Analysis of the Problems of Writing Conclusions in College Writing

This article aims to determint the problems with writing conclusions, one of the challenging aspects for students in the field of college writing, and introduce a method for writing appropriate conclusions. To do this, this article examines how conclusion writing is described in textbooks of major universities, and then finds the problems of writing conclusions in student writing during an actual class. In each university's writing textbook, writing conclusions refers to either 'writing texts' or 'primary writing'. To compose a text, it is common to first present a method of writing an outline, then a method of constructing a paragraph for specific writ ing, an introduction to writing an introduction in the middle of a paragraph, and a method of writing a body, followed by a conclusion. The problems with writing conclusions found in students' writing are the fact that they believe that the conclusion must contain the content of 'decision' through 'awareness' and 'reflection', that it includes the content of selecting and recom mending a virtual reader, that hasty generalization is made regardless of the content developed before, and that the writing is suddenly finished without an appropriate conclusion. To solve such a problem, it is important to pay attention to the role of conclusions in the composition of a piece of writing. The conclusion is not the end of the article, but the part that gives meaning while summarizing the contents de veloped in the main body. To this end, I suggest securing a close relationship with the contents developed above, providing an efficient summary, and giving one's own meaning to one's writing in a concrete manner.