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Useful Tips to Write a Fantastic Conclusion to Any Paper

Student in the Library

In most cases, thesis and concluding paragraphs of paper are the hardest parts of to write, but they're no doubt worth investing your hours and efforts in. An essay writer should keep in mind that these two parts are often what a reader memorizes best. Even if it seems there is nothing you can add after presenting your piece of work, you still have to make sure your ending fraction is the best part of the writing as it can have a substantial influence on your readers' final opinion of your piece of work. Find more information at

Why Do We Need It?

Introduction and conclusion sections are like bridges in our essays. A well-written thesis part can catch a person's attention and transfer them from their daily routine and issues to the realization that the topic of the paper they read is indeed necessary. The same way, a fantastic final chapter can return them back to their day-to-day business. But a well-written concluding section will help the readers see that all the facts and evidence you presented should matter even after they are done reading your workpiece.

A good concluding paragraph makes people glad they've found and read your piece of writing. It should give an interesting thought or idea to take away, a small thing that can help them see things from a different perspective. A conclusion is your gift to your readers; it's your suggestions of broader implications that cannot only interest people who read your writing piece, but reach into their lives and touch their souls in some ways.

A concluding paragraph is your ideal opportunity to say the final word regarding the issue you've chosen to discuss in the paper, to finalize your ideas regarding it, to show your own thoughts and their significance, to provide people who read the essay with a new view of the chosen subject, and to help your readers form an impressive final effect.

Things to Follow

Here is a guide for you:

Refer to the beginning

By returning to the thesis, you bring your readers full circle. You may do this by using keywords or paralleling notions and ideas that you offered in your introduction paragraph. For example, if you start your work by expressing your own way of thinking regarding the chosen topic, you can finish with the same thought as proof that your piece of writing is capable of creating a new appreciation of the problem.

Offer a resolution

Propose a reason for the further involvement. Give the people who read your writing an example a new example of a solution to the issue you've raised, or simply a course of actions for the onward study and investigations.

Put everything together

A smart idea is trying to do your best to synthesize, not just summarize: it's good to include a short abridgment of the primary purposes you have described in your writing, but try to not just replicate facts you've already stated in the main body. Your goal is to show to your audience that all your personal ideas and thoughts, the facts that support them, and evidence you have found actually fit together.

Ask yourself

If you feel you're stuck and doesn't understand what else to present in your last chapter, read your writing one more time and whenever you come across a statement from your concluding paragraph, ask yourself 'So what?' or 'Why would anyone care?', then answer those questions and write down your answers.

Things to Avoid

Thinking Person

Here are several types of ineffective conclusions you better avoid writing:

Mysterious conclusions

Sometimes, writers choose a strategy of mentioning the thesis of their work for the first time only in the concluding part of the paper. They think it's more dramatic and exciting to not lay all the cards on the table at the very beginning of the article but keep their readers tempting until the very end and then shock them with the main idea. The truth is, however, a reader doesn't expect any mystery while reading an academic writing but hopes to see a logical discussion of the subject with a clear defined introduction part in the beginning so to comprehend the origin of the raised problem.

Resist the willing to apologize

Surely, when you've immersed yourself in the subject of your research, by the time you've finished your writing, you may be having some second thoughts regarding the matter you've presented. (And if haven't done any research on the topic, you may feel even more doubtful about your piece of writing by the time you come to the final part.) Do your best to get rid of those doubts, never undercut your weight by saying things like 'this is only my point of view; there may be other, more interesting approaches regarding this issue...'

'That's my point and that's it', conclusions

Such conclusions are usually very short and only relate the thesis. Writers end their papers this way only when they have nothing else to say and don't feel the need to push the idea forward. This type conclusion is not practical as there is no point in it; such an ending of your paper will never be able to catch your readers' attention or have any impact on creating a fantastic impression of your writing.

'Grab Bag' endings

These are the endings that contain additional facts or information which the person who had written the paper found but didn't include in the main body of the writing because of some reasons. Of course, it's tough to leave out all the interesting details you have come across after days and nights of tough research, but specifying these additional data or evidence in the ending chapter of the already well-organized piece of writing may only confuse the readers.

General things to avoid

  • Starting with boring and overused phrases like 'in conclusion,' 'to summarize with', etc. Such word combinations are better to be used in oral speeches, not in academic essays;
  • Mentioning the thesis for the first time only in the concluding paragraph;
  • Providing the readers with new facts and information in your conclusion;
  • Finishing the writing with a paraphrased introduction paragraph;
  • Adding new data (citations, evidence, or statistic data) that should be represented in the main body of the work instead;

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