The construction of the conclusion is similar to the introduction, in which you make general introductory statements and then present your thesis.
The difference is that in the conclusion you first , or state in different words, your thesis and then follow up with general concluding remarks.
Repeating your thesis reminds your readers of the major arguments you have been trying to prove and also indicates that your essay is drawing to a close.
A strong conclusion also reviews your main points and emphasizes the importance of the topic.
However, if you have worked hard to write the introduction and body, your conclusion can often be the most logical part to compose.
Keep in mind that the ideas in your conclusion must conform to the rest of your essay.It is not unusual to want to rush when you approach your conclusion, and even experienced writers may fade.But what good writers remember is that it is vital to put just as much attention into the conclusion as in the rest of the essay.As you move deeper into your introduction, you gradually narrow the focus, moving closer to your thesis.Moving smoothly and logically from your introductory remarks to your thesis statement can be achieved using a Immediately capturing your readers’ interest increases the chances of having them read what you are about to discuss.After all, a hasty ending can undermine an otherwise strong essay.A conclusion that does not correspond to the rest of your essay, has loose ends, or is unorganized can unsettle your readers and raise doubts about the entire essay.This strong closing statement will cause your readers to continue thinking about the implications of your essay; it will make your conclusion, and thus your essay, more memorable.Another powerful technique is to challenge your readers to make a change in either their thoughts or their actions. It does the same job for an essay as the topic sentence does for a paragraph.In a paragraph, the topic sentence tells the reader what the subject of the paragraph will be and how it will be developed.