| The second most important part of your essay, behind | | | | you might complete a story you started in the |
| only the introduction, is the conclusion. Just as the | | | | introduction, as in this essay, or you might show how |
| introduction had the purpose of drawing in the reader, | | | | something has changed in your present since the |
| the conclusion's foremost function should be to leave | | | | timeframe of the introduction. Expand on Broader |
| the reader with a lasting impression. This section offers | | | | Significance-Within Reason One way to ensure that |
| guidelines on ways you can maximize the impact of | | | | your closing paragraph is effective is to tie your ideas |
| that impression. These guidelines can be grouped into | | | | to some broader implications, whether about yourself |
| three categories, each of which encompasses a | | | | or your field. However, do not get carried away. Some |
| lesson on what not to do. Synthesize, Don't | | | | applicants feel they must make reference to changing |
| Summarize The chief difference between these two | | | | the world or derive some grand philosophical truths |
| tactics is that the former deals with themes while the | | | | from their experiences. Remember to stay grounded |
| latter deals with facts/experiences, though there is | | | | and focused on your personal details. This applicant's |
| some overlap. You do not need to recap the essay | | | | conclusion ties his goals in teaching to a broader issue |
| paragraph-by-paragraph. You do not need to remind | | | | about research limitations at smaller liberal arts |
| the reader of the experiences you have discussed | | | | colleges. He does not express the goal of |
| (except as individual experiences might be tied to | | | | revolutionizing education, but instead simply wants to |
| certain themes you want to synthesize). You do want | | | | make a contribution that has personal significance to |
| to reiterate key themes, but preferably not in a way | | | | him. The final sentence invokes the tradition of scholars |
| that merely repeats them. Instead, in synthesizing these | | | | before him. Such a tactic is not usually advisable, |
| key themes in your conclusion, you should ideally be | | | | because it can sound forced and generic, but in this |
| adding a fresh perspective. Try to tie themes together | | | | case, the applicant has established his focus on a |
| and demonstrate how they complement each other. In | | | | specific intellectual topic-human memory-so it's not as |
| doing so, you should always avoid trite and | | | | vaguely trite as invoking Plato, Descartes, and Kant in |
| clichéd generalizations. In this essay, this applicant | | | | the search for truth. Don't Add Entirely New |
| uses the conclusion to synthesize the second half of | | | | Information-Except to Look Ahead We have used the |
| the essay. It's worth noting that he does not mention | | | | word "fresh" here several times, and what we're |
| the content about recovering from addiction, because | | | | mainly talking about is perspectives and ideas. You |
| he could have tied this in with his renewed interest in | | | | should avoid adding entirely new information about |
| public policy. Nevertheless, the concluding sentences do | | | | your experiences. In shorter essays, you may have to |
| an effective job of linking his past experiences with his | | | | pack details everywhere, but in general, if it's an |
| career goals: "After getting my master's in public | | | | important experience, it should come earlier. That said, |
| administration, I would like to work in the area of | | | | writing about your future goals is a strong way to end. |
| economic development in the Third World, particularly | | | | After you have established your background and |
| Latin America. The setting might be a private (possibly | | | | qualifications in the previous paragraphs, delineating |
| church-based) development agency, the UN, the OAS, | | | | your goals can help synthesize these topics, because |
| one of the multilateral development banks, or a | | | | you are tying your themes together in the context of |
| government agency. What I need from graduate | | | | where you will go next. This applicant's conclusion is a |
| school is the academic foundation for such a career. | | | | straightforward, well thought out description of her |
| What I offer in return is a perspective that comes | | | | professional goals. Such an ending demonstrates to |
| from significant involvement in policy issues at the | | | | the reader that she has given much consideration to |
| grassroots level, where they originate and ultimately | | | | her future and the role a Ph.D. in literature can play in it. |
| must be resolved." Seeing how the pieces fit together | | | | Moreover, she makes clear that while she has definite |
| leaves us with a clear point to take away. Moreover, | | | | career goals in mind, she also appreciates literature for |
| the last sentence is key to the lasting impression he | | | | its own sake. This kind of natural affinity for her |
| creates, as it provides a fresh interpretation of the | | | | subject of study serves to make her a dedicated and |
| significance of his work at the grassroots level. If in the | | | | genuinely engaged student, and, therefore, a more |
| process of synthesizing you are able to invoke your | | | | attractive candidate to the admissions committee. |
| introduction, you will add to your essay a further sense | | | | Michael Choi is the Managing Editor for which provides |
| of cohesion and closure. There are a number of | | | | information on personal statements and applying to |
| different ways this can be accomplished. For example, | | | | graduate school. |