Introductions and conclusions
Starting strong and finishing well can make or break your writing. A clear introduction sets the tone and shows where you’re heading, while a solid conclusion ties everything together and leaves a lasting impression.
What is an introduction for?
When we prepare an assignment to submit at university, we always write as if for a stranger who is unfamiliar with the topic. This stance ensures that we are focused on being clear and thorough in our writing. Your reader should be able to understand your context and argument without knowing anything about the topic in advance.
Therefore, it is critical that you clearly introduce your reader to the topic you are going to explore and outline what you are going to cover. There should be no surprises in academic writing - show your reader right from the start that you are in control of your argument.
The introduction creates an opportunity for you to demonstrate this.
Introduction structure
Although each introduction will look unique, you don’t have to invent the structure every time.
Here is a formula you can use for every introduction you write. Generally, your introduction makes up approximately 10-15% of your total length. So, if you were asked to write a 2,000-word essay, your introduction would be about 200–300 words, as a general estimate.
An introduction typically contains four parts.
Four parts of an introduction
Start your introduction by providing some context for your topic. Remember that it is possible that your reader has never encountered this topic before. What might they need to know now to make sense of the writing to come?
You might:
- define the key terms
"This essay explores ‘attachment theory’, which Bowlby (1969) defines as...." - introduce the central concepts
"Two key concepts will be interrogated in this essay: ethics and professionalism in nursing..." - introduce the overall focus of the essay.
"The impacts of colonisation in Australia will be discussed, with a specific focus on the Stolen Generation..."
This first step can be done in a sentence or two.
Next, you are going to tell your reader how you propose to approach or tackle your topic. What aspect of this subject matter are you focusing?
For example, you might choose to focus on:
- a specific theoretical approach to the topic
"...in examining Bowlby’s theory, this essay will apply a feminist theoretical approach to illuminate the gendered assumptions underpinning it..." - a particular aspect or component of the topic
"...The essay takes as its focus the responsibilities of the nurse as outlined in ethical and professional guidelines (NMBA, 2018; ICN 2021) in the context of paediatric care where the parents are not compliant with medical advice..." - a period or context.
"...Within this complex historical context, the essay will examine the Australian Government’s apology to the Stolen Generation..."
Next you state the main argument or focus for the body of your essay based on the background information you provided for the reader.
Ensure all key words from the essay topic have been introduced by this stage, so that your reader has the complete context for your argument.
You could use the following sentence starter as a guide. This ‘step’ can be as simple as that.
- "This essay will argue that..."
The last thing you need to do in your Introduction is inform your reader what is coming next.
The next part of the essay is the Body. You need to tell your reader what the main points in the Body paragraphs will be about.
By doing this, you will also be telling your reader the structure of the essay to come.
Now your reader will know precisely what you are going to cover, and in what order, so that there are no surprises and so they understand the logic of your argument.
For example, you could write something as straightforward as: "This essay will explore these issues by first looking at [topic of paragraph 1]; second, examining [topic of paragraph 2] and finally, discussing [topic of paragraph 3]..."
What is a conclusion for?
The conclusion is where you wrap it all up.
This includes your thesis statement, and an outline of your arguments from the body. You then close with a general statement such as any recommendations about further research (if that’s appropriate), or a general summary sentence.
There should be no new information in the conclusion and no references. If a point is important, it should be in the body. The conclusion is your own summary of your essay and what it has achieved.
Conclusion structure
Like the introduction, you don’t have to invent the structure of your conclusion.
In fact, the conclusion follows the same four steps you used in your introduction, just in the opposite order.
That is, your conclusion will be structured like this:
[1] Reiterate your thesis statement or argument [2] Remind your reader of the main ideas covered in the Body [3] Remind your reader of the focus of your argument [4] Concluding statement – background or broad context for topic
Let’s look at each of these in more detail.
Four parts of a conclusion
For example, you could start with something as simple as:
"This essay has argued that..."
For example:
"...By first looking at [topic of Paragraph 1]...second, examining [topic of Paragraph 2], and third, interrogating [topic of Paragraph 3]..."
What was the angle or context for your essay?
For example:
"...Within the context of these topics, the essay took as its specific focus..."
Include a reminder of the broad background context for your topic.
For example:
- "Taken together, it was found that..."
- "In conclusion, the essay demonstrated that..."
The sentence starters for each ‘step’ of the conclusion are just examples. You'll think of something better. The important thing to remember is that if you follow this structure, your essay will conclude clearly and provide a sense of closure on the topic for your reader.
Essay topic: Analyse the role of the MCH nurse working in partnership with the family to care for a child with a diagnosed developmental delay.
| Conclusion structure | Conclusion example |
| Reminder of thesis statement | This essay provided a critical analysis of the role of the MCHN for families once their child has a diagnosed developmental delay, arguing that while important, MCHN practitioners may be just one professional support required. |
| Re-statement of main points | The appropriateness of MCHN involvement was questioned particularly from the view of not wanting to place a greater burden on a family who may already have multiple practitioners involved in their care, and a time consuming schedule of appointments. It is acknowledged that in some circumstances particularly where there are complex needs, it may be in the families’ best interests to not have MCHN involvement. However, the MCHN’s availability could be invaluable for families who require support if issues arise… For families who do have ongoing contact with the MCHN service, the role of the MCHN may involve assisting parents with their child’s basic needs of attachment, feeding, sleep and behaviour, and normalising behaviour which is not part of the delay… As the need arises, the MCHN can offer information and referral to support services, and as a free service the MCHN does not add to the financial burden on the family. |
| Reiteration of focus | In addressing these issues, the essay therefore interrogated the MCHN role not only with families in general, but specifically in the context of disability, an under-studied context, |
| Concluding statement | finding that when families need to share and be heard, the MCHN may be the only person that mothers and families can go to. As such, the MCHN role is vital for the health and wellbeing of the family. |
(Adapted from LaTrobe University, 2014)