{"id":317,"date":"2019-07-01T19:45:20","date_gmt":"2019-07-01T19:45:20","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/scholarlywriting\/?post_type=chapter&#038;p=317"},"modified":"2025-07-03T20:04:46","modified_gmt":"2025-07-03T20:04:46","slug":"writing-conclusions","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/chapter\/writing-conclusions\/","title":{"raw":"Writing Conclusions","rendered":"Writing Conclusions"},"content":{"raw":"Studies have shown that the human brain is more likely to remember items at the beginning and end of lists, presentations, and other texts. Recollection of the last thing a person reads or hears is called the <em>recency effect<\/em>\u2013 they\u2019re remembering the most recent information they\u2019ve encountered. This is why your conclusion is so important. It\u2019s your final chance to make an impression on your readers.\r\n\r\nConclusions have <strong>two jobs<\/strong>:\r\n<ul>\r\n \t<li>Leave readers with something to think about.<\/li>\r\n \t<li>Clarify why your topic matters to them and the larger community. Some people refer to a conclusion as the <em>so what<\/em>? section of a text, because it helps readers understand the significance of your subject. See <strong>Figure 7.7<\/strong>.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<img src=\"http:\/\/pressbooks.library.ryerson.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Chapter-7-Figure-7.7-e1564594095511.jpg\" alt=\"Person asking \u201cso what?\u201d and another person preparing to answer with finger pointed up.\" class=\"wp-image-672 aligncenter\" width=\"552\" height=\"408\" \/>\r\n<p class=\"DefaultCxSpFirst\"><b><span>Figure 7.7<\/span><\/b><span>: The conclusion as the \u201cso what?\u201d section.<\/span><\/p>\r\n&nbsp;\r\n<p class=\"DefaultCxSpMiddle\"><span>What techniques can keep readers thinking about the topic at the end of a piece of writing?\u00a0<\/span><span>Some of the same methods that work for the introduction also work for the conclusion, but the <b>formula\u00a0<\/b>is a little different:<\/span><\/p>\r\n\r\n<div class=\"textbox\"><span>A good conclusion = a call to action + a connection between the topic and the reader. <\/span><\/div>\r\n<p class=\"DefaultCxSpMiddle\"><span>You\u2019re trying to end your piece, so don\u2019t start making new claims or sharing new research. Instead, try to help readers see how they relate to your subject matter. Sometimes this means suggesting that the reader do something specific: a call to action. You could 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 the key to a successful conclusion. See <strong>Film Clip 7.2<\/strong> about writing conclusions.<\/span><\/p>\r\n[embed]https:\/\/www.youtube.com\/embed\/tIoJrrjNYTU[\/embed]\r\n\r\n<strong>Film Clip 7.2<\/strong>: Writing conclusions [1:03]\r\n\r\n&nbsp;\r\n<p class=\"DefaultCxSpFirst\"><span>See <b>Table 7.6\u00a0<\/b>for methods and examples for concluding your writing and giving your readers a sense of closure or an idea of what you would like them to think about or do next.<\/span><\/p>\r\n<p class=\"DefaultCxSpLast\"><b><span>Table 7.6: <\/span><\/b><span>Methods and examples for conclusions<\/span><\/p>\r\n\r\n<table class=\"lines\" style=\"border-collapse: collapse;width: 100%\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<th>Method<\/th>\r\n<th>Example<\/th>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">\r\n<p class=\"Default no-indent\"><span>Make a call to action: prompt readers to do something.<\/span><\/p>\r\n<\/td>\r\n<td style=\"width: 50%\">\r\n<p class=\"Default no-indent\"><span>Nurses are uniquely positioned to advocate for better public policy to limit and restrict the consumption of sugar. <\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">\r\n<p class=\"no-indent\"><span>Ask a rhetorical question: a question asked for mere effect. 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.<\/span><\/p>\r\n<\/td>\r\n<td style=\"width: 50%\">\r\n<p class=\"no-indent\"><span>Have you considered the impact of sugar consumption on your health or the clients you care for?<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"DefaultCxSpFirst\"><span>\u00a0<\/span><b><span>Student Tip<\/span><\/b><b><span><\/span><\/b><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<b><span>Optimizing Your Conclusion<\/span><\/b>\r\n<p class=\"Default\"><span>Avoid introducing new ideas in the conclusion<\/span><span>. But don\u2019t simply copy and paste your thesis from earlier in the text. You\u2019ve likely had a whole conversation in the text since the reader first encountered that thesis. Simply repeating it, or even replacing a few key words with synonyms, doesn\u2019t acknowledge that bigger conversation. Instead, try pointing the reader back to the main idea in a new way.<\/span><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n<hr aria-hidden=\"true\" \/>\r\n\r\n<h2 class=\"attribution-notice\">Attribution statement<\/h2>\r\n<p class=\"DefaultCxSpMiddle\"><span>\u00a0<\/span><span>Content from this page was remixed with our own original content and adapted, with editorial and organizational changes, from:<\/span><\/p>\r\n<p class=\"DefaultCxSpLast\"><a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\"><span>The Word on College Reading and Writing<\/span><\/a><span>\u00a0by\u00a0Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, licensed under a\u00a0<\/span><a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\"><span>Creative Commons Attribution-NonCommercial 4.0 International License<\/span><\/a><span>, except where otherwise noted.<\/span><span>Download for free at: <\/span><a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\"><span>https:\/\/openoregon.pressbooks.pub\/wrd\/<\/span><\/a><span><\/span><\/p>","rendered":"<p>Studies have shown that the human brain is more likely to remember items at the beginning and end of lists, presentations, and other texts. Recollection of the last thing a person reads or hears is called the <em>recency effect<\/em>\u2013 they\u2019re remembering the most recent information they\u2019ve encountered. This is why your conclusion is so important. It\u2019s your final chance to make an impression on your readers.<\/p>\n<p>Conclusions have <strong>two jobs<\/strong>:<\/p>\n<ul>\n<li>Leave readers with something to think about.<\/li>\n<li>Clarify why your topic matters to them and the larger community. Some people refer to a conclusion as the <em>so what<\/em>? section of a text, because it helps readers understand the significance of your subject. See <strong>Figure 7.7<\/strong>.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks.library.ryerson.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Chapter-7-Figure-7.7-e1564594095511.jpg\" alt=\"Person asking \u201cso what?\u201d and another person preparing to answer with finger pointed up.\" class=\"wp-image-672 aligncenter\" width=\"552\" height=\"408\" \/><\/p>\n<p class=\"DefaultCxSpFirst\"><b><span>Figure 7.7<\/span><\/b><span>: The conclusion as the \u201cso what?\u201d section.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p class=\"DefaultCxSpMiddle\"><span>What techniques can keep readers thinking about the topic at the end of a piece of writing?\u00a0<\/span><span>Some of the same methods that work for the introduction also work for the conclusion, but the <b>formula\u00a0<\/b>is a little different:<\/span><\/p>\n<div class=\"textbox\"><span>A good conclusion = a call to action + a connection between the topic and the reader. <\/span><\/div>\n<p class=\"DefaultCxSpMiddle\"><span>You\u2019re trying to end your piece, so don\u2019t start making new claims or sharing new research. Instead, try to help readers see how they relate to your subject matter. Sometimes this means suggesting that the reader do something specific: a call to action. You could 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 the key to a successful conclusion. See <strong>Film Clip 7.2<\/strong> about writing conclusions.<\/span><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Writing Conclusions\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/tIoJrrjNYTU?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><strong>Film Clip 7.2<\/strong>: Writing conclusions [1:03]<\/p>\n<p>&nbsp;<\/p>\n<p class=\"DefaultCxSpFirst\"><span>See <b>Table 7.6\u00a0<\/b>for methods and examples for concluding your writing and giving your readers a sense of closure or an idea of what you would like them to think about or do next.<\/span><\/p>\n<p class=\"DefaultCxSpLast\"><b><span>Table 7.6: <\/span><\/b><span>Methods and examples for conclusions<\/span><\/p>\n<table class=\"lines\" style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<th>Method<\/th>\n<th>Example<\/th>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">\n<p class=\"Default no-indent\"><span>Make a call to action: prompt readers to do something.<\/span><\/p>\n<\/td>\n<td style=\"width: 50%\">\n<p class=\"Default no-indent\"><span>Nurses are uniquely positioned to advocate for better public policy to limit and restrict the consumption of sugar. <\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">\n<p class=\"no-indent\"><span>Ask a rhetorical question: a question asked for mere effect. 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.<\/span><\/p>\n<\/td>\n<td style=\"width: 50%\">\n<p class=\"no-indent\"><span>Have you considered the impact of sugar consumption on your health or the clients you care for?<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"DefaultCxSpFirst\"><span>\u00a0<\/span><b><span>Student Tip<\/span><\/b><b><span><\/span><\/b><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><b><span>Optimizing Your Conclusion<\/span><\/b><\/p>\n<p class=\"Default\"><span>Avoid introducing new ideas in the conclusion<\/span><span>. But don\u2019t simply copy and paste your thesis from earlier in the text. You\u2019ve likely had a whole conversation in the text since the reader first encountered that thesis. Simply repeating it, or even replacing a few key words with synonyms, doesn\u2019t acknowledge that bigger conversation. Instead, try pointing the reader back to the main idea in a new way.<\/span><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<hr aria-hidden=\"true\" \/>\n<h2 class=\"attribution-notice\">Attribution statement<\/h2>\n<p class=\"DefaultCxSpMiddle\"><span>\u00a0<\/span><span>Content from this page was remixed with our own original content and adapted, with editorial and organizational changes, from:<\/span><\/p>\n<p class=\"DefaultCxSpLast\"><a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\"><span>The Word on College Reading and Writing<\/span><\/a><span>\u00a0by\u00a0Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, licensed under a\u00a0<\/span><a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\"><span>Creative Commons Attribution-NonCommercial 4.0 International License<\/span><\/a><span>, except where otherwise noted.<\/span><span>Download for free at: <\/span><a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\"><span>https:\/\/openoregon.pressbooks.pub\/wrd\/<\/span><\/a><span><\/span><\/p>\n","protected":false},"author":34,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-317","chapter","type-chapter","status-publish","hentry"],"part":141,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/317","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/users\/34"}],"version-history":[{"count":19,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/317\/revisions"}],"predecessor-version":[{"id":2387,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/317\/revisions\/2387"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/parts\/141"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/317\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/media?parent=317"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapter-type?post=317"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/contributor?post=317"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/license?post=317"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}