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Essay Papers Writing Online

Tips and tricks for crafting engaging and effective essays.

Writing essays can be a challenging task, but with the right approach and strategies, you can create compelling and impactful pieces that captivate your audience. Whether you’re a student working on an academic paper or a professional honing your writing skills, these tips will help you craft essays that stand out.

Effective essays are not just about conveying information; they are about persuading, engaging, and inspiring readers. To achieve this, it’s essential to pay attention to various elements of the essay-writing process, from brainstorming ideas to polishing your final draft. By following these tips, you can elevate your writing and produce essays that leave a lasting impression.

Understanding the Essay Prompt

Before you start writing your essay, it is crucial to thoroughly understand the essay prompt or question provided by your instructor. The essay prompt serves as a roadmap for your essay and outlines the specific requirements or expectations.

Here are a few key things to consider when analyzing the essay prompt:

• Read the prompt carefully and identify the main topic or question being asked.
• Pay attention to any specific instructions or guidelines provided, such as word count, formatting requirements, or sources to be used.
• Identify key terms or phrases in the prompt that can help you determine the focus of your essay.

By understanding the essay prompt thoroughly, you can ensure that your essay addresses the topic effectively and meets the requirements set forth by your instructor.

Researching Your Topic Thoroughly

One of the key elements of writing an effective essay is conducting thorough research on your chosen topic. Research helps you gather the necessary information, facts, and examples to support your arguments and make your essay more convincing.

Here are some tips for researching your topic thoroughly:

By following these tips and conducting thorough research on your topic, you will be able to write a well-informed and persuasive essay that effectively communicates your ideas and arguments.

Creating a Strong Thesis Statement

A thesis statement is a crucial element of any well-crafted essay. It serves as the main point or idea that you will be discussing and supporting throughout your paper. A strong thesis statement should be clear, specific, and arguable.

To create a strong thesis statement, follow these tips:

• Be specific: Your thesis statement should clearly state the main idea of your essay. Avoid vague or general statements.
• Be concise: Keep your thesis statement concise and to the point. Avoid unnecessary details or lengthy explanations.
• Be argumentative: Your thesis statement should present an argument or perspective that can be debated or discussed in your essay.
• Be relevant: Make sure your thesis statement is relevant to the topic of your essay and reflects the main point you want to make.
• Revise as needed: Don’t be afraid to revise your thesis statement as you work on your essay. It may change as you develop your ideas.

Remember, a strong thesis statement sets the tone for your entire essay and provides a roadmap for your readers to follow. Put time and effort into crafting a clear and compelling thesis statement to ensure your essay is effective and persuasive.

Developing a Clear Essay Structure

One of the key elements of writing an effective essay is developing a clear and logical structure. A well-structured essay helps the reader follow your argument and enhances the overall readability of your work. Here are some tips to help you develop a clear essay structure:

1. Start with a strong introduction: Begin your essay with an engaging introduction that introduces the topic and clearly states your thesis or main argument.

2. Organize your ideas: Before you start writing, outline the main points you want to cover in your essay. This will help you organize your thoughts and ensure a logical flow of ideas.

3. Use topic sentences: Begin each paragraph with a topic sentence that introduces the main idea of the paragraph. This helps the reader understand the purpose of each paragraph.

4. Provide evidence and analysis: Support your arguments with evidence and analysis to back up your main points. Make sure your evidence is relevant and directly supports your thesis.

5. Transition between paragraphs: Use transitional words and phrases to create flow between paragraphs and help the reader move smoothly from one idea to the next.

6. Conclude effectively: End your essay with a strong conclusion that summarizes your main points and reinforces your thesis. Avoid introducing new ideas in the conclusion.

By following these tips, you can develop a clear essay structure that will help you effectively communicate your ideas and engage your reader from start to finish.

Using Relevant Examples and Evidence

When writing an essay, it’s crucial to support your arguments and assertions with relevant examples and evidence. This not only adds credibility to your writing but also helps your readers better understand your points. Here are some tips on how to effectively use examples and evidence in your essays:

• Choose examples that are specific and relevant to the topic you’re discussing. Avoid using generic examples that may not directly support your argument.
• Provide concrete evidence to back up your claims. This could include statistics, research findings, or quotes from reliable sources.
• Interpret the examples and evidence you provide, explaining how they support your thesis or main argument. Don’t assume that the connection is obvious to your readers.
• Use a variety of examples to make your points more persuasive. Mixing personal anecdotes with scholarly evidence can make your essay more engaging and convincing.
• Cite your sources properly to give credit to the original authors and avoid plagiarism. Follow the citation style required by your instructor or the publication you’re submitting to.

By integrating relevant examples and evidence into your essays, you can craft a more convincing and well-rounded piece of writing that resonates with your audience.

Editing and Proofreading Your Essay Carefully

Once you have finished writing your essay, the next crucial step is to edit and proofread it carefully. Editing and proofreading are essential parts of the writing process that help ensure your essay is polished and error-free. Here are some tips to help you effectively edit and proofread your essay:

1. Take a Break: Before you start editing, take a short break from your essay. This will help you approach the editing process with a fresh perspective.

2. Read Aloud: Reading your essay aloud can help you catch any awkward phrasing or grammatical errors that you may have missed while writing. It also helps you check the flow of your essay.

3. Check for Consistency: Make sure that your essay has a consistent style, tone, and voice throughout. Check for inconsistencies in formatting, punctuation, and language usage.

4. Remove Unnecessary Words: Look for any unnecessary words or phrases in your essay and remove them to make your writing more concise and clear.

5. Proofread for Errors: Carefully proofread your essay for spelling, grammar, and punctuation errors. Pay attention to commonly misused words and homophones.

6. Get Feedback: It’s always a good idea to get feedback from someone else. Ask a friend, classmate, or teacher to review your essay and provide constructive feedback.

By following these tips and taking the time to edit and proofread your essay carefully, you can improve the overall quality of your writing and make sure your ideas are effectively communicated to your readers.

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• Knowledge Base
• How to conclude an essay | Interactive example

How to Conclude an Essay | Interactive Example

Published on January 24, 2019 by Shona McCombes . Revised on July 23, 2023.

The conclusion is the final paragraph of your essay . A strong conclusion aims to:

• Tie together the essay’s main points
• Show why your argument matters
• Leave the reader with a strong impression

Your conclusion should give a sense of closure and completion to your argument, but also show what new questions or possibilities it has opened up.

This conclusion is taken from our annotated essay example , which discusses the history of the Braille system. Hover over each part to see why it’s effective.

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Table of contents

Step 1: return to your thesis, step 2: review your main points, step 3: show why it matters, what shouldn’t go in the conclusion, more examples of essay conclusions, other interesting articles, frequently asked questions about writing an essay conclusion.

To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument.

Don’t just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction.

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Next, remind the reader of the main points that you used to support your argument.

Avoid simply summarizing each paragraph or repeating each point in order; try to bring your points together in a way that makes the connections between them clear. The conclusion is your final chance to show how all the paragraphs of your essay add up to a coherent whole.

To wrap up your conclusion, zoom out to a broader view of the topic and consider the implications of your argument. For example:

• Does it contribute a new understanding of your topic?
• Does it raise new questions for future study?
• Does it lead to practical suggestions or predictions?
• Can it be applied to different contexts?
• Can it be connected to a broader debate or theme?

Whatever your essay is about, the conclusion should aim to emphasize the significance of your argument, whether that’s within your academic subject or in the wider world.

Try to end with a strong, decisive sentence, leaving the reader with a lingering sense of interest in your topic.

The easiest way to improve your conclusion is to eliminate these common mistakes.

Don’t include new evidence

Any evidence or analysis that is essential to supporting your thesis statement should appear in the main body of the essay.

The conclusion might include minor pieces of new information—for example, a sentence or two discussing broader implications, or a quotation that nicely summarizes your central point. But it shouldn’t introduce any major new sources or ideas that need further explanation to understand.

Don’t use “concluding phrases”

Avoid using obvious stock phrases to tell the reader what you’re doing:

• “In conclusion…”
• “To sum up…”

These phrases aren’t forbidden, but they can make your writing sound weak. By returning to your main argument, it will quickly become clear that you are concluding the essay—you shouldn’t have to spell it out.

Don’t undermine your argument

Avoid using apologetic phrases that sound uncertain or confused:

• “This is just one approach among many.”
• “There are good arguments on both sides of this issue.”
• “There is no clear answer to this problem.”

Even if your essay has explored different points of view, your own position should be clear. There may be many possible approaches to the topic, but you want to leave the reader convinced that yours is the best one!

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• Argumentative
• Literary analysis

This conclusion is taken from an argumentative essay about the internet’s impact on education. It acknowledges the opposing arguments while taking a clear, decisive position.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

This conclusion is taken from a short expository essay that explains the invention of the printing press and its effects on European society. It focuses on giving a clear, concise overview of what was covered in the essay.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

This conclusion is taken from a literary analysis essay about Mary Shelley’s Frankenstein . It summarizes what the essay’s analysis achieved and emphasizes its originality.

By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

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McCombes, S. (2023, July 23). How to Conclude an Essay | Interactive Example. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/academic-essay/conclusion/

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Defining the Qualities of an Effective Teacher

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Introduction

The crucial qualities of a good teacher.

Fostering Creativity and Firmness

Leadership: guiding the educational odyssey.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

• Share article

(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

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Teachers' Essay

It’s all about teachers thought, experiences and observations of daily school life.

• What makes an effective teacher?

Teaching is one of the world’s most challenging occupations. Teachers hold a unique position in our society. Ask yourself whether you have the characteristics of an effective teacher. If you feel that you have the characteristics, consider ways to improve and learn more on how to become an effective teacher.

An effective teacher makes good use of instructional time and inspires students to do well and to know more. Each and every student in the class has to feel comfortable and have the sense of belonging. The classroom has to be conducive to learning and has the proper lighting so that learning easily takes place.

Being an effective teacher has to be able to handle every situation that comes our way. We surely encounter different problems regarding pupil’s attitudes and others. Teacher should be flexible to take control of any situation. Teachers are values-oriented mentor.

Effective teachers tend to have similar characteristics: enthusiastic, creative and positive. You can express these characteristics in different ways, but typically this means that, most time of the day, you truly want to be in classroom and see your pupils learn and excel.

Being organized in the classroom is another key element of an effective teacher. By organizing and planning each day, the teacher surely presented the lesson in effective manner. When the teacher is organizing in the classroom, pupils will observe, imitate and apply it in their daily lives.

As teacher, one must be honest to himself, to the school and to his profession. A teacher must always be truthful in whatever he does or say.

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An aeffective teacher is also compassionate. He is also forgiving and do not hold grudges towards his pupils.

Of course,first and foremost,a teacher has to have a deep knowledge that she can give to her pupils.Moreover patience,empathy,inspiration are also the main factors which a teacher certainly should have.big thanks!

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And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions

• Resources & Preparation
• Instructional Plan
• Related Resources

As part of the drafting and revision process for a current literary analysis essay (or another type of argument), students first participate in initial peer review to improve the argument in their essay. Then they inquire into published tips and advice on writing conclusions and analyze sample conclusions with a partner before choosing two strategies they would like to try in their own writing, drafting a conclusion that employs each.  After writing two different conclusions and conferring with a peer about them, they choose one and reflect on why they chose it, as well as what they learned about writing conclusions and the writing process more broadly.  Though this lesson is framed around an argumentative literary essay, its structure could be easily adapted to other written forms.

Featured Resources

List of Online Resources for Writing Conclusions :  Organized in two parts, these resources allow students to inquire into different published advice on writing conclusions to academic essays and then offer students sample essays to review and critique.

Conclusion Inquiry Guide :  Students use these prompts to guide their inquiry into advice on writing conclusions and sample argumentative essays.

From Theory to Practice

The conclusions to student essays are often formulaic restatements of the key ideas of their introductions.  While there is fairly wide agreement on strategies for constructing and improving introductions, there are fewer resources investigating “how to conclude,” partly perhaps because of the very context- and piece-specific nature of what a conclusion might do.

This lesson, then, draws heavily on two ideas from the more foundational NCTE Beliefs about the Teaching of Writing to guide students through inquiry into the genre of the argumentative essay and what function the conclusion can serve:

“Developing writers require support. This support can best come through carefully designed writing instruction oriented toward acquiring new strategies and skills.”

“As is the case with many other things people do, getting better at writing requires doing it -- a lot. This means actual writing, not merely listening to lectures about writing, doing grammar drills, or discussing readings. The more people write, the easier it gets and the more they are motivated to do it.”

Students participating in this lesson are supported in the specific task of drafting multiple conclusions to an essay to determine which is most effective, a process that itself involves significant writing to achieve.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Materials and Technology

• Access to Internet-connected computers
• Peer Response Sheet
• Conclusion Inquiry Guide
• Conclusion Peer Response Guide

Organized in two parts, these resources allow students to inquire into different published advice on writing conclusions to academic essays and then offer students sample essays to review and critique.on

Preparation

A student recently pointed out that essay expectation sheets and rubrics often give detailed descriptions of or advice about how to approach the introduction and body paragraphs, and then offer very brief attention to the conclusion.  She noted that they might say something along the lines of “Bring your paper to a close without restating the introduction directly.”  This seems to be a symptom of teachers ourselves under-thinking what can make a conclusion effective.  To prepare for this lesson, first reflect on your own assignment sheets, rubrics, and beliefs about what a conclusion does in an argumentative essay.  Are there principles that cross multiple types of writing (bridging the reader from the specifics of the essay back to the general world)?  Are there some that are more specific to certain types of essays (the call for social action, for example)?  As part of this work, preview the Online Resources for Writing Conclusions and consider how some of the suggestions align with your own thinking about effective conclusions.

• This lesson assumes some familiarity with essay writing and works best when students have drafted most of an essay except for a conclusion.  Consider using the Essay Map to facilitate this process.
• This lesson assumes some familiarity with effective peer response practice  Consider using ideas and strategies from Peer Edit with Perfection: Effective Strategies or Peer Review .
• Make copies of all necessary handouts.
• Arrange for access to Internet-connected computers for Sessions Two and Three, ideally one computer for every two students.
• Check links in the List of Online Resources for Writing Conclusions to ensure students can access all necessary resources.

Student Objectives

Students will

revise an existing essay in preparation for writing a conclusion.

develop through inquiry a repertoire of strategies for concluding a literary analysis essay.

draft multiple conclusions and select one based on peer conferring.

• reflect on their choice of submitted conclusion and learning throughout the lesson.

Session One

• Begin the lesson by eliciting from students various advice they have gotten in the past about writing conclusions, as well as strategies they have used before to conclude their academic writing.  If students have access to their writing folders or digital portfolios, give them time to scan over conclusions of past essays.
• As students share, record or project their responses and ask them to reflect on how useful that advice has been or how successfully those strategies have served them.  Be sure to encourage discussion of what students think of as “bad conclusions,” even when those conclusions seem to be following advice that they have gotten.  Discussion will likely generate a shared understanding that writing conclusions is a common challenge, and that no certain approach or advice always works all the time.
• Explain that in this lesson, students will inquire into different approaches they might take to conclude their current essay with an eye toward building a larger repertoire of strategies they might use in crafting conclusions in the future.  Emphasize that the goal of this lesson is not to develop “one right way” to conclude a paper or essay, but to increase possibilities for and flexibility in  their writing.
• Share with students that a conclusion is typically only as effective as the argument that comes before it, so they will first participate in a peer response activity in this session to improve the existing draft of the essay.
• Explain the expectations for peer revision using the Peer Response Sheet to guide the conversation.  After trading essays and first reading drafts in their entirety, students should answer the questions on the Peer Response Sheet to provide feedback to their partner.
• Give students time to read and respond to a partner’s essay and then share and clarify feedback before asking students to set three revision goals for the next session at the bottom of the Peer Response Sheet .
• Set or agree upon a date for the next session (probably not the next day) and share the expectation that students come to class with a revised essay that works toward the goals they set in this session.

Session Two

• Inform students that in the next few sessions, they will be investigating some Online Resources for Writing Conclusions to generate new ideas and analyzing sample essays for their effectiveness.
• Share the link to the List of Online Resources for Writing Conclusions and distribute copies of the Conclusion Inquiry Guide , explaining how they will use the two together: first to investigate advice for writing conclusions, and then to read sample essays to evaluate in light of that advice (in the next session).
• Direct students, perhaps in their peer response pairs from the previous session, to investigate the Online Resources for Writing Conclusions and complete the Conclusion Inquiry Guide .
• Depending on your students’ levels of independence, you may wish to provide additional guidance in investigating the Online Resources for Writing Conclusions .  You might, for example, set a timer for each of the sites in the Tips/Advice section and after students have investigated, facilitate a full class discussion about what they noticed or will put on their Conclusion Inquiry Guide .  Also consider asking them to talk through with their partner some of the strategies on their current essay.  The strategies on the University of North Carolina at Chapel Hill Writing Center: Conclusions website lend themselves particularly well to this kind of work.
• If time permits after pairs have finished, ask them to find another pair with whom to share their impressions, findings, and ideas.
• Collect the Conclusion Inquiry Guide to return to students in the next session for analyzing sample essays.

Session Three

• Open this session by returning students’ Conclusion Inquiry Guides and drawing their attention to the second half of the guide, which prompts students to choose and critique two of the essays from the Online Resources for Writing Conclusions .
• Point students to the Online Resources for Writing Conclusions and be sure they understand the expectations for the activity: to read the essays in light of the tips and strategies they developed in the previous session and to point out the strengths and weaknesses of the conclusions.
• Depending on your students’ level of independence, consider reading and analyzing one of the four essays together as a class before asking pairs to evaluate and analyze.  Adaptations to this part of the activity might include projecting the essays, but covering the conclusion.  Then have student pairs brainstorm possible ways they might conclude before comparing their conclusions to what was written. Or, ask student pairs to rewrite one of the conclusions based on the feedback they offer.  Regardless, remind students to note their impressions in the spaces provided on the Inquiry Guide .
• Near the end of the session, bring the class back together to debrief what they noticed and learned, focusing specifically on generating ideas that they might try in their own writing.
• Ask students to re-read and bring with them their essay drafts before the next session.

Session Four

Ask students to get out their essay drafts and review their Inquiry Guides .  Explain that in this session, they will choose two techniques they are interested in “trying on” to conclude their essay.  Point out that many of the strategies will require additional revision to the body of the essay (particularly the introduction).

Give students a few minutes to talk through their ideas with their peer response partners or another nearby classmate.

Have students get out two sheets of paper or open two documents and give them time to draft a conclusion that tries each of the strategies.  Circulate the room to assist students in decision making and drafting, and encourage students to continue to confer with their peer review partner as necessary.

• As students complete drafting their two conclusions, ask them to bring a copy of both versions of their essay to the next session, one with each possible conclusion.

Session Five

• Explain to students that in this session, they will meet again in their peer response pairs to provide one another feedback on their current essay drafts and conclusions.
• Share the Conclusion Peer Response Guide and explain its expectations and how it will shape their interaction in the pair.
• Give students time to read each other’s essays, with particular attention paid to the conclusions, and provide one another feedback on their conclusions using the  Conclusion Peer Response Guide .
• Close the lesson by asking students to share with the full group ideas, strategies, and questions they still have about writing effective conclusions, both for this essay and for academic writing in general.
• Explain that students should select a conclusion and make any necessary revisions to it and to the rest of the essay before submitting it.  On the day papers are due, also consider having students respond to the reflection questions in the Assessment section below.

Have students develop a Web resource of their own, similar to those in the lesson, to share their learning about effective conclusions.  Include links to their essays, with multiple versions of conclusions and commentary about their effectiveness.

• Use this inquiry model to support students in working through other trouble spots in academic writing, including introductions, transitions, developing support, or writing in different genres/styles.

Student Assessment / Reflections

When students submit their essays, ask them to reflect on their learning by responding to questions such as these:

How do the introduction, body paragraphs, and conclusion work together to make a coherent argument?

Why did you choose to submit this conclusion rather than the other?

What did you learn about writing conclusions through participation in this activity?

What did you learn about your writing process (and yourself as a writer) by participating in this activity?

• Student Interactives
• Lesson Plans
• Strategy Guides
• Professional Library

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text.

This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.

With full recognition that writing is an increasingly multifaceted activity, we offer several principles that should guide effective teaching practice.

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• Kindergarten K

How to Be an Effective Teacher Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Works cited.

Education is an important part of human’s life. Education is a power. Nowadays people try to get a good education as it influences their future life. The high quality of education makes it possible to get a good well paid job. People’s education depends on teachers. The higher the teachers’ qualification the higher level of knowledge they can give people.

The effectiveness of further education depends on the teacher’s first day at school. Everything depends on the way how he or she will organize the work in class during their first days. There are a lot of factors that can help to succeed the teacher during his/her first week.

Harry K. and Rosemary T. Wong in their book write that, ‘knowing how to structure a successful first day of school will set the stage for an effective classroom and a successful school year’ (2009 – 3). It is very important to organize the work in class correctly. The authors of the book give very useful recommendations of how to organize the teachers’ work during their first week.

Completing this assignment has allowed the students to demonstrate their competency in Florida Educator Accomplished Practices, especially in critical thinking, human development and learning, planning and the role of the teacher in the class (Florida Educator Accomplished Practices).

Students get much experience in class work organizations during investigating this research. This topic is very important for students as it gives instructions of how to behave during the first weeks in class. It is especially useful for students who have never had a pedagogical practice. The research may be improved by means of personal experience and future search for similar information.

Internet is an essential part of present life. People use Internet for different purposes; they are entertainment, job search, looking for some information, communication. Using modern technologies in class is one of the main aspect on which every teacher should work.

Anita E. Woolfolk tries to explain in the section of the book “Enhancing Your Expertise: Continuing your Learning” the importance of Internet during developing teachers’ experience (Woolfolk 2006).

The Internet has a rich source of information for students and teachers. Students may find lots of information for their classes and research papers. Teachers may also look for some information dealing with this or that task, some hints of how to organize work in class. Internet also gives some information about new ways of teaching, new approaches and methods of teaching. The Internet is a source of fresh ideas dealing with improving the work in class.

The present research may help students to gain such knowledge from the Florida Educator Accomplished Practices as continuous improvement of skills, diversity of educational methods, knowledge of subject matter, technology and others.

Teacher may give some tasks in Internet, as there are a lot of websites with exercises dealing with this or that problem. Using Internet in class helps to vary the assignments, to make the work in class more vivid and interesting for students. But still teacher should make a very difficult and long research in the internet before giving tasks for students from this or that source.

The life of Internet does not stand on one and the same spot, it enlarges develops every minute and there are always lots of new information which can be useful for teachers and students.

“Florida Educator Accomplished Practices”. Florida International University: College Education. (2009). Web.

Woolfolk, A. Educational Psychology (with MyLabSchool). New York: Allyn and Bacon, 2006.

Wong, Harry K., Wong, Rosemary T. The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications, 4 edition, 2009.

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IvyPanda. (2021, December 4). How to Be an Effective Teacher. https://ivypanda.com/essays/how-to-be-an-effective-teacher/

"How to Be an Effective Teacher." IvyPanda , 4 Dec. 2021, ivypanda.com/essays/how-to-be-an-effective-teacher/.

IvyPanda . (2021) 'How to Be an Effective Teacher'. 4 December.

IvyPanda . 2021. "How to Be an Effective Teacher." December 4, 2021. https://ivypanda.com/essays/how-to-be-an-effective-teacher/.

1. IvyPanda . "How to Be an Effective Teacher." December 4, 2021. https://ivypanda.com/essays/how-to-be-an-effective-teacher/.

Bibliography

IvyPanda . "How to Be an Effective Teacher." December 4, 2021. https://ivypanda.com/essays/how-to-be-an-effective-teacher/.

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The Australian Professor Who Turned Breaking on Its Head

Rachael Gunn, known as B-girl Raygun, displayed some … unique moves as she competed in a field with breakers half her age. The judges and the internet were underwhelmed.

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By Dodai Stewart and Talya Minsberg

Reporting from Paris

Breaking made its debut as an Olympic sport Friday, and among the competitors was Dr. Rachael Gunn, also known as B-girl Raygun, a 36-year-old professor from Sydney, Australia, who stood out in just about every way.

By day, her research interests include “dance, gender politics, and the dynamics between theoretical and practical methodologies.” But on the world’s stage in Paris, wearing green track pants and a green polo shirt instead of the street-style outfits of her much younger fellow breakers, she competed against the 21-year-old Logan Edra of the United States, known as Logistx.

During the round robin, as Raygun and Logistx faced off, Raygun laid on her side, reached for her toes, spun around, and threw in a kangaroo hop — a nod to her homeland. She performed a move that looked something like swimming and another that could best be described as duckwalking. The high-speed back and head spins that other breakers would demonstrate were mostly absent.

The crowd cheered Raygun politely. The judges weren’t as kind. All nine voted for Logistx in both rounds of the competition; Logistx won, 18-0.

Online, Raygun’s performance quickly became a sensation, not necessarily in a flattering way.

“The more I watch the videos of Raygun, the Aussie breaker, the more I get annoyed,” one viewer posted on X, formerly known as Twitter. “There’s 27.7 million Australians in the world and that’s who they send to the Olympics for this inaugural event??? C’mon now!”

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