In the minds of most students, the course work is a scientific text, which should consist of theoretical and practical parts. Sometimes late we remember that writing a term paper obliges us to make an introduction and a conclusion to it.
An introduction and conclusion to any work is like a frame for your work: whether it be a painting, a photograph, or a term paper. Taking care of a beautiful and suitable “frame” is the key to the successful delivery of the result of your hard work.
The frame “looks” very well, as fully as possible suitable for the style of the work. Inappropriate – a frame cut off from the context of the work, sadly fitting your coursework masterpiece, and rather annoying with its irrelevance (or wretchedness, when, for example, the introduction takes half a page, and the conclusions are the same).
We are constantly confronted with this perception “by the wrapper”: most often in the work they look at the introduction and conclusions. Why then are we working on a full-fledged thirty (at least!) page if it is not interesting to anyone?! But this is the point: if your results are of interest to the reader, he will definitely refer to the full text in order to track how you came to such conclusions.
Table Of Contents
Requirements for the introduction and conclusion of the course work
The introductory part introduces what will be presented in the work, and what interesting things can be read here. Of course, this is not an article from the social network of some famous blogger, generously seasoned with humor and incidents from life. But, nevertheless, in the course work, the results of interesting research are often presented.
Of the advantages: the particular laws of science are more accurately traced, the representativeness of the results is more strictly controlled: not “Well, I shield myself like that!”, But reasonably and provably.
The structure of the introduction includes the formulation of the relevance of the topic of the course work, mentioning the main researchers of this topic, indicating the purpose and objectives of the course work, describing the object and subject of research, presenting research methods and the base (sample of subjects).
In fact, course work is a training base: we learn. We learn to formulate and correctly express our thoughts, structure the work done, analyze and generalize, digest information and skillfully present it. It is our skills in structuring and generalizing information that are most clearly manifested in writing a conclusion to a coursework.
The final part implies a brief summary of the obtained results of hypothesis testing, a description of the main research achievements. It reveals point by point what was achieved in the course work and, importantly, how it relates to our initial goals and objectives.
The Conclusion is a summary of what has been done and what remains to be done. We not only draw the line using the standard clichés “In this way”, “Based on the results obtained”, “We have come to a conclusion,” etc., but also summarize the content of the scientific contradiction we resolved.
So, the introduction and conclusion of the coursework is something that should be taken care of especially carefully when writing a work or asking for paper writing service online.
The key components of the introduction are the relevance of the topic, purpose, objectives, object and subject, as well as research methods and hypothesis. A high-quality introduction to coursework is a guarantee that our work will be paid attention. And that’s what we need
Structure and main components of the introduction
So the introduction. How do we act when we pick up a new book? Of course, first we look at its cover. But what can we learn from it, besides admiration (or vice versa, how lucky) the skill of the designer? To understand the essence, we read the introductory part.
It is the introduction that sets us up in the right reading mood, describes what we have to get to know in the course of reading, points out important aspects that should not be overlooked.
The principle of writing an introduction to a term paper is the same. Our task as an author is to give the reader a short description of “what will be”:
- Why would he read a paper on your topic? This question is answered by the item “relevance of the research topic.”
- Why did you even write this? The answer to this question will be given in the paragraph “purpose of the study”.
- How are you going to achieve such a lofty goal? And this question will be answered by a special item called “research tasks”.
- And what, in fact, are we studying? We indicate this in the object of research, and clarify in the subject.
- How do we learn this? The answer is in the paragraph “research methods”.
- Who are the test subjects, who did they practice on? The item “research sample” will give an answer to this.
Each of the structural elements of the introduction will further guide your reader in what and how. Armed with primary knowledge, he is more consciously able to immerse himself in the reading of the course work.
Hypothesis and Research Methods – Writing Guidelines
When we start choosing a topic for a term paper, we already assume something in advance (well, apart from a good grade, a standing ovation at the defense and receiving a credit). That is, we estimate what the approximate results will be in the end. But since we do not know this for sure, but only speculate, our assumption is called the buzzword “hypothesis”.
Assumption in the coursework, i.e. the hypothesis should be moderately bold, but not a priori obvious (because what was all the fuss about writing the work). Usually, in the formulation of a hypothesis, we assume that there is some pattern. For example, are weather and mood related? By the way, a topical question.
At the same time, the hypothesis often cannot answer the question “what influences what”. In the above example: perhaps the bad weather affected the mood, and it became dull, or maybe the good mood made it possible to perceive the weather as not so dull (which is undoubtedly more pleasant).
Working methods help us get the tools with which we can test our hypothesis. Methods are all the means and methods that we use, and that lead us to get the result.
USEFUL! The methods must be adequate to the hypothesis. We don’t eat soup with a fork. The surgeon does not perform the operation with a kitchen knife – for this he has a suitable instrument – a scalpel. The main condition for the application of any method is proportionality to the hypothesis.
The generally accepted division of methods is theoretical and practical (applied). The pattern is the same: adequacy and proportionality. We apply theoretical methods to theoretical material, and practical ones to research material. You can’t get to a book with a scalpel, at least the result is clearly not suitable for term paper.
So, the hypothesis and research methods are the determining factors in how you should read and understand your work: this is an answer to the question of in which direction you conquered research peaks to achieve the best (in this place we correct virtual glasses) result.
We do not confirm the hypothesis in the work, as many mistakenly believe. We check it. The hypothesis can be confirmed, it can be disproved, and the latter will not in any way affect the scientific weight of your work (sometimes it even adds a couple of coins to the piggy bank of success)
How to correctly write a conclusion to the coursework?
We can thoroughly and seriously investigate any issue as much as we like, but if the result is clear only to us, it will turn out to be meaningless. Any scientific work is valuable when it became public – it was published, presented orally, or at least it was printed and shown to parents at dinner. To make the result of our work clear to someone else, we formulate it in the form of conclusions.
In everyday life, we do this constantly: we summarize what has been said, generalize what we have heard, draw a line under what happened, etc. Getting any result, we conclude: only in the morning we understand that it was not worth going to the club yesterday in front of today’s couples. Whether we will apply the obtained conclusion before the next party is a big question, but we have already made a conclusion from our past state.
IMPORTANT! Good, correct conclusions are “expensive.” They define all the work, they are worth investing in with special return, and everything is written carefully. After all, if we miss something, we simply level out part of the work done, and if we spread our thoughts along the tree, the reader will not understand anything, and will discard this information from attention. And we tried.
Conclusions are best written on the tasks that we set ourselves in the introduction. For example, we set ourselves tasks for the next day. Wash the dishes after breakfast, buy pet food, iron your socks and pay your internet bill (God forbid they turn it off!).
When this or that task is completed, we simply cross it out, or state “done”. But in term paper, you can’t write that way. After all, our tasks are not so linear and simple – they are associated with a more voluminous result, which, in addition to “yes / no”, also presupposes a detailed description. We bought food – which one, how many pieces, how long it will last – all this information fills our action with more complete content, making it possible for a third party to figure it out. After all, the reader does not even know what kind of animal lives with you – and you must give the answers to these “rhetorical questions” to your reader, because he may not guess, and it is unlikely that you will be able to ask a question to the text of your term paper.
NOTE! The conclusion should be as complete as possible, but also moderately short: so that it becomes immediately clear what results we have come to, and that the simplest questions of the format “what are we talking about” do not arise.
Another thing is the questions that you can pose as a result of the work done, as a groundwork for future research. This is already the section “prospects for further research.” And the scientific question is very good, the solution of which has raised new questions: this is the engine of science. And we know: a correctly posed question is already a path to finding an answer to it.
Thus, the conclusions to the course work are not only a description of the results obtained, but also a reflection of our ability to present these results. This skill is a very useful skill in any job, even if the result is not as significant as expected.