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The conclusion is written in one paragraph and its main purpose is to sum up the arguments of the essay, which the author revealed in the topic sentences of the body paragraphs. It summarizes the evidence in support for the thesis statement of the essay and if proved restates this statement. It is a final glance at the presented facts, which lead to a certain conclusion on the essay matter.
The conclusion does not have a set structure and can be written according to the peculiarities of the essay but must always have the mentioned above argument summary analysis.
This essay explains to students that reflective writing involves their thinking about their own thinking. They may be asked to reflect about their audience and purpose for a piece of writing. They may write about their invention, drafting, revision, and editing processes. They may self-assess or evaluate their writing, learning, and development as writers. These activities help cement learning. They also help writers gain more insight into and control over composing and revising processes by helping them gain critical distance and by providing a mechanism for them to do the re-thinking and re-seeing that effective revision requires. The article gives examples of student reflective writing, explains how they function in a student’s learning, and gives scholarly support for why these kinds of activities are effective.