Conclusion

Page Author: Eamon Cunningham

The conclusion is the final paragraph of both analysis and argument essays. The conclusion provides an opportunity to emphasize the writer’s main points, highlight the implications of the argument, and invite readers to consider the broader significance of what’s been presented in the essay.

Strategies for Conclusions (Analysis)

Link Back to the Introduction’s Strategy

This strategy, sometimes called a “looping” approach, sets up the introduction and conclusions to work as related ends of the essay. The main idea behind this strategy is to have the conclusion function as an extension of the introduction to bring closure to the issues initially raised in the paper’s beginning. Below are a few ways to consider how the introduction may relate to the conclusion: If the introduction uses a quotation, the writer may end with a related quotation or offer some response to ideas raised in the initial quote. If the introduction uses an anecdote, the writer may end with an extension to that story or a retelling of it with a slightly different end. If the introduction asks a question, the writer may answer that question, reframe that question, or ask a new question. If the introduction defines a problem, the writer may offer a solution to the problem or suggest a different way of looking at the problem in light of the paper’s evidence.

“After all these years, is Moby Dick still worth reading? Our greatest artists see what the rest of us miss: Melville looks upon the sea and sees the dread and majesty of God whose providence, when the winds and waves smash our tightest-rigged ships to matchsticks, is hard sometimes to believe. Whether Melville is right about God is another thing; he certainly describes as powerfully as anyone that terrible feeling of loneliness that will come like a tidal wave upon the most devout believer. That is Melville’s idea: it is what he sees, and he sees it because it is really there for him or for another great artist to see, and when he describes it to us, we nod and say, ‘Yes, there is truth in that. It may not be the final truth, but the man has seen, and has told us honestly what he has seen.’”

Summarize While Raising Further Questions

This strategy uses summary as a starting point to establish further lines of inquiry beyond what the paper has presented. Analysis essays often seek to answer questions, and the conclusion is the place where the writer can reassure readers that the insights presented in the essay are sound and logical. Once these conclusions have been summarized, writers may take this line of thinking further by raising related questions for the reader to consider. These questions may speculate on the future, contemplate the implications of the interpretation, pose questions related to the topic that resist simple answers.

“So where does all of this leave us, here in the 21st century? Hamlet was written in a different age, yes, but Shakespeare’s play speaks in a living voice to anyone who is willing to listen. Is it up to us to right a wrong? What are the effects that vengeance has on our souls? I’m sure if anyone will ever know for sure, but Hamlet’s enduring moral message is a pillar upon which so much of our moral lives are founded. Who knows where we would be without it?”

Build up to a Short, Final Statement

This strategy stresses the style of the conclusion as much as the content since this approach aims to end the conclusion with a small phrase - even a single word - to leave the reader in an emotional state of mind. To do this well, the writer must understand how a periodic sentence works. Periodic syntax has the main clause or predicate at the end and writers can use this style to both summarize and persuade since the subordinate reasons and ideas are placed before the ultimate point. By carrying an effect of mystery, tension, suspense, or surprise — all desired effects when you're trying to rouse the emotions of the audience one final time before you sign off — a periodic sentence will make the final insights crack like a whip.

“Douglass’s speech is among the most effective examples of political oratory from the 19th century, perhaps in all of American history. Not only does his message on slavery make powerful arguments about the dignity of the human person, but his closing remark, compressed into just three words, is one of the most memorable endings in all of American rhetoric. After all the parallelisms and emphatic repetitions, where Douglass seizes the reader’s attention, musters his evidence like soldiers on parade, builds to a climax, he finishes with a short staccato statement to sums up the American slave experience. What’s the effect? It strikes like a gavel on a bench.”

Suggest a Different Argument Under Different Conditions

This strategy recognizes that your argument is valid within the scenario the writer has illustrated but may have to be adjusted under changed conditions. This will bring a tone of honesty and humility to the closing few lines, while characterizing the writer’s stance as flexible. By noting that we live in a complex world and solutions rarely have clean answers, it also acknowledges that we live an ever-changing world, and that the writer’s mind is open enough to adapt to these shifting conditions.

“To say that Homer presents Odysseus as living the ideal human life means that you accept it with all its blemishes: for instance, that it is perfectly acceptable for Odysseus to sack a city or two on his way home, or while away a year on Circe’s island, enjoying the goddess’s bed and board. But in fact, there are plenty of hints that suggest that Odysseus himself is a work in progress. Odysseus’s traits are a complex mesh, one which reminds us of the darker hues in the hero’s character. The fact that we can reconcile these traits with his heroism is the real genius of Homer’s work.”

Add Depth to the Topic by Allusion

This strategy highlights some of the essay’s key ideas and adds dimension to them by suggesting its connections to other ideas, works of literature, traditions, etc. Doing so will not only add some energy to the concluding paragraph, but the allusion will tap the energy of this second idea in order to put in dialogue with the current topic.

“To say that Saint Paul is an exclusively Christian writer is a narrow view. While there is much he contributed to Christian spirituality, his ideas didn’t appear from out of nowhere. When he thinks of the Church as a body, don’t forget that this was the same language Aristotle used to describe the ideal polis. A close reading of each tradition suggests there is much more harmony between early Christian theology and Greek philosophy than meets the eye.”

Strategies for Conclusions (Argument)

Pose A Question to the Reader

For writers who have argued on ethical grounds, the conclusion may be a nice place to test the reader’s reaction by posing a question which makes them examine their own views in light of the evidence provided in the argument. This strategy speaks directly to the reader and places him or her in the context of the situation, providing a sort of embedded ethics test to close things out. The audience may find that their perspective on the issue has changed and a direct recognition of that change, which forces the reader to confront it in the posed question, can be a powerful weapon for changing minds. However, the questions don’t always have to seek direct answers. A string of rhetorical questions can be a powerful tactic to close things out. It drives home key points, while keeping a voice that is inquisitive and open-minded.

“As our world evolves and as artificial intelligence becomes indistinguishable from human beings, it is difficult to know where to draw the line. AI is redefining what it means to create art, have a conversation, and have knowledge. If expanded rights for AI in the answer, then this conclusion spawns a new question: what is consciousness?”

Call to Action

This strategy, best suited for problem-solution style arguments, is where the writer will conclude the discussion by proposing a course of action in light of the provided evidence earlier in the argument. Rather than simply restate the evidence, writers in this style will synthesize these views and use it to make recommendations about how to move forward. Writers using this strategy must be careful not to over promise or be too general.

“When it comes to Evolution vs. Creationism, why not let students see what’s out there for themselves? A co-teaching of these competing origin narratives aligns to principles of free-speech and would reinforce critical thinking skills that seem to atrophy more and more as time moves by. The conversation that starts with Creationism and Evolution can add depth and dimension to all subjects, not just theology and science, and help the knowledge learned in school to flow in new directions. If academic institutions are committed to the pursuit of truth, it stands to reason that teaching both is the best course of action.”

Highlight Mutual Benefit for All Parties

This strategy emphasizes that all readers have something important to gain by adopting at least some elements of the writer’s position. This kind of conclusion appeals to the reader’s self-interest and can transform the writer’s position from a threat to a promise. Writers can do this by concluding with a “statement of benefits” (of adopting some or all of your position), which highlights the positive and hopeful aspects of the issue, not simply the places where they have “won” the debate.

“The real issue is one of making room, and there is still a little room in the West—room for hunters, for environmentalists, for ranchers, and for wolves. While we may not all agree, we can all live side by side.”

Reframe the Issue in a Broader Context

This strategy tries to reaffirm the basis on which cooperative effort can be grounded. Often a tone which appeals to mutual benefit is a good backdrop against which the writer can assert their position while maintaining tones of esteem, acceptance, and diversity. This strategy tries to emphasize that both sides are actually on the same side when it comes to certain aspects of the issue by stressing that all sides are enmeshed in an issue that is greater than themselves. This strategy also shows how despite the differences of view on this topic, people can come together under the banner of more fundamental values.

“Though the distant poles on this issue will never come into contact, we must find a way to restore our political ecosystem so that it can be co-inhabited by pro-lifers, pro-choicers, and those who are still yet to resolve themselves on the issue. Such a conclusion would move us all beyond the war of words and into a domain of action, a movement that echoes our core American values of tolerance and pluralism.”

Leave the Issue Open to Further Conversation

This strategy, sometimes called the “decisional” approach, is where the writer decides on a plan of action, typically the plan that emerged as strongest in the analysis of options. When a writer concludes by advocating a solution, the paper may look like a traditional “problem-solution” or “proposal” argument or just one with a “delayed thesis.” However, when the writer of a deliberative argument advocates a particular solution, he or she should be careful not to claim absolute certainty or try to achieve unilateral closure. The writer can conclude with a decision and still send a clear signal about remaining open to further input. This difficult combination of being convinced but also tentative gives an impression that the issue is still open for debate.

“Is the solution perfect? Probably not. But it is an attempt to negotiate the tough new moral world of national healthcare in a world of haves and have-nots. Bits and pieces of the leading solutions to protect rural populations and the moral status of its residents will ultimately alleviate grave human suffering. In our imperfect moral world, it seems to me a valiant and admirable moral stance.”

Common Errors

Recapping the Essay’s Content

This style of conclusion just restates the paper’s main topic and is often undeveloped and unacceptably brief. It does not push the ideas forward in any way and presents information the reader would already be familiar with at this point in the essay.

“John Dewey was, as we have seen, a pioneer in American education, proving that education was a major force for social change. We see that in his theory and philosophy of education.”

Over Reliance on Stock Phrasing

This style of conclusion largely recaps the big ideas of the essay but signals the transition into this summary with an unnecessary, overused phrase of “in conclusion.” In addition to this, writers should be cautious starting a conclusion with phrases such as “in summary,” “in closing,” “in all,” etc. Although these phrases can be effective in speech making, they often come across as contrived in written conclusions.

“In conclusion, it’s clear that Shakespeare should still be taught in the English classroom. This idea was demonstrated in the three articles and all of them made good points for why he is the most famous poet in the English language.”

Introducing New Evidence

This style of conclusion provides extra information about the topic at hand, but this sort of evidence is much better suited within the body of the paper. Some writers find it difficult to leave out details that are interesting but don’t quite fit the paper’s controlling ideas. Adding evidence facts and evidence at the end of an otherwise-well-organized essay often serves to promote confusion and an impression of disorganization.

“Harper Lee provides an interesting case study for racism in the American South. She also offers historians an interesting glimpse into the legal system as seen in the speech that Atticus delivers to the jury where he stresses the need for even handedness in the justice system. His powerful speech in this scene is a great example of the novel’s main themes.”

Over Reliance on Emotion

This style of conclusion draws on emotion to make its appeal, but while emotions and sentimentality can be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise or sweeping generalizations, would be a more fitting conclusion to the topic. This style of conclusion is also defined by an over-the-top style that includes unnecessary praise for the author/text.

“Because of the superb writing of John Steinbeck, countless others have seen the shining beacon of hope that is friendship in hard times. The example he bestows upon us in Of Mice and Men is a torch that lit the way for others during the Great Depression and beyond. He was truly an American treasure.”

Withholding the Argument Until the End

This style of conclusion states the essay’s thesis for the first time in the paper’s final paragraphs. Some writers are tempted to use this strategy for stylistic reasons and, while expert writers can sometimes pull it off, it is typically not recommended for academic papers. In assignments like these, the reader does not need an unexpected surprise at the end; they expect an analytical discussion of the topic in an academic style with the main argument (thesis) stated in the essay’s introduction.

(After a paper that discusses numerous scenes from Narrative of the Life of Frederick Douglass but never says what these incidents reveal about the author’s stance towards education): So, as all this evidence shows, Douglass understood education as the way to subvert his master’s power over him, and thus sees it as an essential step towards freedom.