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