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introduction, ask them to rewrite it using fewer words but with the same meaning.
Put students in groups. Everyone has a piece of paper. Give an essay title. Everyone writes the first sentence of the introduction. Papers are then passed on and everyone writes the second line. Continue until the introductions are complete. Review and discuss.





Conclusions
Conclusions should summarise what has gone before. They should never contain new material. That is, anything which has not been dealt with in the preceding text.
A good conclusion draws together the threads which the writer has woven to form a tight, coherent whole.
An average essay can be raised by a strong conclusion; a good essay can be felled by a bad one.
Activities
Give students a range of essay titles and ask them to write conclusions for each. When done, students work in pairs to compare and contrast.
Give students an essay title. Ask them to write their conclusion and then go back and write the essay.
Students are given an essay title. They must write 3-5 different conclusions which could fit with the title. Next, they compare these with a partner before planning out the detail which would precede a couple of the conclusions.
Read Aloud
Reading ones own work out loud is a useful way to test the quality of an essay. Speaking what has been written means giving voice to anything which does not make sense, is not clear, or comes across as verbose. There is no where to hide when reading aloud.
Activities
Students complete an essay and get into groups. They take it in turns to read aloud to the rest of the group. Other members offer corrections and alternatives.
Students complete an essay. A few students take it in turns t