Your concluding paragraph should communicate to the reader that you're confident that you've proven the idea as set forth in your thesis statement.
Having the ability to write effective essays will become increasingly important as you progress through high school and into college.
2. When in doubt, walk: Let’s say you’ve told your story out loud, you’ve used one or more of the exercises from last week to go from scripts to stories, and you’ve expanded the strongest parts of your writing with more detail. And you still feel stuck! Now what? Stand up, walk around the room–or go outside–and imagine your essay as physical movement from one place to another. Your story has a beginning, middle, and end, like a physical journey. Once you can feel that movement, go back and revise your essay with that journey in mind
The claim set forth in argumentative (persuasive) essays may be an opinion, an evaluation, an interpretation, cause-effect statement or a policy proposal.
End right after your pivot, or key moment. I constantly tell students to end earlier–end right next to your success! (Whatever “success” means, in your particular essay.) Think of the “fade-to-black” in a movie–you want us to end on the high, glowy feeling. End with the robot’s arm lifting, or your call home to celebrate, or your grandma thanking you. Then stop. Leave your reader wanting more! Keep the admissions officer thinking about you.
You'll need to narrow down your topic to something like "Russian Politics: Past, Present and Future" or "Racial Diversity in the Former USSR".
If you're expected to choose your own topic, then the first step is to define the purpose of your essay.
The topic provided—also called the writing prompt—will cover a subject of general interest. Responding to the topic will not require you to have specific knowledge of any subject area, but instead will require you to draw on your own experiences and observations. You will be asked to give an opinion or an explanation of something. A few sample essay topics are listed below.
*The list of things that you might do in a concluding paragraph is taken from the University of Richmond's online document, (with the gracious permission of UR's Writer's Web coordinator, Joe Essid).
It is important to know that essay readers perform what is known as “holistic” scoring, meaning that they give your essay a score based on their overall impression. The two readers’ scores are averaged to form one score for your essay. If your essay receives an average score of 2 or higher, this score is combined with your score from Part I to make a composite score for the Language Arts, Writing test. If it receives a score below 2, the testers will not assign a composite score. You will have to retake both parts of the Language Arts, Writing test.
There are five major standards that essay readers will use to evaluate your essay. Descriptions of these standards are listed below and are reprinted with permission of the American Council on Education.
The lessons included in this resource are based on the five major areas that readers use to score your essay. You might recognize some of the key words and concepts discussed in these lessons from previous classes or reading. Even though the lessons are tailored to the GED essay, the ideas discussed in this resource may relate to writing situations you have encountered in the past or will encounter in the future. Studying these lessons will help you develop your writing skills for use in many situations in addition to the GED essay.
The following table, reprinted with permission of the American Council on Education, will help you further understand how the four-point scale and the five major scoring standards are used together to evaluate the essays.
In the second part of the GED Language Arts, Writing test, you will have 45 minutes to plan, write, and revise an essay. While it is recommended that you use the full 45 minutes for this part of the test, if you finish early, go back to work on the multiple-choice questions from Part I. Provided below is information about the essay topics. This section also explains how your essay will be scored. Lastly, the section discusses what readers are looking for when they score your essay.
Like all the other transition words and phrases that are used to combine and connect ideas in writing, conclusion transition words show logical relationships between ideas and sentences. More specifically, these transitional words convey a conclusion, a summary, or a restatement of ideas. They often denote a final statement of an idea. Like an adhesive, they hold and bind ideas and sentences together to help an essay flow smoothly and aid readers to progress logically from one part of your essay to the next.
These transition words are generally used between the introductory paragraph and the first paragraph of the body and between the last body paragraph and the conclusion. They help the writer show the logical relationships between different sections of the essay and provide the readers a better perspective of the writer’s thoughts.
Here is the concluding paragraph of George Orwell's famous essay, "Politics and the English Language." If you would like to read the entire essay from which this conclusion is taken (and check out, especially, the beginning), click .