Transcript The Conclusion Paragraph - Moreau Catholic High School

The Conclusion
Paragraph
The conclusion paragraph in an essay of
literary analysis functions as follows:
It finishes off the essay and tells the
reader where the writer has brought
them.
 It restates the thesis and contains echoes
of the introduction and body paragraphs
without listing the points covered in the
essay.
 It creates a broader implication of the
ideas discussed and answers the
questions: so what? Or why do we care?
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Anatomy of the Conclusion:
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The conclusion begins with a restatement of the
thesis, not a repetition, and gradually widens
toward a final , broad statement of implication.
Borrows from the body paragraphs, without being
flatly repetitive or listing points already covered.
Creates echoes of the introduction and body
paragraphs to reinforce analysis/ ideas.
Moves outward with a statement that relates the
thesis to a broader implication so the reader can
see the analytical focus in a larger perspective or
application.
Strategies for Composing Conclusions:
Strike a note of hope or despair.
 Give a symbolic or powerful detail/fact.
 Create an analogy that relates your topic
to a larger implication.
 Give an especially compelling example.
 Use a meaningful quotation. (If you used
a meaningful quotation in your
introduction, refer back to this quote and
tie it in with your overall analysis.)
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Recommend a course of action without
being “preachy.”
 Echo the language and approach of the
introduction.
 Reference and make meaning of the title
of the work you are analyzing.
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Consider the following checklist when
writing a conclusion:
Avoid first-person point of view,
abstract/vague language, poor diction,
and slang.
 Avoid simply repeating the thesis and/or
listing the main points.
 Don’t conclude more than you reasonably
can from the evidence you have presented.
 Echo the language and ideas from your
introduction and body paragraphs.
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Expand on the implications of your analysis: So
what? Why do we care about these ideas? What’s
so important about what you’ve developed in
your paper? Are there any other applications for
your ideas?
Avoid any attempts at humor, cuteness, or
sarcasm.
The conclusion need not be longer than four to
six sentences, as with the introduction, but must
be adequately developed.
Include the title(s) and author(s) once more.
Sample Conclusions:
Evaluate the strengths and weaknesses of
the sample conclusions to follow.
 Identify possible references to the thesis
statements, introduction, and body
paragraphs.
 Identify broader implications.
 Identify and evaluate other strategies
used.
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Sample 1:
Both great works of epic literature from
historical India and Japan certainly provide
fascinating insights into the study of the
idealization of women and wives. We can see how
the different social conventions of each time and
place have a defined impact on women’s roles
within the institution of marriage. In reflecting on
the societal expectations of a wife as represented
in classical world literature we can gain new
insights into women’s roles within marriage in a
contemporary world. Future generations will look
to our contemporary literature as a depiction of
our society’s expectations and values of women
not only as wives, but as single and independent
women, as well.
Sample 2:
Edna’s character transforms from sleeping
through life by meeting expectations to a great
awakening, in which her thoughts and actions are
consistent with each other. Edna’s struggle
between her inner desires and her outward
conformity is one in which her best solution was
to satisfy no roles and expectations, including her
own. Her character is so memorable because the
reader can empathize with Edna’s internal
conflict to both conform and defy. She is
unforgettable because she does what each of us
has wanted to do; her character resonates with
the universal human condition of defying and
abandoning societal expectations and impositions.
Sample 3:
The culmination of Stephen Dedalus’
linguistic and artistic development in James
Joyce’s A Portrait of the Artist as a Young Man in
indicated at the end of the novel when his story
is no longer dependent on a narrator, but is told
by Stephen himself through his journal. The
journal entries are projected forth in the
unfiltered language of the artist. He completes
his linguistic journey, coming full circle from a
child who merely perceives others’ language to
the artist, who creates his own. The language
implicit (cont.)
in Stephen’s journal represents the
realization of his identity; his language
displays the confidence and independence
of one who is autonomous. At the end of
the novel, Stephen’s physical, intellectual,
and emotional transformations have been
chronicled through the intricacies of
language.
Sample 4:
Throughout Morrison’s Beloved memory has
a power distinguished from other motifs in the
novel. Memory is so pervasive that it functions as
a separate character within the plot. It interacts
with, and has a unique relationship with, each
character; it brings up painful past experiences,
and preys upon those resonances. Indeed,
memory functions as an additional antagonist,
dredging up the past, teasing and torturing
without remorse the characters who attempt to
forget. Ultimately, however, memory is defeated
with Morrison’s dictate: “this is not a story to
pass on.”
Sample 5:
The values of leadership portrayed by
Tamburlaine’s character are still honored
in society today. We desire a leader who is
passionate and eloquent, but who is a
leader of action, as well. We also value a
leader who is proud and confident in his or
her abilities and experience. Today’s
leader’s would do well to consult
Marlowe’s example of leadership in
Tamburlaine.