Conclusions

Conclusions: How do I end this thing? Every essay or paper has to have a ending. A strong conclusion includes the following: It’s the ending that the reader remembers the most.. So here are some choices as to how to end a paper. The endings should match the introduction in style for the best possible result. Do NOT use the words “ In conclusion ,” to end your paper. Everyone uses it, and it’s boring. Mix it up a little and make your conclusion positively memorable! Try one of these:
 * A restatement of the thesis that clearly explains what the ultimate purpose of the paper was WITHOUT rewriting the thesis word for word.
 * A basic overview of all the topics that were discussed and an explanation of how they all fit together.

1. Restate the thesis and main points in a strong, meaningful sentence. Overall, I really feel as if I’ve begun a really strong writing instruction base in my classroom. I am aware of many of the best practices in writing instruction but feel I need to better incorporate them into the base I already have. I want to expand my writing instruction to include much more of the digital learning environment. The opportunities to engage students in a comfortable, user-friendly learning environment are there, and if I can manage to embrace the tools out there for me, I can offer my students a larger array for their own toolboxes.

2. Conclude with a vignette that is related to your introduction to help reiterate your point and conclude your paper. There was a time when it was taboo to talk about the differences between boys and girls. I remember when I was in school all we heard about was how girls could do anything boys could do and for all of us girls to reach for the stars! This is a great theory, and I whole-heartedly believe it to be true, but the studies discussed prove that even though boys and girls have the ability to do anything – no matter how seemingly gender-biased – boys and girls are still inherently different, and to ignore those differences in the realm of education is dangerous. In Kindergarten Cop, the children, both boys and girls, have exhausted Schwarzenegger, and his partner tells him that the kids know he’s afraid. He must “show no fear” to gain control. As educators, we must show no fear in recognizing the inherent and biological brain differences between boys and girls. We must show no fear in embracing and fostering those differences in classroom writing assessments. We must show no fear in understanding and preparing our questions for the best possible responses. The how a teacher asks is clearly just as important as the what. From now on, I will think with both boys’ and girls’ abilities in mind and create prompt choices that will fulfill the needs of all my students to generate the best possible questions for the best possible responses.

3. Conclude with a reference back to the original quote from a notable source to tie the whole paper together. This study shows “a clear need for explicit literacy certification standards for teachers who teach in the disciplines”(Shanahan & Shanahan, 2008, p. 57). Too often, secondary education majors are shuffled off into their specific content areas and not properly instructed on how to educate their future students on how to read and understand specifically for content areas, and this, in turn, lowers national test scores in reading comprehension and literacy standards. Spending time teaching teachers who will teach students these skills should equate to higher levels of literacy success, and may ultimately equate with the capability of students to remember, to learn, and to be involved.

4. Conclude with a reference or another quote from the same source at the beginning to make a clear connection between the quote and your thesis. This study shows “a clear need for explicit literacy certification standards for teachers who teach in the disciplines” (Shanahan & Shanahan, 2008, p. 57). Too often, secondary education majors are shuffled off into their specific content areas and not properly instructed on how to educate their future students on how to read and understand specifically for content areas, and this, in turn, lowers national test scores in reading comprehension and literacy standards. Spending time teaching teachers who will teach students these skills should equate to higher levels of literacy success, and may ultimately equate with the capability of students to learn the skills necessary to fill open positions in the struggling economy, thus helping raise the bar for education and help the unemployment crisis.