Finish strongly!
Argument の 最終段階は、強く印象付けましょう。
多くの方が苦手とする argument のまとめ方に戻ります。新しいフレーズやいくつかのイントネーションのポイントを練習し、プロフェッショナル、且つ確実に相手に話し終わった事を伝えましょう。
The conclusion of your answer will leave an impression on the listener. This lesson will look closely at strategies to help you end with impact.
STS 2 was about introductions and conclusions, so your student should have an idea about what a strong ending should be like. However, most students will have forgotten some of the finer points of a strong ending.
Tests
G.B.C.:
- Strong endings are important. Some test administrators have been known to interrupt or cut off students before they finish their answers (especially if the student is a rambler), but it is still a good idea to have a strong ending prepared.
TOEFL:
- Conclusions have no part in the TOEFL test. Just stop talking within 40 seconds. Some of this lesson does relate to the writing section, though, so a student may want to do it. Otherwise, skip it.
Recall the second lesson in this course. It was about starting and finishing strongly. What are some key points for a strong finish?
Not every conclusion should follow the same recipe. It depends on the length and type of answer. However, the basic ingredients are as follows:
1. For longer answers, use a transition phrase to conclude (e.g.: so, to wrap up; so, all in all; in the end).
2. Restate your key claims (not your evidence; just the claims).
3. Add a "so what?" to the end of your answer (can be a prediction, a recommendation, a hope, a wish or an implication).
Shorter answers only require a short conclusion. If you only have one claim, then your whole conclusion can be done in just a sentence.
For longer, more complex answers, a transition phrase helps the listener prepare for the conclusion.
Here are some guidelines to end strongly. Discuss each one with your instructor.
- Use a descending tone.
- Use a conclusion phrase.
- Repeat only your claims.
- Add a "so what?"
High-impact endings
- Using a descending tone will show that you are ending and that you are confident about what was said. If you end with a rising tone, it seems like you aren't confident and/or you are about to continue speaking.
NOTE: A descending tone means that you should rise first, then descend. It does not mean you should speak low the entire time. Stretching the key word will also help.
- A conclusion phrase will show that you are ending. This is not necessary for a short answer, but if your student is adding complex reasoning, counterarguments or multiple sub-claims, then this is very important.
- Spoken-style examples:
- To wrap up…
- So, all in all…
- In conclusion…
- So, in the end…
- So, in a nutshell…
- Spoken-style examples:
- Repeating the right amount at the end is tricky. You don't want to say a general phrase like "for the reasons I mentioned", but you also don't want to repeat your whole answer.
Practice:
- Tell your student: "I'll give you an example answer, and you can give me a strong conclusion. Remember to only repeat the claim and subclaims."
Q. What are the advantages and disadvantages of getting older?
A. Great question. When you're young, you want to be older so you can be independent. It seems like grownups have all the perks. When you're old, though, all you see are the disadvantages: aches and pains, failing health, loss of independence. It's funny that both young and old people want more independence! But there are advantages to all ages, too. For instance, young people have more energy and fitness than old people. And old people have more experience of the world.
Example conclusion (using 1–3):
So, one of the advantages of getting older is having more experience so you, hopefully, can make better choices. But the disadvantage of failing health and fitness can limit your options. On the whole, though, I think more experience is worth it.
- This is something that students almost never do. What does it mean? Ask your student about the possible "so what?" options. It can be: a hope, wish, prediction, recommendation or implication.
- Here's the above example conclusion with an added wish:
On the whole, though, I think more experience is worth it. Unfortunately, in my culture, the focus is on youth, so older people are often disrespected. I wish everyone would treat older people with the respect they deserve.
Written conclusion phrases for IELTS or TOEFL
Your student may want to use phrases like these for their essay questions.
- To sum up…
- All in all…
- As shown above…
- Ultimately…
A. Give a strong conclusion to these questions.
Question 1: Should city centres be closed to traffic? Why or why not?
By "city centres", you mean downtown? Okay. That's a big question where I live. Downtown Boston is a mess! Traffic is always bumper-to-bumper, so it can take an hour to get from one side of the city to the other. It also makes it hard for pedestrians to get around safely. And there's never anywhere to park! On the other hand, it makes it harder for people to get there. Everyone would have to park outside the city centre and take some kind of public transportation from there. That might discourage some people from going, which would cut into businesses' profits.
How would you conclude this answer?
Question 2: Which is better: being an only child, or having siblings?
Wow! That's a tough question. We can only know the answer based on what our own experience has been. If you're an only child, you don't know what it's like to have siblings. And vice versa. But we often imagine what it would be like, and we tend to think that whatever we don't have would be better. An only child might think having siblings would be fun, and it would take the pressure off them having to meet all of their parents' expectations. But those with siblings could feel that it would be better to be an only child and have no one to be compared with. There's no sibling rivalry when there are no siblings!
How would you conclude this answer?
B. Now, give full answers to a few more speaking test questions.