The conclusion A conclusion should bring together different sections of your essay. The assertions you made in your introductory paragraph should have been fully developed ‘and substantiated through the essay, so that the Conclusion can bring together all of the strands of the argument, refer back to the essay topic and end on a welleasoned, logical note. Remember that your conclusion should not offer any ew material. Rather, consider telling your reader: ‘+ what the significance of your findings, or the implications of your conclusion, might be: ‘© whether there are other factors which need to be looked at, but which were outside the scope of the essay; ‘© how your topic links to the wider context (‘bigger picture’) in your discipline. Don't simply repeat yourself in this section. A conclusion which merely summarises is repetitive and reduces the impact of your paper. ‘A conclusion follows that matches the introduction with its key aspects identified in the text boxes. ‘Although, to a large extent, the working Key structural elements of introductions and conclusions Note how the Introduction moves from general information to specific, while the Conclusion works in reverse; from specific to general The Introduction Brie background or contextual information Focus attention on speciic theme of his writing THESIS STATEMENT (very specific statement outining main commen Elaboration on organisation or structure (map ofthe essay) The Conclusion Spe Reterence tothe question {your thesis statement a ‘Summary of key points made Im reaching your position a dle were mainly those inthe forefiont of fe [ Statement of crowd acon and they ao led the revts || the conclusing ‘against wealthy plantation farmers, the position of the American Revolution was not a cate || | eSS47 Working people partcated because the sus cect affected them = the treat posed by power landowners andthe tyanny Brain represenes, |* | SY"TIV Of Were the sims and. actions of the working estes were mare concered with resistance to British rule dung the ore revolutionary period, they became more revolutionary in nature after 1775 when the). ["F-staiomont toon wi stan esas. wi || eertng shi change in ieas occured. n terms 3 considering the Revolution as a whole range of activites such as organising its, communicating. to Brain, atenonce at | [Fra anougne town hall meetings ana parmphiet wei. 2 Y/ | Jererarce eck ately emerges erat al cases were A | ‘6 'sen Oe Involved. Thretore, is impossible w/| | 7 assess the extent to which 2 since group | | Pe tement of such a8 working people contributed to the | | [onan AmeranRevolton. Further resources [Bate, D. & Sharpe, P. (1996). Writer's Handbook: how to vite lbettor essays. Sydney: Harcourt Brace. ICianchy, J, & Ballard, B. (1986). Essay Writing for Students: a Jpractcai quite. Melbourne: Longman. |Germoy, J. (2011). Get great marks for your essays, reports and loresentations (3rd ed.). NSW: Allon and Unwin. LJordan, RR. (1999). Academic Whiting Course. (rd ed) lOxfordshice: Longman. Strunk, W.. Jr. & White, E.B. (1978). The elements of style (3rd Jed). New York: Macmillan Using English for Acedemic Purposes: A guide for students in Higher Education online]. Retrieved July 2011 from httpstwnnw.uetep.com/ General Specific General