This type of essay is created on the basis of an interview conducted by the author of the paper. Therefore it is vital to understand how to conduct an interview and what questions are crucial for a good interview essay. This essay type has the aim of revealing the personality of the interviewed person to the reader and this is the reason the questions should be concentrated on the person’s main life positions, opinions, interests and preferred activities. All the questions revealed in an interview essay and therefore in the interview must be very precise to avoid incorrect personality portrait.
The conclusion should match the introduction in terms of the ideas presented
and the argument put forward. Sometimes you will find that the process
of writing has changed what you have argued and so it will be necessary
to go back and reword the introduction. Finally, the conclusion is not
the place in your essay to introduce new information or new ideas: these
should be in the body of your essay.
Example of an essay conclusion 1
Essay Question: : Italy on the eve of 1860 has often been described
as an unlikely nation. Why?
Before 1860, only a tiny minority of the population believed that
Italy could ever become a unified nation under one Italian ruler.
Yet, despite this belief and the many obstacles blocking the path
to unification such as differences and suspicion between the many
regions of the peninsula, the lack of planning and common goals that
saw many uprisings fail and the divergent views and politics amongst
the men who fought for unity, the Piedmont region emerged "...as the
nucleus around which the rest of Italy could gather" (Mack Smith,
1959: 17). On March 17, 1861, the Kingdom of Italy was proclaimed.
Italy was no longer a geographical expression, it was a nation.
reference to essay question
reiteration of thesis point
overview of main arguments explaining the obstacles to Italy's unification
concluding comment and reference to essay question 1 This essay has been adapted from material developed by R. Woodward-Kron, E. Thomson & J. Meek (2000) Academic Writing: a language based guide (CD-ROM), University of Wollongong
© Copyright 2000
Comments and questions should
be directed to [email protected]
In 1999 this piece also picked up an attribution to an unnamed student who witnessed the killings at Littleton in the aftermath of the 20 April 1999 Columbine shootings, while America was still struggling to make sense of that day’s horrific events. The killings at Columbine shook us deeply, leaving behind a nation of survivors looking for the one set of answers which could begin to explain the horrifically inexplicable. Having this essay flow from the pen of an unnamed student who bore witness to this unspeakable act of violence made sense: surely such a teen would have valuable words of wisdom or cautions we all should heed. The oft-repeated header “A Columbine High School student wrote” infused the essay with the significance and meaning folks thirsted for.