conclusion for writing skills

Module: Beyond the Five-Paragraph Essay

Conclusions, learning objectives.

• Identify successful strategies for writing introductions and conclusions
• Evaluate successful strategies for writing introductions and conclusions

First off, try to avoid beginning your conclusion with the words “In conclusion.” This section should help you consider ways to write so that readers can clearly see you are ending your piece without announcing it in such blunt terms.

A satisfying conclusion allows a reader to finish your paper with a clear understanding of the points you made and hopefully even a new perspective on the topic. Any one paper might have a number of conclusions, but as the writer, you must consider who the readers are and the conclusions you want 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. (Don’t literally use the same sentence(s) as in your introduction, but come up with a comparable way of restating your thesis.) You’ll want to smoothly conclude by showing that the judgment you have reached is, in fact, reasonable.

Just restating your thesis isn’t enough, though, as doing so would be ending with a five-paragraph-essay format. Ideally, 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 could describe how the world would be different, or people’s lives changed, if they ascribed to your perspective, plan, or idea.

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.

Below is a list that captures these ideas and other potential goals of a conclusion. Conclusions might

• Summarize the argument in fresh language (especially in longer pieces of writing)
• “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.

Finally, 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. Think of important pieces of writing throughout history, and contemplate why they are so effective.

As you finish reading this section and prepare to test your knowledge, read over “The Declaration of Independence” [1] . Pay special attention to the introduction and conclusion to see how our Founding Fathers used those sections 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. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: 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 Brittish 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.

• https://www.archives.gov/founding-docs/declaration-transcript ↵
• Introductions and Conclusions. Authored by : Jay Jordan. . Provided by : The University of Utah University Writing Program. Project : Open2010. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

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

Make a Gift

So much is at stake in writing a conclusion. This is, after all, your last chance to persuade your readers to your point of view, to impress yourself upon them as a writer and thinker. And the impression you create in your conclusion will shape the impression that stays with your readers after they've finished the essay.

The end of an essay should therefore convey a sense of completeness and closure as well as a sense of the lingering possibilities of the topic, its larger meaning, its implications: the final paragraph should close the discussion without closing it off.

To establish a sense of closure, you might do one or more of the following:

• Conclude by linking the last paragraph to the first, perhaps by reiterating a word or phrase you used at the beginning.
• Conclude with a sentence composed mainly of one-syllable words. Simple language can help create an effect of understated drama.
• Conclude with a sentence that's compound or parallel in structure; such sentences can establish a sense of balance or order that may feel just right at the end of a complex discussion.

To close the discussion without closing it off, you might do one or more of the following:

• Conclude with a quotation from or reference to a primary or secondary source, one that amplifies your main point or puts it in a different perspective. A quotation from, say, the novel or poem you're writing about can add texture and specificity to your discussion; a critic or scholar can help confirm or complicate your final point. For example, you might conclude an essay on the idea of home in James Joyce's short story collection,  Dubliners , with information about Joyce's own complex feelings towards Dublin, his home. Or you might end with a biographer's statement about Joyce's attitude toward Dublin, which could illuminate his characters' responses to the city. Just be cautious, especially about using secondary material: make sure that you get the last word.
• Conclude by setting your discussion into a different, perhaps larger, context. For example, you might end an essay on nineteenth-century muckraking journalism by linking it to a current news magazine program like  60 Minutes .
• Conclude by redefining one of the key terms of your argument. For example, an essay on Marx's treatment of the conflict between wage labor and capital might begin with Marx's claim that the "capitalist economy is . . . a gigantic enterprise of dehumanization "; the essay might end by suggesting that Marxist analysis is itself dehumanizing because it construes everything in economic -- rather than moral or ethical-- terms.
• Conclude by considering the implications of your argument (or analysis or discussion). What does your argument imply, or involve, or suggest? For example, an essay on the novel  Ambiguous Adventure , by the Senegalese writer Cheikh Hamidou Kane, might open with the idea that the protagonist's development suggests Kane's belief in the need to integrate Western materialism and Sufi spirituality in modern Senegal. The conclusion might make the new but related point that the novel on the whole suggests that such an integration is (or isn't) possible.

Finally, some advice on how not to end an essay:

• Don't simply summarize your essay. A brief summary of your argument may be useful, especially if your essay is long--more than ten pages or so. But shorter essays tend not to require a restatement of your main ideas.
• Avoid phrases like "in conclusion," "to conclude," "in summary," and "to sum up." These phrases can be useful--even welcome--in oral presentations. But readers can see, by the tell-tale compression of the pages, when an essay is about to end. You'll irritate your audience if you belabor the obvious.
• Resist the urge to apologize. If you've immersed yourself in your subject, you now know a good deal more about it than you can possibly include in a five- or ten- or 20-page essay. As a result, by the time you've finished writing, you may be having some doubts about what you've produced. (And if you haven't immersed yourself in your subject, you may be feeling even more doubtful about your essay as you approach the conclusion.) Repress those doubts. Don't undercut your authority by saying things like, "this is just one approach to the subject; there may be other, better approaches. . ."

Copyright 1998, Pat Bellanca, for the Writing Center at Harvard University

21 Writing an Introduction and Conclusion

The introduction and conclusion are the strong walls that hold up the ends of your essay. The introduction should pique the readers’ interest, articulate the aim or purpose of the essay, and provide an outline of how the essay is organised. The conclusion mirrors the introduction in structure and summarizes the main aim and key ideas within the essay, drawing to a logical conclusion. The introduction states what the essay will do and the conclusion tells the reader what the essay has achieved .

Introduction

The primary functions of the introduction are to introduce the topic and aim of the essay, plus provide the reader with a clear framework of how the essay will be structured. Therefore, the following sections provide a brief overview of how these goals can be achieved. The introduction has three basic sections (often in one paragraph if the essay is short) that establish the key elements: background, thesis statement, and essay outline.

The background should arrest the readers’ attention and create an interest in the chosen topic. Therefore, backgrounding on the topic should be factual, interesting, and may use supporting evidence from academic sources . Shorter essays (under 1000 words) may only  require 1-3 sentences for backgrounding, so make the information specific and relevant, clear and succinct . Longer essays may call for a separate backgrounding paragraph. Always check with your lecturer/tutor for guidelines on your specific assignment.

Thesis Statement

The thesis statement is a theory, put forward as a position to be maintained or proven by the writing that follows in the essay. It focuses the writer’s ideas within the essay and all insights, arguments and viewpoints centre around this statement. The writer should refer back to it both mentally and literally throughout the writing process, plus the reader should see the key concepts within the thesis unfolding throughout the written work. A separate section about developing the thesis statement has been included below.

Essay Outline Sentence/s

The essay outline is 1-2 sentences that articulate the focus of the essay in stages. They clearly explain how the thesis statement will be addressed in a sequential manner throughout the essay paragraphs. The essay outline should also leave no doubt in the readers’ minds about what is NOT going to be addressed in your essay. You are establishing the parameters, boundaries, or limitations of the essay that follows. Do not, however, use diminishing language such as, “this brief essay will only discuss…”, “this essay hopes to prove/will attempt to show…”. This weakens your position from the outset. Use strong signposting language, such as “This essay will discuss… (paragraph 1) then… (paragraph 2) before moving on to… (paragraph 3) followed by the conclusion and recommendations”. This way the reader knows from the outset how the essay will be structured and it also helps you to better plan your body paragraphs (see Chapter 22).

Brief Example

(Background statement) Nuclear power plants are widely used throughout the world as a clean, efficient source of energy. (Thesis with a single idea) It has been proven that thermonuclear energy (topic) is a clean, safe alternative to burning fossil fuels. (Essay outline sentence) This essay will discuss the environmental, economic, social impacts of having a thermonuclear power plant providing clean energy to a major city.

• Background statement
• Thesis statement – claim
• Essay outline sentence (with three controlling ideas )

Regardless of the length of the essay, it should always have a thesis statement that clearly articulates the key aim or argument/s in the essay. It focuses both the readers’ attention and the essay’s purpose. In a purely informative or descriptive essay, the thesis may contain a single, clear claim. Whereas, in a more complex analytical, persuasive, or critical essay (see Chapter 15) there may be more than one claim, or a claim and counter-claim (rebuttal) within the thesis statement (see Chapter 25 – Academic Writing [glossary]). It is important to remember that the majority of academic writing is not only delivering information, it is arguing a position and supporting claims with facts and reliable examples. A strong thesis will be original, specific and arguable. This means it should never be a statement of the obvious or a vague reference to general understandings on a topic.

Weak Thesis Examples

The following examples are too vague and leave too many questions unanswered because they are not specific enough.

“Reading is beneficial” – What type of reading? Reading at what level/age? Reading for what time period? Reading what types of text? How is it beneficial, to who?

“Dogs are better than cats” – Better in what way? What types of dogs in what environment? Domesticated or wild animals? What are the benefits of being a dog owner? Is this about owning a dog or just dogs as a breed?

“Carbon emissions are ruining our planet” – Carbon emissions from where/what? In what specific way is our planet suffering? What is the timeframe of this problem?

A strong thesis should stand up to scrutiny. It should be able to answer the “So what?” question. Why should the reader want to continue reading your essay? What are you going to describe, argue, contest that will fix their attention? If no-one can or would argue with your thesis, then it is too weak, too obvious.

Your thesis statement is your answer to the essay question.

A strong thesis treats the topic of an essay in-depth. It will make an original claim  that is both interesting and supportable, plus able to be refuted. In a critical essay this will allow you to argue more than one point of view (see Chapter 27 – Writing a Discursive Essay ). Again, this is why it is important that you complete sufficient background reading and research on your topic to write from an informed position.

Strong Thesis Examples

“Parents reading to their children, from age 1-5 years, enhance their children’s vocabulary, their interest in books, and their curiosity about the world around them.”

“Small, domesticated dogs make better companions than domesticated cats because of their loyal and intuitive nature.”

“Carbon emissions from food production and processing are ruining Earth’s atmosphere.”

As demonstrated, by adding a specific focus, and key claim, the above thesis statements are made stronger.

Beginner and intermediate writers may prefer to use a less complex and sequential thesis like those above. They are clear, supportable and arguable. This is all that is required for the Term one and two writing tasks.

Once you become a more proficient writer and advance into essays that are more analytical and critical in nature, you will begin to incorporate more than one perspective in the thesis statement. Again, each additional perspective should be arguable and able to be supported with clear evidence. A thesis for a discursive essay (Term Three) should contain both a claim AND counter-claim , demonstrating your capacity as a writer to develop more than one perspective on a topic.

A Note on Claims and Counter-claims

Demonstrating that there is more than one side to an argument does not weaken your overall position on a topic. It indicates that you have used your analytical thinking skills to identify more than one perspective, potentially including opposing arguments. In your essay you may progress in such a way that refutes or supports the claim and counter-claim.

Please do not confuse the words ‘claim’ and ‘counter-claim’ with moral or value judgements about right/wrong, good/bad, successful/unsuccessful, or the like. The term ‘claim’ simply refers to the first position or argument you put forward, and ‘counter-claim’ is the alternate position or argument.

Discursive Essay Thesis – Examples adapted from previous students

“ Although it is argued that renewable energy may not meet the energy needs of Australia, there is research to indicate the benefits of transitioning to more environmentally favourable energy sources now.”

“It is argued that multiculturalism is beneficial for Australian society, economy and culture, however some members of society have a negative view of multiculturalism‘s effects on the country.”

“The widespread adoption of new technologies is inevitable and may benefit society, however , these new technologies could raise ethical issues and therefore might be of detriment .”

Note the use of conjunctive terms (underlined) to indicate alternative perspectives.

In term three you will be given further instruction in developing a thesis statement for a discursive essay in class time.

The conclusion is the final paragraph of the essay and it summarizes and synthesizes the topic and key ideas, including the thesis statement. As such, no new information or citations should be present in the conclusion. It should be written with an authoritative , formal tone as you have taken the time to support all the claims (and counter-claims) in your essay. It should follow the same logical progression as the key points in your essay and reach a clear and well-written conclusion – the statement within the concluding paragraph that makes it very clear you have answered the essay question. Read the marking criteria of your assignment to determine whether you are also required to include a recommendation or prediction as part of the conclusion. If so, make recommendations relevant to the context and content of the essay. They should be creative, specific and realistic. If you are making a prediction, focus on how the information or key arguments used in the essay might impact the world around you, or the field of inquiry, in a realistic way.

A strong, well-written conclusion should draw all of the threads of the essay together and show how they relate to each other and also how they make sense in relation to the essay question and thesis.

make clear, distinct, and precise in relation to other parts

Synonyms: catch and hold; attract and fix; engage

researched, reliable, written by academics and published by reputable publishers; often, but not always peer reviewed

concise expressed in few words

assertion, maintain as fact

a claim made to rebut a previous claim

attract and hold

used to link words or phrases together See 'Language Basics'

able to be trusted as being accurate or true; reliable

decision reached by sound and valid reasoning

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to write a Conclusion

What is a Conclusion?

Before we learn how to write a conclusion, we need to determine what a conclusion is.

A conclusion is the final sentences or paragraph in a piece of writing that signifies the end of a text, event or process.

We can find conclusions everywhere, from narratives, letters and reports to persuasive essays and speeches.

Conclusions perform many functions, which we will examine throughout this article. Fundamentally, they wrap everything up and finish a piece of writing or a presentation.

Unfortunately, conclusions are often the most challenging section of a paper to write. They are the final words of the writer on the topic and, as a result, play a crucial part in the lasting impression the writing leaves on the reader.

For this reason, our students must take time to understand clearly the functions of a conclusion and how they work. Time spent mastering the art of conclusion writing will be time well spent.

A COMPLETE UNIT ON HOW TO WRITE A CONCLUSION

Teach your students to write  POWERFUL   CONCLUSIONS  that put a bow on a great piece of writing. All too often, students struggle to conclude their writing. Stumbling, repeating themselves, or missing the opportunity to make a lasting impression.

This  COMPLETE UNIT OF WORK  will take your students from zero to hero over  FIVE STRATEGIC LESSONS  covered.

What is the Purpose of a Concluding Paragraph

Unfortunately, there is no one-size-fits-all formula we can teach our students that they can use to write any conclusion. Conclusions perform several functions, varying widely from paper to paper. Some of these functions include:

• Restates a paper’s thesis and explains why it’s important
• Synthesizes the essay’s arguments
• It opens up new questions
• Addresses limitations
• Makes a call to action.

Not all conclusions will perform each of these functions. How our students approach writing their conclusions will depend on several factors, including:

• The conventions of the writing genre
• The intended audience and their motivations
• The formality or informality of the paper
• The tone of the writing.

 Now, let’s look at each of the functions of a conclusion one by one, along with a practice activity for each to give our students some hands-on practice.

1. A Concluding Paragraph Restates the Thesis and Explains Why

One of the most common errors in writing a conclusion is to use it to simply restate the thesis. Though this is widely taught, it isn’t enough.

The student should also explain why the argument made in their thesis is important. This involves considering the more widespread impact of the thesis and its supporting arguments.

  The conclusion should inform the reader why the thesis matters by answering questions similar to the following:

• What are the wider societal implications of the thesis?
• Does the thesis challenge a widely accepted idea or belief?
• Does the thesis have significance for how things could be done in the future?

To write a conclusion in this vein, it is helpful for students to compose similar type questions relevant to their thesis, which they can then set out to answer.

These questions will vary widely according to the subject being written about and the genre being written in. Still, regardless, the conclusion should highlight the thesis’s significance to the wider world. This will bring context to the writing as a whole.

Example: In conclusion, this paper has argued that increasing access to education is essential for reducing poverty and promoting economic development. We have presented evidence from various studies showing the positive correlation between education and income and the role of education in fostering other developmental goals, such as improved health and reduced inequality. Restating the thesis, we can say that access to education is a fundamental human right and should be prioritized as a key development strategy to reduce poverty and promote sustainable economic growth. The evidence presented in this paper supports this argument, making a case for the importance of increasing access to education for the well-being of individuals and societies.

2. A CONCLUSION SYNTHESIZES THE PAPER’S ARGUMENTS

This is another very common function performed by the conclusion. While each body paragraph in the paper may correspond to a single specific argument in support of the central thesis, in the conclusion, the various strands of supporting arguments are woven into a coherent whole.

The conclusion is not the place to introduce new arguments or to simply list the arguments made in the body paragraphs. Instead, it provides a final opportunity for your students to drive home their main arguments one last time and make connections between them to reveal a coherent whole.

Often, a conclusion will combine functions of functions 1 and 2 by restating the thesis, synthesizing the arguments, and explaining the wider significance of the thesis.

When considering how to write a conclusion for an argumentative essay, remember to synthesize it.

Example: In conclusion, this paper has presented a thorough examination of the current state of renewable energy sources and their potential to combat climate change. Through an analysis of the economic and technical feasibility of various renewable energy options, we have shown that renewable energy is a viable and necessary solution to reducing carbon emissions. Additionally, we have highlighted the importance of government policies and investment in research and development to accelerate the adoption of renewable energy. Overall, this paper argues that renewable energy is a crucial step in the fight against climate change and must be prioritized to secure a sustainable future.

3. A CONCLUSION CAN OPEN UP NEW QUESTIONS

We often think of conclusions as drawing things to a close. But there’s another way of looking at things. Often, through the process of making various arguments in a piece of writing, new questions will emerge naturally.

This method is commonly encountered when exploring how to write a conclusion for a thesis.

This often occurs when the central thesis is set in a broader context. We can think of the progression of an essay as moving from a thesis statement through evermore specific arguments that support that initial thesis statement.

To open up new questions in the conclusion, the student should move from the specific to the more general, generating further possible lines of inquiry on the topic as they go. The effect of this type of conclusion is to spark the reader’s curiosity and further interest in the subject.

Example: In conclusion, our research has provided an in-depth examination of the effects of climate change on biodiversity. Our findings indicate that climate change is having a significant impact on the distribution and abundance of species. However, our research has also revealed that there are still many unanswered questions about the mechanisms driving these changes. For example, more research is needed to understand the role of different species interactions and the effects of climate change on specific ecosystem functions. We hope our research will serve as a foundation for further studies and inspire other researchers to continue investigating the complex relationship between climate change and biodiversity.

4. A CONCLUSION PARAGRAPH ADDRESSES THE LIMITATIONS

This method is often used in academic or scientific writing when considering how to write a conclusion for a report. In it, the student writer directly explores the weaknesses of their arguments.

It’s perhaps the bravest type of conclusion there is! Students need to be careful not to destroy their own thesis in the process. A sentence mentioning the limitation, quickly followed by a sentence or two addressing the problem, should be enough.

When done well, this strategy strengthens the impact of a paper by dealing head-on with potential criticisms and making strong counter-arguments in the process.

Example: In conclusion, our research provides valuable insights into the relationship between environmental factors and academic performance. However, it is important to note that our study has limitations. Firstly, the sample size was relatively small, and our results may not be generalizable to a larger population. Additionally, our study only considered one specific type of environmental factor and did not take into account other factors that may impact academic performance. Despite these limitations, our research provides a starting point for future studies in this area.

5. A CONCLUSION CAN OFFER A CALL TO ACTION

In a call-to-action type conclusion, the writer compels the reader to take a desired action or perform a particular task. This type of conclusion aims to persuade the reader or listener to do something.

Call-to-action conclusions work in various genres, including presentations, speeches, advertisements, and persuasive essays .

There are various techniques students can use to inspire action in their conclusions, such as appeals to emotions, the use of strong imperatives, or appeals to the reader’s or the listener’s self-interest.

Example: In conclusion, our research highlights the importance of access to clean drinking water in developing countries. Our findings show that a lack of access to clean water can lead to serious health issues and negatively impact the economy. However, it is not enough to simply acknowledge this problem – action must be taken. We call on governments, non-profit organizations, and individuals to take action by investing in infrastructure and providing education on sanitation and hygiene. Together, we can work towards providing access to clean water for all, and, ultimately, improve the quality of life for people living in developing countries.

Tips for Writing a Strong Conclusion

As young writers, crafting a solid conclusion for your essay is essential to communicate your ideas effectively. A well-written conclusion can help to summarize your main points, provide closure to your argument, and leave a lasting impression on your reader. Here are ten tips for writing a strong conclusion to an essay for high school students:

• Restate the main idea of your essay. A good conclusion should summarize the main points of your essay and reiterate the main idea or thesis statement.
• Provide closure to your argument. Your conclusion should provide a sense of closure to your argument and tie up any loose ends.
• Emphasize the importance of your topic. Your conclusion should also emphasize the importance of the topic you have discussed and why it matters to your reader.
• Offer a call to action. Encourage your reader to take action or think more deeply about the issues you have discussed in your essay.
• Avoid introducing new information. Your conclusion should be a summary of your main points, not a place to introduce new information or ideas.
• Keep it simple. Avoid using complex phrases or convoluted language in your conclusion.
• Use a strong concluding sentence. Your last sentence should be a powerful statement that leaves a lasting impression on your reader.
• Avoid summarizing every point. You don’t have to summarize every point you made in the essay; pick the main and most important ones.
• Reflect on your essay’s meaning. Take a step back and reflect on the overall meaning of your essay and the message you want to convey to your reader.
• Revise and proofread . Revise and proofread your conclusion carefully to ensure it is clear, concise, and error-free.

By following these tips, you can write a strong conclusion that effectively communicates your ideas and leaves a lasting impression on your reader.

What shouldn’t a conclusion do?

So far, we’ve discussed some conclusion writing strategies by discussing things a good conclusion should do. Now, it’s time to look at some things a conclusion shouldn’t do.

The following list contains some of the most common mistakes students must avoid making in their conclusions. This list can help students troubleshoot their conclusions when they get stuck or run into problems.

1. Uses a Vague Thesis Statement

If the student struggles to make a powerful impact in their conclusion, it may be because their thesis statement is too vague.

If this is the case, they messed up long ago.

The first time the reader sees the thesis statement should be in the introduction. Because all arguments stem from that statement, a comprehensive rewrite of the entire paper will most likely be needed.

2. Opens with a Clichéd Phrase

When students begin to learn to write conclusions, they often learn some stock phrases to help kickstart their writing. Phrases such as ‘in conclusion’ or ‘to conclude’ can be useful as prompts to get students quickly into the meat of their writing. However, overuse of such stock phrases can leave the writing feeling mechanical.

Ultimately, we want more for our students. If one of the purposes of a conclusion is to make a powerful impact on the reader, we must encourage our students to be creative and bold in their writing.

3. Doubts the Thesis

In the first part of this article, we briefly discussed the idea of addressing the limitations of the thesis and supporting arguments. This can be an effective strategy for students, but it can also be risky. The student needs to ensure they don’t undermine their stance.

When students use this strategy, ensure they understand that addressing limitations is not the same thing as apologizing for the position held. A good conclusion is impossible without the writer actually concluding something; conclusions should end with a strong statement.

4. Contains Irrelevancies

Students must ensure that every piece of information in their essay or article is relevant to the topic and thesis.

One of the most common mistakes students make is failing to ‘kill their babies’. That is, they go off on a tangent in their writing but are reluctant to remove the offending sentences in the editing process.

Often this happens because the student doesn’t want to throw out something they spent time writing, even if it’s utterly irrelevant to the topic they’re writing about.

At other times, students fail to be merciless in their editing because they’re waffling to reach an assigned word count.

In this case, it’s important to remind students that to the seasoned eye of a teacher or examiner, any puff and padding in their writing is obvious.

5. Fails to Address the Why?

As an article or a paper draws to a close, it’s essential that the reader feels the time they spent reading was time well invested. To achieve this, the student must answer the why? question satisfactorily. Students should make sure their readers leave their writing feeling like they have learned something of value, are inspired to take action or have new questions to research and answer.

Drawing the Curtains on Our Work on Conclusions

We’ve covered a lot of ground in our article on conclusions. We’ve looked at strategies and techniques our students can use to hone their conclusion-writing skills.

Now, it’s up to us as teachers to create opportunities for our students to perfect their understanding and ability to use these strategies and techniques in their writing.

While the ideas above will go a long way to ensuring your students are capable of composing well-written conclusions, with time and practice, they’ll develop their own style and approach to the conclusion conundrum – and surely there can be no more fitting conclusion than that!

Conclusion Writing Teaching Strategies and Activities

Practice Activity: Connect to the Wider World : To practice this, provide the students with a copy of a well-written essay suited to their level but with the concluding paragraph snipped out. Challenge the students to first identify the thesis statement, it should be in the essay’s introduction, and then to write a conclusion that connects that thesis to the wider world by explaining why it matters.

Practice Activity: Write the Conclusion First : Sometimes, it’s helpful for students to think of the conclusion as the destination their writing is headed for. The next time your students have completed an outline for an essay , instruct them to write the conclusion first. In it, they should explore the reasons for their thesis and its wider significance and synthesize their arguments. This gives the students a clear focus for the preceding introduction and body paragraphs and gives their writing a clear direction to work towards.

Practice Activity: Shift Perspective : For many students, writing this style of conclusion will require a shift in their understanding of the purpose of a conclusion. One good way to begin to shift that perspective is to encourage students to rewrite conclusions they’ve written previously in old essays. For example, they might shift the focus of a conclusion from a local significance to global significance or from historical significance to contemporary significance.

Practice Activity: Poke the Weak Points

Students take a conclusion they have written already, such as one written for a previous activity. Then, set the students the task of rewriting the conclusion to address any limitations of the supporting arguments. To do this, students need to ask themselves:

• What aspects of my arguments are open to contradiction?
• How can I address those contradictions?

Practice Activity: Blog It! : Blogs often use calls to action in the conclusions of their informational articles. Set your students the task of identifying several blogs on subjects that interest them. Students may benefit from doing this activity in groups.

Once they’ve identified some suitable websites, instruct the students to look at the conclusion of some of the articles.

• Can they identify any calls to action there?
• How do the writers introduce their calls to action?
• What techniques does the writer use to motivate the reader?

Challenge students to identify as many different motivational techniques and strategies as possible and then make a list that they can then share with the class.

When students have become good at identifying calls to action and the various motivational techniques and strategies, they can then write a blog article on a subject that interests them, making sure to include a call to action in their conclusion.

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A conclusion is a call to action. It reiterates the main idea of the essay stated in the introduction, summarizes the evidence presented in the body of the essay, draws any conclusions based on that evidence, and brings a written composition to a logical close.

An essay, a research paper, or a report can end with any of the following:

• a short summary of the main idea
• a call to action
• a reiteration of the main points made
• a proposed solution to the question raised in the thesis statement
• a statement of the significance of findings
• a statement of the limitations of the study or research
• a recommendation for further exploration of the subject

Rule to Remember

A conclusion reiterates the importance of the main idea and summarizes the evidence presented in support of it.

Things to avoid in conclusions:

• repeating the thesis verbatim
• repeating ideas from the introduction
• introducing a new idea not discussed in the main body of the paper
• apologizing for your views

Sample Conclusion

Advantages of the online delivery of instruction abound; it is the limitations educators often fail to consider. There has to be a well-thoughtout assessment of the curriculum, instructor training programs, technology, and students who will be participating in online programs. Poorly developed curriculum, instructors who are untrained in online delivery of courses, inadequate assessment of student computer skills, and technology accessibility can all contribute to the failure of web-based instruction and result in unmet expectations on the part of students. While educators should take full advantage of all the strengths online instruction has to offer, at the same time they have to strive hard to minimize some of its limitations.

From a student research paper on Advantages and Limitations of Web-Based Instruction

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• Addressing the Audience
• Introduction
• Thesis Statement
• Supporting Paragraphs
• Transitions
• Revision Process

Writing Conclusions

Studies have shown that the human brain is more likely to remember items at the beginnings and ends of lists, presentations, and other texts. When people recall the last thing they read or hear, that’s called the “recency effect” because they’re remembering the most recent information they’ve encountered (“Recency Effect”). This is why the last thing you write is so important. It’s your final chance to make an impression on your readers.

What Is the Purpose of a Conclusion?

Conclusions have two jobs:

• Leave readers with something to think about.
• Clarify why your topic matters to them and the larger community (whether that be the class, their neighborhood or the whole wide world).

Sometimes the conclusion is called the “So what?” section of the text because it helps readers understand the significance of your subject.

What Techniques Keep Readers Thinking about the Topic at the End of a Piece of Writing?

Funny enough, some of the same methods that work for the introduction also work for the conclusion. However, the formula is a little different.

A good conclusion = a call to action and/or a connection between the topic and the reader. In other words, because you’re trying to end your piece, you don’t want to start making new claims or sharing new research. Instead, you’ll want to help readers see how they relate to your subject matter. Sometimes this means suggesting that the reader do something specific. That’s a call to action. You can also end by raising questions related to your topic or by making suggestions for how this topic may develop in the future. Leaving readers with interesting ideas to think about is key to a successful conclusion.

The following are some methods and examples for concluding an essay and giving your readers a sense of closure or an idea of what you would like them to think about or do next.

Method : Make a call to action. The goal of a call to action is to prompt readers to do something.

Example : 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.

Method : Ask a rhetorical question. A rhetorical question is meant to make people think, but not necessarily come to an answer. Often, the answer to rhetorical questions is clear right away, but the deeper significance needs to be pondered.

Example : 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.

Method : Share an anecdote or story that will keep the issue in the forefront of the readers’ minds. An interesting snapshot of someone’s life or story about an intriguing character will help humanize the topic and help the readers remember your message. If you used an anecdote or story in the introduction, this is an opportunity to reconnect with that at the end of your piece.

Example : Lin-Manuel Miranda, the creator of the hit Broadway musical Hamilton , says that arts education saved his life. He went to an elementary school where the sixth grade put on a famous play every year—everything from Fiddler on the Roof to The Wizard of Oz— but by the time Miranda’s class was in sixth grade, the teachers had run out of plays appropriate for children, so they had the sixth graders write their own musicals in addition to performing all the musicals from the previous years. That four-hour-long musical extravaganza was Miranda’s first experience of writing and acting in his own production (Raskauskas). The opportunity that his teachers provided him turned into a lifelong passion. All students should have that same opportunity to connect with the arts in meaningful ways.

(For more of Miranda’s story, see this article from Wolf Brown, “ The Case for Arts Education: Don’t Take Away Their Shot .”)

Method : Share a quote by an expert or historical figure. Choose a quote from someone who is well known in a relevant field and who has expertise on your topic. This will lend your conclusion credibility and leave readers with something powerful to consider.

Example : 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.

Exercise: Good or Bad Conclusion?

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 below about teenagers and decision making. Which ones pull you in? Which ones are less interesting? What’s the difference? Work with peers to decide.

• 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.

Exercise: Write a Conclusion

Now that you’ve had an opportunity to think about some different approaches and techniques for writing conclusions, let’s practice. Find an entry in your journal or a draft of a piece of writing you’re working on this term and use what you’ve learned in this section to write a compelling conclusion to your piece.

If you don’t currently have a piece to work with, you can write a conclusion using one of the scenarios below. Read through the following list and choose one.  Then, practice writing a concluding statement or paragraph on the topic.  One to three sentences is enough.

• Persuade your local school board members that the elementary school should change the way it teaches sex education.
• Persuade teens to travel to a foreign country 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.
• Inform young athletes who may want to play football of the possible risks and benefits.
• 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.

See the discussion about “Writing Endings” in the “ Writing a First Draft ” section of the “Drafting” portion of this text for more on writing conclusions as part of your drafting process.

The Word on College Reading and Writing Copyright © by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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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.

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Writing a Conclusion

The conclusion unifies.

The conclusion serves to unify the entire paper, pulling together the ideas contained in it and pointing out their larger significance. When writing a conclusion, consider what you have written thus far, about the substance of each section, and summarize what it all means.

The effective conclusion to an essay stimulates the reader to think more about the topic; a conclusion should not just reiterate the introduction. You should review your main points and re-examine your thesis in light of all that you have argued in your essay. Try to point toward the larger significance of your ideas.

While your conclusion should not be a replica of your introduction, presenting the two as a pair can be effective if, in concluding, you go beyond what you have said in the introduction. You might wish to “book-end” your essay with a pair of quotations, anecdotes, or events that seem to capture the essence of the way you see the topic. Symmetry can provide a satisfying sense of having come full circle.

The box below suggests ideas to include in your conclusion. Not all of the suggestions should be included in the same conclusion.

Good Ideas For Conclusions

• Review and tie together your main points using new language.
• Point toward the larger significance of what you have argued. If everything you claim is true, so what?
• Use a significant quotation that supports the thesis. This quotation could, but need not, relate to a quotation used in the introduction.
• Use an anecdote that supports the thesis.
• If your essay has pointed out a problem or a number of problems, use the last paragraph to suggest solutions. These problems do not have to be solved completely. Complex problems rarely are.
• Widen the perspective in the concluding paragraph: show how your thesis has implications beyond the immediate scope of the essay. But Be careful not to jump tracks into a whole new topic, or to introduce ideas that you ought to have considered in the essay.

What To Avoid in Your Conclusion

• “In conclusion (or in summary) I have proved that . . . .” The reader’s natural response will be “Oh, have you?”
• Minor details or afterthoughts. Do not be anticlimactic.
• Simply recopying your introduction or topic sentences.
• Apologizing for your opinions.
• Obvious expressions, fan-mail about literature, writers, historical figures. Revealing excellence is admirable, but try not to rave about it adoringly instead of relating it usefully to your thesis.

Worksheet: Writing Better Introductions and Conclusions 

Writing a Conclusion

Writing a conclusion is an important part of any piece of writing. It is often possible to get a good overview of an assignment by looking briefly at the conclusion. However, writing a conclusion can be quite difficult. This is because it can often be hard to find something interesting or useful to say in the conclusion. Conclusions should be attractive and interesting but often they are rather dull and "formula written".

Although formulae for writing conclusions are tempting to use, it is always best to avoid set phrases such as "Therefore, let us conclude that..." which are clichés, and do not help to end your work in the best light.

Helpful information, advice and materials for writing conclusions

1. What are the typical ingredients in a conclusion?  

2. What are the differences between writing conclusions to essays and to dissertations/theses?

3. See a sample conclusion

4. Try a practice activity

5. Check out further advice on writing conclusions

6. Download a checklist to help you edit your written work

What are the typical 'ingredients' of a conclusion?  

Trzeciak and Mackay (1994) ( Study skills for academic writing. New York: Prentice Hall ) observe a number of useful "ingredients" that form part of a conclusion. Again (as with introductions) it will not always be necessary or desirable to include all the elements they mention. However, you will probably want to use some of these in some combination, in order to conclude your work.

• A summary of the main part of the text
• A deduction made on the basis of the main body
• Your personal opinion on what has been discussed
• A statement about the limitations of the work
• A comment about the future based on what has been discussed
• The implications of the work for future research
• Important facts and figures not mentioned in the main body

Pallant (2009) sees five basic ingredients of a conclusion as follows, though these will not always be used in the same conclusion:

• A summary of the main points (being careful not to repeat exactly what you have written before)
• Concluding statements  
• Recommendations
• Predictions

These recommendations probably apply more to discussion essays than they do to other kinds of assessed writing at university. For example, if you are writing a business plan or discussing a law scenario, or answering an examination question, you may not need the above elements, unless the question specifically asks you for them or unless it is known that it is expected of you in the discipline you are working in.

However, you will generally need a final section to indicate that you are 'rounding off' the discusion. Always be very careful to check what the conventions are in the discipline you are working in, and ideally, it is best to look at examples of past students' work so that you can see what you are aiming for.

  back ^

What are the differences between writing conclusions to essays and to dissertations/theses?  

When writing longer pieces of work, it is still very important to observe some of the principles above. For instance, you will still want to ensure that your conclusion really does conclude , and does not just go off at a tangent to discuss something that is unrelated to the thesis. Some people believe (mistakenly) that a conclusion is the place for you to relax and 'say whatever you want'. This is incorrect. If you do this, you will be likely to be marked down.

There are also likely to be some key differences in your approach when writing conclusions. Certainly, conclusions will be even more important in a dissertation or thesis, purely because of the length of the piece. Among the differences you will notice are the following:

• As well as having an overall conclusion to your dissertation or thesis, each chapter should also have a conclusion (as well as an introduction). The reason for this is that in a longer piece of writing, it becomes more important to remind the reader of what you have done and why you have done it, before you move onto the next stage.
• The conclusion of a dissertation or thesis is not an opportunity to engage in a personal 'rant'. You must draw out key aspects of the literature you have studied, along with your recommendations , and say how they are justified or contradicted by your research.
• It is a good idea in a chapter conclusion to remind the reader what happened in the chapter (e.g. In this chapter, the literature relating to the teaching of vocabulary was considered.). After this, you need to build a bridge linking this chapter with the next one. (e.g. This will be further discussed in the next chapter.)
• In a dissertation or thesis, there is likely to be a longer section on the limitations of your research . Important though this is, however, you also need to be sure to sell your research in the conclusion - so it is best not to be too negative or over-modest about your achievements at this point. The key to many dissertations and theses is the need to emphasise the contribution that it makes to research.
• In a dissertation or thesis, it is more likely that you will have a section on the need for future research . In an MA or MSc dissertation you may like to suggest something that could be developed from your work as a PhD thesis. In a PhD thesis you may like to indicate some potential for post-doctoral work.

Further advice on writing conclusions

When writing an assignment, be careful of the following points:

• The topic you are writing about may not always require a full conclusion (this is particularly the case if your work is heavily analytical or mathematical, or not very discursive.) Remember not all assignments require discussion. Check what the expectations are in your own department. Ask your tutor if you are not sure.
• Even if you do not need a full conclusion, remember that any assignment nearly always needs to be rounded off in some way and brought to an end. Consider this: will the reader know that you have finished your work? (Or will they just think that you have run out of time - or energy)?
• Keep in mind the balance of your assignment. The conclusion should be clear and relatively brief.
• In discussion-type assignments, it is often a better idea to raise questions and problems in the conclusion than to provide over-simplified/ naive answers to the assignment title. Examiners will usually be very wary of essays, theses or dissertations that presume to solve all the world's problems in a simplistic and trivial way. Remember, life is never that simple. However, remember not to introduce any new material in the conclusion.
• There is no need to go over everything again that you have already mentioned; this would be unnecessarily boring and tedious.
• Make sure that the conclusion is based on what you have said before. It is often tempting to go off at a tangent and to say things that are completely unrelated to the topic. Be wary of this.
• It is permissible to give your opinion in the conclusion but try to do so subtly and try not to sound too pompous or authoritarian . Usually your viewpoint will be obvious from your discussion, so there is no need to conclude with statements such as: In conclusion, I think Hamlet is a great play. Allow your enthusiasm for the topic to show in how you discuss it. Make sure that you do not use the conclusion as an opportunity to engage in an over-generalised an unfocussed 'rant'.
• Be careful with tenses. In a conclusion, you will usually want to use the present perfect (e.g. The aim of this dissertation has been to....) followed by the simple past (Chapter 1 provided an overview of...).
• Be very careful about using the word "conclusion" anywhere other than the conclusion itself! This can mislead the reader. If you use the word conclusion several times in an essay, the reader will give up trying to work out where the conclusion really is.

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Just as we have advised earlier, we are not going to introduce any new ideas in this concluding section. We are using it to reinforce what we think our main points are.

Writing essays or reports can be time-consuming; individual assignments tend to focus in depth on specific topics rather than fostering a wider sense of the whole course. However, three or four or more assignments will bring benefits as linkages start to become apparent and the total programme of written work helps you to develop your knowledge and skills across a range of areas. If you allow yourself to be open to making mistakes, to learn from feedback and to view assignment writing as a continuing, developmental process, then the same knowledge and skills should help you beyond any single assignment or any one course.

We hope we have demonstrated that there are many aspects in the process of writing an assignment and it is not just a matter of starting with x and finishing with y ; you will sometimes need to take one step back in order to take one forward: moving on a stage but continually checking back over previous stages, amending as appropriate. There is a limit to what you can – and are expected – to do. Perfection is not everything. If you have to send off an assignment that is not as good as you would have liked, look for the positives. Why is it not as good? What might you have done differently? Can you transfer the answers to these questions to the next assignment? Most of all, however, think what you learned from doing it, both from the experience of writing it and from its content.

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Academic Essay Writing Made Simple: 4 types and tips

The pen is mightier than the sword, they say, and nowhere is this more evident than in academia. From the quick scribbles of eager students to the inquisitive thoughts of renowned scholars, academic essays depict the power of the written word. These well-crafted writings propel ideas forward and expand the existing boundaries of human intellect.

What is an Academic Essay

An academic essay is a nonfictional piece of writing that analyzes and evaluates an argument around a specific topic or research question. It serves as a medium to share the author’s views and is also used by institutions to assess the critical thinking, research skills, and writing abilities of a students and researchers.  

Importance of Academic Essays

4 main types of academic essays.

While academic essays may vary in length, style, and purpose, they generally fall into four main categories. Despite their differences, these essay types share a common goal: to convey information, insights, and perspectives effectively.

1. Expository Essay

2. Descriptive Essay

3. Narrative Essay

4. Argumentative Essay

Expository and persuasive essays mainly deal with facts to explain ideas clearly. Narrative and descriptive essays are informal and have a creative edge. Despite their differences, these essay types share a common goal ― to convey information, insights, and perspectives effectively.

Expository Essays: Illuminating ideas

An expository essay is a type of academic writing that explains, illustrates, or clarifies a particular subject or idea. Its primary purpose is to inform the reader by presenting a comprehensive and objective analysis of a topic.

By breaking down complex topics into digestible pieces and providing relevant examples and explanations, expository essays allow writers to share their knowledge.

What are the Key Features of an Expository Essay

Provides factual information without bias

Presents multiple viewpoints while maintaining objectivity

Uses direct and concise language to ensure clarity for the reader

Composed of a logical structure with an introduction, body paragraphs and a conclusion

When is an expository essay written.

1. For academic assignments to evaluate the understanding of research skills.

2. As instructional content to provide step-by-step guidance for tasks or problem-solving.

3. In journalism for objective reporting in news or investigative pieces.

4. As a form of communication in the professional field to convey factual information in business or healthcare.

How to Write an Expository Essay

Expository essays are typically structured in a logical and organized manner.

1. Topic Selection and Research

• Choose a topic that can be explored objectively
• Gather relevant facts and information from credible sources
• Develop a clear thesis statement

2. Outline and Structure

• Create an outline with an introduction, body paragraphs, and conclusion
• Introduce the topic and state the thesis in the introduction
• Dedicate each body paragraph to a specific point supporting the thesis
• Use transitions to maintain a logical flow

3. Objective and Informative Writing

• Maintain an impartial and informative tone
• Avoid personal opinions or biases
• Support points with factual evidence, examples, and explanations

4. Conclusion

• Summarize the key points
• Reinforce the significance of the thesis

Descriptive Essays: Painting with words

Descriptive essays transport readers into vivid scenes, allowing them to experience the world through the writer ‘s lens. These essays use rich sensory details, metaphors, and figurative language to create a vivid and immersive experience . Its primary purpose is to engage readers’ senses and imagination.

It allows writers to demonstrate their ability to observe and describe subjects with precision and creativity.

What are the Key Features of Descriptive Essay

Employs figurative language and imagery to paint a vivid picture for the reader

Demonstrates creativity and expressiveness in narration

Includes close attention to detail, engaging the reader’s senses

Engages the reader’s imagination and emotions through immersive storytelling using analogies, metaphors, similes, etc.

When is a descriptive essay written.

1. Personal narratives or memoirs that describe significant events, people, or places.

2. Travel writing to capture the essence of a destination or experience.

3. Character sketches in fiction writing to introduce and describe characters.

4. Poetry or literary analyses to explore the use of descriptive language and imagery.

How to Write a Descriptive Essay

The descriptive essay lacks a defined structural requirement but typically includes: an introduction introducing the subject, a thorough description, and a concluding summary with insightful reflection.

1. Subject Selection and Observation

• Choose a subject (person, place, object, or experience) to describe
• Gather sensory details and observations

2. Engaging Introduction

• Set the scene and provide the context
• Use of descriptive language and figurative techniques

3. Descriptive Body Paragraphs

• Focus on specific aspects or details of the subject
• Engage the reader ’s senses with vivid imagery and descriptions
• Maintain a consistent tone and viewpoint

4. Impactful Conclusion

• Provide a final impression or insight
• Leave a lasting impact on the reader

Narrative Essays: Storytelling in Action

Narrative essays are personal accounts that tell a story, often drawing from the writer’s own experiences or observations. These essays rely on a well-structured plot, character development, and vivid descriptions to engage readers and convey a deeper meaning or lesson.

What are the Key features of Narrative Essays

Written from a first-person perspective and hence subjective

Based on real personal experiences

Uses an informal and expressive tone

Presents events and characters in sequential order

When is a narrative essay written.

It is commonly assigned in high school and college writing courses to assess a student’s ability to convey a meaningful message or lesson through a personal narrative. They are written in situations where a personal experience or story needs to be recounted, such as:

1. Reflective essays on significant life events or personal growth.

2. Autobiographical writing to share one’s life story or experiences.

3. Creative writing exercises to practice narrative techniques and character development.

4. College application essays to showcase personal qualities and experiences.

How to Write a Narrative Essay

Narrative essays typically follow a chronological structure, with an introduction that sets the scene, a body that develops the plot and characters, and a conclusion that provides a sense of resolution or lesson learned.

1. Experience Selection and Reflection

• Choose a significant personal experience or event
• Reflect on the impact and deeper meaning

2. Immersive Introduction

• Introduce characters and establish the tone and point of view

3. Plotline and Character Development

• Advance   the  plot and character development through body paragraphs
• Incorporate dialog , conflict, and resolution
• Maintain a logical and chronological flow

4. Insightful Conclusion

• Reflect on lessons learned or insights gained
• Leave the reader with a lasting impression

Argumentative Essays: Persuasion and Critical Thinking

Argumentative essays are the quintessential form of academic writing in which writers present a clear thesis and support it with well-researched evidence and logical reasoning. These essays require a deep understanding of the topic, critical analysis of multiple perspectives, and the ability to construct a compelling argument.

What are the Key Features of an Argumentative Essay?

Logical and well-structured arguments

Credible and relevant evidence from reputable sources

Consideration and refutation of counterarguments

Critical analysis and evaluation of the issue 

When is an argumentative essay written.

Argumentative essays are written to present a clear argument or stance on a particular issue or topic. In academic settings they are used to develop critical thinking, research, and persuasive writing skills. However, argumentative essays can also be written in various other contexts, such as:

1. Opinion pieces or editorials in newspapers, magazines, or online publications.

2. Policy proposals or position papers in government, nonprofit, or advocacy settings.

3. Persuasive speeches or debates in academic, professional, or competitive environments.

4. Marketing or advertising materials to promote a product, service, or idea.

How to write an Argumentative Essay

Argumentative essays begin with an introduction that states the thesis and provides context. The body paragraphs develop the argument with evidence, address counterarguments, and use logical reasoning. The conclusion restates the main argument and makes a final persuasive appeal.

• Choose a debatable and controversial issue
• Conduct thorough research and gather evidence and counterarguments

2. Thesis and Introduction

• Craft a clear and concise thesis statement
• Provide background information and establish importance

3. Structured Body Paragraphs

• Focus each paragraph on a specific aspect of the argument
• Support with logical reasoning, factual evidence, and refutation

4. Persuasive Techniques

• Adopt a formal and objective tone
• Use persuasive techniques (rhetorical questions, analogies, appeals)

5. Impactful Conclusion

• Summarize the main points
• Leave the reader with a strong final impression and call to action

To learn more about argumentative essay, check out this article .

5 Quick Tips for Researchers to Improve Academic Essay Writing Skills

Use clear and concise language to convey ideas effectively without unnecessary words

Use well-researched, credible sources to substantiate your arguments with data, expert opinions, and scholarly references

Ensure a coherent structure with effective transitions, clear topic sentences, and a logical flow to enhance readability 

To elevate your academic essay, consider submitting your draft to a community-based platform like Open Platform  for editorial review 

Review your work multiple times for clarity, coherence, and adherence to academic guidelines to ensure a polished final product

By mastering the art of academic essay writing, researchers and scholars can effectively communicate their ideas, contribute to the advancement of knowledge, and engage in meaningful scholarly discourse.

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• Conclusion to Reading

You may have noticed that while this module provided guidance about the development of READING skills, an awful lot of it relied upon WRITING.

The two skills are very much entwined. Perhaps you’ve heard advice suggesting that the best way to improve writing ability is to read more. It turns out the reverse is also true, as this passage from Writing to Read: Evidence for How Writing Can Improve Reading demonstrates:

“While writing is important in its own right, the evidence clearly shows that writing supports reading and reading development. Increasing how often students write has positive benefits on their development as readers,” [Steve] Graham, Currey Ingram Chair in Special Education and Literacy at Vanderbilt University’s Peabody College, said. “In addition, previous research demonstrates that writing about information presented in science, math, English and social studies also supports students’ learning in those subjects. If we want to maximize students’ accomplishments in these critical areas, writing needs to become part of the solution.”

Annotating while you read, and summarizing what you read after the fact, are acts of writing, of course. They also are vital ways of improving your reading skills overall.

Reading and writing are academic skills, to be sure. They are also success skills for life, at large. Consider this final thought from Writing to Read: 

“In an age overwhelmed by information, the ability to read, comprehend and write—in other words, to organize information into knowledge—must be viewed as tantamount to a survival skill,” Vartan Gregorian, president of Carnegie Corporation of New York, said. “As Americans, we must keep our democracy and our society from being divided not only between rich and poor, but also between those who have access to information and knowledge, and thus, to power—the power of enlightenment, the power of self-improvement and self-assertion, the power to achieve upward mobility, and the power over their own lives and their families” ability to thrive and succeed—and those who do not.”

Reading is a survival skill.

Reading is power.

• Putting It Together: Reading. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• New report finds writing can be powerful driver for improving reading skills. Provided by : Teach Writing Skills. Located at : http://www.teachwritingskills.com/blog/549/new-report-powerful-driver . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of book. Authored by : erin m. Located at : https://flic.kr/p/b4uCGP . License : CC BY-NC: Attribution-NonCommercial
• Table of Contents

Instructor Resources (available upon sign-in)

• Overview of Instructor Resources
• Quiz Survey

Reading: Types of Reading Material

• Introduction to Reading
• Outcome: Types of Reading Material
• Characteristics of Texts, Part 1
• Characteristics of Texts, Part 2
• Characteristics of Texts, Part 3
• Characteristics of Texts, Conclusion
• Self Check: Types of Writing

Reading: Reading Strategies

• Outcome: Reading Strategies
• The Rhetorical Situation
• Academic Reading Strategies
• Self Check: Reading Strategies

Reading: Specialized Reading Strategies

• Outcome: Specialized Reading Strategies
• Online Reading Comprehension
• How to Read Effectively in Math
• How to Read Effectively in the Social Sciences
• How to Read Effectively in the Sciences
• 5 Step Approach for Reading Charts and Graphs
• Self Check: Specialized Reading Strategies

Reading: Vocabulary

• Outcome: Vocabulary
• Strategies to Improve Your Vocabulary
• Using Context Clues
• The Relationship Between Reading and Vocabulary
• Self Check: Vocabulary

Reading: Thesis

• Outcome: Thesis
• Locating and Evaluating Thesis Statements
• The Organizational Statement
• Self Check: Thesis

Reading: Supporting Claims

• Outcome: Supporting Claims
• Types of Support
• Supporting Claims
• Self Check: Supporting Claims

Reading: Logic and Structure

• Outcome: Logic and Structure
• Rhetorical Modes
• Inductive and Deductive Reasoning
• Diagramming and Evaluating Arguments
• Logical Fallacies
• Evaluating Appeals to Ethos, Logos, and Pathos
• Self Check: Logic and Structure

Reading: Summary Skills

• Outcome: Summary Skills
• How to Annotate
• Paraphrasing
• Quote Bombs
• Summary Writing
• Self Check: Summary Skills

Writing Process: Topic Selection

• Introduction to Writing Process
• Outcome: Topic Selection
• Starting a Paper
• Choosing and Developing Topics
• Back to the Future of Topics
• Developing Your Topic
• Self Check: Topic Selection

Writing Process: Prewriting

• Outcome: Prewriting
• Prewriting Strategies for Diverse Learners
• Rhetorical Context
• Working Thesis Statements
• Self Check: Prewriting

Writing Process: Finding Evidence

• Outcome: Finding Evidence
• Using Personal Examples
• Performing Background Research
• Listening to Sources, Talking to Sources
• Self Check: Finding Evidence

Writing Process: Organizing

• Outcome: Organizing
• Moving Beyond the Five-Paragraph Theme
• Introduction to Argument
• The Three-Story Thesis
• Organically Structured Arguments
• Logic and Structure
• The Perfect Paragraph
• Introductions and Conclusions
• Self Check: Organizing

Writing Process: Drafting

• Outcome: Drafting
• From Outlining to Drafting
• Flash Drafts
• Self Check: Drafting

Writing Process: Revising

• Outcome: Revising
• Seeking Input from Others
• Responding to Input from Others
• The Art of Re-Seeing
• Higher Order Concerns
• Self Check: Revising

Writing Process: Proofreading

• Outcome: Proofreading
• Lower Order Concerns
• Proofreading Advice
• "Correctness" in Writing
• The Importance of Spelling
• Punctuation Concerns
• Self Check: Proofreading
• Conclusion to Writing Process

Research Process: Finding Sources

• Introduction to Research Process
• Outcome: Finding Sources
• The Research Process
• Finding Sources
• What are Scholarly Articles?
• Finding Scholarly Articles and Using Databases
• Database Searching
• Advanced Search Strategies
• Preliminary Research Strategies
• Reading and Using Scholarly Sources
• Self Check: Finding Sources

Research Process: Source Analysis

• Outcome: Source Analysis
• Evaluating Sources
• CRAAP Analysis
• Evaluating Websites
• Synthesizing Sources
• Self Check: Source Analysis

Research Process: Writing Ethically

• Outcome: Writing Ethically
• Academic Integrity
• Defining Plagiarism
• Avoiding Plagiarism
• Using Sources in Your Writing
• Self Check: Writing Ethically

Research Process: MLA Documentation

• Introduction to MLA Documentation
• Outcome: MLA Documentation
• MLA Document Formatting
• MLA Works Cited
• Creating MLA Citations
• MLA In-Text Citations
• Self Check: MLA Documentation
• Conclusion to Research Process

Grammar: Nouns and Pronouns

• Introduction to Grammar
• Outcome: Nouns and Pronouns
• Pronoun Cases and Types
• Pronoun Antecedents
• Try It: Nouns and Pronouns
• Self Check: Nouns and Pronouns

Grammar: Verbs

• Outcome: Verbs
• Verb Tenses and Agreement
• Non-Finite Verbs
• Complex Verb Tenses
• Try It: Verbs
• Self Check: Verbs

Grammar: Other Parts of Speech

• Outcome: Other Parts of Speech
• Comparing Adjectives and Adverbs
• Adjectives and Adverbs
• Conjunctions
• Prepositions
• Try It: Other Parts of Speech
• Self Check: Other Parts of Speech

Grammar: Punctuation

• Outcome: Punctuation
• End Punctuation
• Hyphens and Dashes
• Apostrophes and Quotation Marks
• Brackets, Parentheses, and Ellipses
• Semicolons and Colons
• Try It: Punctuation
• Self Check: Punctuation

Grammar: Sentence Structure

• Outcome: Sentence Structure
• Parts of a Sentence
• Common Sentence Structures
• Run-on Sentences
• Sentence Fragments
• Parallel Structure
• Try It: Sentence Structure
• Self Check: Sentence Structure

Grammar: Voice

• Outcome: Voice
• Active and Passive Voice
• Using the Passive Voice
• Conclusion to Grammar
• Try It: Voice
• Self Check: Voice

Success Skills

• Introduction to Success Skills
• Habits for Success
• Critical Thinking
• Time Management
• Writing in College
• Computer-Based Writing
• Conclusion to Success Skills

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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.

Didn't find what you need? Email us at [email protected] .

• Previous Page: Body Paragraph Sample B
• Next Page: Top 10 Writing Tips for Undergraduates
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How Does Writing Fit Into the ‘Science of Reading’?

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In one sense, the national conversation about what it will take to make sure all children become strong readers has been wildly successful: States are passing legislation supporting evidence-based teaching approaches , and school districts are rushing to supply training. Publishers are under pressure to drop older materials . And for the first time in years, an instructional issue—reading—is headlining education media coverage.

In the middle of all that, though, the focus on the “science of reading” has elided its twin component in literacy instruction: writing.

Writing is intrinsically important for all students to learn—after all, it is the primary way beyond speech that humans communicate. But more than that, research suggests that teaching students to write in an integrated fashion with reading is not only efficient, it’s effective.

Yet writing is often underplayed in the elementary grades. Too often, it is separated from schools’ reading block. Writing is not assessed as frequently as reading, and principals, worried about reading-exam scores, direct teachers to focus on one often at the expense of the other. Finally, beyond the English/language arts block, kids often aren’t asked to do much writing in early grades.

“Sometimes, in an early-literacy classroom, you’ll hear a teacher say, ‘It’s time to pick up your pencils,’” said Wiley Blevins, an author and literacy consultant who provides training in schools. “But your pencils should be in your hand almost the entire morning.”

Strikingly, many of the critiques that reading researchers have made against the “balanced literacy” approach that has held sway in schools for decades could equally apply to writing instruction: Foundational writing skills—like phonics and language structure—have not generally been taught systematically or explicitly.

And like the “find the main idea” strategies commonly taught in reading comprehension, writing instruction has tended to focus on content-neutral tasks, rather than deepening students’ connections to the content they learn.

Education Week wants to bring more attention to these connections in the stories that make up this special collection . But first, we want to delve deeper into the case for including writing in every step of the elementary curriculum.

Why has writing been missing from the reading conversation?

Much like the body of knowledge on how children learn to read words, it is also settled science that reading and writing draw on shared knowledge, even though they have traditionally been segmented in instruction.

“The body of research is substantial in both number of studies and quality of studies. There’s no question that reading and writing share a lot of real estate, they depend on a lot of the same knowledge and skills,” said Timothy Shanahan, an emeritus professor of education at the University of Illinois Chicago. “Pick your spot: text structure, vocabulary, sound-symbol relationships, ‘world knowledge.’”

The reasons for the bifurcation in reading and writing are legion. One is that the two fields have typically been studied separately. (Researchers studying writing usually didn’t examine whether a writing intervention, for instance, also aided students’ reading abilities—and vice versa.)

Some scholars also finger the dominance of the federally commissioned National Reading Panel report, which in 2000 outlined key instructional components of learning to read. The review didn’t examine the connection of writing to reading.

Looking even further back yields insights, too. Penmanship and spelling were historically the only parts of writing that were taught, and when writing reappeared in the latter half of the 20th century, it tended to focus on “process writing,” emphasizing personal experience and story generation over other genres. Only when the Common Core State Standards appeared in 2010 did the emphasis shift to writing about nonfiction texts and across subjects—the idea that students should be writing about what they’ve learned.

And finally, teaching writing is hard. Few studies document what preparation teachers receive to teach writing, but in surveys, many teachers say they received little training in their college education courses. That’s probably why only a little over half of teachers, in one 2016 survey, said that they enjoyed teaching writing.

Writing should begin in the early grades

These factors all work against what is probably the most important conclusion from the research over the last few decades: Students in the early-elementary grades need lots of varied opportunities to write.

“Students need support in their writing,” said Dana Robertson, an associate professor of reading and literacy education at the school of education at Virginia Tech who also studies how instructional change takes root in schools. “They need to be taught explicitly the skills and strategies of writing and they need to see the connections of reading, writing, and knowledge development.”

While research supports some fundamental tenets of writing instruction—that it should be structured, for instance, and involve drafting and revising—it hasn’t yet pointed to a specific teaching recipe that works best.

One of the challenges, the researchers note, is that while reading curricula have improved over the years, they still don’t typically provide many supports for students—or teachers, for that matter—for writing. Teachers often have to supplement with additions that don’t always mesh well with their core, grade-level content instruction.

“We have a lot of activities in writing we know are good,” Shanahan said. “We don’t really have a yearlong elementary-school-level curriculum in writing. That just doesn’t exist the way it does in reading.”

Nevertheless, practitioners like Blevins work writing into every reading lesson, even in the earliest grades. And all the components that make up a solid reading program can be enhanced through writing activities.

4 Key Things to Know About How Reading and Writing Interlock

Want a quick summary of what research tells us about the instructional connections between reading and writing?

1. Reading and writing are intimately connected.

Research on the connections began in the early 1980s and has grown more robust with time.

Among the newest and most important additions are three research syntheses conducted by Steve Graham, a professor at the University of Arizona, and his research partners. One of them examined whether writing instruction also led to improvements in students’ reading ability; a second examined the inverse question. Both found significant positive effects for reading and writing.

A third meta-analysis gets one step closer to classroom instruction. Graham and partners examined 47 studies of instructional programs that balanced both reading and writing—no program could feature more than 60 percent of one or the other. The results showed generally positive effects on both reading and writing measures.

2. Writing matters even at the earliest grades, when students are learning to read.

Studies show that the prewriting students do in early education carries meaningful signals about their decoding, spelling, and reading comprehension later on. Reading experts say that students should be supported in writing almost as soon as they begin reading, and evidence suggests that both spelling and handwriting are connected to the ability to connect speech to print and to oral language development.

3. Like reading, writing must be taught explicitly.

Writing is a complex task that demands much of students’ cognitive resources. Researchers generally agree that writing must be explicitly taught—rather than left up to students to “figure out” the rules on their own.

There isn’t as much research about how precisely to do this. One 2019 review, in fact, found significant overlap among the dozen writing programs studied, and concluded that all showed signs of boosting learning. Debates abound about the amount of structure students need and in what sequence, such as whether they need to master sentence construction before moving onto paragraphs and lengthier texts.

But in general, students should be guided on how to construct sentences and paragraphs, and they should have access to models and exemplars, the research suggests. They also need to understand the iterative nature of writing, including how to draft and revise.

A number of different writing frameworks incorporating various degrees of structure and modeling are available, though most of them have not been studied empirically.

4. Writing can help students learn content—and make sense of it.

Much of reading comprehension depends on helping students absorb “world knowledge”—think arts, ancient cultures, literature, and science—so that they can make sense of increasingly sophisticated texts and ideas as their reading improves. Writing can enhance students’ content learning, too, and should be emphasized rather than taking a back seat to the more commonly taught stories and personal reflections.

Graham and colleagues conducted another meta-analysis of nearly 60 studies looking at this idea of “writing to learn” in mathematics, science, and social studies. The studies included a mix of higher-order assignments, like analyses and argumentative writing, and lower-level ones, like summarizing and explaining. The study found that across all three disciplines, writing about the content improved student learning.

If students are doing work on phonemic awareness—the ability to recognize sounds—they shouldn’t merely manipulate sounds orally; they can put them on the page using letters. If students are learning how to decode, they can also encode—record written letters and words while they say the sounds out loud.

And students can write as they begin learning about language structure. When Blevins’ students are mainly working with decodable texts with controlled vocabularies, writing can support their knowledge about how texts and narratives work: how sentences are put together and how they can be pulled apart and reconstructed. Teachers can prompt them in these tasks, asking them to rephrase a sentence as a question, split up two sentences, or combine them.

“Young kids are writing these mile-long sentences that become second nature. We set a higher bar, and they are fully capable of doing it. We can demystify a bit some of that complex text if we develop early on how to talk about sentences—how they’re created, how they’re joined,” Blevins said. “There are all these things you can do that are helpful to develop an understanding of how sentences work and to get lots of practice.”

As students progress through the elementary grades, this structured work grows more sophisticated. They need to be taught both sentence and paragraph structure , and they need to learn how different writing purposes and genres—narrative, persuasive, analytical—demand different approaches. Most of all, the research indicates, students need opportunities to write at length often.

Using writing to support students’ exploration of content

Reading is far more than foundational skills, of course. It means introducing students to rich content and the specialized vocabulary in each discipline and then ensuring that they read, discuss, analyze, and write about those ideas. The work to systematically build students’ knowledge begins in the early grades and progresses throughout their K-12 experience.

Here again, available evidence suggests that writing can be a useful tool to help students explore, deepen, and draw connections in this content. With the proper supports, writing can be a method for students to retell and analyze what they’ve learned in discussions of content and literature throughout the school day —in addition to their creative writing.

This “writing to learn” approach need not wait for students to master foundational skills. In the K-2 grades especially, much content is learned through teacher read-alouds and conversation that include more complex vocabulary and ideas than the texts students are capable of reading. But that should not preclude students from writing about this content, experts say.

“We do a read-aloud or a media piece and we write about what we learned. It’s just a part of how you’re responding, or sharing, what you’ve learned across texts; it’s not a separate thing from reading,” Blevins said. “If I am doing read-alouds on a concept—on animal habitats, for example—my decodable texts will be on animals. And students are able to include some of these more sophisticated ideas and language in their writing, because we’ve elevated the conversations around these texts.”

In this set of stories , Education Week examines the connections between elementary-level reading and writing in three areas— encoding , language and text structure , and content-area learning . But there are so many more examples.

Please write us to share yours when you’ve finished.

Want to read more about the research that informed this story? Here’s a bibliography to start you off.

Berninger V. W., Abbott, R. D., Abbott, S. P., Graham S., & Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. J ournal of Learning Disabilities. Special Issue: The Language of Written Language, 35(1), 39–56 Berninger, Virginia, Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Younstrom, Shirley Shimada, Kenn Apel. (2006) “Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.” Developmental Neuropsychology, 29(1), pp. 61-92 Cabell, Sonia Q, Laura S. Tortorelli, and Hope K. Gerde (2013). “How Do I Write…? Scaffolding Preschoolers’ Early Writing Skills.” The Reading Teacher, 66(8), pp. 650-659. Gerde, H.K., Bingham, G.E. & Wasik, B.A. (2012). “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40, 351–359 (2012) Gilbert, Jennifer, and Steve Graham. (2010). “Teaching Writing to Elementary Students in Grades 4–6: A National Survey.” The Elementary School Journal 110(44) Graham, Steve, et al. (2017). “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis.” Reading Research Quarterly, 53(3) pp. 279–304 Graham, Steve, and Michael Hebert. (2011). “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.” Harvard Educational Review (2011) 81(4): 710–744. Graham, Steve. (2020). “The Sciences of Reading and Writing Must Become More Fully Integrated.” Reading Research Quarterly, 55(S1) pp. S35–S44 Graham, Steve, Sharlene A. Kiuhara, and Meade MacKay. (2020).”The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research April 2020, Vol 90, No. 2, pp. 179–226 Shanahan, Timothy. “History of Writing and Reading Connections.” in Shanahan, Timothy. (2016). “Relationships between reading and writing development.” In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford. Slavin, Robert, Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). “A quantitative synthesis of research on writing approaches in grades 2 to 12.” London: Education Endowment Foundation. Troia, Gary. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/ Troia, Gary, and Steve Graham. (2016).“Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes.” Reading and Writing 29(9).

A version of this article appeared in the January 25, 2023 edition of Education Week as How Does Writing Fit Into the ‘Science of Reading’?

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Students aren’t writing well anymore. can ai help.

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A group of students begins an in-class writing test. According to new data analysis, half of U.S. ... [+] eighth graders have difficulty with long-form writing on tests and classwork that involves reading.

Fifty percent. That’s the approximate number of students in eighth grade who struggle with long-form writing on tests and classwork that involves reading.

A colleague of mine, L Burleigh, studying reading data collected in 2022 from the National Assessment of Educational Progress (NAEP) found that fewer than half of eighth graders write “long answers to questions on tests or assignments that involve reading.”

While people may put a premium on the notion of short and sweet when it comes to writing and reading – doing so at formative ages means that young learners will not build the skills they need to convey and explain ideas and information.

Writing Frequency Matters

Frequency of practice is a common theme cited by both researchers and teachers in assessing causes for declining K-12 student writing skills. Middle and high schoolers simply are not engaging in and practicing writing enough. The reasons for this are myriad but overburdened teachers without the time or support to grade more frequent writing assignments is a significant factor.

In a survey I did with some colleagues a few years ago, a key challenge was workload. More than 70 percent of educators say they are overwhelmed with grading, providing feedback, and other administrative tasks. Additionally, according to our report, educators in low-income schools are almost 20 percent more likely than teachers in other schools to report being overburdened by routine duties like grading essays.

In short, kids are not writing as much as frequency in writing education falls victim to staffing, time, and resource shortages.

Highlighting this point is NAEP reading data for eighth graders collected by L that included the following question to students about their writing habits: “How often have you been asked to write long answers to questions on tests or assignments that involved reading?” The results: Never - 2%; Once - 3%; Two or Three Times - 22%; Four or Five Times - 25%; More than Five Times - 48 percent.

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The 33 best memorial day tv sales to shop this weekend, a psychologist reveals 3 ways to master ‘constructive disagreement’, using ai to aid writing gains.

There’s lots that can be done to fix this problem: Improved teacher professional development, greater emphasis on writing across the curriculum, etc. For my part, I’m optimistic that AI will be a deep help to students, given recent advances in the technology, and many are exploring new avenues to support students in boosting their long-form writing ability.

For instance, the team at ThinkCirca is working on a formative assessment and feedback tool to enhance student writing. This tool focuses on argumentative essays and identifies key elements within the text as students write. By highlighting these elements, the tool provides real-time assessment and feedback, creating mini-instructional moments that guide students in improving their arguments during the writing process.

Large language models can help, too. Indeed, just asking ChatGPT provides helpful feedback. But for more targeted support, researchers have found that fine-tuning is necessary. For instance, when researchers looked at holistic scoring using ChatGPT (version 4), they found the technology could provide human-level performance.

However, when asking the chatbot to focus on more granular, discourse-level evaluation, ChatGPT began to struggle. More specifically, it had a hard time identifying the distinct elements of argumentative writing (e.g., claim, counterclaim, rebuttal, supporting evidence). Additionally, ChatGPT was a more generous grader than humans when focused on smaller writing segments, like discourse elements, rating them at a higher effectiveness level than a human would.

This finding makes sense because chatbots are usually trained to create text using thousands of example essays. However, chatbots don't see many examples of labeled essay parts during their training compared to tasks like summarizing a text or analyzing the emotion of an essay. So, while ChatGPT is not as reliable for evaluating the structure of an essay due to its lack of training, it is extensively taught on what forms a strong long-form essay and its ability to generate essays is an area of greater concern for educators.

Some worry certain LLM technologies could help students cheat by doing their long-form writing for them, although recent research from Stanford and others indicates this is not occurring as frequently as initially feared. The potential benefit of incorporating technology to help students strengthen their writing skills may far outweigh any risks posed by introducing AI solutions – especially since researchers point out that declines in student writing can be traced to how often students are engaging in long-form writing.

Even as AI carves out its place in improving student writing, staying true to some hallmark tenets is recommended to help young learners build on the writing skills and abilities deemed indispensable in the workforce.

Whether gains on this front are realized through AI or teacher interaction, the ultimate goal is to make the essential communication and job skill of writing something that students can navigate naturally and with confidence that will carry them successfully through college and the workforce.

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Dialectical Behavior Therapy Skills Training Essay

The thesis of this article is the assumption of the usefulness of Dialectical Behavior Therapy Skills Training for disorders caused by excessive alcohol consumption. The purpose of this study is to test the effectiveness of various rehabilitation methods to mitigate the effects of chronic alcohol dependence (Cavicchioli et al., 2019). The research question is formulated as follows: what is the maximum duration of abstinence from alcohol that can be achieved by comprehensively applying various components of Dialectical Behavior Therapy Skills Training?

The hypothesis put forward by the authors is that the intensity of the negative consequences of alcohol use disorder decreases in proportion to the psychological work within the training. Clinical trials were chosen as methods using several questionnaires and checklists aimed at checking emotional stability and general mental well-being. The evidence obtained during the tests indicates that several aspects of Dialectical Behavior Therapy Skills Training are the most effective in reducing psychological consequences and increasing the period of abstinence from alcohol consumption (Cavicchioli et al., 2019). Among them, for example, group training on the use of DBT Skills.

Key findings lie in the even greater than initially assumed effectiveness of Dialectical Behavior Therapy Skills Training for the treatment of alcohol addiction. The major conclusions that scientists have made are a potentially significant increase in the sobriety period due to the normalization of the emotional state of a patient who is at the stage of giving up chronic alcohol consumption. (Cavicchioli et al., 2019) The tone of this publication is neutral: there are no emotional markers that would demonstrate the personal attitude of scholars to the problem they raised. Publication information may consist of aspects concerning evidence of the effectiveness of underestimated and, therefore, rarely used therapies for alcohol abuse disorder.

Cavicchioli, M., Movalli, M., Vassena, G., Ramella, P., Prudenziati, F., & Maffei, C. (2019). The therapeutic role of emotion regulation and coping strategies during a stand-alone DBT Skills training program for alcohol use disorder and concurrent substance use disorders. Addictive Behaviors, 98 (2), 1–12.

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IvyPanda. (2024, May 27). Dialectical Behavior Therapy Skills Training. https://ivypanda.com/essays/dialectical-behavior-therapy-skills-training/

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Editing, Citations and the Table of Authorities: Keys to Persuasive Legal Writing

Effective legal writing combines articulate argumentation, authoritative citation, and proficient use of tools like the Table of Authorities.

Table of contents

The hierarchy and importance of legal authorities, selecting and citing authorities for maximum persuasion, using credibility and sound reasoning to ensure persuasion, the table of authorities and how to build it, use the toa as a citation balancing tool, combine writing skills with technology for better legal advocacy.

Effective legal writing connects compelling arguments to cited support from relevant legal authorities. Understanding the hierarchy of these authorities will amplify the strength of your assertions. Tools like Microsoft Word’s Table of Authorities (TOA) feature can improve your productivity.

Combine your legal writing skills with technological assistance to elevate the quality of your work, ensure adherence to court timelines, and help you concentrate on your argument.

The TOA does more than list the citations: It improves the credibility of your arguments and helps you avoid depending too much on certain types of sources — particularly nonbinding secondary sources.

Remember, citations infuse credibility into your writing, bolstering its persuasive power. Effective legal writing combines articulate argumentation, authoritative citation, and proficient use of tools like the TOA.

In our legal system, courts refer to previous decisions — precedents — for guidance. Precedents provide consistency and confidence in the law. Binding precedents fall under the doctrine of stare decisis , requiring courts to follow their own decisions and those of higher courts in the same jurisdiction. Persuasive precedents require courts to consider previous decisions for guidance.

Legal authorities fall into three categories: binding primary, persuasive primary, and secondary sources. Each carries a different weight, influencing their impact on legal arguments and their citation order.

• Binding primary sources: Constitutions, statutes, regulations and court rulings carry the most weight. These primary authorities provide binding precedents.
• Persuasive primary sources: Persuasive authorities are primary sources from other jurisdictions or lower courts. These sources are not binding but offer more perspectives.
• Secondary sources: While carrying the least weight, these sources offer valuable analysis of primary sources, adding depth to arguments. Secondary authorities include legal treatises and law review articles. They often bring clarity and insight that enrich legal narratives.

Understanding the weight of different authorities helps you strategically structure arguments to solidly support your claims and highlight the strengths of different sources. Factors like factual relevance, recency and judicial trends influence authority and determine citation order.

A persuasive legal brief requires a sound citation plan , dictated by the Bluebook’s guidelines and enhanced by thoughtful, stylish citation strategy. Rule 1.4 of the Bluebook stipulates that authorities should be arranged based on their weight and relevance to the issue. Think of it as an extension of your argument, putting binding precedents first, persuasive precedents second, and secondary authorities last. The right citations can help you convince a court to follow, distinguish or overrule precedent.

Treat citations as an integral part of the writing, editing and revising process, not mere technicalities. Citations communicate important details about the authority’s weight and validity , such as the issuing court and year of the decision. You need not repeat that data in the prose. During revision, carefully assess citation placement to ensure every legal assertion requiring support is adequately cited.

To improve your credibility, make sure the authority you use to support your arguments is sound, properly interpreted, and presented according to Bluebook rules. Even if your legal brief is well written, it may fail if the judge feels your position would require taking legal risks. So, clearly explain why an appellate court would likely adopt your reasoning and conclusions.

The TOA, a critical tool in legal writing, provides an organized list of legal citations in a document. It helps readers — including judges and opposing counsel — efficiently locate and review the authorities cited. However, the TOA primarily serves as an alphabetical index of all legal citations in your brief, offering a clear layout and easing navigation and review of references. It isn’t designed to reflect the weight of authority.

To create a TOA in Microsoft Word, follow these steps:

• Identify legal citations in your document for your TOA.
• Determine where your TOA should be placed within the document.
• Position your cursor at the desired location.
• Navigate to the References tab on your Word menu and select the Insert Table of Authorities option.
• Follow the prompts given by Word to create your TOA, selecting your citation format, adjusting settings and adding citations.

WordRake has a video tutorial and Legal Office Guru has a written guide with screenshots .

NOTE: TOA requirements may vary by jurisdiction. For example, some jurisdictions require a Table of Points and Authorities (a combined TOA and table of contents).

Your TOA serves as more than a reference list — it’s a strategic tool for assessing and improving your legal writing and citation practices, which makes it a valuable part of your legal writing strategy . For example, it can be useful in helping you notice an imbalance of references in these situations:

• Overcitation: Unnecessary repetition or excessive citations can clutter your prose and diminish the impact of your strongest authorities. Carefully assess your citation placement during revision to ensure every assertion requiring support is cited but not overdone.
• Overuse of string cites: String cites are lists of citations that all support the same point. Using too many can make your argument confusing. The TOA can reveal if you’re relying too much on these, pushing you to reconsider your choices and achieve balance.
• Overreliance on secondary sources: If no mandatory authority exists in your jurisdiction, persuasive authority from a higher court or a court at the same level could be your best choice. Be mindful, though — if your TOA is mostly citing secondary sources, you might need to revisit your research and argument. Strengthen your argument with more binding authority to give the judge the confidence they need to make a favorable decision.

Mastering legal writing requires an approach that balances clarity, persuasiveness, and a comprehensive understanding of legal authorities and technology. Integrating Microsoft Word’s TOA and other tools into your writing process helps legal professionals meet court deadlines and improves overall legal writing quality. Save valuable time you can better use to effectively communicate persuasive arguments.

Photo by Kaitlyn Baker on Unsplash

Image © iStockPhoto.com.

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Ivy B. Grey is the Chief Strategy & Growth Officer for WordRake . Prior to joining the team, she practiced bankruptcy law for 10 years. Ivy was recently recognized as a 2020 Influential Woman in Legal Tech by the International Legal Technology Association (ILTA). She has also been recognized as a Fastcase 50 Honoree and included in the Women of Legal Tech list by the ABA Legal Technology Resource Center. Follow Ivy on Twitter @IvyBGrey or connect with her on LinkedIn .

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

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In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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Feeling artsy here's how making art helps your brain.

"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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AQA GCSE ENGLISH LITERATURE WRITING MACBETH ESSAYS PPT

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AQA GCSE English Literaturee - How to write a ‘Macbeth’ (William Shakespeare) essay.

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Home — Blog — AI Hacks and Tips — 165 AI Prompt Examples for Students to Use in 2024

165 AI Prompt Examples for Students to Use in 2024

In recent years, Artificial Intelligence (AI) has become increasingly significant in various fields, including education. One of the key applications of AI in education is through the use of AI prompts. These prompts can help students generate ideas, write essays, create art, and solve problems more efficiently. This article provides 100 AI prompt examples that students can use in 2024 to enhance their learning and creativity.

What is an AI Prompt?

An AI prompt is a set of instructions or a question designed to elicit a response from an AI system. In essence, it is a way to communicate with AI, guiding it to generate specific types of content. AI prompts are crucial in applications such as AI writing assistants, AI art generators, and more. For instance, an AI prompt writer can craft precise and effective prompts that help students and professionals achieve their desired outcomes with AI tools.

AI prompts examples can vary widely, from simple queries like "Write a summary of this article" to more complex instructions such as "Generate a creative story about a futuristic world where AI governs society." The versatility of AI prompts makes them an invaluable resource across various fields, including education, art, and research.

Importance of AI Prompts in AI Applications

AI prompts are essential because they shape the output of the AI. Well-crafted prompts can lead to insightful essays, creative art pieces, and accurate problem-solving, making them invaluable tools for students. For example, a prompt AI system can use specific instructions to produce high-quality academic content, aiding students in their studies. By understanding how to create effective AI prompts, users can maximize the potential of AI technologies, ensuring that the responses generated are relevant, accurate, and useful. Whether for academic, creative, or practical applications, the right AI prompts can significantly enhance the capabilities of AI systems.

How to Write AI Prompts?

Crafting effective AI prompts is an essential skill for leveraging the full potential of AI technologies. Knowing how to write AI prompts correctly can significantly enhance the quality of the output generated by AI systems, making them invaluable for educational, creative, and professional applications. Below are detailed tips, common pitfalls to avoid, and useful tools for writing effective AI prompts.

Tips and Techniques for Writing Effective AI Prompts

To ensure that AI systems generate the desired content, it is crucial to follow some key techniques. Here are several practical tips for crafting effective AI prompts:

• Be Specific: Clearly state what you want the AI to generate. Specificity helps the AI understand and deliver precise responses, improving the overall quality of the output.
• Provide Context: Give the AI enough background information to understand the task. Contextual information can guide the AI to produce more accurate and relevant content.
• Use Clear Language: Avoid ambiguity to ensure accurate results. Clear and straightforward language prevents misinterpretation and ensures the AI comprehends the instructions fully.
• Experiment and Iterate: Test different prompts to see what works best. Iteration allows you to refine your prompts for optimal results.

Common Mistakes to Avoid

While writing AI prompts, certain common mistakes can hinder the effectiveness of the AI's output. Being aware of these pitfalls can help in crafting better prompts:

• Vagueness: Unclear prompts can lead to irrelevant or incomplete responses. Ensure your instructions are detailed and specific.
• Overloading: Too much information can confuse the AI. Simplify and focus your prompts to keep them effective.
• Lack of Structure: Disorganized prompts can result in disjointed outputs. Maintain a clear structure in your prompts for cohesive responses.

Tools and Resources for AI Prompt Writing

Several tools and resources can assist in writing high-quality AI prompts. These tools provide templates, suggestions, and platforms to experiment with prompts:

• GPT-3 Playground: Experiment with different prompts and see instant results. This tool allows you to interact with AI directly and refine your prompts.
• AI Writing Assistants: Tools like Essay Writer , Jasper, and Copy.ai offer templates and suggestions for prompt writing. These assistants can help you create effective prompts with ease.

Explanation of Terms

Understanding key terms related to AI prompts can enhance your ability to write them effectively:

• AI Writing Prompt: A prompt designed to generate written content. These prompts guide AI systems to produce text-based responses.
• AI Prompt Writer: A tool or person specializing in crafting AI prompts. Skilled AI prompt writers can create precise and effective prompts for various applications.
• Prompt AI: The practice of creating prompts for AI systems. This involves understanding how to design prompts that elicit specific and useful outputs from AI technologies.

🏫 30 Good AI Prompts Examples for Education

Using AI prompts can significantly aid in various educational tasks. Below are detailed examples of AI prompts that students can use for different types of assignments, from essays to research papers, and more.

Best AI Prompt Examples for an Essay

AI prompts can be incredibly helpful in generating well-structured essays on a variety of topics. Here are some examples:

• Argumentative Essay: "Discuss the impact of climate change on global agriculture and propose potential solutions."
• Descriptive Essay: "Describe a day in the life of a medieval blacksmith."
• Narrative Essay: "Write a story about a young explorer discovering a hidden island."
• Expository Essay: "Explain the process of photosynthesis and its importance to plant life."
• Compare and Contrast Essay: "Compare the educational systems of the United States and Finland."
• Cause and Effect Essay: "Analyze the causes and effects of urbanization in developing countries."
• Persuasive Essay: "Argue whether or not college education should be free for all students."
• Reflective Essay: "Reflect on a personal experience that significantly changed your perspective on life."
• Definition Essay: "Define the concept of 'freedom' and discuss its implications in modern society."
• Process Essay: "Describe the steps involved in preparing for a marathon."

Best AI Prompt Examples for a Research Paper

When it comes to research papers, AI prompts can guide students in structuring their work and ensuring comprehensive coverage of their topics:

• Literature Review: "Summarize recent research on renewable energy sources and their effectiveness."
• Methodology: "Outline a research methodology for studying the effects of social media on mental health."
• Introduction: "Introduce the topic of cyber security and its importance in the digital age."
• Abstract: "Write an abstract for a study on the impact of remote learning on student performance."
• Discussion: "Discuss the implications of genetic engineering in modern medicine."
• Conclusion: "Conclude a research paper on the benefits and risks of artificial intelligence."
• Data Analysis: "Analyze data from a survey on consumer preferences for electric vehicles."
• Case Study: "Write a case study on the economic impact of tourism in small island nations."
• Research Questions: "Formulate three research questions for a study on climate change adaptation strategies."
• Hypothesis: "Develop a hypothesis for a research project on the relationship between diet and mental health."

Additional Education-Related AI Prompts Examples

AI prompts can also assist in other educational activities, such as summarizing articles, solving math problems, learning languages, and conducting science projects:

• AI Prompt for Summarizing Articles: "Summarize the main points of the article on quantum computing advancements in 300 words."
• AI Prompt for Solving Math Problems: "Solve the quadratic equation x^2 - 4x + 4 = 0 step-by-step."
• AI Prompt for Language Learning: "Create a list of 10 sentences using the past perfect tense in Spanish."
• AI Prompt for Science Projects: "Generate a hypothesis for an experiment on plant growth under different light conditions."
• AI Prompt for History Assignments: "Outline the key events leading up to the American Revolution."
• AI Prompt for Geography Projects: "Describe the climatic conditions of the Sahara Desert and their impact on local wildlife."
• AI Prompt for Economics Studies: "Analyze the effects of inflation on household savings and spending."
• AI Prompt for Literature Analysis: "Discuss the themes of love and revenge in Shakespeare's 'Hamlet'."
• AI Prompt for Computer Science Projects: "Propose a simple algorithm for sorting a list of numbers."
• AI Prompt for Social Studies: "Examine the social and cultural impacts of globalization on indigenous communities."

These AI prompt examples demonstrate how versatile and useful AI can be in enhancing educational outcomes, guiding students through various types of assignments, and promoting deeper understanding and creativity.

🖼️ AI Prompt Examples for Art & Images

Ai art prompt tips.

Creating effective AI art prompts requires a blend of creativity and clarity. To inspire captivating art, it’s essential to use descriptive language and vivid imagery. Be specific about the elements you want to include, such as colors, themes, and styles. Incorporating emotions and moods can also guide the AI to produce more expressive and unique pieces. For instance, describing the scene as "a serene sunset over a tranquil lake" provides clear visual guidance. Remember, the more detailed and imaginative your prompts, the better the AI will capture your artistic vision. Utilize these ai art prompt tips to enhance your AI-generated art.

AI Art Prompt Ideas and Examples

AI art prompts can spark incredible creativity. Here are 20 prompt ideas and examples to help you generate stunning AI art pieces:

• Fantasy Landscape: "A misty forest with ancient, towering trees and glowing mushrooms."
• Abstract Art: "A vibrant composition of swirling colors representing chaos and order."
• Historical Scene: "A bustling medieval marketplace at dawn."
• Futuristic City: "A high-tech metropolis with flying cars and neon lights."
• Surreal Portrait: "A person with a galaxy swirling inside their eyes."
• Nature's Beauty: "A serene beach at sunset with gentle waves and a distant island."
• Animal Kingdom: "A majestic lion resting on a rock under a starry night sky."
• Dreamscape: "A floating island with cascading waterfalls and floating lanterns."
• Mythical Creature: "A dragon soaring above a mountain range with fire blazing from its mouth."
• Sci-Fi Setting: "An alien planet with bioluminescent plants and strange rock formations."
• Mystical Forest: "A hidden grove illuminated by bioluminescent plants and mythical creatures."
• Urban Jungle: "A city overtaken by nature, with vines and trees growing through skyscrapers."
• Seasonal Scene: "A cozy cabin in the woods during a snowy winter night."
• Art Nouveau Style: "An elegant woman in a flowing dress surrounded by intricate floral patterns."
• Cosmic Art: "A breathtaking view of a nebula with vibrant colors and swirling gases."
• Underwater World: "A coral reef teeming with colorful fish and marine life."
• Historical Figure: "A regal portrait of an ancient Egyptian pharaoh."
• Fantasy Character: "A warrior elf with intricate armor standing in an enchanted forest."
• Epic Battle: "A clash between knights and dragons in a mystical realm."
• Peaceful Scene: "A tranquil Japanese garden with cherry blossoms in full bloom."

AI Image Prompts

AI image prompts guide the AI to generate specific types of images. Here are 20 AI image prompts to inspire your creativity:

• Portraits: "A detailed portrait of a Renaissance artist in their workshop."
• Landscapes: "A snowy mountain peak under a starry night sky."
• Abstract Patterns: "Geometric shapes in contrasting colors forming a dynamic composition."
• Historical Events: "The signing of the Declaration of Independence."
• Sci-Fi Elements: "A spacecraft landing on a distant planet with alien flora."
• Fantasy Worlds: "A castle floating in the clouds with a rainbow arcing overhead."
• Modern Art: "An urban graffiti wall with vibrant, expressive colors."
• Botanical Illustrations: "Detailed drawings of exotic plants and flowers."
• Ocean Scenes: "Waves crashing against a rocky shore at sunset."
• Nightscapes: "A city skyline illuminated by the lights of skyscrapers."
• Animal Portraits: "A regal eagle soaring high above the mountains."
• Cultural Festivals: "A lively street parade during a cultural festival."
• Architectural Marvels: "A futuristic building with sleek, curved lines."
• Mythological Beasts: "A phoenix rising from its ashes in a burst of flames."
• Vintage Aesthetics: "A sepia-toned photograph of a 1920s jazz band."
• Weather Phenomena: "A dramatic thunderstorm with lightning striking across the sky."
• Urban Vibes: "A bustling city street filled with people and vibrant shops."
• Peaceful Villages: "A quaint village nestled in the rolling hills of the countryside."
• Festive Celebrations: "A colorful carnival with balloons, confetti, and smiling faces."
• Artistic Collages: "A collage of vintage postcards and modern graphic elements."

These ai prompts examples demonstrate the breadth of possibilities when using AI to generate images and art. By experimenting with these prompts, you can discover new ways to enhance your creativity and produce stunning visual content.

✏️ Best AI Prompt Examples for Writing

Writing prompts are a fantastic way to spark creativity and guide your writing process. Here are some of the best AI prompt examples for various writing tasks, along with tips for generating creative and engaging writing prompts.

Examples for Various Writing Tasks

• "Write a short story about a time traveler who discovers a hidden civilization."
• "Describe a mystery adventure set in an abandoned amusement park."
• "Craft a tale about a young detective solving their first big case."
• "Narrate a story about an astronaut's journey to a newly discovered planet."
• "Write about a family secret that changes everything for the protagonist."
• "Compose a poem about the changing seasons and the passage of time."
• "Write a haiku reflecting on the beauty of a rainy day."
• "Create a sonnet that explores the theme of unrequited love."
• "Generate a free-verse poem inspired by the ocean's waves."
• "Craft a limerick about a whimsical character from a fairy tale."
• "Create a dialogue between two characters debating the ethics of artificial intelligence."
• "Write a script for a short film about a day in the life of a superhero."
• "Generate a conversation between an inventor and their skeptical friend."
• "Script a scene where two old friends reunite after many years apart."
• "Compose a dialogue set in a futuristic world where humans and robots coexist."

Tips for Generating Creative and Engaging Writing Prompts

To make the most of AI writing prompts, here are five essential tips to ensure they are creative and engaging:

• Incorporate Conflict: Conflict drives narratives and keeps readers engaged. Introducing a challenging situation or problem for the characters to resolve can add depth and interest to your writing.
• Use Unique Settings: Unique settings provide a fresh backdrop for your story, allowing for imaginative scenarios and new perspectives. Consider places and times that aren't typical for your genre.
• Develop Complex Characters: Multi-dimensional characters with detailed backgrounds and motivations enrich your story. Think about their fears, desires, and secrets to add layers to your narrative.
• Explore Different Perspectives: Writing from unique perspectives can offer new insights and create intriguing narratives. Experiment with perspectives that challenge conventional viewpoints.
• Incorporate Themes and Symbols: Themes and symbols add depth to your writing, providing readers with a richer experience. Consider what larger ideas you want your story or poem to convey and weave these elements throughout your work.

These examples and tips are designed to help you harness the power of AI to enhance your writing process. By using specific, imaginative, and detailed prompts, you can unlock new levels of creativity and productivity in your writing endeavors.

😄 Best AI Prompt Examples for Fun

Introducing fun and creative AI prompts can enhance leisure activities, making them more engaging and stimulating. Here are some of the best AI prompt examples for various fun and entertaining tasks.

• "Generate a list of riddles that challenge logical thinking."
• "Create a riddle involving a mythical creature and its magical powers."
• "Compose a series of holiday-themed riddles."
• "Write a riddle that uses wordplay and puns."
• "Develop a riddle based on a famous historical figure."
• "Generate a riddle involving a common household item."
• "Create a riddle that requires lateral thinking to solve."
• "Write a riddle set in an enchanted forest."
• "Develop a riddle about a mysterious object found in space."
• "Compose a riddle that features a famous landmark."

Creative Activities:

• "Create prompts for a drawing challenge inspired by mythical creatures."
• "Design a weekly art challenge focusing on different themes each day."
• "Generate prompts for a creative writing marathon."
• "Suggest a theme for a DIY craft project using recyclable materials."
• "Create a list of photography prompts capturing different emotions."
• "Design a scavenger hunt with clues based on literary references."
• "Generate prompts for a storytelling game involving random words."
• "Develop ideas for a themed costume party."
• "Compose a set of prompts for a collaborative mural project."
• "Suggest themes for a poetry slam event."

Story Starters:

• "Once upon a time in a land where dragons ruled the skies..."
• "In a small village nestled in the mountains, a secret portal to another world was discovered..."
• "On a dark and stormy night, a knock at the door changed everything..."
• "In the year 3025, humanity discovered they were not alone in the universe..."
• "Deep in the enchanted forest, a hidden kingdom thrived..."
• "In a bustling city, a young detective stumbled upon a case that defied logic..."
• "In a world where magic is real, one young apprentice must prove their worth..."
• "The old library held more secrets than anyone could have imagined..."
• "On the edge of the galaxy, a lone spaceship encountered an ancient alien civilization..."
• "In the quiet town of Willow Creek, a series of mysterious events unfolded..."

Character Creation:

• "Describe a superhero with unconventional powers."
• "Create a character who is a time-traveling historian."
• "Develop a character who can communicate with animals."
• "Invent a villain who uses music to control minds."
• "Design a character who is a master of disguise."
• "Create a character who is the last of their kind in a post-apocalyptic world."
• "Develop a character who can manipulate dreams."
• "Invent a character who has the ability to transform into different elements."
• "Design a character who is a skilled hacker in a futuristic society."
• "Create a character who is an undercover agent with a hidden agenda."

🌿 Best AI Prompt Examples for Healthcare & Wellbeing

AI prompts can also be beneficial for improving health and wellbeing. Here are 10 examples of AI prompts tailored to support mental and physical health:

Mindfulness Prompts:

• "Generate a guided meditation script for stress relief."
• "Create a prompt for a mindfulness exercise focusing on deep breathing."
• "Develop a script for a body scan meditation to enhance relaxation."
• "Write a gratitude meditation to start or end the day positively."
• "Compose a visualization exercise to help manage anxiety."
• "Generate a mindfulness prompt for focusing on the present moment."
• "Create a meditation script for improving sleep quality."
• "Develop a series of prompts for a walking meditation."
• "Write a mindful eating exercise to promote healthier eating habits."
• "Compose a meditation to cultivate self-compassion and kindness."

Fitness Planning:

• "Create a weekly workout plan for beginners focusing on strength training."
• "Design a 30-day fitness challenge for improving cardiovascular health."
• "Generate a workout routine tailored for busy professionals."
• "Develop a fitness plan for improving flexibility and balance."
• "Create a high-intensity interval training (HIIT) program for weight loss."
• "Design a fitness plan for building muscle mass."
• "Generate a workout schedule for preparing for a marathon."
• "Create a fitness routine for seniors to improve mobility."
• "Develop a workout plan that incorporates yoga and Pilates."
• "Generate a family-friendly exercise routine for all ages."

Meal Plans:

• "Suggest a balanced diet plan for vegetarians aiming to increase protein intake."
• "Create a weekly meal plan for individuals with gluten intolerance."
• "Generate a diet plan for boosting immune system health."
• "Develop a meal plan for athletes focusing on high-energy foods."
• "Create a balanced diet plan for weight management."
• "Generate a meal plan for maintaining heart health."
• "Design a meal plan for improving digestive health."
• "Create a vegan meal plan rich in essential nutrients."
• "Generate a meal plan for supporting healthy skin."
• "Develop a meal plan for individuals with diabetes to manage blood sugar levels."

Exercise Routines:

• "Design a 30-minute daily workout for improving cardiovascular health."
• "Create a morning exercise routine to boost energy levels."
• "Generate an evening workout plan to promote better sleep."
• "Develop a strength training routine that can be done at home."
• "Create a low-impact exercise plan for individuals with joint pain."
• "Generate a flexibility routine to improve range of motion."
• "Design a high-intensity workout for experienced fitness enthusiasts."
• "Create a quick 15-minute workout for busy days."
• "Develop an exercise plan incorporating both cardio and strength training."
• "Generate a workout routine for enhancing core stability and strength."

These AI prompts for fun and health are designed to inspire creativity, promote wellbeing, and enhance overall quality of life. By utilizing these prompts, you can explore new activities, stay engaged, and maintain a balanced and healthy lifestyle.

How to Use These AI Prompt Examples

To effectively utilize these AI prompt examples, follow these steps. First, choose the right tool : select an AI platform that suits your needs, such as GPT-3 for text generation or DALL-E for image creation. Next, customize the prompt : tailor the provided prompts to fit your specific task or creative goal. Finally, evaluate the output : review and refine the AI-generated content to ensure it meets your quality standards.

Main tips for customizing and optimizing prompts:

• Iterate and Improve: Continuously refine your prompts based on the results.
• Seek Feedback: Use input from peers or educators to enhance the prompts' effectiveness.
• Experiment and Adapt: Try different approaches and variations to find what works best for your needs.