Your conclusion

A conclusion is generally 5-10% of the word count. You will have to re-state or summarise the main points of the assignment but a good conclusion is more than a simple summary - it will be a synthesis of the material you have covered. A synthesis is a joining together of all your points into a coherent whole which will be the answer to the question you have been asked to answer. Your tutor will also be able to see what your opinion is on the topic from the way that you compose your synthesis. You will have concluded the discussion of the topic with a clear answer to the question.

A conclusion will also:

signpost back to the introduction. This might include reusing some key words from the introduction or recapping the main points.
will not include any new evidence (everything should have been mentioned in the main body of your assignment already)
is likely to also include some in-text citations as you reference points or information you mention in the assignment
might make recommendations depending on the type of assignment you are completing. Recommendations are common in reports or case studies for example
refer back to the question posed in the title and show that it has been answered
give a sense of the’ ending’
show that the writer has done what they proposed to do
try to start your conclusion with a good transition sentence. Try not to not to start with 'In conclusion'

The 'So what?' test

A good way to recognise if you have written a good conclusion is to try the 'so what?' test. After every sentence in your conclusion ask yourself 'so what?' or 'why should anybody care' If you can't answer these questions then you have probably written a summary or recap of your assignment and the critical element of synthesis is missing. It is a very effective way to check. Try for yourself in the following example:

This is the original version and at first glance it fulfills most of the elements of a good introduction. But when you apply the 'So what? test it becomes clear that there are some key critical elements missing. Read the original first and then read my breakdown.

The centrality of play for children’s emotional development. (2nd Year essay, 1000 words)

Whether play is lone or as a group, puppetry can provide an enjoyable and therapeutic outlet for self-expression and a means to understand difficult emotions. Emotions are a core part of being human, and the ability to recognise emotional states will improve one’s own well-being and fortify positive relationships (Goddard et al., 2013). The ambiguity of puppetry leaves it open to more than one interpretation, through the adaptation of any household object or shadow, emphasising the importance of creativity and the imagination in childhood (Kitson, 2010). The centrality of play in children’s emotional development as explored through puppetry, can be used to stimulate sensory and symbolic play, enhanced through Vygotsky’s ZPD theory where learning can be supported by a more knowledgeable other. Therefore, as advocated by the UNCRC and the EYFS, play is an essential part of childhood and, as identified in my introduction, is critical to the emotional development of all children.

The centrality of play for children’s emotional development. (2nd Year essay, 1000 words)

Whether play is lone or as a group, puppetry can provide an enjoyable and therapeutic outlet for self-expression and a means to understand difficult emotions.

So what? The next sentence is a good answer to that question - it rounds out the first sentence.

Emotions are a core part of being human, and the ability to recognise emotional states will improve one’s own well-being and fortify positive relationships (Goddard et al., 2013).

So what? This is a good follow on sentence from the first but there is no critical link with the next.

The ambiguity of puppetry leaves it open to more than one interpretation, through the adaptation of any household object or shadow, emphasising the importance of creativity and the imagination in childhood (Kitson, 2010).

So what? This sentence is simply stating that puppetry is open to interpretation; there is no analysis or evaluation of the idea - no critical thought. There is no link with the next point. I also realised that there were some key points missing from the body of the essay which have been included in the rewritten version.

The centrality of play in children’s emotional development as explored through puppetry, can be used to stimulate sensory and symbolic play, enhanced through Vygotsky’s ZPD theory where learning can be supported by a more knowledgeable other.

So what? This is simply a piece of information. What does it mean for emotional development? When the information about ZPD is moved to the previous paragraph and linked (good critical thinking) with the information on how play can help children learn it allows the reader to see that you can join the individual elements of an essay together (synthesis).

Therefore, as advocated by the UNCRC and the EYFS, play is an essential part of childhood and, as identified in my introduction, is critical to the emotional development of all children.

So what? There is a good link to the introduction here but there is no link to the previous sentence or how that would answer why play is critical for emotional development.

The following is a rewritten version with some additional material from the body of the essay and some change of sentence order. (Note: there is some language that could be improved but we are looking for critical thinking and good synthesis here at this stage.)

Whether play is lone or as a group, puppetry can provide an enjoyable and therapeutic outlet for self-expression and a means to understand difficult emotions.

Emotions are a core part of being human, and the ability to recognise emotional states will improve one’s own well-being and fortify positive relationships (Goddard et al., 2013).

Play using puppets can be used to stimulate sensory and symbolic play which can help children rehearse feelings, develop schemas and respond to the needs of others. Using puppets as a group can ensure that Vygotsky’s ZPD theory is put into practice where learning can be supported by a more knowledgeable other.

The wide range of play opportunities afforded by puppets helps children to develop emotionally. As mentioned in my introduction, play is an essential part of childhood emotional development (United Nations, 2017, DfE, 2017); using puppets in the classroom as part of everyday play is one way of supporting this.