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17 Essay Conclusion Examples (Copy and Paste)

essay conclusion examples and definition, explained below

Essay conclusions are not just extra filler. They are important because they tie together your arguments, then give you the chance to forcefully drive your point home.

I created the 5 Cs conclusion method to help you write essay conclusions:

Essay Conclusion Example

I’ve previously produced the video below on how to write a conclusion that goes over the above image.

The video follows the 5 C’s method ( you can read about it in this post ), which doesn’t perfectly match each of the below copy-and-paste conclusion examples, but the principles are similar, and can help you to write your own strong conclusion:

💡 New! Try this AI Prompt to Generate a Sample 5Cs Conclusion This is my essay: [INSERT ESSAY WITHOUT THE CONCLUSION]. I want you to write a conclusion for this essay. In the first sentence of the conclusion, return to a statement I made in the introduction. In the second sentence, reiterate the thesis statement I have used. In the third sentence, clarify how my final position is relevant to the Essay Question, which is [ESSAY QUESTION]. In the fourth sentence, explain who should be interested in my findings. In the fifth sentence, end by noting in one final, engaging sentence why this topic is of such importance.

Remember: The prompt can help you generate samples but you can’t submit AI text for assessment. Make sure you write your conclusion in your own words.

Essay Conclusion Examples

Below is a range of copy-and-paste essay conclusions with gaps for you to fill-in your topic and key arguments. Browse through for one you like (there are 17 for argumentative, expository, compare and contrast, and critical essays). Once you’ve found one you like, copy it and add-in the key points to make it your own.

1. Argumentative Essay Conclusions

The arguments presented in this essay demonstrate the significant importance of _____________. While there are some strong counterarguments, such as ____________, it remains clear that the benefits/merits of _____________ far outweigh the potential downsides. The evidence presented throughout the essay strongly support _____________. In the coming years, _____________ will be increasingly important. Therefore, continual advocacy for the position presented in this essay will be necessary, especially due to its significant implications for _____________.

Version 1 Filled-In

The arguments presented in this essay demonstrate the significant importance of fighting climate change. While there are some strong counterarguments, such as the claim that it is too late to stop catastrophic change, it remains clear that the merits of taking drastic action far outweigh the potential downsides. The evidence presented throughout the essay strongly support the claim that we can at least mitigate the worst effects. In the coming years, intergovernmental worldwide agreements will be increasingly important. Therefore, continual advocacy for the position presented in this essay will be necessary, especially due to its significant implications for humankind.

chris

As this essay has shown, it is clear that the debate surrounding _____________ is multifaceted and highly complex. While there are strong arguments opposing the position that _____________, there remains overwhelming evidence to support the claim that _____________. A careful analysis of the empirical evidence suggests that _____________ not only leads to ____________, but it may also be a necessity for _____________. Moving forward, _____________ should be a priority for all stakeholders involved, as it promises a better future for _____________. The focus should now shift towards how best to integrate _____________ more effectively into society.

Version 2 Filled-In

As this essay has shown, it is clear that the debate surrounding climate change is multifaceted and highly complex. While there are strong arguments opposing the position that we should fight climate change, there remains overwhelming evidence to support the claim that action can mitigate the worst effects. A careful analysis of the empirical evidence suggests that strong action not only leads to better economic outcomes in the long term, but it may also be a necessity for preventing climate-related deaths. Moving forward, carbon emission mitigation should be a priority for all stakeholders involved, as it promises a better future for all. The focus should now shift towards how best to integrate smart climate policies more effectively into society.

Based upon the preponderance of evidence, it is evident that _____________ holds the potential to significantly alter/improve _____________. The counterarguments, while noteworthy, fail to diminish the compelling case for _____________. Following an examination of both sides of the argument, it has become clear that _____________ presents the most effective solution/approach to _____________. Consequently, it is imperative that society acknowledge the value of _____________ for developing a better  _____________. Failing to address this topic could lead to negative outcomes, including _____________.

Version 3 Filled-In

Based upon the preponderance of evidence, it is evident that addressing climate change holds the potential to significantly improve the future of society. The counterarguments, while noteworthy, fail to diminish the compelling case for immediate climate action. Following an examination of both sides of the argument, it has become clear that widespread and urgent social action presents the most effective solution to this pressing problem. Consequently, it is imperative that society acknowledge the value of taking immediate action for developing a better environment for future generations. Failing to address this topic could lead to negative outcomes, including more extreme climate events and greater economic externalities.

See Also: Examples of Counterarguments

On the balance of evidence, there is an overwhelming case for _____________. While the counterarguments offer valid points that are worth examining, they do not outweigh or overcome the argument that _____________. An evaluation of both perspectives on this topic concludes that _____________ is the most sufficient option for  _____________. The implications of embracing _____________ do not only have immediate benefits, but they also pave the way for a more _____________. Therefore, the solution of _____________ should be actively pursued by _____________.

Version 4 Filled-In

On the balance of evidence, there is an overwhelming case for immediate tax-based action to mitigate the effects of climate change. While the counterarguments offer valid points that are worth examining, they do not outweigh or overcome the argument that action is urgently necessary. An evaluation of both perspectives on this topic concludes that taking societal-wide action is the most sufficient option for  achieving the best results. The implications of embracing a society-wide approach like a carbon tax do not only have immediate benefits, but they also pave the way for a more healthy future. Therefore, the solution of a carbon tax or equivalent policy should be actively pursued by governments.

2. Expository Essay Conclusions

Overall, it is evident that _____________ plays a crucial role in _____________. The analysis presented in this essay demonstrates the clear impact of _____________ on _____________. By understanding the key facts about _____________, practitioners/society are better equipped to navigate _____________. Moving forward, further exploration of _____________ will yield additional insights and information about _____________. As such, _____________ should remain a focal point for further discussions and studies on _____________.

Overall, it is evident that social media plays a crucial role in harming teenagers’ mental health. The analysis presented in this essay demonstrates the clear impact of social media on young people. By understanding the key facts about the ways social media cause young people to experience body dysmorphia, teachers and parents are better equipped to help young people navigate online spaces. Moving forward, further exploration of the ways social media cause harm will yield additional insights and information about how it can be more sufficiently regulated. As such, the effects of social media on youth should remain a focal point for further discussions and studies on youth mental health.

To conclude, this essay has explored the multi-faceted aspects of _____________. Through a careful examination of _____________, this essay has illuminated its significant influence on _____________. This understanding allows society to appreciate the idea that _____________. As research continues to emerge, the importance of _____________ will only continue to grow. Therefore, an understanding of _____________ is not merely desirable, but imperative for _____________.

To conclude, this essay has explored the multi-faceted aspects of globalization. Through a careful examination of globalization, this essay has illuminated its significant influence on the economy, cultures, and society. This understanding allows society to appreciate the idea that globalization has both positive and negative effects. As research continues to emerge, the importance of studying globalization will only continue to grow. Therefore, an understanding of globalization’s effects is not merely desirable, but imperative for judging whether it is good or bad.

Reflecting on the discussion, it is clear that _____________ serves a pivotal role in _____________. By delving into the intricacies of _____________, we have gained valuable insights into its impact and significance. This knowledge will undoubtedly serve as a guiding principle in _____________. Moving forward, it is paramount to remain open to further explorations and studies on _____________. In this way, our understanding and appreciation of _____________ can only deepen and expand.

Reflecting on the discussion, it is clear that mass media serves a pivotal role in shaping public opinion. By delving into the intricacies of mass media, we have gained valuable insights into its impact and significance. This knowledge will undoubtedly serve as a guiding principle in shaping the media landscape. Moving forward, it is paramount to remain open to further explorations and studies on how mass media impacts society. In this way, our understanding and appreciation of mass media’s impacts can only deepen and expand.

In conclusion, this essay has shed light on the importance of _____________ in the context of _____________. The evidence and analysis provided underscore the profound effect _____________ has on _____________. The knowledge gained from exploring _____________ will undoubtedly contribute to more informed and effective decisions in _____________. As we continue to progress, the significance of understanding _____________ will remain paramount. Hence, we should strive to deepen our knowledge of _____________ to better navigate and influence _____________.

In conclusion, this essay has shed light on the importance of bedside manner in the context of nursing. The evidence and analysis provided underscore the profound effect compassionate bedside manner has on patient outcome. The knowledge gained from exploring nurses’ bedside manner will undoubtedly contribute to more informed and effective decisions in nursing practice. As we continue to progress, the significance of understanding nurses’ bedside manner will remain paramount. Hence, we should strive to deepen our knowledge of this topic to better navigate and influence patient outcomes.

See More: How to Write an Expository Essay

3. Compare and Contrast Essay Conclusion

While both _____________ and _____________ have similarities such as _____________, they also have some very important differences in areas like _____________. Through this comparative analysis, a broader understanding of _____________ and _____________ has been attained. The choice between the two will largely depend on _____________. For example, as highlighted in the essay, ____________. Despite their differences, both _____________ and _____________ have value in different situations.

While both macrosociology and microsociology have similarities such as their foci on how society is structured, they also have some very important differences in areas like their differing approaches to research methodologies. Through this comparative analysis, a broader understanding of macrosociology and microsociology has been attained. The choice between the two will largely depend on the researcher’s perspective on how society works. For example, as highlighted in the essay, microsociology is much more concerned with individuals’ experiences while macrosociology is more concerned with social structures. Despite their differences, both macrosociology and microsociology have value in different situations.

It is clear that _____________ and _____________, while seeming to be different, have shared characteristics in _____________. On the other hand, their contrasts in _____________ shed light on their unique features. The analysis provides a more nuanced comprehension of these subjects. In choosing between the two, consideration should be given to _____________. Despite their disparities, it’s crucial to acknowledge the importance of both when it comes to _____________.

It is clear that behaviorism and consructivism, while seeming to be different, have shared characteristics in their foci on knowledge acquisition over time. On the other hand, their contrasts in ideas about the role of experience in learning shed light on their unique features. The analysis provides a more nuanced comprehension of these subjects. In choosing between the two, consideration should be given to which approach works best in which situation. Despite their disparities, it’s crucial to acknowledge the importance of both when it comes to student education.

Reflecting on the points discussed, it’s evident that _____________ and _____________ share similarities such as _____________, while also demonstrating unique differences, particularly in _____________. The preference for one over the other would typically depend on factors such as _____________. Yet, regardless of their distinctions, both _____________ and _____________ play integral roles in their respective areas, significantly contributing to _____________.

Reflecting on the points discussed, it’s evident that red and orange share similarities such as the fact they are both ‘hot colors’, while also demonstrating unique differences, particularly in their social meaning (red meaning danger and orange warmth). The preference for one over the other would typically depend on factors such as personal taste. Yet, regardless of their distinctions, both red and orange play integral roles in their respective areas, significantly contributing to color theory.

Ultimately, the comparison and contrast of _____________ and _____________ have revealed intriguing similarities and notable differences. Differences such as _____________ give deeper insights into their unique and shared qualities. When it comes to choosing between them, _____________ will likely be a deciding factor. Despite these differences, it is important to remember that both _____________ and _____________ hold significant value within the context of _____________, and each contributes to _____________ in its own unique way.

Ultimately, the comparison and contrast of driving and flying have revealed intriguing similarities and notable differences. Differences such as their differing speed to destination give deeper insights into their unique and shared qualities. When it comes to choosing between them, urgency to arrive at the destination will likely be a deciding factor. Despite these differences, it is important to remember that both driving and flying hold significant value within the context of air transit, and each contributes to facilitating movement in its own unique way.

See Here for More Compare and Contrast Essay Examples

4. Critical Essay Conclusion

In conclusion, the analysis of _____________ has unveiled critical aspects related to _____________. While there are strengths in _____________, its limitations are equally telling. This critique provides a more informed perspective on _____________, revealing that there is much more beneath the surface. Moving forward, the understanding of _____________ should evolve, considering both its merits and flaws.

In conclusion, the analysis of flow theory has unveiled critical aspects related to motivation and focus. While there are strengths in achieving a flow state, its limitations are equally telling. This critique provides a more informed perspective on how humans achieve motivation, revealing that there is much more beneath the surface. Moving forward, the understanding of flow theory of motivation should evolve, considering both its merits and flaws.

To conclude, this critical examination of _____________ sheds light on its multi-dimensional nature. While _____________ presents notable advantages, it is not without its drawbacks. This in-depth critique offers a comprehensive understanding of _____________. Therefore, future engagements with _____________ should involve a balanced consideration of its strengths and weaknesses.

To conclude, this critical examination of postmodern art sheds light on its multi-dimensional nature. While postmodernism presents notable advantages, it is not without its drawbacks. This in-depth critique offers a comprehensive understanding of how it has contributed to the arts over the past 50 years. Therefore, future engagements with postmodern art should involve a balanced consideration of its strengths and weaknesses.

Upon reflection, the critique of _____________ uncovers profound insights into its underlying intricacies. Despite its positive aspects such as ________, it’s impossible to overlook its shortcomings. This analysis provides a nuanced understanding of _____________, highlighting the necessity for a balanced approach in future interactions. Indeed, both the strengths and weaknesses of _____________ should be taken into account when considering ____________.

Upon reflection, the critique of marxism uncovers profound insights into its underlying intricacies. Despite its positive aspects such as its ability to critique exploitation of labor, it’s impossible to overlook its shortcomings. This analysis provides a nuanced understanding of marxism’s harmful effects when used as an economic theory, highlighting the necessity for a balanced approach in future interactions. Indeed, both the strengths and weaknesses of marxism should be taken into account when considering the use of its ideas in real life.

Ultimately, this critique of _____________ offers a detailed look into its advantages and disadvantages. The strengths of _____________ such as __________ are significant, yet its limitations such as _________ are not insignificant. This balanced analysis not only offers a deeper understanding of _____________ but also underscores the importance of critical evaluation. Hence, it’s crucial that future discussions around _____________ continue to embrace this balanced approach.

Ultimately, this critique of artificial intelligence offers a detailed look into its advantages and disadvantages. The strengths of artificial intelligence, such as its ability to improve productivity are significant, yet its limitations such as the possibility of mass job losses are not insignificant. This balanced analysis not only offers a deeper understanding of artificial intelligence but also underscores the importance of critical evaluation. Hence, it’s crucial that future discussions around the regulation of artificial intelligence continue to embrace this balanced approach.

This article promised 17 essay conclusions, and this one you are reading now is the twenty-first. This last conclusion demonstrates that the very best essay conclusions are written uniquely, from scratch, in order to perfectly cater the conclusion to the topic. A good conclusion will tie together all the key points you made in your essay and forcefully drive home the importance or relevance of your argument, thesis statement, or simply your topic so the reader is left with one strong final point to ponder.

Chris

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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National Academies Press: OpenBook

How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000)

Chapter: 10 conclusions, 10 conclusions.

The pace at which science proceeds sometimes seems alarmingly slow, and impatience and hopes both run high when discussions turn to issues of learning and education. In the field of learning, the past quarter century has been a period of major research advances. Because of the many new developments, the studies that resulted in this volume were conducted to appraise the scientific knowledge base on human learning and its application to education. We evaluated the best and most current scientific data on learning, teaching, and learning environments. The objective of the analysis was to ascertain what is required for learners to reach deep understanding, to determine what leads to effective teaching, and to evaluate the conditions that lead to supportive environments for teaching and learning.

A scientific understanding of learning includes understanding about learning processes, learning environments, teaching, sociocultural processes, and the many other factors that contribute to learning. Research on all of these topics, both in the field and in laboratories, provides the fundamental knowledge base for understanding and implementing changes in education.

This volume discusses research in six areas that are relevant to a deeper understanding of students’ learning processes: the role of prior knowledge in learning, plasticity and related issues of early experience upon brain development, learning as an active process, learning for understanding, adaptive expertise, and learning as a time-consuming endeavor. It reviews research in five additional areas that are relevant to teaching and environments that support effective learning: the importance of social and cultural contexts, transfer and the conditions for wide application of learning, subject matter uniqueness, assessment to support learning, and the new educational technologies.

LEARNERS AND LEARNING

Development and learning competencies.

Children are born with certain biological capacities for learning. They can recognize human sounds; can distinguish animate from inanimate objects; and have an inherent sense of space, motion, number, and causality. These raw capacities of the human infant are actualized by the environment surrounding a newborn. The environment supplies information, and equally important, provides structure to the information, as when parents draw an infant’s attention to the sounds of her or his native language.

Thus, developmental processes involve interactions between children’s early competencies and their environmental and interpersonal supports. These supports serve to strengthen the capacities that are relevant to a child’s surroundings and to prune those that are not. Learning is promoted and regulated by the children’s biology and their environments. The brain of a developing child is a product, at the molecular level, of interactions between biological and ecological factors. Mind is created in this process.

The term “development” is critical to understanding the changes in children’s conceptual growth. Cognitive changes do not result from mere accretion of information, but are due to processes involved in conceptual reorganization. Research from many fields has supplied the key findings about how early cognitive abilities relate to learning. These include the following:

“Privileged domains:” Young children actively engage in making sense of their worlds. In some domains, most obviously language, but also for biological and physical causality and number, they seem predisposed to learn.

Children are ignorant but not stupid: Young children lack knowledge, but they do have abilities to reason with the knowledge they understand.

Children are problem solvers and, through curiosity, generate questions and problems: Children attempt to solve problems presented to them, and they also seek novel challenges. They persist because success and understanding are motivating in their own right.

Children develop knowledge of their own learning capacities— metacognition—very early. This metacognitive capacity gives them the ability to plan and monitor their success and to correct errors when necessary.

Children’ natural capabilities require assistance for learning: Children’s early capacities are dependent on catalysts and mediation. Adults play a critical role in promoting children’s curiosity and persistence by directing children’s attention, structuring their experiences, supporting their

learning attempts, and regulating the complexity and difficulty of levels of information for them.

Neurocognitive research has contributed evidence that both the developing and the mature brain are structurally altered during learning. For example, the weight and thickness of the cerebral cortex of rats is altered when they have direct contact with a stimulating physical environment and an interactive social group. The structure of the nerve cells themselves is correspondingly altered: under some conditions, both the cells that provide support to the neurons and the capillaries that supply blood to the nerve cells may be altered as well. Learning specific tasks appears to alter the specific regions of the brain appropriate to the task. In humans, for example, brain reorganization has been demonstrated in the language functions of deaf individuals, in rehabilitated stroke patients, and in the visual cortex of people who are blind from birth. These findings suggest that the brain is a dynamic organ, shaped to a great extent by experience and by what a living being does.

Transfer of Learning

A major goal of schooling is to prepare students for flexible adaptation to new problems and settings. Students’ abilities to transfer what they have learned to new situations provides an important index of adaptive, flexible learning; seeing how well they do this can help educators evaluate and improve their instruction. Many approaches to instruction look equivalent when the only measure of learning is memory for facts that were specifically presented. Instructional differences become more apparent when evaluated from the perspective of how well the learning transfers to new problems and settings. Transfer can be explored at a variety of levels, including transfer from one set of concepts to another, one school subject to another, one year of school to another, and across school and everyday, nonschool activities.

People’s abilitiy to transfer what they have learned depends upon a number of factors:

People must achieve a threshold of initial learning that is sufficient to support transfer. This obvious point is often overlooked and can lead to erroneous conclusions about the effectiveness of various instructional approaches. It takes time to learn complex subject matter, and assessments of transfer must take into account the degree to which original learning with understanding was accomplished.

Spending a lot of time (“time on task”) in and of itself is not sufficient to ensure effective learning. Practice and getting familiar with subject matter take time, but most important is how people use their time while

learning. Concepts such as “deliberate practice” emphasize the importance of helping students monitor their learning so that they seek feedback and actively evaluate their strategies and current levels of understanding. Such activities are very different from simply reading and rereading a text.

Learning with understanding is more likely to promote transfer than simply memorizing information from a text or a lecture. Many classroom activities stress the importance of memorization over learning with understanding. Many, as well, focus on facts and details rather than larger themes of causes and consequences of events. The shortfalls of these approaches are not apparent if the only test of learning involves tests of memory, but when the transfer of learning is measured, the advantages of learning with understanding are likely to be revealed.

Knowledge that is taught in a variety of contexts is more likely to support flexible transfer than knowledge that is taught in a single context. Information can become “context-bound” when taught with context-specific examples. When material is taught in multiple contexts, people are more likely to extract the relevant features of the concepts and develop a more flexible representation of knowledge that can be used more generally.

Students develop flexible understanding of when, where, why, and how to use their knowledge to solve new problems if they learn how to extract underlying themes and principles from their learning exercises. Understanding how and when to put knowledge to use—known as conditions of applicability—is an important characteristic of expertise. Learning in multiple contexts most likely affects this aspect of transfer.

Transfer of learning is an active process. Learning and transfer should not be evaluated by “one-shot” tests of transfer. An alternative assessment approach is to consider how learning affects subsequent learning, such as increased speed of learning in a new domain. Often, evidence for positive transfer does not appear until people have had a chance to learn about the new domain—and then transfer occurs and is evident in the learner’s ability to grasp the new information more quickly.

All learning involves transfer from previous experiences. Even initial learning involves transfer that is based on previous experiences and prior knowledge. Transfer is not simply something that may or may not appear after initial learning has occurred. For example, knowledge relevant to a particular task may not automatically be activated by learners and may not serve as a source of positive transfer for learning new information. Effective teachers attempt to support positive transfer by actively identifying the strengths that students bring to a learning situation and building on them, thereby building bridges between students’ knowledge and the learning objectives set out by the teacher.

Sometimes the knowledge that people bring to a new situation impedes subsequent learning because it guides thinking in wrong directions.

For example, young children’s knowledge of everyday counting-based arithmetic can make it difficult for them to deal with rational numbers (a larger number in the numerator of a fraction does not mean the same thing as a larger number in the denominator); assumptions based on everyday physical experiences can make it difficult for students to understand physics concepts (they think a rock falls faster than a leaf because everyday experiences include other variables, such as resistance, that are not present in the vacuum conditions that physicists study), and so forth. In these kinds of situations, teachers must help students change their original conceptions rather than simply use the misconceptions as a basis for further understanding or leaving new material unconnected to current understanding.

Competent and Expert Performance

Cognitive science research has helped us understand how learners develop a knowledge base as they learn. An individual moves from being a novice in a subject area toward developing competency in that area through a series of learning processes. An understanding of the structure of knowledge provides guidelines for ways to assist learners acquire a knowledge base effectively and efficiently. Eight factors affect the development of expertise and competent performance:

Relevant knowledge helps people organize information in ways that support their abilities to remember.

Learners do not always relate the knowledge they possess to new tasks, despite its potential relevance. This “disconnect” has important implications for understanding differences between usable knowledge (which is the kind of knowledge that experts have developed) and less-organized knowledge, which tends to remain “inert.”

Relevant knowledge helps people to go beyond the information given and to think in problem representations, to engage in the mental work of making inferences, and to relate various kinds of information for the purpose of drawing conclusions.

An important way that knowledge affects performances is through its influences on people’s representations of problems and situations. Different representations of the same problem can make it easy, difficult, or impossible to solve.

The sophisticated problem representations of experts are the result of well-organized knowledge structures. Experts know the conditions of applicability of their knowledge, and they are able to access the relevant knowledge with considerable ease.

Different domains of knowledge, such as science, mathematics, and history, have different organizing properties. It follows, therefore, that to

have an in-depth grasp of an area requires knowledge about both the content of the subject and the broader structural organization of the subject.

Competent learners and problem solvers monitor and regulate their own processing and change their strategies as necessary. They are able to make estimates and “educated guesses.”

The study of ordinary people under everyday cognition provides valuable information about competent cognitive performances in routine settings. Like the work of experts, everyday competencies are supported by sets of tools and social norms that allow people to perform tasks in specific contexts that they often cannot perform elsewhere.

Conclusions

Everyone has understanding, resources, and interests on which to build. Learning a topic does not begin from knowing nothing to learning that is based on entirely new information. Many kinds of learning require transforming existing understanding, especially when one’s understanding needs to be applied in new situations. Teachers have a critical role in assisting learners to engage their understanding, building on learners’ understandings, correcting misconceptions, and observing and engaging with learners during the processes of learning.

This view of the interactions of learners with one another and with teachers derives from generalizations about learning mechanisms and the conditions that promote understanding. It begins with the obvious: learning is embedded in many contexts. The most effective learning occurs when learners transport what they have learned to various and diverse new situations. This view of learning also includes the not so obvious: young learners arrive at school with prior knowledge that can facilitate or impede learning. The implications for schooling are many, not the least of which is that teachers must address the multiple levels of knowledge and perspectives of children’s prior knowledge, with all of its inaccuracies and misconceptions.

Effective comprehension and thinking require a coherent understanding of the organizing principles in any subject matter; understanding the essential features of the problems of various school subjects will lead to better reasoning and problem solving; early competencies are foundational to later complex learning; self-regulatory processes enable self-monitoring and control of learning processes by learners themselves.

Transfer and wide application of learning are most likely to occur when learners achieve an organized and coherent understanding of the material; when the situations for transfer share the structure of the original

learning; when the subject matter has been mastered and practiced; when subject domains overlap and share cognitive elements; when instruction includes specific attention to underlying principles; and when instruction explicitly and directly emphasizes transfer.

Learning and understanding can be facilitated in learners by emphasizing organized, coherent bodies of knowledge (in which specific facts and details are embedded), by helping learners learn how to transfer their learning, and by helping them use what they learn.

In-depth understanding requires detailed knowledge of the facts within a domain. The key attribute of expertise is a detailed and organized understanding of the important facts within a specific domain. Education needs to provide children with sufficient mastery of the details of particular subject matters so that they have a foundation for further exploration within those domains.

Expertise can be promoted in learners. The predominant indicator of expert status is the amount of time spent learning and working in a subject area to gain mastery of the content. Secondarily, the more one knows about a subject, the easier it is to learn additional knowledge.

TEACHERS AND TEACHING

The portrait we have sketched of human learning and cognition emphasizes learning for in-depth comprehension. The major ideas that have transformed understanding of learning also have implications for teaching.

Teaching for In-Depth Learning

Traditional education has tended to emphasize memorization and mastery of text. Research on the development of expertise, however, indicates that more than a set of general problem-solving skills or memory for an array of facts is necessary to achieve deep understanding. Expertise requires well-organized knowledge of concepts, principles, and procedures of inquiry. Various subject disciplines are organized differently and require an array of approaches to inquiry. We presented a discussion of the three subject areas of history, mathematics, and science learning to illustrate how the structure of the knowledge domain guides both learning and teaching.

Proponents of the new approaches to teaching engage students in a variety of different activities for constructing a knowledge base in the subject domain. Such approaches involve both a set of facts and clearly defined principles. The teacher’s goal is to develop students’ understanding of a given topic, as well as to help them develop into independent and thoughtful problem solvers. One way to do this is by showing students that they already have relevant knowledge. As students work through different prob-

lems that a teacher presents, they develop their understanding into principles that govern the topic.

In mathematics for younger (first- and second-grade) students, for example, cognitively guided instruction uses a variety of classroom activities to bring number and counting principles into students’ awareness, including snack-time sharing for fractions, lunch count for number, and attendance for part-whole relationships. Through these activities, a teacher has many opportunities to observe what students know and how they approach solutions to problems, to introduce common misconceptions to challenge students’ thinking, and to present more advanced discussions when the students are ready.

For older students, model-based reasoning in mathematics is an effective approach. Beginning with the building of physical models, this approach develops abstract symbol system-based models, such as algebraic equations or geometry-based solutions. Model-based approaches entail selecting and exploring the properties of a model and then applying the model to answer a question that interests the student. This important approach emphasizes understanding over routine memorization and provides students with a learning tool that enables them to figure out new solutions as old ones become obsolete.

These new approaches to mathematics operate from knowledge that learning involves extending understanding to new situations, a guiding principle of transfer ( Chapter 3 ); that young children come to school with early mathematics concepts ( Chapter 4 ); that learners cannot always identify and call up relevant knowledge (Chapters 2 , 3 , and 4 ); and that learning is promoted by encouraging children to try out the ideas and strategies they bring with them to school-based learning ( Chapter 6 ). Students in classes that use the new approaches do not begin learning mathematics by sitting at desks and only doing computational problems. Rather, they are encouraged to explore their own knowledge and to invent strategies for solving problems and to discuss with others why their strategies work or do not work.

A key aspect of the new ways of teaching science is to focus on helping students overcome deeply rooted misconceptions that interfere with learning. Especially in people’s knowledge of the physical, it is clear that prior knowledge, constructed out of personal experiences and observations— such as the conception that heavy objects fall faster than light objects—can conflict with new learning. Casual observations are useful for explaining why a rock falls faster than a leaf, but they can lead to misconceptions that are difficult to overcome. Misconceptions, however, are also the starting point for new approaches to teaching scientific thinking. By probing students’ beliefs and helping them develop ways to resolve conflicting views, teachers can guide students to construct coherent and broad understandings of scientific concepts. This and other new approaches are major break-

throughs in teaching science. Students can often answer fact-based questions on tests that imply understanding, but misconceptions will surface as the students are questioned about scientific concepts.

Chèche Konnen (“search for knowledge” in Haitian Creole) was presented as an example of new approaches to science learning for grade school children. The approach focuses upon students’ personal knowledge as the foundations of sense-making. Further, the approach emphasizes the role of the specialized functions of language, including the students’ own language for communication when it is other than English; the role of language in developing skills of how to “argue” the scientific “evidence” they arrive at; the role of dialogue in sharing information and learning from others; and finally, how the specialized, scientific language of the subject matter, including technical terms and definitions, promote deep understanding of the concepts.

Teaching history for depth of understanding has generated new approaches that recognize that students need to learn about the assumptions any historian makes for connecting events and schemes into a narrative. The process involves learning that any historical account is a history and not the history. A core concept guiding history learning is how to determine, from all of the events possible to enumerate, the ones to single out as significant. The “rules for determining historical significance” become a lightening rod for class discussions in one innovative approach to teaching history. Through this process, students learn to understand the interpretative nature of history and to understand history as an evidentiary form of knowledge. Such an approach runs counter to the image of history as clusters of fixed names and dates that students need to memorize. As with the Chèche Konnen example of science learning, mastering the concepts of historical analysis, developing an evidentiary base, and debating the evidence all become tools in the history toolbox that students carry with them to analyze and solve new problems.

Expert Teachers

Expert teachers know the structure of the knowledge in their disciplines. This knowledge provides them with cognitive roadmaps to guide the assignments they give students, the assessments they use to gauge student progress, and the questions they ask in the give-and-take of classroom life. Expert teachers are sensitive to the aspects of the subject matter that are especially difficult and easy for students to grasp: they know the conceptual barriers that are likely to hinder learning, so they watch for these tell-tale signs of students’ misconceptions. In this way, both students’ prior knowledge and teachers’ knowledge of subject content become critical components of learners’ growth.

Subject-matter expertise requires well-organized knowledge of concepts and inquiry procedures. Similarly, studies of teaching conclude that expertise consists of more than a set of general methods that can be applied across all subject matter. These two sets of research-based findings contradict the common misconception about what teachers need to know in order to design effective learning environments for students. Both subject-matter knowledge and pedagogical knowledge are important for expert teaching because knowledge domains have unique structures and methods of inquiry associated with them.

Accomplished teachers also assess their own effectiveness with their students. They reflect on what goes on in the classroom and modify their teaching plans accordingly. Thinking about teaching is not an abstract or esoteric activity. It is a disciplined, systematic approach to professional development. By reflecting on and evaluating one’s own practices, either alone or in the company of a critical colleague, teachers develop ways to change and improve their practices, like any other opportunity for learning with feedback.

Teachers need expertise in both subject matter content and in teaching.

Teachers need to develop understanding of the theories of knowledge (epistemologies) that guide the subject-matter disciplines in which they work.

Teachers need to develop an understanding of pedagogy as an intellectual discipline that reflects theories of learning, including knowledge of how cultural beliefs and the personal characteristics of learners influence learning.

Teachers are learners and the principles of learning and transfer for student learners apply to teachers.

Teachers need opportunities to learn about children’s cognitive development and children’s development of thought (children’s epistemologies) in order to know how teaching practices build on learners’ prior knowledge.

Teachers need to develop models of their own professional development that are based on lifelong learning, rather than on an “updating” model of learning, in order to have frameworks to guide their career planning.

LEARNING ENVIRONMENTS

Tools of technology.

Technology has become an important instrument in education. Computer-based technologies hold great promise both for increasing access to knowledge and as a means of promoting learning. The public imagination has been captured by the capacity of information technologies to centralize and organize large bodies of knowledge; people are excited by the prospect of information networks, such as the Internet, for linking students around the globe into communities of learners.

There are five ways that technology can be used to help meet the challenges of establishing effective learning environments:

Bringing real-world problems into classrooms through the use of videos, demonstrations, simulations, and Internet connections to concrete data and working scientists.

Providing “scaffolding” support to augment what learners can do and reason about on their path to understanding. Scaffolding allows learners to participate in complex cognitive performances, such as scientific visualization and model-based learning, that is more difficult or impossible without technical support.

Increasing opportunities for learners to receive feedback from software tutors, teachers, and peers; to engage in reflection on their own learning processes; and to receive guidance toward progressive revisions that improve their learning and reasoning.

Building local and global communities of teachers, administrators, students, parents, and other interested learners.

Expanding opportunities for teachers’ learning.

An important function of some of the new technologies is their use as tools of representation. Representational thinking is central to in-depth understanding and problem representation is one of the skills that distinguish subject experts from novices. Many of the tools also have the potential to provide multiple contexts and opportunities for learning and transfer, for both student-learners and teacher-learners. Technologies can be used as learning and problem-solving tools to promote both independent learning and collaborative networks of learners and practitioners.

The use of new technologies in classrooms, or the use of any learning aid for that matter, is never solely a technical matter. The new electronic technologies, like any other educational resource, are used in a social environment and are, therefore, mediated by the dialogues that students have with each other and the teacher.

Educational software needs to be developed and implemented with a full understanding of the principles of learning and developmental psychology. Many new issues arise when one considers how to educate teachers to use new technologies effectively: What do they need to know about learning processes? What do they need to know about the technologies? What kinds of training are most effective for helping teachers use high-quality instructional programs? Understanding the issues that affect teachers who will be using new technologies is just as pressing as questions of the learning potential and developmental appropriateness of the technologies for children.

Assessment to Support Learning

Assessment and feedback are crucial for helping people learn. Assessment that is consistent with principles of learning and understanding should:

Mirror good instruction.

Happen continuously, but not intrusively, as a part of instruction.

Provide information (to teachers, students, and parents) about the levels of understanding that students are reaching.

Assessment should reflect the quality of students’ thinking, as well as what specific content they have learned. For this purpose, achievement measurement must consider cognitive theories of performance. Frameworks that integrate cognition and context in assessing achievement in science, for example, describe performance in terms of the content and process task demands of the subject matter and the nature and extent of cognitive activities likely to be observed in a particular assessment situation. The frameworks provide a basis for examining performance assessments that are designed to measure reasoning, understanding, and complex problem solving.

The nature and purposes of an assessment also influence the specific cognitive activities that are expressed by the student. Some assessment tasks emphasize a particular performance, such as explanation, but deemphasize others, such as self-monitoring. The kind and quality of cognitive activities observed in an assessment situation are functions of the content and process demands of the tasks involved. Similarly, the task demands for process skills can be conceived along a continuum from constrained to open. In open situations, explicit directions are minimized in order to see how students generate and carry out appropriate process skills as they solve problems. Characterizing assessments in terms of components of competence and the content and process demands of the subject matter brings specificity to assessment objectives, such as “higher level thinking” and “deep understanding.” This approach links specific content with the

underlying cognitive processes and the performance objectives that the teacher has in mind. With articulated objectives and an understanding of the correspondence between task features and cognitive activities, the content and process demands of tasks are brought into alignment with the performance objectives.

Effective teachers see assessment opportunities in ongoing classroom learning situations. They continually attempt to learn about students’ thinking and understanding and make it relevant to current learning tasks. They do a great deal of on-line monitoring of both group work and individual performances, and they attempt to link current activities to other parts of the curriculum and to students’ daily life experiences.

Students at all levels, but increasingly so as they progress through the grades, focus their learning attention and energies on the parts of the curriculum that are assessed. In fact, the art of being a good student, at least in the sense of getting good grades, is tied to being able to anticipate what will be tested. This means that the information to be tested has the greatest influence on guiding students’ learning. If teachers stress the importance of understanding but then test for memory of facts and procedures, it is the latter that students will focus on. Many assessments developed by teachers overemphasize memory for procedures and facts; expert teachers, by contrast, align their assessment practices with their instructional goals of depth-of-understanding.

Learning and Connections to Community

Outside of formal school settings, children participate in many institutions that foster their learning. For some of these institutions, promoting learning is part of their goals, including after-school programs, as in such organizations as Boy and Girl Scout Associations and 4–H Clubs, museums, and religious education. In other institutions or activities, learning is more incidental, but learning takes place nevertheless. These learning experiences are fundamental to children’s—and adults’ —lives since they are embedded in the culture and the social structures that organize their daily activities. None of the following points about the importance of out-of-school learning institutions, however, should be taken to deemphasize the central role of schools and the kinds of information that can be most efficiently and effectively taught there.

A key environment for learning is the family. In the United States, many families hold a learning agenda for their children and seek opportunities for their children to engage with the skills, ideas, and information in their communities. Even when family members do not focus consciously on instructional roles, they provide resources for children’s learning that are relevant to school and out-of-school ideas through family activities, the funds of

knowledge available within extended families and their communities, and the attitudes that family members display toward the skills and values of schooling.

The success of the family as a learning environment, especially in the early years, has provided inspiration and guidance for some of the changes recommended in schools. The rapid development of children from birth to ages 4 or 5 is generally supported by family interactions in which children learn by observing and interacting with others in shared endeavors. Conversations and other interactions that occur around events of interest with trusted and skilled adults and child companions are especially powerful environments for learning. Many of the recommendations for changes in schools can be seen as extensions of the learning activities that occur within families. In addition, recommendations to include families in classroom activities and educational planning hold promise of bringing together two powerful systems for supporting children’s learning.

Classroom environments are positively influenced by opportunities to interact with parents and community members who take interest in what they are doing. Teachers and students more easily develop a sense of community as they prepare to discuss their projects with people who come from outside the school and its routines. Outsiders can help students appreciate similarities and differences between classroom environments and everyday environments; such experiences promote transfer of learning by illustrating the many contexts for applying what they know.

Parents and business leaders represent examples of outside people who can have a major impact on student learning. Broad-scale participation in school-based learning rarely happens by accident. It requires clear goals and schedules and relevant curricula that permit and guide adults in ways to help children learn.

Designing effective learning environments includes considering the goals for learning and goals for students. This comparison highlights the fact that there are various means for approaching goals of learning, and furthermore, that goals for students change over time. As goals and objectives have changed, so has the research base on effective learning and the tools that students use. Student populations have also shifted over the years. Given these many changes in student populations, tools of technology, and society’s requirements, different curricula have emerged along with needs for new pedagogical approaches that are more child-centered and more culturally sensitive, all with the objectives of promoting effective learning and adaptation (transfer). The requirement for teachers to meet such a diversity of challenges also illustrates why assessment needs to be a tool to help teach-

ers determine if they have achieved their objectives. Assessment can guide teachers in tailoring their instruction to individual students’ learning needs and, collaterally, inform parents of their children’s progress.

Supportive learning environments, which are the social and organizational structures in which students and teachers operate, need to focus on the characteristics of classroom environments that affect learning; the environments as created by teachers for learning and feedback; and the range of learning environments in which students participate, both in and out of school.

Classroom environments can be positively influenced by opportunities to interact with others who affect learners, particularly families and community members, around school-based learning goals.

New tools of technology have the potential of enhancing learning in many ways. The tools of technology are creating new learning environments, which need to be assessed carefully, including how their use can facilitate learning, the types of assistance that teachers need in order to incorporate the tools into their classroom practices, the changes in classroom organization that are necessary for using technologies, and the cognitive, social, and learning consequences of using these new tools.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning.

Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.

How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.

Topics include:

  • How learning actually changes the physical structure of the brain.
  • How existing knowledge affects what people notice and how they learn.
  • What the thought processes of experts tell us about how to teach.
  • The amazing learning potential of infants.
  • The relationship of classroom learning and everyday settings of community and workplace.
  • Learning needs and opportunities for teachers.
  • A realistic look at the role of technology in education.

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How to Write a Conclusion for an Essay: 10 Examples of Conclusion Paragraphs

How to write a conclusion for an essay? When it comes to writing an essay, the conclusion is often overlooked as just a summary of the main points. However, a strong conclusion can leave a lasting impression on the reader and tie together all the ideas presented in the essay. In this article, we will explore different strategies for writing an effective conclusion and provide some examples to help you get started.

How To Write a Conclusion for an Essay

How To Write a Conclusion for an Essay: 10 Examples of Conclusion Paragraphs

Understanding the Purpose of a Conclusion

A conclusion is an essential part of any essay, and it serves a crucial role in summarizing your arguments and providing closure to your readers. In this section, we will discuss the role and importance of a conclusion in an essay.

Role of a Conclusion

The primary role of a conclusion is to bring closure to your essay by summarizing your arguments and restating your thesis statement. It is the final opportunity to leave a lasting impression on your readers and persuade them to take action or think differently about the topic.

Additionally, a conclusion can also provide a sense of completion to your essay by tying up any loose ends and addressing any counterarguments or opposing viewpoints. It should leave your readers with a clear understanding of your position and the significance of your arguments.

Importance of a Strong Conclusion

A strong conclusion can make a significant impact on the overall effectiveness of your essay. It can leave a lasting impression on your readers and persuade them to take action or think differently about the topic.

A weak or poorly written conclusion, on the other hand, can undermine the credibility of your arguments and leave your readers with a sense of confusion or dissatisfaction. It can also fail to provide closure to your essay and leave your readers with unanswered questions or unresolved issues.

To ensure that your conclusion is strong and effective, you should consider the following tips:

  • Restate your thesis statement in a new and compelling way.
  • Summarize your main arguments and provide a clear and concise summary of your essay.
  • Address any counterarguments or opposing viewpoints and explain why your position is the most valid.
  • Provide a call to action or suggest further research or exploration on the topic.

In conclusion, a conclusion is an essential part of any essay, and it serves a crucial role in summarizing your arguments and providing closure to your readers. A strong conclusion can leave a lasting impression on your readers and persuade them to take action or think differently about the topic. By following the tips provided in this section, you can ensure that your conclusion is strong and effective.

How to Write a Conclusion for an Essay

Restating the thesis.

One of the most important elements of your conclusion is restating your thesis. This means that you should rephrase your thesis statement in a way that reminds the reader of the main point of your essay. By doing so, you can help ensure that your reader leaves with a clear understanding of your argument.

Summarizing Main Points

In addition to restating your thesis, it can be helpful to summarize the main points of your essay. This can help tie together any loose ends and ensure that your reader understands the full scope of your argument. When summarizing your main points, be sure to be concise and avoid repeating information that you have already covered.

Closing Statement

Finally, you should include a closing statement in your conclusion. This should be a sentence or two that leaves a lasting impression on your reader. You may want to consider ending with a thought-provoking question, a call to action, or a memorable quote. Whatever you choose, make sure that it is relevant to your essay and leaves a lasting impression.

Writing Techniques for Effective Conclusions

Using a quote.

One way to add impact to your conclusion is to use a relevant quote. This can be a quote from a famous person, a line from a poem or song, or even a quote from one of the sources you’ve used in your essay. The key is to choose a quote that adds depth and meaning to your conclusion.

For example, if you’re writing an essay about the importance of education, you might conclude with a quote from Nelson Mandela : “Education is the most powerful weapon which you can use to change the world.” This quote not only reinforces the importance of education but also adds a powerful emotional element to your conclusion.

Posing a Question

Another effective technique for writing a conclusion is to pose a thought-provoking question. This can be a rhetorical question or a question that requires further exploration. The goal is to leave your reader thinking about the topic long after they’ve finished reading your essay.

For example, if you’re writing an essay about climate change, you might conclude with a question like: “What kind of world do we want to leave for future generations?” This question encourages your reader to consider the long-term implications of climate change and can leave a lasting impact.

Making a Prediction

Finally, you can use your conclusion to make a prediction about the future. This can be a prediction about the topic you’ve been discussing or a prediction about the impact your essay will have on the reader. The goal is to leave your reader with a sense of hope or inspiration.

For example, if you’re writing an essay about the importance of volunteer work, you might conclude with a prediction like: “As more people become involved in volunteer work, we can look forward to a brighter, more compassionate future.” This prediction not only reinforces the importance of volunteer work but also leaves the reader feeling inspired to make a difference.

Conclusion Paragraph Examples

Example from a literary essay.

In a literary essay, your conclusion should tie together the various themes and motifs that you’ve explored throughout your essay. Here’s an example of a strong conclusion from a literary essay:

“Overall, the use of symbolism in ‘The Great Gatsby’ highlights the stark contrast between the facade of the American Dream and the harsh reality of life in the 1920s. Through the use of the green light, the valley of ashes, and the eyes of Doctor T.J. Eckleburg, Fitzgerald demonstrates the emptiness and corruption that lies at the heart of the American Dream. By exposing the hollowness of this ideal, Fitzgerald challenges us to consider what truly gives our lives meaning.”

Example from a Research Paper

In a research paper, your conclusion should summarize your findings and explain the implications of your research. Here’s an example of a strong conclusion from a research paper:

“In conclusion, our study provides evidence that regular exercise can have a significant impact on reducing the risk of heart disease. Our findings suggest that individuals who engage in regular physical activity are more likely to maintain healthy blood pressure and cholesterol levels, as well as reduce their risk of developing other chronic diseases such as diabetes and obesity. These findings have important implications for public health policy and highlight the need for increased efforts to promote physical activity.”

Example from an Argumentative Essay

In an argumentative essay, your conclusion should summarize your main argument and leave your reader with a clear understanding of your position. Here’s an example of a strong conclusion from an argumentative essay:

“Based on the evidence presented, it is clear that the use of performance-enhancing drugs in professional sports is both unethical and dangerous. While some argue that these drugs are necessary to remain competitive in today’s sports landscape, the risks associated with their use far outweigh any potential benefits. It is up to us as a society to take a stand against this practice and demand that our athletes compete on a level playing field, free from the influence of performance-enhancing drugs.”

Frequently Asked Questions

What are some effective ways to end a conclusion?

One effective way to end a conclusion is to restate the thesis statement in a different way. You can also summarize the main points of your essay and leave the reader with a final thought or a call to action.

How can I write a strong conclusion for a research paper?

To write a strong conclusion for a research paper, you should briefly summarize the main points of the paper and restate the thesis statement. You can also suggest avenues for further research or provide a final thought that leaves a lasting impression on the reader.

What are some words or phrases that can be used to conclude an essay?

Some words and phrases that can be used to conclude an essay include “in conclusion,” “to sum up,” “therefore,” “thus,” “finally,” and “in summary.” However, it’s important to use these words and phrases appropriately and not overuse them.

Can you provide some examples of a conclusion paragraph for a project?

Sure, here’s an example of a conclusion paragraph for a project:

“In conclusion, this project has shown that renewable energy is a viable alternative to fossil fuels. By harnessing the power of wind, solar, and hydroelectricity, we can reduce our dependence on non-renewable resources and mitigate the effects of climate change. While there are still challenges to be overcome, such as cost and infrastructure, the potential benefits of renewable energy make it a promising option for the future.”

How do you write a conclusion for an argumentative essay?

To write a conclusion for an argumentative essay, you should summarize the main points of your argument and restate your thesis statement. You can also provide a final thought or call to action that encourages the reader to take a particular course of action or consider a different perspective.

What is the purpose of a conclusion paragraph in an essay?

The purpose of a conclusion paragraph in an essay is to provide a sense of closure and completeness to the reader. It should summarize the main points of the essay and restate the thesis statement in a different way. Additionally, it can leave the reader with a final thought or a call to action.

Last Updated on August 28, 2023

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The Writing Center • University of North Carolina at Chapel Hill

Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

  • Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
  • Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
  • Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
  • Include a provocative insight or quotation from the research or reading you did for your paper.
  • Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
  • Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

  • Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
  • Stating the thesis for the very first time in the conclusion.
  • Introducing a new idea or subtopic in your conclusion.
  • Ending with a rephrased thesis statement without any substantive changes.
  • Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
  • Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

  • The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
  • The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
  • The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
  • The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Undergraduate writing: conclusion paragraph sample, conclusion paragraph sample.

In conclusion, we present ourselves through both face-to-face and online communication. Becoming a skilled communicator has a positive impact on our personal and social interactions. Ethical and effective communication becomes even more vital when our messages are conveyed around the globe electronically. By analyzing face-to-face and online communication skills, I identified my strengths and weaknesses and developed some ideas on how to improve my communication skills to become a more knowledgeable and skilled communicator. I plan to be an effective and ethical communicator by further educating myself in this area and practicing verbal, nonverbal, and active listening skills that I learned in the communication course.

The Writing Center’s Response: The function of a conclusion is to offer a sense of closure or completion for the ideas presented earlier in the paper. In this sample, the writer signals the end with the phrase “In conclusion” and goes on to summarize the main points of the reflection paper. The success of this paragraph lies in its final sentence, though. In this sentence, the writer looks beyond the circumstances of the paper and into the future. This can be an effective strategy for a conclusion because it widens the view, guiding the reader from the page out into the world.

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In Summary: 10 Examples of Essay Conclusions

JBirdwellBranson

The conclusion of an essay may be the toughest section to write. Think about it; you're really tired at this point. It's probably the night before your paper is due and you just want to be done . So, the temptation is there to simply rush through it, and hope that your teacher is exhausted once she gets to your paper and doesn't bother to read it fully.

But the conclusion is probably the most important part of the paper. It ties everything together up nicely in the end. Not writing a good conclusion would be like if we never found out if Elizabeth and Mr. Darcy got together or if we never knew what that monster was in the Upside Down in "Stranger Things." Though not every ending has to be 100% conclusive (in fact, most endings never are— think the movie Inception ), it does have to have a well-thought out conclusion.

How To Write a Concluding Paragraph

So, how do you write a good conclusion? What are the key components of a solid conclusion? What does a thorough and effective conclusion look like?

Read on for more information about our conclusion on conclusions.

What are the key components of a good conclusion?

Remember that thesis statement which you wrote in the first or second paragraph of your essay? You know, the one where you stated a claim about something? You argued something about a topic and you used the body paragraphs to prove your thesis statement through all of the research that you've performed.

Perfecting Your Thesis Statement

Now that you've fully explained the research and the support for your thesis statement throughout the body of the paper, it's time to come back to that original idea in the conclusion. The conclusion basically asks us to do a few things:

  • Restate the main idea of the paper (why you wrote this entire long piece to begin with).
  • Summarize all the key points you made throughout the body of the paper (things that proved your thesis statement).
  • Write about why this paper and topic are important, and leave the reader with ideas for additional research or maybe some questions that didn't get answered. The idea is that you want to leave the reader with a long-lasting impression. This is your opportunity to really drive your point home and to use some really interesting language.

Okay, so now that we have a game plan of how we need to write a good conclusion and what components consists of, let's look at a few examples of some sample essay conclusions.

Essay conclusion 1 — Why Ross didn't deserve Rachel on "Friends"

Although viewers always expected Ross and Rachel to reunite at the end of the series, the fact remains that Ross didn't deserve Rachel as a partner. As we saw in the beginning of the series, Ross was unfaithful to Rachel when they had been dating for over a year, and he didn't want to admit his wrongdoing when they tried to get back together after their initial breakup. Additionally, Ross was an extremely jealous and demanding partner, yelling at Rachel in front of all of their friends on several occasions. Finally, and most egregiously, Ross had a terrible reaction when Rachel told Ross she was pregnant after Monica and Chandler's wedding, making him an undesirable romantic partner for her, or any other character on the show for that matter. This conclusion is especially apparent after viewing the show more than 10 years after the final episode aired and having a collectively better understanding of women's rights and domestic abuse in relationships.

Essay conclusion 2 — Should students be allowed to have cell phones in elementary school?

In conclusion, although it's easy to see why allowing an elementary school child to have a cell phone would be convenient for after-school pickups or arranging playdates with friends, there is too much evidence to show that it's generally not a good idea. Children already have a lot of access to media (on average over seven hours per day) and it is the parent's responsibility to monitor their media access, which is more difficult if the child has exclusive cell phone access. Cyber bullying, which is increasingly becoming a problem, is also going to be a risk when your child has unlimited access to a smart phone. Clearly, elementary school-aged children are not emotionally mature enough to handle the responsibility of a smart phone, and the borrowing of a parent's cell phone should be highly monitored to ensure safe and healthful usage.

Essay conclusion 3 — Should sexual education be taught in public schools?

It's clear that sexual education is completely vital to the public-school curriculum. Not only does this lead to a better understanding of human development and human sexuality, but awareness and sex education also reduce the rates of teen pregnancy. Studies have shown that comprehensive sexual education increases the age of when teens have sex for the first time. Learning about contraception and how to use contraception correctly ultimately leads to lower rates of STDs. Lastly, comprehensive sex education also teaches students about consensual sex, and will hopefully lead to healthier sexual relationships and lower rates of sexual assault in the future. Not only should sex education be taught in public schools, but it should be mandatory for all public-school systems.

Essay conclusion 4 — What are the biggest challenges for women in the workplace?

Women have outnumbered men on the payroll in nonfarm jobs since 2010, but even with a majority of females in the office, there are still huge challenges for them at work. One of the biggest issues, which has been widely covered and debated on, is the fact that women still earn less of a wage for the same job as their male counterparts. Now that women are the breadwinners of many families, this is stunting economic growth and opportunity for their children. Additionally, women are less likely to be in charge at work. With less than 6% of Fortune 500 companies with a female CEO, women have a steeper hill to climb at the very top echelon of jobs. With a more level playing field, women's opportunities will increase and the workforce will ultimately be more inviting for all.

Essay conclusion 5 — You're having dinner with your favorite author. What happens? Describe the scene.

Harper Lee puts down her cup of coffee on the table, quietly scanning the room for an exit.

I'm nervous, wondering what to say to end this surreal evening.

"Thank you so much for meeting with me. I know that you're a very private person, and I can't tell you how much this means to me."

She smiles slightly at me and waves at the waiter for the check, which he brings promptly.

Essay conclusion 6 — Should music with curse words be allowed at school dances?

Language can be powerful and sometimes even harmful, but censorship of language is one of the worst things we can do as a society. I believe that the content of the song is more important than a few curse words. If a song's content is designed to provoke, intimidate, or make someone feel inferior, then I believe that is more harmful than a few impolite words in a chorus.

Essay conclusion 7 — What is something that should be taught in school that isn't?

Financial literacy is one of the most important things a person needs to understand as a fully functional adult. It's crucial for someone to be able to know how to purchase a car, open a bank account, invest in a 401k plan, and pay back his or her student debt all while being able to balance paying rent and saving money. Financial literacy should be taught to students while they are still in high school so that they can feel prepared to go out on their own and make a positive contribution to society.

Essay conclusion 8 — Is an increased dependence on technology good for society?

Technology surely isn't going anywhere. If anything, we will become more and more dependent on the capabilities of our smartphones and other devices in the future. However, we have to make sure that this dependence on technology isn't making us lazier or less curious about the world around us. With more knowledge available than ever before with today's technology, people are less discerning about what kind of materials they read and whether or not those materials are factual. People are also less likely to make a personal connection with someone while they're out in the world, which can increase levels of depression, anxiety, and stress. Ultimately, we have to learn how to co-exist with technology in a way that is both healthful and constructive.

Essay conclusion 9 — Should schools start later in the morning?

There are some clear benefits to starting school later in the morning for K-12 students such as better academic performance and improved sleeping schedules. Although it might take a bit of rearranging schedules for parents to take their kids to school later on in the day, it's more important that students perform better academically than for the drop-off to be convenient for the parents on their way to work. To combat this, increased bus routes and crossing guards should be implemented so that parents who have to get to work at a certain time can be assured that their kids are making it to school safely.

Essay conclusion 10 — How do video games affect children and teenagers?

Video games have been an integral part of childhood and adolescence for a few decades now, but the effects on aggression levels and exposure to violence may make us take pause on how much exposure parents should let their kids have to these games. The video game industry is growing exponentially, and as the technology and video quality increase so does the ability to separate virtual reality from reality. Games with violent content are known to cause aggressive and sometimes even violent behavior in teens. Many video games, first-person shooter games in particular, have violent content. When the player is rewarded for violent behavior in the game, it reinforces the subtle idea that violence is acceptable and can be used in real life. With busy schedules and easy access to so much media, it's difficult for parents to be able to oversee everything that their children are exposed to. Video game designers should be held accountable for the violent content in their games, and a push should be made for more parental oversight and rules on video game usage.

In conclusion of conclusions

Conclusions are really just about wrapping things up. You want to be as succinct as possible, you want to reiterate the points you've already made throughout the essay, and you want to be compelling. With a little bit of practice and revision, you should be able to get the process down in no time. And if you need help with revising your conclusion or any other part of your paper, be sure to seek out the advice of a trusted teacher or a writing center, or hire one of our professional editors to give you a second opinion on your paper.

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Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

essay on education

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

In addition, this education also benefits an individual in various ways. It helps a person take a better and informed decision with the use of their knowledge. This increases the success rate of a person in life.

Subsequently, education is also responsible for providing with an enhanced lifestyle. It gives you career opportunities that can increase your quality of life.

Similarly, education also helps in making a person independent. When one is educated enough, they won’t have to depend on anyone else for their livelihood. They will be self-sufficient to earn for themselves and lead a good life.

Above all, education also enhances the self-confidence of a person and makes them certain of things in life. When we talk from the countries viewpoint, even then education plays a significant role. Educated people vote for the better candidate of the country. This ensures the development and growth of a nation.

Get the huge list of more than 500 Essay Topics and Ideas

Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

An educated person has a lot of job opportunities waiting for them on the other side of the door. They can choose from a variety of options and not be obligated to do something they dislike. Most importantly, education impacts our perception positively. It helps us choose the right path and look at things from various viewpoints rather than just one.

example of conclusion about education

With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

example of conclusion about education

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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Sat / act prep online guides and tips, 177 college essay examples for 11 schools + expert analysis.

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College Admissions , College Essays

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The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

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Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

example of conclusion about education

Want to write the perfect college application essay? Get professional help from PrepScholar.

Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges.

Don't leave your college application to chance. Find out more about PrepScholar Admissions now :

Craft Your Perfect College Essay

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

  • 12 Common Application essays from the classes of 2022-2025

Hamilton College

  • 7 Common Application essays from the class of 2026
  • 7 Common Application essays from the class of 2022
  • 7 Common Application essays from the class of 2018
  • 8 Common Application essays from the class of 2012
  • 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

  • 1 Common Application or Coalition Application essay from the class of 2026
  • 6 Common Application or Coalition Application essays from the class of 2025
  • 6 Common Application or Universal Application essays from the class of 2024
  • 6 Common Application or Universal Application essays from the class of 2023
  • 7 Common Application of Universal Application essays from the class of 2022
  • 5 Common Application or Universal Application essays from the class of 2021
  • 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

  • 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

  • 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

  • 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
  • 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

  • 1 “strong essay” sample from 2019
  • 1 “strong essay” sample from 2018
  • 10 Harvard essays from 2023
  • 10 Harvard essays from 2022
  • 10 Harvard essays from 2021
  • 10 Harvard essays from 2020
  • 10 Harvard essays from 2019
  • 10 Harvard essays from 2018
  • 6 essays from admitted MIT students

Smith College

  • 6 "best gift" essays from the class of 2018

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Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

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Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

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Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

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An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

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Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

body_fixers

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

body-crying-upset-cc0

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

  • Can you explain to yourself (or someone else!) why the opening sentence works well?
  • Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
  • Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
  • Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

body-gears-cogs-puzzle-cc0

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

body_next_step_drawing_blackboard

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

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Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Why is Mental Health Important?

A woman surrounded by plants, meditating with her eyes closed and hands over her chest

(Note: This article discusses suicide and other serious issues pertaining to mental health.)

Whether through a minor bump in your journey or a full-blown crisis, you may have struggled with your mental health in some capacity in the last few years. Faced with a seemingly endless onslaught of bad news on top of life’s usual challenges, it can be difficult to prioritize yourself while pursuing educational and professional goals. Focusing on your mental health is perhaps the most powerful step you can take to improve your overall quality of life.

According to the National Institute of Mental Health (NIMH), 1 in 5 adults now lives with a moderate to severe mental health condition. The Centers for Disease Control and Prevention (CDC) further notes that over 50% of Americans will be diagnosed with mental illness in their lifetime. But what exactly is mental health, and why is it so important?

What is Mental Health?

Dr. Darleen Dempster with the text Dr. Darleen Dempster

“When in a state of good mental health, a person has a general positive outlook, can accomplish daily tasks, maintain relationships and engage in meaningful recreation,” said Dr. Darleen Dempster , a Southern New Hampshire University (SNHU) clinical faculty member in the clinical mental health counseling program . “This includes a sense of balance and empowerment to set boundaries and address life and work goals, step by step.”

In addition to the impact that mental health has on your day-to-day life, serious mental health issues can affect your relationships, career, education and long-term goals. As rates of mental illness increase worldwide, addressing your mental health challenges as they arise can change —or even save — your life.

Why is Mental Health Important for Students?

The World Heath Organization (WHO) reports a sharp rise in the number of people experiencing mental illness in recent years, with the COVID-19 pandemic exacerbating mental health problems throughout the world. For students, it is more important than ever to address your mental health issues to stay mentally healthy and keep up with your educational and personal goals.

Even before the pandemic, mental health was a prominent concern for students. In 2019, the National College Health Assessment (NCHA) noted that many students reported feeling exhausted, lonely and overwhelmed, among other symptoms and difficulties ( NCHA PDF Source ). Of the surveyed students, 20.2% reported experiencing depression and 27.8% reported experiencing anxiety that affected their studies in the preceding year.

“College can be a stressful time as you manage academic demands on top of other life demands,” Dempster said. “However, just as many students can learn to be successful academically, you can also learn to manage and improve mental health outcomes, including managing stress.”

Ways to Cope with Stress

Stress management can be a vital aspect of student success, especially for busy students who may also be working or caring for others. Dempster and the CDC recommend several methods to help manage stress:

  • Adequate sleep
  • Avoidance of alcohol and substance abuse
  • Breaking down large tasks into smaller, more manageable tasks
  • Cultivating healthy relationships
  • Eating well
  • Meditation, breathing exercises and other self-care activities

“At times, it is necessary also to set boundaries, to communicate needs, to be flexible to changing circumstances and to let go of perfectionistic standards,” Dempster said. “There should be no shame in seeking out mental health care as needed, just as one would not feel shame in seeking medical care for a persistent medical issue.”

Some colleges have free, real-time mental health services for students—for example, students at SNHU can access the school’s HelpU program. If you are a student struggling with mental health, look into what resources are available through your school.

How is Mental Health Connected to Physical Health?

The NIMH reports that some mental illnesses like depression and anxiety can cause physical symptoms that are otherwise unexplained. The CDC also reports that mental illness can increase the risk of diabetes, stroke and heart disease and has recognized that severe mental illness can increase the likelihood of a person becoming seriously ill after contracting COVID-19. At the same time, chronic physical health issues can also contribute to mental health issues.

“Factors like proper diet, sleep and exercise can positively impact our mental health. Conversely, lack of sleep, poor diet and lack of exercise can impede our ability to manage stress and life’s demands,” Dempster said. “Sometimes mental health symptoms can lead to somatic symptoms due to tension, worrisome thoughts or other reactions. Therefore, there is a circular loop between mental and physical symptoms.”

What Are Examples of Mental Health Problems?

Mental health problems can affect your life in various ways, depending upon the issue or disorder. The following are examples of different mental health problems and their corresponding challenges and symptoms.

Anxiety and Depression

Anxiety disorders are a leading mental health issue globally, and the NIMH approximates that almost 1 in 3 people will experience an anxiety disorder in their lifetime. Symptoms of anxiety can range from tenseness or nervousness to panic attacks and physical illness. Anxiety can refer to generalized anxiety disorder, social anxiety, separation anxiety, specific phobias and other anxiety-based disorders.

Depression is another common disorder with the capacity to severely impact a person’s life, according to NIMH. Symptoms typically include persistent sadness, emptiness, irritability, impaired motivation, guilt or feelings of low self-worth. People with depression also may have difficulties focusing, aches, pains, digestive issues or changes in their sleep and eating habits.

Some of the most serious symptoms of depression are suicidal thoughts and actions. Suicide is the 12th leading cause of death in the United States overall—yet it is the 2nd leading cause of death among individuals between the ages of 10-14 and 24-34 and the 3rd leading cause of death for Americans 15-24 years old, per the NIMH. The CDC reports that suicide rates rose 30% between 2000 and 2020.

Trauma and Addiction

The psychological impact of a traumatic event or experience can lead to post-traumatic stress disorder (PTSD). Symptoms of PTSD include flashbacks, unwanted memories, nightmares and panic attacks. Although the disorder is often associated with war veterans, a wide variety of traumatic experiences can lead to PTSD, like assault, abuse, serious accidents and loss.

Addiction is another mental health concern that has been on the rise in recent years, with drug overdose deaths having rapidly increased since the 1990s according to the CDC. Alcohol is the most abused substance, with 5.3% of deaths worldwide attributed to alcohol consumption, according to the National Institute on Alcohol Abuse and Alcoholism. Addiction is a complex disease that many are only able to overcome with professional help.

Other Disorders

Psychotic disorders are among the most stigmatized in our society, which only serves to further alienate people living with psychosis and seeking treatment, according to the National Alliance on Mental Illness (NAMI). Psychosis is defined as a disconnect from reality by way of auditory/visual hallucinations, disorganized thinking or delusions. Some psychotic disorders include schizophrenia and schizoaffective disorder . Despite misconceptions regarding psychosis and violence, the World Psychiatry Journal notes that experiencers of psychosis are far more likely to be victims of violence than perpetrators.

Other common psychiatric disorders include Obsessive Compulsive Disorder (OCD), eating disorders like anorexia and bulimia, personality disorders like borderline personality disorder, and mood disorders like bipolar disorder . Each mental health disorder has its own set of challenges—and its own set of treatments.

What Are Warning Signs and Risk Factors of Mental Illness?

Some mental illnesses may be hereditary, while others are developed. Dempster notes a variety of warning signs that signal mental health issues as well as additional risk factors that can lead to mental health problems.

Some warning signs of mental illness are:

  • Appetite changes
  • Disruption of sleep
  • Engaging in risky behaviors (self-harm, sexual acting out, disordered eating or other compulsive behaviors)
  • Mental distress (worrisome thoughts, tension, insecurity)
  • Negative impacts on relationships (isolating, arguing, etc.)
  • Substance abuse
  • Suicidal thoughts

Other risk factors of mental illness include:

  • Adverse childhood experiences
  • Past or present trauma
  • Present or past experiences of being abused or assaulted
  • Sudden loss

If you are experiencing warning signs of mental illness, consider reaching out to a professional for help. If someone you know is struggling with any of these symptoms, Dempster recommends the “QPR” approach.

“A great way to help a loved one into care is to remember the acronym QPR, which stands for Question, Persuade, Refer,” Dempster said. “ Question : Directly ask the individual you are concerned about how they are doing, sharing your care and concern. Persuade: Talk to the person about the benefits of seeking out care with a mental health professional who can provide support and resources to address overwhelming thoughts and feelings. Refer: Support the individual in seeking out care by helping them to find available care, helping them to make an appointment or even taking them to the appointment.”

What Mental Health Treatments and Resources Are Available?

A variety of treatment options exist for different mental health issues. “There are times that some mental health problems can be treated by increasing self-care, accessing one’s support system and by careful problem-solving and communication,” Dempster said. “However, there are other times that professional mental health care, including therapy, medication or some other form of treatment offered by a professional can help to address mental health problems much more expediently through evidence-based methods.”

Many patients visit multiple mental health providers–for example, seeing a psychiatrist regarding medications and a therapist for more frequent counseling sessions. Consult the Mayo Clinic’s guide to finding a mental health provider , and reach out to your health insurance provider to find mental health services near you. You can also use Psychology Today’s expansive directory to help locate a provider in your area, and Findtreatment.gov offers a substance abuse treatment locator tool. For serious mental health concerns, The National Substance Abuse and Mental Health Services Administration (SAMHSA) has an early serious mental health treatment locator tool to find treatment centers in the United States.

“Historically, there has been a stigma with seeking mental health care that is not evident in seeking care for physical problems, and this stigma prolonged the suffering of many needlessly and has even cost lives,” Dempster said. “Seeking out care for mental health concerns is a sign of strength and there is robust evidence that demonstrates that mental health care is effective.”

If you or someone you know needs help now, consult these resources or contact a professional mental health provider. In the event of an emergency, please call 911.

  • 988 Suicide and Crisis Lifeline : 988
  • Substance Abuse and Mental Health Services Administration : 1-800-662-HELP (4357)
  • National Action Alliance for Suicide Prevention
  • Veterans Crisis Line
  • National Strategy for Suicide Prevention

Mars Girolimon '21 is a writer and student at Southern New Hampshire University, pursuing a master's in English and creative writing. Connect with them on LinkedIn .

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  • Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

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example of conclusion about education

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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