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