Introductions and conclusions

Introductions and conclusions are essential for most of your

assignments. You usually use about 10% of the full word allowance for
the introduction and the same for the conclusion.

Introductions
You might find it easier to write the introduction after you have written the body of the paper
because in it you include what you are going to say in the body of the paper. However, when
you write it depends entirely on you.

The introduction usually:

 begins with a general statement about why this topic is important in your area of
study
 sums up in one or two statements your overall answer to the question
 specifies the scope of your essay. What limits have you set on it in terms of the
aspects/ issues/ factors you consider in the body
 outlines the structure of your essay. What are the main points you have included in
the body?
 defines important terms.

Conclusions
The conclusion should sum up and tie together the main points you have presented in the
body of your paper as an overall point.
In the conclusion you can:
 restate the overall answer you gave in the introduction
 evaluate how and to what extent the evidence you presented supported that
statement
 indicate what other aspects might be considered and/ or suggest what may happen
in the future.

Worksheet – Introductions and conclusions Developed by Learning Advisers UniSA

Activity 1: Write the introduction to your paper

Write a general statement about why

this topic is important in your area of
study.
Sum up in one or two statements your
overall answer to the question.
Make clear the limits you have set on
it in terms of the aspects/ issues/
factors you consider in the body.

Define specific terms if necessary.

Outline the structure of your paper -
what are the main points you have
included in the body?

Now edit what you have written to ensure a good flow in your writing.

Activity 2: Write the conclusion to your paper

Restate the overall answer you gave

in the introduction.
Restate the main points you provided
in the body of the paper - evaluate
how and to what extent the evidence
you presented supported that
statement.
Indicate what other aspects might be
considered and/ or suggest what may
happen in the future.

Now edit what you have written to ensure a good flow in your writing.

See the following examples and compare them with your writing.

Worksheet – Introductions and conclusions Developed by Learning Advisers UniSA

Examples of Introductions and Conclusions
(Taken from student assignments with permission)

Introduction Comments
When used effectively classical conditioning has the Introduction to the whole area
of conditioning in learning.
potential to serve as a facilitator directed tool. McInerney
and McInerney (2002) suggest that learners themselves
are generally unaware of the conditioning they are
undergoing. Examples of how this form of learning may
be implemented will be demonstrated briefly and the Statement of what ideas will
be presented and indication of
potential benefits examined. The particular areas
their order.
focussed on are the positive effect classical conditioning
may have on self-esteem, creating beneficial learning
environments, and use in behaviour management.

Introduction Comments
Intelligence is a multi-faceted aspect of humanity – it does Introduction to the area of
intelligence.
not lend itself to one single definition; the concept of
intelligence varying depending on the culture or society in
Statement of importance of
which it is being defined (McInerney & McInerney 2002). understanding how
It is fundamental for educators to understand the diversity intelligence is defined.

in students’ intelligence theories which foster each

Clear indication of what
individual’s success. Two leading theories, Gardner’s
models are referred to.
multiple intelligences (MI) and Sternberg’s triarchic model, Reference to theory and a
provide educators with valuable insights into teaching and very brief statement about
learning practices. Numerous research projects topics to be covered.
(Note: this part of the introduction
demonstrate the advantageous impacts these theories
would be improved with clear
have on students, including raised self-esteem and statements about what is to come

general academic success. in the essay.)

Worksheet – Introductions and conclusions Developed by Learning Advisers UniSA

Conclusion Comments
Although Gardner’s multiple intelligence theory and Lists the main points made in
the body of the essay.
Sternberg’s triarchic model differ in their approaches to
teaching and learning, both justly claim to improve
student success and promote a learner centred
environment in which students profit from their
educational experience. Theories such as these
recognise the individual student and acknowledge
intelligence as a universal but also culturally and socially
dependent concept. Implementing such theories allows
educators to reveal an individual’s intelligence to a Final sentence places
importance of the topic for
maximum level enhancing each student’s ability to learn,
educators.
reason and apply knowledge and skills to create a more
fulfilling academic and personal life.

Conclusion Comments
The examples given are just some of the potential ways Main points made in the body
of the essay are listed.
that classical conditioning can be used in an educational
setting. The studies conducted by Baccus, Baldwin and
Packer (2003) and Grossman and Till (1998) indicate that
classical conditioning does have an effect on an individual
and how they perceive things. Both studies, however,
may need to be further explored and tested to see just
how extensive and effective these methods are. Issues
such as long term retention (months, years, etc.) of
conditioned responses may be further examined and Final sentence places
importance of the topic for
larger study groups used. With further study and analysis
educators.
classical conditioning can serve as a handy educational
tool to possess.

Adapted from: Packham, G, McEvedy, M & Smith, P 1985, Studying in Australia: Writing
assignments, Nelson, Melbourne.

Worksheet – Introductions and conclusions Developed by Learning Advisers UniSA

 Conclusions
What this handout is about
This handout will explain the functions of conclusions, offer strategies
for writing effective ones, help you evaluate your drafted conclusions,
and suggest conclusion strategies to avoid.

About conclusions
Introductions and conclusions can be the most difficult parts of papers
to write. While the body is often easier to write, it needs a frame
around it. An introduction and conclusion frame your thoughts and
bridge your ideas for the reader.

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 summarize 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.

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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 her to apply your info and ideas to her 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.

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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.

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Four kinds of ineffective conclusions

1. 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.

2. 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" him 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.

3. 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.

4. 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.
Strategies for Writing a Conclusion

Conclusions are often the most difficult part of an essay to write, and
many writers feel that they have nothing left to say after having written
the paper. A writer needs to keep in mind that the conclusion is often
what a reader remembers best. Your conclusion should be the best part
of your paper.

A conclusion should

• stress the importance of the thesis statement,

• give the essay a sense of completeness, and
• leave a final impression on the reader.

Suggestions

• Answer the question "So What?" Show your readers why this
paper was important. Show them that your paper was meaningful
and useful.

• Synthesize, don't summarize

◦ Don't simply repeat things that were in your paper. They have
read it. Show them how the points you made and the support
and examples you used were not random, but fit together.
• Redirect your readers
◦ Give your reader something to think about, perhaps a way to
use your paper in the "real" world. If your introduction went
from general to specific, make your conclusion go from
specific to general. Think globally.
• Create a new meaning
 ◦ You don't have to give new information to create a new
meaning. By demonstrating how your ideas work together,
you can create a new picture. Often the sum of the paper is
worth more than its parts.

Strategies
• Echoing the introduction: Echoing your introduction can be a
good strategy if it is meant to bring the reader full-circle. If you
begin by describing a scenario, you can end with the same scenario
as proof that your essay was helpful in creating a new
understanding. Example

Introduction

From the parking lot, I could see the towers of the castle of the Magic
Kingdom standing stately against the blue sky. To the right, the tall peak
of The Matterhorn rose even higher. From the left, I could hear the
jungle sounds of Adventureland. As I entered the gate, Main Street
stretched before me with its quaint shops evoking an old-fashioned small
town so charming it could never have existed. I was entranced.
Disneyland may have been built for children, but it brings out the child
in adults.

Conclusion

I thought I would spend a few hours at Disneyland, but here I was at

1:00 A.M., closing time, leaving the front gates with the now dark
towers of the Magic Kingdom behind me. I could see tired children,
toddling along and struggling to keep their eyes open as best they could.
Others slept in their parents' arms as we waited for the parking lot tram
that would take us to our cars. My forty-year-old feet ached, and I felt a
bit sad to think that in a couple of days I would be leaving California,
my vacation over, to go back to my desk. But then I smiled to think that
for at least a day I felt ten years old again.
• Challenging the reader: By issuing a challenge to your readers,
you are helping them to redirect the information in the paper, and
they may apply it to their own lives. Example
Though serving on a jury is not only a civic responsibility but also
an interesting experience, many people still view jury duty as a
chore that interrupts their jobs and the routine of their daily lives.
However, juries are part of America's attempt to be a free and just
society. Thus, jury duty challenges us to be interested and
responsible citizens.

• Looking to the future: Looking to the future can emphasize the

importance of your paper or redirect the readers' thought process. It
may help them apply the new information to their lives or see
things more globally. Example
Without well-qualified teachers, schools are little more than
buildings and equipment. If higher-paying careers continue to
attract the best and the brightest students, there will not only be a
shortage of teachers, but the teachers available may not have the
best qualifications. Our youth will suffer. And when youth suffers,
the future suffers.