While we cannot reverse societal trends that feed some of the worst parts of human nature, we can start with ourselves. We need to be our own heros and fight for what is right.Įxtend: When we feed the good, evil is defeated. We have to feed the better parts of our nature such as love, patience, self-control, and we have to starve the worst parts of our nature: jealousy, anger, pride, fear. So What?: To answer this question, consider a basic principle of life: what we feed grows. Where was the Superman Jedi Princess on that island? And how can we make sure that good, not evil, wins in the end? As their savage nature took over, readers questioned why evil had taken over and no one stepped in to save the day until it was too late. In the absence of societal norms, Golding’s characters underwent a social experiment.Ĭircle Back & Ask: In the absence of societal norms, Golding’s characters underwent a social experiment. Thesis: In Lord of the Flies, Golding hints that human nature is both good and evil. I’m glad the student challenged herself to take this a step further so that this thinking happened. It is both a call to action and self-reflection for the reader. The final section has a more specific zinger in relation to something specific happening in the world today. The student continues and asks “so what” again. This bit has a potential zinger in the realization that humans need to be their own heroes however, it’s a bit cliche and can be pushed further. The author uses the stem “as _, readers questioned _” to create a bridge to the bigger question that ties evil in human nature back to the focus of the hook (superheroes).įrom here, the student tries for a “so what,” discussing how evil vs. Zinger Example: “Without memory, there would be no civilization, no society, no future” – Elie Wiesel Conclusion Paragraph ExampleĪs you can see, in the example below, the student moves from a restated thesis to a quick review of how the main idea (evil in human nature) relates to the thesis. Alternatively, a zinger can look toward the future and think about what might happen. 👉 Part of the very last sentence should be a “zinger.” In a nutshell, a zinger is a short, wise, or witty statement that is often a call to action, empathy, kindness, or self-reflection. So, this step is about playing the “so what” game until they arrive at that truly golden realization that really makes readers go “hmm, I never thought about it that way before.” To extend, I have students continue to ask themselves why what they just wrote is significant, why it matters in the world, etc. They can usually extend their thinking to find an even deeper insight. 👉 Students usually stop at one level of “so what,” but I tell my students this is like peeling back layers of an onion. This conclusion writing step is all about students being reflective and helping their reader to think about the larger implications of what they “thought about” in their essay. This answer is the beginning of their “so what.”īy the end of the essay, students should be discussing the significance of a bigger idea in terms of society and/or human nature. 👉 After blending in a question that makes sense in the context of their ideas, students should think deeply and answer their question.
#CONCLUSION WRITER FREE FULL#
This is what I call “coming full circle.” Here, they should ask an open-ended question which they will go on to answer in the next step. Then, they should write a sentence that joins the introduction idea back to that hook idea. After their conclusion, their goal should be to review the significance of the thesis idea as seen in their essay. 👉 Next, ask students to review what they wrote for their introductory hook. Ask students to paraphrase it in their own words. This gives a bigger purpose to the “hook” and it gives a direction for students to uncover some deeper meaning in their conclusion.
Ideally, the introduction and conclusion of the essay should work together, and I want my students to see a connection between how they began their essay and how they end their essay.
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