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$College of Marin Study Guide for Math 95 A,B - Pearson Learning ...$

80 Part II • The Writing Process Occasionally, an essay doesn’t need a separate conclusion. This is often the case with narration or description. For instance, in a narrative showing how a crisis can strengthen a faltering friendship, your point will probably be made with sufficient force without a final “this is what the narrative is all about” paragraph. Usually, though, a conclusion is necessary. Generally one or two paragraphs in length, the conclusion should give the reader a feeling of completeness and finality. One way to achieve this sense of “rounding off” is to return to an image, idea, or anecdote from the introduction. Because people tend to remember most clearly the points they read last, the conclusion is also a good place to remind readers of your thesis, phrasing this central idea somewhat differently than you did earlier in the essay. You may also use the conclusion to make a final point about your subject. This way, you leave your readers with something to mull over. Be careful, though, not to open an entirely new line of thought at the essay’s close. If you do, readers may feel puzzled and frustrated, wishing you had provided evidence for your final point. And, of course, always be sure that concluding material fits your thesis and is consistent with your purpose, tone, and point of view. In your conclusion, it’s best to steer away from stock phrases like “In sum,” “In conclusion,” and “This paper has shown that. . . .” Also avoid lengthy conclusions. As in everyday life, prolonged farewells are tedious. Following are examples of some of the techniques you can use to write effective conclusions. These strategies may be used singly or in combination. The first strategy, the summary conclusion, can be especially helpful in long, complex essays since readers may appreciate a review of your points. Tacked onto a short essay, though, a summary conclusion often seems boring and mechanical. Summary Contrary to what many adults think, most adolescents are not only aware of the important issues of the times but also deeply concerned about them. They are sensitive to the plight of the homeless, the destruction of the environment, and the pitfalls of rampant materialism. Indeed, today’s young people are not less mature and sensible than their parents were. If anything, they are more so. Prediction The growing tendency on the part of the judicial system to hold parents responsible for the actions of their delinquent children can have a disturbing impact on all of us. Parents will feel bitter toward their own children and cynical about a system that holds them accountable for the actions of minors. Children, continuing to escape the consequences of their actions, will
Chapter 6 • Writing the Paragraphs in the First Draft 81 become even more lawless and destructive. Society cannot afford two such possibilities. Quotation The comic W. C. Fields is reputed to have said, “Anyone who hates children and dogs can’t be all bad.” Most people do not share Fields’s cynicism. Viewing childhood as a time of purity, they are alarmed at the way television exposes children to the seamy side of life, stripping youngsters of their innocence and giving them a glib sophistication that is a poor substitute for wisdom. Statistic Granted, divorce may, in some cases, be the best thing for families torn apart by parents battling one another. However, in longitudinal studies of children from divorced families, psychologist Judith Wallerstein found that only 10 percent of the youngsters felt relief at their parents’ divorce; the remaining 90 percent felt devastated. Such statistics surely call into question parents’ claims that they are divorcing for their children’s sake. Recommendation or Call for Action It is a mistake to leave parenting to instinct. Instead, we should make parenting skills a required course in schools. In addition, a nationwide hotline should be established to help parents deal with crises. Such training and continuing support would help adults deal more effectively with many of the problems they face as parents. Write the Title Some writers say that they often begin a piece with only a title in mind. But for most, writing the title is the finishing touch. Although creating a title is usually one of the last steps in writing an essay, it shouldn’t be done haphazardly. It may take time to write an effective title—one that hints at the essay’s thesis and snares the reader’s interest. Good titles may make use of the following techniques: repetition of sounds (“The Plot Against People”), humor (“Neat People Versus Sloppy People”), and questions (“Am I Blue?”). More often, though, titles are straightforward phrases derived from the essay’s subject or thesis: “Shooting an Elephant” and “Why Computers Don’t Belong in the Classroom,” for example.
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