Strong beginnings and endings have the ability to persuade readers to read through an essay and to believe the writer’s argument. Spend time

Strong beginnings and endings have the ability to persuade readers to read through an essay and to believe the writer’s argument. Spend time crafting, revising, and editing your conclusion.

The 
Concluding Paragraph is a summary of the most interesting highlights, including the 
hook. There is no new information. Remember like a bad ending to a pretty decent film, you do not want to leave your reader unsatisfied by providing a weak or rushed conclusion. Spend some time giving your reader one last reason to believe your argument/assertion.

· Begin with the
 topic you wrote about in the 
Week 2 Discussion.

· Summarize at least 2-3 sentences of the most interesting supporting details and/or evidence. Present them in a new way with new words and a new word order; in other words, the reader should not recognize sentences from earlier in the essay.

· Restate the thesis in a new way with new words and a new word order. The reader should not recognize the thesis statement.

· Submit the Concluding Paragraph in one MSWord document. Please add the 
thesis statement to the top of the document and hand it all in by 11:59 PM EST Sunday, Week 6.

· Review the 

rubric
 here.

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

I need help with this assignment Teach! Coursework Presenting Instructional Content: Scaffolding | Postwork – Early Childhood This postwork

I need help with this assignment Teach! Coursework Presenting Instructional Content: Scaffolding | Postwork – Early Childhood This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: This postwork includes two parts. 1. Draft an introduction to new material. 2. Rehearse

I need help with this assignment Teach! Coursework Presenting Instructional Content: Scaffolding | Postwork – Early Childhood This postwork

I need help with this assignment Teach! Coursework Presenting Instructional Content: Scaffolding | Postwork – Early Childhood This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: This postwork includes two parts. 1. Draft an introduction to new material. 2. Rehearse

I need help with this assignment Teach! Coursework Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood

I need help with this assignment Teach! Coursework Presenting Instructional Content: Introduction to New Material | Postwork – Early Childhood This postwork will utilize the same lesson as your Lesson Internalization and Effortful Thinking postwork from previous sessions. Directions: Draft an introduction to new material. Lesson Context Link to Lesson

Need help with this assignment Teach! Coursework Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood This postwork

Need help with this assignment Teach! Coursework Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions. Directions: Complete this postwork document, including: ● Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills –

  Students with Physical or Health Disparities Discuss the characteristics of orthopedic impairments, other health impairments, and traumatic brain in

  Students with Physical or Health Disparities Discuss the characteristics of orthopedic impairments, other health impairments, and traumatic brain injury.  How might these students be taught in the classroom and what strategies/methods seem to work best? Please include other considerations such as the environment and use of technology. Be sure