conclusion speech definition

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

11.2 Steps of a Conclusion

Learning objectives.

• Examine the three steps of an effective conclusion: restatement of the thesis, review of the main points, and concluding device.
• Differentiate among Miller’s (1946) ten concluding devices.

Matthew Culnane – Steps – CC BY-SA 2.0.

In Section 11.1 “Why Conclusions Matter” , we discussed the importance a conclusion has on a speech. In this section, we’re going to examine the three steps in building an effective conclusion.

Restatement of the Thesis

Restating a thesis statement is the first step in a powerful conclusion. As we explained in Chapter 9 “Introductions Matter: How to Begin a Speech Effectively” , a thesis statement is a short, declarative sentence that states the purpose, intent, or main idea of a speech. When we restate the thesis statement at the conclusion of our speech, we’re attempting to reemphasize what the overarching main idea of the speech has been. Suppose your thesis statement was, “I will analyze Barack Obama’s use of lyricism in his July 2008 speech, ‘A World That Stands as One.’” You could restate the thesis in this fashion at the conclusion of your speech: “In the past few minutes, I have analyzed Barack Obama’s use of lyricism in his July 2008 speech, ‘A World That Stands as One.’” Notice the shift in tense: the statement has gone from the future tense (this is what I will speak about) to the past tense (this is what I have spoken about). Restating the thesis in your conclusion reminds the audience of the major purpose or goal of your speech, helping them remember it better.

Review of Main Points

After restating the speech’s thesis, the second step in a powerful conclusion is to review the main points from your speech. One of the biggest differences between written and oral communication is the necessity of repetition in oral communication. When we preview our main points in the introduction, effectively discuss and make transitions to our main points during the body of the speech, and finally, review the main points in the conclusion, we increase the likelihood that the audience will retain our main points after the speech is over.

In the introduction of a speech, we deliver a preview of our main body points, and in the conclusion we deliver a review . Let’s look at a sample preview:

In order to understand the field of gender and communication, I will first differentiate between the terms biological sex and gender. I will then explain the history of gender research in communication. Lastly, I will examine a series of important findings related to gender and communication.

In this preview, we have three clear main points. Let’s see how we can review them at the conclusion of our speech:

Today, we have differentiated between the terms biological sex and gender, examined the history of gender research in communication, and analyzed a series of research findings on the topic.

In the past few minutes, I have explained the difference between the terms “biological sex” and “gender,” discussed the rise of gender research in the field of communication, and examined a series of groundbreaking studies in the field.

Notice that both of these conclusions review the main points originally set forth. Both variations are equally effective reviews of the main points, but you might like the linguistic turn of one over the other. Remember, while there is a lot of science to help us understand public speaking, there’s also a lot of art as well, so you are always encouraged to choose the wording that you think will be most effective for your audience.

Concluding Device

The final part of a powerful conclusion is the concluding device. A concluding device is essentially the final thought you want your audience members to have when you stop speaking. It also provides a definitive sense of closure to your speech. One of the authors of this text often makes an analogy between a gymnastics dismount and the concluding device in a speech. Just as a gymnast dismounting the parallel bars or balance beam wants to stick the landing and avoid taking two or three steps, a speaker wants to “stick” the ending of the presentation by ending with a concluding device instead of with, “Well, umm, I guess I’m done.” Miller observed that speakers tend to use one of ten concluding devices when ending a speech (Miller, 1946). The rest of this section is going to examine these ten concluding devices.

Conclude with a Challenge

The first way that Miller found that some speakers end their speeches is with a challenge. A challenge is a call to engage in some kind of activity that requires a contest or special effort. In a speech on the necessity of fund-raising, a speaker could conclude by challenging the audience to raise 10 percent more than their original projections. In a speech on eating more vegetables, you could challenge your audience to increase their current intake of vegetables by two portions daily. In both of these challenges, audience members are being asked to go out of their way to do something different that involves effort on their part.

Conclude with a Quotation

A second way you can conclude a speech is by reciting a quotation relevant to the speech topic. When using a quotation, you need to think about whether your goal is to end on a persuasive note or an informative note. Some quotations will have a clear call to action, while other quotations summarize or provoke thought. For example, let’s say you are delivering an informative speech about dissident writers in the former Soviet Union. You could end by citing this quotation from Alexander Solzhenitsyn: “A great writer is, so to speak, a second government in his country. And for that reason no regime has ever loved great writers” (Solzhenitsyn, 1964). Notice that this quotation underscores the idea of writers as dissidents, but it doesn’t ask listeners to put forth effort to engage in any specific thought process or behavior. If, on the other hand, you were delivering a persuasive speech urging your audience to participate in a very risky political demonstration, you might use this quotation from Martin Luther King Jr.: “If a man hasn’t discovered something that he will die for, he isn’t fit to live” (King, 1963). In this case, the quotation leaves the audience with the message that great risks are worth taking, that they make our lives worthwhile, and that the right thing to do is to go ahead and take that great risk.

Conclude with a Summary

When a speaker ends with a summary, he or she is simply elongating the review of the main points. While this may not be the most exciting concluding device, it can be useful for information that was highly technical or complex or for speeches lasting longer than thirty minutes. Typically, for short speeches (like those in your class), this summary device should be avoided.

Conclude by Visualizing the Future

The purpose of a conclusion that refers to the future is to help your audience imagine the future you believe can occur. If you are giving a speech on the development of video games for learning, you could conclude by depicting the classroom of the future where video games are perceived as true learning tools and how those tools could be utilized. More often, speakers use visualization of the future to depict how society would be, or how individual listeners’ lives would be different, if the speaker’s persuasive attempt worked. For example, if a speaker proposes that a solution to illiteracy is hiring more reading specialists in public schools, the speaker could ask her or his audience to imagine a world without illiteracy. In this use of visualization, the goal is to persuade people to adopt the speaker’s point of view. By showing that the speaker’s vision of the future is a positive one, the conclusion should help to persuade the audience to help create this future.

Conclude with an Appeal for Action

Probably the most common persuasive concluding device is the appeal for action or the call to action. In essence, the appeal for action occurs when a speaker asks her or his audience to engage in a specific behavior or change in thinking. When a speaker concludes by asking the audience “to do” or “to think” in a specific manner, the speaker wants to see an actual change. Whether the speaker appeals for people to eat more fruit, buy a car, vote for a candidate, oppose the death penalty, or sing more in the shower, the speaker is asking the audience to engage in action.

One specific type of appeal for action is the immediate call to action . Whereas some appeals ask for people to engage in behavior in the future, the immediate call to action asks people to engage in behavior right now. If a speaker wants to see a new traffic light placed at a dangerous intersection, he or she may conclude by asking all the audience members to sign a digital petition right then and there, using a computer the speaker has made available ( http://www.petitiononline.com ). Here are some more examples of immediate calls to action:

• In a speech on eating more vegetables, pass out raw veggies and dip at the conclusion of the speech.
• In a speech on petitioning a lawmaker for a new law, provide audience members with a prewritten e-mail they can send to the lawmaker.
• In a speech on the importance of using hand sanitizer, hand out little bottles of hand sanitizer and show audience members how to correctly apply the sanitizer.
• In a speech asking for donations for a charity, send a box around the room asking for donations.

These are just a handful of different examples we’ve actually seen students use in our classrooms to elicit an immediate change in behavior. These immediate calls to action may not lead to long-term change, but they can be very effective at increasing the likelihood that an audience will change behavior in the short term.

Conclude by Inspiration

By definition, the word inspire means to affect or arouse someone. Both affect and arouse have strong emotional connotations. The ultimate goal of an inspiration concluding device is similar to an “appeal for action” but the ultimate goal is more lofty or ambiguous; the goal is to stir someone’s emotions in a specific manner. Maybe a speaker is giving an informative speech on the prevalence of domestic violence in our society today. That speaker could end the speech by reading Paulette Kelly’s powerful poem “I Got Flowers Today.” “I Got Flowers Today” is a poem that evokes strong emotions because it’s about an abuse victim who received flowers from her abuser every time she was victimized. The poem ends by saying, “I got flowers today… / Today was a special day—it was the day of my funeral / Last night he killed me” (Kelly, 1994).

Conclude with Advice

The next concluding device is one that should be used primarily by speakers who are recognized as expert authorities on a given subject. Advice is essentially a speaker’s opinion about what should or should not be done. The problem with opinions is that everyone has one, and one person’s opinion is not necessarily any more correct than another’s. There needs to be a really good reason your opinion—and therefore your advice—should matter to your audience. If, for example, you are an expert in nuclear physics, you might conclude a speech on energy by giving advice about the benefits of nuclear energy.

Conclude by Proposing a Solution

Another way a speaker can conclude a speech powerfully is to offer a solution to the problem discussed within a speech. For example, perhaps a speaker has been discussing the problems associated with the disappearance of art education in the United States. The speaker could then propose a solution of creating more community-based art experiences for school children as a way to fill this gap. Although this can be an effective conclusion, a speaker must ask herself or himself whether the solution should be discussed in more depth as a stand-alone main point within the body of the speech so that audience concerns about the proposed solution may be addressed.

Conclude with a Question

Another way you can end a speech is to ask a rhetorical question that forces the audience to ponder an idea. Maybe you are giving a speech on the importance of the environment, so you end the speech by saying, “Think about your children’s future. What kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—or one that is filled with smog, pollution, filth, and disease?” Notice that you aren’t actually asking the audience to verbally or nonverbally answer the question; the goal of this question is to force the audience into thinking about what kind of world they want for their children.

Conclude with a Reference to Audience

The last concluding device discussed by Miller (1946) was a reference to one’s audience. This concluding device is when a speaker attempts to answer the basic audience question, “What’s in it for me?” The goal of this concluding device is to spell out the direct benefits a behavior or thought change has for audience members. For example, a speaker talking about stress reduction techniques could conclude by clearly listing all the physical health benefits stress reduction offers (e.g., improved reflexes, improved immune system, improved hearing, reduction in blood pressure). In this case, the speaker is clearly spelling out why audience members should care—what’s in it for them!

Informative versus Persuasive Conclusions

As you read through the ten possible ways to conclude a speech, hopefully you noticed that some of the methods are more appropriate for persuasive speeches and others are more appropriate for informative speeches. To help you choose appropriate conclusions for informative, persuasive, or entertaining speeches, we’ve created a table ( Table 11.1 “Your Speech Purpose and Concluding Devices” ) to help you quickly identify appropriate concluding devices.

Table 11.1 Your Speech Purpose and Concluding Devices

Key Takeaways

• An effective conclusion contains three basic parts: a restatement of the speech’s thesis; a review of the main points discussed within the speech; and a concluding device that helps create a lasting image in audiences’ minds.
• Miller (1946) found that speakers tend to use one of ten concluding devices. All of these devices are not appropriate for all speeches, so speakers need to determine which concluding device would have the strongest, most powerful effect for a given audience, purpose, and occasion.
• Take the last speech you gave in class and rework the speech’s conclusion to reflect the three parts of a conclusion. Now do the same thing with the speech you are currently working on for class.
• Think about the speech you are currently working on in class. Write out concluding statements using three of the devices discussed in this chapter. Which of the devices would be most useful for your speech? Why?

Kelly, P. (1994). I got flowers today. In C. J. Palmer & J. Palmer, Fire from within . Painted Post, NY: Creative Arts & Science Enterprises.

King, M. L. (1963, June 23). Speech in Detroit. Cited in Bartlett, J., & Kaplan, J. (Eds.), Bartlett’s familiar quotations (6th ed.). Boston, MA: Little, Brown & Co., p. 760.

Miller, E. (1946). Speech introductions and conclusions. Quarterly Journal of Speech, 32 , 181–183.

Solzhenitsyn, A. (1964). The first circle. New York: Harper & Row. Cited in Bartlett, J., & Kaplan, J. (Eds.), Bartlett’s familiar quotations (6th ed.). Boston, MA: Little, Brown & Co., p. 746.

Stand up, Speak out Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Module 6: Introductions and Conclusions

Functions of conclusions.

So: You are at the end of your speech, and you can’t wait to sit down and be done! You start speeding up your rate of delivery, but your volume goes down a bit because you are rushing and running out of breath. You finish the last main point of your speech and race off to your seat: That is not the best way to conclude a speech.

Just as with introductions, conclusions have specific functions to fulfill within a speech. And just as with introductions, there are a number of types of conclusions. In this section of this chapter, we will look at these functions, discuss the relationship between introductions and conclusions, and offer some strategies for preparing and delivering an effective conclusion.

“Cool Park Architecture / Tianjin, China” by SamHakes. morgueFile license .

The basic structure of a speech is not linear but circular. Speeches should not take you on a straight line from A to Z. Speeches should take you in a circle from A to Z. Speeches start at the top of the circle with the introduction, work their way all around the circle, and end up back at the top with the conclusion. All the parts fit together and flow together in this circle, and the conclusion takes you right back to the introduction—with an enhanced understanding of the topic.

Prepare the Audience for the End of the Speech

A speech does not just stop—or, to be more precise, a speech should not just stop. A speech, effectively structured and delivered, should move smoothly from point to point and then to the conclusion. One of the most important functions of the conclusion is to prepare the audience for the end of the speech.

Throughout the speech, you have been providing the audience with verbal and nonverbal cues to where you are going in the speech. As you move to the conclusion, you need to continue to provide these cues. You can use language cues (“now that we have seen that we can solve this problem effectively, we can review the entire situation”), movement cues (physically moving back to the center of the room where you began the speech), and paralinguistic cues (slow the rate of the speech, use more pauses) to help prepare your audience for the end of the speech.

When you prepare the audience for the end of the speech, you let them know that they need to be ready for any final comments or appeals from you, and that they should be prepared to acknowledge you as a speaker.

Present any Final Appeals

Depending on the type of speech you are presenting, you will be asking the audience for something. You may be asking them to act in a certain way, or to change their attitude toward a certain person or topic. You may be asking them to simply understand what you have had to say in your presentation. Regardless, one of the tasks of the conclusion is to leave the audience motivated positively toward you and the topic you have been presenting.

Psychologists and sociologists (as well as communication scholars) know that there is both a primacy and  recency effect in presenting information. [1] Essentially, people tend to better remember information presented first or last—they remember what they hear at the beginning of the speech or at the end. In presenting your appeals to the audience, you can take advantage of the recency effect to increase the likelihood of your audience acting on your appeals.

“LBJ at the University of Michigan” by Cecil W. Stoughton. Public domain.

Former President Lyndon Johnson, in a speech announcing a major policy initiative known as the Great Society, concluded his speech with a series of challenges and appeals to his audience.

For better or for worse, your generation has been appointed by history to deal with those problems and to lead America toward a new age. You have the chance never before afforded to any people in any age. You can help build a society where the demands of morality, and the needs of the spirit, can be realized in the life of the Nation.

So, will you join in the battle to give every citizen the full equality which God enjoins and the law requires, whatever his belief, or race, or the color of his skin?

Will you join in the battle to give every citizen an escape from the crushing weight of poverty?

Will you join in the battle to make it possible for all nations to live in enduring peace — as neighbors and not as mortal enemies?

Will you join in the battle to build the Great Society, to prove that our material progress is only the foundation on which we will build a richer life of mind and spirit?

There are those timid souls that say this battle cannot be won; that we are condemned to a soulless wealth. I do not agree. We have the power to shape the civilization that we want. But we need your will and your labor and your hearts, if we are to build that kind of society. [2]

“President Johnson poverty tour” by Cecil W. Stoughton. Public domain.

The appeals were significant in that the speech was delivered as a commencement address at the University of Michigan, at a time in American society when college and university students were protesting many government actions.

When Demosthenes was asked what were the three most important aspects of oratory, he answered, Action, Action, Action. – Plutarch

Summarize and Close

A conclusion is structural in function. Just as the introduction must include a statement of the purpose of the speech, as well as a preview of the main ideas of the speech, the conclusion must include a restatement of the thesis and a review of the main ideas of the speech. The review and restatement are mirror images of the preview statement in the introduction. Structurally, the restatement and review bring the speech back to the top of the circle and remind the audience where we started. Functionally, they help cue the audience that the end of the speech is coming up.

Let’s go back to the thesis and preview example. The example was from a speech on ethanol, and the sample thesis was “So right now let’s see how dependence on fossil fuels costs you money and how use of ethanol as a supplement will save you money and save the world from energy obsolescence.”

In the conclusion of this speech, one effective method to summarize and wrap-up is to simply restate the thesis and preview—but in the past tense, since we have now heard the speech.

Today we have seen how dependence on fossil fuels costs you money and how use of ethanol as a supplement will save you money and save the world from energy obsolescence. We learned first why we as a society are so dependent upon fossil fuels in the first place, and then secondly we found out what causes this dependence, and third, we saw how ethanol as a fuel supplement will help end this dependence, and finally we discovered how simple it is to implement this solution and make the world a better place for all of us.

By restating the thesis and reviewing the main ideas, you once again take advantage of both the primacy and recency effect, and you create a complete and coherent structure to your speech.

“BP Oil Flood Protest in New Orleans” by Derek Bridges. CC-BY .

End with a Clincher

With conclusions, however, there are some additional forms you may wish to use, and there are some variations and adaptations of the introductions that you will want to use as you prepare your conclusions.

Earlier in this section when we discussed introductions, it was argued that stories are quite possibly the most effective form of introduction: Stories appear to be almost “hard-wired” into our individual and cultural make-up; and stories have a built-in structure. Stories, then, also make excellent conclusions, and can be used as conclusions in at least two ways. First, you can complete the story that you started in the introduction. Remember: You stopped right before the climax or denouement, and now, you can finish the story. Alternatively, you can retell the story, and this time the story will reflect what the audience has learned from your speech. Either method provides coherence and closure to the story and the speech.

Humor also remains an effective type of conclusion, but the same dangers with the use of humor discussed in the section on introductions applies to the conclusion. Still, effective use of humor leaves the audience in a receptive frame of mind, and, so long as the humor is relevant to the speech, provides a positive reminder to the audience of the main purpose of the speech.

Because of the functions of conclusions, there are two additional types of conclusions you may wish to consider: Appeals and Challenges.

I appeal to you, my friends, as mothers: are you willing to enslave your children? You stare back with horror and indignation at such questions. But why, if slavery is not wrong to those upon whom it is imposed? – Angelina Grimke

Appeals and Challenges

Since the conclusion comes at the end of the speech, it is appropriate to leave the audience with an appeal or a challenge (or a combination of the two). Similar in nature, appeals and challenges primarily divide by tone. Appeals are generally phrased more as requests, while challenges can take on a more forceful tone, almost ordering or daring audiences to engage in thought or action.

“Martin Luther King Jr.” Public domain.

One of the most historically memorable and effective conclusions that utilized appeal and challenge was Dr. Martin Luther King Jr.’s I Have a Dream speech.

And so let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California. But not only that: Let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last! Free at last! Thank God Almighty, we are free at last! [3]

• Garlick, R. (1993). Verbal descriptions, communicative encounters and impressions. Communication Quarterly , 41 , 394 – 404. ↵
• Johnson, L. (1964, May 22). The great society. Speech posted at http://www.americanrhetoric.com/sp eeches/lbjthegreatsociety.htm ↵
• King, Jr., M. L. (1963, August 28). I have a dream.” Speech posted at http://www.americanrhetoric.com/sp eeches/mlkihaveadream.htm ↵
• Chapter 9 Functions of Conclusions. Authored by : Warren Sandmann, Ph.D.. Provided by : Minnesota State University, Mankato, MN. Located at : http://publicspeakingproject.org/psvirtualtext.html . Project : The Public Speaking Project. License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• Cool Park Architecture. Authored by : SamHakes. Provided by : MorgueFiles. Located at : http://mrg.bz/dbrQuL . License : Other . License Terms : Free to remix, commercial use, no attribution required. http://www.morguefile.com/license/morguefile
• BP Oil Flood Protest in New Orleans 30. Authored by : Derek Bridges. Located at : http://commons.wikimedia.org/wiki/File:BP_Oil_Flood_Protest_in_New_Orleans_30.jpg . License : CC BY: Attribution
• LBJ at the University of Michigan. Authored by : Cecil W. Stoughton. Located at : http://commons.wikimedia.org/wiki/File:LBJ_at_the_University_of_Michigan.jpg . License : Public Domain: No Known Copyright
• President Johnson Poverty Tour. Authored by : Cecil Saughton. Located at : http://commons.wikimedia.org/wiki/File:President_Johnson_poverty_tour.jpg . License : Public Domain: No Known Copyright
• Martin Luther King - March on Washington. Provided by : United States Information Agency. Located at : http://commons.wikimedia.org/wiki/File:Martin_Luther_King_-_March_on_Washington.jpg . License : Public Domain: No Known Copyright

Privacy Policy

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

9 Closing a Speech: End with Power and Let Them Know It is Time to Clap

Open Your Speech With a Bang Close It With a Slam-Dunk Westside Toastmasters

“Great is the art of beginning, but greater is the art of ending,” according to poet Henry Wadsworth Longfellow. The first few words of your speech make the audience want to listen and the last few sentences help them decide what they feel about you and your topic. In this chapter, I will explain the function of a conclusion, the format of a conclusion, and I will give you numerous examples of ways to end your speech. Most of this chapter is dedicated to showing you good examples of different types of speech closings. Let’s get started by talking about the purpose of the closing.

A Strong Closing Does Many Things

• Summarizes the points. By restating your points your audience is more likely to remember them.
• Tells the audience when to clap. Let’s face it, it is so awkward when you are done with your speech, and no one claps. Being clear the end is near, relieves the audience of the pressure of wondering if they are clapping at the right time.
• Provides resolution. Your speech should give the audience a sense of resolve or a sense of being challenged.

The Formula for Closing Most Speeches

• Transition statement to ending.
• Review the main points–repeat the thesis.
• If it is a persuasive speech, tell the audience what you want them to do or think.
• Provide a closing statement.

Restate the Thesis

Tell them what you are going to say, say it, tell them what you have said. This speech pattern is useful in most types of speeches because it helps the speaker to remember your key points. As you build your closing, make sure you restate the thesis. A good rule of thumb is to write it in such a way that if the audience were asked to restate the main points, their answer would match closely with your thesis.

EXAMPLE Watch as Stella Young gives her thesis and then restates her thesis at the end of the speech as she wraps up. The thesis of the talk in the introduction: We’ve been sold the lie that disability is a Bad Thing, capital B, capital T. It’s a bad thing, and to live with a disability makes you exceptional. It’s not a bad thing, and it doesn’t make you exceptional. Restates the thesis of the talk at the closing: Disability doesn’t make you exceptional but questioning what you think you know about it does.

Stella Young, I’m not your inspiration, thank you very much. https://www.youtube.com/watch?v=GtPGrLoU5Uk

This next example is from a student’s speech. It is easy to pull out one sentence that clearly summarizes the main points of her speech. Following her summary, she winds the speech down into a thoughtful conclusion and ends with three powerful words.

Now is the time to separate the war on drugs from the war on addiction. T oday you’ve heard the problems, impacts, and solutions of criminalizing addictions. Bruce Callis is 50 years old now. And he is still struggling with his addiction. while you all are sitting out there listening to this, I’m living with it. Bruce Callis is my father and for my entire life, I have watched our misguided system destroy him. The irony here is that we live in a society where we are told to recycle. We recycle paper, aluminum, and electronics. But why don’t we ever consider recycling them most precision think on Earth– the human life. Student Tunnette Powell, Winner of the 2012 Interstate Oratorical Association Contest.

Closing Phrases

After you restate your thesis, you should carefully deliver your closing phrases.  Your closing should provide a resolution to your speech and/or it should challenge the audience. Frantically Speaking writer Hrideep Barot suggests  “a conclusion is like tying a bow or ribbon to a box of your key ideas that your audience will be taking along with them.”

A speech closing is not just about the words you say, but it is also the way you say it. Change the pace near the end of your speech. Let your tone alone should signal the end is near. It is about deliberate voice control, don’t let your voice weakly away.

In the next section, I will cover these ways to end your speech:

End with powerful words End with a quote End with a graphic End with parallel construction End on a positive note End with a challenge End with a question End with inspiration End with well-wishing End with humor End with a call to action End with a feeling of resolve End with a prop

The best way to teach you about advanced closings is to show not tell. For this section, I will briefly explain each type of closing and then provide a video. Each video is queued so you can play the video and watch the closing statement.  I included a transcript under each video if you want to follow along.  It will be most beneficial for you to watch the clip and not just read the text. By watching, you will have a chance to hear the subtle changes in the speaker’s voice as they deliver their closing statements.

End with Powerful Words

As you design your closing, look at the last three to five words and examine them to see if they are strong words. Oftentimes, you can rearrange a sentence to end with a powerful word. (I have the video cued to play just the closing)

Watch this clip for how BJ Miller ends with a powerful thought and a powerful word. 

Parts of me died early on, and that’s something we can all say one way or another. I got to redesign my life around this fact, and I tell you it has been a liberation to realize you can always find a shock of beauty or meaning in what life you have left, like that snowball lasting for a perfect moment, all the while melting away. If we love such moments ferociously, then maybe we can learn to live well — not in spite of death, but because of it. Let death be what takes us, not lack of imagination. BJ Miller, What Really Matters at the End of Life

End by Circling Back to the Opening

Another type of ending is to circle back to what you said in the beginning. You can revisit a quote, share the end to an illustration that was begun in the beginning, or you can put away a prop you got out in the beginning.

Watch this clip for how Zubing Zhang begins and ends with the same quote to circle back around to the main idea. 

She starts by telling a story of bungee jumping off the world’s highest platform and how she saw a sign with a quote that says, “Life begins at the edge of your comfort zone.” After telling her own story about pushing her emotional limits, she circles back around at the end by saying, “As the words said high on the bungee platform, “Life begins at the edge of your comfort zone.”

Yubing Zhang, Life Begins at the End of Your Comfort Zone. 

End With Quote

If you end your speech with a quote, attend to the following.

• Always say the author of the quote before the quote for example, “I want to leave you with a leadership quote ‘What you do has far greater impact than what you say,’ Steven Covey.” The problem with this ending is that “Stephen Covey” are the last two words of the speech and that is boring. Consider instead this ending. “I think Robin Sharma said it best ‘Leadership is not about a title or a designation. It’s about impact, influence, and inspiration.'” In this arrangement, the last three words are powerful–influence and inspiration.
• Provided context for the quote before or after. Make sure the quote is meaningful and not just an easy way to end.

Watch this clip for how Sir Ken Robinson ends with a quote. Notice how he says the author and then the quote.

Also, notice how he then ties his speech to the quote with a final few sentences and ends with the powerful word–“revolution” and how he uses a strong vocal emphasis as he says his last word. (I have the video cued to play just the closing)

There’s a wonderful quote from Benjamin Franklin. “There are three sorts of people in the world: Those who are immovable, people who don’t get it, or don’t want to do anything about it; there are people who are movable, people who see the need for change and are prepared to listen to it; and there are people who move, people who make things happen.” And if we can encourage more people, that will be a movement. And if the movement is strong enough, that’s, in the best sense of the word, a revolution. And that’s what we need.

Sir Ken Robinson, How to Escape Education’s Death Valley. 

End with a Graphic

You might want to use a visual to make your final point. Bringing in a picture, graphic, or object, reengages the audience to pay attention to your final ideas.

Watch this clip for how Barry Schartz uses the magic words “so to conclude” and then he creatively uses a picture of a fishbowl to narrow in on his point. Notice how his final word is spoken with urgency as he says “disaster.” (I have the video cued to play just the closing)

 So, to conclude. (He shows a picture of fish in a fishbowl) He says, “You can be anything you want to be — no limits.” You’re supposed to read this cartoon and, being a sophisticated person, say, “Ah! What does this fish know? Nothing is possible in this fishbowl.” Impoverished imagination, a myopic view of the world –that’s the way I read it at first. The more I thought about it, however, the more I came to the view that this fish knows something. Because the truth of the matter is, if you shatter the fishbowl so that everything is possible, you don’t have freedom. You have paralysis. If you shatter this fishbowl so that everything is possible, you decrease satisfaction. You increase paralysis, and you decrease satisfaction. Everybody needs a fishbowl. This one is almost certainly too limited –perhaps even for the fish, certainly for us. But the absence of some metaphorical fishbowl is a recipe for misery and, I suspect, disaster. Barry Schwartz, The Paradox of Choice

End with Parallel Construction

Parallel construction is a series of repeated phrases. It can be a powerful tool to use in a persuasive speech as it creates a feeling of importance.

Watch this clip for how Malala Yousafzai ends with a series of parallel statements to build momentum. Notice how her pace perfectly matches her words and you feel her strength when she ends with “education first.” (I have the video cued to play just the closing)

Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice, and ignorance. We must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a bright peaceful future. So let us wage a global struggle against illiteracy, poverty, and terrorism, and let us pick up our books and pens. They are our most powerful weapons. One child, one teacher, one pen, and one book can change the world. Education is the only solution. Education First.

Malala Yousafzai,  United Nations Youth Assembly

End on a Positive Note

Audiences are constantly evaluating a speaker to determine their attitude and motivation. As you consider your speech closing, ask yourself what type of impression do you want to leave?  Do you want to leave them with depression or hope? Sadness or promise? Most of the time, audiences will receive messages that end positively better than speeches that end negatively.

In this speech sample, Hans Rosling showed the audience some hard statistics and he even pointed fingers at the audience as part of the problem. To help them hear his main point, he wisely ends on a positive note.

Watch this clip for how Hans Rosling ends this thought-provoking talk on a positive note. (I have the video cued to play just the closing)

Now, when thinking about where all this leaves us, I have just one little humble advice for you, besides everything else, look at the data. Look at the facts about the world and you will see where we are today and how we can move forwards with all these billions on our wonderful planet. The challenge of extreme poverty has been greatly reduced and it’s for the first time in history within our power to end it for good. The challenge of population growth is, in fact, already being solved, the number of children has stopped growing.  And for the challenge for climate change, we can still avoid the worst, but that requires the richest, as soon as possible, find a way to use their set their use of resources and energy at a level that, step by step, can be shared by 10 billion or 11 billion by the end of this century. I’ve never called myself an optimist, but I do say I’m a possibilist and I also say the world is much better than many of you think.

Hans Rosling, Facts about the Population.

End with a Challenge

Leave the audience with a doable personal challenge. Help them mentally make sense of all the information that you shared by helping them know how to file it away and how to use it.

Watch this clip for how Melissa Butler ends with a challenge. (I have the video cued to play just the closing)

So, I challenge each of you, when you go home today, look at yourself in the mirror, see all of you, look at all of your greatness that you embody, accept it, and love it. And finally, when you leave the house tomorrow, try to extend that same love and acceptance to someone who doesn’t look like you . Melissa Butler, Why You Think You’re Ugly. 

Watch this clip as Darren LaCroix literally falls face down to anchor the point that when we fall, we “fall forward.” (I have the video cued to play just the closing)

Darren LaCroix talks about taking risks and falling down and getting back up, he literally and purposefully falls down during his speech and ends this way: What’s your next step… take it. I didn’t want to look back at my life and say you know I never did try that comedy thing, but I died debt-free. All of us are headed toward that goal we are going to teach a point where we get stuck and our feet are like in cement and we can’t move but we’re so afraid of that ouch but we forget that if we lean forward and take a risk–(He falls face down) and we fall on our face. When we get up, notice, you still made progress. So please, with me, go ahead and fall. But fall forward. Darren LaCroiz, Winning Speech delivered at National Speech Association

End with a Question

Asking a question at the end is one way to reengage the audience. It helps them think about what your topic might mean for them.

Watch this clip for how David Eagleman reminds us about why his topic is important and then ends with a question. Notice how he pauses before his final question and how he changes the pace of his speech for the final sentence. (I have the video cued to play just the closing)

So I think there’s really no end to the possibilities on the horizon for human expansion. Just imagine an astronaut being able to feel the overall health of the International Space Station, or, for that matter, having you feel the invisible states of your own health, like your blood sugar and the state of your microbiome, or having 360-degree vision or seeing in infrared or ultraviolet. So the key is this: As we move into the future, we’re going to increasingly be able to choose our own peripheral devices. We no longer have to wait for Mother Nature’s sensory gifts on her timescales, but instead, like any good parent, she’s given us the tools that we need to go out and define our own trajectory. So the question now is, how do you want to go out and experience your universe?

David Eagleman, Can We Create New Senses for Humans? 

Watch this clip for how Lera Boroditsky ends with a personal note and a  powerful final question. (I have the video cued to play just the closing)

I want to leave you with this final thought. I’ve told you about how speakers of different languages think differently, but of course, that’s not about how people elsewhere think. It’s about how you think. It’s how the language that you speak shapes the way that you think. And that gives you the opportunity to ask, “Why do I think the way that I do?” “How could I think differently?” And also,  “What thoughts do I wish to create?” Lera Boroditsky, How Language Shapes the Way We Think

End with Inspiration

“Inspiring your audience is all about helping them see their own vision, not yours.”

You may want to end your speech with inspiring and encouraging words. Pick words that resonate with most of your audience and deliver them in such a way that your audience feels your lift in emotion.

Watch this clip for how Chimamanda Ngozi Adichie ends with an inspiring final note and a powerful last few words “regain a kind of paradise” (I have the video cued to play just the closing)

Stories matter. Many stories matter. Stories have been used to dispossess and to malign, but stories can also be used to empower and humanize. Stories can break the dignity of a people, but stories can also repair that broken dignity.

I would like to end with this thought:   That when we reject the single-story,   when we realize that there is never a single story   about any place,   we regain a kind of paradise.

Chimamanda Ngozi Adichie,  The Danger of a Single Story  

Watch this clip for how Dan Pink ends with an inspiring final note. (I have the video cued to play just the closing) Let me wrap up. There is a mismatch between what science knows and what business does. Here is what science knows. One: Those 20th century rewards, those motivators we think are a natural part of business, do work, but only in a surprisingly narrow band of circumstances. Two: Those if-then rewards often destroy creativity. Three: The secret to high performance isn’t rewards and punishments, but that unseen intrinsic drive– the drive to do things for their own sake. The drive to do things cause they matter.

And here’s the best part. We already know this. The science confirms what we know in our hearts. So, if we repair this mismatch between what science  knows and what business does, if we bring our motivation, notions of motivation into the 21st century, if we get past this lazy, dangerous, ideology of carrots and sticks, we can strengthen our businesses, we can solve a lot of those candle problems, and maybe, maybe — we can change the world. I rest my case. Dan Pink, The Puzzle of Motivation

End with Well Wishing

There are several types of closings where the speaker wished the audience well.

The Benediction Close: M ay God bless and keep you…. The Presidential Close: God bless you and may God bless the USA The Congratulatory Close: I congratulate you on your accomplishment and wish you continued success. 

End with Humor

You can end on a fun lighthearted note. It is important to always run your humor by a variety of people to make sure you are funny, and your humor is appropriate.

Watch this clip for how Andrew Dunham uses humor throughout his speech and ends with a funny one-liner. (I have the video cued to play just the closing)

I wish you all the best as we begin this journey on our paths and I sincerely hope and pray that your time and success have proven to be as memorable and spiritually rewarding as mine. If not, there’s always summer school.

Andrew Dunham, Valedictorian Comes Out As Autistic During Speech

End with a Call to Action

If you are delivering a persuasive speech, let the audience know exactly what you want them to do.

End with a Feeling of Resolve

Paul Harvey made famous the line “And now you know…the rest of the story.” Your closing should allow us to know the rest of the story or to know how a situation was resolved.

Watch this clip for how Lucy Hone ends this tough but inspiring talk with a feeling of resolve (I have the video cued to play just the closing)

https://youtu.be/9-5SMpg7Q0k?t=913 If you ever find yourself in a situation where you think there’s no way I’m coming back from this, I urge you to lean into these strategies and think again. I won’t pretend that thinking this way is easy and it doesn’t remove all the pain. But if I’ve learned anything over the last five years, it is that thinking this way really does help. More than anything it has shown me that  it is possible  to live and grieve at the same time. And for that I will be always grateful. Lucy Hone, The Three Secrets of Resilient People

End with a Prop

Nancy Duarte says you should give your audience, SOMETHING THEY  will ALWAYS REMEMBER–S.T.A.R. One way to do that is with an action or statement that will have the audience talking about it for a long time. President Obama did it with a mic drop.

Memorize Your Conclusion

End on time.

Do not diminish the effect of a great speech with a bloated, aimless conclusion. Dan Rothwell.

“Times about up.”

Don’t end with any references to time. It is like a giant stop sign saying, “stop listening.”  Don’t highlight that you ran over time or that it is almost time for lunch. You want them to think about your speech, not the clock.

“Any Questions?”

You want them to feel a sense of closure for your speech.  End with something powerful and let them applaud.  After the applause, you can offer to answer questions. Similarly, projecting your last slide with the words, “Any Questions” is a weak ending.

“Let Me Add This Point I Missed”

If you forget something in the body of your speech, it is usually best to leave it out.  Most of the time you are the only one who will miss it.

“Thank You to the Team”

There is a time to thank the organizers and those who helped you but it is not at the end of your speech. Your focus should be on your audience and what they need and what they need to hear is your idea.  Send a thank you letter to the team if you want them to feel your appreciation.

“I’m Sorry”

“Sorry again for the technology issue,” “I apologize for going over time, ” “I regret I have no answer to this.” These are all negative phrases.  Keep to your topic that is what they need to hear and stay focused.

“I’ll Close with this Video”

No, you should close with talking about the big idea.

If you don’t have a plan at the end, you will ramble. “Steer clear of meandering endings they kill a story,” according to the Moth Storytelling website. “Your last line should be clear in your head before you start. Yes, bring the audience along with you as you contemplate what transpires in your story, but remember, you are driving the story, and must know the final destination. Keep your hands on the wheel!”

To Thank or Not to Thank, That is the Question

There is a debate amongst speech professionals, speech teachers, and speech coaches about whether or not you should thank the audience. Here are their main arguments.

Why You Should Not Say Thank You

• You want to end with powerful words. “Thank you” are not strong words.
• The recency effect suggests they will remember the last words you spoke. You want them to remember more than just “thank you.”
• It is not a very creative way to end.
• It can be a sign of a lazy speaker, “I have no idea how to end this, I’ve run out of good things to say so I’ll say ‘Thank you’ so you will clap now.”

Why You Should Say Thank You

• It has come to be the expected ending in many settings. Violating their expectations can cause them to have a negative reaction.
• It clearly signals you are finished so the audience knows when to clap. The relieves the pressure from both you and the audience.
• It expresses gratitude.

I will leave it up to you to decide what works for you. As for me, I plan on trying to find more creative ways to end other than just saying “thank you.”

Maximizing the Primacy Recency Effect

If I were to read you a list of thirty things on my grocery list and then asked you to list all that you can remember, chances are you would remember the first times on the list and the last items on the list ( and any ones you found interesting from the middle). When people engage in listening, they tend to remember the first and last things they hear, it is called the primacy-recency effect. T his is just one more reason that your introduction and conclusion should be so well planned out. It is those first words and last words that the audience is going to remember. 

The primacy recency effect influences, not only what people pay attention to in a speech, but also which speech we pay the most attention to in a series of speeches. For example, if there is a lineup of six speakers, the first and last speakers tend to get the most attention.

As a speaker, you can use this information to your advantage by volunteering to go first or last. If you are giving a long presentation, you can break it up by allowing the audience to move around or talk to a neighbor. When you come back from break, you have re-engaged that primacy effect and moved them back to a high state of attention.

Do You Have Everything You Need for a Strong Closing?

• Have I signaled my speech is coming to an end with my words or my voice?
• Have I restated my main points?
• If I am persuading my audience, do they know what I want them to do or think?
• Have I written the last three to five words in such a way that I end with powerful words?
• Have I memorized my closing?

Getting Off the Platform is Part of Your Closing

Plan on making a strong exit. Whether you are stepping off a stage or simply going to your seat, you should consider that the audience is watching you.

I have had students who finished their speech and then walked over to the trashcan and in a large, exaggerated movement, they threw their notecards in the trash. In our minds, we threw their message away with those cards. I’ve seen speakers, sit in their chairs and then announce, “I can’t believe my hands were shaking so much.” I’ve sat there and thought, “I didn’t notice.” I then realized that the comments they made influenced my perception of them and my perception of their topic.

You said your last word and the audience is applauding, now what? Look at your audience and smile and nod in appreciation before walking off the stage. If you will be answering questions, wait until after the applause stops to begin your question and answering period.

When practicing your speech, it is a good idea to start from your chair, walk up to a spot and then give your speech, and then walk back to your chair and sit down. Your “speech” impression begins and ends from your chair.

Key Takeaways

Remember This!

• A speech closing should include a review of the main points and a purposeful closing sentence.
• Persuasive speech endings should tell the audience specifically what they should do or think about.
• The recency effect suggests that people remember the most recent things they have heard which is one reason the closing is so important.
• Chance the pace of your speech and the tone of your voice to signal the end of the speech.

Please share your feedback, suggestions, corrections, and ideas.

I want to hear from you. 

Do you have an activity to include? Did you notice a typo that I should correct? Are you planning to use this as a resource and do you want me to know about it? Do you want to tell me something that really helped you?

Click here to share your feedback. 

Adichie, C.N. (2009). The danger of a single story. [Video]. YouTube https://www.youtube.com/watch?v=D9Ihs241zeg Standard YouTube License.

Anderson, C. (2016). TED talks: The official TED guide to public speaking. Mariner Books.

Barot, H.  Fifteen powerful speech ending lines (and tips to create your own). Frantically Speaking. https://franticallyspeaking.com/15-powerful-speech-ending-lines-and-tips-to-create-your-own/

Boroditsky, L. (2017). How language shapes the way we think.  https://www.ted.com/talks/lera_boroditsky_how_language_shapes_the_way_we_think  Standard Youtube License. 

Butler, M. (2018). Why you think you’re ugly. [Video]. YouTube  https://www.youtube.com/watch?v=imCBztvKgus  Standard YouTube License. 

Dunham. A. (2019). Valedictorian comes out as autistic during speech. [Video]. YouTube  https://www.youtube.com/watch?v=GtPGrLoU5Uk  Standard Youtube License. 

Eagleman, D. (2015). Can we create new senses for humans?[Video]. YouTube  https://youtu.be/4c1lqFXHvqI  Standard YouTube License. 

Hone, L. (2019).  The three secrets of resilient people. [Video]. YouTube  https://youtu.be/NWH8N-BvhAw  Standard YouTube License. 

Jeff, P. (2009). Ten ways to end your speech with a bang. http://sixminutes.dlugan.com/10-ways-to-end-your-speech

Jobs, S. (2005). You’ve got to find what you love. https://news.stanford.edu/2005/06/14/jobs-061505/

Khanna, P. (2016). Let the head of TED show you how to end your speech with power. https://www.fastcompany.com/3059459/let-the-head-of-ted-show-you-how-to-end-your-speech-with-p

Karia, A. (2013). How to open and close a TED talk (or any other speech or presentation). https://akashkaria.com/wp-content/uploads/2014/01/HowtoOpenandCloseaTEDTalk.pdf

LaCroix, D. (2001). World champion of public speaking. [Video]. YouTube  https://www.youtube.com/watch?v=FUDCzbmLV-0  Standard YouTube License. 

Mandela, N. (2011). Speech from the dock in the Rivonia trial.[Video]. YouTube https://www.nelsonmandela.org/news/entry/i-am-prepared-to-die  Standard YouTube License. 

Mandela, N. (1994). Presidential Inaugural Speech. [Video]. YouTube  https://www.americanrhetoric.com/speeches/nelsonmandelainauguralspeech.htm  Standard YouTube License. 

Miller, B.J. (2015). What really matters at the end of life. [Video]. YouTube  https://www.ted.com/talks/bj_miller_what_really_matters_at_the_end_of_life?language=en  Standard YouTube License. 

Moth. (2021). Storytelling tips and tricks: How to tell a successful story. https://themoth.org/share-your-story/storytelling-tips-tricks 

Obama, B. (2016). White House correspondents dinner. [Video]. YouTube  https://www.youtube.com/watch?v=NxFkEj7KPC0  Standard YouTube License. 

Pink, D. (2009). The puzzle of motivation. [Video]. YouTube  https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation  Standard YouTube License. 

Rothwell, D. (2014). Practically Speaking. Oxford University Press.Robinson, K. (2013). How to escape education’s death valley. [Video]. YouTube  https://www.youtube.com/watch?v=wX78iKhInsc  Standard YouTube License. 

Rosling, H. (2014). Don’t Panic-Hans Rosling showing the facts about population.[Video]. YouTube https://www.youtube.com/watch?v=FACK2knC08E  Standard YouTube License. 

Schwartz, B. (2005). The paradox of choice. [Video]. YouTube  https://www.ted.com/talks/barry_schwartz_the_paradox_of_choice  Standard YouTube License. 

Toastmasters International. (2016). Concluding your Speech. https://www.toastmasters.org/Resources/Concluding-Your-Speech

Young, S. (2014). I’m not your inspiration, thank you very much. [Video]. YouTube  https://www.youtube.com/watch?v=GtPGrLoU5Uk  Standard YouTube License. 

Yousafzai, M. (2013). Malala Yousafzai addresses United Nations Youth Assembly. [Video]. YouTube https://youtu.be/3rNhZu3ttIU  Standard YouTube License. 

Zhang, Y. (2015). Life begins at the end of your comfort zone. [Video]. YouTube https://www.youtube.com/watch?v=cmN4xOGkxGo  Standard YouTube License. 

Media Attributions

• Audience clapping © Alex Motoc is licensed under a CC BY (Attribution) license
• jose-aragones-81QkOoPGahY-unsplash © Jose Aragones is licensed under a CC BY (Attribution) license

Advanced Public Speaking Copyright © 2021 by Lynn Meade is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

Speech conclusions

The introduction and conclusion are essential to a speech. The audience will remember the main ideas even If the middle of the speech is a mess or nerves overtake the speaker. So if nothing else, get these parts down!

Conclusions

The speech is almost over and the audience needs closure. The conclusion needs to be a clincher (definitive end to the speech) – “That’s it” is not a conclusion.

Signal the ending

Just as the audience has been led through the speech, there must also be a signal to the end of the speech.

• Tone of voice
• My purpose was to make sure everyone knows how to make a better PB&J.

Logical conclusion

The main points and topic are brought together in a logical conclusion.

• Emphasize the thesis statement
• Soggy bread
• Sticky hands
• Starving children

Psychological conclusion

Psychologically the audience should walk away emotionally touched.

• Make a reference back to the introduction and the attention getter.
• Now that you know the secret to making a peanut butter and jelly sandwich, go home and try this technique .
• If you want change, vote for Snoopy! Or Go out and collect 100 more signatures!
• Remember to savor each bite as the jelly remains safely in the sandwich and not on your hands.

As you decide which of these conclusion styles will work best with your speech, keep in mind your conclusion needs to restate your claim.       

• Especially important if there is a question and answer period

10.2 Conclusions

“The end of a melody is not its goal: but nonetheless, had the melody not reached its end it would not have reached its goal either. ” -Friedrich Nietzsche

What a speech conclusion is meant to do.

The speech conclusion has four basic missions:

• Wraps things up- This portion is often referred to as a “ Brakelight “. Much like brake lights on a car warn us the car will be stopping, this “brakelight” or transitional statement warns the audience that the speech is coming to a close.
• Summarizes- A solid conclusion briefly restates the preview statement in past tense to remind the audience of the main points that were covered in the presentation.
• Tells the audience where to go from here- Depending on the purpose of your presentation, this component may play different roles.  If your goal was to inform the audience, this is where you might tell them of a rich source they can go to for more information if their curiosity was piqued. If your goal is to persuade, this spot serves as a great opportunity to challenge the audience to take action based on the goals of your speech.  Tell them what you want them to do now that they heard your speech.
• Closes the speech- The note of finality, clincher, closing statement or whatever you want to call it is an important element that leaves the audience reflecting on the topic.

Wrapping things up: It says, “We are nearing the end!”

Hopefully, your audience will want you to speak for an hour, rather than just five or eight minutes. However, when you transition into your conclusion and use appropriate signposting, your audience realizes that the speech will come full-circle. Usually the first transitional phrase is a “brakelight” of sorts.  It lets the audience know that you are starting to wrap up your presentation.  You may use a transitional statement to illustrate this such as, “In conclusion…”, “In summary…” or “To wrap things up…”.

The Summary: It tells the audience, “Here’s what I told you. “

Just as you used a mapping statement to preview your main points, now you will summarize your points within your conclusion. Often simply rewording -or even restating -your original thesis statement or preview statement in the past tense will effectively summarize your speech. While this will feel very repetitive to you as a speaker, it is useful in helping the audience understand and retain the information you covered. While you may be tempted to revisit all the details of your speech, this element is best served by a clear concise declarative sentence that restates the main points you addressed.

Where to go from here: It says, “Here’s What To Do Now! “

The conclusion is the last chance you have to speak to the audience about this topic.  Depending on your general purpose, this portion of the speech will vary.  Informative speaking often creates an interest in the audience to learn more about your topic.  It’s best to give the audience a good resource to check out if they want to learn more information.  Avoid telling the audience “to google it”.  We all know how to do that.  Since you’ve done the research, tell us the best one you found.  An example is, “If you’d like to learn more about the history of Stillwater, I recommend visiting The Sheerar Museum at 702 South Duncan here in Stillwater.”  Persuasive presentation conclusions want to utilize the last opportunity to challenge the listeners to action.  This portion gives you a specific opportunity to tell them what you hope they do as a result of hearing your speech. You may say something like, “As you leave here today, I challenge you to pick up five pieces of trash as you walk back to your dorm or car.”

Note of finality: It let’s the audience know, “The speech is over.”

Your speech conclusion is a mental takeaway for the audience, and you will want a strong note of finality . Your conclusion should contain enough memorable words and phrases that will help the audience positively recall the experience – and even recollect certain points that you made. Do not forget to include that “ta-da ” moment. The last statement of your presentation should be thoroughly planned to let the audience know you are done.  Many speakers, who do not come up with a strong closing statement, will end their presentation with, “Thank you.”  While it is polite to thank the audience, it doesn’t really serve as the best closing statement.  You want your final statement to leave a strong lasting impact. It should leave the audience reflecting on your topic and your information. Some speech writers like to reference the attention getter as a nice way to bring the speech full circle by revisiting a story, question, or video clip they used originally to grab the audience’s attention. After your closing statement and applause from the audience, you are, of course, welcome to thank them for their attention and/or attendance.

After hours of diligent research and meticulous preparation, Pistol Pete had managed to weave together a compelling narrative for his speech about the traditions of Oklahoma State University. However, he understood that a strong speech needed an equally powerful conclusion to leave a lasting impression on his audience. So, he sat down once again, this time to brainstorm ideas for a closing statement that would bring his speech full circle.

Pete thought about the essence of his speech – the shared history, pride, and sense of community that OSU’s traditions inspired. His goal was to leave his audience not only better informed about these traditions but also feeling more connected to the Cowboy spirit and to each other.

An idea gradually began to take shape in his mind. Pete remembered a phrase from the OSU Alma Mater that had always resonated with him, “Ever you’ll find us, loyal and true.” This line, he felt, perfectly encapsulated the enduring spirit of loyalty and pride in the OSU community, tying back to the traditions he had highlighted in his speech.

For his closing statement, Pete decided to weave this phrase into his narrative since it lined up well with his attention getter. He would conclude by saying, “As we delve into our traditions, as we sing our songs and wear our colors with pride, we embody these words – ‘Ever you’ll find us, loyal and true.’ This is the essence of our traditions, the heart of our Cowboy spirit. And as we carry these traditions forward, we ensure that the spirit of Oklahoma State University – its unity, its pride, and its enduring legacy – continues to shine bright, now and for generations to come.”

Satisfied with his idea, Pete felt a sense of accomplishment. He had a strong closing statement that not only tied back to his attention-getter but also underscored the core message of his speech. With his closing statement in place, Pete was confident that he would leave his audience inspired and more deeply connected to the traditions and spirit of Oklahoma State University. Does Pete’s final words of his presentation leave an impression on you? Why?

* Pistol Pete scenarios are all based on hypothetical events and were written with the use of Chatgpt and careful editing by Speech Communication faculty. 

transitional phrase that lets the audience know the speech is coming to a close

clear sentence that restates the preview statement in past tense, outlining the main points that were addressed in the speech

last statement that wraps up your entire presentation and lets the audience know the speech is finished

Introduction to Speech Communication Copyright © 2021 by Individual authors retain copyright of their work. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Chapter 17: Conclusion

This chapter is adapted from  Stand up, Speak out: The Practice and Ethics of Public Speaking ,  CC BY-NC-SA 4.0 .

What are the benefits of a strong conclusion?

“OK, I’m done; thank God that’s over!” Or, “Thanks. Now what? Do I just sit down?” It’s understandable to feel relief as you end your speech, but remember that as a speaker, your conclusion is the last chance you have to drive home your ideas. When you opt to end the speech with an ineffective conclusion—or no conclusion at all—your speech loses the energy you created, and the audience is left confused and disappointed. Just as a good introduction helps bring an audience into your speech’s world, and a good speech body holds the audience in that world, a good conclusion helps bring that audience back to reality. So, plan ahead to ensure that your conclusion is an effective one. While a good conclusion will not rescue a poorly prepared speech, a strong conclusion signals to your listeners that the speech is over and helps them remember your topic. Now, let’s examine the functions fulfilled by a speech conclusion.

Signals the End

The first function of a good conclusion is to signal the speech’s end. You may be thinking that telling an audience that you’re about to stop speaking is a “no brainer,” but many speakers really don’t prepare their audience to conclude. When a speaker just suddenly stops speaking, the audience is left confused and disappointed. Instead, make sure that you leave your audience knowledgeable and satisfied.

Aids Audience’s Memory

The second function of a good conclusion stems from some very interesting research reported by the German psychologist Hermann Ebbinghaus in his 1885 book Memory: A Contribution to Experimental Psychology (Ebbinghaus, 1885). Ebbinghaus proposed that humans remember information in a linear fashion, which he calls the serial position effect. He found that an individual’s ability to remember information in a list, such as a grocery list, a chores list, or a to-do list depends on the item’s location on the list. Specifically, he found that items toward the list’s beginning and items toward the list’s end tended to have the highest recall rates. In Ebbinghaus’ serial position effect, he calls information at the list’s beginning—primacy, and information at the list’s end—recency, and shows that information in these positions are easier to recall than information in the list’s middle.

So, what does this serial position effect have to do with speech conclusions? A lot! Ray Ehrensberger wanted to test Ebbinghaus’ serial position effect in public speaking. Ehrensberger created an experiment that rearranged a speech topic’s order to determine the audience’s information recall (Ehrensberger, 1945). Ehrensberger’s study reaffirmed primacy and recency’s importance when listening to speeches. In fact, Ehrensberger found that the information delivered during a speech conclusion—recency, had the highest recall level overall.

What should I include in a strong conclusion?

A strong conclusion restates the thesis, reviews the main points, and uses a concluding device.

Restate the Thesis

The first step in a powerful conclusion is to restate your thesis statement. When you restate the thesis statement as you conclude, you’re re-emphasizing your speech’s overarching main idea. For example, suppose your thesis statement is, “I will analyze how Barack Obama uses lyricism in his July 2008 speech, ‘A World That Stands as One.’” At the conclusion, restate the thesis in this fashion: “In the past few minutes, I have analyzed how Barack Obama uses lyricism in his July 2008 speech, ‘A World That Stands as One.’” Notice the shift in tense: the statement has gone from the future tense—this is what I will speak about, to the past tense—this is what I have spoken about. Restating the thesis in your conclusion reminds the audience of your speech’s major purpose or goal, helping them to better remember it.

Review the Main Points

The second step in a powerful conclusion is to review the main points after restating the speech’s thesis. A big differences between written and oral communication is oral communication’s need to repeat. So, you increase the likelihood that the audience retains your main points after the speech is over when you do the following: preview your main points in the introduction, effectively discuss and make transitions to your main points during the speech’s body, and finally, review your main points in the conclusion,

In a speech’s introduction, deliver a preview of the main body points, and in the conclusion, deliver a review . Let’s look at a sample preview:

To understand the gender and communication field, I will first differentiate between the terms biological sex and gender. I will then explain gender research in communication’s history. Lastly, I will examine some important findings related to gender and communication.

In this preview, you have three clear main points. Let’s see how you can review them at your speech’s conclusion:

Today, we have differentiated between the terms biological sex and gender, examined gender research in communication’s history, and analyzed some topic research findings.

In the past few minutes, I have explained the difference between the terms biological sex and gender, discussed the communication field’s rise in gender research, and examined some groundbreaking topic studies.

Notice that both conclusions review the main points originally set forth. Both variations are equally effective main point reviews, but you might like the linguistic turn of one over the other. Remember, while there is a lot of science to help us understand public speaking, there’s a lot of art as well, so you are always encouraged to choose the wording that you think is most effective for your audience.

Concluding Devices

The final step in a powerful conclusion is to employ a concluding device. A concluding device is essentially the final thought you want to impart to your audience when you stop speaking. It also provides a definitive sense of closure to your speech. Just as a gymnast dismounting the parallel bars or balance beam wants to stick the landing and avoid taking two or three additional steps, a speaker wants to stick their speech ending with a concluding device instead of with, “Well, umm, I guess I’m done.” Miller observed that speakers tend to use one of ten concluding devices when ending a speech (Miller, 1946). Let’s examine these ten concluding devices.

Conclude with a Challenge

The first way to conclude a speech is with a challenge. A challenge is a call to engage in some kind of activity that requires a contest or special effort. In a speech on fund raising’s necessity, conclude by challenging the audience to raise 10 percent more than their original projections. Audience members are being asked to go out of their way to do something different that involves their effort.

Conclude with a Quotation

The second way to conclude a speech is by reciting a quotation relevant to the speech topic. When using a quotation, think about whether your goal is to end on a persuasive note or an informative note. Some quotations will have a clear call-to-action, while other quotations summarize or provoke thought. For example, let’s say you are delivering an informative speech about dissident writers in the former Soviet Union. End by citing this quotation from Alexander Solzhenitsyn: “A great writer is, so to speak, a second government in his country. And for that reason, no regime has ever loved great writers” (Solzhenitsyn, 1964). Notice that this quotation underscores the writers-as-dissidents idea, but it doesn’t ask listeners to put forth effort to engage in any specific thought process or behavior. If, on the other hand, you are delivering a persuasive speech urging your audience to participate in a very risky political demonstration, use this quotation from Martin Luther King Jr.: “If a man hasn’t discovered something that he will die for, he isn’t fit to live” (King, 1963). In this case, the quotation leaves the audience with these messages: that great risks are worth taking, that they make our lives worthwhile, and that the right thing to do is to take that great risk.

Conclude with a Summary

The third way to conclude a speech is to end with a summary. To do this, the speaker simply elongates the main point’s review. While this may not be the most exciting concluding device, it can be useful for information that is highly technical or complex or for speeches that last longer than thirty minutes. Typically, for short speeches, such as student-given speeches, avoid this summary device.

Conclude by Visualizing the Future

The fourth way to conclude a speech is to visualize the future. This device helps your audience imagine the future that you believe can occur. For example, if you are giving a speech on developing video games for learning, conclude by inviting your audience to visualize a future classroom where video games are perceived as true learning tools and how those tools are used. More often, speakers use future visualization to depict how society would be , or how an individual listener’s life would be different, if the speaker’s persuasive attempts work. For example, if in your speech you propose that hiring more public-school reading specialists will solve illiteracy, ask your audience to imagine a world without illiteracy. In using this visual, your goal is to persuade your audience to adopt your view point. By showing that your future vision is a positive one, this conclusion further persuades your audience to help create this future.

Conclude with an Appeal-for-Action

The fifth way to conclude a speech, and probably the most common persuasive device, is the appeal-for-action or the call-to-action. In essence, the appeal-for-action occurs when a speaker asks her or his audience to engage in a specific behavior or to change their thinking. When a speaker concludes by asking the audience “to do” or “to think” in a specific manner, the speaker wants to see an actual change. Whether the speaker appeals for people to eat more fruit, buy a car, vote for a candidate, oppose the death penalty, or sing more in the shower, the speaker is asking the audience to engage in action.

One specific appeal type is the immediate call-to-action. Whereas some appeals ask for people to engage in future behavior, the immediate call-to-action asks people to engage in behavior right now . If a speaker wants to see a new traffic light placed at a dangerous intersection, he or she may conclude by asking all the audience members to sign a digital petition right then and there, using a computer the speaker has made available. Here are more immediate call-to-action examples:

• In a speech on eating more vegetables, pass out raw veggies and dip at the speech conclusion.
• In a speech on petitioning a lawmaker for a new law, provide audience members with a prewritten email they can send to the lawmaker.
• In a speech on hand sanitizer’s importance, pass out little hand sanitizer bottles and show audience members how to correctly apply the sanitizer.
• In a speech on charity donations, send a box around the room asking for donations.

These are just a few different examples we’ve actually seen students use to elicit an immediate change in behavior. The immediate call-to-action may not lead to long-term change, but can be very effective at increasing the likelihood that an audience will change behavior in the short term.

Conclude by Inspiration

The sixth way to conclude a speech is to inspire someone. By definition, the word inspire means to affect or arouse someone. Both affect and arouse have strong emotional connotations. The ultimate goal of employing an inspirational concluding device is similar to an appeal-for-action, but the ultimate goal is more lofty or ambiguous—the goal is to stir someone’s emotions in a specific manner. Maybe a speaker is giving an informative speech on domestic violence’s prevalence in our society today. That speaker could end the speech by reading Paulette Kelly’s powerful poem, “I Got Flowers Today,” which is a poem that evokes strong emotions because it’s about an abuse victim who receives flowers from her abuser every time she is victimized. The poem ends by saying, “I got flowers today… / Today was a special day—it was the day of my funeral / Last night he killed me” (Kelly, 1994).

Conclude with Advice

The seventh way to conclude a speech is to end with your advice. This concluding device is one that should be used primarily by speakers who are recognized as expert authorities on a given subject. Advice is essentially a speaker’s opinion about what should or should not be done. The problem with opinions is that everyone has one; and one person’s opinion is not necessarily any more correct than another’s. There must be a really good reason your opinion—and therefore your advice—should matter to your audience. If, for example, you are a nuclear physics expert, conclude an energy speech by giving advice about nuclear energy’s benefits.

Conclude by Proposing a Solution

The eighth way to conclude a speech is to offer a powerful solution to the problem discussed within your speech. For example, perhaps you have been discussing the problems associated with art education’s disappearance in the United States. Propose a solution to create more community-based art experiences for school children as a way to fill this gap. Although this can be an effective conclusion, consider discussing the solution in more depth as a stand-alone main point within the speech’s body so that you can address your audience’s concerns about the proposed solution.

Conclude with a Question

The nineth way to conclude a speech is to ask a rhetorical question that forces the audience to ponder an idea. Maybe you are giving a speech on the environment’s importance, so you end the speech by saying, “Think about your children’s future. What kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—or one that is filled with smog, pollution, filth, and disease?” Notice that you aren’t actually asking the audience to verbally or nonverbally answer the question—the question’s goal is to force the audience into thinking about what kind of world they want for their children.

Conclude with a Reference to Your Audience

The tenth way to conclude a speech is to refer to your audience. As discussed by Miller (1946), this concluding device is useful when a speaker attempts to answer a basic question for the audience, such as, “What’s in it for me?” The goal of this concluding device is to spell out the direct benefits a behavior or thought-change has for audience members. For example, a speaker talking about stress reduction techniques concludes by clearly listing all the physical health benefits that stress reduction offers, such as improved reflexes, improved immune system, improved hearing, and lowered blood pressure. In this case, the speaker is clearly spelling out why audience members should care—so what? What’s in it for me!

Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology [Online version]. Retrieved from http://psychclassics.yorku.ca/Ebbinghaus/index.htm .

Ehrensberger, R. (1945). An experimental study of the relative effectiveness of certain forms of emphasis in public speaking. Speech Monographs , 12, 94–111. doi: 10.1080/03637754509390108.

Kelly, P. (1994). I got flowers today. In C. J. Palmer & J. Palmer, Fire from within. Painted Post, NY: Creative Arts & Science Enterprises.

King, M. L. (1963, June 23). Speech in Detroit. Cited in Bartlett, J., & Kaplan, J. (Eds.), Bartlett’s familiar quotations (6th ed.). Boston, MA: Little, Brown & Co., p. 760.

Miller, E. (1946). Speech introductions and conclusions. Quarterly Journal of Speech , 32, 181–183.

Solzhenitsyn, A. (1964). The first circle . New York: Harper & Row. Cited in Bartlett, J., & Kaplan, J. (Eds.), Bartlett’s familiar quotations (6th ed.). Boston, MA: Little, Brown & Co., p. 746.

University of Minnesota. (2011). Stand up, Speak out: The Practice and Ethics of Public Speaking . University of Minnesota Libraries Publishing. https://open.lib.umn.edu/publicspeaking/ . CC BY-SA 4.0.

Public Speaking Copyright © 2022 by Sarah Billington and Shirene McKay is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

68 Structuring the Conclusion and Examples

Learning Objectives

After reading this chapter, the student will be able to:

• Recognize the functions of introductions and conclusions.
• Identify the primary elements of a speech introduction.
• Identify the primary elements of a speech conclusion.
• Construct introductions and conclusions.

Structuring the Conclusion

Similar to the introduction, the conclusion has three specific elements that you will want to incorporate in order to make it as strong as possible. Given the nature of these elements and what they do, these should generally be incorporated into your conclusion in the order they are presented below.

Element 1: Signal the End

The first thing a good conclusion should do is to signal the end of a speech. You may be thinking that telling an audience that you’re about to stop speaking is a “no brainer,” but many speakers really don’t prepare their audience for the end. When a speaker just suddenly stops speaking, the audience is left confused and disappointed. Instead, you want to make sure that audiences are left knowledgeable and satisfied with your speech. In a way, it gives them time to begin mentally organizing and cataloging all the points you have made for further consideration later.

Generally, the easiest way to signal that it is the end of your speech is to begin your conclusion with the words, “In conclusion.” Similarly, “In summary” or “To conclude” work just as well. While these may seem very blunt ways of communicating the end of your speech to the audience, you want it to be extremely clear to everyone that you are wrapping things up. Certainly you can choose to employ more elegant, interesting, or creative language here, but you then run the risk of the audience not catching on to the fact that your speech is ending.

On the other hand, saying “In conclusion” (and definitely saying it more than once) can have an unintended negative effect. The audience may figure you are finished and turn you off, sort of like how we get up and leave during the credits in a movie. Therefore, you can also go straight to the summary, which is Element 2.

Element 2: Restate Main Points

In the introduction of a speech you delivered a preview of your main points; now in the conclusion you will deliver a review. One of the biggest differences between written and oral communication is the necessity of repetition in oral communication (the issue of “planned redundancy” again). When you preview your main points in the introduction, effectively discuss and make transitions to your main points during the body of the speech, and finally, review the main points in the conclusion, you increase the likelihood that the audience will understand and retain your main points after the speech is over. Remember, your English instructor can re-read your essays as many times as he or she wants, but your audience – and your instructor – only have one opportunity to catch and remember the points you are trying to get across in your speech.

Because you are trying to remind the audience of your main points, you want to be sure not to bring up any new material or ideas. For example, if you said, “There are several other issues related to this topic, such as…but I don’t have time for them,” that would make the audience confused and perhaps wonder why you did not address those in the body section. Or if you were giving a persuasive speech on wind energy and you ended with, “Wind energy is the energy of the future, but there are still a few problems with it, such as noise and killing lots of birds,” you are bringing up a counter-argument that should have been dealt with in the body of the speech.

This is a good place to remind you that the introduction, preview, transitions, and conclusion are for helping the audience be interested and prepared to listen, to retain, and to follow your speech. The conclusion is too late for that. The hard core facts and content are in the body. If you are tempted to cram lots of material into the conclusion, that is not the place for it, nor is it the place to provide the important steps to a solution.

As you progress as a public speaker, you will want to work on rephrasing your summary statement so that it does not sound like an exact repeat of the preview. For example, if your preview was:

The three arguments in favor of medical marijuana that I will present are that it would make necessary treatments available to all, it would cut down on the costs to law enforcement, and it would bring revenue to state budgets.

Your summary might be:

In the minutes we’ve had together, I have shown you that approving medical marijuana in our state will greatly help persons with a variety of chronic and severe conditions. Also, funds spent on law enforcement to find and convict legitimate marijuana users would go down as revenues from medical marijuana to the state budget would go up.

Element 3: Clincher

The third element of your conclusion is the clincher , or something memorable with which to conclude your speech. The clincher is sometimes referred to as a Concluding Device. These are the very last words you will say in your speech, so you need to make them count. This is the last thing your audience will hear, so you want to make it good. In a certain way, you might think of your speech as a nice dinner at a fancy restaurant: the introduction is the appetizer that gets everyone ready for the main course, the body section is the “meat and vegetables,” and the conclusion is like dessert. But have you ever had a nice meal that ended with a dessert that didn’t really taste good? Regardless of how good the rest of the meal was, you probably walked away thinking, It was okay, but I just remember not liking it at the end . A good clincher prevents your audience from thinking that way, and in fact can even make an audience remember a speech more favorably.

something memorable with which to conclude your speech

In many ways the clincher is like the inverse of the attention-getter. You want to start the speech off with something strong, and you want to end the speech with something strong. To that end, similar to what we discussed above with attention getters, there are a number of ways you can make your clincher strong and memorable.

Conclude with a Challenge

One way you can end your speech is with a challenge. A challenge is a call to engage in some kind of activity that requires a special effort. In a speech on the necessity of fund-raising, a speaker could conclude by challenging the audience to raise 10 percent more than their original projections. In a speech on eating more vegetables, you could challenge your audience to increase their current intake of vegetables by two portions daily. In both of these challenges, audience members are being asked to go out of their way to do something different that involves effort on their part.

In a challenge, try to make it aspirational but reasonable. The challenge should be something they can strive for but not see as something impossible. Two or three more servings a day of fruits and vegetables is reasonable, but six probably would be seen as too much.

In the same category as a challenge, probably the most common persuasive concluding device is the appeal for action or the call to action. In essence, the appeal for action occurs when a speaker asks her or his audience to engage in a specific behavior. When a speaker concludes by asking the audience “to do” something, the speaker wants to see an actual change. Whether the speaker appeals for people to eat more fruit, buy a car, vote for a candidate, oppose the death penalty, get more sleep, or sing more in the shower, the speaker is asking the audience to engage in action.

One specific type of appeal for action is the immediate call to action. Whereas some appeals ask for people to engage in behavior in the future, the immediate call to action asks people to engage in behavior right now. If a speaker wants to see a new traffic light placed at a dangerous intersection, he or she may conclude by asking all the audience members to sign a digital petition right then and there, using a computer the speaker has made available. For a speech on eating more vegetables, pass out raw veggies and dip at the conclusion of the speech; someone giving a speech on petitioning a lawmaker for a new law could provide audience members with a prewritten e-mail they can send to the lawmaker.

If you are giving a persuasive speech about a solution to a problem, you should not relegate the call to action to the very end of the speech. It should probably be a main point where you can deal with the steps and specifics of the solution in more detail. For example, perhaps a speaker has been discussing the problems associated with the disappearance of art education in the United States. The speaker could then propose a solution of creating more community-based art experiences for school children as a way to fill this gap. Although this can be an effective conclusion, a speaker must ask herself or himself whether the solution should be discussed in more depth as a stand-alone main point within the body of the speech so that audience concerns about the proposed solution may be addressed.

Conclude with a Quotation

Another way you can conclude a speech is by providing a quotation relevant to the speech topic. When using a quotation, you need to think about whether your goal is to end on a persuasive note or an informative note. Some quotations will have a clear call to action, while other quotations summarize or provoke thought. For example, let’s say you are delivering an informative speech about dissident writers in the former Soviet Union. You could end by citing this quotation from Alexander Solzhenitsyn: “A great writer is, so to speak, a second government in his country. And for that reason no regime has ever loved great writers.”

Notice that this quotation underscores the idea of writers as dissidents, but it doesn’t ask listeners to put forth effort to engage in any specific thought process or behavior. If, on the other hand, you were delivering a persuasive speech urging your audience to sponsor a child in a developing country for $40 per month, you might use this quotation by Forest Witcraft:

“A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different, because I was important in the life of a child.”

In this case, the quotation leaves the audience with the message that monetary sacrifices are worth taking, that they make our lives worthwhile, and that the right thing to do is to go ahead and make that sacrifice.

Conclude by Visualizing the Future

The purpose of a conclusion that refers to the future is to help your audience imagine the future you believe can occur. If you are giving a speech on the development of video games for learning, you could conclude by depicting the classroom of the future where video games are perceived as true learning tools. More often, speakers use visualization of the future to depict how society or how individual listeners’ lives would be different, if the speaker’s persuasive attempt worked. For example, if a speaker proposes that a solution to illiteracy is hiring more reading specialists in public schools, the speaker could ask her or his audience to imagine a world without illiteracy. In this use of visualization, the goal is to persuade the audience to adopt the speaker’s point of view. By showing that the speaker’s vision of the future is a positive one, the conclusion should help to persuade the audience to help create this future.

Conclude by Inspiration

By definition, the word inspire means to affect or arouse someone. Both affect and arouse have strong emotional connotations. The ultimate goal of an inspirational concluding device is similar to an “appeal for action” but the ultimate goal is more lofty or ambiguous; the goal is to stir someone’s emotions in a specific manner. This is done by sharing a story, poem, or quotation that appeals to the audience basic values and therefore appeals to emotions. Stories or allusions to “underdogs” who overcame obstacles to achieve something worthwhile or those who make sacrifices for the good of others can help inspire. You probably know of such stories (Olympic athletes and a well-known figure such as Captain Sullenberg are examples) that would be of value, as long as they are relevant to your topic and purpose. Poetry is sometimes used to inspire, but you want to use a short passage (eight lines or less) of poetry that is clear to the audience.

to affect or arouse someone’s emotions in a specific, positive manner

Conclude with a Question

Another way you can end a speech is to ask a rhetorical question that forces the audience to ponder an idea. Maybe you are giving a speech on the importance of the environment, so you end the speech by saying, “Think about your children’s future. What kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—or one that is filled with smog, pollution, filth, and disease?” Notice that you aren’t actually asking the audience to verbally or nonverbally answer the question; the goal of this question is to force the audience into thinking about what kind of world they want for their children.

Refer Back to the Introduction

This method provides a good sense of closure to the speech and can be one of the most effective methods. If you started the speech with a startling statistic or fact, such as “Last year, according to the official website of the American Humane Society, four million pets were euthanized in shelters in the United States,” in the end you could say, “Remember that shocking number of four million euthanized pets? With your donation of time or money to the Northwest Georgia Rescue Shelter, you can help lower that number in our region.”

Conclude with an Anecdote or Personal Story

As with your attention getter, a brief story can be a strong way to conclude. However, it must be relevant and not go on too long. Combining this method and the previous one, you might finish telling a story that you started in the introduction as your clincher. This method is probably better with persuasive speeches where you want to end with a strong emotional appeal.

Conclude with a Reference to Audience or Audience Self-Interest

The last concluding device involves a direct reference to your audience. This concluding device is used when a speaker attempts to answer the basic audience question, “What’s in it for me?” (the WIIFM question). The goal of this concluding device is to spell out the direct benefits a behavior or thought change has for audience members. For example, a speaker talking about stress reduction techniques could conclude by clearly listing all the physical health benefits stress reduction offers (e.g., improved reflexes, improved immune system, improved hearing, reduction in blood pressure). In this case, the speaker is clearly spelling out why audience members should care about the topic and what’s in it for them.

Informative versus Persuasive Conclusions

As you read through the above possible ways to conclude a speech, hopefully you noticed that some of the methods are more appropriate for persuasive speeches and others are more appropriate for informative speeches. An appeal to action, for example, may not be appropriate for an informative speech since asking your audience to do something often borders on persuasion, which isn’t what an informative speech is intended to do. Similarly, if your persuasive speech is on the importance of voting in the next local election, an appeal to action clincher would probably be one of your stronger options.

8.5 – Examples of Conclusions

Here are two examples of conclusions. More examples can be found on the outlines at the ends of Chapters 12, 13, and 15.

Informative Speech Conclusion

Topic: Anxiety

Anxiety is a complex emotion that afflicts people of all ages and social backgrounds and is experienced uniquely by each individual. We have seen that there are multiple symptoms, causes, and remedies, all of which can often be related either directly or indirectly to cognitive behaviors. While most people do not enjoy anxiety, it seems to be part of the universal human experience, so realize that you are not alone, but also realize that you are not powerless against it. With that said, the following quote, attributed to an anonymous source, could not be more true, “Worry does not relieve tomorrow of its stress; it merely empties today of its strength.”

Persuasive Speech Conclusion

Topic: Adopting a Rescue Animal

I believe you should adopt a rescue animal because it helps stop forms of animal cruelty, you can add a healthy companion to your home, and it is a relatively simple process that can save a life. Each and every one of you should go to your nearest animal shelter, which may include the Catoosa Citizens for Animal Care, the Humane Society of NWGA in Dalton, the Murray County Humane Society, or the multiple other shelters in the area to bring a new animal companion into your life. I’ll leave you with a paraphrased quote from Deborah Jacobs’s article “Westminster Dog Show Junkie” on Forbes.com: “You may start out thinking that you are rescuing the animal, and ultimately find that the animal rescues you right back.”

Something to Think About

Read out loud one of the example introductions earlier in the chapter, and time your reading. If an introduction should not be longer than about 10%-15% of the total speech time, how long would the speech attached to this introduction be? (You’ll have to do the math!) If you had to give a shorter speech using this introduction, how would you edit it to make it for the time limit but still be an effective introduction?

Final Note: If you are wondering about the photo at the beginning of this chapter, it is of the headstone of poet Emily Dickinson in Amherst, Massachusetts. Her parting words, as shown on the marker, were “Called Back.” That was her “life” conclusion. One of the authors is a huge Emily Dickinson fan, took the photo on a trip to New England, and loves to include quotations from her poetry.

Exploring Communication in the Real World Copyright © 2020 by Chris Miller is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

• Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
• Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
• Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
• Include a provocative insight or quotation from the research or reading you did for your paper.
• Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
• Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

• Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
• Stating the thesis for the very first time in the conclusion.
• Introducing a new idea or subtopic in your conclusion.
• Ending with a rephrased thesis statement without any substantive changes.
• Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
• Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

• The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
• The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
• The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
• The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Speechwriting

10 Introductions and Conclusions

Starting and Ending Your Speech

One of the most fundamental components of any public speech is having a strong introduction and conclusion. Your introduction gives the audience their first impression of you. This is your best chance to build credibility. You need to grab the audience’s attention, introduce your topic, and preview how the speech will unfold. The conclusion needs to reiterate your main points and help the audience see how all your main points work together. Additionally, even if the audience got a bit lost or disengaged in the middle, a strong conclusion will leave them with an overall positive reaction to your speech.

Can you imagine how strange a speech would sound without an introduction? Or how jarring it would be if, after making a point, a speaker just walked away from the lectern and sat down? You would be confused, and the takeaway from that speech—even if the content were good—would likely be, “I couldn’t follow” or “That was a weird speech.”

This is just one of the reasons all speeches need introductions and conclusions. Introductions and conclusions serve to frame the speech and give it a clearly defined beginning and end. They help the audience to see what is to come in the speech, and then let them mentally prepare for the end. In doing this, introductions and conclusions provide a “preview/review” of your speech as a means to reiterate or re-emphasize to your audience what you are talking about.

Since speeches are auditory and live, you need to make sure the audience remembers what you are saying. One of the primary functions of an introduction is to preview what you will be covering in your speech, and one of the main roles of the conclusion is to review what you have covered. It may seem like you are repeating yourself and saying the same things over and over, but that repetition ensures that your audience understands and retains what you are saying.

The roles that introductions and conclusions fulfill are numerous, and, when done correctly, can make your speech stronger. The general rule is that the introduction and conclusion should each be about 10-15% of your total speech, leaving 80% for the body section. Let’s say that your informative speech has a time limit of 5-7 minutes: if we average that out to 6 minutes that gives you 360 seconds. Ten to 15 percent means that the introduction and conclusion should each be no more than 1-1/2 minutes.

In the following sections, we will discuss specifically what should be included in the introduction and conclusion and offer several options for accomplishing each.

The Five Elements of an Introduction

Intro element 1: attention-getter.

The first major purpose of an introduction is to gain your audience’s attention and make them interested in what you have to say. First impressions matter. When we meet someone for the first time, it can be only a matter of seconds before we find ourselves interested or disinterested in the person. The equivalent in speechwriting of “first impression” is what is called an attention-getter. This is a statement or question that piques the audience’s interest in what you have to say. There are several strategies you can choose from—verbal and non-verbal—to get the audience’s attention. Below are described the most popular types of attention-getters: quotations, questions, stories, humor, surprise, stories, and references. As well as non-verbal attention-getters involving images, sounds, or objects.

Quotations are a great way to start a speech. That’s why they are used so often as a strategy. Here’s an example that might be used in the opening of a commencement address:

The late actor, fashion icon, and social activist Audrey Hepburn once noted that, “Nothing is impossible. The word itself says ‘I’m possible’!”

If you use a quotation as your attention getter, be sure to give the source first (as in this example) so that it isn’t mistaken as your own wording.

We often hear speakers begin a speech with a question for the audience. As easy as it sounds, beginning with a question is somewhat tricky. You must decide if you are asking a question because you want a response from the audience, or, on the other hand, if you are asking a question that you will answer, or that will create a dramatic effect. We call these rhetorical questions .

The dangers with a direct question are many. There may be an awkward pause after your question because the audience doesn’t know if you actually want an answer. Or they don’t know how you want the response—a verbal response or a gesture such as a raised hand. Another reason direct questions are delicate is this obvious point: what you are going to do with the response. For example, imagine you have written a speech about the importance of forgiving student debt, and you begin your speech with this question for the audience: “How many of you have more than $10,000 in student loan debt?” You would be creating a problem for yourself if just a few people in the audience raised their hand. If you want to use a direct question, follow these rules:

• make it clear to the audience the means of response. “By a show of hands, how many of you have more than $10,000 in student loan debt?”
• prepare in advance how you will acknowledge different responses.

Contrary to a direct question, you could use a rhetorical question—a question to which no actual reply is expected. For example, a speaker talking about the history of Mother’s Day could start by asking the audience, “Do you remember the last time you told your mom you loved her?” In this case, the speaker does not expect the audience to shout out an answer, but rather to think about the question as the speech goes on.

Finally, when asking a rhetorical question, don’t pause after it, or the audience will get distracted wondering if you’re waiting for a response. Jump right into your speech:

“How many of you have more than $10,000 in student loan debt? If you’re like 78% of college seniors, your answer is probably a yes.”

Humor is an amazing tool when used properly but it’s a double-edged sword. If you don’t wield the sword carefully, you can turn your audience against you very quickly.

When using humor, you really need to know your audience and understand what they will find humorous. One of the biggest mistakes a speaker can make is to use some form of humor that the audience either doesn’t find funny or, worse, finds offensive. We always recommend that you test out humor of any kind on a sample of potential audience members prior to actually using it during a speech. If you do use a typical narrative “joke,” don’t say it happened to you. Anyone who heard the joke before will think you are less than truthful!

As with other attention-getting devices, you need to make sure your humor is relevant to your topic, as one of the biggest mistakes some novices make when using humor is to add humor that really doesn’t support the overall goal of the speech. Therefore, when looking for humorous attention getters, you want to make sure that the humor isn’t going to be offensive to your audience and relevant to your speech.

Another way to start your speech is to surprise your audience with information that will be surprising or startling to your audience. Often, startling statements come in the form of statistics and strange facts. For example, if you’re giving a speech about oil conservation, you could start by saying,

“A Boeing 747 airliner holds 57,285 gallons of fuel.”

That’s a surprising or startling fact. Another version of the surprise form of an attention-getter is to offer a strange fact. For example, you could start a speech on the gambling industry by saying, “There are no clocks in any casinos in Las Vegas.”  You could start a speech on the Harlem Globetrotters by saying, “In 2000, Pope John Paul II became the most famous honorary member of the Harlem Globetrotters.” (These examples come from a great website for strange facts ( http://www. strangefacts.com ).

Although such statements are fun, it’s important to use them ethically. First, make sure that your startling statement is factual. The Internet is full of startling statements and claims that are simply not factual, so when you find a statement that you’d like to use, you have an ethical duty to ascertain its truth before you use it and to provide a reliable citation. Second, make sure that your startling statement is relevant to your speech and not just thrown in for shock value. We’ve all heard startling claims made in the media that are clearly made for purposes of shock or fear mongering, such as “Do you know what common household appliance could kill you? Film at 11:00.” As speakers, we have an ethical obligation to avoid playing on people’s emotions in this way.

Another common type of attention-getter is an account or story of an interesting or humorous event. Notice the emphasis here is on the word “brief.” A common mistake speakers make when telling an anecdote is to make the anecdote too long. An example of an anecdote used in a speech about the pervasiveness of technology might look something like this:

“In July 2009, a high school student named Miranda Becker was walking along a main boulevard near her home on Staten Island, New York, typing in a message on her cell phone. Not paying attention to the world around her, she took a step and fell right into an open maintenance hole.”

Notice that the anecdote is short and has a clear point. From here the speaker can begin to make their point about how technology is controlling our lives.

A personal story is another option here. This is a story about yourself or someone you know that is relevant to your topic. For example, if you had a gastric bypass surgery and you wanted to give an informative speech about the procedure, you could introduce your speech in this way:

“In the fall of 2015, I decided that it was time that I took my life into my own hands. After suffering for years with the disease of obesity, I decided to take a leap of faith and get a gastric bypass in an attempt to finally beat the disease.”

Two primary issues that you should be aware of often arise with using stories as attention getters. First, you shouldn’t let your story go on for too long. If you are going to use a story to begin your speech, you need to think of it more in terms of summarizing the story rather than recounting it in its entirety. The second issue with using stories as attention getters is that the story must in some way relate to your speech. If you begin your speech by recounting the events in “Goldilocks and the Three Bears,” your speech will in some way need to address such topics as finding balance or coming to a compromise. If your story doesn’t relate to your topic, you will confuse your audience and they may spend the remainder of your speech trying to figure out the connection rather than listening to what you have to say.

You can catch the attention of the audience by referencing information of special interest. This includes references to the audience itself, and their interests. It can also mean references to current events or events in the past.

Your audience is a factor of utmost importance when crafting your speech, so it makes sense that one approach to opening your speech is to make a direct reference to the audience. In this case, the speaker has a clear understanding of the audience and points out that there is something unique about the audience that should make them interested in the speech’s content. Here’s an example:

“As students at State College, you and I know the importance of selecting a major that will benefit us in the future. In today’s competitive world, we need to study a topic that will help us be desirable to employers and provide us with lucrative and fulfilling careers. That’s why I want you all to consider majoring in communication.”

Referring to a current news event that relates to your topic is often an effective way to capture attention, as it immediately makes the audience aware of how relevant the topic is in today’s world. For example, consider this attention getter for a persuasive speech on frivolous lawsuits:

“On January 10 of this year, two prisoners escaped from a Pueblo, Colorado, jail. During their escape, the duo attempted to rappel from the roof of the jail using a makeshift ladder of bed sheets. During one prisoner’s attempt to scale the building, he slipped, fell forty feet, and injured his back. After being quickly apprehended, he filed a lawsuit against the jail for making it too easy for him to escape.”

In this case, the speaker is highlighting a news event that illustrates what a frivolous lawsuit is, setting up the speech topic of a need for change in how such lawsuits are handled.

A variation of this kind of reference is to open your speech with a reference about something that happened in the past. For example, if you are giving a speech on the perception of modern music as crass or having no redeeming values, you could refer to Elvis Presley and his musical breakout in the 1950s as a way of making a comparison:

“During the mid-1950s, Elvis Presley introduced the United States to a new genre of music: rock and roll. It was initially viewed as distasteful, and Presley was himself chastised for his gyrating dance moves and flashy style. Today he is revered as “The King of Rock ‘n Roll.” So, when we criticize modern artists for being flamboyant or over the top, we may be ridiculing some of the most important musical innovators we will know in our lifetimes.”

In this example, the speaker is evoking the audience’s knowledge of Elvis to raise awareness of similarities to current artists that may be viewed today as he was in the 1950s.

Non-Verbal Attention-Getters

The last variation of attention-getter discussed here is the non-verbal sort. You can get the audience interested in your speech by beginning with an image on a slide, music, sound, and even objects. As with all attention-getters, a non-verbal choice should be relevant to the topic of your speech and appropriate for your audience. The use of visual images and sounds shouldn’t be used if they require a trigger warning or content advisory.

This list of attention-getting devices represents a thorough, but not necessarily exhaustive, range of ways that you can begin your speech. Again, as mentioned earlier, your selection of attention getter isn’t only dependent on your audience, your topic, and the occasion, but also on your preferences and skills as a speaker. If you know that you are a bad storyteller, you might elect not to start your speech with a story. If you tend to tell jokes that no one laughs at, avoid starting your speech off with humor.

Intro Element 2: Establish Your Credibility

Whether you are informing, persuading, or entertaining an audience, one of the things they’ll be expecting is that you know what you’re talking about or that you have some special interest in the speech topic. To do this, you will need to convey to your audience, not only what you know, but how you know what you know about your topic.

Sometimes, this will be simple. If you’re informing your audience how a baseball is thrown and you have played baseball since you were eight years old, that makes you a very credible source. In your speech, you can say something like this:

“Having played baseball for over ten years, including two years as the starting pitcher on my high school’s varsity team, I can tell you about the ways that pitchers throw different kind of balls in a baseball game.”

In another example, if you were trying to convince your audience to join Big Brothers Big Sisters and you have been volunteering for years, you could say:

“I’ve been serving with Big Brothers Big Sisters for the last two years, and I can tell you that the experience is very rewarding.”

However, sometimes you will be speaking on a topic with which you have no experience. In these cases, use your interest in the subject as your credibility. For example, imagine you are planning a speech on the history of how red, yellow, and green traffic signals came to be used in the United States. You chose that topic because you plan to major in Urban Planning. In this case you might say something like:

“As someone who has always been interested in the history of transportation, and as a future Urban Studies major, I will share with you what I’ve been learning about the invention of traffic signals in America.”

It is around the credibility statement that you can usually find the moment to introduce yourself:

“Hi, I’m Josh Cohen, a sophomore studying Psychology here at North State University. I’ve been serving with Big Brothers Big Sisters for the last two years, and I can tell you that the experience is very rewarding.”

Establishing credibility as a speaker has a broader meaning, explained in depth in the chapter “ Ethics in Public Speaking. ”

Intro Element 3: Establish Rapport

Credibility is about establishing the basis of your knowledge, so that the audience can trust in the reliability of  what you say.  Rapport is about establishing a connection with the audience, so that the audience can trust who you are. 

Rapport means the relationship or connection you make with your audience. To make a good connection, you’ll need to convey to your audience that you understand their interests, share them, and have a speech that will benefit them. Here is an example from an informative speech on the poet Lord Byron:

“You may be asking yourselves why you need to know about Lord Byron. If you take Humanities 120 as I did last semester, you’ll be discussing his life and works. After listening to my speech today, you’ll have a good basis for better learning in that course.”

In this example, the speaker connects to the audience with a shared interest and conveyed in these sentences the idea that the speaker has the best interests of the audience in mind by giving them information that would benefit them in a future course they might take.

The way that a speaker establishes connection with the audience is often by leaning in on the demographic of group affiliation.

“As college students, we all know the challenge of finding time to get our homework done.”

Intro Element 4: Preview Purpose & Central Idea

The fourth essential element of an introduction is to reveal the purpose and thesis of your speech to your audience. Have you ever come away after a speech and had no idea what the speech was about (purpose)? Have you ever sat through a speech wondering what the point was (central idea)? An introduction should provide this information from the beginning, so that the audience doesn’t have to figure it out. (If you’re still not certain what purpose and thesis are, now is good time to review this chapter ).

Whether you’re writing a speech or drafting an essay, previewing is essential. Like a sign on a highway that tells. you what’s ahead, a preview is a succinct statement that reveals the content to come. The operative word here is “succinct.”  A preview statement for a short speech should be no more than two or three sentences. Consider the following example:

“In my speech today, I’m going to paint a profile of Abraham Lincoln, a man who overcame great adversity to become the President of the United States. During his time in office, he faced increasing opposition from conservative voices in government, as well as some dissension among his own party, all while being thrust into a war he didn’t want.”

Notice that this preview provides the purpose of this informative speech and its central idea of struggle. While it’s constructed from the specific purpose statement and central thesis, it presents them more smoothly, less awkwardly. Here is how purpose and thesis statements are smoothly combined in a preview:

Intro Element 5: Preview Your Main Points

Just like previewing your topic, previewing your main points helps your audience know what to expect throughout the course of your speech and prepares them to listen.

Your preview of the main points should be clear and easy to follow so that there is no question in your audience’s minds about what they are. Be succinct and simple: “Today, in my discussion of Abraham Lincoln’s life, I will look at his birth, his role a president, and his assassination.” If you want to be extra sure the audiences hears these, you can always enumerate your main points by using signposts (first, second, third, and so on): “In discussing how to make chocolate chip cookies, first we will cover what ingredients you need, second we will talk about how to mix them, and third we will look at baking them.”

Tips for Introductions

Together, these five elements of introduction prepare your audience by getting them interested in your speech (#1 attention-getter); conveying your knowledge (#2 credibility); conveying your good will (#3 rapport); letting them what you’ll be talking about and why (#4 preview topic and thesis); and finally, that to expect in the body of the speech (#5 preview of main points).  Including all five elements starts your speech off on solid ground. Here are some additional tips:

• Writers often find it best to write an introduction after the other parts of the speech are drafted.
• When selecting an attention-getting device, you want to make sure that the option you choose is appropriate to your audience and relevant to your topic.
• Avoid starting a speech by saying your name. Instead choose a good attention-getter and put your self-introduction after it.
• You cannot “wing it” on an introduction. It needs to be carefully planned. Even if you are speaking extemporaneously, consider writing out the entire introduction.
• Avoid saying the specific purpose statement, especially as first words. Instead, shape your specific purpose and thesis statement into a smooth whole.
• don’t begin to talk as you approach the platform or lectern; instead, it’s preferable to reach your destination, pause, smile, and then begin;
• don’t just read your introduction from your notes; instead, it’s vital to establish eye contact in the introduction, so knowing it very well is important;
• don’t talk too fast; instead, go a little slower at the beginning of your speech and speak clearly.  This will let your audience get used to your voice.

Here are two examples of a complete introduction, containing all five elements:

Example #1: “My parents knew that something was really wrong when my mom received a call from my home economics teacher saying that she needed to get to the school immediately and pick me up. This was all because of an allergy, something that everyone in this room is either vaguely or extremely familiar with. Hi, I’m Alison. I’m a physician assistant from our Student Health Center and an allergy sufferer. Allergies affect a large number of people, and three very common allergies include pet and animal allergies, seasonal allergies, and food allergies. All three of these allergies take control over certain areas of my life, as all three types affect me, starting when I was just a kid and continuing today. Because of this, I have done extensive research on the subject, and would like to share some of what I’ve learned with all of you today. Whether you just finished your first year of college, you are a new parent, or you have kids that are grown and out of the house, allergies will most likely affect everyone in this room at some point. So, it will benefit you all to know more about them, specifically the three most common sources of allergies and the most recent approaches to treating them.”

Example #2 “When winter is approaching and the days are getting darker and shorter, do you feel a dramatic reduction in energy, or do you sleep longer than usual during the fall or winter months? If you answered “yes” to either of these questions, you may be one of the millions of people who suffer from Seasonal Affective Disorder, or SAD. For most people, these problems don’t cause great suffering in their life, but for an estimated six percent of the United States population these problems can result in major suffering. Hi, I’m Derrick and as a student in the registered nursing program here at State College, I became interested in SAD after learning more about it. I want to share this information with all of you in case you recognize some of these symptoms in yourself or someone you love. In order to fully understand SAD, it’s important to look at the medical definition of SAD, the symptoms of this disorder, and the measures that are commonly used to ease symptoms.”

The Three Elements of a Conclusion

Like an introduction, the conclusion has specific elements that you must incorporate in order to make it as strong as possible. Given the nature of these elements and what they do, these should be incorporated into your conclusion in the order they are presented below.

Conclusion Element 1: Signal the End

The first thing a good conclusion should do is to signal the end of a speech. You may be thinking that telling an audience that you’re about to stop speaking is a “no brainer,” but many speakers really don’t prepare their audience for the end. When a speaker just suddenly stops speaking, the audience is left confused and disappointed. Instead, you want to make sure that audiences are left knowledgeable and satisfied with your speech. In a way, it gives them time to begin mentally organizing and cataloging all the points you have made for further consideration later.

The easiest way to signal that it’s the end of your speech is to begin your conclusion with the words, “In conclusion.” Similarly, “In summary” or “To conclude” work just as well.

Conclusion Element 2: Restate Main Points

In the introduction of a speech, you delivered a preview of your main points; now in the conclusion you will deliver a review. One of the biggest differences between written and oral communication is the necessity of repetition in oral communication (the technique of “planned redundancy” again). When you preview your main points in the introduction, effectively make transitions to your main points during the body of the speech, and finally, review the main points in the conclusion, you increase the likelihood that the audience will understand and retain your main points after the speech is over.

Because you are trying to remind the audience of your main points, you want to be sure not to bring up any new material or ideas . For example, if you said, “There are several other issues related to this topic, such as…but I don’t have time for them,” that would just make the audience confused. Or, if you were giving a persuasive speech on wind energy, and you ended with “Wind energy is the energy of the future, but there are still a few problems with it, such as noise and killing lots of birds,” then you are bringing up an argument that should have been dealt with in the body of the speech.

As you progress as a public speaker, you will want to learn to rephrase your summary statement so that it doesn’t sound like an exact repeat of the preview. For example, if your preview was:

“The three arguments in favor of medical marijuana that I will present are that it would make necessary treatments available to all, it would cut down on the costs to law enforcement, and it would bring revenue to state budgets.”

Your summary might be:

“In the minutes we’ve had together, I have shown you that approving medical marijuana in our state will greatly help persons with a variety of chronic and severe conditions. Also, funds spent on law enforcement to find and convict legitimate marijuana users would go down as revenues from medical marijuana to the state budget would go up.”

Conclusion Element 3: Clinchers

The third element of your conclusion is the clincher. This is something memorable with which to conclude your speech. The clincher is sometimes referred to as a concluding device . These are the very last words you will say in your speech, so you need to make them count. It will make your speech more memorable.

In many ways the clincher is like the inverse of the attention getter. You want to start the speech off with something strong, and you want to end the speech with something strong.

To that end, like what we discussed above with attention getters, there are several common strategies you can use to make your clincher strong and memorable: quotation, question, call to action, visualizing the future, refer back to the introduction, or appeal to audience self-interest.

As in starting a speech with a quotation, ending the speech with one allows you to summarize your main point or provoke thought.

I’ll leave you with these inspirational words by Eleanor Roosevelt: “The future belongs to those who believe in the beauty of their dreams.”

Some quotations will inspire your audience to action:

I urge you to sponsor a child in a developing country. Remember the words by Forest Witcraft, who said, “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different because I was important in the life of a child.”

In this case, the quotation leaves the audience with the message that monetary sacrifices are worth making.

Another way you can end a speech is to ask a rhetorical question that forces the audience to ponder an idea. Maybe you are giving a speech on the importance of the environment, so you end the speech by saying, “Think about your children’s future. What kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—or one that is filled with smog, pollution, filth, and disease?” Notice that you aren’t asking the audience to answer the question verbally or nonverbally, so it’s a rhetorical question.

Call to Action

Calls to action are used specifically in persuasive speeches. It is something you want the audience to do, either immediately or in the future. If a speaker wants to see a new traffic light placed at a dangerous intersection, the clincher would be to ask all the audience members to sign a petition right then and there. For a speech about buying an electric vehicle, the clincher would ask the audience to keep in mind an electric vehicle the “next time they buy a car.”

Another kind of call to action takes the form of a challenge. In a speech on the necessity of fundraising, a speaker could conclude by challenging the audience to raise 10 percent more than their original projections. In a speech on eating more vegetables, you could challenge your audience to increase their current intake of vegetables by two portions daily. In both these challenges, audience members are being asked to go out of their way to do something different that involves effort on their part.

Visualizing the Future

The purpose of a conclusion that refers to the future is to help your audience imagine the future you believe can occur. If you are giving a speech on the development of video games for learning, you could conclude by depicting the classroom of the future where video games are perceived as true learning tools. More often, speakers use visualization of the future to depict how society or how individual listeners’ lives would be different if the audience accepts and acts on the speaker’s main idea. For example, if a speaker proposes that a solution to illiteracy is hiring more reading specialists in public schools, the speaker could ask their audience to imagine a world without illiteracy.

Refer Back to Introduction

This method provides a good sense of closure to the speech. If you started the speech with a startling statistic or fact, such as “Last year, according to the official website of the American Humane Society, four million pets were euthanized in shelters in the United States,” in the end you could say, “Remember that shocking number of four million euthanized pets? With your donation of time or money to the Northwest Georgia Rescue Shelter, you can help lower that number in our region.”

Appeal to Audience Self-Interest

The last concluding device involves a direct reference to your audience. This concluding device is used when a speaker attempts to answer the basic audience question, “What’s in it for me?” (WIIFM). The goal of this concluding device is to spell out the direct benefits a behavior or thought change has for audience members. For example, a speaker talking about stress reduction techniques could have a clincher like this: “If you want to better a better immune system, better heart health, and more happiness, all it takes are following the techniques I talked about today.”

Tips for Conclusions

In terms of the conclusions, be careful NOT to:

• signal the end multiple times. In other words, no “multiple conclusions.”
• ramble: if you signal the end, then end your speech;
• talking as you leave the platform or lectern.
• indicating with facial expression or body language that you were not happy with the speech.

Some examples of conclusions:

Conclusion Example #1: “Anxiety is a complex emotion that afflicts people of all ages and social backgrounds and is experienced uniquely by each individual. We have seen that there are multiple symptoms, causes, and remedies, all of which can often be related either directly or indirectly to cognitive behaviors. While most people don’t enjoy anxiety, it seems to be part of the universal human experience, so realize that you are not alone, but also realize that you are not powerless against it. With that said, the following quote, attributed to an anonymous source, could not be truer, ‘Worry does not relieve tomorrow of its stress; it merely empties today of its strength.’ “

Conclusion Example #2: “I believe you should adopt a rescue animal because it helps stop forms of animal cruelty, you can add a healthy companion to your home, and it’s a relatively simple process that can save a life. Each and every one of you should go to your nearest animal shelter, which may include the Catoosa Citizens for Animal Care, the Humane Society of NWGA in Dalton, the Murray County Humane Society, or the multiple other shelters in the area to bring a new animal companion into your life. I’ll leave you with a paraphrased quote from Deborah Jacobs’s article “Westminster Dog Show Junkie” on Forbes.com: ‘You may start out thinking that you are rescuing the animal, and ultimately find that the animal rescues you right back.’ “

Public Speaking as Performance Copyright © 2023 by Mechele Leon is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Introductions & Conclusions

Introductions.

• Get the audience’s attention with a story, quotation, personal experience, etc.
• Identify the topic and indicate why it is relevant, important, or interesting.
• Establish your credibility through words or behavior.
• Provide context, background, and definitions listeners might need.
• State your purpose, thesis, or research question.
• Preview the body of your speech.
• Make a transition to the first point in the body of the speech.
• Start with “um" or "OK.”
• Apologize for weaknesses in your content, preparation or speaking ability.
• Complain about food, accommodations, equipment, facilities or other speakers.
• Use “humor” that might disparage, offend or alienate your listeners.
• Use cheap tricks to get attention.
• Go on about how hard it was to choose a topic.

Conclusions

Conclusions should reinforce the message and give the speech unity and closure.

• Summarize the main points of your speech.
• Restate your purpose or thesis.
• Create closure, a sense of finality.
• In persuasive speeches, make a final call for commitment or action.
• Open new areas of discussion or argument.
• Change position or viewpoint.
• Resort to feeble closing phrases like “and that's all I have to say.”
• Say “thank you” just because the audience doesn't seem to realize that your speech is over.

Office / Department Name

Oral Communication Center

Contact Name

Amy Gaffney

Oral Communication Center Director

Help us provide an accessible education, offer innovative resources and programs, and foster intellectual exploration.

Site Search

Conclusion in Compositions

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

In composition , the term conclusion refers to the sentences or paragraphs that bring a speech , essay , report, or book to a satisfying and logical end. Also called the  concluding paragraph or closing .

The length of a conclusion is generally proportional to the length of the whole text. While a single paragraph is usually all that's required to conclude a standard essay or composition, a long research paper may call for several concluding paragraphs.

From the Latin, "to end"

Methods and Observations

• They summarize the discussion.
• They are concise.
• They carry conviction.
• They are memorable."

Strategies for Concluding an Essay

• Restate the thesis of your essay, and perhaps your main points.
• Mention the broader implications or significance of your topic.
• Give a final example that pulls all the parts of your discussion together.
• Offer a prediction.
• End with the most important point as the culmination of your essay's development.
• Suggest how the reader can apply the information you have just imparted.
• End with a bit of drama or a flourish. Tell an anecdote , offer an appropriate quotation, ask a question, make a final insightful remark.

Three Guidelines

• Before closing your essay, always look back at your introduction and then make sure that you say something fresh and/or express yourself in a different way. . . .
• Short conclusions are usually preferable to long ones. . . .
• If possible, conclude your argument in a way that makes explicit insights that have been implicit along the way.

Circular Closing

• Thomas S. Kane This strategy works on the analogy of a circle, which ends where it began. The final paragraph repeats an important word or phrase prominent in the beginning, something the reader will remember. If the strategy is to work, the reader has to recognize the key term (but of course you cannot hang a sign on it--'Remember this'). You must stress it more subtly, perhaps by position or by using an unusual, memorable word.

Two Sorts of Endings

• Bill Stott Someone has said that there are only two sorts of endings, the fanfare ( da-da! ) and the dying fall ( plub-plub-plew ). It's true. You can try to avoid these alternatives by cutting your writing off abruptly--ending it without an ending so to speak. But this sort of ending is also a kind of dying fall. Dying fall endings are more subtle and various than fanfares because all fanfares sound alike. But don't be squeamish about using a fanfare when one seems warranted. This ending is a dying fall.

Composing a Conclusion Under Pressure

• Geraldine Woods Even though the conclusion is the cherry on top of the ice cream sundae, you may not have a lot of time to formulate one if you're writing under exam conditions. In fact, on the actual AP exam, you may not get to the conclusion at all. Don't worry; you can still do well if your essay stops abruptly. If you do have a moment, however, you can impress the exam grader with a short but powerful conclusion.

Last Things First

• Katherine Anne Porter If I didn't know the ending of a story, I wouldn't begin. I always write my last lines, my last paragraph, my last page first, and then I go back and work towards it. I know where I'm going. I know what my goal is. And how I get there is God's grace.
• Examples of Great Introductory Paragraphs
• 100 Persuasive Essay Topics
• How to Write a Good Descriptive Paragraph
• Definition and Examples of Analysis in Composition
• Understanding Organization in Composition and Speech
• The Ultimate Guide to the 5-Paragraph Essay
• Definition and Examples of Climactic Order in Composition and Speech
• Paragraph Length in Compositions and Reports
• How to Write Your Graduate School Admissions Essay
• How to Write and Format an MBA Essay
• How To Write an Essay
• Definition and Examples of a Transition in Composition
• How to Write a Great Process Essay
• Development in Composition: Building an Essay
• Definition and Examples of Body Paragraphs in Composition
• How to Develop and Organize a Classification Essay

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• Communication Skills
• Public Speaking

How to Conclude a Speech

Last Updated: May 15, 2023 Fact Checked

This article was co-authored by Gale McCreary . Gale McCreary is the Founder and Chief Coordinator of SpeechStory, a nonprofit organization focused on improving communication skills in youth. She was previously a Silicon Valley CEO and President of a Toastmasters International chapter. She has been recognized as Santa Barbara Entrepreneurial Woman of the Year and received Congressional recognition for providing a Family-Friendly work environment. She has a BS in Biology from Stanford University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 115,437 times.

The last moments are where a good speech can be made. If you want to leave your audience stunned, you can learn the basics needs of a good conclusion, as well as some tactics for ending creatively. You can also learn what techniques to avoid.

Things You Should Know

• Summarize the main points of your speech to remind listeners what they've learned.
• Recall something from the introduction so your speech comes full circle.
• Thank your audience for attending and listening.

Concluding Your Speech

• Use the chance to repeat your thesis a final time, if necessary. What's the one thing you hope someone remembers from your speech? What's the one thing that needs to be learned?
• In informal speeches, repeating the main points won't be necessary. If you're giving a toast at a wedding, you don't need to run back through a list of the great things about the groom.

• If you started the speech by drawing a sad portrait of a recently returned veteran who couldn't get work, or health insurance, and ended up in dire straits, that can be a heart-breaking intro. Pick back up with the story in conclusion to let you know where that vet is now.
• Any kind of reference can work. If you started a speech with a quote by Thomas Paine, end with more about Thomas Paine. The bookend technique is an excellent way of signaling the end for the audience.

• Put a face on things. Case studies and personal examples are extremely effective in helping an audience connect with a complicated issue or topic.
• Some people like to use this technique for the introduction, but it can be unexpected and even more effective to wait and use it at the conclusion, especially for speeches that are a little bit shorter.

• "We can turn back the oceans and stop the warming of our planet. It's not too late, as the title of my speech promises. It's not too late for any of us."

• It's also appropriate to use a "thank you" as the very last thing that you say: "We must continue fighting the good fight on climate change, for our children, for our economy, and for ourselves. Thank you." Cue applause.
• Sometimes, it's also appropriate to ask for questions if the occasion calls for it. People should be sure your speech is over, but if people seem hesitant, it's ok to say, "I'd be happy to take questions, if anyone has them."

Nailing the Ending

• "The fight for climate change (pause ) is a fight (pause) that we must (pause) win. Our children (pause). Our children's children (pause). Demand it."

• Return to the story of the veteran struggling to find work. With the sorts of infrastructure you're calling for in your speech, maybe he could be working a specific job, and getting into his own house, and even starting to plant a garden in the yard, something he always wanted to do. Dream a little, and let your audience do the same.

• "We must do this for our children, we must do this for our neighbors, we must do this for America, we must do this for the world, we must do this for the oceans, we must do this for the forests..."
• "Politicians can't legislate this. Architects can't build this. Artists can't dream this. Developers can't innovate this. Only you can do this."

• Address the audience specifically. Start using "you" toward the end of the speech, or address an individual in the audience to help bring it home.

Avoiding Common Mistakes

• "Well, that's pretty much it."
• "That's it."
• "I'm done."

• When the speech is over, don't keep talking. Even if you just remembered a point you forgot to make a few minutes ago, don't launch back into the speech when people are clapping, or once they're finished. When the speech is over, let it be over. If there's a chance for Q & A, then get to it then.

• Some speeches can be leavened with a bit of humor in the ending. If you've just given a particularly touching toast at a wedding, it might be good to release a bit of the tension with a well-placed gag. Probably not so much for a professional presentation.

Community Q&A

• Don't overwrite it. After your first few drafts, sit back and let it rest a few days. Then come back to your ending with new perspective. Pretend that you are listening to someone else say it for the first time. Read it like you will at the event. Then go back to editing. Thanks Helpful 4 Not Helpful 0
• Catch your audience's attention. Use a shocking fact, or statistic that will leave the listeners thinking and will urge them to action. Thanks Helpful 2 Not Helpful 0

You Might Also Like

• ↑ https://www.hamilton.edu/academics/centers/oralcommunication/guides/introductions-and-conclusions
• ↑ https://westsidetoastmasters.com/article_reference/12_ways_to_end_your_speech.html
• ↑ https://www.indeed.com/career-advice/career-development/how-to-conclude-a-presentation
• ↑ https://courses.lumenlearning.com/boundless-communications/chapter/conclusion/
• ↑ https://www.linkedin.com/pulse/best-call-action-speech-examples-mitch-carson?trk=public_profile_article_view
• ↑ https://www.hamilton.edu/academics/centers/oralcommunication/guides/avoid-these-common-speech-mistakes-1

About This Article

To conclude a speech, try summarizing the main points you made throughout it so you can remind the listener what you want them to learn or take away. In some cases, you can use the conclusion to recall the introduction, showing how the speech comes full circle. Or, if you have a catchy title, work it into the conclusion to grab your audience's attention. You can also signal the ending by thanking the audience for listening or simply stating “In conclusion” to let your listeners know it’s time to wrap up. To put extra emphasis on your ending, slow your speech to get people to perk up and really hear your final points. To learn how to use your conclusion as a call to action, keep reading! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Gaukhu Bankar

Aug 14, 2019

Did this article help you?

Oct 18, 2017

Yasar Arfath

Aug 23, 2018

Nov 26, 2017

Sep 18, 2016

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Get all the best how-tos!

Sign up for wikiHow's weekly email newsletter

50 Speech Closing Lines (& How to Create Your Own) | The Ultimate Guide

Hrideep barot.

• Public Speaking , Speech Writing

While speech openings are definitely one of the most important components of a speech, something that is equally as important is the way you conclude your speech.

There are few worse ways to end your speech than with a terse ‘thank you’–no elaboration or addition whatsoever.

Speech endings are just as crucial to the success of your speech as speech openings, and you must spend just as much time picking the perfect ending as you do to determine your best possible speech opening.

The words you speak at the beginning and end of your speech are words that your audience will pay the most attention to, and remember longer than any other part of your speech.

Speech endings can put even the most experienced speaker in flux, and increase their anxiousness manifold as they sit there attempting to figure out the perfect way to end your speech.

If you’re someone who’s in flux about your speech ending too, don’t worry. We’ve got some amazing ways to conclude your speech with a bang!

1. Circling Back To The Beginning

The idea behind circling back to the beginning of your speech is to reinforce the idea of your speech being a complete whole. By circling back to the beginning and connecting it to your ending, you let the audience understand that the idea of your speech is complete & standalone.

Circling back to the beginning of your speech also acts as an excellent way of reinforcing the central idea of your speech in the audience’s mind, and makes it more likely that they will remember it after the speech ends.

Need more inspiration for speech opening lines? Check out our article on 15 Powerful Speech Opening Lines & Tips To Create Your Own.

How To Circle Back To The Beginning

The easiest way to do this is to set up your beginning for the conclusion of your speech. That is, if you’re saying something like, say, a story or joke in the beginning, then you can leave your audience in a cliffhanger until the ending arrives.

Another great way to circle back to the beginning is by simply restating something you said at the start. The added knowledge from attending the rest of your speech will help the audience see this piece of information in a new–and better–light.

1. Will Stephen

Ending Line: “I’d like you to think about what you heard in the beginning, and I want you to think about what you hear now. Because it was nothing & it’s still nothing.”

2. Canwen Xu

Speech Ending: My name is Canwen, my favorite color is purple and I play the piano but not so much the violin…

Think of a memorable moment from your life, and chances are you’ll realize that it involved a feeling of happiness–something that we can associate with smiling or laughter. And what better way to generate laughter than by incorporating the age-old strategy of good humor.

The happy and lighthearted feeling you associate with good memories is the kind of emotional reaction you want to create in your audience too. That’s what will make your speech stick in their memory.

Done incorrectly, humor can be a disaster. Done right, however, it can entirely transform a speech.

Humor doesn’t only mean slapstick comedy (although there’s nothing wrong with slapstick, either). Humor can come in many forms, including puns, jokes, a funny story…the list is endless.

How To Incorporate Humor In Your Speech Ending

The simplest way to incorporate humor into your speech ending is by telling a plain old joke–something that’s relevant to your topic, of course.

You can also tell them a short, funny anecdote–may be an unexpected conclusion to a story you set up in the beginning.

Another way would be by employing the power of repetition. You can do this by associating something funny with a word, and then repeating the word throughout your speech. During the end, simply say the word or phrase one last time, and it’s likely you’ll leave off your audience with a good chuckle.

1. Woody Roseland

Ending Line: “Why are balloons so expensive? Inflation.”

2. Andras Arato

Ending Line: “There are three rules to becoming famous. Unfortunately, nobody knows what they are.”

3. Hasan Minhaj

Ending Line: “And you want to know the scariest part? Pretty soon every country on the earth is going to have its own TLC show.”

4. Sophie Scott

Speech Ending: In other words, when it comes to laughter, you and me baby, ain’t nothing but mammals.

5. Tim Urban

Speech Ending: We need to stay away from the Instant Gratification Monkey. That’s a job for all of us. And because there’s not that many boxes on there. It’s a job that should probably start today. Well, maybe not today, but, you know, sometime soon.

6. Hasan Minhaj

Speech Ending: Showing my legs on TV is probably the scariest thing I’ve ever done. And keep in mind last week I went after the Prince of Saudi Arabia.

3. Question

The idea behind posing a question at the end of your speech is to get the wheels in your audience’s minds turning and to get them thinking of your speech long after it has ended. A question, if posed correctly, will make your audience re-think about crucial aspects of your speech, and is a great way to prompt discussion after your speech has ended.

How To Add Questions To Your Speech Ending

The best type of questions to add to your speech ending is rhetorical questions. That’s because, unlike a literal question, a rhetorical question will get the audience thinking and make them delve deeper into the topic at hand.

Make sure your question is central to the idea of your speech, and not something frivolous or extra. After all, the point of a question is to reinforce the central idea of your topic.

1. Lexie Alford

Speech Ending: Ask yourself: How uncomfortable are you willing to become in order to reach your fullest potential?

2. Apollo Robbins

Speech Ending: If you could control somebody’s attention, what would you do with it?

Quotes are concise, catchy phrases or sentences that are generally easy to remember and repeat.

Quotes are an age-old way to start–and conclude–a speech. And for good reason.

Quotes can reinforce your own ideas by providing a second voice to back them up. They can also provoke an audience’s mind & get them thinking. So, if you add your quote to the end of your speech, the audience will most likely be thinking about it for long after you have finished speaking.

How To Use Quotes In Your Speech Ending

While adding quotes to your speech ending, make sure that it’s relevant to your topic. Preferably, you want to pick a quote that summarizes your entire idea in a concise & memorable manner.

Make sure that your quote isn’t too long or complicated. Your audience should be able to repeat it as well as feel its impact themselves. They shouldn’t be puzzling over the semantics of your quote, but its intended meaning.

1. Edouard Jacqmin

Speech Ending: “Life is either a daring adventure or nothing at all.”

2. Chris Crowe

Speech Ending: “It’s more certain than death and taxes.”

3. Olivia Remes

Speech Ending: I’d like to leave you with a quote by Martin Luther King: “You don’ have to see the whole staircase. Just take the first step.”

4. Tomislav Perko

Speech Ending: Like that famous quote says, “In twenty years from now on, you’ll be more disappointed by the things you didn’t do than by the things you did do.

5. Diana Nyad

Speech Ending: To paraphrase the poet, Mary Oliver, she says, “So, what is it? What is it you’re doing with this one wild and precious life of yours?”

5. Piece Of Advice

The point of giving a piece of advice at the end of your speech is not to pull your audience down or to make them feel bad/inferior about themselves. Rather, the advice is added to motivate your audience to take steps to do something–something related to the topic at hand.

The key point to remember is that your advice is included to help your audience, not to discourage them.

How To Add Piece Of Advice To Your Speech Ending

To truly make your audience follow the advice you’re sharing, you must make sure it resonates with them. To do so, you need to inject emotions into your advice, and to present it in such a manner that your audience’s emotions are aroused when they hear it.

Your advice shouldn’t be something extra-complicated or seemingly impossible to achieve. This will act as a counter-agent. Remember that you want your audience to follow your advice, not to chuck it away as something impossible.

Our article, 15 Powerful Speech Ending Lines And Tips To Create Your Own , is another great repository for some inspiration.

1. Ricardo Lieuw On

Speech Ending: “Learn something new, or a new way of approaching something old because there are a few skills are valuable as the art of learning.”

2. Tomas Chamorro-Premuzic

Speech Ending: “If we want to improve the competence level of our leaders, then we should first improve our own competence for judging and selecting leaders.”

3. Sharique Samsudheen

Speech Ending: “Some people love money, some people hate money, some people crave money, some people even kill for money. But what they miss is they just need to learn how to manage money well, and that will give them financial freedom.”

4. Kate Simonds

Speech Ending: Teens, you need to believe in your voices and adults, you need to listen.

5. Melissa Butler

Speech Ending: When you go home today, see yourself in the mirror, see all of you, look at all your greatness that you embody, accept it, love it and finally, when you leave the house tomorrow, try to extend that same love and acceptance to someone who doesn’t look like you.

6. Iskra Lawrence

Speech Ending: Speak to your body in a loving way. It’s the only one you got, it’s your home, and it deserves your respect. If you see anyone tearing themselves down, build them back up And watch your life positively grow when you give up the pursuit of perfection.

6. Contemplative Remark

As the name itself suggests, contemplative remarks are intended to make your audience contemplate or mull over something. The ‘something’ in question should be the idea central to your speech, or a key takeaway that you want them to return home with.

The idea is to get your audience thinking and to keep them thinking for a long, long time.

How To Add A Contemplative Remark To Your Speech Ending

To add a contemplative remark to your speech ending, you first need to figure out your key takeaway or main theme. Then, you want to arrange that as a question, and propose it to your audience at the end of your speech.

Remember that your question shouldn’t be something too wordy or complicated to understand. As with the quotes, you don’t want your audience stuck on the semantics. Rather, you want them to focus on the matter at hand.

1. Lisa Penney

Speech Ending: “So I invite you to pay more attention to your thoughts & consider the legacy you leave behind.”

2. Grant Sanderson

Speech Ending: “Some of the most useful math that you can find or teach has its origin in someone who was just looking for a good story.”

3. Greta Thunberg

Speech Ending: “We will not let you get away with this. Right here, right now is where we draw the line. The world is waking up & change is coming whether you like it or not.”

4. Bill Eckstrom

Speech Ending: Now, think about this: it’s not the complexity-triggering individuals or events you should fear the most, but it’s your own willingness to accept or seek discomfort that will dictate the growth of not just you, but our entire world.

5. Robert Hoge

Speech Ending: Choose to accept your face, choose to appreciate your face, don’t look away from the mirror so quickly; understand all the love, and the life, and the pain that is the part of your face, that is the art of your face. Tomorrow when you wake up, what will your choice be?

7. Personal Anecdote

Personal anecdotes, as the name suggests, are anecdotes that are personal to the speaker or instances from their life. Personal anecdotes are a great way to incorporate the magical powers of storytelling in your speech, as well as to make a personal connection with the audience. Using personal anecdotes, you can hit two birds with one stone!

How To Add Personal Anecdotes To Your Speech Ending

To add personal anecdotes to your speech ending, you need to filter through your life experiences to find out ones that directly relate to your topic at hand. You don’t want to include an anecdote, no matter how compelling it is, if it doesn’t relate to your topic.

Remember to not keep your anecdote too long. Your audience will most likely lose their attention if you do so.

1. Sheila Humphries

Speech Ending: “Why do you go work for these people?” My answer to them was, “If I could help one child make it in this world, it’ll be worth it all.”

8. Call To Action

A call-to-action is one of the absolute best ways to conclude a speech with a bang. A well-written speech should aim to alter the audience’s mind or belief system in some way and to make them take an action in that direction. One crucial way to assure your audience does this is by using a call to action.

How To Add A Call To Action To Your Speech Ending

A call to action comes right before the ending of your speech to provide your audience with a clear idea or set of instructions about what they’re supposed to do after your talk ends.

A call to action should provide a roadmap to the audience for their future steps, and to outline clearly what those future steps are going to be.

1. Armin Hamrah

Speech Ending: “So tonight, after you finish your Math homework & before you lay your head down on that fluffy pillow, bring a piece of paper and pen by your bedside…”

2. Graham Shaw

Speech Ending: “So I invite you to get your drawings out there & spread the word that when we draw, we remember more!”

3. Andy Puddicombe

Speech Ending: You don’t have to burn any incense, and you definitely don’t have to sit on the floor. All you need to do is to take out 10 minutes out a day to step back, familiarize yourself with the present moment so that you get to experience a greater sense of focus, calm, and clarity in your life.

4. Amy Cuddy

Speech Ending: Before you go into the next stressful evaluative situation, for two minutes, try doing this in the elevator…

5. Jia Jiang

Speech Ending: When you are facing the next obstacle or the next failure, consider the possibilities. Don’t run! If you just embrace them, they might become your gifts as well.

9. Motivational Remark

As the name clearly explains, a motivational remark motivates your audience to carry out a plan of action. It ruffles the audience’s mind and emotions and has a powerful impact on the steps that your audience will take after you’ve finished speaking.

How To Add A Motivational Remark To Your Speech Ending

The key to a good motivational remark is to inspire your audience. Your motivational remark should act as a ray of hope to your audience and positively inspire them to take a desired course of action.

Your motivational remark should not be negative in any way. You don’t want to guilt or coerce your audience into doing something or feeling a certain way. You want to leave them on a positive note to move forward with their life.

1. Khanh Vy Tran

Speech Ending: “No matter what you’re going through right now & no matter what the future holds for you, please don’t change yourself. Love yourself, accept yourself & then transform yourself.”

2. Mithila Palkar

Speech Ending: “Get a job, leave a job, dance, sing, fall in love. Carve your own niche. But most importantly: learn to love your own randomness.”

3. Andrew Tarvin

Speech Ending: “Anyone can learn to be funnier. And it all starts with a choice. A choice to try to find ways to use humor. A choice to be like my grandmother, to look at the world around you and say WTF–wow, that’s fun.”

4. Laura Vanderkam

Speech Ending: There is time. Even if we are busy, we have time for what matters. And when we focus on what matters, we can build the lives we want in the time we’ve got.

5. Julian Treasure

Speech Ending: Let’s get listening taught in schools, and transform the world in one generation into a conscious listening world, a world of connection, a world of understanding, and a world of peace.

6. Mariana Atencio

Speech Ending: Let’s celebrate those imperfections that make us special. I hope that it teaches you that nobody has a claim on the word ‘normal’. We are all different. We are all quirky and unique and that is what makes us wonderfully human.

10. Challenge

Much like a call to action, the aim of proposing a challenge at the end of your speech is to instigate your audience to take some desired course of action. A challenge should make an appeal to your audience’s emotion, and motivate them to meet it.

How To Add A Challenge To Your Speech Ending

To apply a challenge effectively to your speech ending, you need to make sure that it’s something relevant to your topic. Your challenge should drive the central topic of your speech forward, and make your audience engage in real-life steps to apply your idea in the real world.

While its always a good idea to set a high bar for your challenge, make sure its an achievable one too.

1. Jamak Golshani

Speech Ending: “I challenge you to open your heart to new possibilities, choose a career path that excites you & one that’s aligned to who you truly are.”

2. Ashley Clift-Jennings

Speech Ending: So, my challenge to you today is, “Do you know, would you even know how to recognize your soulmate?” If you are going out in the world right now, would you know what you are looking for?

11. Metaphor

Metaphors are commonly used as a short phrase that draws a comparison between two ideas in a non-literal sense. People use metaphors quite commonly in daily life to explain ideas that might be too difficult or confusing to understand otherwise. Metaphors are also great tools to be used in speech, as they can present your main idea in a simple and memorable way.

How To Add Metaphors To Your Speech Ending

To add a metaphor to your speech ending, you need to first decide on the main idea or takeaway of your speech. Your metaphor should then be organized in such a way that it simplifies your main idea and makes it easier for your audience to understand & remember it.

The key is to not make your metaphor overly complicated or difficult to retain and share. Remember that you’re trying to simplify your idea for the audience–not make them even more confused.

1. Ramona J. Smith

Speech Ending: “Stay in that ring. And even after you take a few hits, use what you learned from those previous fights, and at the end of the round, you’ll still remain standing.”

2. Shi Heng YI

Speech Ending: “If any of you chooses to climb that path to clarity, I will be very happy to meet you at the peak.”

3. Zifang “Sherrie” Su

Speech Ending: “Are you turning your back on your fear? Our life is like this stage, but what scares are now may bring you the most beautiful thing. Give it a chance.”

12. Storytelling

The idea behind using stories to end your speech is to leave your audience with a good memory to take away with them.

Stories are catchy, resonating & memorable ways to end any speech.

Human beings can easily relate to stories. This is because most people have grown up listening to stories of some kind or another, and thus a good story tends to evoke fond feelings in us.

How To Incorporate Stories In Your Speech Ending

A great way to incorporate stories in your speech ending is by setting up a story in the beginning and then concluding it during the end of your speech.

Another great way would be to tell a short & funny anecdote related to a personal experience or simply something related to the topic at hand.

However, remember that it’s the ending of your speech. Your audience is most likely at the end of their attention span. So, keep your story short & sweet.

1. Sameer Al Jaberi

Speech Ending: “I can still see that day when I came back from my honeymoon…”

2. Josephine Lee

Speech Ending: “At the end of dinner, Jenna turned to me and said…”

Facts are another excellent speech ending, and they are used quite often as openings as well. The point of adding a fact as your speech ending is to add shock value to your speech, and to get your audience thinking & discussing the fact even after your speech has ended.

How To Add Facts To Your Speech Ending

The key to adding facts to your speech ending is to pick a fact that thrusts forward your main idea in the most concise form possible. Your fact should also be something that adds shock value to the speech, and it should ideally be something that the audience hasn’t heard before.

Make sure that your fact is relevant to the topic at hand. No matter how interesting, a fact that doesn’t relate to your topic is going to be redundant.

1. David JP Phillips

Speech Ending: 3500 years ago, we started transfering knowledge from generation to generation through text. 28 years ago, PowerPoint was born. Which one do you think our brain is mostly adapted to?

14. Rhethoric Remark

Rhetoric remarks are another excellent way to get the wheels of your audience’s minds turning. Rhetoric remarks make your audience think of an imagined scenario, and to delve deeper into your topic. Rhetoric remarks or questioned don’t necessarily need to have a ‘right’ or one-shot answer, which means you can be as creative with them as possible!

How To Add Rhethoric Remarks To Your Speech Ending

Since rhetorical questions don’t need to have a definite answer, you have much freedom in determining the type of question or statement you wish to make. However, as with all other speech endings, a rhetorical question shouldn’t be asked just for the sake of it.

A rhetorical question should make your audience think about your topic in a new or more creative manner. It should get them thinking about the topic and maybe see it from an angle that they hadn’t before.

Rhetorical questions shouldn’t be too confusing. Use simple language & make sure it’s something that the audience can easily comprehend.

1. Mona Patel

Speech Ending: Pick your problem, ask “What if?” Come up with ideas. Bring them down. Then execute on them. Maybe you’re thinking, “What if we can’t?” I say to you, “What if we don’t?”

2. Lizzie Velasquez

Speech Ending: I want you to leave here and ask yourself what defines you. But remember: Brave starts here.

Another great way to end your speech with a literal bang is by using music! After all, if there’s something that can impact the human mind with just as much force as a few well-placed words, it’s the correct music.

How To Add Music To Your Speech Ending

To add music to your speech ending, you must make sure that the music has something to do with your speech theme. Remember that you’re not playing music in your concert. The piece of music that you choose must be relevant to your topic & work to have a contribution in your overall speech.

1. Tom Thum

Speech Ending: *ends the TED Talk with beat boxing*

16. Reitirate The Title

The title of your speech is its most important component. That’s why you need to pay careful attention to how you pick it, as it is something that your viewers will most likely remember the longest about your speech.

Your title will also act as a guiding hand towards how your audience forms an initial idea about your speech and is what they will associate your entire speech with.

By repeating your title at the end of your speech, you increase the chances that your audience will remember it–and your speech–for a long time.

How To Retierate The Title In Your Speech Ending

Your title is something that your audience associates your entire speech with. However, you don’t want to simply add the title in your speech end for the sake of adding it. Instead, make it flow naturally into your speech ending. This will make it seem less forced, and will also increase the chances of your audience remembering your entire speech ending and not just the title of your speech.

1. Ruairi Robertson

Speech Ending: I feel we can all contribute to this fight worth fighting for our own health, but more importantly, our future generations’ health by restoring the relationship between microbe and man. There is SOME FOOD FOR THOUGHT!

Need more inspiration for speech closing lines? Check out our article on 10 Of The Best Things To Say In Closing Remarks.

Level up your public speaking in 15 minutes!

Get the exclusive Masterclass video delivered to your inbox to see immediate speaking results.

You have successfully joined our subscriber list.

To sum up, speech endings are just as imperative to the success of your speech as speech openings, and you must spend just as much time picking the perfect ending as you do to determine your best possible speech opening. The words you speak at the beginning and end of your speech are words that your audience will pay the most attention to, and remember longer than any other part of your speech.

Still looking for inspiration? Check out this video we made on closing remarks:

Enroll in our transformative 1:1 Coaching Program

Schedule a call with our expert communication coach to know if this program would be the right fit for you

Lost Voice? Here’s How to Recover Sore Throat and Speak Again

7 Keys to Emcee Like a Pro: Unlock Your Hosting Potential

8 Ways to Rise Above the Noise to Communicate Better

• [email protected]
• +91 98203 57888

Get our latest tips and tricks in your inbox always

Copyright © 2023 Frantically Speaking All rights reserved

Kindly drop your contact details so that we can arrange call back

Select Country Afghanistan Albania Algeria AmericanSamoa Andorra Angola Anguilla Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bosnia and Herzegovina Botswana Brazil British Indian Ocean Territory Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Colombia Comoros Congo Cook Islands Costa Rica Croatia Cuba Cyprus Czech Republic Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Faroe Islands Fiji Finland France French Guiana French Polynesia Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guinea Guinea-Bissau Guyana Haiti Honduras Hungary Iceland India Indonesia Iraq Ireland Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Latvia Lebanon Lesotho Liberia Liechtenstein Lithuania Luxembourg Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Monaco Mongolia Montenegro Montserrat Morocco Myanmar Namibia Nauru Nepal Netherlands Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island Northern Mariana Islands Norway Oman Pakistan Palau Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Puerto Rico Qatar Romania Rwanda Samoa San Marino Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands South Africa South Georgia and the South Sandwich Islands Spain Sri Lanka Sudan Suriname Swaziland Sweden Switzerland Tajikistan Thailand Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Vanuatu Wallis and Futuna Yemen Zambia Zimbabwe land Islands Antarctica Bolivia, Plurinational State of Brunei Darussalam Cocos (Keeling) Islands Congo, The Democratic Republic of the Cote d'Ivoire Falkland Islands (Malvinas) Guernsey Holy See (Vatican City State) Hong Kong Iran, Islamic Republic of Isle of Man Jersey Korea, Democratic People's Republic of Korea, Republic of Lao People's Democratic Republic Libyan Arab Jamahiriya Macao Macedonia, The Former Yugoslav Republic of Micronesia, Federated States of Moldova, Republic of Mozambique Palestinian Territory, Occupied Pitcairn Réunion Russia Saint Barthélemy Saint Helena, Ascension and Tristan Da Cunha Saint Kitts and Nevis Saint Lucia Saint Martin Saint Pierre and Miquelon Saint Vincent and the Grenadines Sao Tome and Principe Somalia Svalbard and Jan Mayen Syrian Arab Republic Taiwan, Province of China Tanzania, United Republic of Timor-Leste Venezuela, Bolivarian Republic of Viet Nam Virgin Islands, British Virgin Islands, U.S.

• Cambridge Dictionary +Plus

Meaning of conclusion in English

Your browser doesn't support HTML5 audio

conclusion noun ( LAST PART )

• end This mammal roamed the steppes during the end of the last Ice Age.
• close Stock prices were up 6 percent at the close of the trading day.
• culmination This starring role in a Broadway musical is the culmination of her years of hard work in local theaters.
• completion At the completion of the exam, please return the materials to the proctor's desk and exit the room quietly.
• endpoint Both parties agree that they have reached a suitable endpoint to the negotiations.
• The conclusion of your essay is good, but the final sentence is too long and complicated .
• If we carry this argument to its logical conclusion, we realize that further investment is not a good idea .
• The result of the election seems to be a foregone conclusion.
• The film has a boringly predictable conclusion.
• By this time they had disagreed so fiercely that there was no hope of an amicable conclusion.
• a screeching halt idiom
• accomplishment
• at the close of something
• break something up
• the fag end of something idiom
• the tail end

conclusion noun ( AGREEMENT )

• accommodation
• accreditation
• agree to something
• agree with something
• presumed consent
• ratification
• re-establish
• rise to the bait idiom
• unquestioning
• without a murmur idiom

conclusion noun ( JUDGMENT )

• be make or break for someone/something idiom
• be on the horns of a dilemma idiom
• flip a coin idiom
• get it together idiom
• get something into your head idiom
• hammer something out
• have a, some, etc. say in something idiom
• swing the balance idiom
• take it into your head to do something idiom
• take the plunge idiom

conclusion | Intermediate English

Conclusion noun [c] ( judgment ), conclusion noun [c] ( end ), conclusion | business english, examples of conclusion, collocations with conclusion.

These are words often used in combination with conclusion .

Click on a collocation to see more examples of it.

Translations of conclusion

Get a quick, free translation!

Word of the Day

height above sea level

Keeping up appearances (Talking about how things seem)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists
• conclusion (LAST PART)
• in conclusion
• conclusion (AGREEMENT)
• conclusion (JUDGMENT)
• conclusion (END)
• Collocations
• Translations
• All translations

To add conclusion to a word list please sign up or log in.

Add conclusion to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.

• To save this word, you'll need to log in. Log In

in conclusion

Definition of in conclusion

Dictionary entries near in conclusion.

inconclusible

inconclusive

Cite this Entry

“In conclusion.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/in%20conclusion. Accessed 30 May. 2024.

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

More commonly misspelled words, commonly misspelled words, how to use em dashes (—), en dashes (–) , and hyphens (-), absent letters that are heard anyway, how to use accents and diacritical marks, popular in wordplay, pilfer: how to play and win, 9 superb owl words, 'gaslighting,' 'woke,' 'democracy,' and other top lookups, 10 words for lesser-known games and sports, your favorite band is in the dictionary, games & quizzes.

• Daily Crossword
• Word Puzzle
• Word Finder
• Word of the Day
• Synonym of the Day
• Word of the Year
• Language stories
• All featured
• Gender and sexuality
• All pop culture
• Writing hub
• Grammar essentials
• Commonly confused
• All writing tips
• Pop culture
• Writing tips

Advertisement

[ k uh n- kloo -zh uh n ]

Synonyms: finale , completion , termination , ending

Antonyms: beginning

Synonyms: summation

The restitution payment was one of the conclusions of the negotiations.

The judge has reached his conclusion.

• a reasoned deduction or inference.
• Logic. a proposition concluded or inferred from the premises of an argument.
• the effect of an act by which the person performing the act is bound not to do anything inconsistent therewith; an estoppel.
• the end of a pleading or conveyance.
• Grammar. apodosis .

/ kənˈkluːʒən /

• end or termination
• the last main division of a speech, lecture, essay, etc
• the outcome or result of an act, process, event, etc (esp in the phrase a foregone conclusion )
• a final decision or judgment; resolution (esp in the phrase come to a conclusion )
• a statement that purports to follow from another or others (the premises ) by means of an argument
• a statement that does validly follow from given premises
• an admission or statement binding on the party making it; estoppel
• the close of a pleading or of a conveyance
• in conclusion lastly; to sum up
• jump to conclusions to come to a conclusion prematurely, without sufficient thought or on incomplete evidence

Discover More

Other words from.

• con·clusion·al adjective
• con·clusion·al·ly adverb
• noncon·clusion noun
• precon·clusion noun

Word History and Origins

Origin of conclusion 1

Idioms and Phrases

In conclusion, I would like to thank you for your attention.

• try conclusions with , to engage oneself in a struggle for victory or mastery over, as a person or an impediment.

More idioms and phrases containing conclusion

Synonym study, example sentences.

The conclusions were drawn by the majority staff under committee Chairman Peter DeFazio.

It has been a difficult journey for her, but fortunately it has a happy conclusion.

The real conclusion, yet again, is that getting the most bang out of your altitude buck is complicated and highly individual.

Westlake has disputed the conclusions and details of a legislative report that corroborated three women’s complaints that he made unwanted sexual advances.

Local research into police stops has reached similar conclusions.

Was there an investigation of people at DOJ before they arrived at that conclusion?

Editorial and political cartoon pages from throughout the world almost unanimously came to the same conclusion.

Following this line of reasoning to its logical conclusion, the way to achieve world peace is to give everyone atomic bombs.

In that sense, the last Report was mildly unsatisfying as a conclusion, in that it left so much unresolved.

Magnum came into being as a cooperative only two years after the conclusion of World War II.

And the others, not knowing that he had that day repented, sat at their distance and tried to form no conclusion.

The conclusion is reached that, despite these drawbacks, the Jesuit mission in Canada has made a hopeful beginning.

The interest of the story is now at an end; but much yet remains before the conclusion.

How would the involuntary accusation have been embittered, had he known that the Empress drew the same conclusion!

I made the experiment two years ago, and all my experience since has corroborated the conclusion then arrived at.

Related Words

• consequence
• development

More About Conclusion

What is a conclusion .

The conclusion is the final section of an essay. It summarizes the points made in the essay and restates the thesis statement in different words.

Students are usually taught to write an essay in three parts, with the first part being the introduction , followed by the body and ending with a conclusion.

While the introduction is often considered the most important part of an essay, the conclusion is often the trickiest part to write. The goal of the conclusion is to summarize all of the major points of the essay without repeating them word for word.

Articles, opinion pieces, blog posts, research papers, and other types of writing also include conclusions to tie all the points together and emphasize their importance.

Why is conclusion important?

The first records of the word conclusion come from around 1300. It ultimately comes from the Latin verb conclūdere , meaning “to end an argument.”

Just like with introductions, your teacher will likely tell you that the conclusion should only be as long as it needs to be to do its job.

To write a good conclusion , you often begin with a transition and restate your thesis using different wording from the introduction. Next, you’ll repeat the main points you made in the body using the same wording and without introducing any new information or arguments. You can then end your conclusion with a thought-provoking statement or a call to action that demonstrates the importance of the essay’s topic.

The most important job of the conclusion is to tie everything together and to avoid rambling or repeating things that have already been said.

Did you know … ?

Because the conclusion comes last in an essay, writers often write it last. This can make writing the conclusion easier because you know what your introduction and body say.

What are real-life examples of conclusion ?

This image gives an example of how an effective conclusion can be used even in an essay covering a complex subject.

Library.aut.ac.nz

While most students aren’t fans of writing conclusions , they often see them as the finish line of essay writing.

The conclusion to my essay on "Savitri: Some Aspects of Its Style." Ed. RY. Deshpande. Perspectives of Savitri, Part II. pic.twitter.com/bUJCEaAJcn — Goutam Ghosal (@GoutamGhosal3) June 4, 2021

What other words are related to conclusion ?

• introduction
• thesis statement

Quiz yourself!

True or False?

The conclusion repeats the thesis statement and summarizes the main points of the essay.

Definitions and idiom definitions from Dictionary.com Unabridged, based on the Random House Unabridged Dictionary, © Random House, Inc. 2023

Idioms from The American Heritage® Idioms Dictionary copyright © 2002, 2001, 1995 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company.

Dyspraxia vs Apraxia: what’s the difference?

Featured Image by David Cassolato, Pexels

This article will discuss the definitions of dyspraxia and apraxia, the main difference between them, and several aspects such as their nature, impact on speech, the severity of the condition, and the relationship between them. It is important to raise awareness about these conditions as they both affect the brain’s ability to plan movements needed to make speech sounds.

What exactly is dyspraxia?

The definition of dyspraxia may depend on the individual’s profession you are asking. Dyspraxia may have different definitions depending on different fields such as physiotherapy, speech and language therapy, teachers and so on. However, according to the Dyspraxia Foundation, it can be defined as “an impairment or immaturity of the organisation of movement. Associated with this there may be problems of language, perception, and thought”. In other words, it is about the brain’s immaturity to process information which affects the body’s responses. Moreover, the Greek etymology of the word means poor performance of movements.

What is apraxia?

Apraxia is used to define the impaired ability of performing a gesture, despite several brain functions being engaged in the action. This means that people have difficulties in performing certain movements, even though their muscles are normal. Being a neurological condition, milder forms of apraxia are defined as symptoms of dyspraxia. There are different forms of apraxia which affect different gestures or movements. For example, orofacial apraxia affects facial gestures such as lip licking or winking. Another form of apraxia is related to persons’ capacity to move their arms and legs. Moreover, apraxia of speech raises difficulties in persons’ lives when they have to move their mouth or tongue to speak. Additionally, apraxia of speech can be acquired in people of all ages, or it can be present from birth, affecting children’s ability to form sounds and words. Several symptoms of apraxia of speech may consist in difficulty in saying long or complicated words, omitting consonants at the beginning and end of words, distorting of vowels, speech inconsistencies, babbling during childhood, and so on. Usually, apraxia of speech in children can be observed along with other conditions such as grammatical issues, limited vocabulary, clumsiness, and having problems with chewing and swallowing.

What are the main differences between apraxia and dyspraxia?

Both terms, apraxia and dyspraxia, describe two disabilities which are closely related. For example, in children, when they have a difficulty in pronunciation, language therapists may diagnose them with Childhood apraxia of speech and verbal dyspraxia too. According to research, the term apraxia is used more by the American Speech Language-Hearing Association, and other professionals prefer to use the term verbal dyspraxia. However, one of the main differences between these conditions is related to their severity. Thus, apraxia is most severe because it refers to the complete inability of doing something, while dyspraxia refers to the partial inability of performing actions.

The nature of the disorder

The nature of the disorder is developmental by affecting individuals’ ability to process sounds, syllables, and words. As mentioned before, this neurological condition is not connected to muscle weakness or paralysis, it is just the brain’s inability to move different body parts that are needed for speech. It may occur as a result of a neurological impairment associated with complex neurobehavioral disorders. The Diagnostic and Statistical Manual of Mental Disorders-5 describes verbal dyspraxia as a disorder in which “other areas of motor coordination may be impaired as in developmental coordination disorder”. Therefore, the impairment of speech when neuromuscular deficits are not present is highlighted.

Impact on speech

According to the World Health Organization’s International Classification of Functioning, Disability and Health framework, some of the impacts on speech may be represented by impairments in body structure and function, limitations in activities and participation due to poor functional communication, difficulty in interpersonal communication with family members and friends, and learning difficulties. Moreover, the impact on speech can also affect environmental and personal factors such as poor communication abilities and communication impairments which affect the quality of life of the individuals.

The severity of the condition

Severity is usually referred to as mild, moderate, or severe. The level of severity of the condition is determined by the child’s response to tactile stimulation, and visual and auditory stimulation. It is important to keep in mind that not the child’s vocabulary determines the severity of the condition, because the number of words or sounds a child has will change over time. Therefore, they can have a limited vocabulary which can be misunderstood as a severe level, but in fact they may perform well to cueing in therapy, indicating a mild or moderate severity.

Can dyspraxia lead to apraxia?

As it has already been mentioned, these two conditions are very closely related, in that apraxia is a form of dyspraxia. However, dyspraxia is an umbrella term to describe muscle planning developmental abilities, while apraxia is most commonly used to describe muscle planning needed for speech. They can affect gross and fine motor skills, motor planning and the way movement is organised, speech and language, and the ability to perform your daily activities in a normal way. These conditions can be acquired, for example due to strokes or head injuries, or they can be associated with failures or delays of normal neurological functions. Therefore, dyspraxia and apraxia can influence the ability of individuals to perform daily tasks, influencing individuals to become apathetic or uninterested. These conditions may be often associated with anxiety, depression, attention deficit hyperactivity disorder, autism spectrum disorders, learning difficulties, and language impairments.

This article presented the definitions of dyspraxia and apraxia, discussing the differences between these two conditions, and explained the nature of the disorder, the impact it has on speech, how to understand the level of severity, and the relationship between these two.

Useful Links: What is Dyspraxia What is Verbal Dyspraxia

Blog Author

Oana Gherasim

Related posts

What is OCD?

Autism & Dyspraxia: Differences & Overlaps

What is Complex ADHD: Symptoms & Treatment

Unveiling The Intriguing Speech Of Jennifer Coolidge: Discoveries And Insights

• 19 May 2024

Definition and example of "why does jennifer coolidge talk funny"

Importance, benefits, and historical context

Transition to main article topics

Why Does Jennifer Coolidge Talk Funny?

Jennifer Coolidge's unique and distinctive speech pattern has become an integral part of her comedic persona and has contributed to her success in both film and television. Her voice has been described as "iconic" and "unforgettable," and it has helped her create some of the most memorable characters in recent comedy history. In this article, we will explore ten key aspects that contribute to Jennifer Coolidge's unique speech pattern:

Nasal resonance

Breathiness, slow and deliberate delivery, elongated vowels, precise diction, wide range of pitch, use of vocal fry, comedic timing, physicality.

Coolidge's nasal resonance and breathiness give her voice a distinctive airy quality. Her slow and deliberate delivery, combined with her elongated vowels, creates a sense of rhythm and timing that is essential to her comedic style. Coolidge also has a wide range of pitch, which she uses to create a variety of vocal effects, from her signature "vocal fry" to her high-pitched squeals. Finally, Coolidge's confidence and physicality allow her to fully inhabit her characters and deliver her lines with impeccable comedic timing.

Jennifer Coolidge was born on August 28, 1961, in Boston, Massachusetts. She began her acting career in the early 1990s, appearing in small roles in films such as "Seinfeld" and "American Pie." Her breakthrough role came in the 2001 comedy "Legally Blonde," in which she played the unforgettable Paulette Bonafont. Coolidge has since starred in a number of popular films and television shows, including "A Cinderella Story," "Date Movie," "Epic Movie," and "The White Lotus." She has also voiced characters in several animated films, including "Robots" and "Despicable Me 2."

Nasal resonance is the amplification of sound waves in the nasal cavity. It is an important factor in speech production, as it helps to create the characteristic sound of vowels. In Jennifer Coolidge's case, her nasal resonance is particularly strong, which contributes to her unique and distinctive speech pattern.

The nasal cavity acts as a resonance chamber for sound waves, which amplifies certain frequencies and gives the voice a fuller, richer sound. Coolidge's nasal cavity is particularly large and resonant, which contributes to her signature nasal twang.

The velopharyngeal port is the opening between the nasal cavity and the oropharynx. When speaking, the velopharyngeal port should be closed to prevent air from escaping through the nose. However, in Coolidge's case, the velopharyngeal port is often slightly open, which allows some air to escape through the nose and contributes to her nasal resonance.

Nasal resonance can also be affected by articulation. For example, speaking with a closed mouth or with the tongue pressed against the roof of the mouth can increase nasal resonance. Coolidge often speaks with a closed mouth, which contributes to her nasal twang.

The length of the vocal tract can also affect nasal resonance. A longer vocal tract will produce more nasal resonance than a shorter vocal tract. Coolidge has a relatively long vocal tract, which contributes to her nasal resonance.

Overall, Jennifer Coolidge's unique nasal resonance is the result of a combination of factors, including the size and shape of her nasal cavity, the position of her velopharyngeal port, her articulation, and the length of her vocal tract.

Jennifer Coolidge's breathy voice is another distinctive feature of her speech pattern. Breathiness is a type of vocal quality that is characterized by a lack of vocal fold closure during phonation. This results in athat is airy and whispered, and can give the impression that the speaker is out of breath.

Breathiness is caused by a reduction in the closure of the vocal folds during phonation. This can be due to a number of factors, including vocal fold paralysis, vocal fold scarring, or simply a lack of vocal fold muscle tone.

The reduction in vocal fold closure allows air to escape through the glottis during phonation. This airflow escape creates the characteristic breathy sound.

Breathiness can have a number of perceptual effects, including making the voice sound weak, airy, or whispered. It can also make it difficult to understand the speaker.

Jennifer Coolidge's breathy voice is a result of a combination of factors, including her vocal fold anatomy, her vocal fold muscle tone, and her speaking style. Her breathy voice is a key part of her unique speech pattern and contributes to her signature comedic style.

Overall, Jennifer Coolidge's breathy voice is a result of a combination of factors, including her vocal anatomy, her vocal fold muscle tone, and her speaking style. Her breathy voice is a key part of her unique speech pattern and contributes to her signature comedic style.

Jennifer Coolidge's slow and deliberate delivery is another key aspect of her unique speech pattern. She speaks at a measured pace, taking her time to enunciate each word clearly. This deliberate delivery creates a sense of rhythm and timing that is essential to her comedic style. It also allows her to emphasize certain words or phrases for maximum impact.

Coolidge's slow and deliberate delivery is characterized by a slow and steady pace. She takes her time to speak, carefully enunciating each word. This measured pace creates a sense of rhythm and timing that is essential to her comedic style.

Coolidge enunciates each word clearly and distinctly. This allows her to be easily understood, even when she is speaking quickly or in a low voice. Her clear enunciation also helps to create a sense of intimacy between her and her audience.

Coolidge uses her slow and deliberate delivery to emphasize certain words or phrases. She often pauses before or after key words, or she may speak them more slowly or loudly. This emphasis helps to draw attention to important points and to create a comedic effect.

Coolidge's slow and deliberate delivery allows her to time her jokes perfectly. She knows exactly when to pause for a laugh, and she can use her timing to create a variety of comedic effects.

Overall, Jennifer Coolidge's slow and deliberate delivery is a key part of her unique speech pattern. It creates a sense of rhythm and timing that is essential to her comedic style, and it allows her to emphasize certain words or phrases for maximum impact.

Elongated vowels are a key aspect of Jennifer Coolidge's unique speech pattern. She often stretches out her vowels, making them sound longer than they would be in standard English. This elongation gives her voice a distinctive and memorable quality. It also contributes to her comedic style, as she can use elongated vowels to create emphasis or to draw attention to certain words or phrases.

Elongated vowels can be used to create a sense of rhythm and timing in speech. Coolidge often uses elongated vowels to emphasize certain words or phrases, or to create a comedic effect. For example, she might elongate the vowel in the word "really" to make it sound more emphatic, or she might elongate the vowel in the word "funny" to make it sound more humorous.

Elongated vowels can also be used to create emphasis in speech. By stretching out a vowel, Coolidge can draw attention to a particular word or phrase. For example, she might elongate the vowel in the word "important" to make it sound more important, or she might elongate the vowel in the word "ridiculous" to make it sound more ridiculous.

Elongated vowels can also be used to create different characters. For example, Coolidge might use elongated vowels to create a character who is ditzy or airheaded, or she might use elongated vowels to create a character who is sophisticated or worldly. Her use of elongated vowels helps to create a unique and memorable voice for each character she plays.

Finally, elongated vowels can be used to create comedy. Coolidge often uses elongated vowels to create humorous effects. For example, she might elongate the vowel in the word "stupid" to make it sound more ridiculous, or she might elongate the vowel in the word "awesome" to make it sound more sarcastic. Her use of elongated vowels helps to add a touch of humor to her performances.

Overall, elongated vowels are a key part of Jennifer Coolidge's unique speech pattern. She uses them to create rhythm, emphasis, character, and comedy. Her use of elongated vowels helps to make her one of the most distinctive and memorable actresses in Hollywood.

Jennifer Coolidge's precise diction is another key aspect of her unique speech pattern. She enunciates each word clearly and distinctly, which makes her easy to understand even when she is speaking quickly or in a low voice. Her clear enunciation also helps to create a sense of intimacy between her and her audience.

Coolidge's precise diction helps to ensure that her speech is clear and easy to understand. She enunciates each word clearly and distinctly, which makes it easy for her audience to follow what she is saying. This is especially important in her comedic roles, as she often delivers her lines quickly and with a lot of energy. Her clear diction helps to ensure that her jokes land even when she is speaking at a rapid pace.

Coolidge also uses her precise diction to emphasize certain words or phrases. She may enunciate a particular word more clearly than the others, or she may pause slightly before or after a key word or phrase. This helps to draw attention to the important points in her speech and to create a sense of rhythm and timing.

Coolidge's precise diction also helps her to create different characters. For example, she might use precise diction to create a character who is intelligent and sophisticated, or she might use precise diction to create a character who is ditzy and airheaded. Her use of precise diction helps to create a unique and memorable voice for each character she plays.

Finally, Coolidge's precise diction can also be used to create comedy. For example, she might use precise diction to deliver a line in a deadpan manner, or she might use precise diction to create a character who is overly formal or pretentious. Her use of precise diction helps to add a touch of humor to her performances.

Overall, Jennifer Coolidge's precise diction is a key part of her unique speech pattern. She uses it to create clarity, emphasis, character, and comedy. Her precise diction helps to make her one of the most distinctive and memorable actresses in Hollywood.

Jennifer Coolidge's wide range of pitch is another key aspect of her unique speech pattern. She can effortlessly switch from a high-pitched squeal to a low, gravelly voice, and she often uses this range to create comedic effects. For example, she might use a high-pitched voice to deliver a sarcastic line, or she might use a low, gravelly voice to deliver a deadpan joke.

Coolidge's wide range of pitch allows her to create a variety of vocal effects. She can use her high-pitched voice to create a sense of excitement or surprise, or she can use her low, gravelly voice to create a sense of mystery or danger. Her vocal variety helps to keep her performances fresh and engaging.

Coolidge's wide range of pitch also helps her to create different characters. For example, she might use a high-pitched voice to create a character who is innocent and naive, or she might use a low, gravelly voice to create a character who is tough and cynical. Her vocal variety helps to create a unique and memorable voice for each character she plays.

Coolidge's wide range of pitch can also be used to create comedic timing. For example, she might use a high-pitched voice to deliver a punchline, or she might use a low, gravelly voice to deliver a deadpan joke. Her vocal variety helps to add a touch of humor to her performances.

Finally, Coolidge's wide range of pitch can be used to express different emotions. For example, she might use a high-pitched voice to express excitement or joy, or she might use a low, gravelly voice to express sadness or anger. Her vocal variety helps to create a rich and nuanced performance.

Overall, Jennifer Coolidge's wide range of pitch is a key part of her unique speech pattern. She uses it to create vocal variety, character creation, comedic timing, and emotional expression. Her wide range of pitch helps to make her one of the most distinctive and memorable actresses in Hollywood.

Jennifer Coolidge's use of vocal fry is a key part of her unique speech pattern and contributes to her comedic style. Vocal fry is a vocal quality that is characterized by a low, creaky sound. It is produced when the vocal folds are not fully closed during phonation, which allows air to escape through the glottis. This results in a distinctive, breathy sound that can be perceived as or alluring.

Vocal fry is often associated with a creaky voice. This is because the vocal folds are not fully closed during phonation, which allows air to escape through the glottis. This results in a distinctive, breathy sound that can be perceived as or alluring.

Vocal fry is typically produced at a low pitch. This is because the vocal folds are not able to vibrate as quickly when they are not fully closed. The low pitch of vocal fry can give the voice a more masculine sound.

Vocal fry is characterized by a breathy quality. This is because air is able to escape through the glottis during phonation. The breathy quality of vocal fry can make the voice sound more intimate or vulnerable.

Jennifer Coolidge often uses vocal fry for comedic effect. She may use it to create a character who is ditzy or airheaded, or she may use it to deliver a sarcastic line. Her use of vocal fry helps to add a touch of humor to her performances.

Overall, Jennifer Coolidge's use of vocal fry is a key part of her unique speech pattern and contributes to her comedic style. Her use of vocal fry helps to create a distinctive and memorable voice that is instantly recognizable.

Comedic timing is a crucial aspect of Jennifer Coolidge's unique speech pattern and comedic style. It refers to the ability to deliver jokes and punchlines at the precise moment for maximum impact and humor. Coolidge's impeccable comedic timing allows her to create a sense of anticipation and release, making her performances both hilarious and memorable.

Comedic timing requires precision. Coolidge delivers her jokes and punchlines with impeccable timing, ensuring that they land exactly when they should for maximum impact. Her ability to control the pace and rhythm of her speech allows her to build tension and anticipation before delivering the punchline at the perfect moment.

Comedic timing also relies on instinct. Coolidge has a natural sense of when to deliver a joke or punchline for maximum effect. She can instinctively feel the rhythm and flow of a conversation or scene and knows exactly when to interject with a quip or observation. This instinctual timing helps her to create a spontaneous and unpredictable comedic style.

Comedic timing is also influenced by observation. Coolidge is a keen observer of human behavior and interactions. She draws inspiration from everyday life and incorporates her observations into her comedic material. By studying the way people talk, move, and interact, she is able to create characters and situations that are both relatable and hilarious.

Experience is essential for developing comedic timing. Coolidge has spent decades honing her craft, performing in a wide range of comedic roles. Through this experience, she has developed a deep understanding of what works and what doesn't when it comes to delivering a joke. Her years of experience have given her the confidence and skill to deliver her lines with precision and instinct.

Overall, Jennifer Coolidge's comedic timing is a combination of precision, instinct, observation, and experience. These factors work together to create her unique and hilarious speech pattern. Her ability to deliver jokes and punchlines at the perfect moment makes her one of the most beloved and successful comedic actresses today.

Physicality plays a significant role in Jennifer Coolidge's unique speech pattern. Her physicality is characterized by exaggerated gestures, facial expressions, and body movements that complement her vocal delivery and enhance the comedic impact of her performances. The connection between her physicality and her speech is evident in several key aspects:

Exaggerated gestures and movements: Coolidge often uses exaggerated gestures and movements to emphasize certain words or phrases. For example, she might wave her arms wildly when delivering a punchline, or she might stomp her foot to accentuate a particular point. These physical cues help to create a visual element to her comedy and make her performances more engaging and memorable.

Facial expressions: Coolidge's facial expressions are another important aspect of her physicality. She is able to convey a wide range of emotions and reactions through her facial expressions, often without saying a word. This allows her to add depth and nuance to her comedic performances and to create characters that are both relatable and hilarious.

Body language: Coolidge's body language also contributes to her unique speech pattern. She often uses her body language to convey subtext or to create a physical representation of her character's emotional state. For example, she might slouch her shoulders to convey a sense of insecurity, or she might stand tall and proud to convey a sense of confidence.

The combination of Coolidge's physicality and her vocal delivery creates a unique and unforgettable comedic style. Her ability to use her body to enhance her speech makes her one of the most distinctive and successful comedic actresses today.

Confidence is a crucial aspect of Jennifer Coolidge's unique speech pattern and comedic style. It allows her to deliver her jokes and punchlines with conviction and charisma, making her performances both hilarious and memorable.

• Self-assurance: Coolidge exudes self-assurance in her speech. She speaks with a clear and confident voice, which conveys a sense of authority and trustworthiness. This self-assurance helps her to establish a strong connection with her audience and makes her jokes even more effective.
• Fearlessness: Coolidge is not afraid to take risks in her comedy. She is willing to try different voices, accents, and characters, and she is not afraid to make fun of herself. This fearlessness allows her to create unique and memorable comedic moments.
• Spontaneity: Coolidge's confidence allows her to be spontaneous in her comedy. She is able to think on her feet and come up with new jokes and ideas on the spot. This spontaneity keeps her performances fresh and unpredictable, and it helps her to connect with her audience on a personal level.

Overall, Jennifer Coolidge's confidence is a key ingredient in her unique speech pattern and comedic style. It allows her to deliver her jokes and punchlines with conviction and charisma, and it helps her to create unique and memorable comedic moments.

FAQs about Jennifer Coolidge's Speech Pattern

Jennifer Coolidge's unique speech pattern has captivated audiences for decades. Her distinctive voice and manner of speaking have become synonymous with her comedic style. Here are some frequently asked questions about Jennifer Coolidge's speech pattern:

Question 1: What are the key characteristics of Jennifer Coolidge's speech pattern?

Jennifer Coolidge's speech pattern is characterized by its nasal resonance, breathiness, slow and deliberate delivery, elongated vowels, precise diction, wide range of pitch, use of vocal fry, comedic timing, physicality, and confidence.

Question 2: What contributes to Jennifer Coolidge's nasal resonance?

Jennifer Coolidge's nasal resonance is the result of a combination of factors, including the size and shape of her nasal cavity, the position of her velopharyngeal port, her articulation, and the length of her vocal tract.

Question 3: Why does Jennifer Coolidge speak with a breathy voice?

Jennifer Coolidge's breathy voice is caused by a reduction in the closure of the vocal folds during phonation. This allows air to escape through the glottis during phonation, creating the characteristic breathy sound.

Question 4: How does Jennifer Coolidge's comedic timing contribute to her humor?

Jennifer Coolidge's comedic timing is impeccable. She delivers her jokes and punchlines with precision, instinct, observation, and experience. This allows her to create a sense of anticipation and release, making her performances both hilarious and memorable.

Question 5: In what ways does Jennifer Coolidge use her physicality to enhance her speech?

Jennifer Coolidge uses her physicality to enhance her speech through exaggerated gestures and movements, facial expressions, and body language. These physical cues help to create a visual element to her comedy and make her performances more engaging and memorable.

Question 6: How does Jennifer Coolidge's confidence impact her comedic style?

Jennifer Coolidge's confidence is a key ingredient in her unique speech pattern and comedic style. It allows her to deliver her jokes and punchlines with conviction and charisma, and it helps her to create unique and memorable comedic moments.

In summary, Jennifer Coolidge's unique speech pattern is a combination of several key factors, including her nasal resonance, breathiness, slow and deliberate delivery, elongated vowels, precise diction, wide range of pitch, use of vocal fry, comedic timing, physicality, and confidence. These factors work together to create her signature comedic style that has made her one of the most beloved and successful comedic actresses today.

Transition to the next article section

Tips to Enhance Your Speech Pattern

Improving your speech pattern can significantly enhance your communication skills and make you a more effective speaker. Here are some tips to help you develop a clearer, more captivating, and more engaging speech pattern:

Tip 1: Practice correct breathing techniques.

Proper breathing is essential for good speech production. When you breathe correctly, you can support your voice, project your words, and maintain a steady vocal volume. Practice breathing exercises to improve your diaphragmatic breathing and strengthen your intercostal muscles.

Tip 2: Articulate clearly and precisely.

Clear articulation ensures that your words are easily understood by your audience. Pronounce each syllable distinctly and avoid slurring or mumbling. Practice speaking slowly and deliberately, paying attention to the placement of your tongue and lips.

Tip 3: Use appropriate pitch and volume.

The pitch and volume of your voice can convey different emotions and intentions. Vary your pitch and volume to add interest and emphasis to your speech. Avoid speaking in a monotone or at an excessively loud or soft volume.

Tip 4: Pay attention to your pace and rhythm.

The pace and rhythm of your speech can affect the impact of your message. Vary the speed of your speech to create emphasis and maintain audience engagement. Avoid speaking too quickly or too slowly, and use pauses effectively to add dramatic effect.

Tip 5: Use body language to enhance your speech.

Body language can complement your speech and make it more expressive. Use gestures, facial expressions, and eye contact to reinforce your words and connect with your audience. Stand up straight, maintain good posture, and move around the stage or speaking area confidently.

By incorporating these tips into your speech, you can improve your clarity, projection, and overall effectiveness as a communicator. Remember to practice regularly and seek feedback from others to refine your speech pattern and maximize your impact.

Jennifer Coolidge's unique speech pattern is a combination of several key factors, including her nasal resonance, breathiness, slow and deliberate delivery, elongated vowels, precise diction, wide range of pitch, use of vocal fry, comedic timing, physicality, and confidence. These factors work together to create her signature comedic style that has made her one of the most beloved and successful comedic actresses today.

Coolidge's speech pattern is a reminder that there is no one-size-fits-all approach to communication. Each person has their own unique way of speaking, and that's what makes communication so interesting and dynamic. By embracing our own unique speech patterns, we can communicate more effectively and authentically.

Unveiling The Remarkable Journey Of Atul Gawande's Wife: Discoveries And Insights Unraveling Kayla Quick's Life: Age, Height, Family, And More Unveiling The Truth: Exploring The "Angela Alvarez Only Fans Leak"

Why does everyone love Jennifer Coolidge? How Stifler’s Mom Has

All we know about Jennifer Coolidge's dating history and current

Jennifer Coolidge Explains Why She Credits Ariana Grande for

Unsettling Numbers: Discover The Creepy Clown's Mysterious Code

"Creepy clown number" is not a widely recognized term and lacks a clear definition or specific meaning. It is not a mathematical concept, a figure of speech, or a commonly used phrase in any particular field or context. Without a clear understanding of what "creepy clown number" refers to, it is challenging to provide informative insights or discuss its importance or benefits.

If you have more information or context regarding "creepy clown number," please provide it, and I'll be happy to analyze and generate insights based on the updated information.

Creepy Clown Number

The term "creepy clown number" is not widely recognized or has a specific definition. However, we can explore its potential meanings and implications by considering the different parts of speech that the words "creepy," "clown," and "number" can represent:

Creepy adjective: A creepy clown number could refer to a clown that evokes feelings of unease, fear, or disgust due to its appearance or behavior.

• Clown noun: A clown is typically a performer who wears colorful clothing and makeup and entertains audiences with jokes, slapstick comedy, and often exaggerated physical movements. A "creepy clown number" could be a specific clown character or performance that is particularly unsettling or disturbing.

Number noun: A number is a mathematical concept representing a quantity. A "creepy clown number" could potentially refer to a specific numerical value or sequence that is associated with clowns or clown-related phenomena in some way.

These different interpretations highlight the potential for "creepy clown number" to be a subjective and context-dependent concept. It could refer to a specific clown character, performance, or numerical value that evokes feelings of creepiness or unease in the observer. Without a specific context or definition, it is difficult to provide further insights into the significance or implications of "creepy clown number."

The adjective "creepy" is often used to describe something that is unsettling, eerie, or feelings of revulsion. When applied to clowns, the term "creepy clown" can refer to a clown that evokes these negative emotions due to its appearance or behavior. This could include clowns with exaggerated or grotesque features, such as wide eyes, sharp teeth, or a painted-on smile that appears more sinister than playful.

The creepiness of a clown number can also be influenced by its behavior. A clown that acts in an unpredictable or threatening manner, or that makes inappropriate or disturbing jokes, can quickly become creepy and unsettling to observers. In some cases, the creepiness of a clown number may be intentional, as the performer aims to elicit a sense of fear or unease in their audience. However, even clowns who do not intend to be creepy may come across as such if their appearance or behavior is perceived as strange or off-putting.

Creepy clown numbers can have a significant impact on the audience. They can create a sense of suspense, fear, or even terror, and can be particularly effective in horror movies or haunted attractions. However, it is important to note that not all clowns are creepy, and many clowns bring joy and laughter to their audiences. The creepiness of a clown number is ultimately subjective and depends on the individual observer's perception.

Clowns are typically performers who entertain audiences with jokes, slapstick comedy, and exaggerated physical movements. They often wear colorful clothing and makeup, and their performances may include juggling, unicycling, and other feats of skill.

A "creepy clown number" is a specific clown character or performance that is particularly unsettling or disturbing. This could be due to the clown's appearance, behavior, or both. Creepy clown numbers often play on people's fears of clowns, which may stem from their exaggerated features, their association with the circus and carnivals, or their unpredictable behavior.

• Appearance: Creepy clown numbers often have exaggerated or grotesque features, such as wide eyes, sharp teeth, or a painted-on smile that appears more sinister than playful. They may also wear dark or muted colors, which can add to their unsettling appearance.
• Behavior: Creepy clown numbers may act in an unpredictable or threatening manner, or they may make inappropriate or disturbing jokes. They may also invade personal space or make physical contact with audience members in a way that is uncomfortable or frightening.
• Context: The context in which a clown performs can also contribute to their creepiness. For example, a clown who appears in a dark or isolated setting, or who is associated with violence or other disturbing themes, may be more likely to be perceived as creepy.

The concept of "number" can be connected to "creepy clown number" in several ways:

• Numerology: In numerology, numbers are believed to have spiritual or mystical significance. Some people may associate specific numbers with clowns or clown-related phenomena. For example, the number 13 is often associated with bad luck, and some people may believe that it is also associated with creepy clowns.
• Sequences: A "creepy clown number" could also refer to a specific sequence of numbers that is associated with clowns or clown-related phenomena. For example, the sequence 666 is often associated with the devil or evil, and some people may believe that it is also associated with creepy clowns.
• Patterns: Creepy clown numbers may also be associated with certain patterns or mathematical relationships. For example, a clown may appear in a horror movie or haunted attraction at regular intervals, such as every 13 minutes or every 31 days. This pattern could create a sense of suspense or dread, and could contribute to the clown's creepy or unsettling nature.

The connection between "creepy clown number" and the mathematical concept of "number" is ultimately subjective and depends on the individual's perception and beliefs. However, the exploration of this connection can provide insights into the psychological and cultural factors that contribute to the creepiness of clowns and clown-related phenomena.

FAQs on "Creepy Clown Number"

This section addresses frequently asked questions (FAQs) related to the concept of "creepy clown number" in a serious and informative tone, providing clear and concise answers to common concerns or misconceptions.

Question 1: What exactly is a "creepy clown number"?

The term "creepy clown number" lacks a universally accepted definition and can vary depending on individual perceptions and contexts. It generally refers to a clown character or performance that evokes feelings of unease, fear, or disgust due to its appearance, behavior, or association with specific numerical values or sequences.

Question 2: Why are some clowns perceived as creepy?

Several factors can contribute to the perception of a clown as creepy. These include exaggerated or grotesque physical features, inappropriate or disturbing behavior, and associations with darkness, isolation, or disturbing themes. The concept of "creepy clown number" often plays on people's existing fears and anxieties surrounding clowns.

Question 3: Is there any psychological or cultural significance behind the fear of clowns?

The fear of clowns, known as coulrophobia, is a recognized specific phobia. It can stem from various factors, including negative personal experiences, cultural influences, and media portrayals. Clowns are often depicted as unpredictable, deceptive, or even evil characters, which can contribute to the development of this phobia.

Question 4: How is the concept of "number" connected to creepy clown numbers?

The connection between creepy clown numbers and the mathematical concept of "number" is primarily subjective and symbolic. Some people may associate specific numbers or sequences with clowns or clown-related phenomena due to numerological beliefs, patterns observed in horror movies or haunted attractions, or personal experiences.

Question 5: What role do creepy clown numbers play in popular culture?

Creepy clown numbers have become a common trope in horror movies, haunted attractions, and other forms of entertainment. They are often used to create a sense of suspense, fear, or even terror. The portrayal of creepy clown numbers in popular culture can both reflect and reinforce societal fears and anxieties surrounding clowns.

Question 6: How can we approach creepy clown numbers in a balanced and informed way?

It is important to approach the concept of creepy clown numbers with a balanced and informed perspective. While some clowns may evoke feelings of unease or fear, it is crucial to remember that not all clowns are creepy. Many clowns bring joy and laughter to audiences worldwide. Understanding the psychological and cultural factors that contribute to the perception of creepy clown numbers can help us appreciate the complexities of this phenomenon.

In conclusion, the concept of "creepy clown number" is a multifaceted one that encompasses various interpretations and subjective experiences. By examining the different aspects of this concept, we gain a deeper understanding of how clowns and numbers can evoke emotions and contribute to cultural narratives.

Transition to the next article section: This concludes our exploration of creepy clown numbers. Moving forward, we will delve into...

Tips Regarding Creepy Clown Numbers

The concept of "creepy clown number" encompasses various interpretations and subjective experiences. Here are a few tips to approach this concept in a balanced and informed way:

The perception of a clown as creepy can vary depending on the context. Consider the setting, cultural influences, and personal experiences that may shape this perception.

Horror movies and haunted attractions often portray exaggerated and unrealistic depictions of clowns. It is important to distinguish between these fictional portrayals and the vast majority of real-life clowns who bring joy and entertainment to audiences.

Recognize that the concept of "creepy clown number" is subjective. Respect the feelings of those who may find certain clowns unsettling, even if you do not share their perception.

Be mindful of perpetuating negative stereotypes about clowns. Remember that most clowns are dedicated to bringing laughter and happiness to others.

If you experience intense fear or anxiety related to clowns, consider seeking professional help. A therapist can assist you in understanding and managing your phobia.

Instead of dismissing creepy clown numbers as simply frightening, try to approach them with curiosity. Explore the psychological and cultural factors that contribute to their unsettling nature.

Encourage others to adopt a balanced perspective on creepy clown numbers. Emphasize that while some clowns may evoke feelings of unease, the vast majority are harmless and dedicated to entertaining audiences.

By following these tips, we can approach the concept of creepy clown numbers with greater understanding, respect, and a commitment to promoting a positive and accurate portrayal of clowns in society.

Conclusion: Creepy clown numbers are a complex and multifaceted phenomenon. By approaching them with balance, informed, and a dash of curiosity, we can gain a deeper understanding of the psychological and cultural factors that shape our perceptions and promote a more nuanced appreciation of the role of clowns in society.

Conclusion on Creepy Clown Number

The exploration of "creepy clown number" has unveiled its multifaceted nature, encompassing subjective interpretations and diverse cultural influences. We have examined the psychological factors that contribute to the perception of certain clowns as creepy, delved into the symbolic connections between numbers and this phenomenon, and explored the role of creepy clown numbers in popular culture.

As we move forward, it is crucial to approach creepy clown numbers with a balanced and informed perspective. By understanding the context, distinguishing between fictional and real-life clowns, respecting individual perceptions, avoiding harmful stereotypes, and seeking professional help when needed, we can navigate this concept with greater awareness and empathy.

Moreover, it is essential to promote a nuanced understanding of clowns in society. While some clown characters may evoke feelings of unease, the vast majority are dedicated to bringing joy and laughter to audiences. By fostering a positive and accurate portrayal of clowns, we can challenge negative stereotypes and celebrate the valuable role they play in entertainment and popular culture.

In conclusion, the concept of creepy clown number invites us to explore the complexities of human perception, cultural narratives, and the interplay between fear and entertainment. With a balanced and informed approach, we can appreciate the nuances of this phenomenon and contribute to a more inclusive and understanding society.

Unforgettable Quotes About The Exceptional Bond With Best Cousins The Ultimate Collection Of Hilarious And Witty Girlfriend Quotes Nev Schulman Birthday: Unveiling The Special Day Of The Catfish King

YOU MIGHT ALSO LIKE

A soulful tribute: songs to comfort hearts in grief.

Don't Make These Awful Cat Naming Mistakes

Discover The Age Of Hollywood's Gracie McGraw!

Is The Tragically Deceased Father Of The Clements Twins Still Alive?

Discover The Diesel Brothers: Meet The Cast Behind The Fuel-Powered Reality Show

How Much Money Does Jamira Haines Have? Her Net Worth Unveiled