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Examples can be concluded that. Conclusion template. A sample of writing the conclusion of the thesis and term paper

With proper writing of the work, it will be quite easy to draw up a conclusion. We will tell you how to do it.

How to sum up in writing

In order to correctly write the conclusion, you must first approach the work with all thoroughness. Regardless of whether it is a graduation project, term paper or just an essay, essay, you will have to achieve the set research and educational goals when writing it. They will form the basis of the future conclusion.

Moreover, it will be more convenient to sum up after each individual chapter of the written work. In this case, you don't actually need to think about how to write the output. You will only combine existing items into one logically related text.

In general, the sequence of actions when writing the final part of the work will look like in the following way:

  1. Designate main goal work. What was required to find out, prove, demonstrate. Did you manage to do it? If so, what was your end result at the end of the work?
  2. Make a content plan. What questions were considered? What conclusions were drawn from each of them?
  3. Carefully study the mini-conclusions after each chapter of the work. Are they consistent and logical enough?
  4. Start combining mini-totals into a common final conclusion. Here, too, you need to follow a certain plan.

Conclusion writing plan

  1. Start with what goals were set at the very beginning. Take this information from the introduction to the work. Begin this part of the conclusion with the words “In this work, we considered the question ...”, “At the beginning of the work, we set ourselves the goal of finding out ....” etc.
  2. Note what you managed to learn in the course of considering the issue, focusing on the results of each chapter / section. This part can be formalized, for example, in the following expression: “In the course of research work we found out that…”
  3. Draw your final conclusions. Here it would be appropriate to write something like: “In conclusion, we can sum up the following result - ...”.

Remember that you do not need to rewrite the existing text - replace words with synonyms, rephrase expressions, change the structure of sentences. At the very end, sum up the general conclusion that follows from all the above results.

With regard to the length of the conclusion, it will be correct to write a conclusion of about one paragraph for each chapter of the work. The final conclusion for essays, abstracts can be made in the amount of 1-2 pages. For course and diploma projects that involve complex in-depth research, more detailed conclusions can be drawn. However, please note that the total volume of the introductory and final parts should not exceed 25% of the total volume of the text, otherwise these parts will seem "watery", which is unacceptable for high-quality research work.

You can also find some tips on how to write conclusions for various written works in the article.

    As one of the general conclusions given in the conclusion, regardless of the topic and discipline of the abstract, this is a conclusion about the degree of study of the problem in the title. In the introduction, we indicate the source base on which the study is based (ie, the books of the authors that are abstracted). In conclusion in without fail we report that the problem has not been studied enough (sufficiently, comprehensively, comprehensively, insufficiently, etc.).

    From the point of view of the methodology of working with the text, the conclusions are a generalization. Generalization is also a method scientific knowledge. Generalization is the process of establishing common properties and signs of objects; in the case of conclusions to the abstract, this is the ability to highlight the general (the topic of the abstract) in various currents, concepts and approaches. With regard to our example (abstract on the topic ) is a generalization of knowledge about the birth of Russian religious philosophy, where the main currents are the Slavophile doctrine, the philosophy of unity of Vl. S. Solovyov and Slavic religious anti-intellectualism.

    Each conclusion in the abstract must be substantiated and proven by the text of the work.

    Many teachers believe that the conclusion is the most difficult part of the abstract, and despite this, for some reason they do not report in guidelines how to write these conclusions. We emphasize once again that the conclusion should answer the questions (tasks) posed in the introduction. A bad conclusion is a summary of sources on a topic; good - these are the written thoughts of the author of the abstract about the topic worked out. After the actual conclusions, it is possible and necessary to give some advice on solving the problems raised in the abstract. Abstract conclusion - shows the degree of elaboration of the topic, and this, by the way, is one of the criteria for evaluating the work. Evaluation, of course, consists of many other components, but conclusions are the main thing.

    The last lines of the abstract are a conclusion on whether the goal of the study has been achieved or not. They write the following: We found ..., researched ..., analyzed ... Thus, the purpose of the abstract is achieved. This phrase comes after the answer to the tasks set in the introduction and general conclusion for work.

    Conclusions to the abstract can be written on the basis of the deductive method (from general to particular, from general judgments to particular conclusions) and inductive (from particular to general, from individual facts to generalizations). Can you answer the question on the basis of which method the conclusions will be formulated in our abstract Russian religious philosophy of the XIX - XX centuries?

    Summarizing the above, we can formulate several rules that should be followed when writing conclusions to the abstract:

    1. the purpose, objectives and content of the work should be logically interconnected and reflected in the conclusions;
    2. concreteness of conclusions, availability (if possible) of statistical and analytic data;
    3. conclusions should be characterized by references only to the material of the authors considered in the abstract, or to their own research;
    4. observance of the clarity of the wording, which should exclude the ambiguity of their interpretation or interpretation.

    We emphasize that the conclusion is a statement about something (the results of the work, the analysis of sources) and it must be written as a statement, and not as a listing of what was done in the abstract. The affirmative content of the conclusion is what the author insists on, what he understood (made out) when studying the topic of the abstract, in other words, the conclusions are the beliefs of the author of the work, which, if necessary, he can prove (by the text of the work) and defend (what he understood from works - his own point of view).

    Get behind us!

Those who write any texts every day (articles, essays, term papers, etc.) come across various phrases and phrases that seem to be simple, but only at first glance. For example, the same "in conclusion" or "in conclusion". It seems that it is correctly spelled like this, and like that. But no. These are two different combinations that have their own meanings and are used in different ways in the text.

Meaning of the word

As you know, the Russian language is rich in many interesting words, word combinations, phrases. Some words even sound similar to each other. They are sometimes very difficult to use in a letter. These include, for example, derivatives of prepositions and nouns:

  • during the day - during the song;
  • in the continuation of the conversation - in the continuation of the novel;
  • due to deterioration of health - in the investigation of the case;
  • at the end of the trip - two years in prison.

Those who constantly deal with writing texts can automatically distinguish when it is necessary to use “in conclusion” or “in conclusion”, depending on the context. But those who rarely write something may use the preposition and word form incorrectly. That is why it is important to learn to distinguish one from the other. After all, be that as it may, you still need to write correctly.

To begin with, to understand the spelling, you can look at how the endings of a given word are modified:

  • Nominative case (answers the question who what?) - ending in "-s".
  • Genitive case (answers the question who/what?) - ending in "-iya".
  • Dative case (I give to whom; to what?) - ending in "-yu".
  • Accusative case (I accuse who/what?) - ending in "-s".
  • Instrumental case (I'm interested who/what?) - ending in "-em".
  • Prepositional case (I will tell About who about what?) - ending in "-ii".

The word itself has several meanings. So, it could mean:

  1. action (for example, the conclusion of a contract, marriage);
  2. state (life imprisonment, imprisonment);
  3. conclusion, result or consequence of something (expert opinion, conclusion of the work).

What is "in custody"?

This combination is not a part of speech. It's just a word form created from a noun and a preposition. Conclusion example:

  • This man has been in prison for five years.
  • In conclusion, you always want to be free.

To make it clearer, this word can be replaced by several synonyms. For example:

  • captive;
  • in captivity;
  • locked up;
  • under supervision (in custody).

That is, if we are talking, for example, about the end of writing a report, then it will be easy to decide whether to write “in conclusion” or “in conclusion”. After all, sitting in prison, it is hardly possible to write a report. The proposal will turn out to be very absurd and incomprehensible to the reader. But to write some kind of final thought, the ending to the report - this is quite possible.

What is "in closing"?

This combination is a preposition, which is often written separately, with a recognizable ending "-ie" and speaks of the completion of something. For example:

  • At the end of the story, she bowed deeply and sat down in her place.
  • There were fireworks at the end of the performance.
  • At the end of the holiday, everyone received gifts.

If, after reading the examples, you still do not understand when “in conclusion” or “in conclusion” is used, then you can look at a few synonyms. For example:

  • finally;
  • at the end;
  • at the end.

That is, if we are talking, for example, about a long stay in prison, then hardly anyone will write “in conclusion”. This would be a completely unreadable sentence. But if you write that someone was imprisoned long time, the sentence will make sense.

Exceptions to the rules

As already known, the preposition "in" together with a noun that ends in "-i" in accusative and the ending of which coincides with the ending of the same noun in nominative case, is written as follows - "in conclusion". But there are also exceptions to the rule. For example:

  • He was interested in making a deal.(Many programs and online editors may flag this sentence as an error, but it is correct.)
  • In the conclusion of the course work, the teacher found an error.(Another example where you might think the sentence is wrong.)

The fact is that in the first and second examples, what is written is not a stable combination that includes the ending “-s”, but a free combination in the prepositional case. Therefore, in addition to having knowledge of the rules, it is also necessary to pay attention to the context in which a particular word is used in order not to make a mistake.

Additional writing examples

To finally understand when and what kind of “conclusion” is used, you can read a few more simple and not very examples:

  • At the end of the enthusiastic speech, the actor decided to thank his parents.
  • The bandit had two hostages in custody.
  • In conclusion, I would like to note that he was released on bail.
  • He will be imprisoned, and it is unlikely that bail will be posted for him.
  • Fireworks were fired at the end of the festival.
  • They found several errors in the expert's report.
  • At the conclusion of the transaction, all necessary changes were made.
  • All parties were interested in concluding the deal.

Instruction

At the end of a good term paper should always be reflected own work. All conclusions of the conclusion should be formulated concisely and objectively, that is, not contain emotional. The conclusion of the coursework should be holistic and sum up the whole work, give it completeness.

Would you like to know how members of the SAC define quality thesis? Teachers usually have no time to thoroughly read each "Talmud" - the main subject of their attention is the introduction and conclusion. It is here that the concept of the study and its significant results are presented in a condensed form. If they are written carelessly and illiterately, talk about high level no thesis is required. The ability to formulate clear conclusions is necessary both when writing and when preparing its presentation during the defense procedure.

You will need

  • - A computer;
  • - the text of the thesis.

Instruction

Your thesis must include at least two chapters, and each chapter - at least two. End each paragraph with a small intermediate conclusion, keeping within two or three paragraphs. At the end of the chapters, formulate a conclusion summarizing the main approaches and definitions presented in this part of the study.

Conclusions to all are given in the section "". The volume of the conclusion, on average, is from 2 to 4 pages. It would be a mistake for liberal arts students to assume that conclusions are just generalities. On the contrary, the conclusions of the study should be formulated as precisely, clearly, concisely as possible and the main theoretical and / or empirical results of the study.

One of better ways present the conclusions in the work - their thesis statement point by point. The number of points can vary from three to ten (there is no strict regulation here). This way of formulating the conclusions will allow both the reader and you yourself to “grasp” the key provisions of the thesis.

The conclusions of the thesis must be correlated with the tasks and hypotheses stated in the introduction. Indicate whether the assumptions you made at the beginning of the work were confirmed. Give, if necessary, forecasts regarding the phenomenon under study, designate further prospects for its study. Will be of great value practical advice in solving the identified problem.

Remember that the conclusions should not be formal, but meaningful. Therefore, do not write: "were revealed Various types…”, “the structure was described…”. Better: “the following types were identified…”, “the structure under study includes…”. Otherwise, the reader or listener will get an idea only about the directions and stages of your work, but not about concrete results.

note

Conclusions to the thesis do not involve any examples, citations or excessive detailing of a particular fragment of the study. All this should be contained in the main text of the work.

Helpful advice

Avoid abstract, general formulations that are loosely related to the specific topic of your research. A clear structure for the presentation of findings is welcome.

Sources:

  • Diploma Advisor
  • how to write a thesis
  • Sample conclusion of the thesis

The ability to write high-quality essays greatly facilitates the life of a student and schoolchild. Special attention when performing work, you need to pay final conclusion, since it is this part of the abstract that contains the final results of your research activities.

How to write a conclusion.

The conclusion is brief retelling all your work. Kind of like an introduction. But if the introduction is an introduction to your work, then the conclusion is its result. And the conclusion should be written in other words than the introduction.

The conclusion can be written in the following way. The introduction takes 3-4 pages. Items are not numbered.

Relevance of the problem.

Brief review of the theoretical part.

The aim of our empirical study was….

We set ourselves the following tasks….

We used the following methods...

Participated in the study... man, they were... (those).

We got the following results….

How to write conclusions

Conclusions are an even more concise summary of all your work. Occupy 1-1, 5 pages, no more. The pins are numbered. You can have 4 - 7 pins. The size of one output is approximately one paragraph (5 - 10 lines).

1 conclusion is written according to the theory.

The remaining conclusions are written according to the empirical part. It is possible to draw a conclusion in each conclusion according to one of the methods used. Then the number of empirical findings will coincide with the number of methods. It is better, of course, to draw conclusions not by methods, but by reliable results obtained by you using mathematical statistics. In this case, one conclusion will include or the conclusion about the presence of one relationship between two psychological indicators (“there is a significant positive relationship between the aggressiveness of parents and children, the Pearson correlation coefficient is 0.5, R<0, 05»), или заключение о наличии различий между двумя группами людей (« существуют различия в уровне интеллекта детей из неполных семей и детей из полных семей; средний уровень IQ детей из неполных семей достоверно выше на 6,2 балла, по критерию Стьюдента с R<0,05).Один вывод может быть посвящен описанию психологических показателей между которыми достоверные различия или взаимосвязи отсутствуют. При желании последний вывод можно сделать теоретическим, обобщающимсявсе полученные результаты.

An example of writing a conclusion and conclusions on the topic "Peculiarities of short-term memory in children with mental retardation"

Conclusion

The particular relevance of studying the memory of children with mental retardation is due to the fact that it is sufficient maturity cognitive processes is often the main reason for the difficulties that children with mental retardation have when studying at school. As shown by numerous clinical and psychological and pedagogical studies, a significant place in the structure of the defect in mental activity in this developmental anomaly belongs to memory impairment. In view of the fact that the program of special educational institutions for children with mental retardation provides for their education in the volume of a secondary school, the creation of a system of remedial education for such students necessarily involves a thorough study of the originality of their memory, which can help find ways and methods to improve it.

According to the Institute of Correctional Pedagogy of the Russian Academy of Education, the number of children with mental retardation is 5.8% of all primary school students. However, only 30% of them, after completing primary school, can be transferred to the general education school program, the rest must be trained under the program for children with mental retardation. This testifies to the insufficiently effective correctional work with students at an early stage of their education and the lack of an individual approach in working with such children.

The scientific basis for the approach to the problem of correction of defects in children with mental retardation was the theory of the development of children under the influence of education, which was developed by L.S. Vygodsky and his colleagues. Their works show that in children with mental retardation, under the influence of education, complex types of mental activity are formed. L.S. Vygodsky emphasized that in addition to defects, children with mental retardation also have intact aspects of the psyche, relying on which one can educate mental development, smoothing out their shortcomings. The scientifically substantiated thesis of L.S. Vygodsky about the possibility and necessity of the formation in children of relatively complex types of mental activity in the learning process is the basis on which the principles of correctional work with children of this category have developed.

A comprehensive study of the clinical, psychological characteristics of children with mental retardation and their potential (M.S. Pevzner, T.A. Vlasova, K.S. Lebedinskaya, R.I. Machinskaya, M.I. Fishman, U.V. Ulyankova and others) showed that in children with mental retardation, almost all neuropsychological indicators are lower than those of healthy children.

In this case, memory indicators (visual and auditory) differ to the greatest extent. And memory, according to L.S. Vygodsky at primary school age is one of the leading mental functions, as it plays a significant role in the formation of thinking, speech, and general regulation of activity. Unformed mystical processes is one of the common causes of school failure in children. Studies by domestic psychologists have shown that short-term memory plays an important role in the learning process, thanks to which the information perceived by the child is stored for a short time necessary to solve the task (reading, copying from a blackboard or book, visual counting, etc.). At primary school age, at the initial stages of learning to read, the role of short-term visual memory is especially great, since it determines the rate of recognition of letters and their combination into words and their subsequent coding when translating visual images into verbal ones. To date, a strict relationship has been established between the level of development of short-term visual memory and mastery of reading.

As you know, primary school age is sensitive for the formation of higher forms of voluntary memorization, therefore, targeted developmental work on mastering mnemonic activity is the most effective during this period. Improving memory in primary school age is primarily due to the acquisition in the course of educational activities of various methods and strategies of memorization associated with the organization and processing of memorized material. However, without special work aimed at the formation of such methods, they develop spontaneously and often turn out to be unproductive. The earliest technique is the translation of visual information through open or internal verbalization into auditory memory, in contra it is stored through repetition.

The purpose of our empirical study was to study the characteristics of short-term memory in children of primary school age with mental retardation, as well as a comparative analysis of the memory characteristics of children with mental retardation and healthy children.

The subject of the study was short-term memory. The object of the study were junior schoolchildren 8-9 years old - 42 people. The main group consisted of students of a special class for children with mental retardation - 21 students. For comparison, normally developing children, successfully coping with the school program - 21 children were involved in the research.

We assumed that mental retardation has a negative impact on the level of development of short-term memory in children of primary school age compared with healthy children of the same age.

In the work, we used methods for diagnosing visual and auditory short-term memory, as well as methods for clinical diagnostic analysis of findings and methods of mathematical statistics.

During the study, our hypothesis was confirmed. Defects in mnestic activity were found in children with mental retardation. Short-term visual memory for objects that are difficult to verbalize is most severely affected in children with mental retardation. In the test, children were asked to memorize drawings of abstract geometric shapes (circle, square, triangle, etc.). Of the various geometric shapes, children with mental retardation most often memorized those that were able to verbalize. Five children from this group called the circle - a ball or a ball. There was a typical for preschoolers replacement of geometric shapes with the name of an object similar in shape: for example, a square - a cube, a triangle - a roof. In contrast to children with mental retardation, healthy children less often replaced geometric shapes with names, such errors were rare in them.

Also, the difficulty in memorizing in children with mental retardation was caused by the test "Memorizing numbers". Children with mental retardation memorized numbers worse than words and easily verbalized pictures (ball, tree, etc.). The smallest memory impairments in children with mental retardation were found when they memorized objective images (easily verbalized pictures) and words.

As can be seen from our study, the more complex the mnestic task, the more pronounced are the differences in the organization of the memory of healthy children and children with mental retardation.

Thus, our study confirmed our hypothesis.

FINDINGS

1. Insufficient maturity cognitive processes is one of the main reasons for the difficulties that children with mental retardation have when studying at school. Clinical and psychological and pedagogical studies have shown that a significant place in the structure of a defect in mental activity in this developmental anomaly belongs to memory impairment. Many more complex defects are initially based on short-term memory impairment. The short-term memory of mentally retarded children is characterized by a number of peculiar features. Special literature provides data on the features of this type of memory in children with mental retardation. In particular, there is a decrease in the amount of memory, a slow increase in the productivity of memorization upon repeated presentation of the material, increased inhibition of traces by side interfering influences, violations of the order of reproduction of verbal and digital series.

2. Our empirical study showed that the processes of memorizing abstract objects, geometric figures, and numbers are most severely disturbed in children with mental retardation. .In the group of healthy children, all objects were able to recognize 6 children, and in groups with mental retardation - none. At the same time, 10 children (47%) in the group of children with normal mental development completed the test with medium and high rates, in the group of children with mental retardation - 8 children (38%).

3. In second place in terms of the degree of impairment in children with mental retardation is a violation of remembering numbers, since numbers also carry abstract information.It was found that the average indicator of short-term auditory memory for numbers in children with normal mental development is 5.1 ± 2.12. In children with mental retardation, this indicator was equal to 3.4 ± 1.48, which is significantly lower than in healthy children (according to Student's t-test, R<0,001).

4. Our study showed that the least memory impairment in children with mental retardation was found when they memorized specific verbal information, the highest was the amount of short-term memory for subject images (easily verbalized pictures) and words that also denote specific objects. The average indicator of recognition of easily verbalized objects in children with normal mental development is 8.4 ± 0.97, in children with mental retardation 7.7 ± 0.92, which, although less than the indicators of healthy children, is within the limits of the normal volume of short-term memory.