what is the main idea in essay

Reading to Understand

• Reading to Understand (8 minutes)
• Working with Context Clues (5 minutes)
• The Main Idea

Steps for Identifying the Main Idea

• Knowledge Check
• Academic Reading Challenges (7 minutes)

The main idea is the point or message - what an author presents and what a reader takes from a text. 

Searching for that main idea is a very important activity in understanding a text. It is usually found in the opening paragraph when the author is  setting up the topic  and  expressing the thesis.  

However, the location can vary according to the type of reading. For example, a research article's main idea is toward the end, whereas a persuasive essay's main idea is conveyed at the beginning.

Pre-read to Determine the Overall Topic

Examine the title and then skim the text to determine who or what the reading is about. If you see the same word repeated you know that it is likely the topic or at least an important element of the topic. The topic should be a noun or a noun phrase such as "online education." The topic itself does not convey any meeting us you must read on to determine the main idea.

Ask yourself questions about the text as you read in-depth. Pay close attention to the introduction, the first sentence of body paragraphs, and the conclusion. In these places, the author typically states and supports the main idea. 

Questions to Ask Yourself While Reading : 

• What elements make up this topic?
• What is the author saying about this topic?
• What does the author want me to know or believe about this topic?

Reflect on what you have read. If the main idea is not immediately apparent to you review the introduction and conclusion. The  main idea should be a complete thought  such as "because of its flexibility, comfort, and lower-cost online education is increasing in popularity for younger generations."

Questions to Ask Yourself While Reflecting:

• What is the message I take away from this reading?
• What point does the information add up to?
• What idea does the author reinforce in the conclusion?
• What is the final impression I have about this topic?

Finding the Main Idea

Once you believe you have found the main idea, check that each body paragraph relates to that main idea. The body paragraph should include  supporting ideas  that reinforce and provide greater detail about the main idea. 

Some students find it beneficial to sketch the main idea and supporting ideas in their notes as a concept map.

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How to Find the Main Idea

ThoughtCo / Mary McLain 

• B.A., English, University of Michigan

Questions about the "main idea" of a story or passage are popular on reading comprehension tests.But sometimes, those questions are pretty difficult to answer, especially for students who are not completely sure they understand what the main idea really is.  Finding the main idea of a paragraph or longer passage of text is one of the most important reading skills to master, along with concepts like making an inference , finding the author's purpose , or understanding vocabulary words in context.

Here are a few techniques to help understand what is a "main idea" and how to identify it accurately in a passage.

How to Define the Main Idea

The main idea of a paragraph is the primary point or concept that the author wants to communicate to the readers about the topic. In a paragraph, when the main idea is stated directly, it is expressed in what is called the topic sentence . It gives the overarching idea of what the paragraph is about and is supported by the details in subsequent sentences in the paragraph. In a multi-paragraph article, the main idea is expressed in the thesis statement, which is then supported by individual smaller points.

Think of the main idea as a brief but all-encompassing summary. It covers everything the paragraph talks about in a general way, but does not include the specifics. Those details will come in later sentences or paragraphs and add nuance and context; the main idea will need those details to support its argument.

For example, imagine a paper discussing the causes of World War I . One paragraph might be dedicated to the role that imperialism played in the conflict. The main idea of this paragraph might be something like: "Constant competition for massive empires led to increasing tensions in Europe that eventually erupted into World War I." The rest of the paragraph might explore what those specific tensions were, who was involved, and why the countries were seeking empires, but the main idea just introduces the overarching argument of the section.

When an author does not state the main idea directly, it should still be implied and is called an implied main idea. This requires that the reader look closely at the content—at specific words, sentences, and images that are used and repeated—to deduce what the author is communicating.

Finding the main idea is critical to understanding what you are reading. It helps the details make sense and have relevance and provides a framework for remembering the content. Try these specific tips to catch the main idea of a passage.

1) Identify the Topic

Read the passage through completely, then try to identify the topic. Who or what is the paragraph about? This part is just figuring out a topic like "cause of World War I" or "new hearing devices;" don't worry yet about deciding what argument the passage is making about this topic.

2) Summarize the Passage

After reading the passage thoroughly, summarize it in your own words in one sentence . Pretend you have just ten to twelve words to tell someone what the passage is about—what would you say?

3) Look at the First and Last Sentences of the Passage

Authors often put the main idea in or near either the first or last sentence of the paragraph or article, so isolate those sentences to see if they make sense as the overarching theme of the passage. Be careful: sometimes the author will use words like but , however ,  in contrast , nevertheless , etc. that indicate that it's the second sentence is actually the main idea. If you see one of these words that negates or qualifies the first sentence, that is a clue that the second sentence is the main idea.

4) Look for Repetition of Ideas

If you read through a paragraph and you have no idea how to summarize it because there is so much information, start looking for repeated words, phrases, or related ideas. Read this example paragraph :

A new hearing device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations, but it is unique in that it can transmit the vibrations directly to the magnet and then to the inner ear. This produces a clearer sound. The new device will not help all hearing-impaired people—only those with hearing loss caused by infection or some other problem in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people who have persistent ear infections, however, should find relief and restored hearing with this new device.

What does this paragraph consistently talk about? A new hearing device. What is it trying to convey? A new hearing device is now available for some, but not all, hearing-impaired people. That's the main idea!

Avoid Main Idea Mistakes

Choosing a main idea from a set of answer choices is different than composing a main idea on your own. Writers of multiple-choice tests are often tricky and will give you distractor questions that sound much like the real answer. By reading the passage thoroughly, using your skills, and identifying the main idea on your own, though, you can avoid making these three common mistakes : selecting an answer that is too narrow in scope; selecting an answer that is too broad; or selecting an answer that is complex but contrary to the main idea. 

Resources and Further Reading

• How to Find a Stated Main Idea
• How to Find an Implied Main Idea
• Finding the Main Idea Practice
• Finding Main Ideas In Paragraphs
• Finding the Main Idea, Columbia College

Updated by Amanda Prahl 

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Identifying the main idea of the story: A Guide for Students and Teachers

READING FOR MEANING: IDENTIFYING THE MAIN IDEA OF THE STORY

We have all been there, though it can often feel as futile as the search for that proverbial needle in a haystack…

Finding the main idea of a piece of writing can be challenging, but it is an essential reading comprehension skill for our students to develop. Students that become skilled in this art will benefit from it far beyond the perimeters of the school gates. From the small print of an insurance document to writing a book review, the ability to filter a text and identify its central idea is as much a crucial life skill as an essential literacy-based learning objective. Though it isn’t always easy, luckily, there is much we can do to help our students hone their abilities in this area.

WHAT IS ‘THE MAIN IDEA’? DEFINITION

Whether we are talking about the main idea of a paragraph, a poem, a chapter, or a longer text, finding the main idea requires the reader to identify the topic of a piece of writing and then uncover what the writer wants us to know about that topic.

As is so often the case, it is best to start small. When working with students on how to identify the main idea, begin by having students locate the main idea in a sentence before building up to locating it in a longer paragraph. As students gradually build their confidence in identifying the main idea in paragraphs, they will soon be ready to move on to longer texts in the form of chapters and eventually full-length books.

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A WORD ON PARAGRAPHS

The main idea of a sentence is usually fairly straightforward to identify. Often it is as simple as identifying the subject of the sentence. Whole chapters or books, on the other hand, can seldom be easily reduced to expression in the form of a single, main idea. For these reasons, the paragraph offers the student the most suitable format in which to practice their main idea identification skills.

Usually, if the writer knows what they are doing, we can identify a single main idea in every paragraph. We can think of this as the key point that is usually expressed as a topic sentence. It is often found in the paragraph’s first sentence, with subsequent sentences providing the supporting details. It can, however, occur in the middle, at the end, or even be split across the paragraph. It may not even be there at all – at least not explicitly.

Writers are a creative bunch, and so students will require more sophisticated means to accurately identify the main idea in all cases and that is exactly what this article will help you help your students to do.

HOW IS A MAIN IDEA EXPRESSED?

It can appear to be a reasonably clear-cut task to define the main idea, so why is it often so problematic for students to identify it? Well, the truth is that it needn’t be so. Often the central concept is expressed directly in the text and is as easy to identify as your own face in the mirror.

However, the main idea will not always be expressed so explicitly, and students must learn to identify it, whether it is expressed directly or merely implied, if they are to fully comprehend what they are reading.

  THE STATEMENT OF THE MAIN IDEA

Attention is the key to pulling the main idea from a text, whatever the genre. Students need to identify the most relevant information from the work and use it to develop a statement expressing what they perceive as the main idea.

We can refer to this as The Statement of the Main Idea . This statement should be a lean sentence or two. The process of composing this statement starts with asking questions about the text. Not all questions will apply to every text, but they will provide a good starting point for extracting the main idea from any piece of writing.

●     Who – Can the student identify the person or people the text is about?

●     What – Can the student identify the topic or underlying theme of the text?

●     When – Can the student identify a reference to a specific time or period?

●     Where – Can the student identify a specific place or a setting ?

●     Why – Can the student identify a reason or explanation for what happens in the text?

●     How – Can the student identify a method or theory in the text?

These questions, and variations of these questions, can help students draw out what the text is about. The two most important questions of those above are who and what . These will sufficiently elicit the information required to identify the main idea in most circumstances. But, the actual litmus test of whether the student can absorb the text’s central idea is whether or not they can summarize what they have read in their own words.

The Litmus Test: Summarizing and Paraphrasing

We know through our experience in the classroom that learning through teaching is a highly effective instructional strategy. It also offers teachers opportunities to observe and assess their students’ grasp of the concepts they have been working on. Similarly, when we ask our students to summarize or paraphrase the main idea of an extract, we are creating an opportunity to observe their comprehension of what they have read and their ability to identify the main idea therein.

You can also encourage students to regularly practice these skills by challenging them to paraphrase and summarize things you have said or read to them in class, even during lessons entirely unrelated to literacy. Encourage them to be concise and to the point; you may even wish to set a word limit of 10 or 15 words within which they must express the main idea. Keep it lean!

STRATEGIES FOR SUCCESS IN IDENTIFYING THE MAIN IDEA

Get The Gist

In this method, give each student a copy of a nonfiction paragraph. If you wish, you can differentiate for students’ different abilities by choosing extracts of varying complexities. Regardless of the level of difficulty, the approach will remain the same. Have students:

1. Ask themselves who or what the paragraph is about.

2. Ask themselves what is the most essential information about the who or what.

3. Restate the main idea in 10 words or less.

You can model this strategy for your students by first walking them through the process. Project the text onto the whiteboard for shared reading and, with focused support and prompting, have them answer the initial questions.

Part 3 of the process above can be undertaken as a piece of shared writing which will model the correct approach before students begin to do it independently. Later, when students have written independent statements of the main idea, they can compare their responses and offer each other feedback. After feedback sessions, they can be given a further opportunity to redraft and modify their statements for accuracy and brevity.

Through these processes, students will improve their ability to identify and express the main idea clearly and concisely.

Get the Gist – Longer Texts

As we mentioned earlier, it isn’t always easy to reduce a longer extract, such as a chapter, down to a single central idea – much less a whole book! There will be times, however, when students will be asked to do just that. They will need a systematic approach to help them in such circumstances. The following process provides for a practical approach:

1. Look at the title – Often, the title provides a good indication of the topic of the text or at least helps to orientate the reader in the direction of the main idea.

2. Look at the extract’s first and last sentences/paragraphs – Often, the main idea will be introduced and summarized respectively in these parts of the text.

3. Look for repeated words and phrases in the extract -The frequency with which they occur will be a strong indicator of their relative importance and will point students toward that elusive main idea.

4. Instruct students to ask themselves, “ What does the writer want me to know? ” – Answering this question successfully will require them to uncover the text’s main idea.

As the students work through the above steps, they can highlight, underline, or circle the keywords and phrases and then use these to help them form their main idea statement.

HOW TO LOCATE THE MAIN IDEA WHEN IT IS IMPLIED

Inferring the main idea requires students to look for patterns in the details as they read. When the main idea is explicit, the student must first identify the topic of the writing before determining what it is the writer wants the reader to know about it. If the main idea is not stated explicitly in a sentence or paragraph, then it is implied, and students must consciously work to uncover it by analysing the details to infer the main idea. Conscious practice of this strategy will soon see it become second nature, and the student will quickly become skilled in identifying the main idea even when it is not stated explicitly.

To efficiently identify the main idea in a piece of writing, students should first determine the text’s topic. Then, they will need to work out what it is the writer wants us to understand about that topic. This is the essence of how to identify the main idea.

Students should understand that the main idea may not always be explicit, and they may need to work hard to uncover precisely what the text implies. Regardless of whether the main idea is explicit or implicit, every paragraph will have the main idea. Students should understand that it can be located at the beginning, in the middle, at the end, or even be split up throughout the paragraph.

With perseverance and hard-earned experience, students can use various methods and, at times, a fusion of these methods to uncover the main idea with speed and accuracy. Soon they will be able to apply these methods to a broad range of texts over a wide range of lengths and complexities.

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

 MAIN IDEA GRAPHIC ORGANIZER (FREE DOWNLOAD)

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The main idea is the central thought or message of a passage. It represents the key concept that the author wants to convey. Understanding the main idea helps readers grasp the purpose behind a text. Whether it’s identifying the central idea in a book, a gift idea for a friend, or story ideas for an essay, recognizing the main idea is crucial for comprehension and effective communication.

What is Main Idea?

The main idea is the primary point or concept that an author wants to communicate to the reader. It encapsulates the central thought or message of a passage, providing the essence of the content.

Examples of Main Idea

• Climate change poses a significant threat to the planet’s future.
• Healthy eating is essential for maintaining a balanced and active lifestyle.
• Bullying in schools can have long-term effects on students’ mental health.
• Technology has revolutionized the way we communicate and access information.
• Exercise is crucial for physical and mental well-being.
• Reading regularly can improve language skills and cognitive function.
• Teamwork is vital for achieving common goals in the workplace.
• Recycling helps reduce waste and protect the environment.
• Education is the key to personal and professional growth.
• Sleep is necessary for overall health and well-being.
• Volunteer work can positively impact communities and individuals.
• Financial planning is essential for securing a stable future.
• Parenting requires patience, understanding, and commitment.
• Social media influences public opinion and personal relationships.
• Traveling can broaden one’s perspective and cultural understanding.
• Music can have therapeutic effects on the mind and body.
• Stress management techniques are crucial for maintaining mental health.
• Innovation drives progress in science and technology.
• Friendship provides emotional support and enriches life experiences.
• Art can be a powerful form of expression and communication.

Main Topic vs Main Idea

Knowing the Main Idea

Understanding the main idea of a text is crucial for effective reading comprehension. The main idea is the central thought or message that the author wants to convey. Identifying it helps readers understand the purpose and significance of the text, making it easier to follow the author’s arguments and insights. Here are some tips for recognizing the main idea:

• Look for the Thesis Statement : The main idea is often found in the thesis statement, usually located in the introduction or conclusion of a passage.
• Pay Attention to Repeated Concepts : Authors often emphasize the main idea by repeating key points or phrases throughout the text.
• Summarize the Passage : Try to summarize the text in your own words. The summary should reflect the main idea.
• Ask Questions : Consider what the author is trying to communicate. Questions like “What is the author’s main point?” or “What is the text mostly about?” can guide you to the main idea.
• Identify the Topic Sentence : In paragraphs, the main idea is often stated in the topic sentence, typically the first or last sentence.

Finding the Main Idea

• Read the Entire Passage : First, read the entire text to get a general sense of what it is about.
• Look for the Thesis Statement : The main idea is often presented in the thesis statement, which is usually located in the introduction or conclusion.
• Identify Topic Sentences : In individual paragraphs, the main idea is often stated in the topic sentence, typically the first or last sentence.
• Notice Repeated Ideas : Authors frequently emphasize the main idea by repeating key points or phrases throughout the text.
• Summarize the Passage : Try to summarize the passage in your own words. Your summary should encapsulate the main idea.
• Ask Key Questions : Ask yourself, “What is the author’s main point?” or “What is the text mostly about?” to focus on the core message.
• Look for Supporting Details : Supporting details often clarify or explain the main idea. Identifying these can help pinpoint the main idea itself.
• Consider the Title and Headings : Titles and headings often hint at the main idea by indicating the general topic or focus of the text.

Main idea Sentences

• Climate change poses a significant threat to global ecosystems and human livelihoods.
• Regular exercise is crucial for maintaining both physical health and mental well-being.
• Effective communication skills are essential for building strong personal and professional relationships.
• Renewable energy sources are vital for reducing our dependence on fossil fuels and mitigating environmental damage.
• A balanced diet plays a critical role in promoting overall health and preventing chronic diseases.
• Financial literacy is important for managing personal finances and achieving long-term financial stability.
• Education is the key to unlocking personal and professional opportunities.
• Technology has revolutionized the way we live, work, and interact with each other.
• Reading regularly can significantly improve language skills and cognitive abilities.
• Mental health awareness is crucial for fostering a supportive and understanding community.

Main Idea in Literature

The main idea in literature is the central theme, message, or insight that a writer wants to convey through their work. This concept is often expressed implicitly through characters, plot, and settings, rather than being stated outright. Understanding the main idea helps readers grasp the underlying meaning and purpose of the text.

How to Identify the Main Idea in Literature

• Analyze the Title : The title often provides clues about the main idea or theme of the work.
• Examine the Plot : Look at the sequence of events and how they unfold. The main idea is often revealed through the conflicts and resolutions in the story.
• Consider the Characters : The experiences, growth, and development of the characters can point to the main idea.
• Look at the Setting : The time and place of the story can provide context that helps reveal the main idea.
• Identify Recurring Themes : Themes are ideas that appear repeatedly throughout the work. These can give insight into the main idea.
• Pay Attention to Symbols and Motifs : Symbols and recurring motifs often highlight the main idea.
• Reflect on the Conclusion : The resolution of the story typically reinforces the main idea.

Examples of Main Ideas in Literature

• “To Kill a Mockingbird” by Harper Lee : The main idea revolves around the themes of racial injustice and the loss of innocence.
• “1984” by George Orwell : The main idea focuses on the dangers of totalitarianism and the oppressive nature of a surveillance state.
• “Pride and Prejudice” by Jane Austen : The main idea explores themes of social class, marriage, and morality.
• “The Great Gatsby” by F. Scott Fitzgerald : The main idea highlights the corrupting influence of wealth and the elusive nature of the American Dream.
• “Moby-Dick” by Herman Melville : The main idea examines obsession, revenge, and the struggle against nature.

How can I identify the main idea in a text?

Look for the thesis statement, repeated concepts, and summarize the passage to find the main idea.

Why is understanding the main idea important?

It helps readers grasp the author’s purpose and improves comprehension of the text.

What role do characters play in conveying the main idea?

Characters’ experiences and development often highlight the main idea.

How does the setting contribute to the main idea?

The setting provides context that helps reveal the main idea and theme.

What is the difference between the main idea and the theme?

The main idea is the central message, while the theme is the underlying topic or issue.

How can I use the main idea in marketing communication ideas?

The Marketing communication ideas Understanding the main idea helps create focused and impactful marketing messages.

Why do authors use motifs to convey the main idea?

Motifs reinforce the main idea through repeated imagery or concepts.

How does the plot reveal the main idea?

The sequence of events, conflicts, and resolutions often reveal the main idea.

Can the main idea change throughout a text?

Yes, the main idea can evolve as the story progresses and characters develop.

How does understanding the main idea benefit students?

It enhances reading comprehension, critical thinking, and the ability to analyze texts effectively.

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How to find the main idea

Determining the main idea of any text can be tricky. Let’s take a look at some helpful ways to zero in on it.

Author Taylor Hartley

Published January 19, 2024

Published Jan 19, 2024

• Key takeaways
• Think of the main idea as the point – The main idea is the primary argument or claim discussed by the author, around which all other supporting details and explanations revolve.
• Make sure you read the full text – You can determine the main idea by reading the full text, annotating its key points, summarising, and looking for any repeating ideas or statements.
• There are a few key questions to ask – While reading, it’s always important to look for the Who, What, Where and Why. These details will help explain why the author believes what they do.

Table of contents

What exactly is the main idea?

How to find the main idea in five easy steps.

• Questions to ask when trying to find the main idea​
• Watch out for distractors​

The main idea of a text can be a difficult thing to nail down, but it’s the most important detail of any passage you come across. As you travel along your journey towards mastering reading comprehension , you’ll need to build a habit of figuring out what the main idea is. Once you’ve accomplished that, you’ll have a better chance at consistently understanding even the most complicated of paragraphs. 

The main idea is the central argument or point a paragraph is trying to communicate. It’s often the first claim an author makes when they begin their work but it can also be formed based on key details and facts dispersed throughout the body of a paragraph, too. Think of the main idea as the anchor of a paragraph, holding the passage steady and providing a foundation for other important points. 

Is there a difference between the central idea and the main idea?

You might be a bit confused if you discover people referencing a “central idea,” of a paragraph or essay. But fear not! The central idea and the main idea are one and the same. The central idea represents the same key talking points and details as the main idea–the primary argument an author is trying to make. 

Is there a difference between a supporting detail and a main idea?

Even though the central idea and the main idea are the same, there are a few differences between the main idea and it various supporting details. Supporting details are another important part of reading comprehension, as they provide some much needed context, or explanation of the overall main idea. 

A supporting detail might go into greater detail on a specific topic, and give you a bit more understanding of the main point the author is trying to drive home. However, these supporting details don’t exist as their own main ideas, they’re simply there to support the main idea and reinforce it.

Now that you have a basic understanding of what the main idea is, you’ll need to start learning ways to identify it when you encounter it in the wild. Follow along as we walk through some helpful tips on pinpointing the main idea of a passage.  

1. Identify the topic.

One of the first tools you can use for locating the main idea is referencing the title of a paper or any subtitles used throughout. Titles are a great way of gaining a grasp on the central topic of an author’s argument. Take the title of this article, “How to find the main idea.” We can learn a lot about what a piece of writing is about by looking at its title. 

2. Read the entire passage.

The second step in finding the main idea? You guessed it, thoroughly read the passage so you can get a firm handle on what it’s trying to say. You might be tempted to skim the writing to save time, but it’s important to read each sentence with intent so no details go unseen. Remember, even the smallest detail can provide you with the extra confidence and understanding you need to define the main idea. 

3. Annotate as you go, underlining key points or ideas you see.

One helpful tip to help guide your understanding of the main idea is to annotate, or take notes, while you read the text. Doing this will give you a brief but helpful outline of the main points the passage makes. You can look back through your notes once you’re done reading and use them to solve the main idea puzzle. Remember to write down any details you find particularly impactful.  

4. At the end, summarise the passage and what you think it’s arguing.

When you’re finished reading and annotating, use what you’ve learned from the text to form a summary of the entire passage. Your summary should include the main arguments and supporting evidence the author used to get their point across. By creating a summary, you’ve reinforced the main ideas of the text in your head, making it easier to discover what the author is really trying to say. 

5. Read the first sentence and last sentence and look for repeating ideas in your annotations.

The main idea is often expressed in the first few lines of a text and reiterated in the closing lines of a passage. Knowing this, take a good look at both the first and last lines of a paragraph, and see if there are any recurring details or statements within each one. If there are similarities, there’s a good chance that these statements reflect what the main idea is. 

Questions to ask when trying to find the main idea

Although it’s important to take note of each detail you come across in a passage, some can be more valuable when trying to determine the main idea. These details are key parts of the summary you’ll need to create. They’re known as the Who, the What, the Where, and the Why. 

The Who relates to the subject of the text; the person or thing the passage is describing. It’s most often a person or group of people, but it can also range from animals to robots to insects! Identifying the Who is an important part of grasping the main idea, because you’ll need to determine just who the author is writing about if you’re going to figure out what the author is trying to say about them.

What is happening within the passage? What actions are taken by the Who? These actions, or reactions, are known as the What. This is the meat of the paragraph, the behaviours or movements of characters and people that the author uses to describe what’s happening in their writing.

The When is another important detail you’ll need to define as you discover the main idea. The When of a passage is the time period the paragraph itself takes place in or references. Think of the When as a date on a calendar. The Who and What you’ve already defined, but on what date – or at what time of the day – do they appear?

What is the setting or location of the paragraph? Where does the action take place? Is it in a specific state or country, or maybe a specific city or neighbourhood? By defining the Where, you’ll be able to determine how the setting influences the main idea. Maybe there are specific laws or rules tied to the setting that affect the main idea, or maybe the geography of the setting affects what the author is trying to say about the region and the people who live in it. No matter what the Where is, you need to define it so that you can understand how the setting of a passage relates to the main idea. 

And most importantly, why?

The Why is perhaps the most important piece of the main idea puzzle. To define the Why, ask yourself how the author explains the reasoning behind their argument. Why do certain things work the way they do? Why do people act in the ways that they do? The answer to these questions are within the text, and they’re probably the most important facts regarding the main idea. If you can define the Why, or the explanation for why the author thinks the way they do, you can find the main idea. 

Watch out for distractors

As you work your way through a multiple-choice test, reading comprehension questions will normally ask you to pick the main idea out from a collection of possible answers. The creators of these tests can be tricky, and might try to mislead you with answers that don’t actually align with the true main idea.

Because of this, it’s important that you read the passage carefully, paying close attention to the little details throughout that might clue you in to the main idea’s meaning. Make sure to come up with your own main idea, and don’t rely on the answers provided to you by the test. Wrong answers are often either too narrow in their description of the text, too broad, or make claims that are contrary to the argument posed by the author.

Creating your own outline of the passage once you’ve carefully read it will help you summarise the text, pick out its key arguments, and determine the best answer for what the main idea is.

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FAQs about the main idea

The main idea should include the main talking points of a paragraph. Think of it as a summary of the author’s writing that represents their central argument. The main idea includes the key statements, facts, or opinions the author chooses to include that embody what they’re trying to say. 

There are several strategies you can use to help you find the main idea. Techniques such as looking at the title of the work, or any subtitles, writing down your own summary of the text, looking at the first and last sentences of a paragraph, and identifying recurring ideas are ways to discover the main idea. You can also take notes throughout your reading so that you have a brief outline of key details. 

Yes, it’s extremely important for you to read the passage in its entirety if you want the best chance at understanding its main idea. You may feel tempted to skim or speed-read your way through an essay, but be wary that you might miss certain details or key ideas that could have helped you define the central argument. The best way to go about defining the main idea is to read each sentence intently. 

The central claim and the main idea are synonymous with one another, meaning they represent the same thing. If you’ve identified the central claim of a passage, you’ll be happy to know that you’ve also found the main idea!

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Finding the Main Idea – Reading Comprehension Strategy Lesson Plan

Finding the Main Idea lesson plan UPDATE Nov 21, 2022

Finding the Main Idea is more than just figuring out what general point the author is trying to make.

It’s about recognizing that we can come up with several main ideas, but the “best” main idea has strong support from the entire article.

Use this lesson to give students a process to find clues in the organization of the text.

Active reading means looking at the information in each paragraph and deciding if it is “nice to know” side information or essential information that develops the author’s point.

FINDING THE MAIN IDEA Reading Strategy

How to evaluate and find the best main idea (4 pro tips):.

• Focus on the BIG PICTURE (the entire article).  Summarize the entire article in a word or phrase. What general point is the author trying to make?
• Look for clues in key spots.  (How is the text organized?)
• Think about each paragraph.  What is this paragraph about? (Where is the main idea in the paragraph? Beginning? Middle? End?) What role does this paragraph play? 
• Find the “best” main idea.  The main idea is NOT always directly stated. The best idea has strong support from the beginning, middle, and end of the entire article. 

If you want this product with reading texts, please check out our Reading for Meaning Comprehension Strategies bundle.

Watch the FREE Reading Comprehension Video .

Hi everyone it’s Mike from Educircles and today is part of our Reading for Meaning series, we’re going to be talking about the comprehension strategy called Finding the Main Idea.

Now before we talk about this reading strategy , let’s review active reading.

• Active reading means we think about the text as we read.
• We don’t just say the words – we think about the words and what the words actually mean.

If we use strategies, we can get better at reading. Comprehension strategies help us figure out what is happening in a text.

Today, we will use a strategy called Finding The Main Idea.

Finding The Main Idea is about looking at the big picture of an article. We’re asking what general point is the author trying to make.

It’s not always easy to find the best or biggest main idea.

• The author will write several sentences and paragraphs – and in the article, there will be several key points and ideas.
• The best main idea is the overall central idea of the entire article.
• So, in this example, the big idea might be that this is a soup ladle.

Finding the main idea is like looking for constellations in the night sky.

A constellation is a group of stars in a recognizable pattern.

For example, this is the Big Dipper. If you know where to look it’s easier to see the patterns.

(Did you know that if you extend the line between the last 2 stars in the Big Dipper, you can find the North Star?)

When we read, we need to look for clues in key spots of the text.

• We need to ask ourselves, how is the text organized?
• We think about the big picture and we try to look at the entire article.

Here are 4 pro tips to help you find the main idea.

Find the main idea – pro tip #1: focus on the big picture.

Pro Tip #1 is to focus on the big picture – that means thinking about the entire article.

Summarize the entire article in a single word or phrase. What general point is the author trying to make about that topic?

We’re going to be looking at a series of examples.

Finding the Main Idea – Example #1: Photograph

Let’s look at example #1 which is a photograph.

• Here’s the photo.
• Summarize this entire media text in a single word or phrase.
• In other words, what is this image about?

What is the topic?

You might say stars, night, the universe, being alone, life on other planets…

Then, we have to ask ourselves what is the author saying about the topic. Maybe that “astronomy is the science of stars in space” or maybe the author is trying to say that “night is beautiful”, “the universe is expanding”, “being alone can be a good thing”, “Is there life on other planets?”

Any of these could be the main idea, but which one is the best main idea?

We need to try to figure out what is the photographer trying to say with this photo? Maybe the message is that “night is beautiful” or “being alone can be a good thing”. Or, maybe the photographer is trying to capture a sense of wonder about life on other planets. We need more information to figure out which of these might be the best main idea. Maybe there are other clues somewhere else.

Pro Tip #1 Recap

Let’s review Pro Tip #1.

Focus on the big picture – which means the entire article. Try to summarize the entire article in a single word or phrase. Ask yourself, what general point is the author trying to make.

Find the Main Idea – Pro Tip #2: Look for clues in key spots.

How is the text organized? Is there a title or subtitle? Are there headings or subheadings? Is there an introduction? Body paragraphs? A conclusion? Are there review questions?

Let’s look at example #2 which is an informational text that has 5 paragraphs.

Let’s zoom in.

Lorem ipsum is placeholder text that we use in web design. It gives us a sense of layout without having to use actual sentences. Many people just look for meaning in the sentences, but we can find a lot of clues hiding in the text organization.

That’s why in this lesson, there are fake words in the sentences. It’s to help us focus on the text form and structure instead of the words themselves.

Pro Tip #2 is about look for clues in key spots and the guiding question right now is how is the text organized?

Here’s the typical format for most informational texts.

• You have a title which gives us a big hint about the topic and the general point.
• The beginning of the article usually introduces what we’re going to find out in this article.
• The middle of the article usually includes supporting details that the author uses to explain their point
• Finally, at the end of the article, we often see a conclusion that summarizes what the author just told us.

Finding the Main Idea – Example #2: Five Paragraph Essay

This is a 5 paragraph essay.

• We have a catchy introduction to hook the reader.
• The last sentence in the introduction is usually the thesis or main idea and a quick introduction to the 3 ways the author is going to prove their point.
• Then in the body paragraphs, we have 3 ideas that prove the author’s point. We have reason #1, reason #2, and reason #3.
• Finally, in our conclusion paragraph, we usually restating the thesis – we restate our general point that we’re trying to make, and we briefly summarize our 3 reasons that we just told you about in the body paragraphs.
• We often finish our conclusion paragraph with a thought-provoking ending.

If we were doing a reading test on a 5 paragraph essay, we would know where to look in each paragraph and this could help us figure out the main idea of the essay.

The problem is most texts aren’t 5 paragraphs long.

Good writing is not always obvious and formulaic, but there are still patterns in how informational texts are organized. And we can use these patterns to help us figure out the main idea.

So, let’s look at example #3 which is an informational text that now has 20 paragraphs.

We’re going to start with our 5 paragraph essay and then add a bunch of line breaks. This means that if we were working on this article on our computer, we would literally hit the enter key to break apart longer paragraphs into shorter paragraphs.

We’re going to play with the structure of our paragraphs. Website articles typically use shorter paragraphs because shorter paragraphs are easier to read online.

• So, here we have our beginning. We have the same words in the beginning, but we broke the paragraph up differently.
• Here we have reason #1 – which has the same words in the sentences, but again we hit enter in the paragraph to break the paragraph up differently.
• We did the same thing in reason #2 and again in reason #3, splitting up the paragraph into shorter paragraphs.
• Finally, in the conclusion, we have the exact same words in the sentences, but we broke the paragraph up differently.

Finding the Main Idea – Example #4:

Now, this essay has 20 paragraphs.

A 20-paragraph essay has the same structure – the same pattern – as a 5-paragraph essay. Let’s look at the two.

• We have a title where we have the topic or the point of the article.
• We have a catchy introduction to catch the reader’s attention.
• We introduce the main idea of the article.
• Then, we explain reason #1 – this is our 1 st idea supporting what we’re trying to say with this article.
• Then, we have another reason to prove our main idea.
• Finally, we have a third reason supporting our main idea.
• Then, at the end, we summarize what we just told the reader – we summarize the main idea and we include a thought-provoking ending.

Let’s look at example #4 which is an informational text that has 20 paragraphs, but now we’re going to add headings and subheadings.

One way to make your article easier to read and quickly understand is to use headings and subheadings to organize information.

• So, for example, in the title area we might have a title, but we might also add a subtitle to give more insight into what we are trying to say with her article.
• Then, in our reason #1 section, we might add a heading and a subheading. We can also split paragraph into bullets to make those sentences easier to read.
• In reason #2, we could add a heading here as well will split paragraph into bullets again to make things easier to read.
• In the 3 rd reason section, we could add a heading and then add multiple subheadings to clarify our arguments and ideas.
• Finally, in the last part of the article, we could add a heading to make it obvious to the reader that this is our conclusion and we are wrapping things up.

This text now looks longer, but it still has the exact same organization: we have a beginning, a middle, and an end.

Finding the Main Idea – Example #5

Let’s look at example #5 which is an informational text that has 20 paragraphs, headings and subheadings, and now we’re going to add images.

We use images to support what we are saying in the text.

• So, in the introduction, we might start with a catchy image to hook the reader’s attention.
• In reason #1, maybe we’ll add an image and a caption to provide more context to the ideas.
• We can add another image for the next idea in reason #2. Maybe, we’ll add an image to explain what we’re talking about there.
• Then, in reason #3, we can add some images to enhance the text and make it more interesting to read.
• In the end, we don’t have to make a change. We could add an image, but we don’t have to.

This text again looks longer but, remember, it still organized like a 5 paragraph essay with a beginning middle and end.

Imagine we read this article on a mobile device. It’s still the same structure as a 5 paragraph essay that we talked about earlier even though it looks very different.

• We have a title.
• We have a catchy introduction where we introduce the main idea.
• We have idea #1 with supporting details.
• Then, if you scroll down, we can see idea number 2 that also has more supporting details.
• If you keep scrolling down in the article, we have idea #3 which again supports the article’s main idea.
• As we scroll through the article here, we can see the conclusion of the article that summarizes the point the author was trying to make and often includes a catchy ending.

Now let’s look at one more example.

Finding the Main Idea – Example #6: Textbook

Example #6 is an informational text with 20 paragraphs, headings and subheadings, images, and instead of having the layout for a mobile device, we’re going to change the layout to fit a standard piece of paper.

If we shift where the images are located to fit on paper, what started as a 5 paragraph essay now looks like a textbook.

• Here are the first two pages.
• The next two pages…
• Here are more pages,
• and then finally we have the end of this section.
• Textbooks often ask questions to see how well you understand the point the author is trying to teach you.

A textbook looks longer and more complex but, again, it is still organized like a 5 paragraph essay with a beginning, middle, and end.

• We have the title
• We have a catchy introduction that may span several pages.
• We introduce the main idea of this chapter
• Then we explain the first concept to supporting the point of this chapter.
• Then we go on to explain a second concept to backup the main idea of this chapter.
• Finally, we have a third concept section to develop the main idea
• At the end of the chapter, we have a chapter conclusion which summarizes what the chapter was about. There is usually a thought-provoking end about the significance of this chapter.
• In a textbook, we would have chapter questions for students to test their thinking.

So, as you can see, there are patterns in how informational texts are written. It doesn’t matter if you’re reading a 5 paragraph essay, a 20 paragraph essay, a website article, or a textbook – we can look for clues in key spots.

Remember, in a classic, formulaic  5 paragraph essay, you have 3 body paragraphs, each with 3 supporting details. But, of course an author could only have 2 reasons to prove their point. Or, maybe they have 20 reasons why they think something should happen. Either way, the structure is the same. There’s, a beginning, middle, and end.

Pro Tip #2 Summary

We look for clues to help us figure out the authors point in key spots by asking how the text is organized. We look in key locations like titles and subtitles, headings and subheadings, the introduction, body paragraphs, the conclusion, and review questions if there are any.

Find the Main Idea – Pro Tip #3: What role does each paragraph play?

Look at Pro Tip number 3 which is to think about each paragraph as you read it.

• Think about what the individual paragraph is about.
• Where is the main idea of this paragraph? Is it at the beginning of the paragraph, the middle of the paragraph or at the end of the paragraph?
• Ask yourself what role this paragraph plays in the article. Is the information in here catchy fluff or is this essential information to the article that helps prove the author’s point?

Here is the classic model for paragraph writing. It’s called the hamburger model.

• We start with a topic sentence which is like the bread at the top of your hamburger. The topic sentence explains what your paragraph is about.
• Then, you have multiple layers of ingredients. You have a supporting sentence which might be some tomato. Then, you have a 2nd supporting sentence which might be a slice of cheese. You might have a third supporting sentence which could be some lettuce. Maybe you even have a fourth supporting sentence which could be the beef patty.
• Finally you end your hamburger with another piece of bread which is your conclusion sentence.

Finding the Main Idea – Example #7: Paragraph – hamburger model

Let’s look at example #7 which is a paragraph and the main idea of this paragraph is in the beginning.

• So here’s some Lorem Ipsum text.
• The topic sentence – what our paragraph is about is at the beginning.
• Then, we have body sentences that support the topic sentence and develop the idea.
• Finally, at the end, we have a conclusion sentence that summarizes the paragraph.

Where is the main idea in this paragraph?

• it’s stated at the beginning, then it gets backed up by supporting ideas.

But, we can organize a paragraph in different ways.

Finding the Main Idea – Example #8: Paragraph – pizza model

Here’s example #8 which is a paragraph but the main idea of the paragraph is at the end. We might call this a pizza model where you have…

• a catchy introduction to hook the reader at the top – maybe that’s like bacon on top of your pizza.
• Then, you can have supporting ideas. Supporting sentence #1 could be the pepperoni. Supporting sentence #2 could be the cheese
• Finally, at the end, you might have a conclusion sentence where you make your point. That’s the crust in our pizza.

if we look at some Lorem Ipsum text in a paragraph, we can see…

• here is a catchy introduction that has several sentences to try to hook the reader
• Then, we go into supporting sentences that build up to…
• the conclusion sentence where we make our main point.

Where is the main idea this paragraph? It’s at the end.

In this style of paragraph, we start with a catchy intro, then we start to introduce ideas that build up our case and lead the reader to our main idea at the end.

Sometimes, the main idea is not at the beginning or end.

Finding the Main Idea – Example #9: Paragraph – hamburger with bacon

Here’s example #9 which is a paragraph that has the main idea in the middle of the paragraph. We might call this a hamburger model with bacon on top. 

In this example…

• the bacon might be a delicious catchy introduction that hooks the reader’s attention.
• Then, we still have our top bread layer which is our topic sentence where we explain what the paragraph is about.
• Next, we have some supporting sentences to backup the ideas in our topic sentence.
• We might have a concluding sentence, we might not.

Now, if you look at an example of Lorem Ipsum text, we can see…

• here’s the catchy introduction to hook the reader.
• Then, we have our topic sentence,
• Followed by a supporting sentence and or two to prove our topic sentence.
• We don’t always have a conclusion sentence, but in the classic hamburger model, we do.

Where is the main idea in this paragraph? It’s in the middle.

In this style of paragraph, we start with a catchy introduction that leads to the author’s point and then develops that idea with supporting ideas at the end.

As we read each paragraph in an article, we’re thinking about what the paragraph is trying to say by looking for the main idea in the beginning, middle or end of the paragraph.

• We have the hamburger model where the main idea is in the beginning,
• the hamburger with bacon on top model where the main idea is in the middle,
• and then we have a pizza model where the main idea is at the end.

As you read each paragraph, ask yourself

• What role does this paragraph play in the big picture of the article?
• Is this paragraph contain catchy fluff to hook the reader, or
• is it essential information that helps to develop the main idea of the article?
• Is this important and relevant to the point the author is trying to make or is this stuff just nice to know?

If we think back to example #3 which was an informational text that had 20 paragraphs, remember it started with a title and then went on to a catchy introduction. Then, we saw the main idea, idea #1, and so on.

Here’s what our mind might have thought if we could understand Lorem Ipsum text.

As we read each paragraph, we would be asking ourselves, what is this paragraph about and what role does this paragraph play in the big picture?

We might read the 1st paragraph and we might say the main idea is at the end of this paragraph. Then, we ask, okay, well, what purpose does this paragraph play? We might say this is probably “nice to know” information – it’s just a catchy hook to grab our attention

Then we read the 2nd paragraph – you might say, well what is this paragraph about? And then after thinking about it, we might guess the main ideas is in the middle of this paragraph. We ask ourselves what role does this paragraph play and we might say, well this is more “nice to know” information because it’s still trying to be catchy. It’s still part of the bacon trying to catch the reader’s attention to get them to read more.

When we read the 3rd paragraph, we’re constantly thinking at the back of our mind, “what is this paragraph about” and we might think that the main idea is at the beginning of the paragraph here. We might say, well, this seems like it’s more nice to know information, but it feels like it’s building up to something – so I think this is probably still part of the article introduction. I don’t think the author has said what their main idea is yet.

So, we keep on reading the next paragraph and we might say, okay, well, look the main idea of this paragraph is definitely at the beginning and I think this paragraph is really important because I think this is the point that the author was leading up to in their introduction. They also have introduced a list of a few things – so I’m guessing they’ll probably discuss these later in this article.

So, we keep on reading – there are no headings in this article to give us hints, so we have to base our ideas purely on what the paragraphs say.

We might read this paragraph and say, well, the main idea of this paragraph is at the beginning – and in fact, this is probably important – I think it’s the first big reason that the author is using to prove their point because I can see it connects with the stuff in the last paragraphs. So, that last paragraph was probably their thesis – their main idea.

As I keep on reading, I might say, okay, well in this paragraph, I think the point of the paragraph is here in the middle because this paragraph seems to be supporting this section about the main idea. The first part is just a catchy description, but the rest of the paragraph seems like it’s actually really important because it’s all about the author’s first big reason.

Pro Tip #3 Summary

Let’s recap Pro Tip #3 which is to think about each paragraph.

• We ask ourselves what is this paragraph about. We thought about where the main idea of the paragraph was and we know that main idea could be at the beginning, middle, or end of a paragraph.
• We also think about what role this paragraph plays in the big picture – is this catchy introduction stuff or thought-provoking conclusion stuff or is the meat of the article – essential information that develops the author’s point.

Find the Main Idea – Pro Tip #4: Not all main ideas are good main ideas

Here’s Pro Tip #4 which is to find the best main idea.

• The best main idea has strong support from the entire article – the beginning, middle and end.
• The main idea is not always directly stated by the author. We may have to infer what the author is really saying about the topic.
• Sometimes, the whole is greater than the sum of the parts. That means, although you can find important hints in key locations about what the author is trying to say about the topic, if you’re only looking at a narrow slice of the article, you might be missing important information.
• The best main idea has strong support from the entire article – not just one part.
• Although an author may directly state why they are writing about the topic, the way they write might tell another story.
• In other words, there may be another unsaid-but-better-main-idea that captures the point of the article that we can infer based on the examples that the author used and their word choice.

Pro Tip #4 Summary

Let’s recap Pro Tip #4.

• It’s about finding the best main idea which has strong support from the entire article.
• The main idea is not always directly stated by the author
• We may have to infer what the author is really saying about the topic.

Okay, practice time.

Here is a sample article. What do we do first – and we can do this before we even start reading.

What was Pro Tip #1?

Pro Tip #1 is to remember to focus on the big picture as we read

• So even before we read, we’re thinking about this and as we read, we’re trying to summarize the entire article in a single word or phrase (that’s the topic)
• and we’re trying to piece together what point the author is trying to make about the topic.

What do we do as we read?

What was Pro Tip #2?

Pro Tip #2 is to look for clues in key spots of the article. We do this by asking ourselves how the text is organized.

Even without reading the article, we know that there will be a beginning, middle and end.

We know at the very beginning will be a title that gives us a clue. For example, in this case it says “Green leader” and we have to ask ourselves what could the topic or the author’s point be based on this clue?

• Maybe it’s someone who is a leader in environmental issues. (Being green is usually about the environment.) Maybe this is an action movie thing like leader of the Green Squadron.

The subheading tells us “Green leader says it shouldn’t have taken this long” so then it makes me wonder what shouldn’t have taken this long?

• maybe environmental change is taking too long but it finally happened?
• maybe standing up for climate change?
• I’m not sure what should not have taken this long.

We’re still on Pro Tip #2 – we’re still looking for clues in key spots even before we read this article.

At school, sometimes we have to read an article or a textbook and then answer questions. If we look at the questions before we read the article, it can give us a big clue about what to pay attention to as we read.

In this case, the questions can give us a clue about what the topic or the author’s point might be.

The first line here in the question section says, “based on the article and the collaboration mini lesson, how would you answer the following?”

• right away, I see it says “collaboration mini lesson” so I have to make sure that I read that before answering these questions.
• I notice there’s a third page in this handout package and the title of that section says “collaboration mini lesson” –  good to know.

If I go back to the chapter questions at the bottom of the article I see the first question is “why does Annamie Paul becoming leader of the Green party of Canada make a difference for some people?”

• So, now I think Green Leader – well okay, so this is about the leader of the Green party of Canada – maybe the Green party is called the Green Party because they care about environmental issues? Maybe the author of this article has something to say about Annamie Paul becoming the leader.

The 2nd question is “Do people from different cultures, genders or lived experiences have very different points of view?”

• so I might think when I see words like culture or gender, I wonder if this article is about stereotypes or racism or sexism or thinking about whether people are different or have different experiences…
• Maybe if I tie it back to that first question – maybe her becoming the leader of the Green party of Canada – maybe that has to do with her culture or her gender or something that she has personally lived through?

The third question ask if different points of view help collaboration or get in the way?

• So then it makes me wonder if this article is about people working together or being divided? and that ties into the previous question about whether or not people have different points of view – maybe this article is about a really diverse group of people trying to work together – Maybe the topic is diversity and maybe the article has an opinion about whether that’s a good thing or bad thing.

Question #4 – what does diverse leadership mean?

• Okay, well, how might having diverse leadership help create better laws okay well now I think Green party of Canada if they’re helping to make laws may be their politicians and diverse leadership so maybe something about Annamie Paul is different than leaders in the past? So I’m still not sure if the topic of this article is about the Green Party, or if it’s really about diversity. I’m not sure – I’m still looking for clues

Question #5 says Annamie Paul says, “we can’t let the people down because we need to be in the room on their behalf. Is she in a position where she can make a real impact?”

Based on this question, what do you think this article will be about? What do you think the author’s point of view will be? Pause the video.

The final question here says the new leader of the Green party also says having diverse leadership is a huge win for people in Canada every time that it happens – do you think it is a huge win, a minor win, or not really a win at all? Why do you think that?

Again, based on this question and what we’ve looked at so far, summarize this article in one word or phrase. Then guess what the author’s point about that topic will be. Pause the video.

Welcome back. Just by looking at the title and the questions at the end, we already have a sense of what this article might be about.

Now, as we read the article, we make sure that we pay attention to the beginning to see if we can find the main idea. There will be a probably catch introduction, but maybe not. In hard news article, they get right to the point and this article might read like a news article…

When we read the middle of the article, we’re going to look at the examples the author uses to back up their main idea.

Finally, at the end, the author will probably restate their main idea – we’ll need to look for clues in what they say and how they say it. There will probably be clues to the author’s intent in the thought-provoking conclusion.

What do we do next?

What was Pro Tip #3?

Pro Tip #3 is to think about each paragraph as we read. We ask ourselves what is this paragraph about? Where is the main idea of this paragraph and then once we know what the main idea is, we have to think about what role this paragraph plays in the big picture. Throughout this article, we’re always thinking about what the topic could be and what’s the author’s point about that topic.

In the first paragraph, it says, “On October 3, 2020, members of the Green party of Canada elected Annamie Paul to be their leader. She is the first black person and first Jewish woman to be the leader of any federal political party in Canada.”

Okay, so what is this paragraph about?

• Annamie Paul is the new leader of the Green Party
• She’s making history because she’s the first Black person and first Jewish woman to be a federal leader in Canada.

Okay, so where is the main idea of this paragraph…

• It could be at the beginning, middle or end…
• Well, let’s think about this. Is this paragraph about Annamie Paul getting elected and that’s cool because she’s the first Black person and Jewish woman to even become a federal political party leader in Canada?
• Or, is this paragraph about how Annamie Paul is the first Black person and Jewish woman to become leader of a federal party because the Green Party of Canada elected her.
• I think the way it’s written, because it starts with an event and then explains why that event is important, I think the main idea is at the beginning. So, maybe the topic of this article is about the new Green Leader. And, that matches the title of the article…
• Okay, what role does this paragraph play in the big picture?

What do you think? Pause the video.

• Since it’s in the beginning, it could be a catchy introduction – but the paragraph seems pretty straightforward, and I know that in some text forms like a hard news article in a newspaper, you start with the main idea right away – who, what, when, where, why – so I’d have to keep on reading, but I’m not sure if that first paragraph is catchy fluff.
• On the other hand, being the first Black person and first Jewish woman to do something is eye-catching, so maybe that’s a catchy hook?

What could the topic or the authors point be based on this introduction paragraph?

Pro Tip #3 We think about each paragraph. As we read, we wonder what the paragraph is about and where the main idea of the paragraph is.

Here’s the second paragraph:

“We need to do better because I shouldn’t represent so many firsts in 2020 said Paul during an interview on CBC radio. By being the first, she will hopefully make it easier for others to follow in her footsteps.”

Okay where can we find the main idea in this paragraph?

Pause the video.

Now what role does this paragraph play? Is it part of a catchy introduction? Is it the main idea? Is it a supporting detail of the main idea?

What do we do after we finished reading the entire article?

What was Pro Tip #4

Pro Tip #4 is to find the best main idea

How do we know which idea is the best main idea?

The best main idea has strong support from the entire article: the beginning, middle, and end

Remember the main idea is not always directly stated by the author you may have to infer what the author is really saying about the topic based on their examples and how they write.

Let’s recap this strategy, Finding the Main Idea:

• Pro Tip #1 focus on the big picture – the entire article. Summarize the entire article in a word or phrase. Ask yourself what general point is the author trying to make?
• Pro Tip #2 look for clues in key spots – how is the text organized?
• Pro Tip #3 Think about each paragraph –  what is this paragraph about? Is the main idea of this paragraph in the beginning, the middle, or the end. What role does the paragraph play?
• Pro Tip #4 Find the best main idea. The main idea is not always directly stated. The main idea has strong support from the beginning, middle and end of the entire article.

This video is quite long. It has a lot of content and lot of repetition to reinforce ideas.

Teachers, if you look in the YouTube description, you can find a Table of Contents with chapters and timestamps to help you break up the lesson into bite-sized chunks and to skip to the sections or examples you need.

Similar Posts

Inferring Reading Strategy Lesson Plan (Inferencing)

Inferring is more than simply reading between the lines.

Use this lesson to help students develop stronger inferences by showing them HOW to come up with an inference, and HOW to check their inference to make it stronger.

How to Infer – 4 PRO TIPS

1. Figure out what the text is really saying even though it doesn’t say it like this. (Evidence from the Text + Your Thinking = an Inference)

2. Your inference cannot be directly in the text. It has to be something new that you figured out based on the text.

3. Use Somebody Wanted But So to think about the text and make inferences.

4. Use It says, I say, And so to explain your inference.

Evaluating Reading Strategy Lesson Plan

Teach students CRITICAL THINKING strategies to help students EVALUATE ideas when reading.

Evaluating is more than just forming an opinion. It’s about making an informed opinion or decision.

Use this lesson to give students a process to help them think critically about the information they read.

4 PRO TIPS to use the Evaluating Reading Strategy:

1. Restate part of a sentence from the text as a question that includes… a modal verb (Should… Could … Would… …might…) or a value word (better/worst, more/less, etc…)

2. Clarify the criteria for evaluating. Define the underlying concept word. Make a checklist. Narrow down the list. Identify deal breakers.

3. Play with the words to find other ideas. Ask a similar question, opposite question, or simpler question.

4. Start with the other side. Try to be open-minded. How might the other side be correct?

Active Reading Strategies Lesson – Power Up Tool Kit

The Active Reading Strategies Lesson includes strategies and handouts that work with any text! UPDATE: Dec 19, 2022 Improve reading comprehension with just the click of a button! (No, obviously not. But, Evaluating is one of the reading strategies explored in the “Say Something” handout.) FREE until Dec 19, 2022 at 11:59 PM Part 1….

Making Connections Reading Strategy Lesson Plan: How to make deeper Text-to-Self, Text-to-Text, and Text-to-World connections

Making Connections is more than simply finding something that the text reminds you of.

Use this lesson to help your students develop deeper connections instead of thin connections like “this book has a dog and I have a dog…”

How to Make (Deeper) Connections – 4 PRO TIPS:

1. Connect with things you’ve read (text to text), things you’ve experienced (text to self), or things people know (text to world)

2. Avoid simple connections. Find things that are same-same but different.

3. Use one of these thought patterns: “This is like that, but… so…” or “A is like B, and B is _ so A is probably _”

4. Stop after every heading or paragraph and make a connection

Repairing Comprehension Reading Strategy Lesson Plan

Teach students HOW to monitor understanding and clarify thinking when reading.

There’s more to figuring out what’s going on in a text than just simply re-reading.

4 PRO TIPS: How to Monitor and Repair Comprehension

1. Read a paragraph and SAY SOMETHING: Ask a question, Make a connection, Make an inference, Form an opinion

2. Does your SAY SOMETHING make sense with stuff you know about the world? If not, re-read the paragraph. Use PEEP to clarify your thinking.

3. Does your SAY SOMETHING make sense with stuff you already read in this text? If not, re-read the paragraph. Re-read the other stuff you already read.Use PEEP to figure out why it doesn’t make sense.

4. Use PEEP: Point, Evidence, Explanation, Point

Asking Questions Reading Strategy

Teach 4 PRO TIPS to help students ask the BEST questions when reading to improve comprehension.

High-interest video / slideshow lesson – perfect for your next English Language Arts class.

Students learn how to ask better questions, so they stay engaged while they read.

Active reading strategies can show students how to gain a deeper understanding of the text they’re reading.

How to Ask (Better) Questions – 4 PRO TIPS

1. Don’t ask a question you already know the answer to.

2. Try to answer your own question. Use evidence from the text.

3. Ask lots of questions. Include higher-order thinking questions (why or how / would or might)

4. Stop after every heading or paragraph and ask a question.

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Finding the Main Idea

The main idea of a paragraph is the author's message about the topic. It is often expressed directly or it can be implied. Knowing how to find main ideas allows you to understand and think critically about what you're reading. And that benefits you regardless of your chosen profession.

Where Are The Main Ideas Found?

It is easy to identify a main idea that is directly expressed in the text. Main ideas are often found:

• at the beginning of paragraphs. The first sentence often explains the subject being discussed in the passage.
• in the concluding sentences of a paragraph. The main idea can be expressed as a summation of the information in the paragraph as well as a link to the information in the next paragraph.

The main idea is not always clearly stated.   It is more difficult to identify a main idea when it is inferred or implied. It can be implied through other words in the paragraph. An implied main idea can be found in several ways.

• Several sentences in a paragraph can imply the main idea by introducing facts about the topic before actually stating the topic.
• Implied ideas can be drawn from facts, reasons, or examples that give hints or suggestions concerning the main idea. These hints will be clues leading you to discover the main idea in the selected text.
• Try the passage below to see if you can pick out the main idea. "To many parents, the infant's crying may be mainly an irritation, especially if it continues for long periods. But crying serves important functions for the child as well as for the parents. For the child, crying helps improve lung capacity and the respiratory system. Perhaps more important, the cry serves as a signal of distress. When babies cry, they indicate that they are hungry or in pain, and this is important information for parents."

Use the hints below to determine the correct main idea of this paragraph.

After reading a paragraph ask, "What point is the author making in this passage?"

Ask the following questions:

• Who - Does this passage discuss a person or group of people?
• When - Does the information contain a reference to time?
• Where - Does the text name a place?
• Why - Do you find a reason or explanation for something that happened?
• How - Does this information indicate a method or a theory?

How To Determine If I Have Selected the Correct Main Idea of a Paragraph?

If you are able to summarize the information in the passage in your own words,you have absorbed the correct main idea. To accomplish this goal, try the steps listed below after reading a short section of your textbook.

• Write a short summary in your own words about what you have read.
• Does your summary agree with this general topic?
• Does your summary contain the same ideas being expressed by the author?
• Could you write a headline (or textbook subheading) that would express your summary in less than five words?

If you are able to rephrase your choice of a topic sentence into a question and then determine if the passage answers your question, you have been successful at selecting a main idea.

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Evaluating a Text

Main idea, purpose, & audience.

Text evaluation and analysis usually start with the core elements of that text: main idea, purpose, and audience.  An author needs to consider all three of these elements before writing, as they help determine the author’s content and language.  As a reader, it’s important to ascertain these aspects of a text which exist as a foundation for the author’s content and language.

Always start with the main idea.  Main ideas may be stated directly in the text or implied; you need to read a text carefully in order to determine the main idea. Put the main idea into your own words, so that it’s expressed in a way that makes sense to you.  Then ask and answer the following basic questions about that main idea:

• Is the main idea reasonable/believable to most readers?
• Is the main idea clear and if not, why do you think the author embedded it?
• Is the main idea the author’s opinion, or is it something that the author asserts about an issue?

Asking and answering these questions should help you get a sense of the author’s intention in the text, and lead into considering the author’s purpose.

Main idea and purpose are intricately linked. There are a few basic purposes for texts; figuring out the basic purpose leads to more nuanced text analysis based on its purpose. Basic purposes of a text include:

• to inform – to describe, explain, or teach something to your audience
• to persuade/argue – to get your audience to do something, to take a particular action, or to think in a certain way
• to entertain – to provide your audience with insight into a different reality, distraction, and/or enjoyment

The following video more fully explains these different purposes of a text, and adds a fourth, to share insights or feelings.

Main Idea & Purpose Determine Analysis

The author’s main idea and purpose in writing a text determine whether you need to analyze and evaluate the text.  They also determine the pieces of the text you should analyze—content or language or both.

If the purpose is to persuade or argue

You always need to analyze the text to see if the main idea is justified.  Do the supporting ideas relate to and develop the main idea? Is the supporting evidence taken from recognized, valid sources?  Is the author arguing via language instead of evidence or facts?  Persuasion and argument need to present logically valid information to make the reader agree intellectually (not emotionally) with the main idea.

If the purpose is to inform

You usually need to analyze the text, since the text needs to present valid information in as objective a way as possible, in order to meet its purpose of explaining concepts so a reader understands.

If the purpose is to entertain

You may or may not need to analyze the text. Writing that entertains does not necessarily have to be either logical or complete in order to accomplish its purpose. You may want to analyze the text for language, though, to see how the author manipulates language to accomplish their purpose.

Who are the author’s intended readers?  Figuring out this will help you understand an author’s approach to providing the main idea with a particular purpose. Does the audience know little or nothing about the topic, or are they already knowledgeable?  Is the audience’s knowledge at beginner or expert level, somewhere in between, or mixed? Does the audience include people who may be skeptical of the author’s ideas?  Does the audience include people who outright oppose the author’s ideas? As you can see, asking and answering questions about audience can help an author determine the type and amount of content to include in a text. As a reader, it’s important to figure out the author’s intended audience, to help you analyze the type, amount, and appropriateness of the text’s information.

The following video presents the concept of audience from a writer’s perspective, but the concepts are applicable to you as a reader who needs to consider audience as a foundation for evaluating a text.

You may also want to link to one of Purdue’s Online Writing Lab’s page on Author and Audience to get a sense of the wide array of variables that can influence an author’s purpose, and that an author may consider about an audience.

Read the article “ Forget Shorter Showers ” by Derrick Jensen.

Note that most of the Try It exercises in this section of the text will be based on this article, so you should read carefully, annotate, take notes, and apply appropriate strategies for reading to understand a text.

Then answer the following questions about the article’s main idea, purpose, and audience.

Which selection best represents the author’s main idea?

• We have it in our power and right to take action to stop the industrial economy over-using and wasting our natural resources.
• We are victims of a campaign of misdirection, being told and accepting that our personal use of natural resources is both the cause of scarcity and the solution to preservation.
• Because we have accepted our identities as consumers, we reduce our forms of political existence to consuming and not consuming.
• Simple living is better for the planet than over-consumption.

Sentence 1 is the best answer. Although sentences 2 and 3 extract main ideas from the text, they are key supporting points that help lead to the author’s conclusion and main idea.

Which selection best represents the author’s purpose?

• to inform readers about the actual use of resources by individuals vs. the industrial economy
• to persuade readers to consider taking action against an unjust situation that assigns blame to individuals instead of big business in regard to the depletion of natural resources
• to persuade readers to re-think their personal attempts to live more simply and more “green”
• to entertain readers interested in nature with accusations against the industrial economy

Selection 2 best represents the author’s purpose. The author’s purpose is to get readers thinking about conservation of resources in order to spur them to action against a system that, in his opinion, exploits those resources as well as individuals. His purpose is both to inform and persuade, but persuasion seems to take precedence, as he both starts and ends with a reminder about historically justified instances of activism.

Who comprises the author’s audience and what cues can you use to determine that audience?

The author is writing to an audience of readers who are interested in nature and conservation. If you look on the Orion website and read the “About” section on Mission and History, you’ll see that this publication started as a magazine about nature and grew from there. Based on reading the text, the author’s intended audience has the following characteristics:

• Educated – The author assumes that readers know about WWII, the Civil Rights Act of 1974, and other historic events.  The author also uses language such as “systematic misdirection,” “solar photovoltaics,” and even “consensus” (instead of agreement).
• Concerned about the environment – because they are reading this magazine in the first place
• Willing to entertain the idea of taking action to improve quality of life and preserve resources
• Comfortable enough (with themselves? with their social status? with their personal philosophies?) to feel that their voices might make a difference if they choose to protest the current use of natural resources
• Purpose & Audience. Authored by : Susan Oaks. Project : Introduction to College Reading & Writing. License : CC BY-NC: Attribution-NonCommercial
• video The Author's Purpose. Authored by : Marc Franco. Provided by : Snap Language. Located at : https://www.youtube.com/watch?v=z6H2NLPqWtI . License : Other . License Terms : YouTube video
• video Audience: Introduction & Overview. Authored by : Gracemarie Mike and Daniel Liddle. Provided by : The Purdue Online Writing Lab. Located at : https://www.youtube.com/watch?v=4_ypxLRYsrE . License : Other . License Terms : YouTube video
• image of woman with a stack of books instead of a head, facing shelves of books. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/photos/books-question-mark-student-stack-4158244/ . License : CC0: No Rights Reserved
• image of the word Evaluation. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/illustrations/district-evaluation-assessment-1264717/ . License : CC0: No Rights Reserved

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Digital SAT Reading and Writing

Course: digital sat reading and writing   >   unit 2, central ideas and details | lesson.

• Central Ideas and Details — Worked example
• Central Ideas and Details — Quick example
• Central ideas and details: foundations

What are "central ideas and details" questions?

• (Choice A)   Before Farmer’s research, historians had largely ignored the intellectual dimensions of the Black Power movement. A Before Farmer’s research, historians had largely ignored the intellectual dimensions of the Black Power movement.
• (Choice B)   Farmer’s methods and research have enriched the historical understanding of the Black Power movement and Black women’s contributions to it. B Farmer’s methods and research have enriched the historical understanding of the Black Power movement and Black women’s contributions to it.
• (Choice C)   Other historians of the Black Power movement have criticized Farmer’s use of unconventional primary sources. C Other historians of the Black Power movement have criticized Farmer’s use of unconventional primary sources.
• (Choice D)   The figures in the Black Power movement whom historians tend to cite would have agreed with Farmer’s conclusions about women’s roles in the movement. D The figures in the Black Power movement whom historians tend to cite would have agreed with Farmer’s conclusions about women’s roles in the movement.
• Histories of the Black Power movement tend to focus on men.
• Ashley D. Farmer studies a wider variety of sources.
• Farmer's work increases understanding of Black Power movement, especially women's roles.

"Farmer has improved the study of the Black Power movement by exploring the roles of women."

Choice A actually says the opposite of what we learned in the passage. We're told that there were " many intellectual histories" of the Black Power movement before Farmer's. We can eliminate this choice.

Choice C introduces information not included in the passage. The text doesn't mention what other historians think of Farmer's research. If it's not mentioned, then it can't be a "main idea". We can eliminate this choice.

Choice D introduces information not included in the passage. We're not told about the beliefs of "figures in the Black Power movement." If the text doesn't mention this information, then it can't be a "main idea". We can eliminate this choice.

How should we think about central ideas and details questions?

Central ideas.

• cover a majority of the details introduced in the text.
• mention any particular points of emphasis from the text.
• focus too intently on just one detail from the text.
• introduce new ideas not addressed within the text.
• contradict information from the text.

How to approach central ideas and details questions

Step 1: Summarize the text in your own words

Step 2: Determine the task

Step 3: Revisit the text

Step 4: Predict and eliminate

"Ashley D. Farmer has improved the study of the Black Power movement by exploring the roles of women."

Stay specific

Choice C introduces information not included in the passage. The text doesn't mention what "other historians" think of Farmer's research.

Keep your prediction as short and simple as possible

Use keywords as a map.

• (Choice A)   He isn’t sure that other guests at the inn will be welcoming of sailors. A He isn’t sure that other guests at the inn will be welcoming of sailors.
• (Choice B)   He’s trying to secure a job as part of the crew on a new ship. B He’s trying to secure a job as part of the crew on a new ship.
• (Choice C)   He’s hoping to find an old friend and fellow sailor. C He’s hoping to find an old friend and fellow sailor.
• (Choice D)   He doesn’t want to encounter any other sailor unexpectedly. D He doesn’t want to encounter any other sailor unexpectedly.

Every day when [Bill] came back from his stroll he would ask if any seafaring men had gone by along the road.

At first we thought it was the want of company of his own kind that made him ask this question, but at last we began to see he was desirous to avoid them.

"Bill wants to stay away from sailors".

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The Paragraph Body: Supporting Your Ideas

Whether the drafting of a paragraph begins with a main idea or whether that idea surfaces in the revision process, once you have that main idea, you’ll want to make sure that the idea has enough support. The job of the paragraph body is to develop and support the topic. Here’s one way that you might think about it:

• Topic sentence : what is the main claim of your paragraph; what is the most important idea that you want your readers to take away from this paragraph?
• Support in the form of evidence : how can you prove that your claim or idea is true (or important, or noteworthy, or relevant)?
• Support in the form of analysis or evaluation : what discussion can you provide that helps your readers see the connection between the evidence and your claim?
• Transition : how can you help your readers move from the idea you’re currently discussing to the next idea presented? (For more specific discussion about transitions, see the following section on “ Developing Relationships between Ideas ”).

For more on methods of development  that can help you to develop and organize your ideas within paragraphs, see “Patterns of Organization and Methods of Development” later in this section of this text.

Types of support might include

• Statistics.
• Quotations.

Now that we have a good idea what it means to develop support for the main ideas of your paragraphs, let’s talk about how to make sure that those supporting details are solid and convincing.

Good vs. Weak Support

What questions will your readers have? What will they need to know? What makes for good supporting details? Why might readers consider some evidence to be weak?

If you’re already developing paragraphs, it’s likely that you already have a plan for your essay, at least at the most basic level. You know what your topic is, you might have a working thesis, and you probably have at least a couple of supporting ideas in mind that will further develop and support your thesis.

So imagine you’re developing a paragraph on one of these supporting ideas and you need to make sure that the support that you develop for this idea is solid. Considering some of the points about understanding and appealing to your audience (from the Audience and Purpose and the Prewriting sections of this text) can also be helpful in determining what your readers will consider good support and what they’ll consider to be weak. Here are some tips on what to strive for and what to avoid when it comes to supporting details.

Breaking, Combining, or Beginning New Paragraphs

Like sentence length, paragraph length varies. There is no single ideal length for “the perfect paragraph.”  There are some general guidelines, however. Some writing handbooks or resources suggest that a paragraph should be at least three or four sentences; others suggest that 100 to 200 words is a good target to shoot for. In academic writing, paragraphs tend to be longer, while in less formal or less complex writing, such as in a newspaper, paragraphs tend to be much shorter. Two-thirds to three-fourths of a page is usually a good target length for paragraphs at your current level of college writing. If your readers can’t see a paragraph break on the page, they might wonder if the paragraph is ever going to end or they might lose interest.

The most important thing to keep in mind here is that the amount of space needed to develop one idea will likely be different than the amount of space needed to develop another. So when is a paragraph complete? The answer is, when it’s fully developed. The guidelines above for providing good support should help.

Some signals that it’s time to end a paragraph and start a new one include that

• You’re ready to begin developing a new idea.
• You want to emphasize a point by setting it apart.
• You’re getting ready to continue discussing the same idea but in a different way (e.g. shifting from comparison to contrast).
• You notice that your current paragraph is getting too long (more than three-fourths of a page or so), and you think your writers will need a visual break.

Some signals that you may want to combine paragraphs include that

• You notice that some of your paragraphs appear to be short and choppy.
• You have multiple paragraphs on the same topic.
• You have undeveloped material that needs to be united under a clear topic.

Finally, paragraph number is a lot like paragraph length. You may have been asked in the past to write a five-paragraph essay. There’s nothing inherently wrong with a five-paragraph essay, but just like sentence length and paragraph length, the number of paragraphs in an essay depends upon what’s needed to get the job done. There’s really no way to know that until you start writing. So try not to worry too much about the proper length and number of things. Just start writing and see where the essay and the paragraphs take you. There will be plenty of time to sort out the organization in the revision process. You’re not trying to fit pegs into holes here. You’re letting your ideas unfold. Give yourself—and them—the space to let that happen.

The Word on College Reading and Writing Copyright © by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Main Idea Definition

Examples main idea from literature.

“O my Luve is like a red, red rose That’s newly sprung in June; O my Luve is like the melody That’s sweetly played in tune. So fair art thou, my bonnie lass, So deep in luve am I; And I will luve thee still, my dear, Till a’ the seas gang dry. Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun; I will love thee still, my dear, While the sands o’ life shall run. And fare thee weel, my only luve! And fare thee weel awhile! And I will come again, my luve, Though it were ten thousand mile.”

This is one of the famous poems of Robert Burns, a renowned Scottish poet, and lyricist. The poem illustrates the intense love of the speaker for his beloved . The central idea of the poem is love, which the writer has declared in the opening lines. However, he further supports this idea by comparing his beloved with a red rose. He has also employed literary elements to make the readers understand his version of love. To him, beauty is transitory, but his love is holy and eternal. Thus, the central idea plays a great role in advancing the action of this poem.

Out of the night that covers me, Black as the pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds and shall find me unafraid. It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate, I am the captain of my soul.

The poem, having an artistic expression, was composed to illustrate the courageous stance of a person in unfortunate circumstances. The main idea of the poem is the resilience of human spirit in the face of miseries and challenges of life. Despite having troubles and adverse circumstances, the speaker holds his spirit high and face the difficult time of his life bravely. His optimism and ability to overcome the adversity makes him stronger as he calls himself the master of his fate. He is not afraid of the problems and, this belief enables him to overcome any obstacle that comes to his way. Therefore, courage makes up the main idea of the poem.

SCENE I. A desert place. (Macbeth by William Shakespeare, Act I, Scene I)

Thunder and lightning. Enter three Witches First Witch When shall we three meet again In thunder, lightning, or in rain ? Second Witch When the hurlyburly’s done, When the battle’s lost and won. Third Witch That will be ere the set of sun. First Witch Where the place? Second Witch Upon the heath. Third Witch There to meet with Macbeth . First Witch I come, Graymalkin! Second Witch Paddock calls. Third Witch Anon. ALL Fair is foul, and foul is fair: Hover through the fog and filthy air.

This extract has been taken from one of the famous plays of Shakespeare, Macbeth. This is the opening scene of Macbeth in which three witches discuss their next meeting point , where they plan to see Macbeth. This opening scene not only sets the tone of the play but also highlights the recurring motif of the supernatural creatures. The audience immediately gets an idea that the text is about the evil and foul play.

Main Idea Meaning and Function

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Thesis Statement and Controlling Idea

So what? This is the question you will get asked if your thesis statement, or main idea, is not obvious in your paper. Your thesis statement is the most important part of your writing; without it, your paper doesn’t have a main point or stance. A thesis statement states the purpose and topic of your writing, and the controlling idea indicates the direction and, often, the writing strategy you will adopt. 

Generally, your thesis is placed at the end of your introduction and is a concise and simple sentence that combines your topic and your position on the topic. Like a road map, your thesis lets your readers know what to expect from the rest of your paper. Your body paragraphs support it, and your essay lacks direction without it.

It is important to keep in mind that this early in your writing, your thesis statement is really a working thesis that you use to begin thinking about your topic. You may revise this thesis many times before you are finished thinking and ready to write your final draft. Below are some sample thesis statements.  

YOUR TOPIC + POSITION ON TOPIC = THESIS STATEMENT

Thesis Statement Do's and Don'ts

Present an argument, stance, or claim. Can your audience argue with it? 

Provide a key to the organization of your paper. Can you construct body paragraphs that support it? 

Mirror the assignment prompt. Are you following what is expected of you?

Present the thesis at the end of the introduction.  

Answer the question: “so what?”  

Present an argument that can be supported by reputable research. Is your argument logical?

Embrace the “how” and “why” elements. It’s a great strategy to present the problem, examine why it’s a problem, and show how it can be fixed. 

Include announcement style language like “this paper will discuss” or “this will be shown in this essay.” 

Be informative only with no argument or stance, such as, “Some high school seniors decide to take a gap year.” 

Include overly broad or generalized statements like, “Kids of this generation are lazy.”

Force the reader to guess what the paper will prove or discuss 

Be questions. 

Key Takeaways

Your thesis is one statement at the end of your introduction and should be clear, concise, and arguable.

Without a thesis, your paper lacks direction and purpose. 

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Study Guides

• Reading Comprehension
• Topics, Main Ideas, and Support

Identifying Topics, Main Ideas, and Supporting Details

Understanding the topic , the gist , or the larger conceptual framework of a textbook chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task.  Being able to draw conclusions, evaluate, and critically interpret articles or chapters is important for overall comprehension in college reading.  Textbook chapters, articles, paragraphs, sentences, or passages all have topics and main ideas.  The topic is the broad, general theme or message.  It is what some call the subject.  The main idea is the "key concept" being expressed.  Details , major and minor, support the main idea by telling how, what, when, where, why, how much, or how many.  Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is attempting to express.  Identifying the relationship between these will increase your comprehension.

The successful communication of any author's topic is only as good as the organization the author uses to build and define his/her subject matter.

Grasping the Main Idea:

A paragraph is a group of sentences related to a particular topic, or central theme.  Every paragraph has a key concept or main idea.  The main idea is the most important piece of information the author wants you to know about the concept of that paragraph.

When authors write they have an idea in mind that they are trying to get across.  This is especially true as authors compose paragraphs.  An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.

A writer will state his/her main idea explicitly somewhere in the paragraph.  That main idea may be stated at the beginning of the paragraph, in the middle, or at the end.  The sentence in which the main idea is stated is the topic sentence of that paragraph.

The topic sentence announces the general theme ( or portion of the theme) to be dealt with in the paragraph.  Although the topic sentence may appear anywhere in the paragraph, it is usually first – and for a very good reason.  This sentence provides the focus for the writer while writing and for the reader while reading.  When you find the topic sentence, be sure to underline it so that it will stand out not only now, but also later when you review.

Identifying the Topic:

The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic – the subject of the paragraph.  Think of the paragraph as a wheel with the topic being the hub – the central core around which the whole wheel (or paragraph) spins.  Your strategy for topic identification is simply to ask yourself the question, "What is this about?"  Keep asking yourself that question as you read a paragraph, until the answer to your question becomes clear.  Sometimes you can spot the topic by looking for a word or two that repeat.  Usually you can state the topic in a few words.

Let us try this topic-finding strategy.  Reread the first paragraph under the heading Grasping the Main Idea .  Ask yourself the question, "What is this paragraph about?"  To answer, say to yourself in your mind, "The author keeps talking about paragraphs and the way they are designed.  This must be the topic – paragraph organization."  Reread the second paragraph of the same section.  Ask yourself, "What is this paragraph about?"  Did you say to yourself, "This paragraph is about different ways to organize a paragraph"?  That is the topic.  Next, reread the third paragraph and see if you can find the topic of the paragraph.  How?  Write the topic in the margin next to this paragraph.  Remember, getting the main idea of a paragraph is crucial to reading.

The bulk of an expository paragraph is made up of supporting sentences (major and minor details), which help to explain or prove the main idea.  These sentences present facts, reasons, examples, definitions, comparison, contrasts, and other pertinent details.  They are most important because they sell the main idea.

The last sentence of a paragraph is likely to be a concluding sentence. It is used to sum up a discussion, to emphasize a point, or to restate all or part of the topic sentence so as to bring the paragraph to a close.  The last sentence may also be a transitional sentence leading to the next paragraph.

Of course, the paragraphs you'll be reading will be part of some longer piece of writing – a textbook chapter, a section of a chapter, or a newspaper or magazine article.  Besides expository paragraphs, in which new information is presented and discussed, these longer writings contain three types of paragraphs: introductory , transitional , and summarizing .

Introductory paragraphs tell you, in advance, such things as (1) the main ideas of the chapter or section; (2) the extent or limits of the coverage; (3) how the topic is developed; and (4) the writer's attitude toward the topic.  Transitional paragraphs are usually short; their sole function is to tie together what you have read so far and what is to come – to set the stage for succeeding ideas of the chapter or section.  Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section.  The writer may also draw some conclusion from these ideas, or speculate on some conclusion based on the evidence he/she has presented.

All three types should alert you: the introductory paragraph of things to come; the transitional paragraph of a new topic; and the summarizing paragraph of main ideas that you should have gotten.

Read the following paragraph and underline the stated main idea.  Write down in your own words what you are able to conclude from the information.

The rules of conduct during an examination are clear.  No books, calculators or papers are allowed in the test room.  Proctors will not allow anyone with such items to take the test.  Anyone caught cheating will be asked to leave the room.  His or her test sheet will be taken.  The incident will be reported to the proper authority.  At the end of the test period, all materials will be returned to the proctor.  Failure to abide by these rules will result in a failing grade for this test.

You should have underlined the first sentence in the paragraph – this is the stated main idea.  What can be concluded from the information is: If you do not follow the rules, you will automatically fail the test.  This concluding information is found in the last sentence.

You can't comprehend the subject matter if you haven't identified the topic, the main idea, and the supporting details.

• Uses of Critical Thinking
• Critically Evaluating the Logic and Validity of Information
• Recognizing Propaganda Techniques and Errors of Faulty Logic
• Developing the Ability to Analyze Historical and Contemporary Information
• Recognize and Value Various Viewpoints
• Appreciating the Complexities Involved in Decision-Making and Problem-Solving
• Being a Responsible Critical Thinker & Collaborating with Others
• Suggestions
• Read the Textbook
• When to Take Notes
• 10 Steps to Tests
• Studying for Exams
• Test-Taking Errors
• Test Anxiety
• Objective Tests
• Essay Tests
• The Reading Process
• Levels of Comprehension
• Strengthen Your Reading Comprehension
• Reading Rate
• How to Read a Textbook
• Organizational Patterns of a Paragraph
• Inferences and Conclusions
• Interpreting What You Read
• Concentrating and Remembering
• Converting Words into Pictures
• Spelling and the Dictionary
• Eight Essential Spelling Rules
• Exceptions to the Rules
• Motivation and Goal Setting
• Effective Studying
• Time Management
• Listening and Note-Taking
• Memory and Learning Styles
• Textbook Reading Strategies
• Memory Tips
• Test-Taking Strategies
• The First Step
• Study System
• Maximize Comprehension
• Different Reading Modes
• Paragraph Patterns
• An Effective Strategy
• Finding the Main Idea
• Read a Medical Text
• Read in the Sciences
• Read University Level
• Textbook Study Strategies
• The Origin of Words
• Using a Dictionary
• Interpreting a Dictionary Entry
• Structure Analysis
• Common Roots
• Word Relationships
• Using Word Relationships
• Context Clues
• The Importance of Reading
• Vocabulary Analogies
• Guide to Talking with Instructors
• Writing Help

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The Roadrunner's Guide to English: Thesis/Topic/Main Idea

• Planning to Read or Write
• Editing and Revising
• Proofreading
• Unstated Main Idea
• Thesis/Topic/Main Idea
• Examples/Supporting Ideas
• Modes of Organization
• Sentence Formation (Type 1 Errors)
• Mechanics (Type 2 Errors)
• Proper Word Usage (Type 3 Errors)
• Vocabulary, Context Clues, and Acquiring a Word
• Practice Games
• Style, Tone, and Inference
• Writing in Class
• English Language Learners
• Comma Splice
• Fact & Opinion
• Fused Sentence
• Identifying Dependent and Independent Clauses
• Interactive Semicolon
• Logical Fallacy
• Parts of Speech
• Pronoun/Antecedent Agreement
• Subject Identification
• Subject-Verb Agreement
• Supporting Details

Main Idea/ Thesis Statement

Author: Lydia Postell

The main idea , as we call it in reading class, is the same as the topic sentence in English class.  The main idea, like the topic sentence, simply states what the reading passage is about in one sentence.  There are several ways to find the main idea that you can apply to topic sentences as well.

1. Find the topic of the selection.  In order to find the topic, ask yourself who or what the selection is about.  When you answer either one of those questions, you will have found the topic.  Here are a couple more hints.  The topic will often be a word that is repeated throughout the selection.  For instance, if you were reading a paragraph about dinosaurs and how they became extinct, you would see the reason they became extinct repeated several times throughout the selection, many times using different words. 

2. Another important concept about the topic is that it is always written as a few words or even as one word.  Sometimes the title of the selection is the topic.

3. A third way to look for a main idea is to consider the wording.  When you see words that suggest you could find the information by creating a list, then you have found the main idea sentence.  Examples of these word groups are several kinds , three disadvantages o f, several reasons for , three causes of , and others along these lines.  These types of sentences announce the points the reading will deal with.

A couple of ideas to keep in mind:  Main idea sentences take in everything in the reading passage, so when you look for a main idea sentence, be sure to look for the sentence that can take in all the points the paragraph or reading makes.  Another important idea to keep in mind is that the main idea, like the topic sentence, may appear in other locations besides the beginning of an essay.  While it may appear in the first two or three sentences, it may also appear in the middle or at the end of a reading selection.  Don’t limit yourself by looking only at the beginning!  Look for the most general sentence, and then ask yourself who or what the selection is about.  If you are struggling at that point, you might wish to look at the wording of the sentences to see if one suggests that a list might be coming.  If so, then that is your main idea sentence.

Thesis Statement

Author: Jenny Crisp

In writing, a thesis statement is the most important sentence you will write in an essay. For this class, and likely for most of your college courses, it should be the last sentence – or sometimes the last two sentences – in your introduction paragraph.

The thesis statement will say something about your topic, but doesn't just state your topic. For example, you would not want to write

[Bad thesis]: This is an essay about how everyone should own a dog.

Instead, your thesis statement should say something that is debatable – that is, it should have some attitude . If no one could possibly argue with your thesis statement, what would be the point of writing at all? So, let's work on that thesis statement from before:

How could any reader argue with that? It's your essay – you know what it's going to be about. No one reading your essay knows what it's about yet – otherwise why read it? So, to give it some attitude, let's quit talking about the fact that it’s an essay:

[Decent thesis]: Everyone should own a dog.

OK. That's better – that thesis statement has an attitude. But, if I'm reading your essay, I still don't really know where you're going with this, do I? That's where the other part of the thesis statement comes in: the essay map . An essay map gives your reader some idea of what's coming. What would you talk about in trying to convince your friends that everyone should own a dog? Those are the topics that you will explain in your body paragraphs, and they are the things you should list in your thesis statement’s essay map. Here's an example:

Good thesis: Everyone should own a dog because dogs provide companionship, provide protection, and provide great entertainment.

Now, there is a thesis statement! That one has attitude – it takes a side on the topic. It also provides a map of where the essay is going. With a thesis statement like this, readers know to expect a body paragraph about companionship, then one about protection, and then one about entertainment. Sounds more interesting than just saying “this essay will be about dogs,” huh?

Main Idea - Practice Exercise1

Select the stated main idea in the following passages.

Many people claim that they do not have time to work exercise into their daily schedules.  However, exercise can be easily worked one's daily routine.  For instance, one can do stretches while taking a shower.  While standing in line at the grocery store, one can flex the abs or clench the rear.  One can even do calf raises while talking on the phone.  More ideas: try walking around the building during lunch breaks and always take the stairs.

Many parents tend to think of day-care centers as breeding grounds for colds.  But new research suggests that children in day-care centers appear to develop immunity to many of the viruses responsible for the common cold.  An article published in the Archives of Pediatrics and Adolescent Medicine found that children ages 6 to 11 who had been enrolled at large day-care centers as toddlers had about one-third as many colds as children who had stayed home as toddlers.  Dr. Thomas Ball, one of the authors of the study, says that when children have colds as toddlers, their immune systems are learning from these experiences, and this learning will come back to protect children later in life.  Such news should be reassuring to parents whose preschool children are in daycare.

• Main Idea - Practice 1 Answer Key

Main Idea - Practice Exercise 2

One sign of pregnancy is nausea upon awakening.  Other signs are increase in size and tenderness of the breasts.  Still other signs include increase in the frequency of urination and an increase in the size of the abdomen.  Thus, aside from pregnancy tests, a woman can sometimes recognize the early signs and symptoms of pregnancy.

Is this year's holiday season making you tired?  You can easily perk up by following a few easy tips.  First, get plenty of rest.  Second, snack wisely.  Third, keep fit.  Exercise is very important during the holidays--and not just for its weight benefits.  Fourth, take a relaxing bath, and finally try sharing with others.

Are you confused by your holiday leftovers?  Well, don't save any food that has been sitting around on your dining room table or counters for more than two hours after cooking.  Do place the leftovers in the refrigerator while they are still warm.  Don't waste those turkey scraps:  add them to a salad or make a delicious soup.  There are many strategies that you should use when dealing with holiday leftovers.  You can even pool your leftovers with friends and neighbors by having an after-holiday potluck dinner.

Yesterday's storm did considerable damage to our neighborhood.  Many stately oaks were uprooted, and several large old pine trees crushed the roofs of at least five houses.  The hail that accompanied the storm damaged all of the cars that were not under shelter, and my neighbor's home was completely demolished.  And my own "detached" garage was certainly detached from its foundation.  Clearly, yesterday's storm caused much destruction.

Some folks think that pets are trustworthy and harmless creatures.  However, it's surprising what little thieves these creatures can be.  My daughter's ferret has stolen my checkbook, my calculator, my wallet, and my change purse.  My officemate's dog stole a neighbor's T-bone steak right off the grill.  My old dog Moonbear was known to steal freshly baked cherry pies and peanut butter cookies, while the dog that lived below us stole his master's roast one day.

Lara is quite different from her sister Lisa.  Lara's hair is jet black and curly, while Lisa's is blond and straight.  Lara stands 5 feet 10 inches in her stocking feet, while Lisa is a mere 5 feet 2 inches (in heels!).  Furthermore, Lara's complexion is olive, quite unlike Lisa's rosy hue. 

Many people are not good listeners.  They may not even realize that they lack this skill.  But almost anyone can become a better listener by being aware of certain negative listening habits.  One such habit is jumping to conclusions before hearing the entire message.  Another bad habit is to nod off when someone is speaking in a monotone.  Turning off to speakers who are not necessarily experts is also a negative listening habit. Yet another bad habit to avoid is the habit of reacting emotionally to certain words.

• Main Idea - Practice 2 Answer Key

Thesis Statement Handout

• Thesis Statement Handout handout created by UNC Writing Center
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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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