conclusion to an assignment

In a short paper—even a research paper—you don’t need to provide an exhaustive summary as part of your conclusion. But you do need to make some kind of transition between your final body paragraph and your concluding paragraph. This may come in the form of a few sentences of summary. Or it may come in the form of a sentence that brings your readers back to your thesis or main idea and reminds your readers where you began and how far you have traveled.

So, for example, in a paper about the relationship between ADHD and rejection sensitivity, Vanessa Roser begins by introducing readers to the fact that researchers have studied the relationship between the two conditions and then provides her explanation of that relationship. Here’s her thesis: “While socialization may indeed be an important factor in RS, I argue that individuals with ADHD may also possess a neurological predisposition to RS that is exacerbated by the differing executive and emotional regulation characteristic of ADHD.”

In her final paragraph, Roser reminds us of where she started by echoing her thesis: “This literature demonstrates that, as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Highlight the “so what”  

At the beginning of your paper, you explain to your readers what’s at stake—why they should care about the argument you’re making. In your conclusion, you can bring readers back to those stakes by reminding them why your argument is important in the first place. You can also draft a few sentences that put those stakes into a new or broader context.

In the conclusion to her paper about ADHD and RS, Roser echoes the stakes she established in her introduction—that research into connections between ADHD and RS has led to contradictory results, raising questions about the “behavioral mediation hypothesis.”

She writes, “as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Leave your readers with the “now what”  

After the “what” and the “so what,” you should leave your reader with some final thoughts. If you have written a strong introduction, your readers will know why you have been arguing what you have been arguing—and why they should care. And if you’ve made a good case for your thesis, then your readers should be in a position to see things in a new way, understand new questions, or be ready for something that they weren’t ready for before they read your paper.

In her conclusion, Roser offers two “now what” statements. First, she explains that it is important to recognize that the flawed behavioral mediation hypothesis “seems to place a degree of fault on the individual. It implies that individuals with ADHD must have elicited such frequent or intense rejection by virtue of their inadequate social skills, erasing the possibility that they may simply possess a natural sensitivity to emotion.” She then highlights the broader implications for treatment of people with ADHD, noting that recognizing the actual connection between rejection sensitivity and ADHD “has profound implications for understanding how individuals with ADHD might best be treated in educational settings, by counselors, family, peers, or even society as a whole.”

To find your own “now what” for your essay’s conclusion, try asking yourself these questions:

• What can my readers now understand, see in a new light, or grapple with that they would not have understood in the same way before reading my paper? Are we a step closer to understanding a larger phenomenon or to understanding why what was at stake is so important?  
• What questions can I now raise that would not have made sense at the beginning of my paper? Questions for further research? Other ways that this topic could be approached?  
• Are there other applications for my research? Could my questions be asked about different data in a different context? Could I use my methods to answer a different question?  
• What action should be taken in light of this argument? What action do I predict will be taken or could lead to a solution?  
• What larger context might my argument be a part of?  

What to avoid in your conclusion  

• a complete restatement of all that you have said in your paper.  
• a substantial counterargument that you do not have space to refute; you should introduce counterarguments before your conclusion.  
• an apology for what you have not said. If you need to explain the scope of your paper, you should do this sooner—but don’t apologize for what you have not discussed in your paper.  
• fake transitions like “in conclusion” that are followed by sentences that aren’t actually conclusions. (“In conclusion, I have now demonstrated that my thesis is correct.”)
• picture_as_pdf Conclusions

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How to Write a Conclusion

Last Updated: July 15, 2023

Template and Sample Conclusion

This article was co-authored by Christopher Taylor, PhD and by wikiHow staff writer, Danielle Blinka, MA, MPA . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been viewed 477,486 times.

Writing the introduction and body of a paper is a big accomplishment. Now you need to write your conclusion. Writing a conclusion can feel difficult, but it's easier if you plan ahead. First, format your conclusion by revisiting your thesis, summarizing your arguments, and making a final statement. Then, re-read and revise your conclusion to make it effective.

• Let’s say your thesis reads, “Allowing students to visit the library during lunch improves campus life and supports academic achievement because it encourages reading, allows students to start assignments early, and provides a refuge for students who eat alone.”
• You might restate it as, “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; additionally, students aren’t forced to eat alone.”

• You might write, “According to data, students checked out more books when they were allowed to visit their library during lunch, used that time to do research and ask for help with homework, and reported feeling less alone at lunch time. This shows that opening up the library during lunch can improve student life and academic performance."
• If you’re writing an argument essay, address the opposing argument, as well. You might write, “Although administrators worry that students will walk the halls instead of going to the library, schools that allow students into the library during lunch reported less behavioral issues during lunch than schools that don’t allow students in the library. Data show that students were spending that time checking out more books and working on homework assignments.” [3] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• Call your reader to action . For example, “By working with school administrators, Greenlawn ISD can increase academic achievement by letting students use the library during lunch.”
• End with a warning . You might write, “If students aren’t allowed to use the library during lunch, they are missing out on a valuable learning opportunity they’ll never get back.”
• Evoke an image . Write, “Next year, students at Greenlawn could be gathered around a table in the library reading or broadening their minds.”
• Compare your topic to something universal to help your reader relate . You might write, “Everyone knows how stressful it is to have a planner full of assignments, so having extra time to work on them during lunch would be a great relief to many students.”
• Show why the issue is significant. Write, "Giving students more time to spend in the library will help them become more comfortable spending time there, which also helps the library's mission."
• Predict what would happen if your ideas are implemented . Say, “Next year, students at Greenlawn could increase their academic achievements, but results will only happen if they can use the library during lunch.”
• End with a compelling quote . For instance, "As author Roald Dahl once said, 'If you are going to get anywhere in life, you have to read a lot of books.'"

• You could also ask your instructor if you can see an example of a well-written conclusion to give you an idea about what they expect you to write.

• If you want to use an introductory phrase, use a stronger one like “based on the evidence” or “ultimately.” You might also begin your first sentence with a word like “although,” “while,” or “since.” [6] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source
• Additionally, avoid “to conclude,” “in summary,” or “in closing.”

• For example, you may have opened your introduction with an anecdote, quote, or image. Bring it back up in your conclusion. Similarly, if you opened with a rhetorical question, you might offer a potential answer in your conclusion.

• For example, you wouldn’t want to end your essay about allowing students to use the library during lunch by stating, “As the evidence shows, using the library at lunch is a great way to improve student performance because they are more likely to do their homework. On a survey, students reported using the library to do research, ask homework questions, and finish their assignments early.” This leaves out your points about students reading more and having a place to spend their lunch period if they don’t like eating in the cafeteria.

• If you have introduced something you think is really important for your paper, go back through the body paragraphs and look for somewhere to add it. It’s better to leave it out of the paper than to include it in the conclusion.

• If something doesn’t make sense or your conclusion seems incomplete, revise your conclusion so that your ideas are clear.
• It’s helpful to read your entire paper as a whole to make sure it all comes together.

Community Q&A

• Don’t put any evidence or statistics in your conclusion. This information belongs in the body of your paper. [11] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source Thanks Helpful 1 Not Helpful 0
• Make sure you aren’t simply repeating what you’ve written earlier. While you want to restate your ideas, present them in a new way for the reader. Thanks Helpful 0 Not Helpful 0
• Don’t write your conclusion until you’ve written the entire paper. It’ll be much easier to come up with your concluding thoughts after the body of the paper is written. Thanks Helpful 0 Not Helpful 0

• Never copy someone else’s words or ideas without giving them credit, as this is plagiarism. If you are caught plagiarizing part of your paper, even just the conclusion, you’ll likely face severe academic penalties. Thanks Helpful 5 Not Helpful 2
• Don’t express any doubts you may have about your ideas or arguments. Whenever you share your ideas, assume the role of expert. [12] X Research source Thanks Helpful 0 Not Helpful 0

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• ↑ http://writing2.richmond.edu/writing/wweb/conclude.html
• ↑ https://writingcenter.unc.edu/tips-and-tools/conclusions/
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/conclusions.html
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

About This Article

Writing a conclusion can seem difficult, but it’s easier if you think of it as a place to sum up the point of your paper. Begin your conclusion by restating your thesis, but don’t repeat it word-for-word. Then, use 1-2 sentences to summarize your argument, pulling together all of your points to explain how your evidence supports the thesis. End the paper with a statement that makes the reader think, like evoking a strong image or concluding with a call to action. Keep reading for tips on how to avoid cliches in your conclusion! Did this summary help you? Yes No

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Writing a Research Paper Conclusion | Step-by-Step Guide

Published on October 30, 2022 by Jack Caulfield . Revised on April 13, 2023.

• Restate the problem statement addressed in the paper
• Summarize your overall arguments or findings
• Suggest the key takeaways from your paper

The content of the conclusion varies depending on whether your paper presents the results of original empirical research or constructs an argument through engagement with sources .

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Table of contents

Step 1: restate the problem, step 2: sum up the paper, step 3: discuss the implications, research paper conclusion examples, frequently asked questions about research paper conclusions.

The first task of your conclusion is to remind the reader of your research problem . You will have discussed this problem in depth throughout the body, but now the point is to zoom back out from the details to the bigger picture.

While you are restating a problem you’ve already introduced, you should avoid phrasing it identically to how it appeared in the introduction . Ideally, you’ll find a novel way to circle back to the problem from the more detailed ideas discussed in the body.

For example, an argumentative paper advocating new measures to reduce the environmental impact of agriculture might restate its problem as follows:

Meanwhile, an empirical paper studying the relationship of Instagram use with body image issues might present its problem like this:

“In conclusion …”

Avoid starting your conclusion with phrases like “In conclusion” or “To conclude,” as this can come across as too obvious and make your writing seem unsophisticated. The content and placement of your conclusion should make its function clear without the need for additional signposting.

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Having zoomed back in on the problem, it’s time to summarize how the body of the paper went about addressing it, and what conclusions this approach led to.

Depending on the nature of your research paper, this might mean restating your thesis and arguments, or summarizing your overall findings.

Argumentative paper: Restate your thesis and arguments

In an argumentative paper, you will have presented a thesis statement in your introduction, expressing the overall claim your paper argues for. In the conclusion, you should restate the thesis and show how it has been developed through the body of the paper.

Briefly summarize the key arguments made in the body, showing how each of them contributes to proving your thesis. You may also mention any counterarguments you addressed, emphasizing why your thesis holds up against them, particularly if your argument is a controversial one.

Don’t go into the details of your evidence or present new ideas; focus on outlining in broad strokes the argument you have made.

Empirical paper: Summarize your findings

In an empirical paper, this is the time to summarize your key findings. Don’t go into great detail here (you will have presented your in-depth results and discussion already), but do clearly express the answers to the research questions you investigated.

Describe your main findings, even if they weren’t necessarily the ones you expected or hoped for, and explain the overall conclusion they led you to.

Having summed up your key arguments or findings, the conclusion ends by considering the broader implications of your research. This means expressing the key takeaways, practical or theoretical, from your paper—often in the form of a call for action or suggestions for future research.

Argumentative paper: Strong closing statement

An argumentative paper generally ends with a strong closing statement. In the case of a practical argument, make a call for action: What actions do you think should be taken by the people or organizations concerned in response to your argument?

If your topic is more theoretical and unsuitable for a call for action, your closing statement should express the significance of your argument—for example, in proposing a new understanding of a topic or laying the groundwork for future research.

Empirical paper: Future research directions

In a more empirical paper, you can close by either making recommendations for practice (for example, in clinical or policy papers), or suggesting directions for future research.

Whatever the scope of your own research, there will always be room for further investigation of related topics, and you’ll often discover new questions and problems during the research process .

Finish your paper on a forward-looking note by suggesting how you or other researchers might build on this topic in the future and address any limitations of the current paper.

Full examples of research paper conclusions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

• Argumentative paper
• Empirical paper

While the role of cattle in climate change is by now common knowledge, countries like the Netherlands continually fail to confront this issue with the urgency it deserves. The evidence is clear: To create a truly futureproof agricultural sector, Dutch farmers must be incentivized to transition from livestock farming to sustainable vegetable farming. As well as dramatically lowering emissions, plant-based agriculture, if approached in the right way, can produce more food with less land, providing opportunities for nature regeneration areas that will themselves contribute to climate targets. Although this approach would have economic ramifications, from a long-term perspective, it would represent a significant step towards a more sustainable and resilient national economy. Transitioning to sustainable vegetable farming will make the Netherlands greener and healthier, setting an example for other European governments. Farmers, policymakers, and consumers must focus on the future, not just on their own short-term interests, and work to implement this transition now.

As social media becomes increasingly central to young people’s everyday lives, it is important to understand how different platforms affect their developing self-conception. By testing the effect of daily Instagram use among teenage girls, this study established that highly visual social media does indeed have a significant effect on body image concerns, with a strong correlation between the amount of time spent on the platform and participants’ self-reported dissatisfaction with their appearance. However, the strength of this effect was moderated by pre-test self-esteem ratings: Participants with higher self-esteem were less likely to experience an increase in body image concerns after using Instagram. This suggests that, while Instagram does impact body image, it is also important to consider the wider social and psychological context in which this usage occurs: Teenagers who are already predisposed to self-esteem issues may be at greater risk of experiencing negative effects. Future research into Instagram and other highly visual social media should focus on establishing a clearer picture of how self-esteem and related constructs influence young people’s experiences of these platforms. Furthermore, while this experiment measured Instagram usage in terms of time spent on the platform, observational studies are required to gain more insight into different patterns of usage—to investigate, for instance, whether active posting is associated with different effects than passive consumption of social media content.

If you’re unsure about the conclusion, it can be helpful to ask a friend or fellow student to read your conclusion and summarize the main takeaways.

• Do they understand from your conclusion what your research was about?
• Are they able to summarize the implications of your findings?
• Can they answer your research question based on your conclusion?

You can also get an expert to proofread and feedback your paper with a paper editing service .

Prevent plagiarism. Run a free check.

The conclusion of a research paper has several key elements you should make sure to include:

• A restatement of the research problem
• A summary of your key arguments and/or findings
• A short discussion of the implications of your research

No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

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OASIS: Writing Center

Writing a paper: conclusions, writing a conclusion.

A conclusion is an important part of the paper; it provides closure for the reader while reminding the reader of the contents and importance of the paper. It accomplishes this by stepping back from the specifics in order to view the bigger picture of the document. In other words, it is reminding the reader of the main argument. For most course papers, it is usually one paragraph that simply and succinctly restates the main ideas and arguments, pulling everything together to help clarify the thesis of the paper. A conclusion does not introduce new ideas; instead, it should clarify the intent and importance of the paper. It can also suggest possible future research on the topic.

An Easy Checklist for Writing a Conclusion

It is important to remind the reader of the thesis of the paper so he is reminded of the argument and solutions you proposed.

Think of the main points as puzzle pieces, and the conclusion is where they all fit together to create a bigger picture. The reader should walk away with the bigger picture in mind.

Make sure that the paper places its findings in the context of real social change.

Make sure the reader has a distinct sense that the paper has come to an end. It is important to not leave the reader hanging. (You don’t want her to have flip-the-page syndrome, where the reader turns the page, expecting the paper to continue. The paper should naturally come to an end.)

No new ideas should be introduced in the conclusion. It is simply a review of the material that is already present in the paper. The only new idea would be the suggesting of a direction for future research.

Conclusion Example

As addressed in my analysis of recent research, the advantages of a later starting time for high school students significantly outweigh the disadvantages. A later starting time would allow teens more time to sleep--something that is important for their physical and mental health--and ultimately improve their academic performance and behavior. The added transportation costs that result from this change can be absorbed through energy savings. The beneficial effects on the students’ academic performance and behavior validate this decision, but its effect on student motivation is still unknown. I would encourage an in-depth look at the reactions of students to such a change. This sort of study would help determine the actual effects of a later start time on the time management and sleep habits of students.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Conclusions

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Conclusions wrap up what you have been discussing in your paper. After moving from general to specific information in the introduction and body paragraphs, your conclusion should begin pulling back into more general information that restates the main points of your argument. Conclusions may also call for action or overview future possible research. The following outline may help you conclude your paper:

In a general way,

• Restate your topic and why it is important,
• Restate your thesis/claim,
• Address opposing viewpoints and explain why readers should align with your position,
• Call for action or overview future research possibilities.

Remember that once you accomplish these tasks, unless otherwise directed by your instructor, you are finished. Done. Complete. Don't try to bring in new points or end with a whiz bang(!) conclusion or try to solve world hunger in the final sentence of your conclusion. Simplicity is best for a clear, convincing message.

The preacher's maxim is one of the most effective formulas to follow for argument papers:

Tell what you're going to tell them (introduction).

Tell them (body).

Tell them what you told them (conclusion).

17 Essay Conclusion Examples (Copy and Paste)

Essay conclusions are not just extra filler. They are important because they tie together your arguments, then give you the chance to forcefully drive your point home.

I created the 5 Cs conclusion method to help you write essay conclusions:

I’ve previously produced the video below on how to write a conclusion that goes over the above image.

The video follows the 5 C’s method ( you can read about it in this post ), which doesn’t perfectly match each of the below copy-and-paste conclusion examples, but the principles are similar, and can help you to write your own strong conclusion:

💡 New! Try this AI Prompt to Generate a Sample 5Cs Conclusion This is my essay: [INSERT ESSAY WITHOUT THE CONCLUSION]. I want you to write a conclusion for this essay. In the first sentence of the conclusion, return to a statement I made in the introduction. In the second sentence, reiterate the thesis statement I have used. In the third sentence, clarify how my final position is relevant to the Essay Question, which is [ESSAY QUESTION]. In the fourth sentence, explain who should be interested in my findings. In the fifth sentence, end by noting in one final, engaging sentence why this topic is of such importance.

Remember: The prompt can help you generate samples but you can’t submit AI text for assessment. Make sure you write your conclusion in your own words.

Essay Conclusion Examples

Below is a range of copy-and-paste essay conclusions with gaps for you to fill-in your topic and key arguments. Browse through for one you like (there are 17 for argumentative, expository, compare and contrast, and critical essays). Once you’ve found one you like, copy it and add-in the key points to make it your own.

1. Argumentative Essay Conclusions

The arguments presented in this essay demonstrate the significant importance of _____________. While there are some strong counterarguments, such as ____________, it remains clear that the benefits/merits of _____________ far outweigh the potential downsides. The evidence presented throughout the essay strongly support _____________. In the coming years, _____________ will be increasingly important. Therefore, continual advocacy for the position presented in this essay will be necessary, especially due to its significant implications for _____________.

Version 1 Filled-In

The arguments presented in this essay demonstrate the significant importance of fighting climate change. While there are some strong counterarguments, such as the claim that it is too late to stop catastrophic change, it remains clear that the merits of taking drastic action far outweigh the potential downsides. The evidence presented throughout the essay strongly support the claim that we can at least mitigate the worst effects. In the coming years, intergovernmental worldwide agreements will be increasingly important. Therefore, continual advocacy for the position presented in this essay will be necessary, especially due to its significant implications for humankind.

As this essay has shown, it is clear that the debate surrounding _____________ is multifaceted and highly complex. While there are strong arguments opposing the position that _____________, there remains overwhelming evidence to support the claim that _____________. A careful analysis of the empirical evidence suggests that _____________ not only leads to ____________, but it may also be a necessity for _____________. Moving forward, _____________ should be a priority for all stakeholders involved, as it promises a better future for _____________. The focus should now shift towards how best to integrate _____________ more effectively into society.

Version 2 Filled-In

As this essay has shown, it is clear that the debate surrounding climate change is multifaceted and highly complex. While there are strong arguments opposing the position that we should fight climate change, there remains overwhelming evidence to support the claim that action can mitigate the worst effects. A careful analysis of the empirical evidence suggests that strong action not only leads to better economic outcomes in the long term, but it may also be a necessity for preventing climate-related deaths. Moving forward, carbon emission mitigation should be a priority for all stakeholders involved, as it promises a better future for all. The focus should now shift towards how best to integrate smart climate policies more effectively into society.

Based upon the preponderance of evidence, it is evident that _____________ holds the potential to significantly alter/improve _____________. The counterarguments, while noteworthy, fail to diminish the compelling case for _____________. Following an examination of both sides of the argument, it has become clear that _____________ presents the most effective solution/approach to _____________. Consequently, it is imperative that society acknowledge the value of _____________ for developing a better  _____________. Failing to address this topic could lead to negative outcomes, including _____________.

Version 3 Filled-In

Based upon the preponderance of evidence, it is evident that addressing climate change holds the potential to significantly improve the future of society. The counterarguments, while noteworthy, fail to diminish the compelling case for immediate climate action. Following an examination of both sides of the argument, it has become clear that widespread and urgent social action presents the most effective solution to this pressing problem. Consequently, it is imperative that society acknowledge the value of taking immediate action for developing a better environment for future generations. Failing to address this topic could lead to negative outcomes, including more extreme climate events and greater economic externalities.

See Also: Examples of Counterarguments

On the balance of evidence, there is an overwhelming case for _____________. While the counterarguments offer valid points that are worth examining, they do not outweigh or overcome the argument that _____________. An evaluation of both perspectives on this topic concludes that _____________ is the most sufficient option for  _____________. The implications of embracing _____________ do not only have immediate benefits, but they also pave the way for a more _____________. Therefore, the solution of _____________ should be actively pursued by _____________.

Version 4 Filled-In

On the balance of evidence, there is an overwhelming case for immediate tax-based action to mitigate the effects of climate change. While the counterarguments offer valid points that are worth examining, they do not outweigh or overcome the argument that action is urgently necessary. An evaluation of both perspectives on this topic concludes that taking societal-wide action is the most sufficient option for  achieving the best results. The implications of embracing a society-wide approach like a carbon tax do not only have immediate benefits, but they also pave the way for a more healthy future. Therefore, the solution of a carbon tax or equivalent policy should be actively pursued by governments.

2. Expository Essay Conclusions

Overall, it is evident that _____________ plays a crucial role in _____________. The analysis presented in this essay demonstrates the clear impact of _____________ on _____________. By understanding the key facts about _____________, practitioners/society are better equipped to navigate _____________. Moving forward, further exploration of _____________ will yield additional insights and information about _____________. As such, _____________ should remain a focal point for further discussions and studies on _____________.

Overall, it is evident that social media plays a crucial role in harming teenagers’ mental health. The analysis presented in this essay demonstrates the clear impact of social media on young people. By understanding the key facts about the ways social media cause young people to experience body dysmorphia, teachers and parents are better equipped to help young people navigate online spaces. Moving forward, further exploration of the ways social media cause harm will yield additional insights and information about how it can be more sufficiently regulated. As such, the effects of social media on youth should remain a focal point for further discussions and studies on youth mental health.

To conclude, this essay has explored the multi-faceted aspects of _____________. Through a careful examination of _____________, this essay has illuminated its significant influence on _____________. This understanding allows society to appreciate the idea that _____________. As research continues to emerge, the importance of _____________ will only continue to grow. Therefore, an understanding of _____________ is not merely desirable, but imperative for _____________.

To conclude, this essay has explored the multi-faceted aspects of globalization. Through a careful examination of globalization, this essay has illuminated its significant influence on the economy, cultures, and society. This understanding allows society to appreciate the idea that globalization has both positive and negative effects. As research continues to emerge, the importance of studying globalization will only continue to grow. Therefore, an understanding of globalization’s effects is not merely desirable, but imperative for judging whether it is good or bad.

Reflecting on the discussion, it is clear that _____________ serves a pivotal role in _____________. By delving into the intricacies of _____________, we have gained valuable insights into its impact and significance. This knowledge will undoubtedly serve as a guiding principle in _____________. Moving forward, it is paramount to remain open to further explorations and studies on _____________. In this way, our understanding and appreciation of _____________ can only deepen and expand.

Reflecting on the discussion, it is clear that mass media serves a pivotal role in shaping public opinion. By delving into the intricacies of mass media, we have gained valuable insights into its impact and significance. This knowledge will undoubtedly serve as a guiding principle in shaping the media landscape. Moving forward, it is paramount to remain open to further explorations and studies on how mass media impacts society. In this way, our understanding and appreciation of mass media’s impacts can only deepen and expand.

In conclusion, this essay has shed light on the importance of _____________ in the context of _____________. The evidence and analysis provided underscore the profound effect _____________ has on _____________. The knowledge gained from exploring _____________ will undoubtedly contribute to more informed and effective decisions in _____________. As we continue to progress, the significance of understanding _____________ will remain paramount. Hence, we should strive to deepen our knowledge of _____________ to better navigate and influence _____________.

In conclusion, this essay has shed light on the importance of bedside manner in the context of nursing. The evidence and analysis provided underscore the profound effect compassionate bedside manner has on patient outcome. The knowledge gained from exploring nurses’ bedside manner will undoubtedly contribute to more informed and effective decisions in nursing practice. As we continue to progress, the significance of understanding nurses’ bedside manner will remain paramount. Hence, we should strive to deepen our knowledge of this topic to better navigate and influence patient outcomes.

See More: How to Write an Expository Essay

3. Compare and Contrast Essay Conclusion

While both _____________ and _____________ have similarities such as _____________, they also have some very important differences in areas like _____________. Through this comparative analysis, a broader understanding of _____________ and _____________ has been attained. The choice between the two will largely depend on _____________. For example, as highlighted in the essay, ____________. Despite their differences, both _____________ and _____________ have value in different situations.

While both macrosociology and microsociology have similarities such as their foci on how society is structured, they also have some very important differences in areas like their differing approaches to research methodologies. Through this comparative analysis, a broader understanding of macrosociology and microsociology has been attained. The choice between the two will largely depend on the researcher’s perspective on how society works. For example, as highlighted in the essay, microsociology is much more concerned with individuals’ experiences while macrosociology is more concerned with social structures. Despite their differences, both macrosociology and microsociology have value in different situations.

It is clear that _____________ and _____________, while seeming to be different, have shared characteristics in _____________. On the other hand, their contrasts in _____________ shed light on their unique features. The analysis provides a more nuanced comprehension of these subjects. In choosing between the two, consideration should be given to _____________. Despite their disparities, it’s crucial to acknowledge the importance of both when it comes to _____________.

It is clear that behaviorism and consructivism, while seeming to be different, have shared characteristics in their foci on knowledge acquisition over time. On the other hand, their contrasts in ideas about the role of experience in learning shed light on their unique features. The analysis provides a more nuanced comprehension of these subjects. In choosing between the two, consideration should be given to which approach works best in which situation. Despite their disparities, it’s crucial to acknowledge the importance of both when it comes to student education.

Reflecting on the points discussed, it’s evident that _____________ and _____________ share similarities such as _____________, while also demonstrating unique differences, particularly in _____________. The preference for one over the other would typically depend on factors such as _____________. Yet, regardless of their distinctions, both _____________ and _____________ play integral roles in their respective areas, significantly contributing to _____________.

Reflecting on the points discussed, it’s evident that red and orange share similarities such as the fact they are both ‘hot colors’, while also demonstrating unique differences, particularly in their social meaning (red meaning danger and orange warmth). The preference for one over the other would typically depend on factors such as personal taste. Yet, regardless of their distinctions, both red and orange play integral roles in their respective areas, significantly contributing to color theory.

Ultimately, the comparison and contrast of _____________ and _____________ have revealed intriguing similarities and notable differences. Differences such as _____________ give deeper insights into their unique and shared qualities. When it comes to choosing between them, _____________ will likely be a deciding factor. Despite these differences, it is important to remember that both _____________ and _____________ hold significant value within the context of _____________, and each contributes to _____________ in its own unique way.

Ultimately, the comparison and contrast of driving and flying have revealed intriguing similarities and notable differences. Differences such as their differing speed to destination give deeper insights into their unique and shared qualities. When it comes to choosing between them, urgency to arrive at the destination will likely be a deciding factor. Despite these differences, it is important to remember that both driving and flying hold significant value within the context of air transit, and each contributes to facilitating movement in its own unique way.

See Here for More Compare and Contrast Essay Examples

4. Critical Essay Conclusion

In conclusion, the analysis of _____________ has unveiled critical aspects related to _____________. While there are strengths in _____________, its limitations are equally telling. This critique provides a more informed perspective on _____________, revealing that there is much more beneath the surface. Moving forward, the understanding of _____________ should evolve, considering both its merits and flaws.

In conclusion, the analysis of flow theory has unveiled critical aspects related to motivation and focus. While there are strengths in achieving a flow state, its limitations are equally telling. This critique provides a more informed perspective on how humans achieve motivation, revealing that there is much more beneath the surface. Moving forward, the understanding of flow theory of motivation should evolve, considering both its merits and flaws.

To conclude, this critical examination of _____________ sheds light on its multi-dimensional nature. While _____________ presents notable advantages, it is not without its drawbacks. This in-depth critique offers a comprehensive understanding of _____________. Therefore, future engagements with _____________ should involve a balanced consideration of its strengths and weaknesses.

To conclude, this critical examination of postmodern art sheds light on its multi-dimensional nature. While postmodernism presents notable advantages, it is not without its drawbacks. This in-depth critique offers a comprehensive understanding of how it has contributed to the arts over the past 50 years. Therefore, future engagements with postmodern art should involve a balanced consideration of its strengths and weaknesses.

Upon reflection, the critique of _____________ uncovers profound insights into its underlying intricacies. Despite its positive aspects such as ________, it’s impossible to overlook its shortcomings. This analysis provides a nuanced understanding of _____________, highlighting the necessity for a balanced approach in future interactions. Indeed, both the strengths and weaknesses of _____________ should be taken into account when considering ____________.

Upon reflection, the critique of marxism uncovers profound insights into its underlying intricacies. Despite its positive aspects such as its ability to critique exploitation of labor, it’s impossible to overlook its shortcomings. This analysis provides a nuanced understanding of marxism’s harmful effects when used as an economic theory, highlighting the necessity for a balanced approach in future interactions. Indeed, both the strengths and weaknesses of marxism should be taken into account when considering the use of its ideas in real life.

Ultimately, this critique of _____________ offers a detailed look into its advantages and disadvantages. The strengths of _____________ such as __________ are significant, yet its limitations such as _________ are not insignificant. This balanced analysis not only offers a deeper understanding of _____________ but also underscores the importance of critical evaluation. Hence, it’s crucial that future discussions around _____________ continue to embrace this balanced approach.

Ultimately, this critique of artificial intelligence offers a detailed look into its advantages and disadvantages. The strengths of artificial intelligence, such as its ability to improve productivity are significant, yet its limitations such as the possibility of mass job losses are not insignificant. This balanced analysis not only offers a deeper understanding of artificial intelligence but also underscores the importance of critical evaluation. Hence, it’s crucial that future discussions around the regulation of artificial intelligence continue to embrace this balanced approach.

This article promised 17 essay conclusions, and this one you are reading now is the twenty-first. This last conclusion demonstrates that the very best essay conclusions are written uniquely, from scratch, in order to perfectly cater the conclusion to the topic. A good conclusion will tie together all the key points you made in your essay and forcefully drive home the importance or relevance of your argument, thesis statement, or simply your topic so the reader is left with one strong final point to ponder.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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Writing a Conclusion

Writing a conclusion is an important part of any piece of writing. It is often possible to get a good overview of an assignment by looking briefly at the conclusion. However, writing a conclusion can be quite difficult. This is because it can often be hard to find something interesting or useful to say in the conclusion. Conclusions should be attractive and interesting but often they are rather dull and "formula written".

Although formulae for writing conclusions are tempting to use, it is always best to avoid set phrases such as "Therefore, let us conclude that..." which are clichés, and do not help to end your work in the best light.

Helpful information, advice and materials for writing conclusions

1. What are the typical ingredients in a conclusion?  

2. What are the differences between writing conclusions to essays and to dissertations/theses?

3. See a sample conclusion

4. Try a practice activity

5. Check out further advice on writing conclusions

6. Download a checklist to help you edit your written work

What are the typical 'ingredients' of a conclusion?  

Trzeciak and Mackay (1994) ( Study skills for academic writing. New York: Prentice Hall ) observe a number of useful "ingredients" that form part of a conclusion. Again (as with introductions) it will not always be necessary or desirable to include all the elements they mention. However, you will probably want to use some of these in some combination, in order to conclude your work.

• A summary of the main part of the text
• A deduction made on the basis of the main body
• Your personal opinion on what has been discussed
• A statement about the limitations of the work
• A comment about the future based on what has been discussed
• The implications of the work for future research
• Important facts and figures not mentioned in the main body

Pallant (2009) sees five basic ingredients of a conclusion as follows, though these will not always be used in the same conclusion:

• A summary of the main points (being careful not to repeat exactly what you have written before)
• Concluding statements  
• Recommendations
• Predictions

These recommendations probably apply more to discussion essays than they do to other kinds of assessed writing at university. For example, if you are writing a business plan or discussing a law scenario, or answering an examination question, you may not need the above elements, unless the question specifically asks you for them or unless it is known that it is expected of you in the discipline you are working in.

However, you will generally need a final section to indicate that you are 'rounding off' the discusion. Always be very careful to check what the conventions are in the discipline you are working in, and ideally, it is best to look at examples of past students' work so that you can see what you are aiming for.

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What are the differences between writing conclusions to essays and to dissertations/theses?  

When writing longer pieces of work, it is still very important to observe some of the principles above. For instance, you will still want to ensure that your conclusion really does conclude , and does not just go off at a tangent to discuss something that is unrelated to the thesis. Some people believe (mistakenly) that a conclusion is the place for you to relax and 'say whatever you want'. This is incorrect. If you do this, you will be likely to be marked down.

There are also likely to be some key differences in your approach when writing conclusions. Certainly, conclusions will be even more important in a dissertation or thesis, purely because of the length of the piece. Among the differences you will notice are the following:

• As well as having an overall conclusion to your dissertation or thesis, each chapter should also have a conclusion (as well as an introduction). The reason for this is that in a longer piece of writing, it becomes more important to remind the reader of what you have done and why you have done it, before you move onto the next stage.
• The conclusion of a dissertation or thesis is not an opportunity to engage in a personal 'rant'. You must draw out key aspects of the literature you have studied, along with your recommendations , and say how they are justified or contradicted by your research.
• It is a good idea in a chapter conclusion to remind the reader what happened in the chapter (e.g. In this chapter, the literature relating to the teaching of vocabulary was considered.). After this, you need to build a bridge linking this chapter with the next one. (e.g. This will be further discussed in the next chapter.)
• In a dissertation or thesis, there is likely to be a longer section on the limitations of your research . Important though this is, however, you also need to be sure to sell your research in the conclusion - so it is best not to be too negative or over-modest about your achievements at this point. The key to many dissertations and theses is the need to emphasise the contribution that it makes to research.
• In a dissertation or thesis, it is more likely that you will have a section on the need for future research . In an MA or MSc dissertation you may like to suggest something that could be developed from your work as a PhD thesis. In a PhD thesis you may like to indicate some potential for post-doctoral work.

Further advice on writing conclusions

When writing an assignment, be careful of the following points:

• The topic you are writing about may not always require a full conclusion (this is particularly the case if your work is heavily analytical or mathematical, or not very discursive.) Remember not all assignments require discussion. Check what the expectations are in your own department. Ask your tutor if you are not sure.
• Even if you do not need a full conclusion, remember that any assignment nearly always needs to be rounded off in some way and brought to an end. Consider this: will the reader know that you have finished your work? (Or will they just think that you have run out of time - or energy)?
• Keep in mind the balance of your assignment. The conclusion should be clear and relatively brief.
• In discussion-type assignments, it is often a better idea to raise questions and problems in the conclusion than to provide over-simplified/ naive answers to the assignment title. Examiners will usually be very wary of essays, theses or dissertations that presume to solve all the world's problems in a simplistic and trivial way. Remember, life is never that simple. However, remember not to introduce any new material in the conclusion.
• There is no need to go over everything again that you have already mentioned; this would be unnecessarily boring and tedious.
• Make sure that the conclusion is based on what you have said before. It is often tempting to go off at a tangent and to say things that are completely unrelated to the topic. Be wary of this.
• It is permissible to give your opinion in the conclusion but try to do so subtly and try not to sound too pompous or authoritarian . Usually your viewpoint will be obvious from your discussion, so there is no need to conclude with statements such as: In conclusion, I think Hamlet is a great play. Allow your enthusiasm for the topic to show in how you discuss it. Make sure that you do not use the conclusion as an opportunity to engage in an over-generalised an unfocussed 'rant'.
• Be careful with tenses. In a conclusion, you will usually want to use the present perfect (e.g. The aim of this dissertation has been to....) followed by the simple past (Chapter 1 provided an overview of...).
• Be very careful about using the word "conclusion" anywhere other than the conclusion itself! This can mislead the reader. If you use the word conclusion several times in an essay, the reader will give up trying to work out where the conclusion really is.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

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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How to write a Good Conclusion?

What is the conclusion.

Conclusions are frequently viewed as the most challenging section of an essay to write. They are, nevertheless, one of the most critical components of work because they bring clarity and insight into the subject. We’ll guide you on how to write a conclusion and offer you an outline to utilize in your next essay in this article.

The conclusion section is your last chance to convince your readers to agree with you and to make an impression on them as an expert writer. And the impression you leave with your readers after they’ve finished the essay will be shaped by the impression you leave with them in the conclusion. As a result, the conclusion of an essay should express a sense of completion and end for the subject.

In a research paper, essay, or article, the conclusion is the closing piece of writing that summarizes the entire topic’s efforts. The conclusion paragraph should restate your thesis statement, review the major supporting concepts covered throughout the paper, and give your last thoughts on the central idea. The main idea of your topic should also be included in this final summary. The “so what” is addressed in the conclusion by emphasizing the essay’s argument and providing the reader with a solution and query into the subject matter that supports why they should care.

Outline of the conclusion

• The first sentence

                                            The Thesis statement is rephrased with an original topic sentence.

• Supporting sentences

                                            Summarize the important arguments in the body of the essay

                                            Explain how the concepts fit together.

• Closing sentence

                                           Returns to the beginning

                                           Brings the story to a close

How to write a Conclusion Paragraph?

Every type of writing ends with a conclusion. When a reader reaches the end of your work, a good conclusion paragraph can change their minds, and knowing how to create a complete, interesting conclusion can improve the effectiveness of your writing.

• You’ll leave your reader with a concluding paragraph that “wraps up” your essay.
• It displays to the reader that you have completed what you set out to do
• It explains how you have proven your thesis statement
• It’s the total opposite of the first paragraph of your essay.
• Keep in mind that the starting of your conclusion begins generic and finishes specifically.

How to write a Conclusion for An Essay?

The final paragraph of your paper is the conclusion. A good conclusion tries to tie together the essay’s main ideas, demonstrate why your argument is important, and make a lasting impact on the reader. Your conclusion should provide your argument a sense of closure and completion while simultaneously demonstrating what new issues or possibilities it has raised.

So, if we utilize shapes to show the content of the essay, it would look like this:

• Your thesis statement should be summarized in your topic sentence.
• Rephrase the thesis statement to reflect a new and deeper understanding.
• Your concluding sentences should restate what you’ve already expressed in your essay’s body.
• In the conclusion paragraph, summarize the theme of each body paragraph.

Knowing how to write a good conclusion is relatively apparent, depending on the length of your essay—you don’t want to simply summarize everything you wrote. Rather, the ending should provide a sense of conclusiveness while also addressing the topic’s meaning and potential. 

Here are five crucial points to consider when creating a good conclusion that will stay with the reader:

• Start with a topic sentence . The first sentence in a conclusion should always be a topic sentence. Restating your opening paragraph’s thesis in the first line of your conclusion is a good method to remind the reader of the main topic.
• As a starting point, refer to your introduction paragraph . The thesis statement from your introduction, as well as supporting points, emotional request, and final impression, should all be included in the conclusion paragraph. When writing your conclusion, use the introduction as a guide, but don’t rewrite it with different wording.
• Write a summary of the important points . Effective conclusions will repeat the most appropriate material in order to summarize the paper’s main point. Because academic essays and research papers can be extensive, a quick overview of all your supporting points should be included in your final paragraph to keep the reader up to date. It’s best not to use new facts, future research, or fresh concepts, as this may cause the reader to become confused.
• Attracts the emotions of the reader . A good conclusion will use emotional language to inspire the reader with a powerful, long-lasting image. Using an emotional attraction to reinforce your main ideas is also a good idea.
• Finish with a sentence . Your concluding line should wrap up your entire work with a synthesis of important details. Write your concluding argument concisely and clearly, giving the reader closure while also leaving them with a strong feeling of its significance in a greater perspective.

How to write a Research Paper Conclusion?

The conclusion of a research paper is the section that links everything together in a logical manner. A conclusion, as the final section of a research paper, gives a clear explanation of your research’s findings in a way that emphasizes the value of your research.

You can use the stages below to help you start drafting your conclusion:

• Instead of summarizing, synthesize

Restating the Introduction

Changing the reader’s focus.

• Explain the importance of the findings.

Posing Questions

Bring your ideas to a close..

Instead of summarizing, Synthesize

Your research paper’s conclusion is not a summary. While a summary can be included in this part, the conclusion is more than just a restatement of your arguments and analysis. Rather than repeating what you discussed in the abstract, introduction, and body of your study, show the reader how the important arguments of your research paper fit together in a logical way.

The way to write the conclusion brings your reader full idea by including the same components you used in your introduction. Retelling the main idea you mentioned in your introduction while establishing a fresh understanding of the issue based on the outcomes of your study that validates your arguments and/or assumptions is an example of how you can restate your introduction.

After bringing readers into your study through your introduction and immersing them in your techniques, analysis, and results, your conclusion serves as a bridge back to the real world. Changing your reader’s focus is a technique to encourage them to implement what they’ve learned from your research study in real life. This approach can also be used to propose a path of action for additional research on a current problem.

Explain the importance of the findings

You might consider the significance of these ideas after presenting the key arguments for your topic. After expressing your key points in your argument, you might discuss how the effects of your topic influence a given result. Similarly, you could provide the conclusions of research or other findings that can help you emphasize the importance of your knowledge.

The motivation for the research is a set of questions. Posing questions to your readers or to the public can assist them in obtaining a new perspective on the topic that they might not have had before reading your conclusion. It could also bring your major points together to form or develop a new idea based on your research.

As you near the end of your conclusion, consider including a call to action or a suggestion that encourages your readers to think about your argument further. This line can also be used to answer any questions that were left unanswered in your paper’s body paragraphs.

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An Overview of the Writing Process

Conclusions, what this handout is about.

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

About conclusions

Introductions and conclusions can be the most difficult parts of papers to write. While the body is often easier to write, it needs a frame around it. An introduction and conclusion frame your thoughts and bridge your ideas for the reader.

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 summarize 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 her to apply your info and ideas to her 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” him 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 the original version of 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 the latest publications on this topic. 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 .

All quotations are from:

Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave , edited and with introduction by Houston A. Baker, Jr., New York: Penguin Books, 1986.

Strategies for Writing a Conclusion. Literacy Education Online, St. Cloud State University. 18 May 2005 < http://leo.stcloudstate.edu/acadwrite/conclude.html >.

Conclusions. Nesbitt-Johnston Writing Center, Hamilton College. 17 May 2005 <http://www.hamilton.edu/academic/Resource/WC/SampleConclusions.html>.

• Conclusions. Provided by : The Writing Center, University of North Carolina at Chapel Hill. Located at : http://writingcenter.unc.edu/ . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

9 methodologies for a successful qualitative research assignment

Qualitative research is important in the educational and scientific domains. It enables a deeper understanding of phenomena, experiences, and context. Many researchers employ such research activities in the fields of history, sociology, and anthropology. For such researchers, learning quality analysis insights is crucial. This way, they can perform well throughout their research journey. Writing a qualitative research assignment is one such way to practice qualitative interpretations. When students address various qualitative questions in these projects, they become efficient in conducting these activities at a higher level, such as for a master’s or Ph.D. thesis.

The FormPlus highlights why researchers prefer qualitative research over quantitative research. It is faster, scientific, objective, focused, and acceptable. Researchers who don’t know what to expect from the research outcomes usually choose qualitative research. In this guide, we will discuss the top methodologies that students can employ while writing their qualitative research assignments. This way, you can write an appealing document that perfectly demonstrates your qualitative research skills.

However, being stressed with academic and daily life commitments, if you find it challenging to manage time exclusively for such projects, availing of assignment writing services can make it manageable. Instead of doing anything wrong in the hustle, get it done by the professionals specifically working to handle these academic write-ups. Now, let’s define quality research before we discuss the actual topic.

What is meant by qualitative research?

Quality research is a market research method that gathers data from conversational and open-ended communication. In simple words, it is about what people think and why they think so. It relates to the nature or standard of something rather than dealing with its quantity. Such researchers collect nonnumerical data to understand opinions, concepts, and ideas.

How do you write a qualitative research assignment? Top 9 methodologies

Writing an assignment requires your command of various tasks. Qualitative research assignment design involves research, writing, structuring, and providing citations of the resources used. Assignment writing plays a crucial role in upgrading your grades.

So, you must make it accurate and authentic. Write it with the utmost care without skipping any important aspects. Sometimes, it can be hard, but it becomes easy if you correctly use effective methodologies. This is why we have brought together some of the common methodologies you can use to write your qualitative research assignments.

1. Interviews

A qualitative interview is mostly used in projects that involve market research. In this study personal interaction is required to collect in-depth information of the participants. In qualitative research for assignment, consider the interview as a personal form of research agenda rather than a focused group study. A qualitative interview requires careful planning so that you can gather meaningful data.

Here are the simple steps to consider for its implementation in a qualitative research assignment:

• Define research objectives.
• Identify the target population.
• Obtain informed consent of participants.
• Make an interview guideline.
• Select a suitable location.
• Conduct the interview.
• Show respect for participant’s perspectives.
• Analyse the data.

2. Observation

In qualitative observation, the researcher gathers data from five senses: sight, hearing, touch, smell, and taste. It is a subject approach that depends on the sensory organ of the researcher. This method allows you to better understand the culture, process, and people under study. Some of its characteristics to consider for writing a qualitative research assignment include,

• It is a naturalistic inquiry of the participants in a natural environment.
• This approach is subjective and depends on the researcher’s observation.
• It does not seek a definite answer to a query.
• The researcher can recognise their own biases when compiling findings.

3. Questionnaires

In this type of survey, the researcher asks open-ended questions to participants. This way, they price the long written or typed document. In writing qualitative research assignments, these questions aim to reveal the participants’ narratives and experiences. Once you know what type of information you need, you can start curating your questionnaire form. The questions must be specific and clear enough that the participants can comprehend them.

Below are the main points that must be considered when creating qualitative research questionnaires.

• Avoid jargon and ambiguity in the questions.
• Each question should contribute to the research objectives.
• Use simple language.
• The questions should be neutral and unbiased.
• Be precise, as the complex questions can overwhelm the respondents.
• Always conduct a pilot test.
• Put yourself in the respondent’s shoes while asking questions.

4. Case Study

A case study is a detailed analysis of a person, place, thing, organisation, or phenomenon. This method is appropriate when you want to gain a contextual, concrete, and in-depth understanding of the real-world problem for writing your qualitative research assignment. This method is especially helpful when you need more time to conduct large-scale research activities.

The four crucial steps below can be followed up with this methodology.

• Select a case that has the potential to provide new and unexpected insights into the subject.
• Make a theoretical framework.
• Collect your data from various primary and secondary resources.
• Describe and analyse the case to provide a clear picture of the subject.

5. Focus Groups

Focused group research has some interesting properties. In this method, a planned interview is conducted within a small group. For this purpose, some of the participants are sampled from the study population to record data for writing a qualitative research assignment. Typically, a focused group has features like,

• At least four to ten participants must meet for up to two hours.
• There must be a facilitator who can guide the discussion by asking open-ended questions.
• The emphasis must be put on the group discussion rather than the discussion of the group members with the facilitator.
• The discussion should be recorded and transcribed by the researchers.

6. Ethnographic Research

It is the most in-depth research method that involves studying people in their natural environment. It requires the researcher to adopt the target audience environment. The environment can be anything from an organisation to a city or any remote location.

However, the geographical constraints can be a problem in this study. For students who are writing their qualitative research assignment, some of the features of ethnographic research to write in their document include,

• The researcher can get a more realistic picture of the study.
• It uncovers extremely valuable insights.
• Provides accurate predictions.
• You can extend the observation to create more in-depth data.
• You can interact with people within a particular context.

7. Record Keeping

This method is similar to going to the library to collect data from books. You consult various relayed books, note the important points, and take note of the referencing. So, the researcher uses already existing data rather than introducing new things in the field.

Later on, this data can be used to conduct new research. Yet, when faced with the vast resources available in your institution’s library, seeking assistance from UK-based assignment writing services is an excellent solution if you need help pinpointing the most relevant information for your topic. Proficient in data gathering and adept at structuring qualitative research assignments, these professionals can significantly elevate your academic results.

This method is mostly used by companies to understand a group of customers’ behaviour, characteristics, and motivation. It allows respondents to ask in-depth questions about their experience. In a business market, it helps you understand how your customers make decisions. The intent is to understand them at their level and make related changes in your setup. The researcher must ask generic and precise questions that have a clear purpose.

Consider the below examples of qualitative survey questions. It can be useful in recording data and writing qualitative research assignments.

• Why did you buy this skin care product?
• What is the overall narrative of this brand?
• How do you feel after buying this product?
• What sets this brand apart from others?
• How will this product fulfil your needs?
• What are the things that you expect from this brand to grant you?

9. Action Research

This method involves collaboration and empowerment of the participants. It is mostly appropriate for marginalised groups where there is no flexibility.

The primary characteristics of the action research that can be quoted in your qualitative research assignment include,

• It is action-oriented, and participants are actively involved in the research.
• There is a collaborative process between participants and researchers.
• The nature of action research is flexible to the changing situation.

However, the survey also accompanies some of the limitations, including,

• The researcher can misinterpret the open-ended questions.
• The data ownership between the researcher and participants needs to be negotiated.
• The ethical considerations must be kept.
• It is not considered a scientific method as it is fluid in data collection. Consequently, it may not attract the finding.

What is the difference between quantitative and qualitative research?

Both research types share the common aim of knowledge acquisition. In quantitative research, the use of numbers and objective measures is used. It seeks answers to questions like when and where.

On the other hand, in qualitative research, the researcher is concerned with subjective phenomena. Such data can’t be numerically measured. For example, you might conduct a survey to analyse how different people experience grief.

What are the 4 types of qualitative research?

There are various types of qualitative research. It may include,

● Phenomenological studies:

It examines the human experience via description provided by the people involved. These are the lived experiences of the people. It is usually used in research areas where little knowledge is known.

● Ethnographic studies:

It involves the analysis of data about cultural groups. In such analysis, the researcher mostly lives with different communities and becomes part of their culture to provide solid interpretations.

● Grounded theory studies:

In this qualitative approach, the researcher collects and analyses the data. Later on, a theory is developed that is grounded in the data. It used both inductive and deductive approaches for theory development.

● Historical studies:

It is concerned with the location, identification, evaluation, and synthesis of data from the past. These researchers are not concerned with discovering past events but with relating these events to the present happenings.

The Research Gate provides a flow chart illustrating various qualitative research methods.

What are The 7 characteristics of qualitative research?

The following are some of the distinct features of qualitative research. You can write about them in your qualitative research assignment, as they are collected from reliable sources.

• It can even capture the changing attitude within the target group.
• It is beyond the limitations associated with quantitative research
• It explains something that numbers alone can’t describe.
• It is a flexible approach to improve the outcomes.
• A researcher is not supposed to become more speculative about the results.
• This approach is more targeted.
• It keeps the cost of data collection down.

What are the advantages and disadvantages of qualitative research?

The pros of qualitative research can’t be denied. However, some cons are also associated with this research.

• Explore attitudes and behaviours in depth.
• It encourages discussions for better results.
• Generate descriptive data that can formulate new theories.
• The small sample size can be a problem.
• Bias in the sample collection.
• Lack of privacy if you are covering a sensitive topic.

Qualitative research assignment examples

The Afe Babalola University ePortal provides an example of a qualitative assignment. Here is the description of quality questions and related answers. You can get an idea about how to handle your quality research assignment project with this sample.

The questions asked in the paper are displayed below.

The Slide Team presents a template for further compressing other details, such as the qualitative research assignment template. You can use it to make your presentation look professional.

Writing a qualitative research assignment is crucial, especially if you want to engage in research activities for your master’s thesis. Most researchers choose this method because of the associated credibility and reliability of the results. In the above guide, we have discussed some of the prominent features of this method. All of the given data can help you in writing your assignments. We have discussed the benefits of each methodology and a brief account of how you can carry it.

However, even after going through this whole guideline, if the concepts of the Qualitative Research methods assignment seem ambiguous and you think you can’t write a good project, then ask professional to “ write my assignment .” These experts can consult the best sources for the data collection of your project. Consequently, they will deliver you the winning document that can stand out among other write-ups.