summarize the transcript, make it short and relevant

Concluding an Argument Transcript

A STUDENT sits on a couch working on a laptop. A LEARNING COACH walks into the room and sits down on the couch beside the STUDENT.

STUDENT: I did it.

LEARNING COACH: Alright! Wait, what did you do?

STUDENT: I think I’m done with my essay.

LEARNING COACH: Awesome! Did you write a good conclusion?

STUDENT: Conclusion? Why do I need that? I already gave all my reasoning and evidence, and I think it was pretty convincing the first time. Why do I have to go over it all again?

LEARNING COACH: Well, by the time readers get to the end of the essay, they might not remember everything you said at the beginning. Your conclusion helps to reinforce all the points you made before, and make it even stronger.

STUDENT: Okay, first I’ll copy down this sentence that I used to state my claim: our country should stop having Daylight Savings Time.

LEARNING COACH: Well, maybe don’t copy it down.

STUDENT: Why not?

LEARNING COACH: It’s a good idea to re-word it, and connect it to all that you’ve already said.

STUDENT: Okay, how about: based on all the evidence, Daylight Savings Time is no longer a good idea?

LEARNING COACH: That’s a good one!

STUDENT: Then I’ll rewrite, or restate, my first reason: many people have difficulty adjusting to the time change. Then, I’ll include some of the evidence and quotations about people losing sleep and missing important appointments.

LEARNING COACH: Well, that sounds like a lot to include in a conclusion. Maybe you can just sum up what the evidence says in a few words, and not restate it all.

STUDENT: I know, I’ll change my reason to: many people have difficulty adjusting to the time change, losing sleep and missing appointments.

LEARNING COACH: Excellent! Then you can sum up the rest of your reasons and add something at the end that brings it all together or gives the reader something to think about.

STUDENT: Awesome! Thanks for your help.

LEARNING COACH: That’s what I’m here for!
The STUDENT starts typing on her laptop.

A student tells a learning coach that they are done with their essay, but questions the need for a conclusion. The coach explains that a conclusion reinforces the main points and makes the essay stronger. They advise the student to rephrase their claim and connect it to their previous points. The coach suggests summarizing the evidence instead of restating it all. The student rewords their reasons and plans to add a concluding statement. The coach expresses their support and the student begins typing.