Focus Question: How can the structure of a conclusion guide the final thoughts of the reader?
Part 1
Tell students, “Some stories and movies end with ‘finis’ or ‘the end.’ Yet, the writer hopes that the end of the written word or the scrolling credits is not the end of a reader’s/watcher’s thoughts on the work. An effective conclusion will stay in the reader’s thoughts and potentially impact future actions or beliefs. In this lesson, students will build upon prior lessons, and for a final assessment, compose an effective conclusion and create an effective metaphor or chart which shows the parallels between introductions and conclusions.”
In a think-pair-share activity, ask students to turn to a neighbor and brainstorm the four parts of an effective introduction from Lesson 2. Choose volunteers or randomly select students to share answers out loud (attention-getter, transition, thesis, preview, or divided-thesis).
Inform students that once they have the parts of an introduction memorized, they basically have the conclusion memorized as well. “The four main parts to an academic essay conclusion are rephrasing the thesis and preview, last comments, and clincher. They serve the same basic purposes as the introduction but in reverse order—a mirror image. What is the purpose of a mirror? When is it limiting? And when is it helpful? How may a conclusion have the same strengths and drawbacks?”
“A conclusion usually is indicated by a summation transition word or phrase, such as ‘in conclusion,’ ‘to sum up,’ ‘in summary,’ ‘summarily,’ ‘therefore,’ or ‘finally.’ Next, the thesis is paraphrased or rephrased from the introduction to once more remind the audience of the main point.”
Clarify: “This should not be a word-for-word repetition, but an incorporation of synonyms and an inversion of the sentence order.”
Identify the similarity in formatting between the examples below and note the changes. Write the following divided thesis on the board and its paraphrase. Ask students to copy them as you write. Next, either use colored board markers or overhead markers to make the parallels more obvious or ask students in small groups to mark and identify how ideas were put into different wording and order without changing the meaning or intention. Regardless of strategy, review the material out loud together.
Example:
The Great Gatsby by F. Scott Fitzgerald, clearly demonstrates the frivolous morality of the upper class during America’s roaring ’20s through the characters of Daisy and Tom Buchannan, and Jay Gatsby; these are contrasted with Nick the narrator and George Wilson.
May be paraphrased as:
Clearly, lower-class character models provide a sharp contrast to upper-class selfishness, in the Jazz Age portrayed in F. Scott Fitzgerald’s The Great Gatsby.
Once the above example is reviewed and questions answered, have students refer to their own written introductions from Lesson 2. Guide them into writing a paraphrase of their former thesis by inverting the order of the sentence ideas, as well as using synonyms.
Clarify: “Final paraphrases must still be clear but need not repeat every detail of the original sentence.”
“In the introduction, the purpose of the transition is to comment on the introduction so that the audience interprets the information as the writer prefers and to lead into a specific thesis. Similarly, in the conclusion, the final comments allow the writer a final say on why the reader should agree with the sentiments, or explain how the sentiments may be applied in real life. It should not present new arguable material, yet should also not simply rehash or repeat prior stated sentiments.”
Show these sample last comments for a Gatsby conclusion:
Without a doubt, money is a main motivator in the novel, and history records the Jazz Age was a time of wild speculation leading to the inevitable crash of 1929. Can the current generation learn from the money-versus-morals archetype shown in the novel? Money does not guarantee happiness and as Fitzgerald shows, it often creates more trouble.
Students should then add one to three sentences extending their thoughts on the thesis topic. “Review your comments to be sure they are not merely repeating the thesis or making a claim so objectionable that it would need proving.”
Refer students to the four attention-getter techniques previously explored (real and hypothetical situations, statistics, and quotations). Clarify: “The same information and technique should not be rephrased, though if the content of the attention-getter is alluded to in a new structure that may be effective.”
“If a hypothetical scene is used in the introduction, the clincher may use a transition sentence reminding the reader of the former scene and then add a few more lines of dialogue or description to show how the scene may turn out. Other clincher techniques could be the combination of a statistic and a rhetorical question, a metaphor, or even a twist on a well-recognized quote or saying.”
Here is an example on the topic of whether or not people should donate to charity:
It is not a question of “To be or not to be charitable.” It is a question of “To recognize or not to recognize humanity.”
At this time, have students finish writing a conclusion to use with their introduction from Lesson 2. Only one clincher is necessary. Then, have students exchange papers to check if all parts are present by labeling in the margin and to provide feedback on the effectiveness of sentence structure, techniques, and ideas. The parts to label and check for effectiveness include:
- rephrasing of thesis and preview (or divided thesis)
- last comments
- a clincher
- rephrasing using synonyms, words, or phrases and inversion of syntax.
“To wrap up, draw a visual graph or picture showing the similarities and differences between an introduction and a conclusion OR come up with an original metaphor for a conclusion (like a mirror).” Share this in small groups of four or five students; then share one from each group with the class. Discuss the effectiveness of each metaphor or picture.
Extension:
- Students may be encouraged to model more than one clincher.
- Students may need further practice with learning how to paraphrase effectively. Provide random sentences from books, stories, newspapers, or articles. They need not be a thesis.
- Students may read magazine feature articles, newspaper editorials, or various modes of essays to analyze organization and techniques chosen in writing a conclusion. Students should also consider language and hints at the intended audience for each piece.
