HOW DO YOU WRITE AN ENGAGING ESSAY CONCLUSION
HOW DO YOU WRITE AN ENGAGING ESSAY CONCLUSION?
You might be surprised to hear that the end of an essay can, in some ways, be as emotionally powerful as, say, Martin Luther King's "I Have a Dream" speech. Is it a bit strange? Perhaps. The main point of the last paragraph of an essay is the same as the last few minutes of any speech, monologue, or presentation that makes you feel something. When you finish an essay, you should make the reader feel something, whether it's excitement, wonder, though, or a mix of these and other feelings. It is important to act the way Martin Luther King would have on that day in 1963 in front of a crowd that was listening to him with rapt attention.
How do you write an engaging essay conclusion? Writing a conclusion is one of the most difficult parts of writing an essay. Your essay must be completed well. Your essay should leave a lasting impression on your readers. It would help if you effectively summarised your important ideas without repetition. This seems to be a delicate balancing act. It seems to be a delicate balancing act. We provide further information below. Keep reading to learn how to end an essay in a good way.
HOW TO CONCLUDE THE ESSAY?
What's the definition of a conclusion? On the face, the question appears to have a straightforward answer. It's the section (or it could be the paragraph) in the final paragraph of your essay, where the essay comes to an end by reiterating your main arguments. It seems easy. When we ask you to come up with some synonyms for the conclusion of your essay, we are willing to bet that you will be able to have some words or phrases such as "recap," "summary," "restatement of your thesis," and others. And it's probable that you'll discover all of them at the end of your essay.
"Words or phrases such as "recap," "summary," and "restatement" do not adequately describe the essence of an essay conclusion. The quality of your conclusion will determine how effective it is.
Even so, none of these expressions quite captures the essence of what an essay's final paragraph is supposed to accomplish. As a result, if you use any of these terms as if they were identical with the conclusion of your essay, You are likely to end up with poor essay conclusions or missed chances. Conclusions that do not fully use their position at the conclusion of your piece in order to maximise their rhetorical potential.
SO, HOW CAN I ENSURE I DO NOT END MY ESSAY POORLY?
Before we tackle that question about an essay's conclusion, we should consider the different things an essay's conclusion is not.
NOT THE SAME AS A RERUN OF YOUR INTRODUCTION
Every university professor has read an essay in which the student copied and pasted their introduction at the bottom of their paper virtually word for word. This is a waste of time and has no benefit. This is just a repetition of the same message over and over again. If a conclusion were only a repeat of the introduction, then there would be no reason to conclude your essay in this manner. It could be as simple as ending by introducing your body's last argument. If you truly desired your reader to go through the introduction and You should remember your main arguments. You could write something similar to "See the introduction!"
Copying the introduction and pasting it into a document is an extreme instance. It's likely that you'll consider, "There's no way I would do something like that." It is fairly uncommon for students to complete their essays just by modifying the opening. Simply utilising your own words in a paraphrase and maintaining all of the specifics in your introduction does not provide a different impression than copy-paste. You're doing the exact same thing in the same way but not actually engaging with the purpose an end-of-course announcement is meant to achieve.
IT GOES BEYOND JUST SUMMARISING THE BODY PARAGRAPHS
Many times, students consider the essay's conclusion to be a summary. Students often conclude essays by giving a brief summary of all the arguments they have made. In longer essays, where there are many complex arguments, this type of summary can be a crucial part of your conclusion. However, this is just like repeating your introduction. It's redundant and does not serve any kind of persuasive or rhetorical function.
THIS IS NOT THE PLACE TO CREATE OR REFUTE NEW CONTENT
The conclusion of your essay should not be a summary of the essay or a repetition of the content you've composed in your piece. It's a time to think about the arguments you've presented and not begin to introduce any new ideas. That's where the task of concluding an essay gets somewhat complex. What is a conclusion if it is not merely a repetition of old information or space for new information?
A CONCLUSION MAY BE A PERSUASIVE ARGUMENT!
This essay has many references to "rhetoric," and if you've been reading the blog, you've undoubtedly realised that this is not by mistake. It is impossible to speak about your essay's conclusion without bringing up the rhetoric. The essay's conclusion is its most straightforward rhetorical passage.
When we use the term "rhetorical," we refer to the conclusion's (and the essay as a whole's) capacity to persuade or convince a reader of certain viewpoints or arguments. A conclusion to an essay must use rhetoric to make an emotional connection with the readers. It is accomplished through the use of specific terms and the manner in which it is written.
If alarm bells ring with the word rhetoric, take them off. The word "rhetoric" is often viewed negatively in the public sphere. When people say something is "pure rhetoric" or "empty rhetoric," they usually mean that the message is not backed up by facts or evidence or that it could be seen as dishonest or not true. These are the final things you want your reader to remember after reading your essay. One of the oldest academic specialities is rhetoric. It was an important discipline in Classical societies and was still considered essential in Western society in the past. It's just that it's received a bad rap over the past century, which really does not mean it's not the cornerstone of effective writing.
Your ability to communicate clearly will also make a difference in the degree that your reader believes your argument. Let's suppose that there are two writers. The rhetorical abilities of one writer are superior to those of the other. Both could present the exact same argument using the same evidence but get completely different reactions from their audience. Your reader may feel confused if you use too many rhetorical flourishes. They may believe that your essay is more style-driven than substantive. However, the subtle clues you use in the way you write, structure, and structure your argument are sure to be the difference between attracting an audience that is sceptical and making them feel unmoved.
"How you structure, phrase and frame your essay's conclusion could make the difference between convincing the sceptical audience or not affecting them - and this can easily add to your overall score. "
What does this mean for essay writing? Although it can seem abstract when dealing with essays, let's make an analogy. As a realtor, you are putting out an advertisement for the property owner. The firm wants to sell waterfront properties in the Caribbean. Your target market is wealthy people who enjoy expensive vacations. A Caribbean second house is out of the question due to a lack of funds. Even if they can afford it, they aren't sure whether it's a worthwhile investment.
You will need to deliver a complex presentation if you want to persuade your audience that they are interested in buying any of the properties you have to offer. Writing a list of all the advantages of the property, as well as those of the location and the financing options that enable purchasers to fund the purchase, might take several hours. Even if you have a slew of evidence to back up your claims, not all of them will hold up under scrutiny. Prospective buyers will want to know about the main bedroom's balcony, the distance to the closest pool, and the neighbourhood’s attractions.
It's also important for your customers to know extra details, such as if they will be able to give the property away to someone else, for example? What sort of return can they expect, and are they enough to cover the cost of the purchase? What is the tax structure for properties in the region? What about the services provided by the local government? What kind of trash and sanitation facilities are available on the property? If so, how do they dispose of waste? These questions should be answered in such a way that the buyer is likely to sign the contract at the end of the presentation. However, simply reiterating the order of your points will not conclude the presentation in a convincing manner. You do not want that lingering idea in your audience's head to be sewage or taxes. Also, you do not want to annoy them with any additional information during your final few slides. In reality, you do not want them to walk away from the presentation without having all the things you've covered on top of their minds. Focusing on any of the specifics is likely to remind people that acquiring and managing a house may be expensive, time-consuming, and challenging.
You want your visitors to feel as though they had their own little corner of the beach all to themselves. It is a place they may claim to return to whenever they like. You don't want them to ruminate on certain aspects of your pitch after they've left the building. It's important that the entire effect and your promise of what you've delivered are compelling enough for people to pay attention to. The sand beneath their toes and the crystal-clear water in front of them are all they need to enjoy this idyllic setting.
WHAT DO I USE TO CONCLUDE THE ESSAY?
OK, we get it. It's not as if you are trying to sell someone a trip at the conclusion of an article. What is defined by the preceding comparison is rhetoric. You're giving a speech in your essay. When it comes to selling a piece of real estate, the same principles apply.
Your essay's conclusion is your closing shot. It's your chance to give your reader an impression that is positive about your arguments. You would like them, at a minimum, to feel that you've accomplished the goals you set out to accomplish and that you've demonstrated your arguments. In addition, you want them to feel happy with the fact that you've led your students on an educational trip that was rewarding and interesting. However, the most important thing is that you give them a sense of joy. The excitement generated by the essay offers a brand-new method of thinking about a subject or an exciting avenue of intellectual investigation. In other words, it's like touching sand between your toes.
THE FIVE-PARAGRAPH ESSAY I AM WRITING MUST BE THRILLING.
WHAT CAN I DO TO ACCOMPLISH THIS?
There's no denying that not every piece of literature is a delight to read. However, academia is about knowledge exchange. Students in their first year of undergraduate study have a unique viewpoint on a topic, prompting their instructors to reconsider the subject in a new light. Perhaps they'll incorporate the new perspective in their classes or in the next piece of work they write. Do not undervalue how entertaining this may be for teachers. Do not underestimate the value of your teacher, who has an array of 50 or 100 essays to sort through and is likely to be impressed by a properly written, animated essay that is enjoyable from beginning to end. In the event that there's the seed of an original thought within the essay, your task is to promote it. It's your task to show the new and unique aspects of your argument and also to entice your readers. This is what a great essay's conclusion will do.
It is essential to keep this in mind while writing essays with formulaic patterns, such as the three-argument and five-paragraph essays. When writing these sorts of essays, it is more important to avoid just restating the opening in the conclusion. An essay's last paragraph must convince readers that the article has progressed from its beginning to its end, regardless of its length or complexity. By the time the book is finished, the reader should be in a better place than they were at the beginning. The five-paragraph essay format is the same.
Suppose your assignment is to analyse the formal elements of Shakespeare's famous Sonnet 18 in a five-paragraph essay. Let's examine an example of an opening that concisely summarises the essay's key argument. Then, evaluate how we might conclude the essay in an effective manner. (Note that this example makes use of several quite complex literary words; nevertheless, you do not need to be familiar with all of them to follow along.)
INTRODUCTION
Sonnet 18 ("Shall I compare you to a summer's day?") is one of William Shakespeare's most popular sonnets. It's a metaphor for eternal love, ageing, and the artist's everyday practice. This article explores the way Shakespeare uses its formal structure, as well as small but significant differences in meters and the concept of the changing seasons to study the subject matter.
BODY PARAGRAPH
BODY PARAGRAPH 1: The poem is written in the form of an English sonnet, and the use of "The" at the beginning of the third quatrain and the last couplet gives a short summary of its message about the eternal quality of art and how it affects us as we get older.
BODY PARAGRAPH 2: When the initial iambic foot in line 3 is substituted with a tense spondaic foot in a sonnet, it discusses the impact of strategic replacements like this. This is the start of an ominous note that creates tension and discord after the first two lines are in harmony.
BODY PARAGRAPH 3: In the poem as a whole, the changing seasons and Shakespeare's use of sonnets to investigate different aspects of it.
A poor essay's conclusion (rephrasing of thesis claim, but not any kind of advancement):
Love, old age, and art are examined in Sonnet 18, which uses the metaphor of changing seasons. Sonnet's formal structure and shifts in the pentameter of iambic metres are used to explore these timeless subjects by Shakespeare.
This is the best way to conclude this article (which recaps the most important aspects and attempts to link them all):
Sonnet 18 by William Shakespeare uses a long metaphor that invokes the changing seasons to discuss the themes of love, ageing, and art. Shakespeare employs the sonnet's form and metre to heighten the power and effect of his metaphors in the sonnets he wrote. The modifications to the meter, such as the spondaic substitute that occurs at the start of line 3, boost the effect on the meaning. Shakespeare could examine different elements of his principal concept of summer changing into winter using Shakespeare's sonnet's structure, particularly his "turn" at the beginning of the third quatrain.
THE MOST EFFECTIVE ESSAY'S CONCLUSION (RECAPS THE KEY ASPECTS AND MAKES THE MOST SIGNIFICANT CONNECTIONS BETWEEN THEM, AND SUGGESTS MORE EXTENSIVE IMPACTS):
Shakespeare's sonnets are some of the most well-known and enduring works of poetry in the English language today. Sonnet 18 presents several examples of why this is the case. Shakespeare's formal ways of exploring the main idea of the poem, which is that the seasons change, are usually subtle, but they show his mastery of the sonnet structure and help him explore his main idea, which is that the seasons change. We have witnessed how slight metrical alterations may impact the meaning of a poem; for example, the use of spondaic feet in lieu of iambic feet at the beginning of line 3 adds a sense of contradiction to the sonnet's opening simile. During the third quatrain, Shakespeare used an "archetypal sonnet turn" to make a deep point about the redeeming potential and eternal value of art. This is a triumphant hymn to poetry itself, rather than a gleeful tirade against ageing.
It's clear from these examples that there are a variety of approaches to wrapping up an essay. Each of these essay endings would work nicely with the identical thesis statement and body paragraphs. The reader's perception of the value of these reasoning reasons, however, would be vastly different in each case.
The first one simply repeats the thesis, but with no major developments. The concepts presented in these three paragraphs of the body are summarised in the last paragraph in order. This makes people feel confused in general, which is often a problem in essays with five paragraphs. The second illustration demonstrates the minimum that one should be expecting from a conclusion. It conveys the feeling of growth throughout the essay by rereading certain details from the body sections and trying to connect the two.
The third option is a superior "sales pitch" for this kind of essay. It integrates the parts of the argument into one main theme. It's the idea that Shakespeare's success as a poet is on his skill in mastering structure as well as the content, as well as his skill in weaving these two in a way that begins as an ode to the devastation of ageing and then transforms into a celebration of poetry and art.
The thing that makes this particular example different from the rest is the sense of balance between a sales pitch and a recap. While it does not provide new material, it does hint at wider potential implications of the argument made within the paper.
And it's an example of the poet and playwright who was Shakespeare's greatest influence. An ordinary five-paragraph essay may be transformed into something exciting and engaging by using this technique. The end of the essay makes the major elements of a fundamental literary-critical argument appear intriguing and relevant. Obviously, a weak conclusion cannot save a poorly written essay. But if you end your essay with the proper call to action, you can make even the most primary-level arguments shine!
HOW TO CONCLUDE AN ESSAY (AND WHAT NOT TO DO) - THE DO AND DON’t
These examples give ideas for concluding your post in the most compelling way possible. This is a concise overview of everything we have learned.
DO YOU SELL IT? After you've laid the framework with your body paragraphs and introduction, it's time to wrap things up and show your reader why the journey they've just travelled was valuable and enjoyable. Do not be hesitant to employ rhetoric while attempting to conclude your essay; make the best, most compelling case possible for the value of your writing.
DO PUT THE WHOLE THING IN: When you conclude an essay, you're more than aiming to persuade the readers of the value of each of your arguments and body paragraphs. It's also indicating that your writing was a uniting, coherent entity. If you're adding a novel element to your opening paragraph, you should make it a clear topic that connects all of your points. It will convince readers that the essay you wrote is one fluid, coherent, logical unit.
DO NOT BE AFRAID TO SPECULATE: The conclusion of an essay is the one area where you are permitted to deviate somewhat from the requirements. Throughout the remainder of your essay, you must be very cautious not to create unsupported assumptions. However, it is anticipated that your conclusion would make wide, speculative allusions to the consequences of your argument. Do not go overboard and claim that your argument can alter the world, obviously. This is completely untrue and appears to be absurd and exaggerated - it's the "bad" kind of rhetoric. You should aim to engage your audience. It is often possible to do this by stating that there's an urgent need to alter the way you approach the issue or look at the issue in a different way.
DO NOT SIMPLY REPEAT YOUR ARGUMENT: The worst way to conclude an essay is to say the same things you said in the beginning. It stifles mobility and advancement, which is exactly the opposite of what you're trying to do. For short essays, this might be very significant.
AVOID THE NEED TO CREATE ARGUMENTATION ENTIRELY IN A NEW WAY: In reality, the end of your essay should go over your arguments in a new way. You can do this by using a common theme or by pointing out what your essay means. But you cannot end your essay by making new points; you have to think about the ones you've already made.
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