The perfect classroom. Ask students to write a paragraph that tells what they think the perfect classroom should be like. (This is not fiction/fantasy writing; they should describe the atmosphere of an ideal real classroom.) Arrange students into groups of four. Ask each student to underline in his or her paragraph the "most important words or phrases." After students have done that, they should pass their papers to the person in their group who is seated to their right. Students should continue passing papers and underlining important words until the original writer has her/his paper back. At that point, students will share with the group some of the important words and phrases in their own writing; a group note taker will record the words and phrases that might best describe a perfect classroom. Group members will review the list and decide on five words or phrases to share with the class. When the class has a fully developed class list of words and phrases, they will use some of those words and phrases to write a "class statement" that will be posted on the wall for all to see. When things are not going "perfectly," it is time to review the class statement.
There should be a strong connection between your conclusion and your introduction. All the themes and issues that you raised in your introduction must be referred to again in one way or another. If you find out at this stage that your thesis has not tackled an issue that you raised in the introduction, you should go back to the introduction and delete the reference to that issue. An elegant way to structure the text is to use the same textual figure or case in the beginning as well as in the end. When the figure returns in the final section, it will have taken on a new and richer meaning through the insights you have encountered, created in the process of writing.