5 Year Goals Essay Conclusion

What is the most challenging part of essay writing?

Some name the process of thesis clarification, others mention essay hooks and writing an outline, but our reader Emily has knocked spots off them all when asked to share tips on writing essay conclusions!

Don’t worry, Emily, you are not alone.

Finishing your essay isn’t less but sometimes even more challenging than starting it. Our writers know it firsthand, so they give consent graciously to share expert tips on creating strong conclusions for college papers.

Keep on reading to master this craft once and for all.

Why do you need essay conclusions?

A conclusion provides closure and drives main points of your essay one last time. It’s the chance to impress and give readers understanding why your paper matters. In other words, your conclusion should answer the question “So what?”

  • Give the audience something to think about after they finish reading your essay.
  • A conclusion should give completeness to your paper. Ending it on a positive note would be a good practice.

It’s not about introducing new ideas but summing up your writing. The goal is to restate the thesis, summarize the essay’s body, and leave readers with a final impression.

Key aspects to remember:

  1. A strong essay conclusion restates, not rewrites your thesis from the introduction.
  2. A strong essay conclusion consists of three sentences minimum.
  3. It concludes thoughts, not presents new ideas.

Example source: Purdue OWL

So, here’s how to end an essay.

How to write a strong essay conclusion?

The number of sentences in your conclusion will depend on how many paragraphs (statements) you have in the essay.

Consider a standard structure for essay conclusions:

Sentence #1: restate the thesis by making the same point with other words (paraphrase).

~ Example:

  • Thesis: “Dogs are better pets than cats.”
  • Paraphrased: “Dogs make the best pets in the world.”

Sentence #2-4: review your supporting ideas; summarize arguments by paraphrasing how you proved the thesis.

~ Example:

  • “Dogs are cleaner, better at showing affection, and ultimately easier to train.”

Sentence #5: connect back to the essay hook and relate your closing statement to the opening one; transit to human nature to impress a reader and give them food for thought.

~ Example:

  • “Change your life for the better – go get a dog.”

Finally, combine all sentences to improved and expanded conclusion.

  • Based on the above examples, it might look as follows (source):

“There is no doubt that dogs make the best pets in the world. They provide a cleaner environment for your home, are not afraid to show their feelings, and can be trained to do a variety of tricks and jobs. Every second that goes by, you are missing out on happiness. Get out of your chair and make a positive difference in your life – go get a dog!”

Also, you will need a transition word to make readers understand you are going to conclude. The most common are “In conclusion…”,“To sum up…”, and “As previously stated…”, but don’t use them! (If you don’t want to drive your teacher nuts, of course.)

Try “So…” instead. Or, visit the web page of John A. Dowell from Michigan State University to find more transition words for finishing an essay.


You’ve been hit by the structure of essay conclusions.

And now:

What about strategies to use for writing them?


Paraphrase the introduction to bring a full-circle to readers. Ending an essay with the same scenario might help to prove your point and create a better understanding.

Example (source):


“From the parking lot, I could see the towers of the castle of the Magic Kingdom standing stately against the blue sky. To the right, the tall peak of The Matterhorn rose even higher. From the left, I could hear the jungle sounds of Adventureland. As I entered the gate, Main Street stretched before me with its quaint shops evoking an old-fashioned small town so charming it could never have existed. I was entranced. Disneyland may have been built for children, but it brings out the child in adults.”


“I thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M., closing time, leaving the front gates with the now dark towers of the Magic Kingdom behind me. I could see tired children, toddling along and struggling to keep their eyes open as best they could. Others slept in their parents’ arms as we waited for the parking lot tram that would take us to our cars. My forty-year-old feet ached, and I felt a bit sad to think that in a couple of days I would be leaving California, my vacation over, to go back to my desk. But then I smiled to think that for at least a day I felt ten years old again.”


Try looking to the future for emphasizing the importance of your essay and give readers food for thought. “When” and “if” are power words to support your points.


“Physical punishment can be a useful method of discipline. However it should be the last choice for parents. If we want to build a world with less violence we must begin at home, and we must teach our children to be responsible.”


You might want to amplify the main point of an essay or put it in a different perspective for setting a larger context. That would help readers gain a new vision on the topic and bring ideas altogether to create a new but related meaning.

Examples (source):

“Finally, I feel that we cannot generalize about children or adults being better learners. It depends on the situation and the motivation of the person, and the level of enthusiasm he or she has for learning.”

“Society would be healthier if more people took part in sports of all kinds. We should continue to try to prevent accidents and injuries. However, we should also ensure that sports are challenging, exciting, and, above all, fun.”

How not to fail your essay conclusion?

With all of the above, you feel like a guru who writes essays that work, don’t you? The structure and strategies are clear, and nothing can stop you on the way toward high grades for college papers. Go for it!

But first a warning:

When writing a strong essay conclusion, be sure to avoid these teeny-tiny pitfalls able to sink your paper despite it was legen… wait for it…dary!

  1. Don’t write any new information. Your conclusion is about summarizing the thesis and statements.
  2. Don’t share personal thoughts unless you write a first-person opinion piece.
  3. Don’t restate each and all details. You have body paragraphs for that.
  4. Don’t just restate the thesis if you can provide some further – not new! – sophistication to original ideas.
  5. Don’t write lousy words in the conclusion, but use concise language instead.

The point?

Your essay needs a conclusion to drive main points and give understanding why it matters. Writing a strong finishing paragraph might be challenging, but a clear structure, together with several strategies to operate, provide room to work.

To end an essay like a boss, consider its type and audience. A conclusion is your last chance to impress readers and give them something to think about, so do your best to summarize statements and answer a “So what?” question the audience might have after reading your paper.

It’s all in your pitch.

image source:aysedemirhas

Assignments, education, Study, Writingessay conclusion, how to end an essay, writingSamantha Engman

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but we will continue to need many of the best students to dedicate themselves to research in academic and nonacademic settings, and they will need the depth and quality of graduate experience that basic researchers have long enjoyed.

Furthermore, we are not espousing what some call vocationalism. The idea is not to slot every student into a particular career path and then "train" him or her accordingly. Among other problems, that would bind students to jobs that can change or decline in number while they are in graduate school. What is needed is not additional specialization. We need a graduate system that is well tuned to the central feature of contemporary life: continuous change. Change is happening both within the research world and outside, and work in both spheres requires constant readiness to adapt. Our objective, therefore, is a breadth of experience so that graduates can keep career options open and have the capacity to switch career tracks both at the beginning of and throughout their professional lives.

Controlling Time to Degree. The recommended changes should not be construed as additional requirements that would in themselves extend a student's time in a graduate program. The steadily lengthening time to degree—and, more important, the time to first employment—is already too long, for whatever reasons. Many ways of fostering versatility, including several noted above, can easily be introduced within the time that graduate students now spend after registration. An industrial assignment, for example, might replace—and not supplement—an on-campus research assignment.

We are aware of some strain between broadening the graduate experience and controlling its duration. Both solutions are needed, even if considerable administrative energies are required. Although long average time to degree is often decried, faculty and administrators have not generally made the disciplined effort that is needed to tighten graduate programs.

Whatever the nature of a specific graduate program, it is crucial to establish the principle that each student is the responsibility of a department, not of a single faculty member. Thus, a small faculty group (including the adviser) should meet often with each student working for a PhD degree; this faculty group, not the student's faculty adviser acting alone, should determine when enough work has been accomplished for the PhD degree.

Some observers have suggested fixed limits-5 years, perhaps, which is about 2 years shorter than the current averages—for a doctoral-education career. In the abstract, it is not obvious why such a period, which would allow 2 years of coursework and 3 years for a dissertation, should not suffice for most full-time PhD candidates. However, we are not prepared to espouse strict limits, in part because today's more-diverse student population requires flexibility to accommodate family and other personal factors.

However, we do believe that the "Two Plus Three Plus X" model for doctoral education ought to be evaluated and debated within the academic community. The idea is that preparation for a career in research has three discrete phases. The first, which should require no more than 2 years (assuming adequate preparation and suitable adjustment for part-time students), is for developing a broad command of the field. The second, for which the norm might be 3 years, is for making an original contribution to research as reflected in the dissertation. The third, for refining research skills and specialized knowledge that might be required for a first research

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