{"id":6745,"date":"2018-10-24T12:58:52","date_gmt":"2018-10-24T19:58:52","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=6745"},"modified":"2020-08-30T15:09:50","modified_gmt":"2020-08-30T22:09:50","slug":"the-conclusion","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/the-conclusion","title":{"rendered":"The Conclusion"},"content":{"rendered":"\r\n\r\n\r\n
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We started with a simple hello but ended with a complicated goodbye\u00a0 <\/span>\u2014<\/span> Chadwick Pop

<\/span><\/em><\/span><\/p>\r\n<\/blockquote>\r\n

Echo<\/span> + TS2 <\/span> + POPs<\/span> + Reflection<\/span> = Conclusion<\/h3>\r\n\r\n\r\n\r\n

No paragraph in the history of paragraphs receives less attention and respect than the under appreciated conclusion. \u00a0It\u2019s sad really. So often the conclusion, the essay\u2019s final paragraph, is treated as a throw-away paragraph. Many teachers instruct students to just summarize their thesis statement and main points and they’re done. This is how the poor conclusion has become the most uncelebrated of essay paragraphs. And it shouldn\u2019t be this way.<\/p>\r\n\r\n\r\n\r\n

The essaypop conclusion method does<\/strong> have you summarize your thesis and main points, but a couple of important and unique elements are added that make your final paragraph extraordinary. The two difference makers are the echo<\/strong><\/span> and the reflection<\/strong><\/span>.<\/p>\r\n\r\n\r\n\r\n

The echo<\/strong> is a deliberate reference back to the hook from your introduction. Adding this element causes the paper to feel as though it\u2019s gone \u201cfull circle\u201d. The reflection<\/strong> comes at the very end of the conclusion, and this is where the essayist goes beyond the scope of the specific arguments made in the paper and makes more personal, philosophical, or universal connections for the reader.<\/p>\r\n\r\n\r\n\r\n

Adding these elements gives the once lowly conclusion a much more important role because it now \u00a0answers the questions, \u201cSo what?\u201d and \u201cWhy did this essay matter anyway?\u201d It is your chance to have the last word, to synthesize everything that\u2019s been said, or to ask the reader to go out and do<\/strong> something<\/strong>.<\/p>\r\n\r\n\r\n\r\n

Like the other paragraphs in the system, the conclusion writing fields allow you to compose these elements separately, and then, when you are finished, they become stitched together in an MLA formatted document.<\/p>\r\n\r\n\r\n\r\n

Here are some examples of completed conclusions<\/h3>\r\n\r\n\r\n\r\n
    \r\n
  • Note that the conclusions are presented along with the introductions from the same essays. This way you can see where the echo is derived from. You will also be able to see how closely related the TS and POPs s are in the respective paragraphs<\/li>\r\n<\/ul>\r\n\r\n\r\n
    \r\n

    Model 1<\/h3>\r\n\r\n\r\n\r\n

    Type of essay: <\/strong>response to literature
    The prompt:<\/strong> \u00a0In a text-evidence-based, multiple-paragraph essay, give your reaction to Denise Levertov\u2019s short poem, \u201cMoon Tiger\u201d.<\/p>\r\n\r\n\r\n\r\n\r\n\r\n

    First the introduction<\/h4>\r\n\r\n\r\n\r\n

    Have you ever looked back at a childhood memory and just been baffled by how oddly surreal life was when you were just a tyke? \u00a0Everything was frightening. Everything was larger than life. Trees were tall and menacing villains; the wind was the voice of a ghost. \u00a0Perhaps it was because we were so young. Perhaps it was because we were so small compared to everything else.<\/span> In the short poem, “Moon Tiger”, Denise Levertov explores this theme of the fantastic, and sometimes even delusional nature of childhood imagination.<\/span> In the nighttime world she creates, the moonlight that enters a child’s bedroom is transformed into a prowling tiger in a manner that only a child’s imagination can do.<\/span> Through skillful verse, Levertov conveys the acute creativity of youthful fancy.<\/span><\/p>\r\n\r\n\r\n\r\n

    Now the conclusion<\/h4>\r\n\r\n\r\n\r\n

    The imaginations of children truly can create some fantastic, if not hyperbolic results. \u00a0In the mind of a child, the normal becomes bizarre and the safe and secure are transformed into the treacherous.<\/span> As we\u2019ve seen, Denise Levertov portrays this phenomenon expertly in “Moon Tiger”.<\/span> By transforming simple moonlight passing through blinds into a nocturnal predator, the poet skillfully allows us to journey into the mind of a child.<\/span> And such journeys are often necessary, especially perhaps as we get older and a little more cynical. Transforming a branch scratching against a windowpane into a werewolf or a hobgoblin was not only innocent and childlike, but it was also fun. As our imaginations become more jaded, we need more reminders, like the one we receive in this short poem, that it’s sometimes satisfying to let our fantasies get the best of us.<\/span><\/p>\r\n\r\n\r\n\r\n

    Notes<\/h4>\r\n\r\n\r\n\r\n
      \r\n
    • Echo <\/span>–<\/strong> At just two sentences long, the echo is reminiscent of the essay\u2019s introduction which discussed how the author, as a child, would sometimes mistake trees and wind for intruders. It reintroduces the theme of childhood wonder.<\/li>\r\n
    • Thesis Revisited<\/span> –<\/strong> A quick, one-sentence restatement of the thesis statement from the introduction, beginning with the phrase, \u201cAs we\u2019ve seen\u201d.<\/li>\r\n
    • POP Revisited<\/span> –<\/strong> \u00a0Since this was a very short response only one POP was introduced in the introduction and only one POP is restated here.<\/li>\r\n
    • Reflection<\/span> –<\/strong> The reflection answers the question, \u201cso what?\u201d It mentions why reverting to a childlike mentality is often healthy and satisfying. The reflection offers an almost philosophical answer.<\/li>\r\n<\/ul>\r\n\r\n\r\n
      \r\n

      Model 2<\/h3>\r\n\r\n\r\n\r\n

      Type of essay: <\/strong>Expository \/ Argumentative
      The prompt:<\/strong> Pit Bulls are commonly considered to be unpredictable and even vicious animals. They are frequently portrayed in the media as enough of a societal threat that they should be subject to stringent leashing requirements and prohibited from public spaces such as playgrounds and dog parks. Do you believe that pit bulls should be singled out and restricted because of their vicious natures?<\/p>\r\n\r\n\r\n\r\n\r\n\r\n

      First the introduction<\/h4>\r\n\r\n\r\n\r\n

      Camryn Rogers is a professional dog trainer in Southern California and at any given time she owns or houses anywhere from seven to twenty dogs. You could say she is a bit canine-obsessed. \u00a0Over time, Camryn has learned to reliably assess the relative temperament of most dog breeds. She even has developed a temperament scale that provides a ferociousness\/ friendliness score for most common canine breeds. Surprisingly, pit bulls, dogs that are popularly considered to be very aggressive, tend to score in the \u201cfriendly\u201d spectrum of this scale. According to Rogers, many of her most docile and loyal dogs are, in fact, American Bull Terriers or pit bulls. \u201cThey really are a very misunderstood breed\u201d, says Rogers. Rogers is not alone in her defense of the breed.<\/span> The evidence shows that despite frequent attempts by the media and public at large to portray pit bulls as vicious and savage animals, they are in fact a friendly and loyal breed, and any attempt to treat them as especially dangerous would be irrational and unfair.<\/span> This paper will show that despite popular conceptions, pitbulls are statistically not more prone to bite or attack humans than other dogs. Additionally, it will be shown that pit bulls are demonstrably more likely to protect people than harm them. Finally, we will see that pitbulls are more intelligent and trainable than many other canine breeds.<\/span> As Camryn Rogers rightly contends, pitbulls really are a misunderstood and falsely maligned breed.<\/span><\/p>\r\n\r\n\r\n\r\n

      Now the conclusion<\/h4>\r\n\r\n\r\n\r\n

      In the media, we see plenty of anecdotal accounts of pit bulls acting dangerously and ferociously towards people. The breed is also often paraded around by tough guys who go out of their way to make their dogs look tough as well. For many people, the pitbull\u2019s reputation is sealed. \u00a0But if you put away your preconceptions and prejudices, you will understand what professional dog trainer, Camryn Rogers means when she says pitbulls are a misunderstood breed.<\/span> This paper has shown that, despite popular beliefs, American Bull Terriers are not vicious animals; they are a loyal and friendly breed of dog.<\/span> We learned that these dogs are statistically not more prone to bite or attack humans. We saw evidence that the breed is one of the most loyal and protective of their owners. \u00a0We also learned the pit bulls are one of the most intelligent and trainable dogs there are.<\/span> Perhaps the time has come for us to stop being so quick to judge. People do, after all, tend to over-generalize things they do not understand. This certainly seems to be the case with pitbulls, a breed that has, as we\u2019ve seen, been unfairly maligned by people who, quite frankly just don\u2019t understand the animal at all. The next time you have the opportunity to be in the vicinity of a pitbull, don\u2019t walk away, don\u2019t pull your own dog back in concern and don\u2019t judge. Instead, approach the animal and give him a pat on the head and an encouraging word. By doing so, you\u2019ll be helping reverse the unfair discrimination that these dogs have been subjected to for such a long time.<\/span><\/p>\r\n\r\n\r\n\r\n

      Notes<\/h4>\r\n\r\n\r\n\r\n
        \r\n
      • Echo <\/span>–<\/strong>\u00a0At three-sentences long, the echo sets up the \u201canti-discrimination\u201d message to come in the reflection with the phrase, \u201cpreconceptions and prejudices\u201d. \u00a0It then echos back to the views of the veterinarian who was mentioned in the introduction.<\/li>\r\n
      • Thesis Revisited<\/span> –<\/strong> The thesis of the essay is strongly reiterated with the phrase, \u201cthis paper has shown\u201d, which is another way of saying, \u201cI made a promise and I kept it\u201d.<\/li>\r\n
      • POP Revisited<\/span> –<\/strong> \u00a03 POPs revisited here, beginning with the phrases, \u201cwe learned, we say, and we also learned\u201d. \u00a0The writer is reviewing what she has accomplished in her writing.<\/li>\r\n
      • Reflection<\/span> –<\/strong> The reflection answers the question, \u201cso what?\u201d by emphasizing that discrimination against pit bulls is no better than any other type of prejudice. Using a call-to-action technique, it appeals to the morals of the reader in an attempt to persuade.<\/li>\r\n<\/ul>\r\n\r\n\r\n
        \r\n

        Model 3<\/h3>\r\n\r\n\r\n\r\n

        Type of essay: <\/strong>Expository \/ Argumentative
        The prompt:<\/strong> People have a natural, almost primal fear of rattlesnakes. Often the first reaction to seeing a rattler in a residential area is panic and fear. \u00a0In areas such as suburban Southern California, is it possible for rattlesnakes and humans to coexist with one another?<\/p>\r\n\r\n\r\n\r\n\r\n\r\n

        First the introduction<\/h4>\r\n\r\n\r\n\r\n

        Perfectly still, except for a flickering, forked tongue, lies a prehistoric-looking serpent, sunning itself on the terracotta tiles of somebody\u2019s back porch. Its eyes are black pinpricks, and its rusty-brown scales glisten like glass. Only when disturbed or annoyed does it sound it’s wickedly dry rattle. \u201cStay away or suffer the consequences!\u201d it announces rhythmically. While most cautious folks would take great care to give wide berth to such a creature, the residents of Southern California’s Northridge suburb have grown quite accustomed to the sound of the Mojave rattlesnake in a state of agitation. Does the rattling cause these residents to panic? Not really. The sound creates instead a healthy sense of cautiousness, curiosity, and respect.<\/span> Human beings and rattlesnakes seem a truly unlikely pair, but in many suburban regions of Southern California, Arizona and Nevada people and rattlers have coexisted in most unexpected ways . You might even call the relationship downright amicable.<\/span> This paper will focus on examples of people coexisting peacefully with deadly snakes. It will also focus on ways in that rattlesnakes are actually beneficial to suburban environments. It will go on to explore the activities local snake preservation societies that exist for the sole purpose of protecting these snakes from those who might do them harm. Finally, this paper will transition to a discussion of ways that people living in rattlesnake country can keep themselves and their families safe from these deadly, but necessary, creatures.<\/span> Soon you will see that rattlesnake and human co-existence is quite possible.<\/span><\/p>\r\n\r\n\r\n\r\n

        Now the Conclusion<\/h4>\r\n\r\n\r\n\r\n

        Ultimately, as we listen to that wicked rattle, or stare into the prehistoric, pinprick eyes, or watch, terrified, as it curves hideously towards us, we must decide if these primitive fears \u00a0are enough to justify the removal of this misunderstood creature. Do our phobias merit the removal or extinction of this creature?<\/span> The fact is, humans and rattlesnakes can and should live in proximity to each other.<\/span> As we\u2019ve learned, rattlers are beneficial to our environment and help keep our ecosystem in balance. \u00a0And those advocating for the extermination of rattlesnakes should take a cue from the more evolved preservation societies that understand the snake\u2019s value and seek to protect it. If folks just take a few simple precautions, they can easily enjoy the uniqueness of these snakes while simultaneously staying out of harm\u2019s way.<\/span> There is room in this world for all species, whether they be human or grizzly bear, or gorilla or venomous snake. \u00a0It seems that sometimes humans possess a certain arrogance when it comes to who or what has a right to live here or there. All living creatures have a right to seek life. This not a human right; it is a universal right. And it is a right that even rattlesnakes share. It is up to us to appreciate their value, respect their space, take the proper precautions and live and let live. To act otherwise, would place us in the company of the heartless, the callous and the unevolved.<\/span><\/p>\r\n\r\n\r\n\r\n

        Notes<\/h4>\r\n\r\n\r\n\r\n
          \r\n
        • Echo <\/span>–<\/strong> \u00a0This is essentially a condensed version of the hook from the introduction. It begins with vivid descriptions of the creatures fearful appearance, then transitions, in the form of a question, to the crux of the the thesis itself.<\/li>\r\n
        • Thesis Revisited<\/span> –<\/strong> The thesis statement from the introduction is restated, albeit in a truncated manner.<\/li>\r\n
        • POP Revisited<\/span> –<\/strong> \u00a0Three POPs revisited here, beginning with the phrase, \u201cas we\u2019ve learned\u201d. As always, the POPs should be repeated in the same order they were originally set up in the introduction, but the wording should be different.<\/li>\r\n
        • Reflection<\/span> –<\/strong> Like the pitbull essay conclusion preceding this one, this reflection answers the question, \u201cso what?\u201d by emphasizing the universal rights of all animals to live peacefully in their natural environments. It also appeals to the morals of the reader in attempt to persuade.<\/li>\r\n<\/ul>\r\n\r\n\r\n
          \r\n

          Model 4<\/h3>\r\n\r\n\r\n\r\n

          Type of essay: <\/strong>response to literature
          The prompt:<\/strong> In a multiple-paragraph essay discuss a recurring theme that is addressed in Smokey Robinson\u2019s two songs, \u201cThe Tracks of My Tears\u201d and \u201cThe Tears of a Clown\u201d.<\/p>\r\n\r\n\r\n\r\n\r\n\r\n

          First the introduction<\/h4>\r\n\r\n\r\n\r\n

          Love hurts, a wise man once claimed. That fellow must have been onto something because their are literally catalogues of popular music dedicated to the subject of heartbreak and its effect on its unfortunate victims. There are, one might surmise, dozens of ways to react to unrequited or rejected love and the subsequent turmoil it causes. Dark and desperate melancholy; \u201cI’m so lonely I could cry\u201d, wailed Hank Williams in the face of being left by a woman. Jimi Hendrix scribed an ode to revenge when he wailed, \u201cHey Joe, I heard you shot your lady down.\u201d The Clash\u2019s Mick Jones isn\u2019t quite as extreme as Jimi\u2019s desperate Joe, but still sounds disappointed when he asks, \u201cDid you stand by me? No, not at all. \u00a0Did you stand by me? No way.\u201d<\/span> Of course, another common reaction to heartbreak is good old-fashioned repression and denial. \u00a0Such is the case in Smokey Robinson\u2019s songs, \u201cThe Tracks of My Tears\u201d and \u201cThe Tears of a Clown\u201d. \u00a0These songs, both lyrically and musically, explore the feelings men who wear masks of happiness to hide deep heartache caused by being rejected by the ones they love.<\/span>\u00a0This paper will focus not only on how these songs show the way lovelorn men often hide their emotions, but delve into the symbols, allusions, and figurative language each tune implements to help drive this theme home.<\/span> Who knew that love could hurt in so many literary ways?<\/span><\/p>\r\n\r\n\r\n\r\n

          Now the conclusion<\/h4>\r\n\r\n\r\n\r\n

          There are a multitude of different reactions that those who experience the heartache of lost love might demonstrate. There are catalogs of popular music dedicated to the subject. \u00a0Some of these songs express anger, some seek revenge; others just go quiet and sullen. Perhaps the most common is the reaction played out by Smokey Robinson\u2019s jilted lovers in \u201cThe Tracks of My Tears\u201d and \u201cThe Tears of a Clown\u201d.<\/span> An analysis of both sad cases, has revealed that the men in question each wear masks of happiness that belie their repressed melancholy.<\/span> Robinson deftly employs the literary strategies of symbolism, allusion and figurative language to reveal men who would rather hide the truth than reveal their true pain.<\/span> Perhaps the great popularity of these two songs are telling. \u00a0Perhaps it is not so uncommon that, in love, when the going gets rough, the dumped go incognito. Maybe camouflage is the best treatment for a broken heart. Smokey Robinson seemed to understand that, for many, many people, this feels true.<\/span><\/p>\r\n\r\n\r\n\r\n

          Notes<\/h4>\r\n\r\n\r\n\r\n
            \r\n
          • Echo <\/span>–<\/strong>\u00a0This is essentially a condensed version of the hook from the introduction. \u00a0It makes reference to the songs discussed in the hook without naming them specifically.<\/li>\r\n
          • Thesis Revisited<\/span> –<\/strong> The thesis statement form the introduction is restated, albeit in a truncated manner.<\/li>\r\n
          • POP Revisited<\/span> –<\/strong> \u00a0The POPs are revisited here. As always, the POPs should be repeated in the same order they were originally set up in the introduction, but the wording should be different.<\/li>\r\n
          • Reflection<\/span> –<\/strong> Short and sweet (this is not a long essay; maybe 1 \u00bd pages), this reflection muses on why Robinson\u2019s message may be so popular and accessible. It even employs a bit of humor with the phrase, \u201cwhen the going gets rough, the dumped go incognito\u201d. When appropriate, feel free to bring humor into your writing at any time.<\/li>\r\n<\/ul>\r\n\r\n\r\n
            \r\n

            Model 5<\/h3>\r\n\r\n\r\n\r\n

            Type of essay: \u00a0<\/strong>ersuasive\/argumentative
            The prompt:<\/strong> Our principal announced recently that, based on a recommendation from our school\u2019s booster club, she would likely be setting aside most of our $500,000 in State bond funds for the purchase of football stadium lights. Advocates of his plan are excited by the prospect of finally being able to enjoy some Friday night games; they believe stadium lights will create a sense of school tradition and spirit. Opponents contend that diverting these funds would hurt the school\u2019s academic programs and that this money would be more wisely spent on purchasing new textbooks, hiring more teachers or creating a computer lab. In multiple-paragraph, evidence-based essay, argue why the available funds be used to purchase football stadium lights, as our principal and boosters wish, or whether they should be set aside for our academic program.<\/p>\r\n\r\n\r\n\r\n\r\n\r\n

            First the introduction<\/h4>\r\n\r\n\r\n\r\n

            It’s actually pretty amazing. At a time when it seems that funding for schools is rapidly disappearing, Whitney High School has suddenly been graced with $500,000 to make improvements to our campus. How did we get so lucky, you ask? Well, if you haven’t heard, principal MacGuire was approached last month by district officials who informed her that a stockpile of State bond money had been discovered and some of it was earmarked for Whitney – a half-million dollars, to be exact. The talk around campus has regarding how to spend these funds has been quite energetic. Students, teachers and alumni groups have all weighed in. One of the most vocal of these groups has been our powerful boosters club who have advocated that we use the funding to construct football stadium lights so that Whitney can finally host night games. The proposed cost of such a project? $488,000 — almost the entire amount that we will be receiving in bond money.<\/span> While football stadium lights certainly would create a \u201cFriday Night Lights\u201d atmosphere and increase our school spirit, this is not how we should be spending this money. A much better long-term investment would be to use these funds to improve our school’s academic programs. There are several ways we could do this.<\/span> Our first priority should be to use some of the funds to hire more teachers. Class sizes at ERHS are unreasonably large and a few extra teachers would help with this. We should also consider putting some of this funding aside for computer carts. We lag far behind other schools when it comes to the technology we offer our students and this needs to be addressed. Finally, and to be fair to our sports teams, some of the funding should also be dedicated to improving our athletic program.<\/span> When given careful consideration, it seems wisest to focus any incoming resources primarily on our academics, as that is the reason the school is here.<\/span><\/p>\r\n\r\n\r\n\r\n

            Now the conclusion<\/h4>\r\n\r\n\r\n\r\n

            So, yes, we are indeed in the enviable position of having half a million dollars of State bond money to do more or less what we would like with. The debate has been lively, with the Boosters coming in the loudest, and, some would argue, the most convincingly. It’s hard to argue that a “Friday Night Lights” atmosphere would be very popular at Whitney and quite a bit of fun as well.<\/span> Having said this, however, it seems clear that we need to have the sobriety of mind to step back from the allure of nighttime games and embrace what Whitney High School really needs — an improved academic program.<\/span> It’s been established that our shortage of quality teachers is increasing class sizes and inhibiting our ability to fund all of the AP courses we would like to offer our students. As we’ve also seen, additional computer carts would help lift us out of the technology deficit we are currently in. And, yes, we could dedicate some of the funds to our athletics program. We may not be able to purchase stadium lights, but we could, as we’ve discussed, upgrade the uniforms for most, if not all of our teams.<\/span> At the risk of sounding like a bummer, I’d like to remind the stakeholders of Whitney High of our primary mission and responsibility to our community, and that is to educate our students. Our aspiration should be to build minds, not to entertain crowds. In some ways our schools funding debate sheds light on issues being argued in the larger society. Has our country and culture become overly focused on athletics? Have the academic pursuits lost their appeal? Do we value jocks over geniuses? I believe it is high time that we show our community that this is, indeed, not the case. I challenge you to make your voice heard, whether it be through direct appeal or in writing, and urge our school’s decision makers to dedicate a majority of these state bond monies to strengthening our academic program. To do otherwise would only show that we as a school are driven by the shallow desire for extracurricular distractions and not the pursuit of academic excellence.<\/span><\/p>\r\n\r\n\r\n\r\n

            Notes<\/h4>\r\n\r\n\r\n\r\n
              \r\n
            • Echo<\/span> –<\/strong> This is essentially a condensed version of the hook from the introduction. \u00a0It summarizes the debate at hand and even concedes the opposition\u2019s contention that stadium lights would actually create a lot of fun and excitement.<\/li>\r\n
            • Thesis Revisited<\/span> –<\/strong> The thesis statement form the introduction is restated, albeit in a truncated manner.<\/li>\r\n
            • POP Revisited<\/span> –<\/strong> The POPs are revisited here. As always, the POPs should be repeated in the same order they were originally set up in the introduction, but the wording should be different.<\/li>\r\n
            • Reflection<\/span> –<\/strong> This is a bit of a hybrid. \u00a0There are really two parts to this reflection. The first five sentences appeal to the values of the reader. \u00a0They ask the question, \u201cShouldn\u2019t academics be valued over athletics?\u201d, with the implied answer being, \u201cOf course they should\u201d. \u00a0The second part of the reflection is a call to action, beginning with the phrase, \u201cI challenge you to\u2026\u201d.<\/li>\r\n<\/ul>\r\n\n
              \n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

              No paragraph in the history of paragraphs receives less attention and respect than the underappreciated conclusion.<\/p>\n","protected":false},"author":6,"featured_media":6746,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[194],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/6745"}],"collection":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/comments?post=6745"}],"version-history":[{"count":15,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/6745\/revisions"}],"predecessor-version":[{"id":11545,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/6745\/revisions\/11545"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/6746"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=6745"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=6745"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=6745"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}