end of unit essay

• New Visions Social Studies Curriculum
• Curriculum Development Team
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• Getting Started: Baseline Assessments
• Getting Started: Resources to Enhance Instruction
• Getting Started: Instructional Routines
• Unit 9.1: Global 1 Introduction
• Unit 9.2: The First Civilizations
• Unit 9.3: Classical Civilizations
• Unit 9.4: Political Powers and Achievements
• Unit 9.5: Social and Cultural Growth and Conflict
• Unit 9.6: Ottoman and Ming Pre-1600
• Unit 9.7: Transformation of Western Europe and Russia
• Unit 9.8: Africa and the Americas Pre-1600
• Unit 9.9: Interactions and Disruptions
• Unit 10.0: Global 2 Introduction
• Unit 10.1: The World in 1750 C.E.
• Unit 10.2: Enlightenment, Revolution, and Nationalism
• Unit 10.3: Industrial Revolution
• Unit 10.4: Imperialism
• Unit 10.5: World Wars
• Unit 10.6: Cold War Era
• Unit 10.7: Decolonization and Nationalism
• Unit 10.8: Cultural Traditions and Modernization
• Unit 10.9: Globalization and the Changing Environment
• Unit 10.10: Human Rights Violations
• Unit 11.0: US History Introduction
• Unit 11.1: Colonial Foundations
• Unit 11.2: American Revolution
• Unit 11.3A: Building a Nation
• Unit 11.03B: Sectionalism & the Civil War
• Unit 11.4: Reconstruction
• Unit 11.5: Gilded Age and Progressive Era
• Unit 11.6: Rise of American Power
• Unit 11.7: Prosperity and Depression

Unit 11.8: World War II

• Unit 11.9: Cold War
• Unit 11.10: Domestic Change
• Resources: Regents Prep: Global 2 Exam
• Regents Prep: Framework USH Exam: Regents Prep: US Exam
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Regents Prep: US Exam

11.8 End of Unit Assessment- NYS Framework Aligned- Teacher Materials

Teacher materials for cumulative assessment aligned to the nys social studies framework and new us history regents exam, administered june 2020 onwards..

U.S. History

End of Unit Assessments: 11.8 End of Unit Assessment- NYS Framework Aligned- Teacher Materials

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Unit 2 Assessment, Part One: First Draft of Analysis Essay

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• Grade 8 ELA Module 1, Unit 2, Lesson 17

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How to Conclude an Essay (with Examples)

Last Updated: May 24, 2024 Fact Checked

Writing a Strong Conclusion

What to avoid, brainstorming tricks.

This article was co-authored by Jake Adams and by wikiHow staff writer, Aly Rusciano . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,210,394 times.

So, you’ve written an outstanding essay and couldn’t be more proud. But now you have to write the final paragraph. The conclusion simply summarizes what you’ve already written, right? Well, not exactly. Your essay’s conclusion should be a bit more finessed than that. Luckily, you’ve come to the perfect place to learn how to write a conclusion. We’ve put together this guide to fill you in on everything you should and shouldn’t do when ending an essay. Follow our advice, and you’ll have a stellar conclusion worthy of an A+ in no time.

Tips for Ending an Essay

• Rephrase your thesis to include in your final paragraph to bring the essay full circle.
• End your essay with a call to action, warning, or image to make your argument meaningful.
• Keep your conclusion concise and to the point, so you don’t lose a reader’s attention.
• Do your best to avoid adding new information to your conclusion and only emphasize points you’ve already made in your essay.

• “All in all”
• “Ultimately”
• “Furthermore”
• “As a consequence”
• “As a result”

• Make sure to write your main points in a new and unique way to avoid repetition.

• Let’s say this is your original thesis statement: “Allowing students to visit the library during lunch improves campus life and supports academic achievement.”
• Restating your thesis for your conclusion could look like this: “Evidence shows students who have access to their school’s library during lunch check out more books and are more likely to complete their homework.”
• The restated thesis has the same sentiment as the original while also summarizing other points of the essay.

• “When you use plastic water bottles, you pollute the ocean. Switch to using a glass or metal water bottle instead. The planet and sea turtles will thank you.”
• “The average person spends roughly 7 hours on their phone a day, so there’s no wonder cybersickness is plaguing all generations.”
• “Imagine walking on the beach, except the soft sand is made up of cigarette butts. They burn your feet but keep washing in with the tide. If we don’t clean up the ocean, this will be our reality.”
• “ Lost is not only a show that changed the course of television, but it’s also a reflection of humanity as a whole.”
• “If action isn’t taken to end climate change today, the global temperature will dangerously rise from 4.5 to 8 °F (−15.3 to −13.3 °C) by 2100.”

• Focus on your essay's most prevalent or important parts. What key points do you want readers to take away or remember about your essay?

• For instance, instead of writing, “That’s why I think that Abraham Lincoln was the best American President,” write, “That’s why Abraham Lincoln was the best American President.”
• There’s no room for ifs, ands, or buts—your opinion matters and doesn’t need to be apologized for!

• For instance, words like “firstly,” “secondly,” and “thirdly” may be great transition statements for body paragraphs but are unnecessary in a conclusion.

• For instance, say you began your essay with the idea that humanity’s small sense of sense stems from space’s vast size. Try returning to this idea in the conclusion by emphasizing that as human knowledge grows, space becomes smaller.

• For example, you could extend an essay on the television show Orange is the New Black by bringing up the culture of imprisonment in America.

Community Q&A

• Always review your essay after writing it for proper grammar, spelling, and punctuation, and don’t be afraid to revise. Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Have somebody else proofread your essay before turning it in. The other person will often be able to see errors you may have missed!

You Might Also Like

• ↑ https://www.uts.edu.au/current-students/support/helps/self-help-resources/grammar/transition-signals
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/conclusions.html
• ↑ http://writing2.richmond.edu/writing/wweb/conclude.html
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://www.pittsfordschools.org/site/handlers/filedownload.ashx?moduleinstanceid=542&dataid=4677&FileName=conclusions1.pdf
• ↑ https://www.cuyamaca.edu/student-support/tutoring-center/files/student-resources/how-to-write-a-good-conclusion.pdf
• ↑ https://library.sacredheart.edu/c.php?g=29803&p=185935

About This Article

To end an essay, start your conclusion with a phrase that makes it clear your essay is coming to a close, like "In summary," or "All things considered." Then, use a few sentences to briefly summarize the main points of your essay by rephrasing the topic sentences of your body paragraphs. Finally, end your conclusion with a call to action that encourages your readers to do something or learn more about your topic. In general, try to keep your conclusion between 5 and 7 sentences long. For more tips from our English co-author, like how to avoid common pitfalls when writing an essay conclusion, scroll down! Did this summary help you? Yes No

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EL Education Curriculum

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• ELA 2019 G8:M1:U2:L11

End of Unit 2 Assessment: Write a Narrative

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M1
• ELA 2019 G8:M1:U2

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Focus Standards:  These are the standards the instruction addresses.

• RL.8.9, W.8.3, W.8.4, W.8.6

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• W.8.10, L.8.6
• I can write a new scene of Summer of the Mariposas that is based on a modernized monster from Latin American folklore. (RL.8.9, W.8.3)
• Opening A: Entrance Ticket
• Work Time A: End of Unit 2 Assessment: Write a Narrative (W.8.3, W.8.4, W.8.6, W.8.10)
• Prepare the following:
• Entrance Ticket: Unit 2, Lesson 11  
• Mid-Unit 2 Assessments with feedback
• End of Unit 2 Assessment: Write a Narrative (see Assessment download on this page)
• Word processor (one per student)
• Ensure Mid-Unit 2 Assessments with feedback are available for each student at tables.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 11 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A: Students complete assessments online—on a Google Form, for example.

Supports guided in part by CA ELD Standards 8.I.C.10, 8.I.C.12, and 8.II.C.6.  

Important Points in the Lesson Itself

• To support ELLs, the end of unit assessment in this lesson directly connects to work in Lessons 6-10. Students will use their completed Storyboard graphic organizer to guide their work. Prior to beginning the assessment, during the Opening of the lesson, students will receive formal feedback on their mid-unit assessment. Some comments on the summary writing portion of the mid-unit assessment will aid ELLs as they take on the narrative writing task on the end of unit assessment by focusing their attention on their writing and how it can be improved.
• ELLs may find it challenging to apply their planning work to the assessment. In advance of the end of unit assessment, encourage ELLs to write a draft of their narrative outside of class as practice. If time allows, provide written or oral feedback to students on their work to aid them in their preparation for the assessment. End by congratulating students on their hard work during the unit, and invite them to celebrate both major and minor progress and improvements.

Work to Become Effective Learners anchor chart (one for display; from Unit 2, Lessons 4-5, Work Time D)

• Mid-Unit 2 Assessment: Determine a Theme in Literature and Write a Literary Summary (returned with feedback; from Unit 2, Lessons 4-5; one per student)
• Narrative Writing checklist (one per student; from Unit 2, Lesson 6, Work Time B)
• Model Narrative: "Peuchen" (one per student; from Module 1, Unit 2, Lesson 6, Work Time A)
• Character and Setting planner (one per student from Unit 2, Lesson 8, Work Time C)
• Storyboard graphic organizer (one per student from Unit 2, Lesson 9, Work Time A)
• Track Progress folders (one per student)
• End of Unit 2 Assessment: Write a Narrative (answers for teacher reference; see Assessment download)
• Entrance Ticket: Unit 2, Lesson 11 (one per student)
• End of Unit 2 Assessment: Write a Narrative (one per student; see Assessment download)
• Track Progress: Narrative Writing (one per student)
• Sticky notes (three per student)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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