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• How to conclude an essay | Interactive example

How to Conclude an Essay | Interactive Example

Published on January 24, 2019 by Shona McCombes . Revised on July 23, 2023.

The conclusion is the final paragraph of your essay . A strong conclusion aims to:

• Tie together the essay’s main points
• Show why your argument matters
• Leave the reader with a strong impression

Your conclusion should give a sense of closure and completion to your argument, but also show what new questions or possibilities it has opened up.

This conclusion is taken from our annotated essay example , which discusses the history of the Braille system. Hover over each part to see why it’s effective.

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Table of contents

Step 1: return to your thesis, step 2: review your main points, step 3: show why it matters, what shouldn’t go in the conclusion, more examples of essay conclusions, other interesting articles, frequently asked questions about writing an essay conclusion.

To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument.

Don’t just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction.

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Next, remind the reader of the main points that you used to support your argument.

Avoid simply summarizing each paragraph or repeating each point in order; try to bring your points together in a way that makes the connections between them clear. The conclusion is your final chance to show how all the paragraphs of your essay add up to a coherent whole.

To wrap up your conclusion, zoom out to a broader view of the topic and consider the implications of your argument. For example:

• Does it contribute a new understanding of your topic?
• Does it raise new questions for future study?
• Does it lead to practical suggestions or predictions?
• Can it be applied to different contexts?
• Can it be connected to a broader debate or theme?

Whatever your essay is about, the conclusion should aim to emphasize the significance of your argument, whether that’s within your academic subject or in the wider world.

Try to end with a strong, decisive sentence, leaving the reader with a lingering sense of interest in your topic.

The easiest way to improve your conclusion is to eliminate these common mistakes.

Don’t include new evidence

Any evidence or analysis that is essential to supporting your thesis statement should appear in the main body of the essay.

The conclusion might include minor pieces of new information—for example, a sentence or two discussing broader implications, or a quotation that nicely summarizes your central point. But it shouldn’t introduce any major new sources or ideas that need further explanation to understand.

Don’t use “concluding phrases”

Avoid using obvious stock phrases to tell the reader what you’re doing:

• “In conclusion…”
• “To sum up…”

These phrases aren’t forbidden, but they can make your writing sound weak. By returning to your main argument, it will quickly become clear that you are concluding the essay—you shouldn’t have to spell it out.

Don’t undermine your argument

Avoid using apologetic phrases that sound uncertain or confused:

• “This is just one approach among many.”
• “There are good arguments on both sides of this issue.”
• “There is no clear answer to this problem.”

Even if your essay has explored different points of view, your own position should be clear. There may be many possible approaches to the topic, but you want to leave the reader convinced that yours is the best one!

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This conclusion is taken from an argumentative essay about the internet’s impact on education. It acknowledges the opposing arguments while taking a clear, decisive position.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

This conclusion is taken from a short expository essay that explains the invention of the printing press and its effects on European society. It focuses on giving a clear, concise overview of what was covered in the essay.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

This conclusion is taken from a literary analysis essay about Mary Shelley’s Frankenstein . It summarizes what the essay’s analysis achieved and emphasizes its originality.

By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

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Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

• Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
• Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
• Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
• Include a provocative insight or quotation from the research or reading you did for your paper.
• Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
• Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
• Stating the thesis for the very first time in the conclusion.
• Introducing a new idea or subtopic in your conclusion.
• Ending with a rephrased thesis statement without any substantive changes.
• Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
• Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

• The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
• The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
• The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
• The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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 Academic Conclusion

A conclusion is often separated into three key parts: A thesis, a summary of main ideas and a future focus (recommendation, prediction, solution).

Conclusion video

A short 6-minute video on how to write an academic conclusion. A basic 3-part conclusion structure and example paragraph.

The basic structure of a conclusion

An example: a model conclusion

This image highlights the three parts of a conclusion: the thesis, the summary and a future prediction.

Example phrases

These phrases will help you to construct your paragraph clearly.

Conclusions:

In conclusion,, to conclude,, recommendation  / suggestion:, the evidence suggests that …, therefore, it is recommended that … /, governments should…., the findings of this study suggest that …, prediction:  , one prediction is that…, if this continues, it could lead to…, an implication of this is the possibility that …, there is, therefore, a definite need for ……, there are a number of important changes which need to be made…, another important practical implication is that …, m ore conclusion phrases : click here, conclusion lesson, terms & conditions of use, conclusions – the basics.

This is  a great lesson to introduce and practice writing conclusions. It begins with identifying key  components of a  conclusion, then offers valuable writing practice of summarising key points, restating a thesis and creating ideas for a future focus. It finishes with using an essay outline to write a whole conclusion. ( Example )   Time: 180mins     Level *** ** [ B1/B2/C1] TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

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Thesis Statements: How to write a thesis statement

This lesson / worksheet presents the key sections to an academic introduction. It focuses on different writing structures using words like however, although, despite and then includes a writing task. Students write three thesis statements using the introduction models.  Example   Level: ** *** [B1/B2/C1]   / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

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In a short paper—even a research paper—you don’t need to provide an exhaustive summary as part of your conclusion. But you do need to make some kind of transition between your final body paragraph and your concluding paragraph. This may come in the form of a few sentences of summary. Or it may come in the form of a sentence that brings your readers back to your thesis or main idea and reminds your readers where you began and how far you have traveled.

So, for example, in a paper about the relationship between ADHD and rejection sensitivity, Vanessa Roser begins by introducing readers to the fact that researchers have studied the relationship between the two conditions and then provides her explanation of that relationship. Here’s her thesis: “While socialization may indeed be an important factor in RS, I argue that individuals with ADHD may also possess a neurological predisposition to RS that is exacerbated by the differing executive and emotional regulation characteristic of ADHD.”

In her final paragraph, Roser reminds us of where she started by echoing her thesis: “This literature demonstrates that, as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Highlight the “so what”  

At the beginning of your paper, you explain to your readers what’s at stake—why they should care about the argument you’re making. In your conclusion, you can bring readers back to those stakes by reminding them why your argument is important in the first place. You can also draft a few sentences that put those stakes into a new or broader context.

In the conclusion to her paper about ADHD and RS, Roser echoes the stakes she established in her introduction—that research into connections between ADHD and RS has led to contradictory results, raising questions about the “behavioral mediation hypothesis.”

She writes, “as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Leave your readers with the “now what”  

After the “what” and the “so what,” you should leave your reader with some final thoughts. If you have written a strong introduction, your readers will know why you have been arguing what you have been arguing—and why they should care. And if you’ve made a good case for your thesis, then your readers should be in a position to see things in a new way, understand new questions, or be ready for something that they weren’t ready for before they read your paper.

In her conclusion, Roser offers two “now what” statements. First, she explains that it is important to recognize that the flawed behavioral mediation hypothesis “seems to place a degree of fault on the individual. It implies that individuals with ADHD must have elicited such frequent or intense rejection by virtue of their inadequate social skills, erasing the possibility that they may simply possess a natural sensitivity to emotion.” She then highlights the broader implications for treatment of people with ADHD, noting that recognizing the actual connection between rejection sensitivity and ADHD “has profound implications for understanding how individuals with ADHD might best be treated in educational settings, by counselors, family, peers, or even society as a whole.”

To find your own “now what” for your essay’s conclusion, try asking yourself these questions:

• What can my readers now understand, see in a new light, or grapple with that they would not have understood in the same way before reading my paper? Are we a step closer to understanding a larger phenomenon or to understanding why what was at stake is so important?  
• What questions can I now raise that would not have made sense at the beginning of my paper? Questions for further research? Other ways that this topic could be approached?  
• Are there other applications for my research? Could my questions be asked about different data in a different context? Could I use my methods to answer a different question?  
• What action should be taken in light of this argument? What action do I predict will be taken or could lead to a solution?  
• What larger context might my argument be a part of?  

What to avoid in your conclusion  

• a complete restatement of all that you have said in your paper.  
• a substantial counterargument that you do not have space to refute; you should introduce counterarguments before your conclusion.  
• an apology for what you have not said. If you need to explain the scope of your paper, you should do this sooner—but don’t apologize for what you have not discussed in your paper.  
• fake transitions like “in conclusion” that are followed by sentences that aren’t actually conclusions. (“In conclusion, I have now demonstrated that my thesis is correct.”)
• picture_as_pdf Conclusions

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20 Conclusions

An effective Conclusion wraps up your conversation about the topic, and leaves your readers with a final thought. This is your last chance to drive home your main ideas.

Here are some strategies to wrap up your conversation:

• Re-connect to your opener. If you started your essay with an anecdote, for instance, consider re-visiting that story, or finishing the ending of it. If you started your essay with a question, perhaps you could provide a possible answer in your Conclusion. If you started with a statistic or quotation, maybe inserting a related statistic or quotation here would work well.
• Remind your readers about your thesis. This may feel redundant or obvious to you, but it is common in the U.S. for writers to re-state the main point in a fresh way in the Conclusion. You can summarize your main ideas here in 1-2 sentences.

Because you are an author contributing to a scholarly conversation, your Conclusion should also leave your readers with a final thought. This is a way for them to enter into the conversation with you, as when you ask your audience if they have questions when you give a speech.

Here are some strategies to leave your readers with a final thought:

• Invite your readers to  do something. This is a “call to action.”
• Ask a new question for your readers to ponder – one that is related to your essay, but that re-frames your idea in a different way.
• Remind your readers WHY your idea is important.
• Make a prediction about your topic.
• Recommend further reading or analysis of your topic.

As always, consider your audience as you draft your Conclusion. What would appeal to your readers? What would be reasonable to ask them to do?

Here are some examples:

call to action:

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.

question to ponder:

Should schools in the U.S. be concerned with the kind of emotional and cognitive development that music education prompts? If we’re 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.

quotation from an expert: 

As Oliver Sacks notes in his book  Musicophilia , “Rhythm and its entrainment of movement (and often emotion), its power to ‘move’ 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” (268). Our schools aim to foster that same sense of community, which is why music must be part of a well rounded education.

It may be tempting to start with “In conclusion, I have…” or “To sum up,…” as transitions into your Conclusion paragraph. But your readers can tell that your essay is nearly done – they see just one paragraph on the screen or paper, so they know this final paragraph is your Conclusion; there is no need to add that “writing about writing.” A more elegant way to finish is to make sure the ideas in your final Body Paragraph connect to your Conclusion.

Note : You can draft and revise your Introduction and Conclusion at any point during your essay-writing process. Just be sure to re-visit the Introduction and Conclusion at the very end of your process, and ask yourself:

• Do my Introduction and Conclusion match? That is, am I consistent with my main idea? (Often, as we write and conduct research, our ideas and points of view can change. It’s important to make sure that you have updated both your Introduction and Conclusion so that you are not contradicting yourself in your essay.)

Activity A ~ Analyzing Conclusions

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’t. Read the conclusions b elow about teenagers and decision making. Which ones pull you in? Which ones are less interesting? What’s the difference? What’s missing? Discuss with a small group.

• 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.
• 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’t 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.
• As stated above, research shows that the teenage brain isn’t fully matured, so adults should consider this when deciding how much freedom to give them.
• According to the AACAP, teens are more likely to make decisions based on emotions without thinking first. This means they’re more likely to “engage in dangerous or risky behavior.” Therefore, teens need to be protected until they’re old enough to make thoughtful decisions.
• Now that Rachael has been given the freedom to make some big decisions in her life, she’s more willing to talk to her parents when she needs advice or isn’t 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’t easy, but this family has found a method that’s working for this particular teen.

Activity B~ Writing Conclusions

Now that you’ve had an opportunity to think about some different approaches and techniques for writing Conclusions, try some practice writing. Choose a writing assignment you have created this term and use what you’ve learned in this section to write a compelling Conclusion to your piece.

For more practice, write a Conclusion using one of the scenarios below. Read through the following list and choose one. (You may want to match the one you chose in the Introductions chapter.) Then, practice writing a concluding statement or paragraph on the topic.

• Persuade your readers to visit your country.
• Persuade students to learn a foreign language before they graduate from college.
• Give some tips to new parents that will help lower their stress and make their new baby feel safe and loved.
• 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’t do it.

Share your Conclusion with your classmates and discuss what about it is effective and how it could be improved.

Is this section:

…too easy, or you would like more detail? –> Consult “ Ending the Essay: Conclusions ” from the Harvard College Writing Center.

…about right, but you would like to read more? –> Check “ Introductions and Conclusions ” from University of Toronto.

Examples and activities in this chapter were adapted from “ Writing Conclusions ” from The Word on College Reading and Writing by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, which is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Note: links open in new tabs.

to stress; to emphasize

repetitive; saying the same thing again

to think about

carrying or pulling along

saying the opposite

ENGLISH 087: Academic Advanced Writing Copyright © 2020 by Nancy Hutchison is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Module 3: Writing Essentials

Conclusions, learning objectives.

• Identify successful strategies for writing conclusions

Every once in a while, you will want to use the phrase “In conclusion” when you get to your final paragraph. It can be so satisfying! As we discuss ways of wrapping up your essays, think of ways you can signal a conclusion. A satisfying conclusion allows a reader to finish your paper with a clear understanding of the points you made and gain a new perspective on the topic. As the writer, consider who your readers are and the conclusions you would like for them to reach.

For example, is your reader relatively new to your topic? If so, you may want to restate your main points for emphasis as a way of starting the conclusion. Try not to use the same sentence(s) as in your introduction, but come up with a comparable way of restating your thesis.

We want to move, however, beyond the traditional re-statement of the thesis that you learned when you were mastering the five-paragraph-essay format. Ideally, in your paper you have just taken your reader through a strong, clear argument in which you have provided evidence for your perspective. You want to conclude by pointing out the importance or worthiness of your topic and argument. You might describe how the world would be different, or people’s lives would be changed, if they ascribed to your perspective, plan, or idea.

Ask yourself the “So what?” question. After your reader has read through your essay and conclusion what do you want them to think?

Considering Conclusions

Read this short passage. What is the answer to the “So, what?” question?

• In a society fixated on the latest and smartest digital technology, a consumer can easily become confused by the countless options and specifications. The ever-changing state of digital technology challenges consumers with its updates and add-ons and expanding markets and incompatible formats and restrictions–a fact that is complicated by salespeople who want to make a sale. In a world that is increasingly driven by instant gratification, it’s easy for people to buy the first thing they see. The solution for many people should be to avoid buying on impulse. Consumers should think about what they really need, not what is advertised.

What is the main take-away? Notice the final call to action here–insisting that consumers think before they buy instead of being driven by advertising. This tells the reader (a consumer) to consider how consumption is shaped and distorted by ever-changing technology, instant gratification, and relentless advertising.

You might also point out the limitations of the present understanding of your topic, suggesting or recommending future action, study, or research that needs to be done. A strong conclusion does not need to suggest only conclusions or answers; you may, at this stage in your writing, suggest new questions or consideration for further discussion. Note, however, that your conclusion is not the place to question or raise counter-points to your argument.

Figure 1 . What do you expect the reader to gain from reading your essay? Use the conclusion to issue calls of action, make emotional appeals, and consider further action that may be needed in relation to your topic.

Below is a list that captures these ideas and other potential goals of a conclusion. Conclusions may have different functions in your writing. They may:

• summarize the argument in fresh language (especially in longer pieces of writing)
• provide or “bookend” a story or idea that started in the introduction
• include an emotional appeal, with which you (explicitly or implicitly) connect the “logic” of the argument to a more passionate reason intended to sway the reader
• issue a call to action
• make some sort of prediction or assessment about the future of your topic or future research that needs to be done on the topic

Often, a conclusion will work in tandem with an introduction, having some kind of “call back” element to remind your reader of the powerful opening you provided.

Remember that introductions and conclusions are not independent sections of your writing. They should work together and fit with the rest of your paragraphs or sections. For example, a conclusion should pick up from the final body paragraph and feature an effective transition. Likewise, your introduction should set up the direction of your writing and lead nicely into the first body paragraph.

The Declaration of Independence

Consider the “Declaration of Independence” below. Without reading every word of the text, focus on how the introduction and conclusion work together to open and close the piece so strongly.

In Congress, July 4, 1776.

The unanimous Declaration of the thirteen United States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.–That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, –That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.–Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

• He has refused his Assent to Laws, the most wholesome and necessary for the public good.
• He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
• He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
• He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.
• He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
• He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
• He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
• He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.
• He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.
• He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.
• He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
• He has affected to render the Military independent of and superior to the Civil power.
• For Quartering large bodies of armed troops among us:
• For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:
• For cutting off our Trade with all parts of the world:
• For imposing Taxes on us without our Consent:
• For depriving us in many cases, of the benefits of Trial by Jury:
• For transporting us beyond Seas to be tried for pretended offences
• For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:
• For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:
• For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
• He has abdicated Government here, by declaring us out of his Protection and waging War against us.
• He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.
• He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
• He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
• He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the United States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

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How to Write A Conclusion for an Essay: for English Exams, for Coursework: GCSE, IGCSE, A-Level (ish)

by melaniewp | May 11, 2013 | 11+ , Common Entrance , Conclusion , GCSE , How to Write an Essay , IGCSE , KS3 | 0 comments

‘Make sure you finish convincingly.  A vague summing up will blunt even the sharpest of arguments, and will dissipate the essay’s energy.  Rather than ‘winding up’ in general terms, finish on a specific, provocative point.  As with your opening, your concluding statement should be expressed crisply and memorably: if you are no wit, use rhetoric instead.  Keep it short: it’s better that your reader should want more than be bored.’

‘ The End Like the beginning, it should be firm and interesting. Beware of the twin pitfalls of irrelevance on the one hand, and dull repetition (often a mechanical “summing-up”) on the other. Remember that your last paragraph and last sentence will be most fresh in the reader’s mind when he assesses your quality as a writer.

You may proceed to a generalisation, basing it on the details that you have set out in the body of the essay; you may introduce an anecdote, example or quotation that sums up without repetition; you may end with a firm and logical “Q.E.D”.

Like the beginning, the end will vary according to the kind of composition and the judgement of the writer, but it must be clear and relevant. On no account begin your concluding paragraph with the words “And thus we see that …”.’

Here is a whole bunch of conclusions to GCSE and IGCSE level English essays written by moi – (I’m an Oxford graduate). Just so you know, if you’re answering a short question, fewer than 8 marks, I would only write a very very short conclusion, if any. Get help with How to Write the Introduction to an Essay here. IMPORTANT : in my conclusions, I NEVER repeat anything I’ve already said. You can check this if you read the whole essay. In other words – I make my last main ‘point’ into my conclusion. If it’s a 45-60 minute essay, you’ll definitely need to write something. Here are some examples:

…for an essay on character in Animal Farm (read the whole essay here) ‘Compare how Orwell portrays Snowball and Napoleon.’ [conclusion] In conclusion, Orwell portrays Napoleon as the personification of the proverb: ‘power corrupts; absolute power corrupts absolutely’, although, it’s arguable that Napoleon was corrupt from the start . He was ‘fierce’ from the beginning and ‘had a reputation for getting his own way’, but previously was held in check by Old Major, Jones and for a time, by the balancing force of Snowball. Napoleon is meant to represent Stalin, but is actually much milder – in the same way that Snowball seems to be idealised as the perfect alternative. Orwell didn’t know Stalin allegedly killed twenty million (or more), or his portrayal may have been much worse. Selling Boxer’s old body for ‘whisky’ is disgusting, but not disgusting enough to capture the reality. …for an essay on ‘Ozymandias’ (poetry) (read the whole essay here) ‘What do we learn about the character of Ozymandias in this poem?’ [conclusion] Ultimately, the statue, and the words of the king, Ozymandias, are symbols of the transience of man’s greatness and self-belief. …for an essay on ‘Havisham’ (read the whole essay here) ‘Explore how relationships are presented in Havisham.’ [conclusion] This relationship is one of a broken mind with the suffering that distorts it. Whatever relationship was there once, bears little relationship to this virulent, swelling disease of the: ‘lost body’ ‘mouth in its ear’ and the nightmares from which she says, ‘I suddenly bite awake’. Waking, the nightmare continues. …for an essay comparing two poems ‘ How do ‘Summer Farm’ and ‘Cockroach’ deal with themes of identity?’ [conclusion] In conclusion, both poems take a challenging, rather troubled view of identity. Halligan compares himself to a cockroach, suggesting darkly that he may have committed a ‘vicious crime’, and he gains self-awareness; he ‘recognised’ himself in the cockroach. MacCaig uses the scale of the universe – in space and time – to show human insignicance, but also shows us his power as a poet to create something that seems real but unreal at the same time. He’s tiny, in the centre of the farm, but also huge: he can ‘lift the farm like a lid.’ …for an essay on ‘Remember’ by Christina Rossetti ‘How does Rossetti use language and structure to get across the theme?’ [conclusion] If the speaker is Rossetti, this is a dark, fearful poem. She fantasises about her death. As it continues, she gradually relinquishes her grip on life, gladly gaining freedom in the dark, and the ‘corruption’ (of her flesh). Finally, she gives up any claim to be remembered, sacrificing the last fragments of her identity, telling the addressee not to feel guilty for forgetting she existed.’ …for an essay on ‘Gooseberry Season’.  does Armitage make the theme of destruction so memorable in ‘Gooseberry Season’? [conclusion] ‘In conclusion, the final stanza gives an inadequate summary: drawing together the image of the ‘gooseberry season’ with that of the family ‘five equal portions’ including the dead man. It gives no explanation, no justification – though it ends, with vile irony, with the words ‘I mention this for a good reason’. There is no good reason, and that’s the point. The word ‘hell’ in the penultimate line is not accidental.’ By now, you may have noticed an emerging theme:

• I’ve recently started using the words ‘In conclusion’ just to let the reader know I’m nearly done. Yes, it’s cheesy (and the essay is more elegant without it) but it gets the point across. Omit this if you’re a confident A-A*;
• I never repeat stuff I’ve already said;
• I often finish poetry essays with an analysis of the final stanza – the bit after the volta – or the end of the novel/play. Because this section often sums up the text, it’s a great way to sum up an essay;
• I usually keep on quoting right to the bitter end – finding some quotation that sums up the whole point of the question;
• I like to give a final answer to the exact words of the question based on all the evidence I just analysed.

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Undergraduate Writing: Conclusion Paragraph Sample

Conclusion paragraph sample.

In conclusion, we present ourselves through both face-to-face and online communication. Becoming a skilled communicator has a positive impact on our personal and social interactions. Ethical and effective communication becomes even more vital when our messages are conveyed around the globe electronically. By analyzing face-to-face and online communication skills, I identified my strengths and weaknesses and developed some ideas on how to improve my communication skills to become a more knowledgeable and skilled communicator. I plan to be an effective and ethical communicator by further educating myself in this area and practicing verbal, nonverbal, and active listening skills that I learned in the communication course.

The Writing Center’s Response: The function of a conclusion is to offer a sense of closure or completion for the ideas presented earlier in the paper. In this sample, the writer signals the end with the phrase “In conclusion” and goes on to summarize the main points of the reflection paper. The success of this paragraph lies in its final sentence, though. In this sentence, the writer looks beyond the circumstances of the paper and into the future. This can be an effective strategy for a conclusion because it widens the view, guiding the reader from the page out into the world.

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How to Start and Conclude a GCSE English Essay Effectively

Last Updated: June 7, 2021

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 22 people, some anonymous, worked to edit and improve it over time. This article has been viewed 137,097 times.

English is an extensive subject. It can be categorised into English Language and Literature. For your English GCSE exams, you will need to know how to write an effective introduction and conclusion (that summarizes all the points that you have discussed and made throughout the essay) to make sure that you attain your predicted grade. Get started at step number one below.

Writing the Introduction

'The Body' of the essay

Writing the Conclusion

Community Q&A

• Don't start the conclusion with in conclusion - this is alright for science, but not for English! Thanks Helpful 0 Not Helpful 0
• You could always request an example of a 'good essay' from your English teacher. They may even show you the good and bad points of that essay and will identify where they picked up and lost marks. Thanks Helpful 0 Not Helpful 0
• Some questions in the actual exam are based on texts that you'll be given by your teacher. Make sure that you take the time to make sure that you understand the text and annotate it. You will be given a clean book in the exam without any annotations as a part of the rules. Thanks Helpful 0 Not Helpful 0
• Make sure that you thoroughly revise. This means that you understand the focus of each exams well as any pieces of writing that you'll need to write essays about. Thanks Helpful 0 Not Helpful 0
• Do not attempt to cheat or plagiarise in your essay. It is okay to read other people's work to help improve your own understanding and to get you ideas on what you need to do to get marks but don't plagiarise other people's work. You're only cheating yourself. Thanks Helpful 0 Not Helpful 0

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• How to Make Your Coursework as Good as It Can Possibly Be

Many GCSE and A-level subjects are assessed in part by coursework in addition to exams, meaning that the mark you receive for coursework contributes to your overall grade. Many students prefer coursework, because it’s a chance to showcase your academic abilities away from the high-pressured environment of the exam room, making it ideal for those who don’t perform to the best of their abilities in exams. However, the time you have available for coursework, in contrast with the time constraints of the exam room, can lull some students into a false sense of security. Coursework is arguably just as challenging as exams, just in different ways – and, given the fact that you have more time, much higher standards are expected of you in coursework than in exams. Careful planning and research are needed for successful coursework, as well as strong data-gathering and essay-writing skills. In this article, we look at how to produce excellent coursework, from planning to proofreading. This information might also be useful to you if you’re planning on attending an Oxford Summer School this summer.

What is coursework?

GCSE and A-level coursework typically takes the form of an extended essay or project. Its objectives vary from one subject to another, but there’s usually an emphasis on the student conducting independent research into a topic of their own choice. Thus coursework often takes the form of some sort of investigation; it may, therefore, help to have your ‘detective’ hat on as you explore, investigate and analyse your topic. You can usually work on your coursework at home, though it’s sometimes completed under controlled conditions through sessions at school. To give you a better idea of how coursework varies from one subject to another, here are some examples:

• English – English coursework usually takes the form of an extended essay with a title of your choice. You’re usually given a choice of themes and/or texts to explore, and you could choose a format such as a comparison between a set text and another one.
• Geography – Geography coursework usually focuses on the gathering, reporting and interpretation of data designed to answer a particular geographical question. You could investigate usage of a shopping centre, for example, or look at erosion on a particular beach.
• Sciences – coursework for science subjects often takes the form of a scientific project or experiment that you conduct and report on yourself.

Before you start work on your coursework, it’s essential that you have a thorough understanding of the rules. Failing to conform to the rules – inadvertently or not – may result in your coursework (or possibly even your entire qualification) being disqualified, so it’s a serious matter.

• No plagiarism – this is particularly dangerous given the ready availability of relevant information on the internet these days. Make sure everything is in your own words; you’ll need to sign a declaration stating that it’s your own original work.
• There’s only so much help your teacher can give you . They can provide guidance on what you need to include, and on what the examiners will be looking for. You can ask them questions, but they’ll usually only be able to check through your first draft once and offer broad hints on updating it.
• Check the word count , and stick to it. Find out whether footnotes, appendices and bibliographies are included in the word count.
• Check what topics you’re allowed to do your coursework on; if there’s an exam on this topic, you’ll almost certainly have to choose a different one for your coursework.

Choose your topic wisely

Ideally, choose something you’re genuinely interested in, as your enthusiasm will come across and you’ll find it more enjoyable to write. If there’s something you’ve been working on for the course so far that you’ve particularly enjoyed, you may be able to focus more on this as part of your coursework. For science coursework, you’ll need to choose something to investigate that you can measure, change and control; it should be what’s called a ‘fair test’, meaning that you have to acknowledge all the controls you use in the experiment and why. Try not to pick a topic for which the scope is too vast, as you’ll struggle to research it properly and you’re unlikely to do it justice, and it’ll be hard to keep within the word limit. Ask your teachers for some guidance on choosing your topic if you’re not sure what to write about; they might even tell you a bit about what previous students have done to give you some inspiration.

Plan how long it’s going to take

Never leave your coursework until the last minute, even if this is your normal approach to essays and it usually works for you. Make sure you understand when the deadlines are, including time for submitting a first draft for comments from your teacher. Then schedule blocks of time for working on it, allowing plenty of time before the deadline to cater for any unexpected delays. Allow ample time for making corrections based on teacher feedback on your first draft, and keep some time aside before the deadline for final editing and proofreading. Because actual deadlines are few and far between, you’ll need to take responsibility for the writing process and impose some deadlines on yourself to ensure it’s finished in time. Write down your deadlines on a calendar, with the coursework broken into stages and dates assigned to each, by which time each task should be complete. You can base your stages on the next few points in this article – research and data gathering, a structure plan for the piece of work, writing up, and so on.

Conducting your research and gathering data

As coursework is primarily a research exercise, the research phase is crucial, so don’t be tempted to skimp on it and go straight to writing up. Use as many different resources as you can to gather data: books, journals, newspapers, television, radio, the internet and anything else you think might be relevant. For science and Geography coursework, you’ll need to base your work on a hypothesis, so the research stage should start by coming up with at least one hypothesis, otherwise your research will lack direction. The research phase for some subjects may involve site visits for gathering data, so allow plenty of time for this, particularly if you need your parents to drive you somewhere to do so. If it’s a scientific experiment you’re conducting for your coursework, you’ll need to pay careful attention to planning the experiment using rigorous scientific methods (also noting what Health and Safety precautions you are taking), as well as reading up on the background and theory so that you have an idea of what to expect from the outcome of your experiment. In the research stage, make notes about what you expect to happen, so that you can later compare your expectations with what actually did happen. The experiment itself also forms part of the research and data-gathering stage for your science coursework; in the write-up stage, which we come onto shortly, you analyse and write up the results.

Plan your structure

Once you’ve completed your research, the process of writing up begins. Before you get down to the actual writing, however, it’s advisable to write a plan for how you’re going to structure it – essentially an essay plan for English coursework and other subjects for which the coursework is based on an extended essay. It’ll look slightly different from an essay plan for science subjects and others that revolve around project work, but the principle is the same: plan out what order you’re going to present your information in. For big projects, this is particularly important, because with a lot of information to convey, you risk being disorganised and waffling.

Writing up your project

For any coursework, but particularly coursework based around an extended essay, you’ll need to perfect your essay-writing abilities. For science coursework, writing up your project also involves data analysis, as you interpret the results of your experiment and work your notes into formal scientific language. Follow the links below to find lots more useful advice on writing great essays.

• How to write dazzlingly brilliant essays
• How to write more original essays
• Techniques from creative writing that can improve your essays

When you’re writing up, it’s important to find a place where you can work quietly, without distractions that could cause you to make careless errors. You wouldn’t want noise or distractions when you were in an exam room, so treat your coursework with the same reverence.

Supporting materials and images

For some subjects, namely the sciences and Geography, it would be appropriate to include images, graphs, charts, tables and so on in your coursework. For example, for Geography coursework, your extra material could include annotated images and maps of the site you’re talking about, plus tables, graphs and charts. An appendix could then detail your raw data; if, for example, your coursework focused on the results of a survey, you could put the raw survey responses in an appendix and provide summaries and analysis in the main body of the coursework.

Footnotes and bibliography

As we said earlier, it’s important that you always use your own words in your coursework to avoid the possibility of falling foul of plagiarism rules. However, it’s acceptable to quote from another source, as you would in any piece of academic writing, but you must make sure that you state where it is from and use quotation marks to show that it’s a quote from somewhere else. The best way of citing another work is to use a footnote; word processors will allow you to insert one, and it just puts a little number at the end of the sentence and another in the footer of the document, into which you put the name of the author and work, and the page within that work that the quote can be found. At the end of your piece of work, include a bibliography that includes a list of every external source you’ve used in the creation of your coursework. Stick to a set formula when including books. A common format is: Author Surname, Initial. (Date) – Title of Book , page number For example: Lewis, C.S. (1960) – Studies in Words , p. 45 When you get to university, you’ll be expected to include footnotes and bibliographies in all your essays, so it’s a good habit to get into and coursework gives you good practice at it.

The final pre-submission check

Having completed a first draft, received feedback from your teacher, and honed your work into a finished piece of coursework, have a final check through it before you send off your coursework for submission.

• Sense check : have a read through your completed piece of work and check that it all makes sense. Make sure you haven’t contradicted yourself anywhere, or repeated yourself, or laboured the point. If there are any facts that you may have meant to look up to double check their accuracy, do so now.
• Word count : ensure that the completed work falls within the word count, and double check whether the bibliography should be included in the word count. If you’ve exceeded it, you’ll need to work through the piece and tighten up your writing, omitting unnecessary information, reordering sentences so that they use fewer words, and so on.
• Proofread : check your spelling and grammar, and ensure that there are no typos. Don’t just use the spellcheck – go through it with a fine toothcomb, manually, and if you can, ask someone to read through it for you to see if they spot anything you haven’t.
• Formatting : check that you’ve included page numbers, and that the font and line spacing is consistent throughout the work. Ensure that the font is plain and easy to read, such as Arial or Times New Roman.
• Bibliography : check that you’ve included everything, that the format is the same for all sources mentioned, and that the right information is included for each.

Once this stage is complete, you’re ready to submit your coursework along with your declaration that it’s entirely your own work. Get ready for a feeling of immense satisfaction when you finally send off your hard work!

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How to Write a Coursework

Coursework projects do not resemble essays, research papers, or dissertations. They are the combination of all three. Students spend less time writing coursework than on making a term paper, but this type of work requires more time and efforts than an ordinary essay - it is made of several essays. Thanks to our guide, each student can discover how to write coursework. If you are running out of time or lack experience to complete the specific coursework, we recommend using our coursework writing services to hire professional academic writers.

What is Coursework and Why Does It Matter?

Coursework definition: General Certificate of Secondary Education (GCSE) coursework is a typical academic assignment, given in the course of study to evaluate the student’s knowledge, skills, and identify the final grade. Many students face this type of writing in the US colleges. One of the examples is a coursework UTD (The University of Texas at Dallas) - the requirements of this institution are strict, and many students fail to submit their papers and pass the corresponding courses.

Such type of assignment helps to have the ‘detective’ hat on: a student observes, examines, and evaluates the chosen topic using credible, up-to-date, and relevant sources. Working under controlled conditions is important. Participating in every school class will help to prepare good coursework by the end of the term. Take a look at the examples of what students of various profiles may face:

• English Composition - English coursework is an extended essay in most cases. A student has a right to pick the topic. The tutors provide their students with the list of recommended titles to choose from, sources to observe & analyze, and a format (e.g., a comparison between different relevant articles)
• Sciences - coursework for science is a complicated assignment. Such type of work appears in the form of a scientific paper to test what a writer investigates and reports independently.
• Geography - geography coursework is about collecting, reporting, and explaining information to reply to a certain geographical question or offer solutions to the problem. One idea is to explore the usage of a shopping mall or analyze the recent tornado. No matter whether you have to prepare a coursework Columbia or such paper for other educational institutions, keep in mind these differences!

Types of Coursework Explained

English Language coursework is the most common type of this assignment. At advanced GCE level, the student will be expected to write a couple of essays, totaling 3,000 words. Every assignment is 20 marks maximum.

An analytical essay : Evaluate, compare, & contrast 3 different sources of data interconnected by a common theme; written /spoken / multimedia content. Discuss different uses for targeting various audiences. Learn more on our blog.

Original essay with a supportive commentary : A student will have to come up with a single piece of media writing in the observed modes (written, spoken, or multimodal). Add a supporting piece with details about the aspects of English language. English Language & Literature coursework is a bit different. The basic requirements are the same, and the parts are:

An analytical study : Sharing an analysis of the chosen piece and its relation to the related content. It will show how well the writer understands the original piece. Tutors grade such works based on the:

• Use of the proper terminology and the coherence of the written words;
• Understanding & evaluation of the way a structure, form, and language create the written & spoken word;
• Opportunity to observe relationships between various pieces of writing.

Creative writing & commentary : Produce a creative piece that imitates the style of the assessed text. Share comments to backup your understanding. The goal is to show the knowledge, prove the competence, and use appropriate language skills in communicating with the target audience. You will also need a relevant coursework resume (review) in both cases. Keep on reading to learn how to write coursework of A level.

How to Write a Coursework: Guide for Students

Several factors may lead to the coursework being disqualified. It is a serious matter! The risk factors include:

• Plagiarism - it is the worst thing that could happen to any type of academic assignment. Lots of relevant information is available on the world wide web today, and the tutors are strict about the issue of plagiarism. Write everything in your own words! If you decide to insert the quotes from the sources, apply the suggested citation format and develop a list of references. Sign the declaration claiming it is your original project. If you're unsure about how to approach this, seeking professional help by choosing to write my coursework can be a wise decision.
• Word count - do not ignore the specific requirements concerning the length of the coursework. Specify if the footnotes, appendices, & references are included in the word count.
• Topics - go through the list of available themes. If there is an examination planned on the specific topic, try to pick another idea for the coursework.
• Tutor’s assistance - do not ignore the help of your instructor, ask them to provide guidance on what to write. Ask the questions to learn more details, but keep in mind they can go through the 1st draft once and just offer some general recommendations.

Choosing a Topic for Your Project

Dedicate enough time to this extra important question. Select the field of your interest if it is possible to relate it to the course. That is the golden rule of choosing a coursework topic - keep in mind the rest of the hints:

• Analyze the offered list of topics or develop yours
• Pick a topic from the area of your expertise related to the studied subject
• Select the topic you are interested in
• Choose the topic you’ve started to observe in the past
• Check how much relevant, up-to-date information is available on the Internet about each of the topics
• Pick what you can measure, change, & control (they call it a ‘fair test’)
• Use the ideas of previous researchers and students
• Do not choose a topic with a vast scope - you risk struggling to research it correctly

10 Good Coursework Topics

• Non-traditional Forms of Poetry with TC Tolbert
• Documentary Foundations: Usage of Oral Histories with Beth Alvarado
• Traditional Forms of Poetry
• Hermit Crabs: Type of Fiction
• Writing the Autobiographical Poem
• Creative Non-Fiction on the Examples of New Journalists
• Authors without Borders
• Writing the Sticky Stuff
• Socially Engaged Literary Arts
• Common Vocabulary

Research & Data Collection

Research is an integral part of coursework. Have you written research papers before? If yes, you will find it easier to select proper primary & secondary sources and gather the necessary information (evidence to support the main point - thesis). Depending on the required paper format, cite & reference the following sources:

• Books & e-Books

Base the project on a specific hypothesis. The research must start with minimum one hypothesis. The research stage for some topics may consist of visiting websites to collect information. Leave another time for collecting the data as it is the heart of the research. Three methods of data collection are known:

• Direct personal investigation : The one an author does individually (using literature and findings from previous studies);
• Interview/Questionnaire : The researcher should gather the data from the respondents asking questions regarding required data;
• Discussion with community leaders : Community leaders are approached to fetch information for the necessary data.

In case a student works on a scientific experiment, they should pay attention to planning the analysis with the help of rigorous scientific methods (keeping in mind the Health & Safety precautions you take). Review background information and theories. Take notes to express what you expect to occur to compare & contrast it to what happened in real life. In the write-up stage, one has to evaluate and present the findings.

Writing a Coursework Outline

The writing process follows the research. Do not start it without preparing an action plan and scheduling the work - a paper pin for English coursework is based on an extended essay . An outline will look different for the science coursework projects. The goal of creating a plan is to prevent a writer from being disorganized and waffling.

Let us explain coursework outline on the specific example - a project on the global pursuit of lower costs and the role of human rights.

Start with the brief introduction explaining why it might be a topic of interest for many people. Mention those vast corporations like Wal-Mart abuse human rights by choosing and using child labor in the factories.

Provide an overview of the problem . Define human rights and costs. Pick the definitions from the official dictionaries and cite them properly when inserting in the text. Try to explain the terms in your own words.

Develop a body of the coursework , start with the case for & against ethical business practices. Using evidence and examples, list the arguments supporting ethical business practices and another side of the coin. Include a business case for ethical practices after the opening body paragraph.

Move to discussing ethical responsibilities ; explain why business organizations should care about the ethical aspects of their activities. After three sections of the body, one can conclude the paper. It can be a good idea to share a fact or statistics stressing the importance of research problem in the essay conclusion. End up with the reference list that may look this way:

• Klein N (2000) No Logo (Flamingo, London)
• Marcousé I, Gillespie A, Martin B, Surridge M and Wall N (2003) Business Studies 2e (Hodder Arnold, Oxon)
• Royal Dutch Shell (2006) 4th Quarter Financial Report at (site example)

Additional Elements

Supporting materials and pictures are a must! The sciences & geography projects require tables, charts, graphs, and other types of images to illustrate the complicated topic. Not only should you add the pictures - it is essential to interpret and reference each of them. A separate part of the coursework where the student list and explains every visual element is Appendix , and it is an optional part. The presence of appendix increases the chances to earn an A+.

How to Write an Introduction for Coursework?

Most of the students underestimate the role of introduction & conclusion when it comes to writing an essay. An eye-catchy introduction is a key to success. The primary purposes of a coursework introduction are:

• To grab the reader’s attention
• To introduce the topic
• To explain the research importance
• To come up with a compelling thesis statement

The opening paragraph shows the depth of the writer’s acquaintance with the topic. Look at the expert tips below. They will help to learn how to write a coursework introduction to make the tutor want to read your entire paper.

What Is an Introduction?

The introduction of GCSE coursework is the opening paragraph that aims to interpret the central questions and purposes of the entire paper. It should have several elements to be effective. Those are:

• A hook sentence
• Background information
• Problem significance
• Solid thesis statement

Advice from our Experienced Writer

How to write an introduction to coursework? The quality of this part predetermines paper’s success. Look at some common mistakes writers do while working on the coursework introduction - try to prevent them!

Ignoring the prompt. Many students tend to neglect the tutor’s instructions. It is critical to read the prompt several times, highlight the main points, research question, rules, and grading rubric details.

Missing a plan. The prompt does not always say to develop a coursework outline. Without a plan for every separate section, it is impossible to write a flawless piece step-by-step. No matter whether you have to write a term paper, research paper, dissertation, or C3 coursework, get ready with the detailed plan. Once you understand how to write an introduction, it will be easier to develop the rest of the paper.

For those who need a helping hand in ensuring their work meets all the standards and deadlines, don't hesitate to buy coursework from trusted professionals.

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The importance language plays in our life can’t be underestimated yet it often goes unnoticed. By the time we’re just a handful of years old we’re all expert language users who can speak or sign, and understand when people talk to us.

But the expertise we have in using language doesn’t translate into knowing how language works, how particular languages (like English) have developed over the centuries, and the impact this history can have on the way we use language today. It’s for this reason that understanding a little about these things, and learning about the nature of language and the manifold ways in which we use it, can help us understand ourselves that much better.

Interested in taking your learning further? You might find it helpful to explore the Open University’s English language courses and qualifications [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ] .

Digging Into the Cannes Lineup, Sight Unseen: Heavy on English Movies and Light on Women

By Peter Debruge

Peter Debruge

Chief Film Critic

• Digging Into the Cannes Lineup, Sight Unseen: Heavy on English Movies and Light on Women 6 hours ago
• Cannes Film Festival Reveals Lineup: Coppola, Cronenberg, Lanthimos, Schrader and Donald Trump Portrait ‘The Apprentice’ in Competition 22 hours ago
• ‘Arcadian’ Review: Nicolas Cage Takes a Back Seat to Two Boys and a Bunch of Bugs in Clumsy Survival Thriller 2 days ago

Reviews will have to wait till the Cannes Film Festival kicks off on May 14, but it’s not too early for a critic to weigh in on this year’s lineup — or how it looks on paper, at least, and what the selection might say about the state of things.

Popular on Variety

Now, Cannes officially confirms that Francis Ford Coppola’s dystopian urban-planning drama “Megalopolis” will screen in competition — just one of nine or 10 English-language movies in a section that typically skews more international (that’s nearly half the section, though not all are American). Four years Coppola’s junior, 81-year-old Canadian director David Cronenberg will bring “The Shrouds,” a high-concept look at grief for which the filmmaker, who was never shy about confronting death, was reportedly inspired by the loss of his wife. ( Variety ’s reporters had heard that octogenarian Mike Leigh had also been invited, though his “Hard Truths” didn’t make the cut in the initial announcement.)

That’s what’s so encouraging about the inclusion of names like Andrea Arnold (whose “Bird” sounds a lot like her earlier “Fish Tank”) and Sean Baker (about whose “Anora” hardly anything is known), who represent a younger generation of art-house voices. The remaining English-language titles (these from directors working outside their native language) include “The Apprentice,” a scripted look at wheeler-dealer Donald Trump’s early career from “Holy Spider” director Ali Abbasi, and Yorgos Lanthimos’ “Kinds of Kindness,” which the Greek director shot on the heels of “Poor Things” with some of the same cast (Emma Stone and Willem Dafoe star). Frémaux likened French director Coralie Fargeat’s ultra-bloody genre movie “The Substance” to recent Palme winner “Titane,” while Russian director Kirill Serebrennikov (“Tchaikovsky’s Wife”) will be back with “Limonov: The Ballad,” a portrait of a dissident Soviet poet starring English actor Ben Whishaw in the title role.

Obviously, most of these films were made outside of the system impacted by American labor strikes, and success in Cannes can help filmmakers find opportunities from the English-speaking world. That’s an important part of the Cannes dynamic, even if the more traditional model — French producers spotting international talent and financing their next project — tends to align more with those who are invited back. Scratch the surface of most of the films selected by Cannes and you’ll find a French connection ( a trend Variety called out more than 20 years ago).

English may be the lingua franca for much of the international film community, but the Chinese market continues to grow, while Hollywood frets about its own future. That makes it especially surprising that Cannes has added so few new Asian auteurs to its ranks over the last decade — and only one in competition: Chinese master Jia Zhangke’s “Caught by the Tides,” starring his wife and muse, Zhao Tao. (Look for others in Un Certain Regard and other sidebars.)

That’s not meant to exclude Indian filmmaker Payal Kapadia or Abbasi or Serebrennikov, but the takeaway remains: The festival’s leadership role in identifying great work from China, Japan, Thailand, Korea and other countries has suffered enormously since the days when Pierre Rissient was scouting the region. One need only survey the important Asian voices showcased at other festivals to recognize all that slips through the cracks.

Granted, Frémaux could still make a few late additions, but he’s been stubbornly resistant to the idea of “lowering the bar” for the sake of inclusion — a backwards way to think about reevaluating the male-centric standards by which cinematic work is so often judged. Inviting “Barbie” director Greta Gerwig to chair the jury (an inspired choice!) doesn’t solve the imbalance in the program, though juries at the world’s leading festivals seem to be actively embracing diversity where they find it, awarding their top prizes to female filmmakers more often than not in recent years.

Cannes represents the top of the mountain among such institutions, and part of the selection committee’s job is to scour the globe in search of original and exciting voices. Given their position, they have first choice — filmmakers regularly turn down invitations from other festivals in hopes of a slot at Cannes — but programmers’ have to recognize it when they see it. Granted, these conclusions are based on statistics alone (we won’t see the movies until mid-May), but if every other major festival can find a balance, one wonders why the Cannes selection looks so lopsided on paper.

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