internet assignment conclusion

Essay on Conclusion of Internet

Students are often asked to write an essay on Conclusion of Internet in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Conclusion of Internet

The necessity of the internet.

The Internet has become an essential part of our lives. It helps us communicate, learn, work, and entertain ourselves.

Internet’s Impact

The Internet has revolutionized many fields. It has made information easily accessible and has connected the world in an unprecedented way.

Internet’s Challenges

However, the Internet also poses challenges. Cyberbullying, misinformation, and privacy concerns are some issues we face.

In conclusion, the Internet is a powerful tool with both positive and negative aspects. It’s up to us to use it responsibly.

250 Words Essay on Conclusion of Internet

Introduction, the power of connectivity.

The Internet’s greatest strength lies in its ability to connect people, irrespective of geographical distances. It has fostered a global community, where ideas, cultures, and knowledge are shared freely. This connectivity has fueled innovation, enabling the rapid development and dissemination of technologies.

The Dark Side of the Internet

However, the Internet also has a darker side. Cybercrime, misinformation, and privacy breaches have become significant concerns. The Internet’s anonymity can foster harmful behaviors, and its unregulated nature allows for the spread of false information. Moreover, the Internet can be addictive, impacting mental health and social relationships.

Regulation and Responsibility

To mitigate these issues, there is a growing call for regulation and digital literacy. Governments, corporations, and individuals all have roles to play in creating a safer, more ethical online environment. This includes implementing stricter cybersecurity measures, promoting fact-checking, and educating users about responsible Internet use.

In conclusion, the Internet is a powerful tool with immense potential for positive change. However, its misuse poses significant risks. As we continue to navigate the digital age, we must strive to maximize the Internet’s benefits while minimizing its drawbacks. This requires a balance of regulation, education, and individual responsibility. The future of the Internet lies in our hands.

500 Words Essay on Conclusion of Internet

The Internet, since its inception, has transformed the world in ways that were previously unimaginable. It has revolutionized communication, education, business, and entertainment, enabling us to connect with people and information from all over the world in an instant. However, as with any powerful tool, the Internet also comes with its share of challenges.

Internet: A Tool for Global Connectivity

Internet and education.

The Internet has transformed the way we learn and access information. It has made education more accessible and affordable, allowing anyone with an Internet connection to learn from the best institutions and experts in the world. It has also made it possible for us to access vast amounts of information on any topic in an instant, making research and learning more efficient and effective.

Internet and Entertainment

The Internet has revolutionized entertainment, giving us access to a vast array of content from all over the world. It has given rise to streaming platforms, online gaming, and social media, providing us with endless sources of entertainment. It has also made it possible for artists and creators to reach a global audience, democratizing the entertainment industry.

Challenges of the Internet

In conclusion, the Internet is a powerful tool that has transformed our world. It has made us more connected, made education more accessible, and revolutionized entertainment. However, it also comes with its share of challenges, from cybercrime and privacy concerns to the digital divide. As we continue to navigate the digital age, it is crucial that we address these challenges and ensure that the Internet remains a tool for positive change. It is our responsibility as digital citizens to use the Internet responsibly, to protect our privacy, to combat misinformation, and to work towards bridging the digital divide. The Internet is not just a tool, it is a reflection of our society, and it is up to us to shape it in a way that reflects our values and aspirations.

That’s it! I hope the essay helped you.

Happy studying!

इंटरनेट एक शक्तिशाली उन्नयन है, जिसने हमारी दुनिया को बदल दिया है। इसने हमारी शिक्षा को और सुलभ बना दिया और मनोरंजन में क्रांति ला दी।हलांकि, ये साइबर अपराध और डिजिटल विभाजन तक की चुनौतियाँ के साथ भी आता है। अगर हम इसका ठीक ठाक उपाय करें तो यह हमारा सही काम आएगा।

What is Internet? Definition, Uses, Working, Advantages and Disadvantages

Pre-Requisite: Introduction to Internet

The Internet is the foremost important tool and the prominent resource that is being used by almost every person across the globe. It connects millions of computers, webpages, websites, and servers. Using the internet we can send emails, photos, videos, and messages to our loved ones. Or in other words, the Internet is a widespread interconnected network of computers and electronic devices(that support Internet). It creates a communication medium to share and get information online. If your device is connected to the Internet then only you will be able to access all the applications, websites, social media apps, and many more services. The Internet nowadays is considered the fastest medium for sending and receiving information.

History of the Internet

The Internet came in the year 1960 with the creation of the first working model called ARPANET (Advanced Research Projects Agency) . It allowed multiple computers to work on a single network which was their biggest achievement at that time. ARPANET uses packet switching to communicate multiple computer systems under a single network. In October 1969, using ARPANET first message was transferred from one computer to another. After that technology continues to grow.

How is the Internet Set Up?

The internet is set up with the help of physical optical fiber data transmission cables or copper wires and various other networking mediums like LAN, WAN, MAN, etc. For accessing the Internet even the 2G, 3G, and 4G services and the Wifi require these physical cable setups to access the Internet. There is an authority named ICANN (Internet Corporation for Assigned Names and Numbers) located in the USA which manages the Internet and protocols related to it like IP addresses.

How Does the Internet Work?

The actual working of the internet takes place with the help of clients and servers . Here the client is a laptop that is directly connected to the internet and servers are the computers connected indirectly to the Internet and they are having all the websites stored in those large computers. These servers are connected to the internet with the help of ISP (Internet Service Providers) and will be identified with the IP address.

Each website has its Domain name as it is difficult for any person to always remember the long numbers or strings. So, whenever you search for any domain name in the search bar of the browser the request will be sent to the server and that server will try to find the IP address from the Domain name because it cannot understand the domain name. After getting the IP address the server will try to search the IP address of the Domain name in a Huge phone directory that in networking is known as a DNS server (Domain Name Server) . For example, if we have the name of a person and we can easily find the Aadhaar number of him/her from the long directory as simple as that.

So after getting the IP address, the browser will pass on the further request to the respective server and now the server will process the request to display the content of the website which the client wants. If you are using a wireless medium of Internet like 3G and 4G or other mobile data then the data will start flowing from the optical cables and will first reach towers from there the signals will reach your cell phones and PCs through electromagnetic waves and if you are using routers then optical fiber connecting to your router will help in connecting those light-induced signals to electrical signals and with the help of ethernet cables internet reaches your computers and hence the required information.

For more, you can refer to How Does the Internet Work?

What is an IP Address?

IP Address stands for Internet Protocol Address. Every PC/Local machine is having an IP address and that IP address is provided by the Internet Service Providers (ISPs). These are some sets of rules which govern the flow of data whenever a device is connected to the Internet. It differentiates computers, websites, and routers. Just like human identification cards like Aadhaar cards, Pan cards, or any other unique identification documents. Every laptop and desktop has its own unique IP address for identification. It’s an important part of Internet technology. An IP address is displayed as a set of four-digit like 192.154.3.29. Here each number on the set ranges from 0 to 255. Hence, the total IP address range from 0.0.0.0 to 255.255.255.255.

You can check the IP address of your Laptop or desktop by clicking on the Windows start menu -> then right-click and go to network -> in that go to status and then Properties you can see the IP address. There are four different types of IP addresses are available:

Static IP Address
Dynamic IP Address
Private IP Address
Public IP Address

World Wide Web (WWW)

The world wide web is a collection of all the web pages, and web documents that you can see on the Internet by searching their URLs (Uniform Resource Locator) on the Internet. For example, www.geeksforgeeks.org is the URL of the GFG website, and all the content of this site like webpages and all the web documents are stored on the world wide Web. Or in other words, the world wide web is an information retrieval service of the web. It provides users with a huge array of documents that are connected to each other by means of hypertext or hypermedia links. Here, hyperlinks are known as electronic connections that link the related data so that users can easily access the related information hypertext allows the user to pick a word or phrase from text, and using this keyword or word or phrase can access other documents that contain additional information related to that word or keyword or phrase. World wide web is a project which is created by Timothy Berner’s Lee in 1989, for researchers to work together effectively at CERN . It is an organization, named World Wide Web Consortium (W3C) , which was developed for further development in the web.

Difference Between World Wide Web and the Internet

The main difference between the World Wide Web and the Internet are:

World Wide Web	Internet
All the web pages and web documents are stored there on the World wide web and to find all that stuff you will have a specific URL for each website.	The Internet is a global network of computers that is accessed by the World wide web.
The world wide web is a service.	The Internet is an infrastructure.
The world wide web is a subset of the Internet.	The Internet is the superset of the world wide web.
The world wide web is software-oriented.	The Internet is hardware-oriented.
The world wide web uses .	The Internet uses .
The world wide web can be considered as a book from the different topics inside a Library.	The Internet can be considered a Library.

Uses of the Internet

Some of the important usages of the internet are:

Online Businesses (E-commerce): Online shopping websites have made our life easier, e-commerce sites like Amazon, Flipkart, and Myntra are providing very spectacular services with just one click and this is a great use of the Internet.
Cashless Transactions: All the merchandising companies are offering services to their customers to pay the bills of the products online via various digital payment apps like Paytm, Google Pay, etc. UPI payment gateway is also increasing day by day. Digital payment industries are growing at a rate of 50% every year too because of the INTERNET.
Education: It is the internet facility that provides a whole bunch of educational material to everyone through any server across the web. Those who are unable to attend physical classes can choose any course from the internet and can have point-to-point knowledge of it just by sitting at home. High-class faculties are teaching online on digital platforms and providing quality education to students with the help of the Internet.
Social Networking: The purpose of social networking sites and apps is to connect people all over the world. With the help of social networking sites, we can talk, and share videos, and images with our loved ones when they are far away from us. Also, we can create groups for discussion or for meetings.
Entertainment: The Internet is also used for entertainment. There are numerous entertainment options available on the internet like watching movies, playing games, listening to music, etc. You can also download movies, games, songs, TV Serial, etc., easily from the internet.

Security and the Internet

Very huge amount of data is managed across the Internet almost the time, which leads to the risk of data breaching and many other security issues. Both Hackers and Crackers can lead to disrupting the network and can steal important information like Login Credentials, Banking Credentials, etc.

Steps to Protect the Online Privacy

Install Antivirus or Antimalware.
Create random and difficult passwords, so that it becomes difficult to guess.
Use a private browsing window or VPN for using the Internet.
Try to use HTTPS only for better protection.
Try to make your Social Media Account Private.
If you are not using any application, which requires GPS, then you can turn GPS off.
Do not simply close the tab, first log out from that account, then close the tab.
Try to avoid accessing public Wifi or hotspots.
Try to avoid opening or downloading content from unknown sources.

There is an element of the Internet called the Dark Web , which is not accessible from standard browsers. To keep safe our data, we can use Tor and I2P, which helps in keeping our data anonymous, that helps in protecting user security, and helps in reducing cybercrime.

Social Impact of the Internet

The social impact of the Internet can be seen in both ways. Some say it has a positive impact as it helps in gaining civic engagement, etc. whereas some say it has a negative impact as it increased the risk of getting fooled by someone over the internet, getting withdrawal from society, etc.

Whatever the impact of Social Media, one thing is that it changed the way of connecting and interacting with others in society. The number of people increasing day by day on social media platforms which helps in constructing new relationships over social media, new communities are made on social media in the interest of the people. Social Media platforms like Facebook, Instagram, LinkedIn, etc are the most used social media platform for both individual and business purposes where we can communicate with them and perform our tasks.

Advantages of the Internet

Online Banking and Transaction: The Internet allows us to transfer money online through the net banking system. Money can be credited or debited from one account to the other.
Education, Online Jobs, Freelancing: Through the Internet, we are able to get more jobs via online platforms like Linkedin and to reach more job providers. Freelancing on the other hand has helped the youth to earn a side income and the best part is all this can be done via the INTERNET.
Entertainment: There are numerous options for entertainment online we can listen to music, play games can watch movies, and web series, and listen to podcasts, youtube itself is a hub of knowledge as well as entertainment.
New Job Roles: The Internet has given us access to social media, and digital products so we are having numerous new job opportunities like digital marketing and social media marketing online businesses are earning huge amounts of money just because the Internet is the medium to help us to do so.
Best Communication Medium: The communication barrier has been removed from the Internet. You can send messages via email, Whatsapp, and Facebook. Voice chatting and video conferencing are also available to help you to do important meetings online.
Comfort to humans: Without putting any physical effort you can do so many things like shopping online it can be anything from stationeries to clothes, books to personal items, etc. You can books train and plane tickets online.
GPS Tracking and google maps: Yet another advantage of the internet is that you are able to find any road in any direction, and areas with less traffic with the help of GPS on your mobile.

Disadvantages of the Internet

Time Wastage: Wasting too much time on the internet surfing social media apps and doing nothing decreases your productivity rather than wasting time on scrolling social media apps one should utilize that time in doing something skillful and even more productive.
Bad Impacts on Health : Spending too much time on the internet causes bad impacts on your health physical body needs some outdoor games exercise and many more things. Looking at the screen for a longer duration causes serious impacts on the eyes.
Cyber Crimes: Cyberbullying , spam, viruses, hacking, and stealing data are some of the crimes which are on the verge these days. Your system which contains all the confidential data can be easily hacked by cybercriminals .
Effects on Children: Small children are heavily addicted to the Internet watching movies, and games all the time is not good for their overall personality as well as social development.
Bullying and Spreading Negativity: The Internet has given a free tool in the form of social media apps to all those people who always try to spread negativity with very revolting and shameful messages and try to bully each other which is wrong.

For more, you can refer to the Advantages and Disadvantages of the Internet .

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Essay on Importance of Internet: Samples for Students

Updated on
Jun 20, 2024

Internet is not just a need or luxury, it has become a household necessity. It was used as a source of entertainment but now it is impossible to work in offices or study without the Internet. When the global pandemic locked everyone in their house, it became an important medium to connect, study and work. Students were able to study without the risk of catching COVID-19 because of the Internet. The importance of the internet is also a common topic in various entrance exams such as SAT , TOEFL , and UPSC . In this blog, you will learn how to write an essay on the importance of the Internet.

This Blog Includes:

Tips to write the perfect essay on internet, sample 1 of essay on the importance of the internet (100 words), sample essay 2 – importance of the internet (150 words), sample essay 3 on use of internet for student (300 words).

Nikita Puri

Nikita is a creative writer and editor, who is always ready to learn new skills. She has great knowledge about study abroad universities, researching and writing blogs about them. Being a perfectionist, she has a habit of keeping her tasks complete on time before the OCD hits her. When Nikita is not busy working, you can find her eating while binge-watching The office. Also, she breathes music. She has done her bachelor's from Delhi University and her master's from Jamia Millia Islamia.

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Examples: Edited Papers

Need editing and proofreading services, how to write a conclusion for an essay (examples included).

Tags: Essay , Essay Writing

Condensing a 1,000-plus-word essay into a neat little bundle may seem like a Herculean task. You must summarize all your findings and justify their importance within a single paragraph.

But, when you discover the formula for writing a conclusion paragraph, things get much simpler!

But, how to write a conclusion paragraph for an essay, and more importantly, how to make it impactful enough? Through this article, we will walk you through the process of constructing a powerful conclusion that leaves a lingering impression on readers’ minds. We will also acquaint you with essay conclusion examples for different types of essays.

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Let’s start from the beginning: How can you write a conclusion for an essay?

How to write a conclusion for an essay

In order to write an effective conclusion, you must first understand what is a conclusion in an essay. It is not just the summary of the main points of your essay. A well-written conclusion effectively ties together the main ideas of your essay and also pays heed to their broader implications. The objectives of your concluding paragraph are as follows:

Highlight the significance of your essay topic
Tie together the key points of your essay
Leave the reader with something to ponder about

A good essay conclusion begins with a modified thesis statement that is altered on the basis of the information stated throughout the essay. It then ties together all the main points of the essay and ends with a clincher that highlights the broader implications of your thesis statement.

Now that we’ve understood the basics of how to conclude an essay, let’s understand the key aspects of a good conclusion paragraph.

1. Restating your thesis statement

If you want to understand how to start a conclusion, you must realize that involves more than just restating the thesis statement word for word. Your thesis statement needs to be updated and expanded upon as per the information provided in your essay.

There are many ways to start a conclusion. One such method could be to start with the revised version of your thesis statement that hints to the significance of your argument. After this, your conclusion paragraph can organically move on to your arguments in the essay.

Let’s take a look at an effective way of writing a conclusion for an essay:

If the following claim is your thesis statement:

Virtual reality (VR) is undeniably altering the perception of reality by revolutionizing various industries, reshaping human experiences, and challenging traditional notions of what is real.

The restated thesis statement will be as follows:

Our analysis has substantiated the claim that virtual reality (VR) is significantly transforming the way we perceive reality. It has revolutionized industries, reshaped human experiences, and challenged traditional notions of reality.

2. Tying together the main points

Tying together all the main points of your essay does not mean simply summarizing them in an arbitrary manner. The key is to link each of your main essay points in a coherent structure. One point should follow the other in a logical format.

The goal is to establish how each of these points connects to the message of your essay as a whole. You can also take the help of powerful quotes or impactful reviews to shed a unique light on your essay.

Let’s take a look at an example:

VR presents a new paradigm where the distinction between the real and the virtual becomes increasingly blurred. As users dive into immersive virtual worlds, they are confronted with questions about the nature of reality, perception, and the boundaries of human consciousness.

3. Constructing an impactful conclusion

Most of us are confused about how to end an essay with a bang. The answer is quite simple! The final line of your essay should be impactful enough to create a lasting impression on the reader. More importantly, it should also highlight the significance of your essay topic. This could mean the broader implications of your topic, either in your field of study or in general.

Optionally, you could also try to end your essay on an optimistic note that motivates or encourages the reader. If your essay is about eradicating a problem in society, highlight the positive effects achieved by the eradication of that problem.

Here’s an example of how to end an essay:

In a world where virtual boundaries dissolve, VR is the catalyst that reshapes our perception of reality, forever altering the landscape of the human experience.

Here’s a combined version of all three aspects:

Our analysis has substantiated the claim that Virtual Reality (VR) is significantly transforming how we perceive reality. It has revolutionized industries, reshaped human experiences, and challenged traditional notions of reality. It presents a new paradigm where the distinction between the real and the virtual becomes increasingly blurred. As users dive into immersive virtual worlds, they are confronted with questions about the nature of reality, perception, and the boundaries of human consciousness. In a world where virtual boundaries dissolve, it is the catalyst that reshapes our perception of reality, forever altering the landscape of the human experience.

Now that we’ve understood the structure of a concluding paragraph, let’s look at what to avoid while writing a conclusion.

What to avoid in your conclusion paragraph

When learning how to write a conclusion for an essay, you must also know what to avoid. You want to strengthen your argument with the help of a compelling conclusion paragraph, and not undermine it by confusing the reader.

Let’s take a look at a few strategies to avoid in your essay conclusion:

1. Avoid including new evidence

The conclusion should not introduce new information but rather strengthen the arguments that are already made. If you come across any unique piece of information regarding your essay topic, accommodate it into your body paragraphs rather than stuffing it into your conclusion.

Including new, contradictory information in the concluding paragraph not only confuses the reader but also weakens your argument. You may include a powerful quote that strengthens the message of your essay, or an example that sheds light on the importance of your argument. However, this does not include introducing a completely new argument or making a unique point.

2. Avoid the use of concluding phrases

Your conclusion should hint towards your essay coming to an end, instead of blatantly stating the obvious. Blatant concluding statements undermine the quality of your essay, making it clumsy and amateurish. They also significantly diminish the quality of your arguments.

It is a good idea to avoid the following statements while concluding your essay:

In conclusion,
In summary,

While using these statements may not be incorrect per se, hinting towards a conclusion creates a better impression on the reader rather than blatantly stating it.

Here are more effective statements you could use:

Let this essay serve as a catalyst for…
As we navigate the intricacies of this multifaceted topic, remember…
As I bid farewell to this subject…

3. Don’t undermine your argument

Although there might be several points of view regarding your essay topic, it is crucial that you stick to your own. You may have stated and refuted other points of view in your body paragraphs.

However, your conclusion is simply meant to strengthen your main argument. Mentioning other points of view in your essay conclusion, not only weakens your argument but also creates a poor impression of your essay.

Here are a few phrases you should avoid in your essay conclusion:

There are several methods to approach this topic.
There are plenty of good points for both sides of the argument.
There is no clear solution to this problem.

Examples of essay conclusions

Different types of essays make use of different forms of conclusions. The critical question of “how to start a conclusion paragraph” has many different answers. To help you further, we’ve provided a few good conclusions for essays that are based on the four main essay types.

1. Narrative essay conclusion

The following essay conclusion example elaborates on the narrator’s unique experience with homeschooling.

Restated thesis statement
Body paragraph summary
Closing statement

My experience with homeschooling has been a journey that has shaped me in profound ways. Through the challenges and triumphs, I have come to appreciate the unique advantages and personal growth that homeschooling can offer. As I reflect on my journey, I am reminded of the transformative power of this alternative education approach. It has empowered me to take ownership of my education, nurture my passions, and develop skills that extend far beyond the confines of academic achievement. Whether in traditional classrooms or homeschooling environments, it is through embracing and nurturing the unique potential within each of us that we can truly thrive and make a lasting impact on the world.

2. Descriptive essay conclusion

The following essay conclusion example elaborates on the narrator’s bond with their cat.

The enchanting presence that my cat has cannot be ignored, captivating my heart with her grace, charm, and unconditional love. Through the moments of playfulness, companionship, and affection, she has become an irreplaceable member of my family. As I continue to cherish the memories and lessons learned from her, I am reminded of the extraordinary power of the human-animal bond. In their company, we find solace, companionship, and a love that transcends words. In a world that can be challenging and tumultuous, never underestimate the profound impact that animals can have on our lives. In their presence, not only do we find love but also a profound sense of connection.

3. Argumentative essay conclusion

Here’s an essay conclusion example that elaborates on the marginalization of, and acute intolerance towards, LGBTQ+ individuals.

The journey toward equality for LGBTQ+ individuals is an ongoing battle that demands our unwavering commitment to justice and inclusion. It is evident that while progress has been made, the journey toward equality for these individuals is far from complete. It demands our continued advocacy, activism, and support for legislative change, societal acceptance, and the creation of inclusive environments. The struggle for LGBTQ+ equality is a fight for the very essence of human dignity and the recognition of our shared humanity. It is a battle that requires our collective efforts, determination, and an unyielding belief in the fundamental principles of equality and justice.

4. Expository essay conclusion

This example of an essay conclusion revolves around a psychological phenomenon named the bandwagon effect and examines its potential ill effects on society:

The bandwagon effect in psychology is a fascinating phenomenon that sheds light on the powerful influence of social conformity on individual behavior and decision-making processes. This effect serves as a reminder of the inherently social nature of human beings and the power of social influence in shaping our thoughts, attitudes, and actions. It underscores the importance of critical thinking, individual autonomy, and the ability to resist the pressure of conformity. By understanding its mechanisms and implications, we can guard against its potential pitfalls and actively foster independent thought and decision-making, also contributing to a more enlightened and progressive society.

Now that you’ve taken a closer look at different conclusions for essays, it’s time to put this knowledge to good use. If you need to take your essay up a notch and score high, professional essay editing services are your best bet.

Happy writing!

Frequently Asked Questions

How do you write a good conclusion for an essay, what comes first in a conclusion, what is the best conclusion of an essay.

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Essay On Internet for Students and Children

500+ words essay on internet.

We live in the age of the internet. Also, it has become an important part of our life that we can’t live without it. Besides, the internet is an invention of high-end science and modern technology . Apart from that, we are connected to internet 24×7. Also, we can send big and small messages and information faster than ever. In this essay on the Internet, we are going to discuss various things related to the internet.

Reach of Internet

It is very difficult to estimate the area that the internet cover. Also, every second million people remain connected to it with any problem or issue. Apart from that, just like all the things the internet also has some good and bad effect on the life of people. So the first thing which we have to do is learn about the good and bad effect of the internet.

Good effects of the internet mean all those things that the internet make possible. Also, these things make our life easier and safer.

Bad effects of the internet mean all those things that we can no longer do because of the internet. Also, these things cause trouble for oneself and others too.

You can access in any corner of the world. Also, it is very easy to use and manage. In today’s world, we cannot imagine our life without it.

Get the huge list of more than 500 Essay Topics and Ideas

Uses Of Internet

From the time it first came into existence until now the internet has completed a long journey. Also, during this journey, the internet has adopted many things and became more user-friendly and interactive. Besides, every big and small things are available on internet and article or material that you require can be obtainable from internet.

Tim Berners-Lee can be called one of the main father of internet as he invented/discovered the WWW (World Wide Web) which is used on every website. Also, there are millions of pages and website on the internet that it will take you years to go through all of them.

The Internet can be used to do different things like you can learn, teach, research, write, share, receive, e-mail , explore, and surf the internet.

Read Essay on Technology here

Convenience Due To Internet

Because of internet, our lives have become more convenient as compared to the times when we don’t have internet. Earlier, we have to stand in queues to send mails (letters), for withdrawing or depositing money, to book tickets, etc. but after the dawn of the internet, all these things become quite easy. Also, we do not have to waste our precious time standing in queues.

Also, the internet has contributed a lot to the environment as much of the offices (government and private), school and colleges have become digital that saves countless paper.

Although, there is no doubt that the internet had made our life easier and convenient but we can’t leave the fact that it has caused many bigger problems in the past. And with the speed, we are becoming addict to it a day in will come when it will become our basic necessity.

{ “@context”: “https://schema.org”, “@type”: “FAQPage”, “mainEntity”: [ { “@type”: “Question”, “name”: “What are the limitation of internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Although internet can help you with anything but there are certain limitation to it. First of it does not have a physical appearance. Secondly, it does not have emotions and thirdly, it can’t send you to a place where you can’t go (physically).” } }, { “@type”: “Question”, “name”: “What is the ideal age for using internet?”, “acceptedAnswer”: { “@type”: “Answer”, “text”: “Nowadays everybody from small kids to adult is internet addicts. So it is difficult to decide an ideal age for using internet. However, according to researches using internet from an early age can cause problems in the child so internet usage of small children should be controlled or banned.” } } ] }

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The wonderful world of fungi, openmind books, scientific anniversaries, simultaneous translation technology – ever closer to reality, featured author, latest book, the impact of the internet on society: a global perspective, introduction.

The Internet is the decisive technology of the Information Age, as the electrical engine was the vector of technological transformation of the Industrial Age. This global network of computer networks, largely based nowadays on platforms of wireless communication, provides ubiquitous capacity of multimodal, interactive communication in chosen time, transcending space. The Internet is not really a new technology: its ancestor, the Arpanet, was first deployed in 1969 (Abbate 1999). But it was in the 1990s when it was privatized and released from the control of the U.S. Department of Commerce that it diffused around the world at extraordinary speed: in 1996 the first survey of Internet users counted about 40 million; in 2013 they are over 2.5 billion, with China accounting for the largest number of Internet users. Furthermore, for some time the spread of the Internet was limited by the difficulty to lay out land-based telecommunications infrastructure in the emerging countries. This has changed with the explosion of wireless communication in the early twenty-first century. Indeed, in 1991, there were about 16 million subscribers of wireless devices in the world, in 2013 they are close to 7 billion (in a planet of 7.7 billion human beings). Counting on the family and village uses of mobile phones, and taking into consideration the limited use of these devices among children under five years of age, we can say that humankind is now almost entirely connected, albeit with great levels of inequality in the bandwidth as well as in the efficiency and price of the service.

At the heart of these communication networks the Internet ensures the production, distribution, and use of digitized information in all formats. According to the study published by Martin Hilbert in Science (Hilbert and López 2011), 95 percent of all information existing in the planet is digitized and most of it is accessible on the Internet and other computer networks.

The speed and scope of the transformation of our communication environment by Internet and wireless communication has triggered all kind of utopian and dystopian perceptions around the world.

As in all moments of major technological change, people, companies, and institutions feel the depth of the change, but they are often overwhelmed by it, out of sheer ignorance of its effects.

The media aggravate the distorted perception by dwelling into scary reports on the basis of anecdotal observation and biased commentary. If there is a topic in which social sciences, in their diversity, should contribute to the full understanding of the world in which we live, it is precisely the area that has come to be named in academia as Internet Studies. Because, in fact, academic research knows a great deal on the interaction between Internet and society, on the basis of methodologically rigorous empirical research conducted in a plurality of cultural and institutional contexts. Any process of major technological change generates its own mythology. In part because it comes into practice before scientists can assess its effects and implications, so there is always a gap between social change and its understanding. For instance, media often report that intense use of the Internet increases the risk of alienation, isolation, depression, and withdrawal from society. In fact, available evidence shows that there is either no relationship or a positive cumulative relationship between the Internet use and the intensity of sociability. We observe that, overall, the more sociable people are, the more they use the Internet. And the more they use the Internet, the more they increase their sociability online and offline, their civic engagement, and the intensity of family and friendship relationships, in all cultures—with the exception of a couple of early studies of the Internet in the 1990s, corrected by their authors later (Castells 2001; Castells et al. 2007; Rainie and Wellman 2012; Center for the Digital Future 2012 et al.).

Thus, the purpose of this chapter will be to summarize some of the key research findings on the social effects of the Internet relying on the evidence provided by some of the major institutions specialized in the social study of the Internet. More specifically, I will be using the data from the world at large: the World Internet Survey conducted by the Center for the Digital Future, University of Southern California; the reports of the British Computer Society (BCS), using data from the World Values Survey of the University of Michigan; the Nielsen reports for a variety of countries; and the annual reports from the International Telecommunications Union. For data on the United States, I have used the Pew American Life and Internet Project of the Pew Institute. For the United Kingdom, the Oxford Internet Survey from the Oxford Internet Institute, University of Oxford, as well as the Virtual Society Project from the Economic and Social Science Research Council. For Spain, the Project Internet Catalonia of the Internet Interdisciplinary Institute (IN3) of the Universitat Oberta de Catalunya (UOC); the various reports on the information society from Telefónica; and from the Orange Foundation. For Portugal, the Observatório de Sociedade da Informação e do Conhecimento (OSIC) in Lisbon. I would like to emphasize that most of the data in these reports converge toward similar trends. Thus I have selected for my analysis the findings that complement and reinforce each other, offering a consistent picture of the human experience on the Internet in spite of the human diversity.

Given the aim of this publication to reach a broad audience, I will not present in this text the data supporting the analysis presented here. Instead, I am referring the interested reader to the web sources of the research organizations mentioned above, as well as to selected bibliographic references discussing the empirical foundation of the social trends reported here.

Technologies of Freedom, the Network Society, and the Culture of Autonomy

In order to fully understand the effects of the Internet on society, we should remember that technology is material culture. It is produced in a social process in a given institutional environment on the basis of the ideas, values, interests, and knowledge of their producers, both their early producers and their subsequent producers. In this process we must include the users of the technology, who appropriate and adapt the technology rather than adopting it, and by so doing they modify it and produce it in an endless process of interaction between technological production and social use. So, to assess the relevance of Internet in society we must recall the specific characteristics of Internet as a technology. Then we must place it in the context of the transformation of the overall social structure, as well as in relationship to the culture characteristic of this social structure. Indeed, we live in a new social structure, the global network society, characterized by the rise of a new culture, the culture of autonomy.

Internet is a technology of freedom, in the terms coined by Ithiel de Sola Pool in 1973, coming from a libertarian culture, paradoxically financed by the Pentagon for the benefit of scientists, engineers, and their students, with no direct military application in mind (Castells 2001). The expansion of the Internet from the mid-1990s onward resulted from the combination of three main factors:

The technological discovery of the World Wide Web by Tim Berners-Lee and his willingness to distribute the source code to improve it by the open-source contribution of a global community of users, in continuity with the openness of the TCP/IP Internet protocols. The web keeps running under the same principle of open source. And two-thirds of web servers are operated by Apache, an open-source server program.
Institutional change in the management of the Internet, keeping it under the loose management of the global Internet community, privatizing it, and allowing both commercial uses and cooperative uses.
Major changes in social structure, culture, and social behavior: networking as a prevalent organizational form; individuation as the main orientation of social behavior; and the culture of autonomy as the culture of the network society.

I will elaborate on these major trends.

Our society is a network society; that is, a society constructed around personal and organizational networks powered by digital networks and communicated by the Internet. And because networks are global and know no boundaries, the network society is a global network society. This historically specific social structure resulted from the interaction between the emerging technological paradigm based on the digital revolution and some major sociocultural changes. A primary dimension of these changes is what has been labeled the rise of the Me-centered society, or, in sociological terms, the process of individuation, the decline of community understood in terms of space, work, family, and ascription in general. This is not the end of community, and not the end of place-based interaction, but there is a shift toward the reconstruction of social relationships, including strong cultural and personal ties that could be considered a form of community, on the basis of individual interests, values, and projects.

The process of individuation is not just a matter of cultural evolution, it is materially produced by the new forms of organizing economic activities, and social and political life, as I analyzed in my trilogy on the Information Age (Castells 1996–2003). It is based on the transformation of space (metropolitan life), work and economic activity (rise of the networked enterprise and networked work processes), culture and communication (shift from mass communication based on mass media to mass self-communication based on the Internet); on the crisis of the patriarchal family, with increasing autonomy of its individual members; the substitution of media politics for mass party politics; and globalization as the selective networking of places and processes throughout the planet.

But individuation does not mean isolation, or even less the end of community. Sociability is reconstructed as networked individualism and community through a quest for like-minded individuals in a process that combines online interaction with offline interaction, cyberspace and the local space. Individuation is the key process in constituting subjects (individual or collective), networking is the organizational form constructed by these subjects; this is the network society, and the form of sociability is what Rainie and Wellman (2012) conceptualized as networked individualism. Network technologies are of course the medium for this new social structure and this new culture (Papacharissi 2010).

As stated above, academic research has established that the Internet does not isolate people, nor does it reduce their sociability; it actually increases sociability, as shown by myself in my studies in Catalonia (Castells 2007), Rainie and Wellman in the United States (2012), Cardoso in Portugal (2010), and the World Internet Survey for the world at large (Center for the Digital Future 2012 et al.). Furthermore, a major study by Michael Willmott for the British Computer Society (Trajectory Partnership 2010) has shown a positive correlation, for individuals and for countries, between the frequency and intensity of the use of the Internet and the psychological indicators of personal happiness. He used global data for 35,000 people obtained from the World Wide Survey of the University of Michigan from 2005 to 2007. Controlling for other factors, the study showed that Internet use empowers people by increasing their feelings of security, personal freedom, and influence, all feelings that have a positive effect on happiness and personal well-being. The effect is particularly positive for people with lower income and who are less qualified, for people in the developing world, and for women. Age does not affect the positive relationship; it is significant for all ages. Why women? Because they are at the center of the network of their families, Internet helps them to organize their lives. Also, it helps them to overcome their isolation, particularly in patriarchal societies. The Internet also contributes to the rise of the culture of autonomy.

The key for the process of individuation is the construction of autonomy by social actors, who become subjects in the process. They do so by defining their specific projects in interaction with, but not submission to, the institutions of society. This is the case for a minority of individuals, but because of their capacity to lead and mobilize they introduce a new culture in every domain of social life: in work (entrepreneurship), in the media (the active audience), in the Internet (the creative user), in the market (the informed and proactive consumer), in education (students as informed critical thinkers, making possible the new frontier of e-learning and m-learning pedagogy), in health (the patient-centered health management system) in e-government (the informed, participatory citizen), in social movements (cultural change from the grassroots, as in feminism or environmentalism), and in politics (the independent-minded citizen able to participate in self-generated political networks).

There is increasing evidence of the direct relationship between the Internet and the rise of social autonomy. From 2002 to 2007 I directed in Catalonia one of the largest studies ever conducted in Europe on the Internet and society, based on 55,000 interviews, one-third of them face to face (IN3 2002–07). As part of this study, my collaborators and I compared the behavior of Internet users to non-Internet users in a sample of 3,000 people, representative of the population of Catalonia. Because in 2003 only about 40 percent of people were Internet users we could really compare the differences in social behavior for users and non-users, something that nowadays would be more difficult given the 79 percent penetration rate of the Internet in Catalonia. Although the data are relatively old, the findings are not, as more recent studies in other countries (particularly in Portugal) appear to confirm the observed trends. We constructed scales of autonomy in different dimensions. Only between 10 and 20 percent of the population, depending on dimensions, were in the high level of autonomy. But we focused on this active segment of the population to explore the role of the Internet in the construction of autonomy. Using factor analysis we identified six major types of autonomy based on projects of individuals according to their practices:

a) professional development b) communicative autonomy c) entrepreneurship d) autonomy of the body e) sociopolitical participation f) personal, individual autonomy

These six types of autonomous practices were statistically independent among themselves. But each one of them correlated positively with Internet use in statistically significant terms, in a self-reinforcing loop (time sequence): the more one person was autonomous, the more she/he used the web, and the more she/he used the web, the more autonomous she/he became (Castells et al. 2007). This is a major empirical finding. Because if the dominant cultural trend in our society is the search for autonomy, and if the Internet powers this search, then we are moving toward a society of assertive individuals and cultural freedom, regardless of the barriers of rigid social organizations inherited from the Industrial Age. From this Internet-based culture of autonomy have emerged a new kind of sociability, networked sociability, and a new kind of sociopolitical practice, networked social movements and networked democracy. I will now turn to the analysis of these two fundamental trends at the source of current processes of social change worldwide.

The Rise of Social Network Sites on the Internet

Since 2002 (creation of Friendster, prior to Facebook) a new socio-technical revolution has taken place on the Internet: the rise of social network sites where now all human activities are present, from personal interaction to business, to work, to culture, to communication, to social movements, and to politics.

Social Network Sites are web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system.

(Boyd and Ellison 2007, 2)

Social networking uses, in time globally spent, surpassed e-mail in November 2007. It surpassed e-mail in number of users in July 2009. In terms of users it reached 1 billion by September 2010, with Facebook accounting for about half of it. In 2013 it has almost doubled, particularly because of increasing use in China, India, and Latin America. There is indeed a great diversity of social networking sites (SNS) by countries and cultures. Facebook, started for Harvard-only members in 2004, is present in most of the world, but QQ, Cyworld, and Baidu dominate in China; Orkut in Brazil; Mixi in Japan; etc. In terms of demographics, age is the main differential factor in the use of SNS, with a drop of frequency of use after 50 years of age, and particularly 65. But this is not just a teenager’s activity. The main Facebook U.S. category is in the age group 35–44, whose frequency of use of the site is higher than for younger people. Nearly 60 percent of adults in the U.S. have at least one SNS profile, 30 percent two, and 15 percent three or more. Females are as present as males, except when in a society there is a general gender gap. We observe no differences in education and class, but there is some class specialization of SNS, such as Myspace being lower than FB; LinkedIn is for professionals.

Thus, the most important activity on the Internet at this point in time goes through social networking, and SNS have become the chosen platforms for all kind of activities, not just personal friendships or chatting, but for marketing, e-commerce, education, cultural creativity, media and entertainment distribution, health applications, and sociopolitical activism. This is a significant trend for society at large. Let me explore the meaning of this trend on the basis of the still scant evidence.

Social networking sites are constructed by users themselves building on specific criteria of grouping. There is entrepreneurship in the process of creating sites, then people choose according to their interests and projects. Networks are tailored by people themselves with different levels of profiling and privacy. The key to success is not anonymity, but on the contrary, self-presentation of a real person connecting to real people (in some cases people are excluded from the SNS when they fake their identity). So, it is a self-constructed society by networking connecting to other networks. But this is not a virtual society. There is a close connection between virtual networks and networks in life at large. This is a hybrid world, a real world, not a virtual world or a segregated world.

People build networks to be with others, and to be with others they want to be with on the basis of criteria that include those people who they already know (a selected sub-segment). Most users go on the site every day. It is permanent connectivity. If we needed an answer to what happened to sociability in the Internet world, here it is:

There is a dramatic increase in sociability, but a different kind of sociability, facilitated and dynamized by permanent connectivity and social networking on the web.

Based on the time when Facebook was still releasing data (this time is now gone) we know that in 2009 users spent 500 billion minutes per month. This is not just about friendship or interpersonal communication. People do things together, share, act, exactly as in society, although the personal dimension is always there. Thus, in the U.S. 38 percent of adults share content, 21 percent remix, 14 percent blog, and this is growing exponentially, with development of technology, software, and SNS entrepreneurial initiatives. On Facebook, in 2009 the average user was connected to 60 pages, groups, and events, people interacted per month to 160 million objects (pages, groups, events), the average user created 70 pieces of content per month, and there were 25 billion pieces of content shared per month (web links, news stories, blogs posts, notes, photos). SNS are living spaces connecting all dimensions of people’s experience. This transforms culture because people share experience with a low emotional cost, while saving energy and effort. They transcend time and space, yet they produce content, set up links, and connect practices. It is a constantly networked world in every dimension of human experience. They co-evolve in permanent, multiple interaction. But they choose the terms of their co-evolution.

Thus, people live their physical lives but increasingly connect on multiple dimensions in SNS.

Paradoxically, the virtual life is more social than the physical life, now individualized by the organization of work and urban living.

But people do not live a virtual reality, indeed it is a real virtuality, since social practices, sharing, mixing, and living in society is facilitated in the virtuality, in what I called time ago the “space of flows” (Castells 1996).

Because people are increasingly at ease in the multi-textuality and multidimensionality of the web, marketers, work organizations, service agencies, government, and civil society are migrating massively to the Internet, less and less setting up alternative sites, more and more being present in the networks that people construct by themselves and for themselves, with the help of Internet social networking entrepreneurs, some of whom become billionaires in the process, actually selling freedom and the possibility of the autonomous construction of lives. This is the liberating potential of the Internet made material practice by these social networking sites. The largest of these social networking sites are usually bounded social spaces managed by a company. However, if the company tries to impede free communication it may lose many of its users, because the entry barriers in this industry are very low. A couple of technologically savvy youngsters with little capital can set up a site on the Internet and attract escapees from a more restricted Internet space, as happened to AOL and other networking sites of the first generation, and as could happen to Facebook or any other SNS if they are tempted to tinker with the rules of openness (Facebook tried to make users pay and retracted within days). So, SNS are often a business, but they are in the business of selling freedom, free expression, chosen sociability. When they tinker with this promise they risk their hollowing by net citizens migrating with their friends to more friendly virtual lands.

Perhaps the most telling expression of this new freedom is the transformation of sociopolitical practices on the Internet.

Communication Power: Mass-Self Communication and the Transformation of Politics

Power and counterpower, the foundational relationships of society, are constructed in the human mind, through the construction of meaning and the processing of information according to certain sets of values and interests (Castells 2009).

Ideological apparatuses and the mass media have been key tools of mediating communication and asserting power, and still are. But the rise of a new culture, the culture of autonomy, has found in Internet and mobile communication networks a major medium of mass self-communication and self-organization.

The key source for the social production of meaning is the process of socialized communication. I define communication as the process of sharing meaning through the exchange of information. Socialized communication is the one that exists in the public realm, that has the potential of reaching society at large. Therefore, the battle over the human mind is largely played out in the process of socialized communication. And this is particularly so in the network society, the social structure of the Information Age, which is characterized by the pervasiveness of communication networks in a multimodal hypertext.

The ongoing transformation of communication technology in the digital age extends the reach of communication media to all domains of social life in a network that is at the same time global and local, generic and customized, in an ever-changing pattern.

As a result, power relations, that is the relations that constitute the foundation of all societies, as well as the processes challenging institutionalized power relations, are increasingly shaped and decided in the communication field. Meaningful, conscious communication is what makes humans human. Thus, any major transformation in the technology and organization of communication is of utmost relevance for social change. Over the last four decades the advent of the Internet and of wireless communication has shifted the communication process in society at large from mass communication to mass self-communication. This is from a message sent from one to many with little interactivity to a system based on messages from many to many, multimodal, in chosen time, and with interactivity, so that senders are receivers and receivers are senders. And both have access to a multimodal hypertext in the web that constitutes the endlessly changing backbone of communication processes.

The transformation of communication from mass communication to mass self-communication has contributed decisively to alter the process of social change. As power relationships have always been based on the control of communication and information that feed the neural networks constitutive of the human mind, the rise of horizontal networks of communication has created a new landscape of social and political change by the process of disintermediation of the government and corporate controls over communication. This is the power of the network, as social actors build their own networks on the basis of their projects, values, and interests. The outcome of these processes is open ended and dependent on specific contexts. Freedom, in this case freedom of communicate, does not say anything on the uses of freedom in society. This is to be established by scholarly research. But we need to start from this major historical phenomenon: the building of a global communication network based on the Internet, a technology that embodies the culture of freedom that was at its source.

In the first decade of the twenty-first century there have been multiple social movements around the world that have used the Internet as their space of formation and permanent connectivity, among the movements and with society at large. These networked social movements, formed in the social networking sites on the Internet, have mobilized in the urban space and in the institutional space, inducing new forms of social movements that are the main actors of social change in the network society. Networked social movements have been particularly active since 2010, and especially in the Arab revolutions against dictatorships; in Europe and the U.S. as forms of protest against the management of the financial crisis; in Brazil; in Turkey; in Mexico; and in highly diverse institutional contexts and economic conditions. It is precisely the similarity of the movements in extremely different contexts that allows the formulation of the hypothesis that this is the pattern of social movements characteristic of the global network society. In all cases we observe the capacity of these movements for self-organization, without a central leadership, on the basis of a spontaneous emotional movement. In all cases there is a connection between Internet-based communication, mobile networks, and the mass media in different forms, feeding into each other and amplifying the movement locally and globally.

These movements take place in the context of exploitation and oppression, social tensions and social struggles; but struggles that were not able to successfully challenge the state in other instances of revolt are now powered by the tools of mass self-communication. It is not the technology that induces the movements, but without the technology (Internet and wireless communication) social movements would not take the present form of being a challenge to state power. The fact is that technology is material culture (ideas brought into the design) and the Internet materialized the culture of freedom that, as it has been documented, emerged on American campuses in the 1960s. This culture-made technology is at the source of the new wave of social movements that exemplify the depth of the global impact of the Internet in all spheres of social organization, affecting particularly power relationships, the foundation of the institutions of society. (See case studies and an analytical perspective on the interaction between Internet and networked social movements in Castells 2012.)

The Internet, as all technologies, does not produce effects by itself. Yet, it has specific effects in altering the capacity of the communication system to be organized around flows that are interactive, multimodal, asynchronous or synchronous, global or local, and from many to many, from people to people, from people to objects, and from objects to objects, increasingly relying on the semantic web. How these characteristics affect specific systems of social relationships has to be established by research, and this is what I tried to present in this text. What is clear is that without the Internet we would not have seen the large-scale development of networking as the fundamental mechanism of social structuring and social change in every domain of social life. The Internet, the World Wide Web, and a variety of networks increasingly based on wireless platforms constitute the technological infrastructure of the network society, as the electrical grid and the electrical engine were the support system for the form of social organization that we conceptualized as the industrial society. Thus, as a social construction, this technological system is open ended, as the network society is an open-ended form of social organization that conveys the best and the worse in humankind. Yet, the global network society is our society, and the understanding of its logic on the basis of the interaction between culture, organization, and technology in the formation and development of social and technological networks is a key field of research in the twenty-first century.

We can only make progress in our understanding through the cumulative effort of scholarly research. Only then we will be able to cut through the myths surrounding the key technology of our time. A digital communication technology that is already a second skin for young people, yet it continues to feed the fears and the fantasies of those who are still in charge of a society that they barely understand.

These references are in fact sources of more detailed references specific to each one of the topics analyzed in this text.

Abbate, Janet. A Social History of the Internet. Cambridge, MA: MIT Press, 1999.

Boyd, Danah M., and Nicole B. Ellison. “Social Network Sites: Definition, History, and Scholarship.” Journal of Computer-Mediated Communication 13, no. 1 (2007).

Cardoso, Gustavo, Angus Cheong, and Jeffrey Cole (eds). World Wide Internet: Changing Societies, Economies and Cultures. Macau: University of Macau Press, 2009.

Castells, Manuel. The Information Age: Economy, Society, and Culture. 3 vols. Oxford: Blackwell, 1996–2003.

———. The Internet Galaxy: Reflections on the Internet, Business, and Society. Oxford: Oxford University Press, 2001.

———. Communication Power. Oxford: Oxford University Press, 2009.

———. Networks of Outrage and Hope: Social Movements in the Internet Age. Cambridge, UK: Polity Press, 2012.

Castells, Manuel, Imma Tubella, Teresa Sancho, and Meritxell Roca.

La transición a la sociedad red. Barcelona: Ariel, 2007.

Hilbert, Martin, and Priscilla López. “The World’s Technological Capacity to Store, Communicate, and Compute Information.” Science 332, no. 6025 (April 1, 2011): pp. 60–65.

Papacharissi, Zizi, ed. The Networked Self: Identity, Community, and Culture on Social Networking Sites. Routledge, 2010.

Rainie. Lee, and Barry Wellman. Networked: The New Social Operating System. Cambridge, MA: MIT Press, 2012.

Trajectory Partnership (Michael Willmott and Paul Flatters). The Information Dividend: Why IT Makes You “Happier.” Swindon: British Informatics Society Limited, 2010. http://www.bcs.org/upload/pdf/info-dividend-full-report.pdf

Selected Web References. Used as sources for analysis in the chapter

Agência para a Sociedade do Conhecimento. “Observatório de Sociedade da Informação e do Conhecimento (OSIC).” http://www.umic.pt/index.php?option=com_content&task=view&id=3026&Itemid=167

BCS, The Chartered Institute for IT. “Features, Press and Policy.” http://www.bcs.org/category/7307

Center for the Digital Future. The World Internet Project International Report. 4th ed. Los Angeles: USC Annenberg School, Center for the Digital Future, 2012. http://www.worldinternetproject.net/_files/_Published/_oldis/770_2012wip_report4th_ed.pdf

ESRC (Economic & Social Research Council). “Papers and Reports.” Virtual Society. http://virtualsociety.sbs.ox.ac.uk/reports.htm

Fundación Orange. “Análisis y Prospectiva: Informe eEspaña.” Fundación Orange. http://fundacionorange.es/fundacionorange/analisisprospectiva.html

Fundación Telefónica. “Informes SI.” Fundación Telefónica. http://sociedadinformacion.fundacion.telefonica.com/DYC/SHI/InformesSI/seccion=1190&idioma=es_ES.do

IN3 (Internet Interdisciplinary Institute). UOC. “Project Internet Catalonia (PIC): An Overview.” Internet Interdisciplinary Institute, 2002–07. http://www.uoc.edu/in3/pic/eng/

International Telecommunication Union. “Annual Reports.” http://www.itu.int/osg/spu/sfo/annual_reports/index.html

Nielsen Company. “Reports.” 2013. http://www.nielsen.com/us/en/reports/2013.html?tag=Category:Media+ and+Entertainment

Oxford Internet Surveys. “Publications.” http://microsites.oii.ox.ac.uk/oxis/publications

Pew Internet & American Life Project. “Social Networking.” Pew Internet. http://www.pewinternet.org/Topics/Activities-and-Pursuits/Social-Networking.aspx?typeFilter=5

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The Internet, Politics and the Politics of Internet Debate

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Network Science (2005)

Chapter: 8 conclusions and recommendations, 8 conclusions and recommendations.

In this chapter the committee combines its findings into conclusions and offers recommendations. First, it collects the factual findings presented in Chapters 2 - 7 into three overarching conclusions concerning the importance of networks and the current state of knowledge about them. Next, it articulates specific conclusions that are directly responsive to Items 1 through 3 of the statement of task. Finally, in response to Item 4, the committee provides its recommendations, including for research initiatives. Box 8-1 summarizes how the report responds to the statement of task.

OVERARCHING CONCLUSIONS

Conclusion 1. Networks are pervasive in all aspects of life: biological, physical, and social. They are indispensable to the workings of a global economy and to the defense of the United States against both conventional military threats and the threat of terrorism.

Conclusion 1 was developed in Chapters 2 and 3 and summarized in Tables 2-1 , 2-2 , and 3-1 and the discussions surrounding them. It sets the stage for the committee’s inquiry into the state of knowledge about these networks.

Conclusion 2. Fundamental knowledge about the prediction of the properties of complex networks is primitive.

Given the pervasiveness and vital importance of networks, one might assume that a lot is known about them. As documented in Chapters 5 and 6 , however, this is not the case. Although the technology for constructing and operating engineered physical networks is sophisticated, critical questions about their robustness, stability, scaling, and performance cannot be answered with confidence without extensive simulation and testing. For large global networks, even simulations are often inadequate. The design and operation of network components (such things as computers, routers, or radios) are based on fundamental knowledge gleaned from physics, chemistry, and materials science. However, there is no comparable fundamental knowledge that allows the a priori prediction of the properties of complex assemblies of these components into networks. Indeed, such networks are expected to exhibit emergent behaviors—that is, behaviors that cannot be predicted or anticipated from the known behaviors of their components. In the case of social and biological networks, even the properties of the components are poorly known. A huge gap exists between the demand for knowledge about the networks on which our lives depend and the availability of that knowledge.

The committee learned that developing predictive models of the behavior of large, complex networks is difficult. There are relatively few rigorous results to describe the scaling of their behaviors with increasing size. Surprisingly, this is true for common engineered networks like the Internet as well as for social and biological networks.

Simulation rather than analysis is the research tool of choice. In the case of social networks, even simulation is vastly complicated by the diversity and complexity of the agents that are the nodes of the networks—humans or groups of humans “in the wild.” Which of their many properties are relevant for developing mathematical models of a particular phenomenon? Existing models of social networks, moreover, represent highly simplified situations and not necessarily ones that are relevant to the Army or network-centric warfare.

Finally, the notion of using network models in biology is relatively new. Controversy swirls around their utility, indeed around that of systems biology itself. In spite of a burgeoning literature on the structure of simple networks, the advancement of the field to allow relating basic scientific results to applications of societal and military interest still lies mostly in the future.

Conclusion 3. Current funding policies and priorities are unlikely to provide adequate fundamental knowledge about large complex networks.

The Assistant Secretary of the Army (Acquisition, Logistics, and Technology) has requested the National Research Council (NRC) Board on Army Science and Technology (BAST) conduct a study to define the field of Network Science. The NRC will:

NOTE: The statement of task is in lightface; the summary of responses is in boldface.

Fundamental knowledge is created and stockpiled in disciplinary environments, mostly at universities, and then used as required by (vertically integrated) industries to provide the products and services required by customers, including the military. This fundamental knowledge is different in kind from empirical knowledge gleaned during the development of technology and products. You get what you measure. Suppliers of fundamental knowledge measure publications, presentations, students supervised, awards received, and other metrics associated with individual investigators. The knowledge accumulates along traditional disciplinary lines because this is where the rewards are found. Large team activities are

relatively rare (except in medicine and large-scale physics experiments) and are mostly left to the consumers of the fundamental knowledge, who must supplement the fundamental knowledge generously with empirical knowledge to convert it into the goods and services desired by the paying customer.

This scheme worked marvelously for more than a half a century, when the United States dominated the world and industries were vertically integrated. With the onset of the global economy in the 1990s, however, the situation began to change dramatically, for a number of reasons. First, knowledge, investment capital, technology, and technical labor are becoming globally available commodities. Second, economic activity, including R&D, is becoming global in scale. Third, these two trends are making the networks on which we depend ever larger and more complex and their susceptibility to disruption ever greater.

This traditional scheme does not work well for generating knowledge about global networks, because focused, coordinated efforts are needed. Thus, there is a huge difference between the social and financial arrangements needed to gain fundamental knowledge about large, complex networks in a global environment and the arrangements that worked so well to provide such knowledge for the design and production of smaller, less complex entities in a national environment. Any successful effort to create the knowledge necessary to secure robust, reliable scalable global networks must come to grips with this reality.

Overall, the committee is led to a view of networks as pervasive in and vital to modern society, yet understood only as well as the solar system was understood in Ptolemy’s time. The military has made networks the centerpiece of its transformation effort without a methodology to design networks in the physical and information domains in a predictive way for network-centric operations (NCO). Further, according to the DOD Office of Force Transformation, research in the cognitive and social domains has yet to yield advances comparable to the technological developments in the information domain. At the same time, current efforts by academia to describe networks are fragmented and disjointed. Relatively little of the current research on networks promises to create a science of networks that will generate knowledge adequate to meet the demand.

In short, there is a massive disconnect between the importance of networks in modern society and military affairs on the one hand and, on the other, the support of coherent R&D activities that would raise current network technologies and capabilities to the next level. The Army alone cannot transform this situation, but it can make a beginning.

SPECIFIC CONCLUSIONS

Items 1 and 2 in the statement of task inquire into the appropriateness of a field of investigation called network science and its definition, content, and the research challenges that would characterize it. Elements of a field of network science have begun to emerge in different disciplines spanning engineering, biological, and social networks. The emerging field is concerned with the development and analysis of network representations to create predictive models of observed physical, biological, and social phenomena.

The remarkable diversity and pervasiveness of network ideas renders the study of network science a highly leveraged topic for both civilian and military investment. The provisional consensus around its core content clearly defines the notion of network science. By making an investment in network science, the Army could forge a single approach to a diverse collection of applications.

Conclusion 4. Network science is an emerging field of investigation whose support will address important societal problems, including the Army’s pursuit of network-centric operations capabilities.

Although the boundaries of network science are fuzzy, there is broad agreement on key topics that should be included within the field, the types of tools that must be developed, and the research challenges that should be investigated. These were documented in Chapters 3 and 4 .

Conclusion 5. There is a consensus among the practitioners of research on networks for physical, biological, social, and information applications on the topics that make up network science.

Responses to its questionnaire greatly assisted the committee in determining “the key research challenges to enable progress in network science.” These responses establish that there is a fair degree of consensus on these challenges across practitioners in diverse applications areas.

Conclusion 6. There are seven major research challenges the surmounting of which will enable progress in network science:

Dynamics, spatial location, and information propagation in networks. Better understanding of the relationship between the architecture of a network and its function is needed.

Modeling and analysis of very large networks. Tools, abstractions, and approximations are needed that allow reasoning about large-scale networks, as well as techniques for modeling networks characterized by noisy and incomplete data.

Design and synthesis of networks. Techniques are needed to design or modify a network to obtain desired properties.

Increasing the level of rigor and mathematical structure. Many of the respondents to the questionnaire felt that the current state of the art in network

science did not have an appropriately rigorous mathematical basis.

Abstracting common concepts across fields. The disparate disciplines need common concepts defined across network science.

Better experiments and measurements of network structure. Current data sets on large-scale networks tend to be sparse, and tools for investigating their structure and function are limited.

Robustness and security of networks. Finally, there is a clear need to better understand and design networked systems that are both robust to variations in the components (including localized failures) and secure against hostile intent.

These challenges are elaborated in terms of specific research issues and their theoretical, experimental, and practical difficulties in Chapter 7 and Appendix E within the framework of exploring various investment scenarios. The scenarios respond to Item 3 in the statement of task.

Although all the military services have a vision of the future in which engineered communications networks play a fundamental role, there is no methodology for ensuring that these networks are scalable, reliable, robust, and secure. Of particular importance is the ability to design networks whose behaviors are predictable in their intended domains of applications. This also is true in the commercial sphere. Creation of such a methodology is an especially pressing task because global commercial networks can also be exploited by criminal and terrorist social networks.

Conclusion 7. The high value attached to the efficient and failure-free operation of global engineered networks makes their design, scaling, and operation a national priority.

RECOMMENDATIONS

The statement of task requests investment recommendations from the committee. Options for these recommendations are explored in Chapter 7 and Appendix E . The committee documents in Chapters 2 and 3 that the impact of networks on society transcends their impact on military applications, although both are vital aspects of the total picture. Chapters 3 and 4 explain that the current state of knowledge about networks does not support the design and operation of complex global networks for current military, political, and economic applications. Advances in network science are essential to developing adequate knowledge for these applications.

Recommendation 1. The federal government should initiate a focused program of research and development to close the gap between currently available knowledge about networks and the knowledge required to characterize and sustain the complex global networks on which the well-being of the United States has come to depend.

This recommendation is buttressed by centuries of evidence that disruptive social networks (e.g., terrorists, criminals) learn to exploit evolving infrastructure networks (e.g., communications or transportation) in ways that the creators of these networks did not anticipate. The global war on terrorism, which is a main driver of military transformation, is only one recent manifestation of this general pattern. Society has the same need in other areas, such as control of criminal activities perpetrated using the global airline and information infrastructures. Addressing problems resulting from the interaction of social and engineered networks is an example of a compelling national issue that transcends the transformation of the military and that is largely untouched by current research on networks.

Within this broad context, Recommendations 1a, 1b, and 1c provide the Army with three options:

Recommendation 1a. The Army, in coordination with other federal agencies, should underwrite a broad network research initiative that includes substantial resources for both military and nonmilitary applications that would address military, economic, criminal, and terrorist threats.

The Army can lead the country in creating a base of network knowledge that can support applications for both the Army and the country at large. Maximum impact could be obtained by a coordinated effort across a variety of federal agencies, including the DOD and the Department of Homeland Security, to create a focused national program of network research that would develop applications to support not only NCO but also countermeasures against international terrorist and criminal threats.

Alternatively, if the Army is restricted to working just with the DOD, it should initiate a focused program to create an achievable vision of NCO capabilities across all the services.

Recommendation 1b. If the Army wants to exploit fully applications in the information domain for military operations in a reasonable time frame and at an affordable cost, it should champion the initiation of a high-priority, focused DOD effort to create a realizable vision of the associated capabilities and to lay out a trajectory for its realization.

Finally, if the Army elects to apply the insight from the committee primarily to its own operations, it can still provide leadership in network science research.

TABLE 8-1 Network Research Areas

Research Area	Key Objective	Time Frame	Commercial Interest	Priority for Army Investment
Modeling, simulating, testing, and prototyping very large networks	Practical deployment tool sets	Mid term	High	High
Command and control of joint/combined networked forces	Networked properties of connected heterogeneous systems	Mid term	Medium	High
Impact of network structure on organizational behavior	Dynamics of networked organizational behavior	Mid term	Medium	High
Security and information assurance of networks	Properties of networks that enhance survival	Near term	High	High
Relationship of network structure to scalability and reliability	Characteristics of robust or dominant networks	Mid term	Medium	Medium
Managing network complexity	Properties of networks that promote simplicity and connectivity	Near term	High	High
Improving shared situational awareness of networked elements	Self-synchronization of networks	Mid term	Medium	High
Enhanced network-centric mission effectiveness	Individual and organizational training designs	Far term	Medium	Medium
Advanced network-based sensor fusion	Impact of control systems theory	Mid term	High	Medium
Hunter-prey relationships	Algorithms and models for adversary behaviors	Mid term	Low	High
Swarming behavior	Self-organizing UAV/UGV; self-healing	Mid term	Low	Medium
Metabolic and gene expression networks	Soldier performance enhancement	Near term	Medium	Medium

Recommendation 1c. The Army should support an aggressive program of both basic and applied research to improve its NCO capabilities.

Specific areas of research of interest to the Army are shown in Table 8-1 . This table expresses the committee’s assessment of the relative priorities for these areas, the time frames in which one might reasonably expect them to be consummated as actionable technology investment options, and the degree of commercial interest in exploiting promising options. Specific research problems and sample projects are given in Appendix E . The committee notes that both trained personnel and promising research problems exist in many of these areas, so the Army should be able to create a productive program readily.

By selecting from among Recommendations 1a through 1c an option that is ambitious yet achievable, the Army can lead the country in creating a base of knowledge emanating from network science that is adequate to support applications on which both the Army and the country at large depend. Regardless of which option (or options) are adopted, Army initiatives in network science should be grounded in basic research.

Recommendation 1d. The initiatives recommended in 1, 1a, 1b, and 1c should include not only theoretical studies but also the experimental testing of new ideas in settings sufficiently realistic to verify or disprove their use for intended applications.

Recommendations 1, 1a, 1b, and 1c span only part of the investment opportunity space—namely, those segments of the space described in Scenarios 2 and 3 in Chapter 7 and Appendix E . They will involve substantial changes in how the Army invests its R&D dollars and in how it plans and manages these investments.

The Army also has the opportunity associated with Scenario 1 in Chapter 7 , which involves funding a small program of basic research in network science. This investment of relatively small amounts of Army risk capital funds would create a base of knowledge and personnel from which the Army could launch an attack on practical problems that arise as it tries to provide NCO capabilities.

Investments in basic (6.1) research in network science can generate significant value; however, the committee wants to be crystal clear that such investments have no immediate prospects of impacting the design, testing, evaluation, or sourcing of NCO capabilities. They would create additional knowledge that builds the core content of network science, and they would train researchers who could also be recruited by the Army for later efforts. While the knowledge generated would probably be less valuable than in the case

of Scenarios 2 and 3, the cost is less and implementation can be immediate.

If the Army elects to exploit Scenario 1, the committee offers the following two further recommendations:

Recommendation 2. The Army should make a modest investment of at least $10 million per year to support a diverse portfolio of basic (6.1) network research that promises high leverage for the dollars invested and is clearly different from existing investments by other federal agencies like the National Science Foundation (NSF), the Department of Energy (DOE), and the National Institutes of Health (NIH).

This modest level of investment is compatible with the Army’s current R&D portfolio. There is an adequate supply of promising research topics and talented researchers to make this investment productive. Additionally, it can be implemented within the Army’s current R&D management work processes, although some enhancements along the lines noted in Chapter 7 and Appendix E would improve the return on this investment.

To identify the topics in basic network science research that would bring the most value to NCO, the committee recalls that the open system architectures for computer networks consist of layers, each of which performs a special function regarded as a “service” by the layers above. It is useful to distinguish among the lower (physical and transport) layers of this architecture, the higher (applications) layers that are built on top of them to offer services to the people, and the cognitive and social networks that are built higher still, on top of the services-to-humans layers.

Research on the lower layers of the network architecture is relatively mature. Improving the services offered at these levels is more of an engineering problem than one requiring basic research. The most immediate payoffs from network science are likely to result from research associated with the upper levels of the network architecture and the social networks that are built at an even higher level upon their outputs. This is where the committee thinks that Army investments are most likely to create the greatest value.

An area of particular promise that has little or no current investment is the social implications of NCO for the organizational structure and command and control. Basic research could provide valuable insight into how military personnel use advanced information exchange capabilities to improve combat effectiveness. For example, one might study how troops in combat could use these capabilities to make better decisions. Additional basic research in the core content of network science might help to determine how the Army can most productively utilize the capabilities of its advanced information infrastructure.

Recommendation 3. The Army should fund a basic research program to explore the interaction between information networks and the social networks that utilize them.

The Army can implement Recommendations 2 and 3 within the confines of its present policies and procedures. They require neither substantial replanning nor the orchestration of joint Army/university/industry research projects. They create significant value and are actionable immediately.

The committee’s Recommendations 1, 1a through 1d, 2, and 3 give the Army an actionable menu of options that span the opportunity space available. By selecting and implementing appropriate items from this menu, the Army can develop a robust network science to “enable progress toward achieving Network-Centric Warfare capabilities,” as requested in the statement of task.

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The military is currently attempting to develop itself into a force capable of networkcentric operations. While this effort has highlighted the military's dependence on interacting networks, it has also shown that there is a huge gap between what we need to know about networks and our fundamental knowledge about network behavior. This gap makes the military vision of NCO problematic. To help address this problem, the Army asked the NRC to find out whether identifying and funding a new field of "network science" could help close this gap. This report presents an examination of networks andthe military, an analysis of the promise, content, and challenges of network science, and an assessment of approaches to creating value from network science.

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Internet Essay

Essay on Internet

Introduction The Internet is a system of interconnection of computer networks that link several billion devices worldwide. It is a global network of networks that consists of millions of non-public, public, academic, business and government packet switched networks, joined by a broad array of electronic, wireless and optical networking technologies. The Internet carries an intensive variety of information resources and services, like applications of world wide web (www), the infrastructure to support email, peer-to-peer networks for file sharing and telephony. It has become an important part of our life and we cannot live without it. Internet can be called as the discovery of man that has revolutionized his style of working and living.

The Internet was started as the creation of a small band of dedicated researchers and has grown to be a commercial success with billions of dollars of annual investments. It has completely reduced distance, minimized all limitations and made our world relatively a smaller place. The Internet has brought information at our doorstep at the click of a button. The Internet revolutionized the computer and world of communication like never before.

The Internet is replete with countless advantages. It has made possible man’s access to countless websites, information programs, scientific discoveries, global political, social, economic and cultural developments and happenings, libraries, entertainment and much more.

The Internet boom in India has become one of the major contributors towards the economic growth of the country. It has revolutionized the metros, the towns and the villages. The Internet has contributed massively to the employment sector across the country. The need for professionals has increased who would feed the information into the web. Content writing and management, web page designing, Internet advertisements have become booming sectors within the IT industry.

In the education field, learners can coordinate projects with classrooms all over the globe. Students across the globe do research works online and all information related to research is accessible on the web at the touch of a button. Not only for the students, the Internet has become an incredible tool for the job seekers.

The Internet is being used for finding people, place or information on any subject. One can use the directory services to search phone books of any country together with zip codes. People are connecting with friends and families by exchanging emails to facilitate letter writing, keeping down the cost of phone calls.

In the field of travel, cities, towns, states and countries are using the web to post detailed tourist and event information. Travelers can easily find information on weather, maps, timings for events and transportation schedules and buy tickets to various tourists’ spots.

Today the Internet is used for shopping, paying utility bills, credit card bills, admission fees, E-commerce, online banking facility. In the world of marketing and sales, companies are marketing and selling their products and creating brands over the net.

Patients and doctors keep up-to-date with the latest medical findings, share treatment information and give one another support in medical problems.

Furthermore, people are also finding partners through matchmaking sites.

Today, people are doing financial research; trading like buying and selling stock and investing money.

However, the Internet has some setbacks too, which is a threat to the entire mankind. People, especially youngsters are getting addicted to the Internet and thus causing problems to their health. It is making this generation lazy. Internet hackers are on the rise, creating nuisance in the world of business and communication. There are a lot of thefts, frauds and unscrupulous businesses cropping up that are taking undue advantage of innocent people. Anti-social elements of society and cyber crime are also using the Internet against humanity.

Internet is a great tool that man has discovered but its wrong use and negative impact must be minimized.

FAQs on Internet Essay

1. What is the Internet?

The Internet is a computerized network of information. It is a system of interconnection of computer networks that link several billions of devices.

2. What are the Advantages of the Internet?

The Internet has brought information to our doorstep. It has made possible man’s access to countless websites, information programs, scientific discoveries, global political, social, economic and cultural developments and happenings, libraries, entertainment and much more.

3. What are the Disadvantages of the Internet?

Some of the disadvantages of the Internet: people especially, the youngsters are getting highly addicted to the Internet. There are a lot of thefts, fraudulent activities and unscrupulous business happening, which have become a threat to humankind.

4. How has the Internet has Become a Boon to India?

The Internet in India has made revolutionary changes in the metros, small towns and villages. It has created a plethora of job opportunities. The rise in the use of the Internet has led to the growth of cyber cities, cyber cafes and Internet parlors across the country.

21 Writing an Introduction and Conclusion

The introduction and conclusion are the strong walls that hold up the ends of your essay. The introduction should pique the readers’ interest, articulate the aim or purpose of the essay, and provide an outline of how the essay is organised. The conclusion mirrors the introduction in structure and summarizes the main aim and key ideas within the essay, drawing to a logical conclusion. The introduction states what the essay will do and the conclusion tells the reader what the essay has achieved .

Introduction

The primary functions of the introduction are to introduce the topic and aim of the essay, plus provide the reader with a clear framework of how the essay will be structured. Therefore, the following sections provide a brief overview of how these goals can be achieved. The introduction has three basic sections (often in one paragraph if the essay is short) that establish the key elements: background, thesis statement, and essay outline.

The background should arrest the readers’ attention and create an interest in the chosen topic. Therefore, backgrounding on the topic should be factual, interesting, and may use supporting evidence from academic sources . Shorter essays (under 1000 words) may only require 1-3 sentences for backgrounding, so make the information specific and relevant, clear and succinct . Longer essays may call for a separate backgrounding paragraph. Always check with your lecturer/tutor for guidelines on your specific assignment.

Thesis Statement

The thesis statement is a theory, put forward as a position to be maintained or proven by the writing that follows in the essay. It focuses the writer’s ideas within the essay and all insights, arguments and viewpoints centre around this statement. The writer should refer back to it both mentally and literally throughout the writing process, plus the reader should see the key concepts within the thesis unfolding throughout the written work. A separate section about developing the thesis statement has been included below.

Essay Outline Sentence/s

The essay outline is 1-2 sentences that articulate the focus of the essay in stages. They clearly explain how the thesis statement will be addressed in a sequential manner throughout the essay paragraphs. The essay outline should also leave no doubt in the readers’ minds about what is NOT going to be addressed in your essay. You are establishing the parameters, boundaries, or limitations of the essay that follows. Do not, however, use diminishing language such as, “this brief essay will only discuss…”, “this essay hopes to prove/will attempt to show…”. This weakens your position from the outset. Use strong signposting language, such as “This essay will discuss… (paragraph 1) then… (paragraph 2) before moving on to… (paragraph 3) followed by the conclusion and recommendations”. This way the reader knows from the outset how the essay will be structured and it also helps you to better plan your body paragraphs (see Chapter 22).

Brief Example

(Background statement) Nuclear power plants are widely used throughout the world as a clean, efficient source of energy. (Thesis with a single idea) It has been proven that thermonuclear energy (topic) is a clean, safe alternative to burning fossil fuels. (Essay outline sentence) This essay will discuss the environmental, economic, social impacts of having a thermonuclear power plant providing clean energy to a major city.

Background statement
Thesis statement – claim
Essay outline sentence (with three controlling ideas )

Regardless of the length of the essay, it should always have a thesis statement that clearly articulates the key aim or argument/s in the essay. It focuses both the readers’ attention and the essay’s purpose. In a purely informative or descriptive essay, the thesis may contain a single, clear claim. Whereas, in a more complex analytical, persuasive, or critical essay (see Chapter 15) there may be more than one claim, or a claim and counter-claim (rebuttal) within the thesis statement (see Chapter 25 – Academic Writing [glossary]). It is important to remember that the majority of academic writing is not only delivering information, it is arguing a position and supporting claims with facts and reliable examples. A strong thesis will be original, specific and arguable. This means it should never be a statement of the obvious or a vague reference to general understandings on a topic.

Weak Thesis Examples

The following examples are too vague and leave too many questions unanswered because they are not specific enough.

“Reading is beneficial” – What type of reading? Reading at what level/age? Reading for what time period? Reading what types of text? How is it beneficial, to who?

“Dogs are better than cats” – Better in what way? What types of dogs in what environment? Domesticated or wild animals? What are the benefits of being a dog owner? Is this about owning a dog or just dogs as a breed?

“Carbon emissions are ruining our planet” – Carbon emissions from where/what? In what specific way is our planet suffering? What is the timeframe of this problem?

A strong thesis should stand up to scrutiny. It should be able to answer the “So what?” question. Why should the reader want to continue reading your essay? What are you going to describe, argue, contest that will fix their attention? If no-one can or would argue with your thesis, then it is too weak, too obvious.

Your thesis statement is your answer to the essay question.

A strong thesis treats the topic of an essay in-depth. It will make an original claim that is both interesting and supportable, plus able to be refuted. In a critical essay this will allow you to argue more than one point of view (see Chapter 27 – Writing a Discursive Essay ). Again, this is why it is important that you complete sufficient background reading and research on your topic to write from an informed position.

Strong Thesis Examples

“Parents reading to their children, from age 1-5 years, enhance their children’s vocabulary, their interest in books, and their curiosity about the world around them.”

“Small, domesticated dogs make better companions than domesticated cats because of their loyal and intuitive nature.”

“Carbon emissions from food production and processing are ruining Earth’s atmosphere.”

As demonstrated, by adding a specific focus, and key claim, the above thesis statements are made stronger.

Beginner and intermediate writers may prefer to use a less complex and sequential thesis like those above. They are clear, supportable and arguable. This is all that is required for the Term one and two writing tasks.

Once you become a more proficient writer and advance into essays that are more analytical and critical in nature, you will begin to incorporate more than one perspective in the thesis statement. Again, each additional perspective should be arguable and able to be supported with clear evidence. A thesis for a discursive essay (Term Three) should contain both a claim AND counter-claim , demonstrating your capacity as a writer to develop more than one perspective on a topic.

A Note on Claims and Counter-claims

Demonstrating that there is more than one side to an argument does not weaken your overall position on a topic. It indicates that you have used your analytical thinking skills to identify more than one perspective, potentially including opposing arguments. In your essay you may progress in such a way that refutes or supports the claim and counter-claim.

Please do not confuse the words ‘claim’ and ‘counter-claim’ with moral or value judgements about right/wrong, good/bad, successful/unsuccessful, or the like. The term ‘claim’ simply refers to the first position or argument you put forward, and ‘counter-claim’ is the alternate position or argument.

Discursive Essay Thesis – Examples adapted from previous students

“ Although it is argued that renewable energy may not meet the energy needs of Australia, there is research to indicate the benefits of transitioning to more environmentally favourable energy sources now.”

“It is argued that multiculturalism is beneficial for Australian society, economy and culture, however some members of society have a negative view of multiculturalism‘s effects on the country.”

“The widespread adoption of new technologies is inevitable and may benefit society, however , these new technologies could raise ethical issues and therefore might be of detriment .”

Note the use of conjunctive terms (underlined) to indicate alternative perspectives.

In term three you will be given further instruction in developing a thesis statement for a discursive essay in class time.

The conclusion is the final paragraph of the essay and it summarizes and synthesizes the topic and key ideas, including the thesis statement. As such, no new information or citations should be present in the conclusion. It should be written with an authoritative , formal tone as you have taken the time to support all the claims (and counter-claims) in your essay. It should follow the same logical progression as the key points in your essay and reach a clear and well-written conclusion – the statement within the concluding paragraph that makes it very clear you have answered the essay question. Read the marking criteria of your assignment to determine whether you are also required to include a recommendation or prediction as part of the conclusion. If so, make recommendations relevant to the context and content of the essay. They should be creative, specific and realistic. If you are making a prediction, focus on how the information or key arguments used in the essay might impact the world around you, or the field of inquiry, in a realistic way.

A strong, well-written conclusion should draw all of the threads of the essay together and show how they relate to each other and also how they make sense in relation to the essay question and thesis.

make clear, distinct, and precise in relation to other parts

Synonyms: catch and hold; attract and fix; engage

researched, reliable, written by academics and published by reputable publishers; often, but not always peer reviewed

concise expressed in few words

assertion, maintain as fact

a claim made to rebut a previous claim

attract and hold

used to link words or phrases together See 'Language Basics'

able to be trusted as being accurate or true; reliable

decision reached by sound and valid reasoning

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Assignment 2 – OECD Internet Policy Initiatives

Due date: 11:59pm on Friday 9/13/2019 on Stellar

OECD initiatives

Assignment: You are a senior policy advisor to US Secretary of State Michael Pompeo. Write him a memo on the results of your group’s Internet in the World 2019 activity on OECD Internet Policymaking Principles during Class 1. The report should briefly orient the Secretary to the questions posed for discussion, then summarize the successes and failures identified by the group. Use subsections to organize your report. You might try to identify patterns or make comparisons. Do U.S. strengths lie in different areas than international successes? Are certain policy items universally more successful? In your conclusion, try to reach beyond the (trite) claim that “some recommendations have been implemented but there is much more work to be done.” The memo should be between 800-1000 words.

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How to Write a Conclusion for an Assignment

Table of Contents

What Is a Conclusion?

How to write a conclusion for your essay, typical words to start a conclusion, a conclusion example for assignment, now, it’s time for this article’s conclusion….

A conclusion is a summary of the whole assignment. It should restate the thesis, summarize key ideas presented in the assignment, and leave the reader with a final idea about the topic in general to ponder further! It is the most logical way to end an assignment. Conclusion writing is not so difficult! The purpose of a conclusion is to link the thesis statement (written in the introduction) with main ideas or points (made in the main body) and provide an overall message. A conclusion provides closure and is expected in most academic related writing, including assignments, research papers, and essays. At AssignmentBro you can order assignment help online and our expert writers help with any difficulty homework.

To write an assignment conclusion, follow the 7 simple steps below!

Start a conclusion paragraph by indenting the first line or leaving a blank line in between the last main body paragraph and the conclusion.
Use a suitable starting word or phrase to indicate the assignment is drawing to a close, such as, ‘In summary’ or ‘With all this in mind’ (read on for further example starter words and phrases).
Revisit your introduction to remind yourself of the thesis e.g., ‘The biggest contributor to global warming is animal agriculture’ . Then, either paraphrase or answer the thesis e.g., ‘In summary, animal agriculture is the main cause of global warming’ .
Summarize the main point made by each paragraph in the assignment. So, if you have written 3 main body paragraphs, there should be 3 main points stated in the conclusion e.g., ‘ The animal agricultural sector causes extensive GHG emissions. As the world population grows, increasingly colossal areas of rainforest are being cleared for farmed animals, to keep up the demand for meat. Furthermore, seemingly unmeasurable amounts of animal wastes are polluting vast areas of land and water, thus ruining the biodiversity that helps to keep our planet’s GHG’s balanced’.
Ensure you do not give the reader any new information. The conclusion is not the place for this.
To end a paragraph, give your readers a closing sentence about the overall topic and try to encourage them to think further e.g., ‘If the world’s population continues to grow at its current rate and we do not make the shift towards a plant-based diet fast enough, we may reach a point whereby the damage to the ozone layer is beyond repair’ .
Finally, end a conclusion, proof-read it! Do not skip this part! There is no point writing an amazing conclusion in assignment if readers cannot understand it or spot several spelling, punctuation, or grammatical errors!

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It’s important for the reader to sense the assignment is ending. Here are some useful words and phrases that can help you achieve this, and transition well into the concluding paragraph of your assignment:

Given the circumstances
Now that one knows
The logical conclusion appears to be
To summarize
Upon consideration of the facts discussed
After the exploration of multiple professional viewpoints
In view of this information
Nevertheless
When faced with the dilemma of
Bearing all this in mind
It seems clear that
Given the evidence presented
With all aspects considered

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When writing a conclusion for an assignment, it can be easier to see an example:

Overall, owning a pet is a huge commitment that can span many years of one’s life. A pet will require regular feeding and day-to-day care. Many pets need large amounts of human interaction, attention, and affection which can be time-consuming. Furthermore, a pet may incur great costs by means of food, medical care and pet sitting (whenever the owner wants to go on vacation without the pet). The decision of whether to welcome a pet into your home must be considered in great depth, and at length, to prevent another potentially unwanted animal ending its life in an animal shelter.

Ultimately, writing a concluding paragraph is simple when you refer to the introduction for the assignment , and the key points made in the main body. All the information you need is already there, but it just needs re-working to provide the reader with closure, and perhaps also get them thinking further about the points you have made!

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Essay on Internet Uses For Students

500 + words internet essay.

The internet is described as a global network of computer systems interconnected and following the internet security protocol. However, have you ever considered why the internet is important? This 500+ Words Essay on internet advantages and disadvantages will help students ace essay writing during exams.

A combination of high-end science and advanced technology, the internet is a viral invention. Here, in an essay on the internet, students can learn about the uses and impact of the internet.

Why the Internet Is Important

The internet has undergone significant development from the time of its birth to the present. Over a period of time, the internet has become more interactive and user-friendly. It has also helped man in day-to-day transactions and interactions. The Internet is widely used for numerous functions such as learning, teaching, research, writing, sharing content or data, e-mails, job hunting, playing games, listening to music, watching videos, exploring and finally surfing the internet. Meanwhile, though it makes life easy for people, the internet also comes with a lot of pros and cons. Find the advantages and disadvantages of the internet from this essay.

Essay on Advantages of Internet

Read this essay on internet advantages to know the effects of using the internet. Look for the points mentioned below.

The internet has helped reduce the usage of paper and paperwork to a large extent by computerising offices, schools, NGOs, industries and much more.
Internet helps to provide updated information and news from all over the world
Education, business and travel have been thriving with the growth of the Internet
The internet is of high educational and entertainment value
The internet makes access to public resources, libraries and textbooks much easier
The internet makes it easy by reducing the time and energy taken to do work
Work has become more efficient, quick and accurate
Meetings and conferences are made easier with video calls and other brilliant tools

Apart from all these, as mentioned in the above paragraph on Internet uses, it helps carry out banking activities, exchange information, shop for various goods and more.

Essay on Internet Disadvantages

Despite the use of the internet and its positives, there are also some internet disadvantages. Continuous use of the internet can affect our lifestyle and health. Let us check out the disadvantages of the internet from this paragraph.

Over-dependence on the internet can lead to many health problems
People tend to spend more of their productive time doing nothing but browsing
Even if the internet is now used extensively at work, overuse of the internet could lead to depression
Quality time with friends and relatives is primarily reduced due to the use of the internet
Cybercrime has also increased as internet security and privacy are compromised

Thus, we have seen the uses of the internet and its impact on students and working professionals. While we know that overuse of the internet should be avoided, we also have to acknowledge that the internet has still not been exploited to its full potential, despite its massive growth. In conclusion, we can state that to make internet use more comfortable and pleasurable, school students should be taught about the pros and cons of using the internet, thus ensuring that they can stand up against cybercrime and ensure safety.

Also Read: Social Media Essay | Essay on Women Empowerment | Essay On Constitution of India

Frequently asked Questions on Internet Essay

What is the internet.

The internet is a global system of interconnected computers and this system uses a standardised Internet Protocol suite for communication and sharing information.

What are the top 5 uses of the Internet?

The Internet is mostly used by people to send emails and to search on any topic. It can be used to download large files. People depend on the internet for electronic news and magazines these days. A lot of people, especially the young generation use it to play interactive games and for entertainment.

What is WiFi?

WiFi is the latest wireless technology used to connect computers, tablets, smartphones and other electronic devices to the internet.

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Working with sources
How to Write a Summary | Guide & Examples

How to Write a Summary | Guide & Examples

Published on November 23, 2020 by Shona McCombes . Revised on May 31, 2023.

Summarizing , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.

There are five key steps that can help you to write a summary:

Read the text
Break it down into sections
Identify the key points in each section
Write the summary
Check the summary against the article

Writing a summary does not involve critiquing or evaluating the source . You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).

When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, other interesting articles, frequently asked questions about summarizing.

There are many situations in which you might have to summarize an article or other source:

As a stand-alone assignment to show you’ve understood the material
To keep notes that will help you remember what you’ve read
To give an overview of other researchers’ work in a literature review

When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.

But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyze or critique it.

In any case, the goal of summarizing is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.

Prevent plagiarism. Run a free check.

You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:

Scan the article quickly to get a sense of its topic and overall shape.
Read the article carefully, highlighting important points and taking notes as you read.
Skim the article again to confirm you’ve understood the key points, and reread any particularly important or difficult passages.

There are some tricks you can use to identify the key points as you read:

Start by reading the abstract . This already contains the author’s own summary of their work, and it tells you what to expect from the article.
Pay attention to headings and subheadings . These should give you a good sense of what each part is about.
Read the introduction and the conclusion together and compare them: What did the author set out to do, and what was the outcome?

To make the text more manageable and understand its sub-points, break it down into smaller sections.

If the text is a scientific paper that follows a standard empirical structure, it is probably already organized into clearly marked sections, usually including an introduction , methods , results , and discussion .

Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.

Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?

Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.

In a scientific article, there are some easy questions you can ask to identify the key points in each part.

Key points of a scientific article
Introduction	or problem was addressed?
Methods
Results	supported?
Discussion/conclusion

If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.

In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.

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Now that you know the key points that the article aims to communicate, you need to put them in your own words.

To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.

The best way to do this is to put the article aside and write out your own understanding of the author’s key points.

Examples of article summaries

Let’s take a look at an example. Below, we summarize this article , which scientifically investigates the old saying “an apple a day keeps the doctor away.”

Davis et al. (2015) set out to empirically test the popular saying “an apple a day keeps the doctor away.” Apples are often used to represent a healthy lifestyle, and research has shown their nutritional properties could be beneficial for various aspects of health. The authors’ unique approach is to take the saying literally and ask: do people who eat apples use healthcare services less frequently? If there is indeed such a relationship, they suggest, promoting apple consumption could help reduce healthcare costs.

The study used publicly available cross-sectional data from the National Health and Nutrition Examination Survey. Participants were categorized as either apple eaters or non-apple eaters based on their self-reported apple consumption in an average 24-hour period. They were also categorized as either avoiding or not avoiding the use of healthcare services in the past year. The data was statistically analyzed to test whether there was an association between apple consumption and several dependent variables: physician visits, hospital stays, use of mental health services, and use of prescription medication.

Although apple eaters were slightly more likely to have avoided physician visits, this relationship was not statistically significant after adjusting for various relevant factors. No association was found between apple consumption and hospital stays or mental health service use. However, apple eaters were found to be slightly more likely to have avoided using prescription medication. Based on these results, the authors conclude that an apple a day does not keep the doctor away, but it may keep the pharmacist away. They suggest that this finding could have implications for reducing healthcare costs, considering the high annual costs of prescription medication and the inexpensiveness of apples.

However, the authors also note several limitations of the study: most importantly, that apple eaters are likely to differ from non-apple eaters in ways that may have confounded the results (for example, apple eaters may be more likely to be health-conscious). To establish any causal relationship between apple consumption and avoidance of medication, they recommend experimental research.

An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.

For example, in a literature review or meta analysis you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.

Using national survey data, Davis et al. (2015) tested the assertion that “an apple a day keeps the doctor away” and did not find statistically significant evidence to support this hypothesis. While people who consumed apples were slightly less likely to use prescription medications, the study was unable to demonstrate a causal relationship between these variables.

Citing the source you’re summarizing

When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.

You can easily create your citations and references in APA or MLA using our free citation generators.

APA Citation Generator MLA Citation Generator

Finally, read through the article once more to ensure that:

You’ve accurately represented the author’s work
You haven’t missed any essential information
The phrasing is not too similar to any sentences in the original.

If you’re summarizing many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

ChatGPT vs human editor
ChatGPT citations
Is ChatGPT trustworthy?
Using ChatGPT for your studies
What is ChatGPT?
Chicago style
Paraphrasing

Plagiarism

Types of plagiarism
Self-plagiarism
Avoiding plagiarism
Academic integrity
Consequences of plagiarism
Common knowledge

A summary is a short overview of the main points of an article or other source, written entirely in your own words. Want to make your life super easy? Try our free text summarizer today!

A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarizing, and on the purpose of the summary.

You might have to write a summary of a source:

As a stand-alone assignment to prove you understand the material
For your own use, to keep notes on your reading
To provide an overview of other researchers’ work in a literature review
In a paper , to summarize or introduce a relevant study

To avoid plagiarism when summarizing an article or other source, follow these two rules:

Write the summary entirely in your own words by paraphrasing the author’s ideas.
Cite the source with an in-text citation and a full reference so your reader can easily find the original text.

An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarize the whole text, not just introduce it.

An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarize a source in a paper , in a literature review , or as a standalone assignment.

All can be done within seconds with our free text summarizer .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, May 31). How to Write a Summary | Guide & Examples. Scribbr. Retrieved August 29, 2024, from https://www.scribbr.com/working-with-sources/how-to-summarize/

Is this article helpful?

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The Digital Disconnect: The widening gap between Internet-savvy students and their schools
Part III: Conclusions and Implications

Summary of findings
Part I: Background and Introduction
Part II: Main Findings
Part IV: Appendices

The Digital Disconnect

“Overall, I really think that the Internet has a great impact on how much I learn at school and without it I don’t think that I would have the opportunities to learn as much as I do.” – High School Girl
“We learn so much from just one click of the mouse.” – High School Girl

The public policy debate surrounding the use of the Internet for education is full of hyperbolic claims for its future impact. Some promote the Internet as a silver bullet for education, asserting that its use in schools will transform teaching and learning, raise scores on standardized achievement tests, and improve teacher quality to the degree that ill-prepared middle and high school students will turn—as if by magic—into Ivy League-caliber honors students. Others argue that the introduction of the Internet into schooling is a symptom of a society that values technology and efficiency over moral values and personal connections, and that it represents the further encroachment of big business into private spaces and personal lives. Our conversations with students lead us to see each of these claims as being partly true and also partly false. What strikes us most about those who predict the future, however, is that they only very faintly take account of the voices and experiences of students themselves.

We found that Internet-savvy students are articulate and pragmatic consumers of their educations. By the time they enter high school, if not before, many understand what is required of them to succeed in school, the importance of good teachers and access to adequate resources, and the need to supplement what they learn in school with outside interests and experiences. On a daily basis—consciously or not—they make choices about the tradeoff between getting good grades and having the in- and out-of-school learning experiences they want to have.

“I think that school does a good job of providing you with a general education, but I think that most of what it does is pretty basic. I think that if you really want to get a good education, then most of the responsibility is placed on the students – at least this is what I’ve gotten from my school – and it is up to you to go above and beyond what the teacher presents. You know, you can easily not do the reading in history and get away with it, but you won’t be learning very much….You just have to have the motivation to actually study and want to not just get the A or whatever, but to actually understand the material and be able to apply it.” – High School Girl

These students told us that the Internet helps them. It saves them time and allows them to manage their busy lives better, seek out new ideas and experiences, and keep connected with friends and family. They are not afraid of it or in awe of it. They realize that relying on it is not without serious drawbacks at times. Yet, having grown up with it, they use it, they like it, and they rely on it.

“Life without the Internet would be odd. I’ve grown used to using it in school since we got it four years ago. I almost take it for granted sometimes. It can make schoolwork easier, but every now and then it will set you back. Like everything in life, it has its advantages and disadvantages.” – High School Girl

Students usually have strong views about how their school experiences could be made better. Their analysis of how the Internet can be exploited in educational settings illustrates this point perfectly. Here is what they say they would like to see happen:

Students want better coordination of their out-of-school educational use of the Internet with classroom activities. They argue that this could be the key to leveraging the power of the Internet for learning. We found that the overwhelming majority of student use of the Internet for education happens outside of schools and outside of teacher direction. While policy makers, researchers, and many journalists focus on teacher-directed in-school use of the Internet as the test of the Internet’s effectiveness for education, students told us they use the Internet for school much more frequently and in a greater variety of ways outside of school at their own initiative. These students would like schools to recognize that the online world is full of resources that would make classroom lessons more compelling and make complex topics easier to understand. Not all subjects are taught equally effectively with Internet resources, but many subjects would be easier to comprehend and more enjoyable to learn if online tools were employed, according to these students.
Students urge schools to increase significantly the quality of access to the Internet in schools. Student use of the Internet at school is fraught with constraints and limitations that cripple the potential it has for educational good, these students contend. Certainly, not every student with whom we spoke attends a school with large numbers of Internet-connected computers. In fact, nearly all thought it a good idea to have more Internet-connected computers at school. Even those students who attend highly wired schools describe a school environment that often discouraged their use of the Internet. They are frustrated by their inability to go online at school. Many believe that these frustrations arose because teachers do not see educational value in providing abundant Internet access, or because of fears about inappropriate material on the Internet.
Students believe that professional development and technical assistance for teachers are crucial for effective integration of the Internet into curricula. Students report that many of the Internet-based educational assignments they receive consist of little more than completing digitized worksheets. While some students offered examples of compelling online assignments that tapped their higher order thinking skills and took advantage of the rich, interactive elements of the Internet, they were far and away the exception. Most students freely offered up numerous examples of teacher-directed uses of the Internet for school that seemed to have dubious educational value. In this regard, it is interesting to note that students are uniformly more interested in—and saw more value in—doing schoolwork that challenged and excited them than in simply using the Internet for its own sake.
Students maintain that schools should place priority on developing programs to teach keyboarding, computer, and Internet literacy skills. Not all students have the skills and knowledge to navigate the Internet effectively. No matter what conventional wisdom may say, it was abundantly clear from conversations with focus group participants that even students who are frequently online could benefit from instruction and advice about how to use the Internet better. The students held many misconceptions about such basic things as how to use search engines, how computer viruses are contracted and spread, and how their privacy might be compromised online—just to cite a few examples. Students with better Internet skills and with greater knowledge of educational Web sites had a significant edge over other students. These students—and those students in our low-adopter groups—also reported that those who do not use the Internet much are often reluctant to go online because they do not even have basic keyboarding or computer skills (or—in more extreme cases—because they lack the basic reading and writing skills required of the online world).
Students urge that there be continued effort to ensure that high-quality online information to complete school assignments be freely available, easily accessible, and age-appropriate–without undue limitation on students’ freedoms. Even students with strong skills say that finding the right information on the Internet can be frustrating and time-consuming. Most students who spoke with us expressed frustration about finding quality information to help them complete their school assignments. Here are some of their complaints: Search engines regularly retrieve too many references for common Internet searches. Authorship of Web sites and timeliness of posted information is often not disclosed; the information on many Web sites can be biased or incomplete; and, the reading level of the best information may exceed the capabilities and comprehension of students. In addition, visitors to many sites that offer useful information for free are inundated with commercial advertisements, and trusted sources may charge fees for their information.
Students insist that policy makers take the “digital divide” seriously and that they begin to understand the more subtle inequities among teenagers that manifest themselves in differences in the quality of student Internet access and use. The gap between students who do and don’t have access to the Internet at home is a serious matter to these students. In the classroom, it is apparent to Internet-savvy students when a classmate does not have access to the Internet. Indeed, students with easy Internet access assert that they have a clear and persistent advantage over their peers with little or no access. Moreover, out of concern for those who do not have easy access to the Internet outside of school, students report that most of their teachers do not assign homework that encourages or requires student use of the Internet. While these students did not offer novel remedies, they did insist that policy makers and educators recognize the gap and take steps to address it.

Of course, student use of the Internet for school does not occur in a vacuum. Students’ experiences, and those of their states, districts, schools, teachers, and parents, strongly affect the way the Internet is used for educational purposes. Indeed, while good schools of today are expected to have significant computer and Internet facilities, they face significant barriers to integrating it into their operations. Even when cost, technical, training and use, and equity matters have not been at issue, schools have faced legal, policy, and ethical tensions around whether and what type of access minors should have to the Internet. In such a chilled, or potentially chilled, environment, school leaders, teachers, and resource personnel have had good reason to be cautious about the kind of access they provide to students and about the extent to which they integrate the Internet into their curricula and instructional practices. The resultant Internet-use policies, filtering technologies, and human misgivings have all made adoption of the Internet challenging for educational institutions, teachers and students.

Nonetheless, students themselves are changing because of their use of and reliance on the Internet. They are coming to school with different expectations, different skills, and different resources. In fact, our most Internet-savvy students told us that their schools, teachers and peers are at times frustratingly illiterate, naïve, and even afraid of the online world. Indeed, students who rely on the Internet for school—who cannot conceive of not using it for their schoolwork—may ultimately force schools to change to better accommodate them. According to the students with whom we spoke, many schools have yet to react or even to recognize the changes in the ways that Internet-savvy students communicate and access information.

In the midst of other priorities, schools can choose to view this emerging pressure for change from their student body in either a positive or negative light. On the positive side, through the growing use of the Internet outside of school, educators have the opportunity to expand their reach and to engage students in new and thoughtful was. On the negative side, the sanctity and tradition of the four walls of the classroom quite literally is melting away. Students are likely to be increasingly dissatisfied with conventional approaches to teaching and learning and to the limited resources available to them in all but the best-equipped schools. In the final analysis, schools would do well to heed the Latin writer Seneca’s words, which ring as true today as when they were written nearly 2,000 years ago: “The fates guide those who go willingly; those who do not, they drag.”

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The Writing Center • University of North Carolina at Chapel Hill

Conclusions

What this handout is about.

This handout will explain the functions of conclusions, offer strategies for writing effective ones, help you evaluate conclusions you’ve drafted, and suggest approaches to avoid.

About conclusions

Introductions and conclusions can be difficult to write, but they’re worth investing time in. They can have a significant influence on a reader’s experience of your paper.

Just as your introduction acts as a bridge that transports your readers from their own lives into the “place” of your analysis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to synthesize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.

Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader’s life in some way. It is your gift to the reader.

Strategies for writing an effective conclusion

One or more of the following strategies may help you write an effective conclusion:

Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that question and answer it. Here’s how it might go: You: Basically, I’m just saying that education was important to Douglass. Friend: So what? You: Well, it was important because it was a key to him feeling like a free and equal citizen. Friend: Why should anybody care? You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally. You can also use this strategy on your own, asking yourself “So What?” as you develop your ideas or your draft.
Return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding. You may also refer to the introductory paragraph by using key words or parallel concepts and images that you also used in the introduction.
Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead, show your reader how the points you made and the support and examples you used fit together. Pull it all together.
Include a provocative insight or quotation from the research or reading you did for your paper.
Propose a course of action, a solution to an issue, or questions for further study. This can redirect your reader’s thought process and help them to apply your info and ideas to their own life or to see the broader implications.
Point to broader implications. For example, if your paper examines the Greensboro sit-ins or another event in the Civil Rights Movement, you could point out its impact on the Civil Rights Movement as a whole. A paper about the style of writer Virginia Woolf could point to her influence on other writers or on later feminists.

Strategies to avoid

Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing.
Stating the thesis for the very first time in the conclusion.
Introducing a new idea or subtopic in your conclusion.
Ending with a rephrased thesis statement without any substantive changes.
Making sentimental, emotional appeals that are out of character with the rest of an analytical paper.
Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of ineffective conclusions

The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.
The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” them with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.
The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.
The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Douglass, Frederick. 1995. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. New York: Dover.

Hamilton College. n.d. “Conclusions.” Writing Center. Accessed June 14, 2019. https://www.hamilton.edu//academics/centers/writing/writing-resources/conclusions .

Holewa, Randa. 2004. “Strategies for Writing a Conclusion.” LEO: Literacy Education Online. Last updated February 19, 2004. https://leo.stcloudstate.edu/acadwrite/conclude.html.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points derived from the findings of your study and, if applicable based on your analysis, explain new areas for future research. For most college-level research papers, two or three well-developed paragraphs is sufficient for a conclusion, although in some cases, more paragraphs may be required in describing the key findings and highlighting their significance.

Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University.

Importance of a Good Conclusion

A well-written conclusion provides important opportunities to demonstrate to the reader your understanding of the research problem. These include:

Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key findings in your analysis that advance new understanding about the research problem, that are unusual or unexpected, or that have important implications applied to practice.
Summarizing your thoughts and conveying the larger significance of your study . The conclusion is an opportunity to succinctly re-emphasize your answer to the "So What?" question by placing the study within the context of how your research advances past studies about the topic.
Identifying how a gap in the literature has been addressed . The conclusion can be where you describe how a previously identified gap in the literature [first identified in your literature review section] has been addressed by your research and why this contribution is significant.
Demonstrating the importance of your ideas . Don't be shy. The conclusion offers an opportunity to elaborate on the impact and significance of your findings. This is particularly important if your study approached examining the research problem from an unusual or innovative perspective.
Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing or contextualizing the research problem based on the results of your study.

Bunton, David. “The Structure of PhD Conclusion Chapters.” Journal of English for Academic Purposes 4 (July 2005): 207–224; Conclusions. The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Conclusions. The Writing Lab and The OWL. Purdue University; Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Structure and Writing Style

I. General Rules

The general function of your paper's conclusion is to restate the main argument . It reminds the reader of your main argument(s) strengths and reiterates the most important evidence supporting those argument(s). Do this by clearly summarizing the context, background, and the necessity of examining the research problem in relation to an issue, controversy, or a gap found in the literature. However, make sure that your conclusion is not simply a repetitive summary of the findings. This reduces the impact of the argument(s) you have developed in your paper.

When writing the conclusion to your paper, follow these general rules:

Present your conclusions in clear, concise language. Re-state the purpose of your study, then describe how your findings differ or support those of other studies and why [i.e., describe what were the unique, new, or crucial contributions your study made to the overall research about your topic].
Do not simply reiterate your findings or the discussion of your results. Provide a synthesis of arguments presented in the paper to show how these converge to address the research problem and the overall objectives of your study.
Indicate opportunities for future research if you haven't already done so in the discussion section of your paper. Highlighting the need for further research provides the reader with evidence that you have an in-depth awareness of the research problem but that further analysis should take place beyond the scope of your investigation.

Consider the following points to help ensure your conclusion is presented well:

If the argument or purpose of your paper is complex, you may need to summarize the argument for your reader.
If, prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to describe your main points and explain their significance.
Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data [this is opposite of the introduction, which begins with general discussion of the context and ends with a detailed description of the research problem].

The conclusion also provides a place for you to persuasively and succinctly restate the research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented. However, the nature of being introspective about the research you have conducted will depend on the topic and whether your professor wants you to express your observations in this way. If asked to think introspectively about the topic, do not delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply, not to guess at possible outcomes or make up scenarios not supported by the evidence.

II. Developing a Compelling Conclusion

Although an effective conclusion needs to be clear and succinct, it does not need to be written passively or lack a compelling narrative. Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following:

If your paper addresses a critical, contemporary problem, warn readers of the possible consequences of not attending to the problem proactively based on the evidence presented in your study.
Recommend a specific course or courses of action that, if adopted, could address a specific problem in practice or in the development of new knowledge leading to positive change.
Cite a relevant quotation or expert opinion already noted in your paper in order to lend authority and support to the conclusion(s) you have reached [a good source would be from a source cited in your literature review].
Explain the consequences of your research in a way that elicits action or demonstrates urgency in seeking change.
Restate a key statistic, fact, or visual image to emphasize the most important finding of your paper.
If your discipline encourages personal reflection, illustrate your concluding point by drawing from your own life experiences.
Return to an anecdote, an example, or a quotation that you presented in your introduction, but add further insight derived from the findings of your study; use your interpretation of results from your study to recast it in new or important ways.
Provide a "take-home" message in the form of a succinct, declarative statement that you want the reader to remember about your study.

III. Problems to Avoid

Failure to be concise Your conclusion section should be concise and to the point. Conclusions that are too lengthy often have unnecessary information in them. The conclusion is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, and other forms of analysis that you make. Strategies for writing concisely can be found here .

Failure to comment on larger, more significant issues In the introduction, your task was to move from the general [topic studied within the field of study] to the specific [the research problem]. However, in the conclusion, your task is to move the discussion from specific [your research problem] back to a general discussion framed around the implications and significance of your findings [i.e., how your research contributes new understanding or fills an important gap in the literature]. In short, the conclusion is where you should place your research within a larger context [visualize the structure of your paper as an hourglass--start with a broad introduction and review of the literature, move to the specific method of analysis and the discussion, conclude with a broad summary of the study's implications and significance].

Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. These are problems, deficiencies, or challenges encountered during your study. They should be summarized as a way of qualifying your overall conclusions. If you encountered negative or unintended results [i.e., findings that are validated outside the research context in which they were generated], you must report them in the results section and discuss their implications in the discussion section of your paper. In the conclusion, use negative or surprising results as an opportunity to explain their possible significance and/or how they may form the basis for future research.

Failure to provide a clear summary of what was learned In order to discuss how your research fits within your field of study [and possibly the world at large], you need to summarize briefly and succinctly how it contributes to new knowledge or a new understanding about the research problem. This element of your conclusion may be only a few sentences long, but it often represents the key takeaway for your reader.

Failure to match the objectives of your research Often research objectives in the social and behavioral sciences change while the research is being carried out due to unforeseen factors or unanticipated variables. This is not a problem unless you forget to go back and refine the original objectives in your introduction. As these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you presumably should know a good deal about it [perhaps even more than your professor!]. Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts! Don't undermine your authority as a researcher by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches that...." The overall tone of your conclusion should convey confidence to the reader concerning the validity and realiability of your research.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Concluding Paragraphs. College Writing Center at Meramec. St. Louis Community College; Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University; Freedman, Leora and Jerry Plotnick. Introductions and Conclusions. The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion. Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count. The Writer’s Handbook. Writing Center. University of Wisconsin Madison; Miquel, Fuster-Marquez and Carmen Gregori-Signes. “Chapter Six: ‘Last but Not Least:’ Writing the Conclusion of Your Paper.” In Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research . John Bitchener, editor. (Basingstoke,UK: Palgrave Macmillan, 2010), pp. 93-105; Tips for Writing a Good Conclusion. Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Writing Conclusions. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization. Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining that they are reaching the end of your paper. You'll irritate your readers if you belabor the obvious.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Another Writing Tip

New Insight, Not New Information!

Don't surprise the reader with new information in your conclusion that was never referenced anywhere else in the paper. This is why the conclusion rarely has citations to sources that haven't been referenced elsewhere in your paper. If you have new information to present, add it to the discussion or other appropriate section of the paper. Note that, although no new information is introduced, the conclusion, along with the discussion section, is where you offer your most "original" contributions in the paper; the conclusion is where you describe the value of your research, demonstrate that you understand the material that you have presented, and position your findings within the larger context of scholarship on the topic, including describing how your research contributes new insights to that scholarship.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Conclusions. The Writing Center. University of North Carolina.

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