the thesis statement comes first in the conclusion. Restating the thesis is important for making a synthesis argument. Just as the skill of contextualization should be illustrated in the introduction, the skill of synthesis can be easily shown in the conclusion. Now, the AP rubrics do not require that contextualization or synthesis be included in any certain part of the essay… and that is exactly why these skills are confusing to our students. This recipe clarifies for students where these skills can be effectively shown. So, in the conclusion, students begin by restating their thesis statement. Then, the recipe requires that students take at least one part of their thesis statement and apply it in a different time period, different geographical situation, or different discipline. Synthesis is simply showing understanding of patterns in history. And… to be completely honest, students can write a very effective DBQ (or LEQ) without the synthesis point… yes… I said that! Tell students to never stress out about the synthesis point. They should definitely try to include the synthesis argument, but it is “gravy”... (sorry for mixing my food metaphors)... but, if a student does a good job at writing the rest of the essay according to the recipe, they will be successful.
The LEQ Model follows the DBQ model. The main difference is that the skill of contextualization is not required in the LEQ and the evidence in the body paragraphs is based on evidence students know as opposed to document based evidence.