Structuring Your Essay Conclusion Effectively
www.kent.ac.uk/student-learning-advisory-service
Writing your conclusion
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By the end of this session you will:
1.
Understand the point of conclusions
2.
Be able to generate questions which help
structure a conclusion
3.
Recognise the key elements which make a good
conclusion
Introduction
Conclusion
Body
80-90%
5-10%
5-10%
Essay
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Essay of 3,000 words =
approximately 150-300
word introduction
Introduction
Conclusion
Body
80-90%
5-10%
5-10%
Essay
•
Reiteration of question
•
Summary of main points
raised
•
Conclusion/hypothesis
•
Closing statement
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Remind reader of what you were attempting
to answer e.g.
This essay set out to examine and evaluate two
academic forms of writing: essays and reports. The
evaluation was approached in terms of their purpose,
form and content.
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Gather together all points made within the essay and
identify the most important point or where the balance of
evidence falls, ensure this is answering the essay question
e.g.
From the evidence of writers offering advice on correct academic
writing, and observation of common practice among academics and
students, it is clear that essays are used to show how a student can
understand existing knowledge in their discipline and use this to
draw their own conclusions. Academic style requires a fixed structure
of introduction, main body and conclusion. However, the manner in
which the topic is dealt with depends on the process of the question
or title being tackled. Conversely, reports are used to give evidence
on research on a restricted topic. They are written to allow selective
reading, a process that is aided by a fixed structure including
sections with headings and subheadings.
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Make sure that you have answered the question
•
Highlight this to your reader by using words from
the essay question
•
Ensure you justify your answer by pointing to
evidence you have previously analyse
E.g.
From this examination, it has been shown that essays and
reports are distinctly different. It has also been explained that
they are well-suited to giving evidence of different learning
processes.
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Say what has been learned as a result of writing the essay
•
Indicate what still needs further research or which questions are
still unresolved
•
Identify the most important point you have made add a comment
on this
E.g.
What may need to be considered, but is beyond the scope of this
essay, is whether it is sufficient to summatively assess these two
types of learning or whether other forms of assessment, for instance
learning journals or student portfolios, may be required as well in
order to allow for formative assessment evidencing other forms of
learning and taking greater consideration of the learning processes
involved.
Example:
reiterate question
;
summary of main
points
;
conclusion/hypothesis
;
closing statement
This essay set out to examine and evaluate two academic forms of writing: essays
and reports. The evaluation was approached in terms of their purpose, form and
content.
From the evidence of writers offering advice on correct academic writing,
and observation of common practice among academics and students, it is clear
that essays are used to show how a student can understand existing knowledge in
their discipline and use this to draw their own conclusions. Academic style
requires a fixed structure of introduction, main body and conclusion. However, the
manner in which the topic is dealt with depends on the process of the question or
title being tackled. Conversely, reports are used to give evidence on research on a
restricted topic. They are written to allow selective reading, a process that is aided
by a fixed structure including sections with headings and subheadings.
From this
examination, it has been shown that essays and reports are distinctly different. It
has also been explained that they are well-suited to giving evidence of different
learning processes.
What may need to be considered, but is beyond the scope of
this essay, is whether it is sufficient to summatively assess these two types of
learning or whether other forms of assessment, for instance learning journals or
student portfolios, may be required as well in order to allow for formative
assessment evidencing other forms of learning and taking greater consideration of
the learning processes involved.
N
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n
g
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w
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Sometimes new ideas or new reading occurs just
before you finish your essay.
•
Do not be tempted just to squash it into the
conclusion
•
If the new material is important enough, it will need to
be included into the main essay as a distinct point or
paragraph
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You should now:
•
Understand the point of conclusions
•
Be able to generate questions which help structure
a conclusion
•
Recognise the key elements which make a good
conclusion
If there’s anything you don’t understand please book
an appointment, or contact us at
learning@kent.ac.uk
www.kent.ac.uk/student-learning-advisory-service
SLAS
CONNECT
To book an appointment:
learning@kent.ac.uk
SLASkent
KentUniSLAS
SLASkent
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Understand the importance of essay conclusions, learn how to structure a conclusion, identify key elements of a good conclusion, reiterate the question, summarize main points, present conclusions or hypotheses, and ensure the question is answered with supporting evidence.
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Presentation Transcript
Writing your conclusion www.kent.ac.uk/student-learning-advisory-service
Writing your conclusion Writing your conclusion By the end of this session you will: 1. Understand the point of conclusions 2. Be able to generate questions which help structure a conclusion 3. Recognise the key elements which make a good conclusion
Writing your conclusion Writing your conclusion 5-10% Introduction Essay Body 80-90% Essay of 3,000 words = approximately 150-300 word introduction Conclusion 5-10%
Writing your conclusion Writing your conclusion 5-10% Introduction Essay Body 80-90% Reiteration of question Summary of main points raised Conclusion/hypothesis Closing statement Conclusion 5-10%
Reiteration of question Reiteration of question Remind reader of what you were attempting to answer e.g. This essay set out to examine and evaluate two academic forms of writing: essays and reports. The evaluation was approached in terms of their purpose, form and content.
Summary of main points raised Summary of main points raised Gather together all points made within the essay and identify the most important point or where the balance of evidence falls, ensure this is answering the essay question e.g. From the evidence of writers offering advice on correct academic writing, and observation of common practice among academics and students, it is clear that essays are used to show how a student can understand existing knowledge in their discipline and use this to draw their own conclusions. Academic style requires a fixed structure of introduction, main body and conclusion. However, the manner in which the topic is dealt with depends on the process of the question or title being tackled. Conversely, reports are used to give evidence on research on a restricted topic. They are written to allow selective reading, a process that is aided by a fixed structure including sections with headings and subheadings.
Conclusion/hypothesis Conclusion/hypothesis Make sure that you have answered the question Highlight this to your reader by using words from the essay question Ensure you justify your answer by pointing to evidence you have previously analyse E.g. From this examination, it has been shown that essays and reports are distinctly different. It has also been explained that they are well-suited to giving evidence of different learning processes.
Closing statement Closing statement Say what has been learned as a result of writing the essay Indicate what still needs further research or which questions are still unresolved Identify the most important point you have made add a comment on this E.g. What may need to be considered, but is beyond the scope of this essay, is whether it is sufficient to summatively assess these two types of learning or whether other forms of assessment, for instance learning journals or student portfolios, may be required as well in order to allow for formative assessment evidencing other forms of learning and taking greater consideration of the learning processes involved.
Example: reiterate question; summary of main points; conclusion/hypothesis; closing statement This essay set out to examine and evaluate two academic forms of writing: essays and reports. The evaluation was approached in terms of their purpose, form and content. From the evidence of writers offering advice on correct academic writing, and observation of common practice among academics and students, it is clear that essays are used to show how a student can understand existing knowledge in their discipline and use this to draw their own conclusions. Academic style requires a fixed structure of introduction, main body and conclusion. However, the manner in which the topic is dealt with depends on the process of the question or title being tackled. Conversely, reports are used to give evidence on research on a restricted topic. They are written to allow selective reading, a process that is aided by a fixed structure including sections with headings and subheadings. From this examination, it has been shown that essays and reports are distinctly different. It has also been explained that they are well-suited to giving evidence of different learning processes. What may need to be considered, but is beyond the scope of this essay, is whether it is sufficient to summatively assess these two types of learning or whether other forms of assessment, for instance learning journals or student portfolios, may be required as well in order to allow for formative assessment evidencing other forms of learning and taking greater consideration of the learning processes involved.
Nothing new Nothing new Sometimes new ideas or new reading occurs just before you finish your essay. Do not be tempted just to squash it into the conclusion If the new material is important enough, it will need to be included into the main essay as a distinct point or paragraph
Writing Conclusions Writing Conclusions You should now: Understand the point of conclusions Be able to generate questions which help structure a conclusion Recognise the key elements which make a good conclusion If there s anything you don t understand please book an appointment, or contact us at learning@kent.ac.uk
Get in touch Get in touch SLAS CONNECT To book an appointment: www.kent.ac.uk/student-learning-advisory-service learning@kent.ac.uk SLASkent KentUniSLAS SLASkent
