The conclusion gives the overall verdict of the argument. You can also restate the ideas that you have discussed in the body paragraphs so as to make your point valid. The conclusion should also aim at motivating the reader to do research in the future. The conclusion is related to the argumentative introduction as the topic as well as the thesis statement is restated in a more convincing manner. The conclusion also gives you a platform of illustrating your decision concerning the argument in the article and why you have settled on that particular decision. Try not to introduce new ideas as they will give the readers an ideology that the article is not comprehensive enough.
After students have read and understood the assigned topic, they can go on to the next step of the essay-writing process. This step does involve writing -- but not yet essay writing. In step two, students write an outline of their proposed essay. The outline should look something like this:
Congress According to Twain
1) Topic: The question or prompt rephrased in the student's own words. Rephrasing the prompt will help students understand the assignment and narrow and focus the topic of their essay. For example, "Mark Twain once said that all members of Congress are idiots."
2) Position: The student's position or opinion about the question or prompt. For example, "I see no reason to disagree."
Most writing assessments ask students to take a position. Students should be aware that, if the test directions ask them to take a position, they need to take one side of the issue and defend it, not consider and defend both sides of the issue.
3) Reasons: Three reasons the student has taken his or her stated position.
a) Reason 1: The most important reason. For example, "Congress has passed a number of bills without considering where the funding for those bills would come from."
i) Evidence: Example that demonstrates Reason 1. For example, "The Americans with Disabilities Act, the Clean Air Act, and the No Child Left Behind Act are just three examples of laws that were passed without considering how cities and states would pay to implement their mandates."
b) Reason 2: The second most important reason. For example, "Congress has passed a number of silly bills based on narrow political interests."
i) Evidence: Example that demonstrates Reason 2. "For example, federal laws have been passed making it a crime to imitate Smokey the Bear or transport wooden teeth across state lines."
c) Reason 3: The third most important reason. For example, "The members of Congress from my state are idiots."
i) Evidence: Example that demonstrates Reason 3. For example, "I met John Smith, a member of Congress from my state, and he had never heard of my hometown."
However, Lawrence admitted she didn't fight for a better salary because she was afraid of how she'd be perceived. "I would be lying if I didn’t say there was an element of wanting to be liked that influenced my decision to close the deal without a real fight. I didn’t want to seem 'difficult' or 'spoiled,' " she confessed. "This is an element of my personality that I’ve been working against for years, and based on the statistics, I don’t think I’m the only woman with this issue. Are we socially conditioned to behave this way? ... Could there still be a lingering habit of trying to express our opinions in a certain way that doesn’t 'offend' or 'scare' men?"