Introduction and conclusion

2.

PLAN
1 INTRODUCTION
2 INTRIGUE
3 THESIS
4 CONCLUSION

INTRODUCTION
The introduction is sometimes compared to a funnel, through which the
author narrows the discussion field to the problem that can be solved in
the volume of this text. First of all, it is necessary to interest the reader to
look into this "funnel".
Then you need to outline the topic within which the research is being conducted and
highlight the problem that will be considered in the text. Then the key idea is
formulated, i.e. the thesis and, finally, an overview of the aspects or stages that the text
covers is given.

4.

INTRODUCTION
However, the most important part of
the introduction is the formulation of
the thesis-the idea that the author
develops and proves and on the
basis of which, in the end, makes a
conclusion.
The transition from "intrigue" to the
thesis and aspects of the discussion
is through the problem statement. By
engaging the reader, the author only
attracts their attention.

5.

INTRODUCTION
Then the author should formulate the
problem that prompted him to write,
and then move from the problem to
the thesis, focusing on the range of
issues that can be discussed in this
text.
It is important that not only a
paragraph, but also an entire essay,
article, or even a book cannot
embrace the vast. The introduction
thus outlines the scope of the study,
organizes the text, and adjusts its
focus.

6.

FEATURES OF THE
INTRODUCTION TO THE
ACADEMIC TEXT
The first lines of the introduction should be given special
attention. Since nothing precedes the introduction in the text
itself, except for the title, which is unlikely to allow the reader to
immediately understand the author's position or predict his
intentions, it often depends on the first lines of the introduction
whether the text will be read further.

7.

INTRIGUE
In order to learn how to write interestingly, you should listen to
the advice of foreign scientists who recommend not using the
same method of intrigue in all their works and more often
experiment by combining them. Moreover, they advise you
never to start a text with a phrase like "the Purpose of this study
is to justify..." or "this paper will review the main...". Witty, bright
phrases make a scientific text attractive no less than a skillful
combination of a specifically scientific and generally accepted,
understandable language.

8.

CONTEXT
It is necessary to outline
the
context
and
characterize the topic in
the
scientific
and,
accordingly, academic
text. Even if the reader
is familiar with this area
of research, at the
introduction level, they
do not yet know what
specific problem you
are going to address
and in what context. At
this point, there is a kind
of "narrowing of the
funnel".

9.

THESIS
The thesis is the most
important sentence in your
text.
This
is
the
quintessence
of
your
Central idea and the
structure of your entire text
in a minimal format, so it is
formulated, refined and
polished throughout the
work on the text.
Outline aspects or
structure of the text
it is important to
Outline
the
development of an
idea in any text.

10.

CONCLUSION
The structure of the conclusion really
resembles a "reverse funnel" and
contains similar elements, but in
reverse order. The conclusions on
each of the aspects will be listed
closest to the text, then the main
conclusion is formulated, i.e. the
statement of the thesis and the
justification of its significance, and then
the topic opens up, going beyond the
text.

11.

CONCLUSION
The functions of the conclusion
may be broader, and the
conclusion
itself
may
have
features depending on the nature
of the conclusions obtained. In
addition, the results may be
debatable
or
intermediate,
especially if the study is new or
the research area is poorly
understood. In this case, you
should not try to reach an
unambiguous conclusion.

12.

CONCLUSION
One of the main warnings when writing a conclusion is a
ban on new information. Whatever the conclusions and
their form, and whatever recommendations or
assessments the conclusion ends with, all this strictly
corresponds to what was stated in the text and
formulated in the introduction. Both the introduction and
conclusion should contain neither arguments nor new
facts.

13.

CONCLUSION
So, we have seen that the introduction and conclusion
perform very different functions and have a kind of "mirror"
structure, but the direction of movement and development of
the idea from the outside into the text and through the focus
of the main part outside, beyond the text, remains the same
— from the past to the future. In an academically well-written
text, you can never rearrange or swap anything, much less
confuse the introduction with the conclusion.

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