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How to Write a Conclusion for Research Papers (with Examples)

The conclusion of a research paper is a crucial section that plays a significant role in the overall impact and effectiveness of your research paper. However, this is also the section that typically receives less attention compared to the introduction and the body of the paper. The conclusion serves to provide a concise summary of the key findings, their significance, their implications, and a sense of closure to the study. Discussing how can the findings be applied in real-world scenarios or inform policy, practice, or decision-making is especially valuable to practitioners and policymakers. The research paper conclusion also provides researchers with clear insights and valuable information for their own work, which they can then build on and contribute to the advancement of knowledge in the field.

The research paper conclusion should explain the significance of your findings within the broader context of your field. It restates how your results contribute to the existing body of knowledge and whether they confirm or challenge existing theories or hypotheses. Also, by identifying unanswered questions or areas requiring further investigation, your awareness of the broader research landscape can be demonstrated.

Remember to tailor the research paper conclusion to the specific needs and interests of your intended audience, which may include researchers, practitioners, policymakers, or a combination of these.

Table of Contents

What is a conclusion in a research paper, summarizing conclusion, editorial conclusion, externalizing conclusion, importance of a good research paper conclusion, how to write a conclusion for your research paper, research paper conclusion examples.

• How to write a research paper conclusion with Paperpal? 

Frequently Asked Questions

A conclusion in a research paper is the final section where you summarize and wrap up your research, presenting the key findings and insights derived from your study. The research paper conclusion is not the place to introduce new information or data that was not discussed in the main body of the paper. When working on how to conclude a research paper, remember to stick to summarizing and interpreting existing content. The research paper conclusion serves the following purposes: 1

• Warn readers of the possible consequences of not attending to the problem.
• Recommend specific course(s) of action.
• Restate key ideas to drive home the ultimate point of your research paper.
• Provide a “take-home” message that you want the readers to remember about your study.

Types of conclusions for research papers

In research papers, the conclusion provides closure to the reader. The type of research paper conclusion you choose depends on the nature of your study, your goals, and your target audience. I provide you with three common types of conclusions:

A summarizing conclusion is the most common type of conclusion in research papers. It involves summarizing the main points, reiterating the research question, and restating the significance of the findings. This common type of research paper conclusion is used across different disciplines.

An editorial conclusion is less common but can be used in research papers that are focused on proposing or advocating for a particular viewpoint or policy. It involves presenting a strong editorial or opinion based on the research findings and offering recommendations or calls to action.

An externalizing conclusion is a type of conclusion that extends the research beyond the scope of the paper by suggesting potential future research directions or discussing the broader implications of the findings. This type of conclusion is often used in more theoretical or exploratory research papers.

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The conclusion in a research paper serves several important purposes:

• Offers Implications and Recommendations : Your research paper conclusion is an excellent place to discuss the broader implications of your research and suggest potential areas for further study. It’s also an opportunity to offer practical recommendations based on your findings.
• Provides Closure : A good research paper conclusion provides a sense of closure to your paper. It should leave the reader with a feeling that they have reached the end of a well-structured and thought-provoking research project.
• Leaves a Lasting Impression : Writing a well-crafted research paper conclusion leaves a lasting impression on your readers. It’s your final opportunity to leave them with a new idea, a call to action, or a memorable quote.

Writing a strong conclusion for your research paper is essential to leave a lasting impression on your readers. Here’s a step-by-step process to help you create and know what to put in the conclusion of a research paper: 2

• Research Statement : Begin your research paper conclusion by restating your research statement. This reminds the reader of the main point you’ve been trying to prove throughout your paper. Keep it concise and clear.
• Key Points : Summarize the main arguments and key points you’ve made in your paper. Avoid introducing new information in the research paper conclusion. Instead, provide a concise overview of what you’ve discussed in the body of your paper.
• Address the Research Questions : If your research paper is based on specific research questions or hypotheses, briefly address whether you’ve answered them or achieved your research goals. Discuss the significance of your findings in this context.
• Significance : Highlight the importance of your research and its relevance in the broader context. Explain why your findings matter and how they contribute to the existing knowledge in your field.
• Implications : Explore the practical or theoretical implications of your research. How might your findings impact future research, policy, or real-world applications? Consider the “so what?” question.
• Future Research : Offer suggestions for future research in your area. What questions or aspects remain unanswered or warrant further investigation? This shows that your work opens the door for future exploration.
• Closing Thought : Conclude your research paper conclusion with a thought-provoking or memorable statement. This can leave a lasting impression on your readers and wrap up your paper effectively. Avoid introducing new information or arguments here.
• Proofread and Revise : Carefully proofread your conclusion for grammar, spelling, and clarity. Ensure that your ideas flow smoothly and that your conclusion is coherent and well-structured.

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Remember that a well-crafted research paper conclusion is a reflection of the strength of your research and your ability to communicate its significance effectively. It should leave a lasting impression on your readers and tie together all the threads of your paper. Now you know how to start the conclusion of a research paper and what elements to include to make it impactful, let’s look at a research paper conclusion sample.

How to write a research paper conclusion with Paperpal?

A research paper conclusion is not just a summary of your study, but a synthesis of the key findings that ties the research together and places it in a broader context. A research paper conclusion should be concise, typically around one paragraph in length. However, some complex topics may require a longer conclusion to ensure the reader is left with a clear understanding of the study’s significance. Paperpal, an AI writing assistant trusted by over 800,000 academics globally, can help you write a well-structured conclusion for your research paper. 

• Sign Up or Log In: Create a new Paperpal account or login with your details.  
• Navigate to Features : Once logged in, head over to the features’ side navigation pane. Click on Templates and you’ll find a suite of generative AI features to help you write better, faster.  
• Generate an outline: Under Templates, select ‘Outlines’. Choose ‘Research article’ as your document type.  
• Select your section: Since you’re focusing on the conclusion, select this section when prompted.  
• Choose your field of study: Identifying your field of study allows Paperpal to provide more targeted suggestions, ensuring the relevance of your conclusion to your specific area of research. 
• Provide a brief description of your study: Enter details about your research topic and findings. This information helps Paperpal generate a tailored outline that aligns with your paper’s content. 
• Generate the conclusion outline: After entering all necessary details, click on ‘generate’. Paperpal will then create a structured outline for your conclusion, to help you start writing and build upon the outline.  
• Write your conclusion: Use the generated outline to build your conclusion. The outline serves as a guide, ensuring you cover all critical aspects of a strong conclusion, from summarizing key findings to highlighting the research’s implications. 
• Refine and enhance: Paperpal’s ‘Make Academic’ feature can be particularly useful in the final stages. Select any paragraph of your conclusion and use this feature to elevate the academic tone, ensuring your writing is aligned to the academic journal standards. 

By following these steps, Paperpal not only simplifies the process of writing a research paper conclusion but also ensures it is impactful, concise, and aligned with academic standards. Sign up with Paperpal today and write your research paper conclusion 2x faster .  

The research paper conclusion is a crucial part of your paper as it provides the final opportunity to leave a strong impression on your readers. In the research paper conclusion, summarize the main points of your research paper by restating your research statement, highlighting the most important findings, addressing the research questions or objectives, explaining the broader context of the study, discussing the significance of your findings, providing recommendations if applicable, and emphasizing the takeaway message. The main purpose of the conclusion is to remind the reader of the main point or argument of your paper and to provide a clear and concise summary of the key findings and their implications. All these elements should feature on your list of what to put in the conclusion of a research paper to create a strong final statement for your work.

A strong conclusion is a critical component of a research paper, as it provides an opportunity to wrap up your arguments, reiterate your main points, and leave a lasting impression on your readers. Here are the key elements of a strong research paper conclusion: 1. Conciseness : A research paper conclusion should be concise and to the point. It should not introduce new information or ideas that were not discussed in the body of the paper. 2. Summarization : The research paper conclusion should be comprehensive enough to give the reader a clear understanding of the research’s main contributions. 3 . Relevance : Ensure that the information included in the research paper conclusion is directly relevant to the research paper’s main topic and objectives; avoid unnecessary details. 4 . Connection to the Introduction : A well-structured research paper conclusion often revisits the key points made in the introduction and shows how the research has addressed the initial questions or objectives. 5. Emphasis : Highlight the significance and implications of your research. Why is your study important? What are the broader implications or applications of your findings? 6 . Call to Action : Include a call to action or a recommendation for future research or action based on your findings.

The length of a research paper conclusion can vary depending on several factors, including the overall length of the paper, the complexity of the research, and the specific journal requirements. While there is no strict rule for the length of a conclusion, but it’s generally advisable to keep it relatively short. A typical research paper conclusion might be around 5-10% of the paper’s total length. For example, if your paper is 10 pages long, the conclusion might be roughly half a page to one page in length.

In general, you do not need to include citations in the research paper conclusion. Citations are typically reserved for the body of the paper to support your arguments and provide evidence for your claims. However, there may be some exceptions to this rule: 1. If you are drawing a direct quote or paraphrasing a specific source in your research paper conclusion, you should include a citation to give proper credit to the original author. 2. If your conclusion refers to or discusses specific research, data, or sources that are crucial to the overall argument, citations can be included to reinforce your conclusion’s validity.

The conclusion of a research paper serves several important purposes: 1. Summarize the Key Points 2. Reinforce the Main Argument 3. Provide Closure 4. Offer Insights or Implications 5. Engage the Reader. 6. Reflect on Limitations

Remember that the primary purpose of the research paper conclusion is to leave a lasting impression on the reader, reinforcing the key points and providing closure to your research. It’s often the last part of the paper that the reader will see, so it should be strong and well-crafted.

• Makar, G., Foltz, C., Lendner, M., & Vaccaro, A. R. (2018). How to write effective discussion and conclusion sections. Clinical spine surgery, 31(8), 345-346.
• Bunton, D. (2005). The structure of PhD conclusion chapters.  Journal of English for academic purposes ,  4 (3), 207-224.

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Research Paper Conclusion – Writing Guide and Examples

Table of Contents

Research Paper Conclusion

Definition:

A research paper conclusion is the final section of a research paper that summarizes the key findings, significance, and implications of the research. It is the writer’s opportunity to synthesize the information presented in the paper, draw conclusions, and make recommendations for future research or actions.

The conclusion should provide a clear and concise summary of the research paper, reiterating the research question or problem, the main results, and the significance of the findings. It should also discuss the limitations of the study and suggest areas for further research.

Parts of Research Paper Conclusion

The parts of a research paper conclusion typically include:

Restatement of the Thesis

The conclusion should begin by restating the thesis statement from the introduction in a different way. This helps to remind the reader of the main argument or purpose of the research.

Summary of Key Findings

The conclusion should summarize the main findings of the research, highlighting the most important results and conclusions. This section should be brief and to the point.

Implications and Significance

In this section, the researcher should explain the implications and significance of the research findings. This may include discussing the potential impact on the field or industry, highlighting new insights or knowledge gained, or pointing out areas for future research.

Limitations and Recommendations

It is important to acknowledge any limitations or weaknesses of the research and to make recommendations for how these could be addressed in future studies. This shows that the researcher is aware of the potential limitations of their work and is committed to improving the quality of research in their field.

Concluding Statement

The conclusion should end with a strong concluding statement that leaves a lasting impression on the reader. This could be a call to action, a recommendation for further research, or a final thought on the topic.

How to Write Research Paper Conclusion

Here are some steps you can follow to write an effective research paper conclusion:

• Restate the research problem or question: Begin by restating the research problem or question that you aimed to answer in your research. This will remind the reader of the purpose of your study.
• Summarize the main points: Summarize the key findings and results of your research. This can be done by highlighting the most important aspects of your research and the evidence that supports them.
• Discuss the implications: Discuss the implications of your findings for the research area and any potential applications of your research. You should also mention any limitations of your research that may affect the interpretation of your findings.
• Provide a conclusion : Provide a concise conclusion that summarizes the main points of your paper and emphasizes the significance of your research. This should be a strong and clear statement that leaves a lasting impression on the reader.
• Offer suggestions for future research: Lastly, offer suggestions for future research that could build on your findings and contribute to further advancements in the field.

Remember that the conclusion should be brief and to the point, while still effectively summarizing the key findings and implications of your research.

Example of Research Paper Conclusion

Here’s an example of a research paper conclusion:

Conclusion :

In conclusion, our study aimed to investigate the relationship between social media use and mental health among college students. Our findings suggest that there is a significant association between social media use and increased levels of anxiety and depression among college students. This highlights the need for increased awareness and education about the potential negative effects of social media use on mental health, particularly among college students.

Despite the limitations of our study, such as the small sample size and self-reported data, our findings have important implications for future research and practice. Future studies should aim to replicate our findings in larger, more diverse samples, and investigate the potential mechanisms underlying the association between social media use and mental health. In addition, interventions should be developed to promote healthy social media use among college students, such as mindfulness-based approaches and social media detox programs.

Overall, our study contributes to the growing body of research on the impact of social media on mental health, and highlights the importance of addressing this issue in the context of higher education. By raising awareness and promoting healthy social media use among college students, we can help to reduce the negative impact of social media on mental health and improve the well-being of young adults.

Purpose of Research Paper Conclusion

The purpose of a research paper conclusion is to provide a summary and synthesis of the key findings, significance, and implications of the research presented in the paper. The conclusion serves as the final opportunity for the writer to convey their message and leave a lasting impression on the reader.

The conclusion should restate the research problem or question, summarize the main results of the research, and explain their significance. It should also acknowledge the limitations of the study and suggest areas for future research or action.

Overall, the purpose of the conclusion is to provide a sense of closure to the research paper and to emphasize the importance of the research and its potential impact. It should leave the reader with a clear understanding of the main findings and why they matter. The conclusion serves as the writer’s opportunity to showcase their contribution to the field and to inspire further research and action.

When to Write Research Paper Conclusion

The conclusion of a research paper should be written after the body of the paper has been completed. It should not be written until the writer has thoroughly analyzed and interpreted their findings and has written a complete and cohesive discussion of the research.

Before writing the conclusion, the writer should review their research paper and consider the key points that they want to convey to the reader. They should also review the research question, hypotheses, and methodology to ensure that they have addressed all of the necessary components of the research.

Once the writer has a clear understanding of the main findings and their significance, they can begin writing the conclusion. The conclusion should be written in a clear and concise manner, and should reiterate the main points of the research while also providing insights and recommendations for future research or action.

Characteristics of Research Paper Conclusion

The characteristics of a research paper conclusion include:

• Clear and concise: The conclusion should be written in a clear and concise manner, summarizing the key findings and their significance.
• Comprehensive: The conclusion should address all of the main points of the research paper, including the research question or problem, the methodology, the main results, and their implications.
• Future-oriented : The conclusion should provide insights and recommendations for future research or action, based on the findings of the research.
• Impressive : The conclusion should leave a lasting impression on the reader, emphasizing the importance of the research and its potential impact.
• Objective : The conclusion should be based on the evidence presented in the research paper, and should avoid personal biases or opinions.
• Unique : The conclusion should be unique to the research paper and should not simply repeat information from the introduction or body of the paper.

Advantages of Research Paper Conclusion

The advantages of a research paper conclusion include:

• Summarizing the key findings : The conclusion provides a summary of the main findings of the research, making it easier for the reader to understand the key points of the study.
• Emphasizing the significance of the research: The conclusion emphasizes the importance of the research and its potential impact, making it more likely that readers will take the research seriously and consider its implications.
• Providing recommendations for future research or action : The conclusion suggests practical recommendations for future research or action, based on the findings of the study.
• Providing closure to the research paper : The conclusion provides a sense of closure to the research paper, tying together the different sections of the paper and leaving a lasting impression on the reader.
• Demonstrating the writer’s contribution to the field : The conclusion provides the writer with an opportunity to showcase their contribution to the field and to inspire further research and action.

Limitations of Research Paper Conclusion

While the conclusion of a research paper has many advantages, it also has some limitations that should be considered, including:

• I nability to address all aspects of the research: Due to the limited space available in the conclusion, it may not be possible to address all aspects of the research in detail.
• Subjectivity : While the conclusion should be objective, it may be influenced by the writer’s personal biases or opinions.
• Lack of new information: The conclusion should not introduce new information that has not been discussed in the body of the research paper.
• Lack of generalizability: The conclusions drawn from the research may not be applicable to other contexts or populations, limiting the generalizability of the study.
• Misinterpretation by the reader: The reader may misinterpret the conclusions drawn from the research, leading to a misunderstanding of the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points derived from the findings of your study and, if applicable, where you recommend new areas for future research. For most college-level research papers, two or three well-developed paragraphs is sufficient for a conclusion, although in some cases, more paragraphs may be required in describing the key findings and their significance.

Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University.

Importance of a Good Conclusion

A well-written conclusion provides you with important opportunities to demonstrate to the reader your understanding of the research problem. These include:

• Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key findings in your analysis that advance new understanding about the research problem, that are unusual or unexpected, or that have important implications applied to practice.
• Summarizing your thoughts and conveying the larger significance of your study . The conclusion is an opportunity to succinctly re-emphasize  your answer to the "So What?" question by placing the study within the context of how your research advances past research about the topic.
• Identifying how a gap in the literature has been addressed . The conclusion can be where you describe how a previously identified gap in the literature [first identified in your literature review section] has been addressed by your research and why this contribution is significant.
• Demonstrating the importance of your ideas . Don't be shy. The conclusion offers an opportunity to elaborate on the impact and significance of your findings. This is particularly important if your study approached examining the research problem from an unusual or innovative perspective.
• Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing or contextualizing the research problem based on the results of your study.

Bunton, David. “The Structure of PhD Conclusion Chapters.” Journal of English for Academic Purposes 4 (July 2005): 207–224; Conclusions. The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Conclusions. The Writing Lab and The OWL. Purdue University; Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Structure and Writing Style

I.  General Rules

The general function of your paper's conclusion is to restate the main argument . It reminds the reader of the strengths of your main argument(s) and reiterates the most important evidence supporting those argument(s). Do this by clearly summarizing the context, background, and necessity of pursuing the research problem you investigated in relation to an issue, controversy, or a gap found in the literature. However, make sure that your conclusion is not simply a repetitive summary of the findings. This reduces the impact of the argument(s) you have developed in your paper.

When writing the conclusion to your paper, follow these general rules:

• Present your conclusions in clear, concise language. Re-state the purpose of your study, then describe how your findings differ or support those of other studies and why [i.e., what were the unique, new, or crucial contributions your study made to the overall research about your topic?].
• Do not simply reiterate your findings or the discussion of your results. Provide a synthesis of arguments presented in the paper to show how these converge to address the research problem and the overall objectives of your study.
• Indicate opportunities for future research if you haven't already done so in the discussion section of your paper. Highlighting the need for further research provides the reader with evidence that you have an in-depth awareness of the research problem but that further investigations should take place beyond the scope of your investigation.

Consider the following points to help ensure your conclusion is presented well:

• If the argument or purpose of your paper is complex, you may need to summarize the argument for your reader.
• If, prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data [this is opposite of the introduction, which begins with general discussion of the context and ends with a detailed description of the research problem]. 

The conclusion also provides a place for you to persuasively and succinctly restate the research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented. However, the nature of being introspective about the research you have conducted will depend on the topic and whether your professor wants you to express your observations in this way. If asked to think introspectively about the topics, do not delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply, not to guess at possible outcomes or make up scenarios not supported by the evidence.

II.  Developing a Compelling Conclusion

Although an effective conclusion needs to be clear and succinct, it does not need to be written passively or lack a compelling narrative. Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following:

• If your essay deals with a critical, contemporary problem, warn readers of the possible consequences of not attending to the problem proactively.
• Recommend a specific course or courses of action that, if adopted, could address a specific problem in practice or in the development of new knowledge leading to positive change.
• Cite a relevant quotation or expert opinion already noted in your paper in order to lend authority and support to the conclusion(s) you have reached [a good source would be from your literature review].
• Explain the consequences of your research in a way that elicits action or demonstrates urgency in seeking change.
• Restate a key statistic, fact, or visual image to emphasize the most important finding of your paper.
• If your discipline encourages personal reflection, illustrate your concluding point by drawing from your own life experiences.
• Return to an anecdote, an example, or a quotation that you presented in your introduction, but add further insight derived from the findings of your study; use your interpretation of results from your study to recast it in new or important ways.
• Provide a "take-home" message in the form of a succinct, declarative statement that you want the reader to remember about your study.

III. Problems to Avoid

Failure to be concise Your conclusion section should be concise and to the point. Conclusions that are too lengthy often have unnecessary information in them. The conclusion is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, and other forms of analysis that you make. Strategies for writing concisely can be found here .

Failure to comment on larger, more significant issues In the introduction, your task was to move from the general [the field of study] to the specific [the research problem]. However, in the conclusion, your task is to move from a specific discussion [your research problem] back to a general discussion framed around the implications and significance of your findings [i.e., how your research contributes new understanding or fills an important gap in the literature]. In short, the conclusion is where you should place your research within a larger context [visualize your paper as an hourglass--start with a broad introduction and review of the literature, move to the specific analysis and discussion, conclude with a broad summary of the study's implications and significance].

Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. These are problems, deficiencies, or challenges encountered during your study. They should be summarized as a way of qualifying your overall conclusions. If you encountered negative or unintended results [i.e., findings that are validated outside the research context in which they were generated], you must report them in the results section and discuss their implications in the discussion section of your paper. In the conclusion, use negative results as an opportunity to explain their possible significance and/or how they may form the basis for future research.

Failure to provide a clear summary of what was learned In order to be able to discuss how your research fits within your field of study [and possibly the world at large], you need to summarize briefly and succinctly how it contributes to new knowledge or a new understanding about the research problem. This element of your conclusion may be only a few sentences long.

Failure to match the objectives of your research Often research objectives in the social and behavioral sciences change while the research is being carried out. This is not a problem unless you forget to go back and refine the original objectives in your introduction. As these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you presumably should know a good deal about it [perhaps even more than your professor!]. Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts! Don't undermine your authority as a researcher by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches that...." The overall tone of your conclusion should convey confidence to the reader about the study's validity and realiability.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Concluding Paragraphs. College Writing Center at Meramec. St. Louis Community College; Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University; Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion. Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count. The Writer’s Handbook. Writing Center. University of Wisconsin Madison; Miquel, Fuster-Marquez and Carmen Gregori-Signes. “Chapter Six: ‘Last but Not Least:’ Writing the Conclusion of Your Paper.” In Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research . John Bitchener, editor. (Basingstoke,UK: Palgrave Macmillan, 2010), pp. 93-105; Tips for Writing a Good Conclusion. Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Writing Conclusions. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization. Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining that they are reaching the end of your paper. You'll irritate your readers if you belabor the obvious.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Another Writing Tip

New Insight, Not New Information!

Don't surprise the reader with new information in your conclusion that was never referenced anywhere else in the paper. This why the conclusion rarely has citations to sources. If you have new information to present, add it to the discussion or other appropriate section of the paper. Note that, although no new information is introduced, the conclusion, along with the discussion section, is where you offer your most "original" contributions in the paper; the conclusion is where you describe the value of your research, demonstrate that you understand the material that you’ve presented, and position your findings within the larger context of scholarship on the topic, including describing how your research contributes new insights to that scholarship.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Conclusions. The Writing Center. University of North Carolina.

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In a short paper—even a research paper—you don’t need to provide an exhaustive summary as part of your conclusion. But you do need to make some kind of transition between your final body paragraph and your concluding paragraph. This may come in the form of a few sentences of summary. Or it may come in the form of a sentence that brings your readers back to your thesis or main idea and reminds your readers where you began and how far you have traveled.

So, for example, in a paper about the relationship between ADHD and rejection sensitivity, Vanessa Roser begins by introducing readers to the fact that researchers have studied the relationship between the two conditions and then provides her explanation of that relationship. Here’s her thesis: “While socialization may indeed be an important factor in RS, I argue that individuals with ADHD may also possess a neurological predisposition to RS that is exacerbated by the differing executive and emotional regulation characteristic of ADHD.”

In her final paragraph, Roser reminds us of where she started by echoing her thesis: “This literature demonstrates that, as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Highlight the “so what”  

At the beginning of your paper, you explain to your readers what’s at stake—why they should care about the argument you’re making. In your conclusion, you can bring readers back to those stakes by reminding them why your argument is important in the first place. You can also draft a few sentences that put those stakes into a new or broader context.

In the conclusion to her paper about ADHD and RS, Roser echoes the stakes she established in her introduction—that research into connections between ADHD and RS has led to contradictory results, raising questions about the “behavioral mediation hypothesis.”

She writes, “as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Leave your readers with the “now what”  

After the “what” and the “so what,” you should leave your reader with some final thoughts. If you have written a strong introduction, your readers will know why you have been arguing what you have been arguing—and why they should care. And if you’ve made a good case for your thesis, then your readers should be in a position to see things in a new way, understand new questions, or be ready for something that they weren’t ready for before they read your paper.

In her conclusion, Roser offers two “now what” statements. First, she explains that it is important to recognize that the flawed behavioral mediation hypothesis “seems to place a degree of fault on the individual. It implies that individuals with ADHD must have elicited such frequent or intense rejection by virtue of their inadequate social skills, erasing the possibility that they may simply possess a natural sensitivity to emotion.” She then highlights the broader implications for treatment of people with ADHD, noting that recognizing the actual connection between rejection sensitivity and ADHD “has profound implications for understanding how individuals with ADHD might best be treated in educational settings, by counselors, family, peers, or even society as a whole.”

To find your own “now what” for your essay’s conclusion, try asking yourself these questions:

• What can my readers now understand, see in a new light, or grapple with that they would not have understood in the same way before reading my paper? Are we a step closer to understanding a larger phenomenon or to understanding why what was at stake is so important?  
• What questions can I now raise that would not have made sense at the beginning of my paper? Questions for further research? Other ways that this topic could be approached?  
• Are there other applications for my research? Could my questions be asked about different data in a different context? Could I use my methods to answer a different question?  
• What action should be taken in light of this argument? What action do I predict will be taken or could lead to a solution?  
• What larger context might my argument be a part of?  

What to avoid in your conclusion  

• a complete restatement of all that you have said in your paper.  
• a substantial counterargument that you do not have space to refute; you should introduce counterarguments before your conclusion.  
• an apology for what you have not said. If you need to explain the scope of your paper, you should do this sooner—but don’t apologize for what you have not discussed in your paper.  
• fake transitions like “in conclusion” that are followed by sentences that aren’t actually conclusions. (“In conclusion, I have now demonstrated that my thesis is correct.”)
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• Writing Tips

How to Write a Conclusion for a Research Paper

3-minute read

• 29th August 2023

If you’re writing a research paper, the conclusion is your opportunity to summarize your findings and leave a lasting impression on your readers. In this post, we’ll take you through how to write an effective conclusion for a research paper and how you can:

·   Reword your thesis statement

·   Highlight the significance of your research

·   Discuss limitations

·   Connect to the introduction

·   End with a thought-provoking statement

Rewording Your Thesis Statement

Begin your conclusion by restating your thesis statement in a way that is slightly different from the wording used in the introduction. Avoid presenting new information or evidence in your conclusion. Just summarize the main points and arguments of your essay and keep this part as concise as possible. Remember that you’ve already covered the in-depth analyses and investigations in the main body paragraphs of your essay, so it’s not necessary to restate these details in the conclusion.

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Highlighting the Significance of Your Research

The conclusion is a good place to emphasize the implications of your research . Avoid ambiguous or vague language such as “I think” or “maybe,” which could weaken your position. Clearly explain why your research is significant and how it contributes to the broader field of study.

Here’s an example from a (fictional) study on the impact of social media on mental health:

Discussing Limitations

Although it’s important to emphasize the significance of your study, you can also use the conclusion to briefly address any limitations you discovered while conducting your research, such as time constraints or a shortage of resources. Doing this demonstrates a balanced and honest approach to your research.

Connecting to the Introduction

In your conclusion, you can circle back to your introduction , perhaps by referring to a quote or anecdote you discussed earlier. If you end your paper on a similar note to how you began it, you will create a sense of cohesion for the reader and remind them of the meaning and significance of your research.

Ending With a Thought-Provoking Statement

Consider ending your paper with a thought-provoking and memorable statement that relates to the impact of your research questions or hypothesis. This statement can be a call to action, a philosophical question, or a prediction for the future (positive or negative). Here’s an example that uses the same topic as above (social media and mental health):

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• How to Write Discussions and Conclusions

The discussion section contains the results and outcomes of a study. An effective discussion informs readers what can be learned from your experiment and provides context for the results.

What makes an effective discussion?

When you’re ready to write your discussion, you’ve already introduced the purpose of your study and provided an in-depth description of the methodology. The discussion informs readers about the larger implications of your study based on the results. Highlighting these implications while not overstating the findings can be challenging, especially when you’re submitting to a journal that selects articles based on novelty or potential impact. Regardless of what journal you are submitting to, the discussion section always serves the same purpose: concluding what your study results actually mean.

A successful discussion section puts your findings in context. It should include:

• the results of your research,
• a discussion of related research, and
• a comparison between your results and initial hypothesis.

Tip: Not all journals share the same naming conventions.

You can apply the advice in this article to the conclusion, results or discussion sections of your manuscript.

Our Early Career Researcher community tells us that the conclusion is often considered the most difficult aspect of a manuscript to write. To help, this guide provides questions to ask yourself, a basic structure to model your discussion off of and examples from published manuscripts. 

Questions to ask yourself:

• Was my hypothesis correct?
• If my hypothesis is partially correct or entirely different, what can be learned from the results? 
• How do the conclusions reshape or add onto the existing knowledge in the field? What does previous research say about the topic? 
• Why are the results important or relevant to your audience? Do they add further evidence to a scientific consensus or disprove prior studies? 
• How can future research build on these observations? What are the key experiments that must be done? 
• What is the “take-home” message you want your reader to leave with?

How to structure a discussion

Trying to fit a complete discussion into a single paragraph can add unnecessary stress to the writing process. If possible, you’ll want to give yourself two or three paragraphs to give the reader a comprehensive understanding of your study as a whole. Here’s one way to structure an effective discussion:

Writing Tips

While the above sections can help you brainstorm and structure your discussion, there are many common mistakes that writers revert to when having difficulties with their paper. Writing a discussion can be a delicate balance between summarizing your results, providing proper context for your research and avoiding introducing new information. Remember that your paper should be both confident and honest about the results! 

• Read the journal’s guidelines on the discussion and conclusion sections. If possible, learn about the guidelines before writing the discussion to ensure you’re writing to meet their expectations. 
• Begin with a clear statement of the principal findings. This will reinforce the main take-away for the reader and set up the rest of the discussion. 
• Explain why the outcomes of your study are important to the reader. Discuss the implications of your findings realistically based on previous literature, highlighting both the strengths and limitations of the research. 
• State whether the results prove or disprove your hypothesis. If your hypothesis was disproved, what might be the reasons? 
• Introduce new or expanded ways to think about the research question. Indicate what next steps can be taken to further pursue any unresolved questions. 
• If dealing with a contemporary or ongoing problem, such as climate change, discuss possible consequences if the problem is avoided. 
• Be concise. Adding unnecessary detail can distract from the main findings. 

Don’t

• Rewrite your abstract. Statements with “we investigated” or “we studied” generally do not belong in the discussion. 
• Include new arguments or evidence not previously discussed. Necessary information and evidence should be introduced in the main body of the paper. 
• Apologize. Even if your research contains significant limitations, don’t undermine your authority by including statements that doubt your methodology or execution. 
• Shy away from speaking on limitations or negative results. Including limitations and negative results will give readers a complete understanding of the presented research. Potential limitations include sources of potential bias, threats to internal or external validity, barriers to implementing an intervention and other issues inherent to the study design. 
• Overstate the importance of your findings. Making grand statements about how a study will fully resolve large questions can lead readers to doubt the success of the research. 

Snippets of Effective Discussions:

Consumer-based actions to reduce plastic pollution in rivers: A multi-criteria decision analysis approach

Identifying reliable indicators of fitness in polar bears

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• How to Report Statistics
• How to Edit Your Work

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How to write a strong conclusion for your research paper

Last updated

17 February 2024

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Writing a research paper is a chance to share your knowledge and hypothesis. It's an opportunity to demonstrate your many hours of research and prove your ability to write convincingly.

Ideally, by the end of your research paper, you'll have brought your readers on a journey to reach the conclusions you've pre-determined. However, if you don't stick the landing with a good conclusion, you'll risk losing your reader’s trust.

Writing a strong conclusion for your research paper involves a few important steps, including restating the thesis and summing up everything properly.

Find out what to include and what to avoid, so you can effectively demonstrate your understanding of the topic and prove your expertise.

• Why is a good conclusion important?

A good conclusion can cement your paper in the reader’s mind. Making a strong impression in your introduction can draw your readers in, but it's the conclusion that will inspire them.

• What to include in a research paper conclusion

There are a few specifics you should include in your research paper conclusion. Offer your readers some sense of urgency or consequence by pointing out why they should care about the topic you have covered. Discuss any common problems associated with your topic and provide suggestions as to how these problems can be solved or addressed.

The conclusion should include a restatement of your initial thesis. Thesis statements are strengthened after you’ve presented supporting evidence (as you will have done in the paper), so make a point to reintroduce it at the end.

Finally, recap the main points of your research paper, highlighting the key takeaways you want readers to remember. If you've made multiple points throughout the paper, refer to the ones with the strongest supporting evidence.

• Steps for writing a research paper conclusion

Many writers find the conclusion the most challenging part of any research project . By following these three steps, you'll be prepared to write a conclusion that is effective and concise.

• Step 1: Restate the problem

Always begin by restating the research problem in the conclusion of a research paper. This serves to remind the reader of your hypothesis and refresh them on the main point of the paper. 

When restating the problem, take care to avoid using exactly the same words you employed earlier in the paper.

• Step 2: Sum up the paper

After you've restated the problem, sum up the paper by revealing your overall findings. The method for this differs slightly, depending on whether you're crafting an argumentative paper or an empirical paper.

Argumentative paper: Restate your thesis and arguments

Argumentative papers involve introducing a thesis statement early on. In crafting the conclusion for an argumentative paper, always restate the thesis, outlining the way you've developed it throughout the entire paper.

It might be appropriate to mention any counterarguments in the conclusion, so you can demonstrate how your thesis is correct or how the data best supports your main points.

Empirical paper: Summarize research findings

Empirical papers break down a series of research questions. In your conclusion, discuss the findings your research revealed, including any information that surprised you.

Be clear about the conclusions you reached, and explain whether or not you expected to arrive at these particular ones.

• Step 3: Discuss the implications of your research

Argumentative papers and empirical papers also differ in this part of a research paper conclusion. Here are some tips on crafting conclusions for argumentative and empirical papers.

Argumentative paper: Powerful closing statement

In an argumentative paper, you'll have spent a great deal of time expressing the opinions you formed after doing a significant amount of research. Make a strong closing statement in your argumentative paper's conclusion to share the significance of your work.

You can outline the next steps through a bold call to action, or restate how powerful your ideas turned out to be.

Empirical paper: Directions for future research

Empirical papers are broader in scope. They usually cover a variety of aspects and can include several points of view.

To write a good conclusion for an empirical paper, suggest the type of research that could be done in the future, including methods for further investigation or outlining ways other researchers might proceed.

If you feel your research had any limitations, even if they were outside your control, you could mention these in your conclusion.

After you finish outlining your conclusion, ask someone to read it and offer feedback. In any research project you're especially close to, it can be hard to identify problem areas. Having a close friend or someone whose opinion you value read the research paper and provide honest feedback can be invaluable. Take note of any suggested edits and consider incorporating them into your paper if they make sense.

• Things to avoid in a research paper conclusion

Keep these aspects to avoid in mind as you're writing your conclusion and refer to them after you've created an outline.

Dry summary

Writing a memorable, succinct conclusion is arguably more important than a strong introduction. Take care to avoid just rephrasing your main points, and don't fall into the trap of repeating dry facts or citations.

You can provide a new perspective for your readers to think about or contextualize your research. Either way, make the conclusion vibrant and interesting, rather than a rote recitation of your research paper’s highlights.

Clichéd or generic phrasing

Your research paper conclusion should feel fresh and inspiring. Avoid generic phrases like "to sum up" or "in conclusion." These phrases tend to be overused, especially in an academic context and might turn your readers off.

The conclusion also isn't the time to introduce colloquial phrases or informal language. Retain a professional, confident tone consistent throughout your paper’s conclusion so it feels exciting and bold.

New data or evidence

While you should present strong data throughout your paper, the conclusion isn't the place to introduce new evidence. This is because readers are engaged in actively learning as they read through the body of your paper.

By the time they reach the conclusion, they will have formed an opinion one way or the other (hopefully in your favor!). Introducing new evidence in the conclusion will only serve to surprise or frustrate your reader.

Ignoring contradictory evidence

If your research reveals contradictory evidence, don't ignore it in the conclusion. This will damage your credibility as an expert and might even serve to highlight the contradictions.

Be as transparent as possible and admit to any shortcomings in your research, but don't dwell on them for too long.

Ambiguous or unclear resolutions

The point of a research paper conclusion is to provide closure and bring all your ideas together. You should wrap up any arguments you introduced in the paper and tie up any loose ends, while demonstrating why your research and data are strong.

Use direct language in your conclusion and avoid ambiguity. Even if some of the data and sources you cite are inconclusive or contradictory, note this in your conclusion to come across as confident and trustworthy.

• Examples of research paper conclusions

Your research paper should provide a compelling close to the paper as a whole, highlighting your research and hard work. While the conclusion should represent your unique style, these examples offer a starting point:

Ultimately, the data we examined all point to the same conclusion: Encouraging a good work-life balance improves employee productivity and benefits the company overall. The research suggests that when employees feel their personal lives are valued and respected by their employers, they are more likely to be productive when at work. In addition, company turnover tends to be reduced when employees have a balance between their personal and professional lives. While additional research is required to establish ways companies can support employees in creating a stronger work-life balance, it's clear the need is there.

Social media is a primary method of communication among young people. As we've seen in the data presented, most young people in high school use a variety of social media applications at least every hour, including Instagram and Facebook. While social media is an avenue for connection with peers, research increasingly suggests that social media use correlates with body image issues. Young girls with lower self-esteem tend to use social media more often than those who don't log onto social media apps every day. As new applications continue to gain popularity, and as more high school students are given smartphones, more research will be required to measure the effects of prolonged social media use.

What are the different kinds of research paper conclusions?

There are no formal types of research paper conclusions. Ultimately, the conclusion depends on the outline of your paper and the type of research you’re presenting. While some experts note that research papers can end with a new perspective or commentary, most papers should conclude with a combination of both. The most important aspect of a good research paper conclusion is that it accurately represents the body of the paper.

Can I present new arguments in my research paper conclusion?

Research paper conclusions are not the place to introduce new data or arguments. The body of your paper is where you should share research and insights, where the reader is actively absorbing the content. By the time a reader reaches the conclusion of the research paper, they should have formed their opinion. Introducing new arguments in the conclusion can take a reader by surprise, and not in a positive way. It might also serve to frustrate readers.

How long should a research paper conclusion be?

There's no set length for a research paper conclusion. However, it's a good idea not to run on too long, since conclusions are supposed to be succinct. A good rule of thumb is to keep your conclusion around 5 to 10 percent of the paper's total length. If your paper is 10 pages, try to keep your conclusion under one page.

What should I include in a research paper conclusion?

A good research paper conclusion should always include a sense of urgency, so the reader can see how and why the topic should matter to them. You can also note some recommended actions to help fix the problem and some obstacles they might encounter. A conclusion should also remind the reader of the thesis statement, along with the main points you covered in the paper. At the end of the conclusion, add a powerful closing statement that helps cement the paper in the mind of the reader.

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How to Write a Conclusion for a Research Paper

Last Updated: June 29, 2023 Approved

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. wikiHow marks an article as reader-approved once it receives enough positive feedback. This article received 42 testimonials and 82% of readers who voted found it helpful, earning it our reader-approved status. This article has been viewed 2,256,425 times.

The conclusion of a research paper needs to summarize the content and purpose of the paper without seeming too wooden or dry. Every basic conclusion must share several key elements, but there are also several tactics you can play around with to craft a more effective conclusion and several you should avoid to prevent yourself from weakening your paper's conclusion. Here are some writing tips to keep in mind when creating a conclusion for your next research paper.

Sample Conclusions

Writing a basic conclusion.

• Do not spend a great amount of time or space restating your topic.
• A good research paper will make the importance of your topic apparent, so you do not need to write an elaborate defense of your topic in the conclusion.
• Usually a single sentence is all you need to restate your topic.
• An example would be if you were writing a paper on the epidemiology of infectious disease, you might say something like "Tuberculosis is a widespread infectious disease that affects millions of people worldwide every year."
• Yet another example from the humanities would be a paper about the Italian Renaissance: "The Italian Renaissance was an explosion of art and ideas centered around artists, writers, and thinkers in Florence."

• A thesis is a narrowed, focused view on the topic at hand.
• This statement should be rephrased from the thesis you included in your introduction. It should not be identical or too similar to the sentence you originally used.
• Try re-wording your thesis statement in a way that complements your summary of the topic of your paper in your first sentence of your conclusion.
• An example of a good thesis statement, going back to the paper on tuberculosis, would be "Tuberculosis is a widespread disease that affects millions of people worldwide every year. Due to the alarming rate of the spread of tuberculosis, particularly in poor countries, medical professionals are implementing new strategies for the diagnosis, treatment, and containment of this disease ."

• A good way to go about this is to re-read the topic sentence of each major paragraph or section in the body of your paper.
• Find a way to briefly restate each point mentioned in each topic sentence in your conclusion. Do not repeat any of the supporting details used within your body paragraphs.
• Under most circumstances, you should avoid writing new information in your conclusion. This is especially true if the information is vital to the argument or research presented in your paper.
• For example, in the TB paper you could summarize the information. "Tuberculosis is a widespread disease that affects millions of people worldwide. Due to the alarming rate of the spread of tuberculosis, particularly in poor countries, medical professionals are implementing new strategies for the diagnosis, treatment, and containment of this disease. In developing countries, such as those in Africa and Southeast Asia, the rate of TB infections is soaring. Crowded conditions, poor sanitation, and lack of access to medical care are all compounding factors in the spread of the disease. Medical experts, such as those from the World Health Organization are now starting campaigns to go into communities in developing countries and provide diagnostic testing and treatments. However, the treatments for TB are very harsh and have many side effects. This leads to patient non-compliance and spread of multi-drug resistant strains of the disease."

• Note that this is not needed for all research papers.
• If you already fully explained what the points in your paper mean or why they are significant, you do not need to go into them in much detail in your conclusion. Simply restating your thesis or the significance of your topic should suffice.
• It is always best practice to address important issues and fully explain your points in the body of your paper. The point of a conclusion to a research paper is to summarize your argument for the reader and, perhaps, to call the reader to action if needed.

• Note that a call for action is not essential to all conclusions. A research paper on literary criticism, for instance, is less likely to need a call for action than a paper on the effect that television has on toddlers and young children.
• A paper that is more likely to call readers to action is one that addresses a public or scientific need. Let's go back to our example of tuberculosis. This is a very serious disease that is spreading quickly and with antibiotic-resistant forms.
• A call to action in this research paper would be a follow-up statement that might be along the lines of "Despite new efforts to diagnose and contain the disease, more research is needed to develop new antibiotics that will treat the most resistant strains of tuberculosis and ease the side effects of current treatments."

• For example, if you are writing a history paper, then you might discuss how the historical topic you discussed matters today. If you are writing about a foreign country, then you might use the conclusion to discuss how the information you shared may help readers understand their own country.

Making Your Conclusion as Effective as Possible

• Since this sort of conclusion is so basic, you must aim to synthesize the information rather than merely summarizing it.
• Instead of merely repeating things you already said, rephrase your thesis and supporting points in a way that ties them all together.
• By doing so, you make your research paper seem like a "complete thought" rather than a collection of random and vaguely related ideas.

• Ask a question in your introduction. In your conclusion, restate the question and provide a direct answer.
• Write an anecdote or story in your introduction but do not share the ending. Instead, write the conclusion to the anecdote in the conclusion of your paper.
• For example, if you wanted to get more creative and put a more humanistic spin on a paper on tuberculosis, you might start your introduction with a story about a person with the disease, and refer to that story in your conclusion. For example, you could say something like this before you re-state your thesis in your conclusion: "Patient X was unable to complete the treatment for tuberculosis due to severe side effects and unfortunately succumbed to the disease."
• Use the same concepts and images introduced in your introduction in your conclusion. The images may or may not appear at other points throughout the research paper.

• Include enough information about your topic to back the statement up but do not get too carried away with excess detail.
• If your research did not provide you with a clear-cut answer to a question posed in your thesis, do not be afraid to indicate as much.
• Restate your initial hypothesis and indicate whether you still believe it or if the research you performed has begun swaying your opinion.
• Indicate that an answer may still exist and that further research could shed more light on the topic at hand.

• This may not be appropriate for all types of research papers. Most research papers, such as one on effective treatment for diseases, will have the information to make the case for a particular argument already in the paper.
• A good example of a paper that might ask a question of the reader in the ending is one about a social issue, such as poverty or government policy.
• Ask a question that will directly get at the heart or purpose of the paper. This question is often the same question, or some version of it, that you may have started with when you began your research.
• Make sure that the question can be answered by the evidence presented in your paper.
• If desired you can briefly summarize the answer after stating the question. You could also leave the question hanging for the reader to answer, though.

• Even without a call to action, you can still make a recommendation to your reader.
• For instance, if you are writing about a topic like third-world poverty, you can various ways for the reader to assist in the problem without necessarily calling for more research.
• Another example would be, in a paper about treatment for drug-resistant tuberculosis, you could suggest donating to the World Health Organization or research foundations that are developing new treatments for the disease.

Avoiding Common Pitfalls

• These sayings usually sound stiff, unnatural, or trite when used in writing.
• Moreover, using a phrase like "in conclusion" to begin your conclusion is a little too straightforward and tends to lead to a weak conclusion. A strong conclusion can stand on its own without being labeled as such.

• Always state the main argument or thesis in the introduction. A research paper is an analytical discussion of an academic topic, not a mystery novel.
• A good, effective research paper will allow your reader to follow your main argument from start to finish.
• This is why it is best practice to start your paper with an introduction that states your main argument and to end the paper with a conclusion that re-states your thesis for re-iteration.

• All significant information should be introduced in the body of the paper.
• Supporting evidence expands the topic of your paper by making it appear more detailed. A conclusion should narrow the topic to a more general point.
• A conclusion should only summarize what you have already stated in the body of your paper.
• You may suggest further research or a call to action, but you should not bring in any new evidence or facts in the conclusion.

• Most often, a shift in tone occurs when a research paper with an academic tone gives an emotional or sentimental conclusion.
• Even if the topic of the paper is of personal significance for you, you should not indicate as much in your paper.
• If you want to give your paper a more humanistic slant, you could start and end your paper with a story or anecdote that would give your topic more personal meaning to the reader.
• This tone should be consistent throughout the paper, however.

• Apologetic statements include phrases like "I may not be an expert" or "This is only my opinion."
• Statements like this can usually be avoided by refraining from writing in the first-person.
• Avoid any statements in the first-person. First-person is generally considered to be informal and does not fit with the formal tone of a research paper.

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• ↑ http://owl.english.purdue.edu/owl/resource/724/04/
• ↑ http://www.crlsresearchguide.org/18_Writing_Conclusion.asp
• ↑ http://writing.wisc.edu/Handbook/PlanResearchPaper.html#conclusion
• ↑ http://writingcenter.unc.edu/handouts/conclusions/
• ↑ http://writing2.richmond.edu/writing/wweb/conclude.html

About This Article

To write a conclusion for a research paper, start by restating your thesis statement to remind your readers what your main topic is and bring everything full circle. Then, briefly summarize all of the main points you made throughout your paper, which will help remind your readers of everything they learned. You might also want to include a call to action if you think more research or work needs to be done on your topic by writing something like, "Despite efforts to contain the disease, more research is needed to develop antibiotics." Finally, end your conclusion by explaining the broader context of your topic and why your readers should care about it, which will help them understand why your topic is relevant and important. For tips from our Academic co-author, like how to avoid common pitfalls when writing your conclusion, scroll down! Did this summary help you? Yes No

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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

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How to Write a Research Paper Conclusion Section

What is a conclusion in a research paper?

The conclusion in a research paper is the final paragraph or two in a research paper. In scientific papers, the conclusion usually follows the Discussion section , summarizing the importance of the findings and reminding the reader why the work presented in the paper is relevant.

However, it can be a bit confusing to distinguish the conclusion section/paragraph from a summary or a repetition of your findings, your own opinion, or the statement of the implications of your work. In fact, the conclusion should contain a bit of all of these other parts but go beyond it—but not too far beyond! 

The structure and content of the conclusion section can also vary depending on whether you are writing a research manuscript or an essay. This article will explain how to write a good conclusion section, what exactly it should (and should not) contain, how it should be structured, and what you should avoid when writing it.  

Table of Contents:

What does a good conclusion section do, what to include in a research paper conclusion.

• Conclusion in an Essay
• Research Paper Conclusion 
• Conclusion Paragraph Outline and Example
• What Not to Do When Writing a Conclusion

The conclusion of a research paper has several key objectives. It should:

• Restate your research problem addressed in the introduction section
• Summarize your main arguments, important findings, and broader implications
• Synthesize key takeaways from your study

The specific content in the conclusion depends on whether your paper presents the results of original scientific research or constructs an argument through engagement with previously published sources.

You presented your general field of study to the reader in the introduction section, by moving from general information (the background of your work, often combined with a literature review ) to the rationale of your study and then to the specific problem or topic you addressed, formulated in the form of the statement of the problem in research or the thesis statement in an essay.

In the conclusion section, in contrast, your task is to move from your specific findings or arguments back to a more general depiction of how your research contributes to the readers’ understanding of a certain concept or helps solve a practical problem, or fills an important gap in the literature. The content of your conclusion section depends on the type of research you are doing and what type of paper you are writing. But whatever the outcome of your work is, the conclusion is where you briefly summarize it and place it within a larger context. It could be called the “take-home message” of the entire paper.

What to summarize in the conclusion

Your conclusion section needs to contain a very brief summary of your work , a very brief summary of the main findings of your work, and a mention of anything else that seems relevant when you now look at your work from a bigger perspective, even if it was not initially listed as one of your main research questions. This could be a limitation, for example, a problem with the design of your experiment that either needs to be considered when drawing any conclusions or that led you to ask a different question and therefore draw different conclusions at the end of your study (compared to when you started out).

Once you have reminded the reader of what you did and what you found, you need to go beyond that and also provide either your own opinion on why your work is relevant (and for whom, and how) or theoretical or practical implications of the study , or make a specific call for action if there is one to be made.   

How to Write an Essay Conclusion

Academic essays follow quite different structures than their counterparts in STEM and the natural sciences. Humanities papers often have conclusion sections that are much longer and contain more detail than scientific papers. There are three main types of academic essay conclusions.

Summarizing conclusion

The most typical conclusion at the end of an analytical/explanatory/argumentative essay is a summarizing conclusion . This is, as the name suggests, a clear summary of the main points of your topic and thesis. Since you might have gone through a number of different arguments or subtopics in the main part of your essay, you need to remind the reader again what those were, how they fit into each other, and how they helped you develop or corroborate your hypothesis.

For an essay that analyzes how recruiters can hire the best candidates in the shortest time or on “how starving yourself will increase your lifespan, according to science”, a summary of all the points you discussed might be all you need. Note that you should not exactly repeat what you said earlier, but rather highlight the essential details and present those to your reader in a different way. 

Externalizing conclusion

If you think that just reminding the reader of your main points is not enough, you can opt for an externalizing conclusion instead, that presents new points that were not presented in the paper so far. These new points can be additional facts and information or they can be ideas that are relevant to the topic and have not been mentioned before.

Such a conclusion can stimulate your readers to think about your topic or the implications of your analysis in a whole new way. For example, at the end of a historical analysis of a specific event or development, you could direct your reader’s attention to some current events that were not the topic of your essay but that provide a different context for your findings.

Editorial conclusion

In an editorial conclusion , another common type of conclusion that you will find at the end of papers and essays, you do not add new information but instead present your own experiences or opinions on the topic to round everything up. What makes this type of conclusion interesting is that you can choose to agree or disagree with the information you presented in your paper so far. For example, if you have collected and analyzed information on how a specific diet helps people lose weight, you can nevertheless have your doubts on the sustainability of that diet or its practicability in real life—if such arguments were not included in your original thesis and have therefore not been covered in the main part of your paper, the conclusion section is the place where you can get your opinion across.    

How to Conclude an Empirical Research Paper

An empirical research paper is usually more concise and succinct than an essay, because, if it is written well, it focuses on one specific question, describes the method that was used to answer that one question, describes and explains the results, and guides the reader in a logical way from the introduction to the discussion without going on tangents or digging into not absolutely relevant topics.

Summarize the findings

In a scientific paper, you should include a summary of the findings. Don’t go into great detail here (you will have presented your in-depth  results  and  discussion  already), but do clearly express the answers to the  research questions  you investigated.

Describe your main findings, even if they weren’t necessarily the ones anticipated, and explain the conclusion they led you to. Explain these findings in as few words as possible.

Instead of beginning with “ In conclusion, in this study, we investigated the effect of stress on the brain using fMRI …”, you should try to find a way to incorporate the repetition of the essential (and only the essential) details into the summary of the key points. “ The findings of this fMRI study on the effect of stress on the brain suggest that …” or “ While it has been known for a long time that stress has an effect on the brain, the findings of this fMRI study show that, surprisingly… ” would be better ways to start a conclusion. 

You should also not bring up new ideas or present new facts in the conclusion of a research paper, but stick to the background information you have presented earlier, to the findings you have already discussed, and the limitations and implications you have already described. The one thing you can add here is a practical recommendation that you haven’t clearly stated before—but even that one needs to follow logically from everything you have already discussed in the discussion section.

Discuss the implications

After summing up your key arguments or findings, conclude the paper by stating the broader implications of the research , whether in methods , approach, or findings. Express practical or theoretical takeaways from your paper. This often looks like a “call to action” or a final “sales pitch” that puts an exclamation point on your paper.

If your research topic is more theoretical in nature, your closing statement should express the significance of your argument—for example, in proposing a new understanding of a topic or laying the groundwork for future research.

Future research example

Future research into education standards should focus on establishing a more detailed picture of how novel pedagogical approaches impact young people’s ability to absorb new and difficult concepts. Moreover, observational studies are needed to gain more insight into how specific teaching models affect the retention of relationships and facts—for instance, how inquiry-based learning and its emphasis on lateral thinking can be used as a jumping-off point for more holistic classroom approaches.

Research Conclusion Example and Outline

Let’s revisit the study on the effect of stress on the brain we mentioned before and see what the common structure for a conclusion paragraph looks like, in three steps. Following these simple steps will make it easy for you to wrap everything up in one short paragraph that contains all the essential information: 

One: Short summary of what you did, but integrated into the summary of your findings:

While it has been known for a long time that stress has an effect on the brain, the findings of this fMRI study in 25 university students going through mid-term exams show that, surprisingly, one’s attitude to the experienced stress significantly modulates the brain’s response to it. 

Note that you don’t need to repeat any methodological or technical details here—the reader has been presented with all of these before, they have read your results section and the discussion of your results, and even (hopefully!) a discussion of the limitations and strengths of your paper. The only thing you need to remind them of here is the essential outcome of your work. 

Two: Add implications, and don’t forget to specify who this might be relevant for: 

Students could be considered a specific subsample of the general population, but earlier research shows that the effect that exam stress has on their physical and mental health is comparable to the effects of other types of stress on individuals of other ages and occupations. Further research into practical ways of modulating not only one’s mental stress response but potentially also one’s brain activity (e.g., via neurofeedback training) are warranted.

This is a “research implication”, and it is nicely combined with a mention of a potential limitation of the study (the student sample) that turns out not to be a limitation after all (because earlier research suggests we can generalize to other populations). If there already is a lot of research on neurofeedback for stress control, by the way, then this should have been discussed in your discussion section earlier and you wouldn’t say such studies are “warranted” here but rather specify how your findings could inspire specific future experiments or how they should be implemented in existing applications. 

Three: The most important thing is that your conclusion paragraph accurately reflects the content of your paper. Compare it to your research paper title , your research paper abstract , and to your journal submission cover letter , in case you already have one—if these do not all tell the same story, then you need to go back to your paper, start again from the introduction section, and find out where you lost the logical thread. As always, consistency is key.    

Problems to Avoid When Writing a Conclusion 

• Do not suddenly introduce new information that has never been mentioned before (unless you are writing an essay and opting for an externalizing conclusion, see above). The conclusion section is not where you want to surprise your readers, but the take-home message of what you have already presented.
• Do not simply copy your abstract, the conclusion section of your abstract, or the first sentence of your introduction, and put it at the end of the discussion section. Even if these parts of your paper cover the same points, they should not be identical.
• Do not start the conclusion with “In conclusion”. If it has its own section heading, that is redundant, and if it is the last paragraph of the discussion section, it is inelegant and also not really necessary. The reader expects you to wrap your work up in the last paragraph, so you don’t have to announce that. Just look at the above example to see how to start a conclusion in a natural way.
• Do not forget what your research objectives were and how you initially formulated the statement of the problem in your introduction section. If your story/approach/conclusions changed because of methodological issues or information you were not aware of when you started, then make sure you go back to the beginning and adapt your entire story (not just the ending). 

Consider Receiving Academic Editing Services

When you have arrived at the conclusion of your paper, you might want to head over to Wordvice AI’s AI Writing Assistant to receive a free grammar check for any academic content. 

After drafting, you can also receive English editing and proofreading services , including paper editing services for your journal manuscript. If you need advice on how to write the other parts of your research paper , or on how to make a research paper outline if you are struggling with putting everything you did together, then head over to the Wordvice academic resources pages , where we have a lot more articles and videos for you.

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• Citation Styles

How to write a conclusion for a research paper

Research paper conclusions provide closure for your paper—but they can be difficult to write. What should you include? In this post, we discuss how to write a conclusion for a research paper.

What is a conclusion?

The conclusion to a research paper sums of your main argument and provides closure for your reader. It will return to your thesis statement and revisit the ways that you proved it.

The content and format of your conclusion will ultimately differ depending on the subject of your paper. Some fields have more specific expectations for what needs to be included.

You should always check your assignment’s guidelines or rubric to ensure that you understand what your instructor expects in a research paper conclusion.

How to write a conclusion

In this section, we break down the main parts of a conclusion and provide tips on how to approach each one.

The opening of a conclusion

The point of a conclusion’s opening statement is to transition from the main body of your paper to the concluding section. Some types of research papers include section headers that label each part of the paper. In these cases, your reader will be able to clearly see that you’re about to conclude.

In most other cases, begin your conclusion with a signal that indicates that you’re moving into the concluding section of your paper. For instance, you might start your conclusion by stating “in conclusion,” “to conclude,” or “in sum.”

What you can include in a conclusion

Although you shouldn’t include any new data or evidence in a conclusion, you can include suggestions for further research, insights about how your research could be applied in different contexts, or a course of action.

The bulk of the conclusion should synthesize—not summarize—the main points of your paper. If your introduction included historical information or an anecdote, return to that information now.

Your conclusion should also answer the “so what” question: why is this research relevant? Who should care about your argument and why?

The ending of a conclusion

Finally, you’ll want to end your conclusion with a closing statement that wraps up your concluding section (and your paper as a whole).

Tips for writing a conclusion

1. don’t include new data or evidence.

Your conclusion should provide closure to your paper, so introducing new information is not appropriate and will likely confuse your reader.

2. Don’t simply restate your thesis

You should never simply copy and paste your thesis statement into your conclusion. Instead, revisit your thesis in light of the evidence and analysis that you put forth in the main body of your paper.

3. Provide closure for your reader

A strong conclusion provides closure for the reader by synthesizing the main points of the paper and putting to rest any questions that the reader may have during the process of reading. The best way to test if your conclusion provides closure is to ask someone to read your paper.

4. Make suggestions for further research

While conclusions should not introduce new data or arguments, they can include suggestions for further research. A single research paper never covers everything—there are always possible new angles and approaches.

Next steps for a successful research paper

Once you’ve written your conclusion, you should review what you’ve written and make revisions, as needed. Then, double-check that you’ve cited all borrowed material and that your paper has a bibliography with accurate citations.

Use BibGuru’s citation generator to quickly create accurate citations for the books, articles, websites, and other sources that you used in your research paper.

Frequently Asked Questions about how to write a conclusion for a research paper

A conclusion contains an opening statement (often a restatement of the thesis), recommendations for further studies or applications, and a closing statement.

Start by signaling to the reader that you are moving into the concluding section.

The length of your conclusion will depend on the length of your paper. Most research paper conclusions will be around 1-2 paragraphs.

End your conclusion with a closing statement that wraps up the paper and provides closure to your reader.

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• Knowledge Base
• How to conclude an essay | Interactive example

How to Conclude an Essay | Interactive Example

Published on January 24, 2019 by Shona McCombes . Revised on July 23, 2023.

The conclusion is the final paragraph of your essay . A strong conclusion aims to:

• Tie together the essay’s main points
• Show why your argument matters
• Leave the reader with a strong impression

Your conclusion should give a sense of closure and completion to your argument, but also show what new questions or possibilities it has opened up.

This conclusion is taken from our annotated essay example , which discusses the history of the Braille system. Hover over each part to see why it’s effective.

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Table of contents

Step 1: return to your thesis, step 2: review your main points, step 3: show why it matters, what shouldn’t go in the conclusion, more examples of essay conclusions, other interesting articles, frequently asked questions about writing an essay conclusion.

To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument.

Don’t just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction.

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Next, remind the reader of the main points that you used to support your argument.

Avoid simply summarizing each paragraph or repeating each point in order; try to bring your points together in a way that makes the connections between them clear. The conclusion is your final chance to show how all the paragraphs of your essay add up to a coherent whole.

To wrap up your conclusion, zoom out to a broader view of the topic and consider the implications of your argument. For example:

• Does it contribute a new understanding of your topic?
• Does it raise new questions for future study?
• Does it lead to practical suggestions or predictions?
• Can it be applied to different contexts?
• Can it be connected to a broader debate or theme?

Whatever your essay is about, the conclusion should aim to emphasize the significance of your argument, whether that’s within your academic subject or in the wider world.

Try to end with a strong, decisive sentence, leaving the reader with a lingering sense of interest in your topic.

The easiest way to improve your conclusion is to eliminate these common mistakes.

Don’t include new evidence

Any evidence or analysis that is essential to supporting your thesis statement should appear in the main body of the essay.

The conclusion might include minor pieces of new information—for example, a sentence or two discussing broader implications, or a quotation that nicely summarizes your central point. But it shouldn’t introduce any major new sources or ideas that need further explanation to understand.

Don’t use “concluding phrases”

Avoid using obvious stock phrases to tell the reader what you’re doing:

• “In conclusion…”
• “To sum up…”

These phrases aren’t forbidden, but they can make your writing sound weak. By returning to your main argument, it will quickly become clear that you are concluding the essay—you shouldn’t have to spell it out.

Don’t undermine your argument

Avoid using apologetic phrases that sound uncertain or confused:

• “This is just one approach among many.”
• “There are good arguments on both sides of this issue.”
• “There is no clear answer to this problem.”

Even if your essay has explored different points of view, your own position should be clear. There may be many possible approaches to the topic, but you want to leave the reader convinced that yours is the best one!

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• Literary analysis

This conclusion is taken from an argumentative essay about the internet’s impact on education. It acknowledges the opposing arguments while taking a clear, decisive position.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

This conclusion is taken from a short expository essay that explains the invention of the printing press and its effects on European society. It focuses on giving a clear, concise overview of what was covered in the essay.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

This conclusion is taken from a literary analysis essay about Mary Shelley’s Frankenstein . It summarizes what the essay’s analysis achieved and emphasizes its originality.

By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.

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Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

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How to Write a Conclusion for a Research Paper that Resonates

The conclusion of a research paper is a crucial part of the entire document. The final section summarizes the main points, restates the thesis statement, and provides closure to the reader. Writing a strong conclusion for a research paper can be challenging because you must bring together all the ideas you’ve presented concisely and compellingly. Don’t fret, as we’ll let you know how to write a conclusion for a research paper like a professional  paper writing service  provider. So, let’s dive in!

Table of Contents

The Ultimate Guide on How to Write a Conclusion for a Research Paper

A great conclusion makes your paper stand out and leaves a lasting impression on your readers. Let us help you figure out how to write a killer conclusion for your research paper.

Four Important Elements of a Research Paper Conclusion

These are the essential elements you must include in the conclusion of your  research paper writing  for a lasting impression.

Restate the Thesis Statement

It’s really important to remind readers of the main argument in your paper. You should state the  thesis statement  in the intro and then again in the conclusion. But don’t just copy and paste the same words! It’s better to rephrase it in a slightly different way so readers know you understand the topic.

Summarize the Main Points of the Research Paper

It’s important to sum up the paper’s main points to show the reader it’s covered the topic well. Just use the topic sentences from the body paragraphs and make it brief; that should do it.

Discuss the Implications of the Research

It’s important to cover the implications of the research so the reader can understand the bigger picture. This part should emphasize the real-world or theoretical implications of the research and explain why the results are important. These implications can involve multiple topics, such as policy, practices, theories, or further research.

Provide Closure to the Reader

A satisfying research paper conclusion is the key to its success. This last section should link together the main points made throughout the paper and make the reader feel like the paper has come to its natural conclusion. It’s a great idea to finish the conclusion with a thought-provoking statement, an invitation to take action or a question that will leave the reader pondering.

For Example:

Tips for Writing A Strong Conclusion

These are the expert tips to help you write a strong conclusion for your research paper:

Tip 1: Keep it Concise and to The Point

Make sure your conclusion is short and sweet, summing up the main points of your research paper without adding anything new. Don’t use different words or phrases to fill up space – say what needs to be said in a simple, straightforward way.

Tip 2: Use language that is clear and easy to understand

Make sure everyone easily understands your conclusion. Don’t use technical words. Stick to the main points and make sure everyone can follow along.

Tip 3: Avoid Introducing New Information

Your conclusion should wrap up the ideas you’ve presented in your paper, not add anything new. Summarize the main ideas and arguments that you’ve presented and show how they back up your thesis.

Tip 4: Use a Strong Concluding Sentence

Wrapping up your paper with a strong conclusion helps tie everything together and leaves an impact on the reader. Why not finish with a thought-provoking question, a call to action or a powerful statement? It’ll be sure to stick with them.

Common Mistakes to Avoid

Here are some common mistakes you should avoid when writing a conclusion for your research paper:

Don’t Repeat the Information

In your research paper conclusion, try not to copy what’s already been said in the body of the paper. Sum up the main points, but don’t just repeat them word for word. Show how the evidence and ideas in the paper back up the thesis.

Avoid Including Personal Opinions and or Biases

Be careful not to let your feelings sneak into the conclusion. Stick to the facts and sum up the main points of your paper instead of giving your own opinion. Keep it objective!

Don’t Use Weak Language or Cliches:

Don’t use weak language or cliches like “in conclusion” or “it can be said that.” Also, don’t say “more research is needed” since it makes your conclusion seem unfulfilled. Instead, be clear about when and where you’re talking about and emphasize the importance of your research.

Example of Good Research Paper Conclusions

It’s important to make a lasting impression on your reader, so having a good conclusion to your research paper is key. Here are some examples of what makes a strong conclusion and the elements that make it effective:

Example 1 – A Research Paper on The Effects of Social Media on Mental Health:

Through the research analysis, it is clear that social media use can significantly negatively affect mental health. To address this issue, individuals and society need to recognize social media’s impact and take steps to mitigate its negative effects. This research highlights the need for further investigation into the relationship between social media and mental health, as well as the development of strategies to promote healthy social media use.

Example 2 – A Research Paper on The Benefits of Exercise:

The findings of this study demonstrate the numerous benefits of regular exercise, including improved cardiovascular health, increased strength, and reduced stress levels. These benefits highlight the importance of physical activity for individuals of all ages and abilities. Individuals and society need to prioritize exercise and promote physical activity to improve overall health and well-being.

Finishing your research paper with a strong conclusion is key to leaving a lasting impact on your reader. We are summarizing the conclusion for a research paper in brief points.

•  Sum up the main points of your paper and restate your thesis statement.
• Think about the implications of your research and provide closure for your reader.
• Keep your language clear and avoid introducing new info.
• Use a strong conclusion sentence, and don’t make mistakes like repeating yourself or adding personal opinions or bias.

Hopefully you won’t need to search how to write conclusion in research again. Still, if you need help with a conclusion in research paper, you can order today so  our writers  can assist you immediately.

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Writing a Paper: Conclusions

Writing a conclusion.

A conclusion is an important part of the paper; it provides closure for the reader while reminding the reader of the contents and importance of the paper. It accomplishes this by stepping back from the specifics in order to view the bigger picture of the document. In other words, it is reminding the reader of the main argument. For most course papers, it is usually one paragraph that simply and succinctly restates the main ideas and arguments, pulling everything together to help clarify the thesis of the paper. A conclusion does not introduce new ideas; instead, it should clarify the intent and importance of the paper. It can also suggest possible future research on the topic.

An Easy Checklist for Writing a Conclusion

It is important to remind the reader of the thesis of the paper so he is reminded of the argument and solutions you proposed.

Think of the main points as puzzle pieces, and the conclusion is where they all fit together to create a bigger picture. The reader should walk away with the bigger picture in mind.

Make sure that the paper places its findings in the context of real social change.

Make sure the reader has a distinct sense that the paper has come to an end. It is important to not leave the reader hanging. (You don’t want her to have flip-the-page syndrome, where the reader turns the page, expecting the paper to continue. The paper should naturally come to an end.)

No new ideas should be introduced in the conclusion. It is simply a review of the material that is already present in the paper. The only new idea would be the suggesting of a direction for future research.

Conclusion Example

As addressed in my analysis of recent research, the advantages of a later starting time for high school students significantly outweigh the disadvantages. A later starting time would allow teens more time to sleep--something that is important for their physical and mental health--and ultimately improve their academic performance and behavior. The added transportation costs that result from this change can be absorbed through energy savings. The beneficial effects on the students’ academic performance and behavior validate this decision, but its effect on student motivation is still unknown. I would encourage an in-depth look at the reactions of students to such a change. This sort of study would help determine the actual effects of a later start time on the time management and sleep habits of students.

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Writing a research paper is tedious, and after all that work, you’d think the conclusion would be the easy part. In reality, this is often one of the most difficult sections of a research paper to write, since you have to neatly tie up pages and pages of research in a short amount of time.

To help you with this, we’ve put together some instructions and tips on how to write a research paper conclusion. We’ll also talk about what conclusions are, why they’re important, and different ways you can format them.

Key Takeaways

Research paper conclusions serve to close the argument the introduction opened and restate the main points of the research paper.

There are three research paper conclusion formats: summarization, reflective, and projective.

Your research paper conclusion should be concise, straightforward, and accurate.

How To Write A Research Paper Conclusion

6 tips for writing a research paper conclusion, different formats of research paper conclusions, what is the conclusion of a research paper, why is writing a conclusion important for a research paper, research paper conclusion faq.

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Many students understand that the conclusion is a crucial part of their research paper, but they don’t know how to go about writing one.

Follow the steps below for how to write a research paper conclusion.

Open With The Research Topic. To begin a conclusion paragraph, use the first sentence to reiterate the comprehensive subject matter that your paper covered. Since this is just a sentence-long retelling of your research topic and why it’s important, it doesn’t have to be specific, but it does need clarity.

Dragonflies are a magnificently complex insect whose advanced physical mechanics and vast species differences make them a notable study in the scientific community.

Focus On Your Specific Thesis. Every research paper focuses on targetted intricacies within a larger topic. Now that the more extensive topic of the research paper has been mentioned, the next sentence or two highlights the specific thesis presented.

Don’t merely copy and paste the introduction of your thesis from the first paragraph. Restate it in different words that illicit a more in-depth understanding from the reader .

The overall characteristics found only within the Odonata family unites the dragonfly under a singular title. All species of dragonfly faced the same path towards the modern structure known today, and therefore, they are all similar in one way or another. However, there are also significant differences apparent to the naked eye between a species that shares so much of the same structure.

Summarize And Connect Main Points. Throughout a research paper, the writer presents points to support the initial thesis claim. Very briefly summarize and tie together these points in a way that supports your thesis. This is the place to restate your research findings.

By examining the striped meadowhawk and migrant hawker dragonflies, it is shown that habitat governs many aspects pertaining to that specific species’ lifestyle. It is also proven that color and patterns perceived on this insect serve a greater purpose of individualizing and distinguishing between these two species.

Bring It All Together. It sounds redundant to say you need to conclude your conclusion, but that’s the final step. You’ve done the mini recap of your research paper through the beginning sentences of your essay. Close the conclusion by making a final encouragement for an action, idea, or fact.

The dragonfly is a unique insect with uniting factors and specialization. However, the most attributed aspect to this insect as a whole is the enormity of their differences. The evolved genetic features attributed to various species of dragonflies both individualize them and apply unification to the insect as a whole.

Consider What Conclusion Format To Use Carefully. The way you structure a conclusion has a massive effect on how impactful it will be to a reader.

Some types of writing can work well with a variety of conclusion formats, but others will confuse a paper’s message. For example, using a reflective style conclusion on a scientific research paper comes across as too opinion-based for a topic that’s shrouded in measurable fact.

Don’t Make It Too Complex. It’s best to use plain language when summarizing the information presented in a research paper or making a claim. Many students are tempted to use impressive wording and complex writing in a research paper conclusion to present themselves as experts in the subject , but it only gives the reader a headache.

Conclusions Should Be Concise . Research papers give the writer pages of leeway to make all the drawn-out points that they need, but conclusions don’t offer as much room. An essay’s conclusion needs to be short by definition because it’s merely a last takeaway for the reader. A research paper conclusion is a final paragraph, not the entire page .

Double Check Your Information. There’s nothing worse for a research paper’s validity than confidently making a claim in the conclusion that turns out to be false. It’s fundamental that all the facts and information your detail in a research paper are backed up with credible sources listed neatly on the works cited page.

Empathize With The Reader. Whether you’re submitting a research paper for an introductory university class or publishing a scholarly journal, you still need to keep the reader in mind when writing a conclusion. Think about who you’re communicating with through your research paper and what you’re hoping to accomplish with it.

Do Research . One way to fix the problem if you’re unsure of what makes an essay conclusion compelling is researching the topic. Reading articles (like this one) is helpful because they give you a clear demonstration of how to create a conclusion, but applying this structure to your own work can be difficult. A case of easier said than done.

Based on the goal or subject of your research paper, the structure of your conclusion changes. Pick a type of conclusion that will strengthen the point of your essay. Below are examples of different formats to use when writing research paper conclusions.

Summarization. The summarization conclusion is most commonly used for research papers that are presenting a series of concrete facts.

It’s the form of conclusion that most people are familiar with. Using the summary technique requires a succinct compiling of the most critical points you’ve made in an essay.

Summarization Conclusion Formatting Works Best For:

Solution-Based Research

Persuasive Writing

History and Science Studies

Structuring An Argument

Reflective. A conclusion that uses a reflective structure takes the information outlined in the research paper to arrive at a grander insight about the topic at hand. This type of conclusion is popular when you’re attempting to change the reader’s viewpoint with a paper.

Reflective Conclusion Formatting Works Best For:

Persuasive Essays

English and Political Studies

Projective. When using a projective conclusion, the writer applies their work presented earlier in the thesis to eventual outcomes that can arise. It is called a projective conclusion because it is more results-based than summarizing facts or establishing an overarching lesson.

Projective Conclusion Formatting Works Best For:

Research Paper

Expository Essay

Narrative Works (Sometimes)

The conclusion of a research paper ties together all the prior information you’ve covered. It leaves the reader with a final thought about the research paper and the message it’s trying to convey.

Unlike the body paragraphs of a research paper, which aim at specificity and focus on developing a single concept or piece of information, conclusions are broader. The goal is to gloss over what’s already been stated earlier in the essay to solidify it with the reader.

The conclusion also serves a different purpose than the introduction . An introductory paragraph is for establishing what the reader will be learning more about. It opens the metaphorical door towards understanding a research endeavor or topic. The conclusion closes the argument that the introductory paragraph opens.

Including a conclusion is an important part of writing a research paper because it creates an organized summarization of information and outlines inferences about the subject studied. It provides an additional layer of clarity in a short written work.

Research papers are often lengthy and dull, so it’s easy for a reader’s attention to stray. A conclusion brings the reader back and offers them the most critical takeaways from the paper.

How long should a good conclusion be?

A good conclusion should be one paragraph or three to five sentences long. Your research paper conclusion should be concise, which means you don’t need to take up a whole page for just your conclusion. Instead, try to stick to about one paragraph in length.

What are the general rules in crafting conclusions in your research paper?

The general rules for crafting conclusions for your research paper include:

Choose the right conclusion format.

Keep it simple.

Be concise.

Be accurate.

Keep the reader’s needs (or requirements) in mind.

Remind the reader of your thesis.

Summarize and connect main points.

End with a concluding sentence.

What is a better way to say, “In conclusion”?

A better way to say, “In conclusion,” is “Therefore,” “Finally,” or “Lastly.” Other good words include, “As expressed” or “As a result.” You can also simply launch into your concluding paragraph if a transition isn’t needed.

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Sky Ariella is a professional freelance writer, originally from New York. She has been featured on websites and online magazines covering topics in career, travel, and lifestyle. She received her BA in psychology from Hunter College.

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This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Conclusions wrap up what you have been discussing in your paper. After moving from general to specific information in the introduction and body paragraphs, your conclusion should begin pulling back into more general information that restates the main points of your argument. Conclusions may also call for action or overview future possible research. The following outline may help you conclude your paper:

In a general way,

• Restate your topic and why it is important,
• Restate your thesis/claim,
• Address opposing viewpoints and explain why readers should align with your position,
• Call for action or overview future research possibilities.

Remember that once you accomplish these tasks, unless otherwise directed by your instructor, you are finished. Done. Complete. Don't try to bring in new points or end with a whiz bang(!) conclusion or try to solve world hunger in the final sentence of your conclusion. Simplicity is best for a clear, convincing message.

The preacher's maxim is one of the most effective formulas to follow for argument papers:

Tell what you're going to tell them (introduction).

Tell them (body).

Tell them what you told them (conclusion).

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Choosing a health behaviour theory or model for related research projects: a narrative review

Theories are integral to a research project, providing the logic underlying what, how, and/or why a particular phenomenon happens. Alternatively, models are used to guide a research project by representing theories and visualising the structural framework of causal pathways by showing the different levels of analysis. With the rise in chronic and behaviour-related diseases, health behaviour theories and models have a particular importance in designing appropriate and research led behavioural intervention strategies. However, there is a dearth of papers that explain the role of behavioural theories and models in research projects.

The aim of this paper is to synthesise existing evidence on the relevance of health behaviour theories and models in research projects.

This paper reviews health behaviour theories and models commonly underpinning research projects in public health and clinical practices. The electronic databases, such as MEDLINE, CINAHL, and Scopus, as well as the search engines Google and Google Scholar were searched to identify health behaviour theories and models.

Theories and models are essential in a research project. Theories provide the underlying reason for the occurrence of a phenomenon by explaining what the key drivers and outcomes of the target phenomenon are and why, and what underlying processes are responsible for causing that phenomenon. Models on the other hand provide guidance to a research project and assist in visualising the structural framework of causal pathways by showing the different levels of analysis. Health behaviour theories and models in particular offer valuable insights for designing effective and sustainable research projects for improved public health practice.

Conclusions

By employing appropriate health behaviour theory and/or model as a research framework, researchers will be able to identify relevant variables and translate these into clinical and public health practices.

Introduction

Theory is a way to understand reality better and is integral to research ( Reeves et al., 2008 ). Theory includes ideas like a clear hypothesis (which is only applicable in quantitative research), to working models and frameworks of thinking about reality ( Alderson, 1998 ). Meleis (2011 : 29) defined a theory as:

an organised, coherent, and systematic articulation of a set of statements related to significant questions in a discipline and communicated as a meaningful whole. It is a symbolic depiction of those aspects of reality that are discovered or invented for describing, explaining, predicting, or prescribing responses, events, situations, conditions, or relationships.

Models are used to represent theories and to guide research projects. Models typically visualise the structural framework of causal pathways by showing the different levels of analysis ( Meleis, 2011 ). Theory provides the logic behind what, how, and/or why a particular phenomenon might occur ( Kitchel and Ball, 2014 ). A research project that is rooted in theory enhances knowledge ( Leshem and Trafford, 2007 ; Sinclair, 2007 ), and therefore linking the theoretical framework of a research project to established and comprehensive theories is important. The theoretical framework provides a conceptual basis for understanding and designing an appropriate methodology to explore a given problem ( Grant and Osanloo, 2014 ; Lester, 2005 ), serving as a foundation for a research project, and guiding all of the activities related to that particular project ( Fox et al., 2015 ; Lester, 2005 ).

There are many theories and models that have been developed for the purpose of gaining a better understanding of health behaviour and influencing factors. These include, but are not limited to, the theory of planned behaviour (TPB), the theory of reasoned action, social cognitive theory (SCT), the health belief model (HBM), the behavioural model of healthcare utilisation, the trans-theoretical model of change, the ecological model, the biomedical model, and the biopsychosocial model. Theories cannot be described as right or wrong, but they do vary in their relevance to inquiries. Every theory can provide a distinct way of observing a problem, allowing its investigation from different perspectives and a more complete understanding of its facets ( Reeves et al., 2008 ). The selection of a theory that best fits a particular study is about justifying that the chosen theory meets the research questions, the structure of the research, and the research design ( Grant and Osanloo, 2014 ). Theoretical triangulation (combining two or more theories in a given research project), too, has been argued to provide the opportunity to address the issue being studied comprehensively, and to increase the validity of the explanations generated ( Ngulube et al., 2015 ; Rimer and Glanz, 2005 ). Theories and models significantly influence the way evidence is gathered, analysed, interpreted, and used ( Alderson, 1998 ). For this reason, the most-often used theories and models of health behaviour for framing the structure of robust research projects in public health and clinical practices are selected and discussed in this paper.

A search was performed on MEDLINE, CINAHL, and Scopus databases using the keywords ‘health’ AND ‘behaviour’ AND ‘model’ OR ‘theory’, from the start date of each database to January 2020. In addition, Google and Google Scholar were searched. Finally, in framing the structure of a research project in public health and clinical practices, commonly used theories and models of health behaviour are included and discussed. To identify theories and models commonly used to underpin research projects in public health and clinical practices, existing evidence including systematic reviews and meta-analyses, describing a particular theory or model, were reviewed.

Biomedical model

The biomedical model relies on the notion of disease ( Havelka et al., 2009 ), which is characterised by its sequence of aetiology to pathology to manifestation. The assumption behind this model is that every disease has a specific causal factor that physically affects the human body. This factor may be internal (vascular, immunological, and metabolic) or external (physical, chemical, and microbiological) in origin. The biomedical model views disease as a separate entity (i.e., independent of the individual affected), and therefore an individual involved is assumed to undergo medical procedures, such as surgery, radiology, and pharmacology, which physicians will manage in their entirety ( Havelka et al., 2009 ). This means that the biomedical model emphasises the pathology of the disease and generally does not consider personal and other factors that may influence its severity, outcome, treatment, or prevention.

With these notions, the biomedical model helped to enhance the understanding of disease or illness and useful treatment ( Havelka et al., 2009 ), particularly at a time when acute infectious diseases caused by a single agent were the foremost health concern. Nowadays, the view is that disease causation is multifactorial, including individual, social, and environmental factors ( Parascandola, 2011 ). In view of the complexity of health and disease, the biomedical model has been criticised by scholars from a range of disciplines for ignoring the broader social and psychological factors that may affect health behaviour ( Deacon, 2013 ; Havelka et al., 2009 ). The narrow approach of the biomedical model is exclusively organ-oriented and has little to offer prevention and control programs that may play a substantial role in reducing the occurrence of chronic diseases by changing factors such as health beliefs, attitudes, and behaviours ( Havelka et al., 2009 ). In contrast to the approach suggested by the biomedical model, individuals with a health condition should be enabled to become more actively involved in the management of their health ( Stamm et al., 2014 ).

Biopsychosocial model

The biopsychosocial model evolved from the biomedical model by considering disease or illness to be a complex outcome of biological, psychological, social, and cultural factors ( Gatchel and Turk, 2008 ). These factors may operate to ease, worsen, or otherwise alter the course of diseases, though their significance differs from disease to disease, from one person to another, and even between two different episodes of the same disease in one person ( Fava and Sonino, 2008 ). With this perspective, Engel (1977) , the originator of the biopsychosocial model, attempted to offer an understanding of disease and its determinant factors, particularly those medical conditions for which the biomedical model is not a good fit ( Green and Johnson, 2013 ). The principal contribution of the biopsychosocial model to medical healthcare is that the social dimension has been shifted from the patient context to the role of the healthcare system itself in causing and relieving disease ( Álvarez et al., 2012 ). This model has also gained extensive acceptance in guiding the provision of healthcare for various conditions ( Álvarez et al., 2012 ). There is evidence that the biopsychosocial model has made a considerable improvement in the way that chronic pain care for instance is provided ( Weiner, 2008 ). It is the biopsychosocial model that has led to the emergence of an effective multidisciplinary approach to the management of chronic pain ( Gatchel and Turk, 2008 ). In addition, a systematic review of the literature has demonstrated that the biopsychosocial model is effective for the optimal management of chronic diseases in primary care ( Kusnanto et al., 2018 ).

Despite its wide application in epidemiological studies and the clinical care of various health issues, the biopsychosocial model has limitations ( Pilgrim, 2015 ; Weiner, 2008 ). For example, there is a concern that because the biopsychosocial concept was developed as a way of approaching disease with a more humanistic and holistic view than had been customary, it was not intended to account for the limitations of all other theories or models of health, and it was simply an alternative means to understand the interplay between variables that influence population health ( Weiner, 2008 ). A variable is defined as ‘an empirical phenomenon that takes on different values or intensities’ ( Flannelly et al., 2014 : 162). Moreover, Smith et al. (2013) argued that the biopsychosocial model is not definable and therefore not testable as we presently use it. This model also fails to answer the essential question of how the biological, psychological, and social variables interact in the manifestation of the disease ( Weiner, 2008 ).

Social cognitive theory (SCT)

SCT evolved from learning theory and focusses on reciprocal determinism, the dynamic interplay between humans and their environments ( Bandura, 2004 ). Unlike most behavioural and social theories, which emphasise the personal, social, and environmental factors that govern human behaviour, SCT hypothesises that human behaviour is an artefact of the dynamic interaction of individual, behavioural, and environmental factors ( McAlister et al., 2008 ). According to this theory, human motivation and action are broadly determined by three expectancies: situation-outcome, action-outcome, and perceived self-efficacy ( Luszczynska and Schwarzer, 2005 ). Outcome expectations (situation-outcome and action-outcome) are ‘beliefs about the likelihood of various outcomes that might result from the behaviours that a person might choose to perform, and the perceived value of those outcomes’ ( McAlister et al., 2008 : 172). For example, the belief that consulting a healthcare provider and taking the course(s) of action recommended for a disease will lead to recovery from the disease would be an action-outcome expectancy. Perceived self-efficacy expectancy, which is an individual’s beliefs about his/her capability to execute a particular action required to achieve the desired outcome is the other key construct of SCT ( Luszczynska and Schwarzer, 2005 ). Taking an individual with Chronic Obstructive Pulmonary Disease (COPD) as an example, perceived self-efficacy expectancy can be described as the individual’s beliefs about his/her skill or ability to seek the required treatments to lower the chance of complications and associated consequences ( Main et al., 2010 ).

Bandura proposed that in addition to the knowledge of health risks and benefits, self-efficacy is necessary for behaviour change to occur. According to Bandura, self-efficacy is the central construct because it affects behaviour directly, and indirectly, by influencing goals, outcome expectations, as well as barriers and facilitators ( Bandura, 2004 ). Several primary studies ( Janicke and Finney, 2003 ; Rogers et al., 2005 ), systematic reviews and meta-analyses ( Plotnikoff et al., 2013 ; Stacey et al., 2015 ; Young et al., 2014 ) have been undertaken using SCT. These studies provide evidence that SCT is comprehensive in addressing a range of factors affecting health behaviours, such as healthcare utilisation, physical activity, and nutrition. However, this theory is not without criticism. For example, McAlister et al. (2008) criticised that SCT is so broad that it has not been tested comprehensively, unlike other health behaviour theories.

Theory of planned behaviour (TPB)

The TPB is an extension of the theory of reasoned action ( Montaño and Kasprzyk, 2008 ), and emphasises the theoretical concept that individual motivational factors regulate the likelihood of behaving in a particular way ( Ajzen, 1991 ). This theory relies on the underlying assumption that the most important predictors of a particular behaviour, when the individual does not have full control over that behaviour, are the intention to perform the behaviour and perceived behavioural control ( Montaño and Kasprzyk, 2008 ; Rise et al., 2010 ). Moreover, the TPB posits that intention to perform the behaviour is a function of three factors ( Casper, 2007 ):

• 1. Attitude toward the behaviour – refers to beliefs regarding the outcomes of performing a specific behaviour;
• 2. Subjective norm – refers to perceived social pressure to perform or not perform the behaviour; and
• 3. Perceived behavioural control – refers to perception about the extent to which the behaviour is within the individual’s control, measured in terms of his or her capability or skill and opportunity about performing the behaviour.

The TPB has been used successfully to predict and explain a range of health-related and social behaviours, including healthcare seeking and screening programs ( Luzzi and Spencer, 2008 ; Mo and Mak, 2009 ; Sniehotta et al., 2014 ). Further, a meta-analysis study that evaluated the suitability of the TPB provides evidence that the theory is an effective framework for predicting screening intentions and attendance ( Cooke and French, 2008 ). However, critics have noted that the TPB exclusively emphasises rational reasoning (for example, from knowledge about the significance of seeking treatment for COPD to decision to start seeking treatment), and excludes unconscious influences on health behaviour ( Sheeran et al., 2013 ) and the role of emotions beyond anticipated affective outcomes ( Conner et al., 2013 ). According to Sheeran et al. (2013) , modifying conscious cognition, such as behavioural intentions and risk perceptions, does not result in seeking treatment for COPD and adherence to the recommended course(s) of action, mainly due to the influence of non-conscious or implicit processes. This limitation is not only restricted to the TPB, but it also applies to most theories and models of health behaviour. In addition, a meta-analysis study by McEachan et al. (2011) , which attempted to predict health-related behaviours with the TPB criticised the theory for its static explanatory nature which does not assist in understanding the influences of behaviour on cognition and future behaviour.

Ecological model

McLaren and Hawe (2005 : 9) defined the ecological model as ‘a conceptual framework designed to draw attention to individual and environmental determinants of behaviour. The visual metaphor is a series of concentric or nested circles which represents a level of influence on behaviour’. This model of health behaviour integrates social and psychological factors and gives attention to environmental and policy perspectives on behaviour. The model is tailored to consider multiple levels of factors that are constantly interacting to affect health behaviour ( Glass and McAtee, 2006 ). According to Sallis et al. (2008 : 466), the four core principles of the ecological perspective model of health behaviour are that:

• 1. There are multiple influences on specific health behaviours, including factors at the intrapersonal, interpersonal, organizational, community, and public policy levels;
• 2. Influences on behaviours interact across these different levels;
• 3. Ecological model should be behaviour-specific, identifying the most relevant potential influences at each level; and
• 4. Multi-level interventions should be most effective in changing behaviour.

The main strength of the ecological model is that it is unique in considering that multiple levels of factors affect health behaviour, which expands opportunities for appropriate interventions ( Sallis et al., 2008 ). In contrast to those models focussing merely on individual factors, the ecological model’s perspective holds that policy and environmental modifications influence practically the whole population. Based on the ecological model, scholars have argued that the potential factors affecting health behaviour within a population are contemplated within the social context, which can include family, friends, neighbourhoods, and formal and informal organisations such as health institutions ( Stokols, 1996 ). Thus, the model concludes that it takes both personal-level and environmental or policy-level factors to achieve a comprehensive understanding of the diverse groups of correlates of health behaviour ( Sallis et al., 2008 ).

Although the ecological model of health behaviour is more comprehensive, critics have identified the following four limitations:

• 1. Due to its complexity, the model lacks specificity about the most significant posited influencing factors, which places a greater challenge on health professionals to determine critical factors for each health behaviour ( Livingood et al., 2011 ; Sallis et al., 2008 );
• 2. Even in the case of the behaviour-specific ecological model, there is a lack of information about the dynamic interactions of variables across the different levels. Thus, the ecological model broadened its perspective without specifying variables or presenting guidance about how to use the model to enhance research ( Livingood et al., 2011 ; Sallis et al., 2008 );
• 3. The ecological model makes it difficult to formulate testable hypotheses and is demanding to manipulate experimentally. Therefore, it is difficult to operationalise ( Korin, 2016 ); and
• 4. As Green et al. (1996 : 273) argued:

If the ecological credo of everything influences everything else is carried out to its logical extreme, the average health practitioner has little basis on which to set priorities and has good reason to do nothing because the potential influence of or consequences on other parts of an ecological system are beyond comprehension, much less control.

Health belief model (HBM)

The HBM is one of the oldest and most frequently used theoretical models to explain health behaviour ( Rosenstock, 2005 ). It was first designed in the 1950s to describe why people do and do not adopt disease prevention programs or screening strategies for early detection of disease and has been modified subsequently. The HBM argues that health behaviour can best be understood if people’s beliefs or perceptions about health are known. Accordingly, an individual’s belief about the threat of a disease or health problem, along with his/her belief in the effectiveness of the recommended course of action/health behaviour, will determine the probability that he/she will adopt the behaviour ( Nutbeam et al., 2010 ; Strecher and Rosenstock, 1997 ). The key elements, including perceived seriousness, susceptibility, benefits, and barriers comprise the model. The model also incorporates cues to action, modifying factors, and self-efficacy to expand the scope of its application further ( Strecher and Rosenstock, 1997 ).

Strecher and Rosenstock (1997) defined the key constructs of the HBM as follows:

• 1. Perceived susceptibility – an individual’s belief about his/her chance of getting the problem/disease;
• 2. Perceived seriousness – an individual’s belief about how severe the disease and its consequences are;
• 3. Perceived benefits – an individual’s belief as to whether the recommended action reduces the threat or severity of the impact;
• 4. Perceived barriers – an individual’s belief about what could prevent him/her from undertaking the recommended action;
• 5. Modifying factors – personal factors that influence the adoption of new behaviour;
• 6. Cues to action – factors that activate the person towards adopting the new behaviour; and
• 7. Self-efficacy: An individual’s confidence in his/her ability to take action.

These concerns are further influenced by other factors such as past experiences, culture, and sociodemographic factors, which are called modifying factors in general ( Strecher and Rosenstock, 1997 ). In addition, cues to action, which may be events, people, or anything that triggers people to adopt a new behaviour, are an important concept in the HBM ( Abraham and Sheeran, 2005 ).

In general, according to the HBM, modifying factors, cues to action, and self-efficacy influence individuals' perceptions of susceptibility, seriousness, benefits, and barriers, and thus their adoption of new health behaviour. Despite it having been used in a wide range of studies exploring various health behaviours, critics have identified the following limitations. Firstly, the model fails to indicate the significance of intention formation, or the influence that others' approval may have upon people’s behaviour ( Abraham and Sheeran, 2015 ). Secondly, the relationship between risk and severity combining to inform a sense of threat is not explicitly defined ( Champion and Skinner, 2008 ).

Behavioural model of health services utilisation (BMHSU)

The medical sociologist Andersen (1968) developed the BMHSU, which has come to be widely used to study utilisation and access of services. The model was originally designed to improve understanding of why families use health services, to explain and measure equitable access to healthcare, and to assist in developing policies leading to equitable access. According to this model, health services utilisation is a function of three main factors, namely predisposing, enabling, and need factors ( Andersen, 1968 ; Jahangir et al., 2012 ). Predisposing factors include demographic variables, social structure, and health belief, while factors such as income, regular source of care, health insurance, and travelling and waiting times are enabling factors ( Andersen, 1968 ). Need factors include an individual’s perceived healthcare needs (for example, self-perceived health, self-reported number of symptoms, restricted activity, number of bed days, and activities of daily living) and other indicators of their health status ( Jahangir et al., 2012 ).

Andersen’s initial BMHSU has its limitations, such as lack of adequate consideration of organisational factors as enabling factors ( Gilbert et al., 1993 ; Patrick et al., 1988 ), and its failure to account for the extent and quality of social relationships ( Pescosolido, 1992 ) in predicting health services utilisation behaviour. In response to these limitations, and to enhance its applicability further for exploring health services use and access, Andersen revised the model in 1995. According to the updated version, health services use and health status are influenced by several factors, in addition to those in the original version, environmental factors, which include factors related to the healthcare system, and other environmental characteristics are added as predictors of health services utilisation. Thus, the conceptual framework of Andersen’s BMHSU employs a system perspective to integrate an array of factors influencing the decision to seek healthcare.

Andersen’s model has been used in a wide range of studies investigating health services utilisation behaviours of people with varied health problems ( Brown et al., 2009 ; Dhingra et al., 2010 ; Han-Kyoul and Munjae, 2016 ; Salinas et al., 2010 ), suggesting that the model is effective in predicting health-related behaviours. A systematic review of studies conducted using Andersen’s model as their theoretical framework also demonstrated that there are hundreds of primary studies that have effectively applied the model ( Babitsch et al., 2012 ).

Each theory and model of health behaviour has its strengths and weaknesses, and each contributes to our understanding of reality in different ways. For example, the HBM, which emphasises individuals' perception, attitude, and belief, best suits studies that merely seek to investigate individual characteristics that influence health behaviour. However, unlike the HBM and biomedical model, most health issues, are complex, caused by multiple factors, personal, socio-cultural, and environmental. In such cases, the biopsychosocial model, ecological model, and Andersen’s behavioural model are important in examining those wide arrays of factors that influence health behaviour. The selection of a theory or theories that have the best fit to a particular research project must therefore be preceded by the clear justification that the chosen theory fits the research questions, the structure of the research, and the research design ( Grant and Osanloo, 2014 ).

Key points for policy, practice and/or research

• • Theory is a tool for a better understanding of reality.
• • In quantitative research, theory is a blueprint for a research project.
• • Health research established in theory enhances knowledge and provides a strong evidence for clinical and public health practices.
• • Each theory and model of health behaviour has its strengths and weaknesses, and each contributes to our understanding of reality in different ways.
• • Linking the theoretical framework of a research project to established and comprehensive theories and/or models is about justifying that these theories and/or models fit the research questions, the structure of the research, and the research design. This is to ensure a valid and reliable study is produced.

Getahun K Beyera (BSc, MPH, PhD), currently completed his PhD in Public Health.

Jane O’Brien (BExSportSc, GradCert (Mgmt), RN, MApplSci, PhD, EP), is a Lecturer School of Nursing.

Steven Campbell (RN, BNurs, PhD, FRSH, FACN), is a Professor of Clinical Redesign-School of Nursing.

Declaration of conflicting interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical approval: This paper is a review of literature; therefore, ethics approval was not needed.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

Getahun K Beyera https://orcid.org/0000-0001-9059-6669

Steven Campbell https://orcid.org/0000-0003-4830-8488

Jane O’Brien https://orcid.org/0000-0002-6504-8422

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Unveiling the Enigma of ‘Zombie Neurons’ in Learning and Brain Function

I n an unexpected twist during a study on learning in mice, researchers discovered the phenomenon of ‘zombie neurons’ in the brain. These unique cells persist in a living state while ceasing to communicate normally, providing new insights into the brain’s learning mechanisms.

The research team based in Portugal was examining the role of the cerebellum in processing sensory information and adapting to the environment.

Known for its critical function in motor control and coordination, the cerebellum also plays an integral role in learning processes. It enables us to modify our movements based on previous experiences, such as avoiding obstacles we had previously stumbled upon. The research aimed to unravel the specifics of this adaptive learning in the cerebellum.

By employing optogenetics , which involves the light-based manipulation of cells, coupled with learning exercises in mice, the researchers highlighted the significance of climbing fibers in the cerebellum’s input system.

“When we deliberately activated climbing fibers in conjunction with a visual signal, mice eventually learned to blink in response to that signal, even without further fiber stimulation,” states neuroscientist Tatiana Silva from the Champalimaud Center for the Unknown.

“This established that these fibers alone can induce this type of associative learning.”

Previous theories suggested the involvement of climbing fibers in learning, but this research provides clearer evidence that might resolve ongoing debates about their function. The manipulation of other neuronal types did not yield the same learning outcomes in mice.

The study then revealed the uncanny ‘zombie neuron’ effect. By incorporating the light-sensitive protein Channelrhodopsin-2 (ChR2) in their optogenetic technique, the climbing fiber neurons essentially became ‘zombified’.

While technically alive and active, these zombified neurons stopped communicating as part of the larger neural network, thereby inhibiting the learning capabilities of the mice.

“The introduction of ChR2 into climbing fibers disrupted their intrinsic attributes, which hindered their usual response to common sensory stimuli, such as air puffs,” explains neuroscientist Megan Carey from the Champalimaud Center for the Unknown.

“This, in turn, completely impeded the mice’s ability to learn from these stimuli.”

The findings offer a more detailed understanding of the cerebellum’s learning functions. Given the structural and functional parallels between the brains of mice and humans, it’s plausible to assume similar learning mechanisms are at play in humans.

The continuous discoveries about the brain’s ability to learn and adapt over time is not only intriguing but also invaluable for safeguarding brain health.

“Our results are the most convincing evidence yet that climbing fiber signals are critical to cerebellar associative learning,” adds Carey.

“We are now looking into why ChR2 expression causes neuronal ‘zombification’ and if this finding is applicable to other forms of cerebellar learning.”

The study was published in Nature Neuroscience .

FAQs About ‘Zombie Neurons’ and Brain Learning

‘Zombie neurons’ refer to brain cells that remain alive but cease normal interactions with other neurons, impacting learning processes.

They were discovered during a study using optogenetics on mice to understand learning in the cerebellum.

Climbing fibers are essential for associative learning in the cerebellum, as the study has demonstrated.

Due to similarities between mouse and human brains, it is plausible that similar processes occur in humans, though further research is necessary.

This research offers deeper insights into how learning occurs in the brain and could aid in understanding and treating learning and motor disorders.

The fascinating discovery of ‘zombie neurons’ propels forward our understanding of brain learning mechanisms. By highlighting the unique role of climbing fibers and their ‘zombified’ state during optogenetic experiments, this investigation underscores the cerebellum’s pivotal function in associative learning. Such research not only satisfies scientific curiosity but also paves the way for advancements in neuroscientific applications that could benefit human health and cognition. The journey to decode the brain’s mysteries continues to surprise and enlighten us with every new finding.

How Quickly Do Prices Respond to Monetary Policy?

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FRBSF Economic Letter 2024-10 | April 8, 2024

With inflation still above the Federal Reserve’s 2% objective, there is renewed interest in understanding how quickly federal funds rate hikes typically affect inflation. Beyond monetary policy’s well-known lagged effect on the economy overall, new analysis highlights that not all prices respond with the same strength or speed. Results suggest that inflation for the most responsive categories of goods and services has come down substantially from recent highs, likely due in part to more restrictive monetary policy. As a result, the contributions of these categories to overall inflation have fallen.

Monetary policy affects inflation with a lag. This means that, although interest rates react quickly when the Federal Reserve raises the federal funds rate, the effects on inflation are slower and indirect. Higher interest rates increase borrowing costs, slowing investment and overall demand, which ultimately eases the pressure on prices. Understanding the timing and strength of this mechanism is key for policymakers.

Many researchers have estimated the speed and strength of the economy’s response to monetary policy, notably Romer and Romer (2004). The focus is typically a broader measure of inflation, such as headline or core, which reflects an average across many goods and services. However, not all prices of the component goods and services react to monetary policy in the same way. For example, food and energy prices, which are excluded from core but included in headline inflation, often move more in response to global market fluctuations, such as changes in international oil prices, rather than to changes in domestic monetary policy.

In this Economic Letter , we estimate how prices of different goods and services respond to changes in the federal funds rate and use those estimates to build a monetary policy-responsive inflation index. We find substantial variation in how prices react to monetary policy, which suggests that understanding the makeup of overall inflation can provide insights into the transmission of monetary policy to inflation. The extent to which categories that are more responsive to the federal funds rate contribute to inflation affects how much slowing in economic activity is needed to reduce overall inflation. Our analysis indicates that recent ups and downs of inflation have been focused in categories that are most sensitive to monetary policy. Inflation rates for the most sensitive categories—and their contributions to headline inflation—rose from the first half of 2020 through mid-2022, reaching a higher peak than headline inflation, and then began to decline. The inflation rate for this most responsive group of goods and services categories is now close to its pre-2020 rate. Our findings suggest that the Fed’s rate hikes that began in March 2022 are exerting downward pressure on prices and will continue to do so in the near term. Our estimated lags are consistent with the view that the full effects of past policy tightening are still working their way through the economy.

Measuring how prices react to monetary policy

To understand which goods and services are most responsive to monetary policy, we need to determine how their prices react to changes in the federal funds rate, the Federal Reserve’s main policy rate. Because the Federal Reserve adjusts the federal funds rate target in response to macroeconomic developments, including inflation, we use a transformation of the federal funds rate in our estimation. This transformed series, developed by Romer and Romer (2004) and updated by Wieland and Yang (2020), captures the differences between Federal Reserve staff forecasts and the chosen target rate, leaving only policy shocks, or movements in the federal funds rate that are not driven by actual or anticipated changes in economic conditions. We use this series as a so-called instrument for the federal funds rate, such that our results can account for how the federal funds rate itself, rather than its transformation, affects inflation.

We use an approach developed by Jordà (2005) that compares two forecasts—with and without rate shocks—to estimate how the federal funds rate affects price movements over time. Specifically, we estimate the relationship between the federal funds rate and the cumulative percent change in prices, controlling for recent trends in the federal funds rate, inflation, and economic activity. Repeating this estimation over multiple horizons produces a forecast comparison, or impulse response function, that gives us an estimate of the expected percent change in prices following a rate increase. For example, applying this method to the headline personal consumption expenditures (PCE) price index indicates that four years after a 1 percentage point increase in the federal funds rate, overall prices are typically about 2.5% below what they would have been without the rate increase.

Creating a policy-responsive inflation index

We estimate impulse response functions separately for the 136 goods and services categories that collectively make up headline PCE inflation. Figure 1 shows examples of the largest cumulative percent price declines over a four-year period in response to a 1 percentage point increase in the federal funds rate. The goods and services categories selected as examples account for large shares of total expenditures in headline PCE inflation. We also include one example of the few categories where prices do not decline, higher education, shown as a small positive value.

Figure 1 Reaction to a policy rate increase: Selected PCE categories

The takeaway from Figure 1 is that headline PCE inflation is made up of categories that differ in their responsiveness to increases in the federal funds rate. Some respond more strongly, such as those with larger typical cumulative price declines, while others respond less strongly, such as those with smaller typical price declines. Focusing on the most responsive categories can shed light on how monetary policy has influenced the path of inflation over the post-pandemic period. We use our results to divide the categories into two groups of goods and services. The most responsive group (blue bars) contains goods and services whose largest cumulative percent price decline over a four-year window is in the top 50% of all such declines. The least responsive group (red bars) contains goods and services in the bottom 50%.

Following the methods in Shapiro (2022), we use these two groups, along with the share of total expenditures for each good or service, to create two new aggregate PCE inflation measures. Figure 2 shows their 12-month percent changes over time. The blue shading marks the period from mid-2019 until early 2020 when the Federal Reserve lowered the federal funds rate. The vertical yellow line marks the start of the most recent tightening cycle in March 2022. Inflation in the most responsive categories (blue line) is more volatile than overall headline PCE inflation (green line) from the Bureau of Economic Analysis (BEA), and inflation in the least responsive categories is less volatile (red line).

Figure 2 Most and least responsive inflation rates

After the start of the 2020 recession, inflation rates for both categories rose but have since come down from their recent peaks. This pattern is particularly pronounced for the most responsive inflation group, for which inflation peaked at 10.5% in mid-2022 and has fallen to 0.9% as of January 2024; this is just under its average of 1% from 2012, when the Federal Reserve officially adopted a numerical inflation objective, to 2019. Inflation in the least responsive group peaked later, in early 2023, and has fallen only slightly to 3.8% as of January 2024; it remains well above its 2012–2019 average of 1.8%.

How does policy-responsive inflation react to rate increases?

The inflation rates of categories in the most and least responsive groups can move for reasons beyond changes in the federal funds rate, such as global or national macroeconomic developments. To assess the specific role of policy rate increases, we use the methodology described earlier to estimate how the most and least responsive inflation groups tend to react to rate hikes.

The results in Figure 3 suggest that an increase in the federal funds rate typically starts exerting downward pressure on the most responsive prices after about 18 months, when the line showing the impulse response function falls below zero. Month-to-month price changes start falling after a little over a year, depicted when the slope drops below zero and stays negative. This is quicker than the response of overall headline prices from the BEA (not shown), which becomes negative after a little over 24 months and shows month-to-month declines after about 18 months.

Figure 3 Reaction of most and least responsive prices to rate hikes

Because we grouped inflation categories based on the size of their response, there is not necessarily a tie-in to the speed of each categories’ change. However, our results suggest that looking at the most responsive goods and services may also be a useful way of assessing how quickly monetary policy affects inflation.

Applying the typical impact timing of the most responsive group of goods and services to the most recent tightening cycle, shown by the federal funds rate line in Figure 4, leads to several conclusions. First, rate cuts from 2019 to early 2020 could have contributed upward price pressures starting in mid- to late 2020 and thus could explain some of the rise in inflation over this period. Second, the tightening cycle that began in March 2022 likely started putting downward pressure on prices in mid-2023 and will continue to do so in the near term. This is consistent with the view that the full effects of monetary policy tightening have yet to be felt. Finally, though inflation for the most responsive categories has been falling since mid-2022, the early part of this decline was likely to have been driven more by changes in prevailing economic conditions than by policy tightening, given estimated policy lags. Some research has considered whether policy lags have shortened (see, for example, Doh and Foerster 2021); however, because inflation began falling mere months after the first rate hike, the drop in inflation may have been too soon to be caused by policy action.

Figure 4 Headline inflation contributions and the federal funds rate

Our findings in this Letter are useful for broadening our understanding of how monetary policy affects inflation. For example, if inflation and the contributions to overall headline inflation are high in a set of categories that are more responsive to monetary policy, as was the case in early 2022, then rate hikes during the most recent tightening cycle are likely to continue to reduce inflation due to policy lags. On the other hand, though inflation in the least responsive categories may come down because of other economic forces, less inflation is currently coming from categories that are most responsive to monetary policy, perhaps limiting policy impacts going forward.

Doh, Taeyoung, and Andrew T. Foerster. 2022. “ Have Lags in Monetary Policy Transmission Shortened? ” FRB Kansas City Economic Bulletin (December 21).

Jordà, Òscar. 2005. “Estimation and Inference of Impulse Responses by Local Projections.” American Economic Review 95(1), pp. 161–182.

Romer, Christina, and David Romer. 2004. “A New Measure of Monetary Shocks: Derivation and Implications.” American Economic Review 94(4), pp. 1,055–1,084.

Shapiro, Adam. 2022. “ A Simple Framework to Monitor Inflation .” FRB San Francisco Working Paper 2020-29.

Wieland, Johannes, and Mu‐Jeung Yang. 2020. “Financial Dampening.” Journal of Money, Credit and Banking 52(1), pp. 79–113.

Opinions expressed in FRBSF Economic Letter do not necessarily reflect the views of the management of the Federal Reserve Bank of San Francisco or of the Board of Governors of the Federal Reserve System. This publication is edited by Anita Todd and Karen Barnes. Permission to reprint portions of articles or whole articles must be obtained in writing. Please send editorial comments and requests for reprint permission to [email protected]

A Solar Eclipse Means Big Science

By Katrina Miller April 1, 2024

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On April 8, cameras all over North America will make a “megamovie” of the sun’s corona, like this one from the 2017 eclipse. The time lapse will help scientists track the behavior of jets and plumes on the sun’s surface.

There’s more science happening along the path of totality →

An app named SunSketcher will help the public take pictures of the eclipse with their phones.

Scientists will use these images to study deviations in the shape of the solar surface , which will help them understand the sun’s churning behavior below.

The sun right now is approaching peak activity. More than 40 telescope stations along the eclipse’s path will record totality.

By comparing these videos to what was captured in 2017 — when the sun was at a lull — researchers can learn how the sun’s magnetism drives the solar wind, or particles that stream through the solar system.

Students will launch giant balloons equipped with cameras and sensors along the eclipse’s path.

Their measurements may improve weather forecasting , and also produce a bird’s eye view of the moon’s shadow moving across the Earth.

Ham radio operators will send signals to each other across the path of totality to study how the density of electrons in Earth’s upper atmosphere changes .

This can help quantify how space weather produced by the sun disrupts radar communication systems.

(Animation by Dr. Joseph Huba, Syntek Technologies; HamSCI Project, Dr. Nathaniel Frissell, the University of Scranton, NSF and NASA.)

NASA is also studying Earth’s atmosphere, but far from the path of totality.

In Virginia, the agency will launch rockets during the eclipse to measure how local drops in sunlight cause ripple effects hundreds of miles away . The data will clarify how eclipses and other solar events affect satellite communications, including GPS.

Biologists in San Antonio plan to stash recording devices in beehives to study how bees orient themselves using sunlight , and how the insects respond to the sudden atmospheric changes during a total eclipse.

Two researchers in southern Illinois will analyze social media posts to understand tourism patterns in remote towns , including when visitors arrive, where they come from and what they do during their visits.

Results can help bolster infrastructure to support large events in rural areas.

Read more about the eclipse:

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Byakugan – The Malware Behind a Phishing Attack

Affected Platforms: Microsoft Windows Impacted Users: Microsoft Windows Impact: The stolen information can be used for future attack Severity Level: High

In January 2024, FortiGuard Labs collected a PDF file written in Portuguese that distributes a multi-functional malware known as Byakugan. While investigating this campaign, a report about it was published. Therefore, this report will only provide a brief analysis of the overlap between that attack and this and focus primarily on the details of the infostealer.

Infection Vector

The PDF image shows a blurred table and asks the victim to click the malicious link on the PDF file to see the content. Once the link is clicked, a downloader is downloaded. The downloader drops a copy of itself (require.exe) along with a clean installer to the temp folder. It then downloads a DLL (dynamic link library), which is executed via DLL-hijacking to run require.exe to download the main module (chrome.exe). It executes the downloader's copy (require.exe), not the downloader (Reader_Install_Setup.exe), because when the downloader is named "require.exe" and located in the temp folder, its behavior is different from when it is Reader_Install_Setup.exe.

The downloader downloads Byakugan’s main module from thinkforce[.]com[.]br. This is the C2 server from which Byakugan receives files and commands. However, it may also work as the attacker's control panel. There is a login page on port 8080. We found descriptions of its features from the page's source code.

Byakugan is a node.js-based malware packed into its executable by pkg. In addition to the main script, there are several libraries corresponding to features.

Additionally, Byakugan can download extra files to perform its functions. These are stored in the default base path, % APPDATA%ChromeApplication, which is also used to store data created by Byakugan.

Byakugan has the following features:

• Screen monitor Lib: streamer.js It uses OBS Studio to monitor the victim’s desktop.

In a previous variant (7435f11e41735736ea95e0c8a66e15014ee238c3a746c0f5b3d4faf4d05215af), Byakugan downloaded the software from its domain. But this is not seen in this newer variant.

• Screen capture Lib: api.js Takes screenshots using Windows APIs.

• Miner Lib: miner.js The attacker can decide whether or not to continue mining when the victim is playing highly demanding games, which can impact performance. The attacker can also choose between mining with a CPU or a GPU to prevent the system from overloading. It downloads a variety of famous miners, such as Xmrig, t-rex, and NBMiner, and stores them in a folder named MicrosoftEdge under the base path.

• Keylogger Lib: api.js The keylogger stores its data in the kl folder located under the default path.

• File manipulation Lib: files.js This provides the functions for file uploading and exploring.

• Browser information stealer Lib: Browser.js Byakugan can steal information about cookies, credit cards, downloads, and auto-filled profiles. The data is stored in the bwdat folder under the base path. It can also inject cookies into a specified browser.

In addition, there are some features that help Byakugan live as long as possible:

• Anti-analysis If the file name is not chrome.exe or is not located in the ChromeApplication folder, it will pretend to be a memory manager and close itself.

In addition, it sets the path it uses to the Windows Defender’s exclusion path and allows files in the Windows firewall.

• Persistence It drops a configuration file for the task scheduler into the Defender folder under the base path, which makes it execute automatically when starting up.

There is a growing trend to use both clean and malicious components in malware, and Byakugan is no exception. This approach increases the amount of noise generated during analysis, making accurate detections more difficult. However, the downloaded files provided critical details about how Byakugan works, which helped us analyze the malicious modules. FortiGuard Labs will continue to monitor this malware and provide updates on this variant as they become available.

Fortinet Protections

The malware described in this report is detected and blocked by FortiGuard Antivirus as:

W64/BKGStealer.854C!tr W64/BKGStealer.4C6A!tr W64/BKGStealer.47AF!tr PDF/TrojanDownloader.Agent.BKN!tr

FortiGate, FortiMail, FortiClient, and FortiEDR support the FortiGuard AntiVirus service. The FortiGuard AntiVirus engine is part of each of these solutions. As a result, customers who have these products with up-to-date protections are protected.

The FortiGuard CDR (content disarm and reconstruction) service can disarm the malicious macros in the document.

We also suggest that organizations go through Fortinet’s free NSE training module: NSE 1 – Information Security Awareness. This module is designed to help end users learn how to identify and protect themselves from phishing attacks.

FortiGuard IP Reputation and Anti-Botnet Security Service proactively block these attacks by aggregating malicious source IP data from the Fortinet distributed network of threat sensors, CERTs, MITRE, cooperative competitors, and other global sources that collaborate to provide up-to-date threat intelligence about hostile sources.

If you believe this or any other cybersecurity threat has impacted your organization, please contact our Global FortiGuard Incident Response Team.

Git repository

github[.]com/thomasdev33k github[.]com/fefifojs github[.]com/wonderreader

blamefade.com[.]br thinkforce.com[.]br

c7dbb5e9e65a221a5f78328b5a6141dd46a0459b88248e84de345b2a6e52b1d9 c6fe9169764301cadccb252fbed218a1a997922f0df31d3e813b4fe2a3e6326d c9a27dbae96afb7d083577d30b2947c8ba9d1a6cb7e10e5f259f0929ef107882

9ef9bbfce214ee10a2e563e56fb6486161c2a623cd91bb5be055f5745edd6479 4d8eac070b6b95f61055b96fb6567a477dbc335ef163c10514c864d9913d23cb 30991c9cac5f4c5c4f382f89055c3b5e9bb373c98ce6a5516d06db3f8a478554

malware analysis , phishing

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New variant of qakbot being spread by html file attached to phishing emails, phishing campaign delivering three fileless malware: avemariarat / bitrat / pandorahvnc – part ii, delivery of malware: a look at phishing campaigns in q3 2022, news & articles.

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More From Forbes

Why everyone should use social media.

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PARIS, FRANCE - OCTOBER 08: In this photo illustration, the social medias applications logos, ... [+] Twitter, Google, Google+, Gmail, Facebook, Instagram and Snapchat are displayed on the screen of an Apple iPhone on October 08, 2018 in Paris, France. Google has decided to close its Google+ social network after discovering a security vulnerability that has affected the data of at least 500,000 users. (Photo Illustration by Chesnot/Getty Images)

Should everyone have social media? Social Media has been a form of communication, networking and marketing for years and has only inreased it’s popularity.The question comes from users who may not want to be an influencer or own a business that requires outreach. This article will show the benefits of social media whether you are a business owner, consumer or a content creator.

Communication

Whether it is family or making new friends, social media platforms such as Facebook and Instagram have created an easy way to share life updates with family and friends. As someone who has family all over the country and some international being able to share everything from my kids first steps to graduating nursing school has been as easy as click, caption post instead of sending multiple text messages and e-mails.

Content creators no longer have to go through apps and websites to find brands e-mails to collaborate. They can simply tag brands in posts or send them a direct message. Brands also have this luxury of not having to pay for social media apps to be able to contact UGC creators or potential social media creators, they are able to link with them easily through direct messaging or commenting on a post.

Business owners why utilize social media have the opportunity to communicate with their customers and potential customers on a more personal level. Gaining insight into what their customers are looking for from the business and how to optimize their new product ideas based on consumer communications. Feedback is also easily accessible through social media whether it is through Facebook groups and prompted reviews or video reviews on TikTok or Instagram.

Business ownership and planning now almost always includes a social media manager of some sort and content posting. Why? Social media is free and a relatively easy way to market any business. Businesses also have options to use social media’s selling options throught Instagram, TikTok and Facebook. These platforms can boost sales up to 150% compared to businesses solely using a website without advertisement.

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Google s surprise update just made android more like iphone, cena undertaker and everything that happened after cody beat roman at wrestlemania 40.

A large misconception is that social media is primarily for physical shipped products. Although, as a creator for over 7 years, businesses from cyber security software to local service based businesses all benefit tremendously from utilizing social media and can increase profits.

Have you ever gone on Amazon AMZN and wanted to buy something but wanted to see it in action and multiple users using it before you buy? TikTok and Instagram have made this easy. With TikTok shop you can find almost anything from clothes, beauty, household cleaners to food with hundreds of different consumers trying it out and their thoughts.

Social media product prices tend to be on deal and codes given out frequently to consumers lowering the overall price to what you want to purchase. Facebook groups for businesses and brands also give insight on sales coming up and give exclusive coupons and discounts for group members and provide education on their products. The beauty with Facebook groups is you also have access to other customers of the brand and their honest reviews. As a heavy researcher of products it is not all positive but still helpful.

Social media has become a platform to not only spend money but also make money. The obvious is LinkedIn where you can post your resume and potential job opportunities can link directly to you, you can even interview through LinkedIn.

The economy is not ideal and one of the best ways to utilize social media is to make a subsidiary income by promoting products you already use! Almost every social media platform has some sort of creator based program that you can make money through posting content. My personal favorites for beginners are TikTok, Pinterest PINS and Instagram.

Business connections are made every day on social media and having to opportunity to collaborate with another businesses.

Real Story: I pitched to a smaller IT business who provided IT support and wrote software. They did not see how social media would benefit their company, but HA! On social media there are smaller businesses with large following that seem to always have system crashes when releasing new products. Targeting these brands to “keep control” of their website and minimize crash times to avoid losing sales and keep their customers on their site became a top seller for this company. Did these small businesses use this company on a continuous basis? Not always but they opened themselves to a whole new market and ended up with a lot of 1 month contracts and increased their yearly revenue by an instance 300% just by adding this service.

Support groups and being able to connect with those with similar interests or lifestyles are another huge aspect of social media. Learning how to improve your seweing abilities to connecting with other spouses of military members all can connect through social media. Sharing stories, tips, and even being able to send actual items to support one another have been a huge trend and aide to anyone looking for those with their likeness.

Content creators starting out need help. It is that simple. Twitter and LinkedIn are great platforms to connect with other creators and tips and ask for help or recommendations. Youtube and Tiktok have tutorials and videos on how to get started and give insight into how to do what we do.

Community for brands and businesses can make or break their future. Promoting new products and sales are a great way to gather consumers into your community. Getting feedback and suggestions can point the business in the direction of their next launch. For a consumer, being able to feel like they can communicate closely with a brand and feel like they are being heard will gain a business a loyal customer community and turn one and done customers into life long returning customers.

Social media is the central point for the world to communicate, connect, market and shop. Communication between families, customers, potential employers and even collaborating on a corporate level can all be started through social media. Marketing yourself and / or your business can be done at an affordable and effective way whether you are posting in-house or hiring social media creators. Gaining an income is my favorite way to utilize social media and some social media creators make millions just by sharing their opinions and frankly, their lives. Creating or joining a community to learn a new skill, get support or just feel less alone with what your going through can improve your quality of life. What do you think, should everyone have social media?

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