essay introductions and conclusions

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Guide to Writing Introductions and Conclusions

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First and last impressions are important in any part of life, especially in writing. This is why the introduction and conclusion of any paper – whether it be a simple essay or a long research paper – are essential. Introductions and conclusions are just as important as the body of your paper. The introduction is what makes the reader want to continue reading your paper. The conclusion is what makes your paper stick in the reader’s mind.

Introductions

Your introductory paragraph should include:

1) Hook:  Description, illustration, narration or dialogue that pulls the reader into your paper topic. This should be interesting and specific.

2) Transition: Sentence that connects the hook with the thesis.

3) Thesis: Sentence (or two) that summarizes the overall main point of the paper. The thesis should answer the prompt question.

The examples below show are several ways to write a good introduction or opening to your paper. One example shows you how to paraphrase in your introduction. This will help you understand the idea of writing sequences using a hook, transition, and thesis statement.

» Thesis Statement Opening

This is the traditional style of opening a paper. This is a “mini-summary” of your paper.

For example:

» Opening with a Story (Anecdote)

A good way of catching your reader’s attention is by sharing a story that sets up your paper. Sharing a story gives a paper a more personal feel and helps make your reader comfortable.

This example was borrowed from Jack Gannon’s The Week the World Heard Gallaudet (1989):

Astrid Goodstein, a Gallaudet faculty member, entered the beauty salon for her regular appointment, proudly wearing her DPN button. (“I was married to that button that week!” she later confided.) When Sandy, her regular hairdresser, saw the button, he spoke and gestured, “Never! Never! Never!” Offended, Astrid turned around and headed for the door but stopped short of leaving. She decided to keep her appointment, confessing later that at that moment, her sense of principles had lost out to her vanity. Later she realized that her hairdresser had thought she was pushing for a deaf U.S. President. Hook: a specific example or story that interests the reader and introduces the topic.

Transition: connects the hook to the thesis statement

Thesis: summarizes the overall claim of the paper

» Specific Detail Opening

Giving specific details about your subject appeals to your reader’s curiosity and helps establish a visual picture of what your paper is about.

» Open with a Quotation

Another method of writing an introduction is to open with a quotation. This method makes your introduction more interactive and more appealing to your reader.

» Open with an Interesting Statistic

Statistics that grab the reader help to make an effective introduction.

» Question Openings

Possibly the easiest opening is one that presents one or more questions to be answered in the paper. This is effective because questions are usually what the reader has in mind when he or she sees your topic.

Source : *Writing an Introduction for a More Formal Essay. (2012). Retrieved April 25, 2012, from http://flightline.highline.edu/wswyt/Writing91/handouts/hook_trans_thesis.htm

Conclusions

The conclusion to any paper is the final impression that can be made. It is the last opportunity to get your point across to the reader and leave the reader feeling as if they learned something. Leaving a paper “dangling” without a proper conclusion can seriously devalue what was said in the body itself. Here are a few effective ways to conclude or close your paper. » Summary Closing Many times conclusions are simple re-statements of the thesis. Many times these conclusions are much like their introductions (see Thesis Statement Opening).

» Close with a Logical Conclusion

This is a good closing for argumentative or opinion papers that present two or more sides of an issue. The conclusion drawn as a result of the research is presented here in the final paragraphs.

» Real or Rhetorical Question Closings

This method of concluding a paper is one step short of giving a logical conclusion. Rather than handing the conclusion over, you can leave the reader with a question that causes him or her to draw his own conclusions.

» Close with a Speculation or Opinion This is a good style for instances when the writer was unable to come up with an answer or a clear decision about whatever it was he or she was researching. For example:

» Close with a Recommendation

A good conclusion is when the writer suggests that the reader do something in the way of support for a cause or a plea for them to take action.

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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an essay introduction paragraph with paperpal – step -by -step, how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Unsure of how to start your essay introduction? Leverage Paperpal’s Generative AI templates to provide a base for your essay introduction. Here’s an example of an essay outline generated by Paperpal.  

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This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

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Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

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Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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21 Writing an Introduction and Conclusion

The introduction and conclusion are the strong walls that hold up the ends of your essay. The introduction should pique the readers’ interest, articulate the aim or purpose of the essay, and provide an outline of how the essay is organised. The conclusion mirrors the introduction in structure and summarizes the main aim and key ideas within the essay, drawing to a logical conclusion. The introduction states what the essay will do and the conclusion tells the reader what the essay has achieved .

Introduction

The primary functions of the introduction are to introduce the topic and aim of the essay, plus provide the reader with a clear framework of how the essay will be structured. Therefore, the following sections provide a brief overview of how these goals can be achieved. The introduction has three basic sections (often in one paragraph if the essay is short) that establish the key elements: background, thesis statement, and essay outline.

The background should arrest the readers’ attention and create an interest in the chosen topic. Therefore, backgrounding on the topic should be factual, interesting, and may use supporting evidence from academic sources . Shorter essays (under 1000 words) may only  require 1-3 sentences for backgrounding, so make the information specific and relevant, clear and succinct . Longer essays may call for a separate backgrounding paragraph. Always check with your lecturer/tutor for guidelines on your specific assignment.

Thesis Statement

The thesis statement is a theory, put forward as a position to be maintained or proven by the writing that follows in the essay. It focuses the writer’s ideas within the essay and all insights, arguments and viewpoints centre around this statement. The writer should refer back to it both mentally and literally throughout the writing process, plus the reader should see the key concepts within the thesis unfolding throughout the written work. A separate section about developing the thesis statement has been included below.

Essay Outline Sentence/s

The essay outline is 1-2 sentences that articulate the focus of the essay in stages. They clearly explain how the thesis statement will be addressed in a sequential manner throughout the essay paragraphs. The essay outline should also leave no doubt in the readers’ minds about what is NOT going to be addressed in your essay. You are establishing the parameters, boundaries, or limitations of the essay that follows. Do not, however, use diminishing language such as, “this brief essay will only discuss…”, “this essay hopes to prove/will attempt to show…”. This weakens your position from the outset. Use strong signposting language, such as “This essay will discuss… (paragraph 1) then… (paragraph 2) before moving on to… (paragraph 3) followed by the conclusion and recommendations”. This way the reader knows from the outset how the essay will be structured and it also helps you to better plan your body paragraphs (see Chapter 22).

Brief Example

(Background statement) Nuclear power plants are widely used throughout the world as a clean, efficient source of energy. (Thesis with a single idea) It has been proven that thermonuclear energy (topic) is a clean, safe alternative to burning fossil fuels. (Essay outline sentence) This essay will discuss the environmental, economic, social impacts of having a thermonuclear power plant providing clean energy to a major city.

• Background statement
• Thesis statement – claim
• Essay outline sentence (with three controlling ideas )

Regardless of the length of the essay, it should always have a thesis statement that clearly articulates the key aim or argument/s in the essay. It focuses both the readers’ attention and the essay’s purpose. In a purely informative or descriptive essay, the thesis may contain a single, clear claim. Whereas, in a more complex analytical, persuasive, or critical essay (see Chapter 15) there may be more than one claim, or a claim and counter-claim (rebuttal) within the thesis statement (see Chapter 25 – Academic Writing [glossary]). It is important to remember that the majority of academic writing is not only delivering information, it is arguing a position and supporting claims with facts and reliable examples. A strong thesis will be original, specific and arguable. This means it should never be a statement of the obvious or a vague reference to general understandings on a topic.

Weak Thesis Examples

The following examples are too vague and leave too many questions unanswered because they are not specific enough.

“Reading is beneficial” – What type of reading? Reading at what level/age? Reading for what time period? Reading what types of text? How is it beneficial, to who?

“Dogs are better than cats” – Better in what way? What types of dogs in what environment? Domesticated or wild animals? What are the benefits of being a dog owner? Is this about owning a dog or just dogs as a breed?

“Carbon emissions are ruining our planet” – Carbon emissions from where/what? In what specific way is our planet suffering? What is the timeframe of this problem?

A strong thesis should stand up to scrutiny. It should be able to answer the “So what?” question. Why should the reader want to continue reading your essay? What are you going to describe, argue, contest that will fix their attention? If no-one can or would argue with your thesis, then it is too weak, too obvious.

Your thesis statement is your answer to the essay question.

A strong thesis treats the topic of an essay in-depth. It will make an original claim  that is both interesting and supportable, plus able to be refuted. In a critical essay this will allow you to argue more than one point of view (see Chapter 27 – Writing a Discursive Essay ). Again, this is why it is important that you complete sufficient background reading and research on your topic to write from an informed position.

Strong Thesis Examples

“Parents reading to their children, from age 1-5 years, enhance their children’s vocabulary, their interest in books, and their curiosity about the world around them.”

“Small, domesticated dogs make better companions than domesticated cats because of their loyal and intuitive nature.”

“Carbon emissions from food production and processing are ruining Earth’s atmosphere.”

As demonstrated, by adding a specific focus, and key claim, the above thesis statements are made stronger.

Beginner and intermediate writers may prefer to use a less complex and sequential thesis like those above. They are clear, supportable and arguable. This is all that is required for the Term one and two writing tasks.

Once you become a more proficient writer and advance into essays that are more analytical and critical in nature, you will begin to incorporate more than one perspective in the thesis statement. Again, each additional perspective should be arguable and able to be supported with clear evidence. A thesis for a discursive essay (Term Three) should contain both a claim AND counter-claim , demonstrating your capacity as a writer to develop more than one perspective on a topic.

A Note on Claims and Counter-claims

Demonstrating that there is more than one side to an argument does not weaken your overall position on a topic. It indicates that you have used your analytical thinking skills to identify more than one perspective, potentially including opposing arguments. In your essay you may progress in such a way that refutes or supports the claim and counter-claim.

Please do not confuse the words ‘claim’ and ‘counter-claim’ with moral or value judgements about right/wrong, good/bad, successful/unsuccessful, or the like. The term ‘claim’ simply refers to the first position or argument you put forward, and ‘counter-claim’ is the alternate position or argument.

Discursive Essay Thesis – Examples adapted from previous students

“ Although it is argued that renewable energy may not meet the energy needs of Australia, there is research to indicate the benefits of transitioning to more environmentally favourable energy sources now.”

“It is argued that multiculturalism is beneficial for Australian society, economy and culture, however some members of society have a negative view of multiculturalism‘s effects on the country.”

“The widespread adoption of new technologies is inevitable and may benefit society, however , these new technologies could raise ethical issues and therefore might be of detriment .”

Note the use of conjunctive terms (underlined) to indicate alternative perspectives.

In term three you will be given further instruction in developing a thesis statement for a discursive essay in class time.

The conclusion is the final paragraph of the essay and it summarizes and synthesizes the topic and key ideas, including the thesis statement. As such, no new information or citations should be present in the conclusion. It should be written with an authoritative , formal tone as you have taken the time to support all the claims (and counter-claims) in your essay. It should follow the same logical progression as the key points in your essay and reach a clear and well-written conclusion – the statement within the concluding paragraph that makes it very clear you have answered the essay question. Read the marking criteria of your assignment to determine whether you are also required to include a recommendation or prediction as part of the conclusion. If so, make recommendations relevant to the context and content of the essay. They should be creative, specific and realistic. If you are making a prediction, focus on how the information or key arguments used in the essay might impact the world around you, or the field of inquiry, in a realistic way.

A strong, well-written conclusion should draw all of the threads of the essay together and show how they relate to each other and also how they make sense in relation to the essay question and thesis.

make clear, distinct, and precise in relation to other parts

Synonyms: catch and hold; attract and fix; engage

researched, reliable, written by academics and published by reputable publishers; often, but not always peer reviewed

concise expressed in few words

assertion, maintain as fact

a claim made to rebut a previous claim

attract and hold

used to link words or phrases together See 'Language Basics'

able to be trusted as being accurate or true; reliable

decision reached by sound and valid reasoning

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Read a text summary on how to write introductions and conclusions.

• Newcastle University
• Academic Skills Kit
• Academic Writing

Introductions and conclusions can be tricky to write. They do not contain the main substance of your assignment, but they do play a key role in helping the reader navigate your writing. The usual advice is

• Introduction: say what you're going to say
• Main body: say it
• Conclusion: say that you've said it

However, this approach can feel repetitive and is not very rewarding to write or read.

A more engaging approach is to think about the perspective of the reader and what they need to know in order to make sense of your writing. In academic writing, it is the writer’s job to make their meaning clear (unlike in literature and fiction, where it is the reader’s job to interpret the meaning) so that the reader can concentrate on deciding what they think of your work and marking it. Introductions and conclusions play an important role in explaining your aims and approach, so to help you write them well, you could think about what questions the reader has for you as they pick up your work for the first time, and when they have finished reading it.

Introductions

The introductions are the first part of your assignment that the reader encounters, so it needs to make a good impression and set the scene for what follows. Your introduction is about 10% of the total word count. It can be difficult to think what that first opening sentence should be, or what an introduction should include. 

From your reader’s perspective, they have three questions when they first pick up your assignment.

You could approach this question in a number of ways:

• Although your lecturer knows the assignment questions they’ve set, they don’t know how you have understood and interpreted it. To demonstrate that you’ve read it accurately, you can echo back the question to your reader, paraphrased in your own words so they know you have really understood it rather than just copying and pasting it.
• There might also be different ways to interpret the assignment, and clarifying for the reader how you’ve interpreted it would be helpful. Perhaps different angles on it are possible, there is more than one definition you could be working to, or you have been given a range of options within the assessment brief, and you need to tell the reader which approach you are taking.
• It’s also common to give a brief overview of a topic in the introduction, providing the reader with some context so they can understand what is to follow. Of course, your lecturer is already likely to know this basic information, so you could think of it as giving the reader confidence that you also share that foundational knowledge and have got your facts right. This aspect needs to be as brief as possible, as it can be very descriptive (which will not get you higher marks) and if it extends too far, can take up too much space in your essay which would be better used for analysis, interpretation or argumentation. A rough guide is to ask yourself which information is built on later in your assignment and cut anything that doesn’t get ‘used’ later on.

The obvious answer to this question is "because you told me to write this assignment”! A more interesting response, though, is to show that you've really understood why your lecturer has set that question and why it’s worth asking. None of the questions you are set at University will be simple or straightforward, but will be complex and problematic, and many have no single clear answer or approach. In responding thoughtfully to the question “why are you doing this”, you are reflecting on why it is significant, complex and worth doing, that you've understood the complexity of the assignment you’ve been set and recognise the lecturer’s aims in setting it.

Every student who answers a particular assignment will produce a different answer, with a different structure, making different points and drawing on different information. Your reader wants to know what your own particular approach to the assignment will be.

• You might answer this question in terms of what your structure is going to be, signalling how many sections you use and what order they appear in, signposting how you have broken the assignment down and organised it, so the reader knows what to expect.
• You might also explain to the reader which choices and decisions you have made to narrow it down to a manageable, focussed assignment. You might have chosen to set yourself particular limits on the scope of your assignment (for example, a focussing on a particular context, timespan, or type), or which examples and case studies you’ve chosen to illustrate your answer with, and why they are appropriate for this assignment.
• If relevant, you might also tell the reader about your methodology, the theories, models, definitions or approaches you have applied in order to answer the assignment question.

Your introduction may not include all these elements, or include them in the same balance or in this order, but if you address the reader’s three questions, your introduction will fulfil its purpose. Make sure you’re not jumping into your argument too early. Your introduction should introduce your argument but not actually do the work of making it yet; that is the job of the main body of the assignment.

Conclusions

Conclusions can feel a bit repetitive, as you need to revisit the points you’ve already made, but not include any new material. Again, the conclusion is usually about 10% of your total word count. The challenge is to make them engaging to read for your marker, but also interesting for you to write, so they feel purposeful. You cannot include any new material as conclusions should close a discussion down, not open up new avenues or leave points unresolved. If a point is important, it should be dealt with in the main body rather than as an afterthought.

As they read, your marker is focussing on each paragraph in detail, identifying the point you’re making, analysing and evaluating the evidence you’re using, and the way you explain, interpret and argue, to see if it makes sense. They’re also thinking about the quality of your work and what mark they’re going to give it, looking to see that you’ve met the marking criteria. University assignments are long enough that the reader will find it hard to give each point this kind of detailed scrutiny and keep the whole assignment in their mind at the same time. The job of the conclusion is to help them move from that close-up reading and zoom out to give them a sense of the whole.  

Again, a good approach is to think of the questions that your reader has when they reach the end of your assignment.

Your conclusion is the overall answer to the original assignment question you were set. See if you can summarise your overall answer in one sentence. This might be the first line of your conclusion. Make sure that your concluding answer does match the question you were set in the assessment.  

Having told the reader where they've got to, you will need to remind them of how you got there. To strengthen their confidence in your overall answer, you can remind them of the points you made and how together they build your conclusion.  

Although you cannot include new information in your conclusion, you can show your thinking in a new light. One question your reader may have is “where does that leave me’?  or “so what?”. You could therefore briefly discuss the significance of your conclusion. Now that you’ve demonstrated your answer to the question, how does that add to our overall understanding of this topic? What do we know, what can we do now, that we couldn’t before? If we hadn’t explored this topic, where would we be? Why is this conclusion important? This might resolve the issues you raised in the introduction when you answered the question ‘why am I doing this?’

A possible follow-on to this question is to examine what work might come next, if you didn’t have time constraints or word limits. This is particularly relevant in second and third year and masters level assignments, especially dissertations. This is a good way to show awareness of how your own thinking fits in the wider context of scholarship and research and how it might be developed. It might be a way to touch on aspects you had to cut out, or areas you couldn’t cover.

When to write the introduction and conclusion

You don’t have to write your assignment in order. If you find that the introduction is hard to start, then you could write it at the end of the process, which will ensure that it matches the assignment you’ve actually written. However, it might be a useful approach to at least begin by thinking about the introduction questions above, as it will help you in the planning process. Likewise, you could start with writing the conclusion if you have done extensive thinking and planning, as formulating your end goal might help to keep you on track (although be open to your overall answer changing a little in the process). Again, thinking about the conclusion questions above at the start of the process is a useful planning tool to clarify your thinking, even if you don’t write it until the end.

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Introductions and Conclusions

This resource focuses on writing introductions and conclusions for essays. We also have guidance for  intros and conclusions in science writing.

Introductions

Essay introductions.

Your introduction creates the reader’s first impression of your essay and previews the essay’s content. It serves three important functions :

• it engages the reader’s interest
• it provides context for your topic
• it articulates the argument you intend to develop, via a thesis statement.

By being clear, organized, engaging and robust, a good introduction will make it obvious to the reader that you will respect their attention and that they are in good hands for the duration of the paper.

Wondering what a good introduction looks like in practice? Pay attention to academic articles and books—and also novels, short stories, and media pieces—and notice what others do to engage your attention and invite you into a piece of writing.

Provide context

Your introduction should include the basic details necessary to the reader’s understanding of your topic. For example, it should identify:

• the author and title of a literary work you are analyzing
• the time frame and geographical location of a social movement or historical event you are examining
• particular scholars or theories you will reference
• perhaps the research question that prompted your work
• any other essential contextual information.

An introduction should also provide any other context that will help the reader to make sense of the discussion to follow, such as your theoretical framework, relevant historical details, the way you will use particular terms or concepts, or the current state of debate about your topic.

Note, however, that the introduction is not the place to go into a detailed discussion of your argumentative points or minutiae related to your topic. A concise, well-focused introduction will engage your reader far more than will a wordy, rambling one. Save your detailed discussion for the body of the essay . You may provide a contextual paragraph or paragraphs following the introduction, to flesh out important context in more detail, but be concise.

Engage your reader’s interest

Beginning your essay with a general statement and narrowing to a more specific focus as the introduction progresses (the “funnel model”) is a common strategy. With this approach, ensure that your opening statement makes a direct comment about your topic; avoid opening with a statement that is too general. Statements that begin with phrases such as “Throughout human history” likely have little to do with your particular argument, and will repel rather than engage your reader’s interest.

For example, say you are writing about the representation of racialized people in Suzan Lori-Parks’ Venus . Here is an example of an opening statement that is too broad :

• In the 21 st century, many playwrights wrote about race and racial themes .

Instead, try one of these opening lines:

• Suzan Lori-Parks’ Venus considers the enduring impact of colonialization on the representation and reception of Black women’s bodies.
• Suzan Lori-Parks’ Venus demonstrates the tension between exploitation and celebrity in its depiction of Sarah Baartman’s performances in early nineteenth-century England.

These statements provide more specific starting points for your discussion (and yet they are, appropriately, broader than a thesis statement). The key to an effective opening paragraph is to signal your essay’s precise focus early .

Other effective openings

Other effective opening strategies include:

• offering an interesting quotation that is directly relevant to your topic
• posing a question to which you will offer an answer (or provisional answer) as the introduction progresses
• presenting a shocking fact or statistic that grabs the reader’s attention and anchors the topic in a concrete way
• introducing a point of view that you disagree with, to establish your own contrasting perspective
• employing an analogy or illustration to familiarize your reader with your topic, particularly if your topic is abstract or potentially outside of the reader’s experience.

Articulate the argument you intend to develop

The most important feature of your introduction is the thesis statement , which usually (but not always) appears towards the end of the introductory paragraph. Ensure that your thesis statement clearly expresses the point of your paper (your claim), and that, having read your introduction, your reader has a good grasp of what you intend to discuss and why it matters . You might lead up to your thesis statement by identifying a problem or question and how current research doesn’t fully address it. Demonstrating why this problem or question matters lends context to your paper, sets up your argument, and helps engage your reader’s interest.

You could write your introduction first, to map out the essay to follow and firm up your thesis statement as you prepare to write the body paragraphs. However, if you do write your introduction first, count on revising it after you’ve finished drafting your essay. Ensure that whatever you included in your introduction appears in the body of the essay, and that whatever you included in the body of the essay is previewed in your introduction. It is often a good idea to write the introduction last, once you have a firm grasp of the essay’s contents.

The length of your finished introduction should be in proportion to the overall length of your essay (e.g., a brief essay necessitates a brief introduction). Finally, proofread carefully—a well-crafted, error-free introduction will make a favourable impression on your reader.

Conclusions

Essay conclusions.

Conclusions are meant to provide a satisfying and graceful close to an essay—but no-one we know of finds them easy to write. Writers often approach the end of the essay wondering what is left to say about their topic and, consequently, put the least amount of effort into the essay’s concluding paragraph(s). However, an essay’s conclusion is very important—it is, after all, the last thing a reader reads, and a poorly written conclusion can undermine the positive impression created by the rest of the essay. These are the jobs of the conclusion:

• briefly re-state your claim and its main points
• briefly explain why this research / your ideas matter
• perhaps suggest a practical application of your claim
• identify queries for future related research.

Keep your conclusion a bit shorter than your introduction, and don’t introduce new ideas at this point.

Helpful strategies

If your essays tend to end “not with a bang, but a whimper” (apologies to T.S. Eliot), the following strategies may be helpful.

• Provide a brief summary of the essay’s thesis and main points, but reformulate these ideas in a new way, focusing on the way your ideas fit together, new connections, and the growth of your understanding about your topic.
• Consider the larger implications of the argument you have presented—how does your argument fit into the bigger picture? Ask yourself, “So what?” and “What is the significance of what I’ve said?” Think of how your argument aligns with the larger themes of your course or the wider issue of which your analysis is a part. The things you write about do matter, so try to convey that significance to your reader.
• Propose a potential solution (or solutions) to a problem you have identified in your essay. You might also pose questions for further study. These strategies demonstrate that the issue you have examined is not finite, and that, rather than attempting to have the last word on the subject, you are opening the door to further inquiry.
• Include an apt quotation that reflects or expands on the essay’s thesis. If you used a quotation in your introduction, employing a parallel strategy to end your essay can provide a pleasing sense of symmetry.
• Similarly, if you began your essay with a question, return to that question in the conclusion and provide a direct answer . Using such a rhetorical strategy demonstrates your mastery of not just your essay’s content but of its structure, as well.

Try to avoid...

In writing your conclusion, avoid:

• mechanically repeating the original thesis and argumentative points.
• failing to demonstrate that, by the conclusion, you have reached a fuller understanding of the original idea.
• introducing completely new ideas, subtopics, evidence that should have been explored in the body of the paper, or minor (usually irrelevant) details.
• bringing up a contradiction. If you address the “other side” of the issue or debate in your essay, do so early on (often immediately after the introduction, before you present your own argument). Mentioning the “other side” in your conclusion will only confuse the reader and undermine what you have said in the body of the essay.
• concluding with sentimental, emotional, or hyperbolic commentary that is out of keeping with the analytical nature of the essay. Instead, offer your reader measured, thoughtful, and useful final comments that demonstrate your credibility as a writer.

We encourage you to further explore this topic via the articles and books under “Resources” below.

Booth, W.C., Colomb, G.G., Williams, J.M., Bizup, J., & Fitzgerald, W.T. (2016). The Craft of Research, Fourth Edition . Chicago: University of Chicago Press.

Casson, L.E. (2012). A Writer’s Handbook: Developing Writing Skills for University . Broadview Press.

Lori-Parks, S. (1998). Venus . Dramatists Play Service, Inc.

Sword, H. (2012). Stylish Academic Writing . Harvard University Press.

Turabian, K. (2018). A Manual for Writers of Term Papers, Theses, Dissertations , 9th ed. University of Chicago Press.

Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

• Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
• Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
• Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
• Include a provocative insight or quotation from the research or reading you did for your paper.
• Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
• Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
• Stating the thesis for the very first time in the conclusion.
• Introducing a new idea or subtopic in your conclusion.
• Ending with a rephrased thesis statement without any substantive changes.
• Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
• Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

• The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
• The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
• The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
• The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Introductions and Conclusions

Have you ever read something that you couldn’t put down and then continued to think about it long after you finished? Good writing has that effect in general, but a strong introduction and conclusion are essential to engaging the reader from start to finish.

The introduction of a paper introduces the topic and scope of the discussion to prepare the reader for what follows, and the conclusion offers thoughtful analytic commentary or a synopsis that wraps up the discussion with final thoughts. In other words, the introduction and conclusion depend on everything that comes between them. With this in mind, an effective strategy for composing an introduction and a conclusion is to write everything that comes between them first. With the body of the paper drafted, you will know the topic well enough to introduce it effectively and you can also more readily determine where and how the discussion should end.

Consider the following characteristics of effective introductions and conclusions:

Characteristics of Effective Introductions

Provides relevant background information : Regardless of the topic, readers need a context to understand your remarks. A good introduction will include necessary background information about the topic that enables readers to understand the topic’s importance and why what you have to say about it matters. Providing context such as background information helps the reader feel grounded so that they can easily follow the development of the discussion.

Engages the reader : A good introduction will capture the attention of readers so that they want to read the paragraphs beyond the introduction. Enough specific information is presented so that readers are interested in the topic and what the writer plans to do with it. An engaging introduction invites readers into the world of the writing.

Sets the appropriate tone : The opening paragraph establishes the tone – the spirit and attitude behind the words – that the writer will use in a piece of writing. The tone should be a conscious choice as it reflects how the writer feels about the subject and about the audience, as well as the degree of formality of the writing. In most academic writing, the general tone is formal, but it may be more or less formal depending on the exact purpose of the writing. For example, a piece of writing with the purpose of introducing a new employee will probably be less formal and more personable than, say, a persuasive essay.

Establishes the focus and purpose : The introduction must make the focus and purpose of the paper clear to readers. Many writers include a thesis statement that establishes the focus and purpose and forecasts the main points. Even without an explicit thesis statement, the focus and purpose of the paper need to be just as clear. If readers do not understand the focus or what the writer hopes to accomplish, subsequent paragraphs may not make sense to readers.

Options for Introductions

The following is collection of some rhetorical strategies for writing introductions. Oftentimes an introduction will have characteristics of more than one strategy, so you should treat this list as a compilation of possibilities, not as a prescription of how certain types of beginnings must look. Try out a number of options to get a sense of the possibilities and then determine which would work best for your topic, purpose, and audience. The more you work on your introduction and think about what you are trying to say in your paper as a whole, the easier it will be to write an effective introduction.

Establish the Issue

Use the introduction to help make the case that the topic you are writing about is important and relevant and to provide context for your readers.

In the last decade or so, American culture has become increasingly tolerant of teenage sexuality. Many parents, too busy in their lives, are not proactive in educating their teens on issues related to sexuality. Educators are often left with the role of providing basic information about the subject even as more and more sexual education classes are cut from the curriculum. Where does this leave curious teens? Statistics show that 75 percent of teens have had sex by the time they are nineteen years old. The teenage birth rate continues to climb as do reported cases of sexually transmitted diseases (Healy, 2008). Cleary, it is imperative to develop intervention programs that teach adolescents the effective skills in delaying early sexual behaviors. Early education on delaying sexual activity for teens can drastically decrease teenage pregnancies, prevent the spread of STDs, and help teens to make the right choices that can impact the rest of their lives.

Asking relevant questions can be an excellent way to engage readers and get their attention. In the example below, the writer begins with a universal question that most readers can relate to.

Did you ever think that your life would change dramatically in a matter of twenty-four hours? One day you have a certain kind of life – a home, nearby schools for your kids, a wonderful neighborhood, good job, friends – and the next day it is all gone, irreversibly changed. As a resident of New Orleans, Louisiana, I had always known that a major hurricane could strike, but even knowing this fact could not prepare me for what happened in the wake of Hurricane Katrina. Hurricane Katrina demonstrated the need for residents to evacuate when mandated, for local and state authorities to work more efficiently together, and for the federal government to respond in a timely and responsible manner.

Use a narrative Most people enjoy reading a good story, so beginning with a narrative can be an effective way to connect with your readers.

It was a dark and stormy night. The wind whipped through the trees while lightening flashed and thunder boomed. Up ahead on a hill, a rickety old house stood. In an upstairs window, a single, solitary light shone, casting an eerie shadow across the yard. I was in Chattanooga, Tennessee, on business, and was driving to the outskirts of the city to visit my aunt, an old woman I hadn’t seen in nearly twenty years. According to my directions, that rickety old house was my aunt’s house, but I didn’t know if I had the nerve to knock on the door. In fact, I couldn’t remember a time I had been more scared. Everyone experiences fear just as everyone experiences happiness or sadness. Fear is a natural human emotion to the unknown and is characterized by physical changes to the body, an innate need to escape, and acute awareness of one’s surroundings.

Use an Attention Getter

Begin with a statement that will catch your readers’ attention and makes them want to continue reading.

Some children cannot sit still. They appear distracted by every little thing and do not seem to learn from their mistakes. These children disregard rules, even when they are punished repeatedly. It’s simple—their parents must not know how to control them. The truth is that attention-deficit hyperactivity disorder or ADHD is not understood appropriately. In fact, ADHD is a growing problem that requires more research to understand the issue, better intervention programs to help afflicted children, and improved training and support programs to help parents and educators.

Use an Extended Example or Series of Examples

Providing anecdotal examples can be a very effective way to capture your readers’ attention. Choose relevant, memorable examples.

According to the Federal Highway and Transportation Agency (2008), the majority of Americans, some 57%, do not regularly wear seat belts. Teddy Biro didn’t wear one when the car he was driving skidded on an icy road and hit a utility pole; Biro was catapulted through his front windshield and died of blood loss from a severed jugular vein. The coroner reported he had no other injuries besides minor abrasions. Bob Nettleblatt wasn’t wearing a seat belt when a car rear-ended him at a stop sign. Nettleblatt slammed his head into his front windshield and required 137 stitches to close up the laceration; investigators at the scene said if he had been wearing a seat belt, he would have been virtually unhurt from the 2 mph rear end collision (Fischer, 2007). Despite what is known about the safety of wearing seatbelts, too many Americans still do not buckle up, resulting in enormous emergency medical costs and fatalities that could be avoided. Despite what some people think, wearing a seatbelt is not a choice nor does it violate one’s personal rights. Wearing a seatbelt is the law and more needs to be done to enforce the law, punish those who break it, and educate young drivers to the dangers of not buckling up.

Define an Essential Term

To use this strategy, choose a term that is central to your paper and define it. This will help to engage your readers and make them want to continue reading. In the example below, the writer uses an extended example to define the term “collect.”

My friend George is a record fiend. Every room of his house contains floor-to-ceiling shelves filled entirely with record albums organized alphabetically regardless of genre. Stack after stack of record albums are piled high in the center of rooms, in corners, and in hallways. They are stacked under tables and in cupboards. One entire closet contains by George’s estimation over twenty-five hundred unsorted albums he purchased at flea markets, estate sales, and record shows. The parts of walls exposed contain framed original album covers—the Beatles’ Sgt. Pepper’s Lonely Hearts Club Band, Muddy Waters’ Electric Mud, John Coltrane’s Giant Steps. He owns commercially released albums, limited edition releases, reviewer copies, test pressings, and bootlegs. On most weekends, George travels to record shows and collectors conventions. He writes a weekly blog devoted to obscure records and another on the art of record collecting. His obsession with record collecting has cost him jobs, friends, and a wife. And still he collects.

Dramatize a Scene

Crafting a dramatic scene can go a long way toward making your readers want to read your work!

4 AM, March 28, 1979 and the floor of the control room at Three Mile Island nuclear power station jumps to life. The two control room operators are jolted from their mid-shift doldrums as alarms begin to sound, and the pounding in the auxiliary room is deafening. What those at the station did not know was that the “worst crisis yet experienced by the nation’s nuclear power industry” (Kemeny, 1979, p. 37) had just begun, and its impact wouldn’t be realized for years to come, if ever. Three Mile Island nuclear power station was located on an island in the middle of the Susquehanna River near Harrisburg, Pennsylvania. It contained two separate nuclear power plants, TMI 1 and TMI 2. TMI 1 had been shut down for maintenance, but TMI 2 was operating at 97% of rated power providing electricity to the area (Carraway, 2000). Within seconds of the first alarm, a chain of events would commence to destroy the nuclear reactor and with it, the future of the nuclear power industry in this country.

Use a Quote

Using a relevant quotation, whether it is direct or indirect, can also help engage your reader.

An observer once said that New Orleanians are either having a party, recuperating from a party, or planning a party. The biggest and best party of all and the city’s most famous celebration is Mardi Gras, the greatest free show on earth. Despite the image the popular media displays to outsiders, Mardi Gras is a yearly celebration that is much tamer than most realize, brings family and friends together, and promotes unity among diverse groups of people.

Shocking but true statements or statistics can help draw your readers in.

McDonald’s has sold over 100 billion burgers. One hundred billion burgers with bun, stacked on top of one another would extend over 2.9 million miles into space–twelve times as far as the moon (Grimes, 2007). What is the secret of McDonald’s incredible success? To use the words of Ray Kroc, McDonald’s founder, the secret to McDonald’s success is that the fast-food giant produces “consistently mediocre food” (as cited in Thomas, 2001). The McDonald’s corporation has become a model of success due to its understanding of its market niche, its ability to redefine its image over time, and its ability to remain stable and produce a profit even in difficult economic times.

Characteristics of an Effective Conclusion

Brings the writing to a logical close : A conclusion provides the necessary signal to readers that the business of the essay is winding down, and the reader is being returned to the world outside of the essay. This transition should be fluid and the parting content thoughtful so that readers are prepared for and satisfied with the ending.

Reinforces the main idea in an engaging manner : Just as the introduction provides a first impression, the conclusion provides the last impression. The conclusion should reinforce the main idea of the work in a way that is fresh and not merely a perfunctory rehashing of what the essay discussed. Use the ending as your last chance to reach your audience and make sure the main point, its significance and/or its larger implications, are understood.

Leaves readers with something to think about : Ideally, a conclusion will bring the world of the essay to a close in such a way that even though the business of reading has ended, the audience does not stop thinking about what the essay said – its ideas. You don’t want an audience to end reading an essay, thinking “So what?” Provide some content that engages readers with what is important about the topic and your discussion of it so that the meaning of the writing stays with readers.

Options for Conclusions

What follows is a list of possible ways to conclude your writing. Depending on the purpose of the writing, some endings are more appropriate than others, so give careful thought to these techniques and try out a number of appropriate possibilities. Please also keep in mind that these options, like the offerings for introductions, can be combined so that a conclusion may have characteristics of more than one type of ending.

Most of the options for introductions can also be used for conclusions as well. Recall the introduction in which the writer was telling the story of the dark and stormy night he went to visit an aunt he hadn’t seen in decades. The conclusion could pick up where the introduction left off, or it could tell the story of another fearful situation the writer experienced, but the same general technique, a narrative in this case, could be used.

What follows is a list of additional ways in which you can compose a conclusion for your writing.

The idea of the echo is to repeat key words or phrases to create an “echo” that gets at a particular meaning or emphasizes a certain idea important to the writing. In the example below, note how the repetition of “Too many drivers” emphasizes the idea and, in essence, creates an echo readers will hear.

Too many drivers act in inappropriate ways when they get behind the wheel of a motor vehicle. Too many drivers are unnecessarily aggressive, darting in and out of traffic, running stop lights, putting everyone else on the road in peril. Too many drivers are just plain inconsiderate as if they are the only ones on the road. And too many of those drivers are just like you and me – good, decent people until we get in our cars.

Audience Appeal

The writer shows or points out directly to the audience how things are or the likely consequences if certain conditions remain the same. The content is presented in such a way that the burden of responsibility lies with the audience. This approach is well suited for writing that has a persuasive purpose.

The current political culture allows for staggering sums of money to be spent on campaigns. The basic idea is not so much about content as it is about getting the word out and creating a buzz. The more one hears about a candidate, the greater the buzz. And, of course, creating a buzz costs money, but, as advertisers have known for a long time, it is money well spent. Getting elected is a lot like selling laundry detergent, and until American citizens let their governmental advertisers know that they’ve had enough, that spending millions of dollars – even if it’s a candidate’s own money – to hold an office is ludicrous, then they have no one but themselves to blame.

State the “So What?”

With this ending, the writer essentially states the deeper meaning of the piece of writing so that the idea is not only clear, but it is also emphasized.

Today, Maine is one of only ten states that has not passed public charter school legislation. Maine’s current public school choice offerings are slim at best. Current choices include only traditional public schools or private schools. Whether the reason for wanting other alternatives is personal or educational, Maine families should be afforded another choice in public education. It’s time for Maine to recognize that public charter schools are a valuable choice in free public education.

Clinching Statement

With this type of conclusion, the writer uses a thought-provoking final statement that communicates the essence of the piece of writing and stays with readers.

For most residents living in hurricane-prone New Orleans, the first of June simply marks the beginning of another local season—hurricane season. The media quickly saturate the airwaves with hurricane season predictions, hurricane preparedness reminders and checklists, evacuation routes and guidelines, mini-lessons on the benefits of super Doppler imagery, and, certainly up until Katrina, doomsday predictions of what could happen if a major hurricane hit New Orleans. The information delivered was such standard fare that few gave it much thought. Hurricane Katrina changed all that. Katrina taught New Orleanians to be mindful of hurricane season and to pay attention—really pay attention—to what was swirling out near or in the Gulf. And even though by meteorological standards, Katrina was not the Big One, the apocalyptic aftermath of the storm and the physical and psychological damage it caused added up to something far greater than anyone expected.

Back to the Beginning

This ending uses content that in some way refers back to the beginning of the essay, not in a redundant way but in a manner that makes an important connection.

While friends will drift in and out of our lives, disappearing and maybe reappearing, some will be as constant as the stars in the sky. These friends – the essence of true friends – we will keep forever. These few friends will always be around, will see us through thick and thin, good and bad, no matter what, because that is what true friends do.

While the tendency when writing a conclusion is to offer a summary of what came before, now you have options for a conclusion that will move beyond a mere summary and bring the writing to a thoughtful and graceful exit.

Ernest Hemingway, the great 20th century American writer, claimed to have written 256 different endings for his short novel The Old Man and the Sea . According to Hemingway, he needed to get it right. While you may not have the time to try so many different conclusions, do keep in mind what Hemingway clearly knew: For a conclusion to be successful, it needs to be satisfying. Good endings create a sense of closure, a sense that the business of the essay has come to a completion; the reader is not expecting more. Like an introduction that makes a good first impression, the conclusion makes the final impression, and you want it to be lasting.

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Hướng Dẫn Cách Viết Opinion Essay Trong IELTS Writing Task 2

Opinion Essay là một trong những dạng bài thường xuyên xuất hiện trong phần thi IELTS Writing Task 2. Đối với dạng bài này, đề bài sẽ yêu cầu thí sinh đưa ra quan điểm đồng ý hoặc không đồng ý với một ý kiến được đưa ra, kèm theo việc trình bày lập luận và ví dụ cụ thể để củng cố quan điểm cá nhân. Vậy, làm thế nào để viết một bài Opinion Essay? Cùng Trung tâm IELTS Thanh Loan tìm hiểu tổng quan cách viết Opinion Essay qua bài viết dưới đây nhé!

Tổng quan về dạng bài Opinion Essay

Trong IELTS Writing Task 2, Opinion Essay là dạng đề thi yêu cầu người viết trình bày ý kiến cá nhân về một vấn đề cụ thể, sau đó sử dụng các lập luận và dẫn chứng để bảo vệ quan điểm của mình. Trước khi hướng dẫn chi tiết cách viết Essay Opinion, hãy cùng IELTS Thanh Loan tìm hiểu tổng quan về cấu trúc và cách nhận diện dạng bài này.

Opinion Essay là gì?

Opinion Essay là dạng bài luận được biết đến với các tên gọi như Agree or Disagree Essay hoặc Argumentative Essay. Đây là dạng đề thi yêu cầu người viết đưa ra những luận điểm, dẫn chứng logic nhằm thuyết phục người đọc đồng tình với quan điểm được đưa ra đối với vấn đề nào đó.

Opinion Essay là dạng bài yêu cầu người viết trình bày quan điểm cá nhân về một ý kiến nào đó

Với cách viết bài Opinion Essay, thí sinh có thể chọn một trong 03 hướng tiếp cận:

• Hoàn toàn đồng ý (Agree) với quan điểm của đề bài.
• Hoàn toàn không đồng ý (Disagree) với quan điểm.
• Đồng ý một phần và không đồng ý một phần (Partial agree or disagree) , tức là vừa ủng hộ, vừa phản đối một phần của vấn đề.

Cách nhận diện IELTS Writing Opinion Essay

Để nhận diện dạng đề và biết cách viết Opinion Essay trong IELTS Writing Task 2, thí sinh cần chú ý đến cách đặt câu hỏi của đề bài. Thông thường, đề bài sẽ yêu cầu người viết đưa ra ý kiến cá nhân về một xu hướng, một vấn đề cụ thể hoặc một thực tế nào đó. Dưới đây là 02 dạng bài phổ biến trong Opinion Essay:

Dạng 1: Positive or Negative

Đối với dạng Positive or Negative, đề bài sẽ nêu ra một thực tế, một vấn đề trong cuộc sống và yêu cầu người viết chọn ra mặt tích cực, tiêu cực hay cả 2 xu hướng để trình bày quan điểm cá nhân. Một số câu hỏi điển hình bao gồm:

Do you think it is a positive or negative development?

• Is this a positive or negative development?

Dạng 2: Agree or Disagree

Ở dạng bài này, đề thi sẽ yêu cầu người viết thể hiện ý kiến cá nhân bằng việc đồng ý (Agree), không đồng ý (Disagree) hoặc chỉ đồng ý một phần với quan điểm được đề cập trong bài. Những câu hỏi thường gặp ở dạng đề Agree or Disagree sẽ là:

• To what extent do you agree or disagree?

Do you agree or disagree?

• What is your opinion?

Cách nhận diện các dạng bài trong IELTS Writing Opinion Essay

Cấu trúc bài Opinion Essay trong IELTS Writing Task 2

Một bài Opinion Essay hoàn chỉnh trong IELTS Writing Task 2 sẽ được chia thành 3 phần nội dung với 4 đoạn văn bao gồm:

• Phần 1: Introduction (Mở bài)
• Phần 2: Body 1 & Body 2 (Thân bài) – Mỗi đoạn thân bài thường chứa 02 luận điểm hỗ trợ (Supporting sentences).
• Phần 3: Conclusion (Kết luận)

Sau đây là cấu trúc chi tiết của 02 dạng bài “Positive or Negative” và “Agree or Disagree” trong đề thi Opinion Essay.

Introduction

Phần Introduction đóng vai trò quan trọng trong việc giới thiệu đề tài và đưa ra quan điểm cá nhân của người viết. Trong đó, cách viết mở bài Opinion Essay chuẩn ở cả 2 dạng bài sẽ bao gồm từ 2 – 3 câu với cấu trúc như sau:

• Câu 1: Paraphrase lại câu hỏi, sử dụng từ đồng nghĩa và cách diễn đạt khác nhau để nêu lại vấn đề.
• Câu 2 – 3: Ở phần này, để xác định cách viết bài Essay Opinion và tránh bị lan man, người viết cần khẳng định quan điểm cá nhân (đồng ý, không đồng ý hay theo hướng trung lập đối với dạng đề Agree or Disagree, hoặc nhận xét mặt tích cực, tiêu cực hay cả 2 xu hướng đối với dạng đề Positive or Negative).

Cách viết mở bài Opinion Essay

• Câu 1: In recent years, the increasing use of technology in education has sparked debates about its overall impact on students’ learning experience.
• Câu 2 – 3: I strongly believe that technology brings more benefits than drawbacks, as it enhances access to knowledge and promotes interactive learning methods.

Body Paragraph

Đối với dạng đề Positive or Negative, cách làm Opinion Essay hiệu quả nhất chính là đưa ra quan điểm Balanced (tức là vừa có mặt tích cực, vừa có mặt tiêu cực). Do đó, cấu trúc phần Body Paragraph của dạng bài Positive or Negative sẽ được chia theo bố cục:

• Body Paragraph 1 (Nêu mặt tích cực – Positives): Viết 1 câu chủ đề nêu ra 2 ideas (luận điểm) để chứng minh cho mặt tích cực. Với mỗi idea, thí sinh cần trình bày chi tiết những giải thích, dẫn chứng, ví dụ để củng cố cho lập luận của mình.

Topic Sentence

Positive 1 → explain/ example/ result/ opposite

Positive 2 → explain/ example/ result/ opposite

• Body Paragraph 2 (Nêu mặt tiêu cực – Negatives): Tương tự Body Paragraph 1, sau khi đưa ra câu chủ đề, người viết cần nêu lên 2 luận điểm chứng minh cho xu hướng tiêu cực. Ở mỗi luận điểm, bạn cần trình bày cụ thể những dẫn chứng, ví dụ và giải thích logic để thuyết phục người đọc đồng tình với quan điểm được đưa ra.

Negative 1 → explain/ example/ result/ opposite

Negative 2 → explain/ example/ result/ opposite

→ Tham khảo chi tiết cấu trúc nội dung, cách viết Opinion Essay IELTS dạng “Positive or Negative” từ IELTS Thanh Loan trong video dưới đây:

Với phần Body Paragraph ở dạng đề Agree or Disagree, tuỳ thuộc vào kiểu đề bài mà người viết có thể tiếp cận theo 02 cách viết đoạn văn Opinion đó là:

• One – sided (100% đồng ý hoặc không đồng ý với quan điểm được đưa ra)
• Balanced (50% đồng ý và 50% phản đối).

Sau đây là một số dấu hiệu giúp bạn nhận biết nên triển khai bài viết theo hướng “One – sided” hay “Balanced”:

Bài viết hướng One – sided (Nghiêng về 1 phía):

• Khi bạn có ý kiến rõ ràng.
• Có nhiều ý tưởng chặt chẽ để củng cố lập luận.

Bài viết hướng Balanced (Cân bằng):

• Đề bài có xuất hiện cấu trúc so sánh nhất, ví dụ: tốt nhất, tệ nhất,…
• Đề bài chứa những từ mang nghĩa quá nhiều như “too much”, “too many”.
• Đề bài đề cập đến trách nhiệm của một cá nhân, chính phủ, tổ chức hoặc trường học.

Cách triển khai bài viết Essay Opinion dạng “Agree or Disagree”

Ví dụ đề bài:

“ The best way for a country to prepare for the future is to invest resources in its young people. (Cách tốt nhất để một quốc gia chuẩn bị cho tương lai là đầu tư nguồn lực vào thế hệ trẻ.)”

→ Trong đề bài có sự xuất hiện của cấu trúc so sánh nhất “the best way”. Vì vậy, cách viết Writing Opinion Essay hiệu quả nhất cho dạng đề này chính là theo hướng Balanced (Cân bằng).

Sau đây là cấu trúc nội dung chi tiết cho phần Body Paragraph:

Body Paragraph 1 (Agree): Đồng ý rằng “Investing resources in young people” là biện pháp tốt để một quốc gia chuẩn bị cho tương lai bởi những lợi ích sau:

• Lead to a more skilled and productive workforce in the future. (Dẫn đến một lực lượng lao động có kỹ năng và năng suất hơn trong tương lai.)
• Providing opportunities for young minds to learn, explore, and innovate can drive technological advancements and economic growth. (Cung cấp cơ hội cho những người trẻ tuổi học hỏi, khám phá và đổi mới có thể thúc đẩy sự tiến bộ công nghệ và tăng trưởng kinh tế.)

Body Paragraph 2 (Disgaree): Phản đối việc “Investing resources in young people” là biện pháp tốt nhất vì chúng vẫn tồn đọng một số hạn chế nhất định:

• Investing heavily in young people may divert resources from other important areas like infrastructure, healthcare, or social welfare. (Đầu tư mạnh vào người trẻ có thể làm phân tán nguồn lực từ các lĩnh vực quan trọng khác như cơ sở hạ tầng, chăm sóc sức khỏe hoặc phúc lợi xã hội.)
• The outcomes of such investments might not be immediately visible. (Kết quả của những khoản đầu tư như vậy có thể không được thể hiện ngay lập tức.)

Phần kết luận trong một bài Opinion Essay có nhiệm vụ tóm tắt và củng cố lập luận của toàn bài viết. Để đảm bảo tính rõ ràng và mạch lạc, bạn không nên cung cấp thêm thông tin mới hoặc mở rộng các luận điểm đã được trình bày. Cách viết Opinion Essay chuẩn cho phần Conclusion sẽ bao gồm từ 2-3 câu với cấu trúc như sau:

• Câu 1 – 2: Tóm tắt ngắn gọn các luận điểm chính đã đề cập trong thân bài, đồng thời nhấn mạnh vào các ideas đã được phân tích.
• Câu 3: Khẳng định lại quan điểm một lần nữa.

Cách viết bài Opinion Essay Writing Task 2 chi tiết

Hướng dẫn chi tiết cách viết bài Writing Opinion Essay

Với cách viết bài Essay Opinion trong IELTS Writing Task 2, có 02 cách triển khai ý tưởng mà bạn có thể lựa chọn:

• Balanced (Cân bằng): Đây là cách mà bạn trình bày cả hai mặt của vấn đề, thể hiện quan điểm trung lập hoặc nghiêng nhẹ về một phía. Cách này thường được sử dụng khi bạn muốn thể hiện sự công bằng, xem xét kỹ lưỡng mọi khía cạnh của vấn đề.
• One-sided (Nghiêng về một phía) : Cách này tập trung vào một quan điểm duy nhất và bạn cần đưa ra những lập luận chặt chẽ để thuyết phục người đọc đồng ý hoàn toàn với ý kiến của mình.

Các bước viết Essay Opinion trong IELTS Writing Task 2:

Bước 1: Phân tích đề bài

Trước khi bắt đầu viết, thí sinh cần dành thời gian đọc và phân tích kỹ lưỡng yêu cầu đề bài. Đây là bước quan trọng nhằm tránh việc bị lạc đề – một lỗi nghiêm trọng trong IELTS Writing. Theo đó, bạn cần xác định rõ loại câu hỏi (Positive or Negative, Agree or Disagree) và yêu cầu cụ thể của đề bài.

Bước 2: Đưa ra quan điểm

Sau khi phân tích đề bài, thí sinh sẽ đưa ra quan điểm: hoàn toàn đồng ý, không đồng ý hoặc chỉ đồng ý một phần với chủ đề được đưa ra. Lựa chọn một lập trường cụ thể sẽ giúp bạn xây dựng hệ thống luận điểm mạch lạc và thuyết phục hơn xuyên suốt quá trình làm bài.

Bước 3: Liệt kê ý tưởng và từ vựng liên quan

Ở bước này, bạn cần liệt kê các ý tưởng, từ vựng liên quan đến chủ đề bài viết như: từ đồng nghĩa, thuật ngữ, từ nối,…  để bài viết trở nên trôi chảy và dễ hiểu hơn.

Liệt kê các ý tưởng, từ vựng liên quan đến chủ đề là bước không thể thiếu khi viết Essay Opinion

Bước 4: Lập dàn bài

Lập dàn bài là bước không nên bỏ qua trong cách viết Opinion Essay. Đây là bước giúp bạn sắp xếp các ý tưởng theo một trình tự logic, đảm bảo luận điểm và dẫn chứng được trình bày mạch lạc và thuyết phục, đồng thời tránh tình trạng lạc đề và phát triển nội dung không đúng trọng tâm.

Bước 5: Bắt đầu viết bài

Sau khi hoàn thiện dàn bài với các ý tưởng và từ vựng liên quan, bước tiếp theo chính là bắt tay vào viết bài. Trong cách viết Writing Opinion Essay, thí sinh cần kết nối những ý tưởng bằng đa dạng cấu trúc ngữ pháp khác nhau, giúp nội dung trở nên chặt chẽ và thuyết phục hơn. Đồng thời, cần kiểm tra kỹ lưỡng về lỗi chính tả và đảm bảo từ vựng được sử dụng đúng ngữ cảnh.

Những từ vựng thường dùng trong Opinion Essay

Khi viết Essay Opinion, sử dụng từ vựng chính xác và phong phú sẽ giúp thí sinh đạt điểm cao trong tiêu chí từ vựng (Lexical Resource). Sau đây là các nhóm từ thường được dùng trong dạng bài Opinion Essay mà bạn có thể tham khảo:

• First of all, it is worth considering… Secondly,…Thirdly,… Furthermore,…/In addition,…/What is more,…/On top of that,…
• Lastly,…/Finally,…./
• From the personal/ societal perspective, …
• In terms of noun/gerund …
• With respect to noun/gerund…
• Not only….but also…..
• According to experts,….
• Research has found that…
• There are those who argue that…
• For instance …. / For example…../such as
• As a result, …./As a result of…
• Consequently, …./ Therefore,…
• On account of …/ Due to…
• One reason behind this is…
• Từ vựng thể hiện ý kiến cá nhân

• Từ vựng thể hiện sự đồng ý (I agree)

• Từ vựng thể hiện sự phản đối (I disagree)

Một số lỗi thường gặp khi viết bài Writing Opinion Essay

Những lỗi phổ biến khi viết bài Opinion Essay mà người viết cần lưu ý

Ở cách viết Opinion Essay IELTS Writing Task 2, phần lớn thí sinh đều mắc phải những lỗi cơ bản khiến điểm số bị ảnh hưởng đáng kể, đặc biệt ở các tiêu chí về ngữ pháp IELTS , từ vựng và tính mạch lạc, ví dụ như:

• Lạc đề: Đây là một lỗi dễ mắc phải trong cách viết bài Essay Opinion, đặc biệt với những thí sinh có thói quen hành văn theo lối suy luận hoặc ẩn dụ. Việc không nắm rõ phạm vi của đề bài hoặc hiểu sai ý nghĩa câu hỏi dẫn đến việc phát triển ý tưởng sai hướng.
• Sử dụng văn nói: Bài viết IELTS Writing là một bài luận formal, vì vậy thí sinh không nên sử dụng các thành ngữ (idioms) hay những cấu trúc văn nói. Điều này khiến bài viết trở nên thiếu trang trọng và không phù hợp với yêu cầu của một bài viết học thuật.

Lỗi Opinion Essay

• Không đưa ra quan điểm/Không trình bày rõ ràng: Đây là lỗi phổ biến khi thí sinh nghĩ rằng mình đã bày tỏ rõ ràng quan điểm, nhưng thực tế lại viết một cách mơ hồ. Nếu không nêu bật quan điểm ngay từ đầu, bạn sẽ bị mất điểm ở tiêu chí Task Achievement bởi giám khảo cần thấy lập trường rõ ràng của người viết về vấn đề được đề cập.
• Đưa ra quan điểm cả 2 chiều cho bài viết One-sided: Khi chọn viết theo hướng One-sided (nghiêng về một phía), nếu bạn vẫn đưa ra ý kiến ủng hộ quan điểm đối lập, thì chính bạn đang làm yếu lập luận của mình. Điều này sẽ khiến bài viết mất đi tính thuyết phục và kết luận trở nên thiếu vững chắc. Vì vậy, trước khi viết bài, hãy chắc chắn chọn một quan điểm mà bạn có thể phát triển sâu hơn, ngay cả khi đó không phải là điều bạn thực sự đồng ý.
• Không giải thích, đưa ra ví dụ bổ trợ: Khi bài viết chỉ có luận điểm mà không đi kèm bất kỳ lời giải thích hay ví dụ hỗ trợ, giám khảo sẽ cảm thấy như bạn chỉ đưa ra một ý kiến mà không có lý do gì để người khác đồng ý với chúng. Vì thế, với cách viết Writing Opinion Essay, thí sinh hãy luôn cung cấp dẫn chứng, ví dụ cụ thể để minh họa và củng cố cho luận điểm của mình.

Bài mẫu dạng Opinion Essay trong IELTS Writing Task 2

Để hiểu rõ hơn về cách viết Opinion Essay IELTS Writing Task 2, bạn có thể tham khảo một số bài văn mẫu kèm lời giải chi tiết dưới đây:

Tổng hợp bài mẫu Opinion Essay trong IELTS Writing Task 2

Dạng bài: Agree or Disagree (Opinion Essay)

Hướng viết bài: Balanced (Cân bằng)

Bài viết tham khảo 01:

“Certain concerned citizens advocate for an increase in prices to address the high sugar content found in various food and beverage products. However, in my view, while this approach may have some limited impact, implementing other reforms would lead to more substantial progress.

Proponents of this strategy point to its success in the past, citing the example of the high prices of tobacco products in many countries. Nations with low prices, such as Indonesia, Vietnam, and India, tend to have significantly higher rates of smoking compared to those with heavy taxation. Similarly, in European countries where sugary and fatty foods are more expensive due to taxation, there has been a marginal decrease in consumption. However, it’s important to recognize that individuals are often willing to pay higher prices to satisfy their addictions, and may opt to cut expenses in other areas instead.

Therefore, more effective solutions involve comprehensive government action. Japan provides a compelling example of this approach. Here, children are provided with nutritious meals both at school and at home from a young age, and the government has implemented various programs and initiatives to promote health awareness across different demographics. As a result, sugary drinks and products have a less prominent place in Japanese society compared to nations like the United States, where fast food, soda, and packaged meals are pervasive. It’s crucial to consider a more thoughtful and holistic approach, despite the challenges associated with implementing and evaluating incremental steps consistently over time.

In conclusion, while raising prices may offer a quick but largely ineffective solution, governments must adopt a longer-term perspective and prioritize more sustainable measures for addressing the issue of high sugar consumption.”

Bài viết tham khảo 02:

“Many people believe that food and beverages that are high in sugar should be sold at high prices to discourage people from consuming these unhealthy products. I totally disagree because I think that it is unfair to consumers to charge more for these products and also because there are other more effective ways to discourage consumption of these types of goods.

The main reason why I believe these products should not be made more expensive is that it is unfair to shoppers. These types of goods, when consumed in moderation, are not a health risk and therefore it does not seem reasonable that everybody who consumes these goods should have to pay more. Furthermore, for people on a tight budget, a sweet snack is an affordable luxury. However, if prices are hiked this might put people’s favourite snack out of reach.

In addition, there are more effective ways to decrease the consumption of sugary goods. The best way is for the government to engage in public service advertising to educate the public about the need to eat these types of products in moderation. This type of approach has been useful with other vices such as alcohol and cigarettes and so it seems reasonable that it will also work for sugary products. Another effective way to decrease the consumption is to ban advertising of these types of products. I feel this will be effective because it will create less of a psychological desire to consume these types of goods.

In conclusion, I am totally against increasing the price of confectionery. This is because it is not fair to consumers and there are better ways to reduce consumption of these sugary goods.”

To what extent do you agree or disagree with this statement?

Hướng viết bài: One – sided (Agree)

Bài viết tham khảo:

“The statement that countries with longer average working hours are more economically successful but also face significant social consequences is one with which I largely agree. Extended working hours can indeed contribute to a more prosperous economy, but they can lead to detrimental social outcomes.

From an economic perspective, I agree that longer working hours often correlate with higher levels of productivity and income. For individuals, working more hours typically translates into increased earnings, which can elevate their standard of living, allowing them to afford better housing, education, and healthcare. On a broader scale, this economic benefit is particularly evident in industries such as manufacturing, where extended work hours directly contribute to greater production output. More hours on the job mean that more products can be manufactured, which boosts overall economic performance and supports a thriving economy.

However, while the economic advantages are significant, I believe that the social costs associated with prolonged working hours cannot be overlooked. Extended work schedules can severely impact personal and social life. Individuals who work long hours often find themselves caught in a relentless cycle of work, leaving little to no time for social activities or family interactions. Without the opportunity to nurture existing friendships or build new connections, individuals may experience a growing sense of loneliness and disconnection from their communities.

In conclusion, although longer working hours can drive economic success by enhancing productivity and income levels, they also bring about negative social consequences. The trade-off between economic gain and social well-being must be carefully managed to ensure that the pursuit of economic success does not come at the expense of individual and societal cohesion.”

Dạng bài: Positive or Negative (Opinion Essay)

“In today’s digital era, the widespread sharing of personal information online has become a common practice among individuals engaging in various activities such as socializing on social networks or conducting financial transactions. I contend that this trend offers both upsides and downsides in equal measure.

The without-constraint personal information sharing is of benefit. Firstly, it facilitates seamless communication and connectivity with friends, family, and acquaintances. Social networking platforms such as Facebook, Twitter, and Instagram allow users to share updates, photos, and messages instantly, regardless of geographical distance. Similarly, online banking services enable individuals to manage their finances conveniently. Secondly, by sharing personal information online, individuals can engage in vibrant social interactions and collaborations. Social media platforms serve as virtual communities where people with similar interests can connect, share ideas, and engage in discussions.

However, this development entails several downsides. One of the primary concerns associated with sharing personal information online is the risk to privacy and security. Posting sensitive details such as addresses, phone numbers, and financial information on social media or other websites can make individuals vulnerable to identity theft, fraud, and cyberattacks. Another drawback is the widespread sharing of personal information online has paved the way for targeted advertising, data mining, and manipulation by companies and advertisers. By collecting and analyzing user data, organizations can create personalized advertisements and content designed to influence consumer behavior and preferences. This targeted marketing approach can lead to privacy invasion and exploitation of user information for commercial gain.

To recapitulate, I believe while the sharing of personal information online offers numerous benefits in terms of convenience, connectivity, and socialization, it also comes with inherent risks and challenges.”

Trên đây là hướng dẫn tổng quan về cách viết Opinion Essay IELTS Writing Task 2 mà IELTS Thanh Loan đã tổng hợp và chia sẻ. Mong rằng những kiến thức hữu ích từ bài viết đã giúp bạn hiểu rõ về các bước triển khai dạng bài Essay Opinion, từ đó chinh phục điểm số cao trong phần thi IELTS Writing Task 2.

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