main idea of an essay example

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 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, exactly, 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. Hence, 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, 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 pinpoint 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 the second sentence is actually the main idea. If you see one of these words that negate or qualify 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 a 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 the 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 3 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,  http://english.glendale.cc.ca.us/topic.html
• Finding the Main Idea , Columbia College

Updated by Amanda Prahl 

• How to Find the Implied Main Idea
• How to Find the Stated Main Idea
• Find the Main Idea Worksheets and Practice Questions
• Finding the Main Idea Worksheet 2
• How to Outline a Textbook Chapter
• Top 5 ACT Reading Strategies
• Paragraph Unity: Guidelines, Examples, and Exercises
• How To Write an Essay
• How to Find the Main Idea - Worksheet
• How to Teach Topic Sentences Using Models
• How to Boost Reading Comprehension With Reciprocal Teaching
• How to Write a Descriptive Paragraph
• An Introduction to Academic Writing
• How to Make an Inference in 5 Easy Steps
• What is The Author's Purpose?
• Tricks, Tips, and the Benefits of Pre-Reading Text

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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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

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

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

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

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ENGL000: Pre-College English

The main idea and supporting sentences.

In this course, you will practice writing analytical paragraphs in which you state the main idea clearly in a topic sentence and support the main idea with evidence and examples. Read this lecture and complete the included activities, in which you identify the main ideas and supporting details of different paragraphs. When you are done, check your work against the Answer Key .

Last time we covered what a main idea sentence is: a sentence that tells the reader what the paragraph is about. The rest of the sentences in the paragraph support the main idea sentence. "Support" means that the sentences either explain a detail of the main idea or give an example. Read the paragraph below. The main idea is underlined . The "support" that explains is bolded , and the "support" that offers an example is in italics. 

My parents were very strict when I was growing up . My mother in particular was always correcting my behavior. One day when I forgot to look both ways as I was crossing the street, my mother made me go back home; she said that I could not go out at all if I could not be safe.  My father was more concerned with my grades.  Every night he would make me go to my room before I could watch television. 

Let's examine this paragraph.

The first sentence (1) presents the main idea: "my parents were very strict". The second sentence (2) explains what I consider "strict" by saying that my mother frequently corrected my behavior. The third sentence (3) offers an example of how she would correct my behavior. The fourth sentence (4) explains further that my father was strict when it came to schoolwork, and the fifth sentence (5) offers an example of how he was strict. 

If we were going to diagram the paragraph, it would look like this:

One way to talk about whether sentences directly support the main idea (as the second level does), or indirectly support the main idea (the bottom level) is to call them MAJOR  detail sentences and MINOR detail sentences. Major details directly explain something about the main idea. Minor details offer examples that illustrate major details.

Practice I: Read the paragraphs, and then identify each sentence as a main idea, a major detail, or a minor detail.

Paragraph 1:

Single parents have to overcome many obstacles to return to school. If their children are very young, finding quality babysitting can be difficult. Many babysitters are unreliable, and that can mean that the parent has to miss many classes, which can hurt their grades. It is also hard to find enough time to study. Children require a lot of attention, and that can interfere with a parent being able to complete their homework. Finally, raising children is expensive. Many single parents discover that they can't meet the costs of both raising children and paying for tuition, books, and fees.

Sentence #1:

Sentence #2:

Sentence #3:

Sentence #4:

Sentence #5:

Sentence #6:

Sentence #7:

Paragraph 2:

My grandmother turned 70 last year and celebrated by going skydiving. She said she always wanted to skydive and figured it was now or never. Many people think that when you get older you can no longer do fun things, but this is not true. The senior center in town offers dance lessons and also takes groups to the art museum. The classes are always full because so many people want to try new things. Towns are even developing senior living communities around activities such as golf and tennis. Those communities are very popular because people like to live with others who share their interests.

Practice II: Below you will find several main idea sentences. Write your own supporting sentences by using major and minor details.

1. It is not a good idea to watch a lot of television.

2. Coaches have good reasons to be firm with the players on their team.

3. Many people believe it is a bad idea to spank children.

4. There are several steps I can take to be successful in college.

Get science-backed answers as you write with Paperpal's Research feature

How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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3.8: Main Ideas and Supporting Details

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• Page ID 31307

• Athena Kashyap & Erika Dyquisto
• City College of San Francisco via ASCCC Open Educational Resources Initiative

Analyze Thesis or Main Ideas of Texts

Being able to identify the purpose and thesis of a text, while you’re reading it, takes practice. Questioning the text you’re reading is a good place to start. When trying to isolate the thesis, or main idea, of your reading material, consider these questions:

• What is the primary subject of this text?
• Is the author trying to inform me, or persuade me?
• What does the author think I need to know about this subject?
• Why does the author think I need to know about this subject?

Sometimes the answer to these questions will be very clearly stated in the text itself. Sometimes it is less obvious, and in those cases, the techniques on the following page will be useful.

Implicit vs. Explicit Main Idea/ Thesis Statements

According to author Pavel Zemliansky,

Arguments then, can be explicit and implicit, or implied. Explicit arguments contain noticeable and definable thesis statements and lots of specific proofs. Implicit arguments, on the other hand, work by weaving together facts and narratives, logic and emotion, personal experiences and statistics. Unlike explicit arguments, implicit ones do not have a one-sentence thesis statement. Instead, authors of implicit arguments use evidence of many different kinds in effective and creative ways to build and convey their point of view to their audience. Research is essential for creative effective arguments of both kinds.

Even if what you’re reading is an informative text, rather than an argumentative one, it might still rely on an implicit thesis statement. It might ask you to piece together the overall purpose of the text based on a series of content along the way.

The following video defines the key terms explicit and implicit, as they relate to thesis statements and other ideas present in what you read. It also introduces the excellent idea of the reading voice and the thinking voice that strong readers use as they work through a text.

To help keep you on your toes, the author of this video challenges you to find her spelling mistake in one of her cards along the way!

Explicit v. implicit . Authored by: Michele Armentrout. All Rights Reserved. License Terms: Standard YouTube license.

Take the quiz about implicit and explicit thesis statements to see how well you have understood the information.

Thesis and Topic Sentences

You’ll remember that the first step of the reading process, previewing, allows you to get a big-picture view of the document you’re reading. This way, you can begin to understand the structure of the overall text. A later step in the reading process, summarizing , allows you to encapsulate what a paragraph, section, or the whole document is about. When summarizing individual paragraphs, it’s likely that your summary ends up looking like a paraphrase of that paragraph’s topic sentence .

A paragraph is composed of multiple sentences focused on a single, clearly-defined topic. There should be exactly one main idea per paragraph, so whenever an author moves on to a new idea, he or she will start a new paragraph. For example, this paragraph defines what a paragraph is, and now we will start a new paragraph to deal with a new idea: how a paragraph is structured.

Paragraphs are actually organized much like persuasive papers are. Just like a paper has a thesis statement followed by a body of supportive evidence, paragraphs have a topic sentence followed by several sentences of support or explanation. If you look at this paragraph, for example, you will see that it starts with a clear topic sentence letting you know that paragraphs follow a structure similar to that of papers. The next sentence explains how a paragraph is like a paper, and then two more sentences show how this paragraph follows that structure. All of these sentences are clearly connected to the main idea.

The topic sentence of a paragraph serves two purposes: first, it lets readers know what the paragraph is going to be about; second, it highlights the connection between the present paragraph and the one that came before. The topic sentence of this paragraph explains to a reader what a topic sentence does, fulfilling the first function. It also tells you that this paragraph is going to talk about one particular aspect of the previous paragraph’s main idea: we are now moving from the general structure of the paragraph to the particular role of the topic sentence.

After the topic sentence introduces the main idea, the remainder of the sentences in a paragraph should support or explain this topic. These additional sentences might detail the author’s position on the topic. They might also provide examples, statistics, or other evidence to support that position. At the end of the paragraph, the author may include some sort of conclusion or a transition that sets up the next idea he or she will be discussing (for example, you can see this clearly in the last sentence of the third paragraph).

The Three Parts of a Paragraph

The topic is the subject of the paragraph. It can be:

• A few words long
• These words (or words related to the topic) are typically repeated throughout the paragraph
• Answers the question: What is this paragraph about?

2) Main Idea

This is the writer’s overall point. It can be:

• If stated in the paragraph, it’s called a “topic sentence”
• If unstated in the paragraph, the reader must figure it out (infer it) from details
• General enough to cover the more specific supporting details
• Usually (but not always!) near the beginning of the paragraph
• Answers the question: What is the overall point being made about the topic?”

3) Supporting Details

These are the details in the paragraph that support the main idea. They can be either major or minor supporting details.

Tips for Identifying Main Ideas

Although you are learning to put the main idea first in your own paragraphs, professional writers often don’t. Sometimes the first sentence of a paragraph provides background information, poses a question, or serves as a bridge from a previous paragraph. Don’t assume it is the main idea. Use these tips instead:

• Look for a general statement that appears to “cover” the other information.
• Figure out the general topic of the paragraph first. Then ask yourself, “What point is the writer trying to make about this topic?”
• Look for clue words. Main ideas sometimes have words such as “some” or plural nouns like “ways” or “differences” that signal a list of details to come.
• Is this statement supported by most of the other information?
• If I turn this statement into a question, does the other information answer it?

SPECIAL NOTE: Sometimes a main idea covers more than one paragraph. This may happen in newspaper articles or when the writer has a lot to say about one topic.

Difference Between the Topic and Main Idea

To understand the difference between a main idea and the topic, imagine that you are listening to your friends talk about their pets. The TV is on, so all you can make out are the name of their pets. If someone asked you what the topic was, you would say “pets.” But because you couldn’t hear the whole thing, you didn’t understand the “main idea” was whose pet was the best. The topic is very broad – the main idea is more specific. The sentences that follow in the paragraph exercise offer examples or descriptions to illustrate or explain the main idea. Note the reading-writing connection--while we are finding the main idea as readers, we will be using the main ideas to write topic sentences in paragraphs.

Exercise \(\PageIndex{1}\)

Read the following paragraph and then decide what the main idea is.

One myth about exercise is that if a woman lifts weights, she will develop muscles as large as a man’s. Without male hormones, however, a woman cannot increase her muscle bulk as much as a man’s. Another misconception about exercise is that it increases the appetite. Actually, regular exercise stabilizes the blood-sugar level and prevents hunger pangs. Some people also think that a few minutes of exercise a day or one session a week is enough, but at least three solid workouts a week are needed for muscular and cardiovascular fitness.

Choose the Main Idea:

a) Women who lift weights cannot become as muscular as men.

b) There are several myths about exercise.

c) Exercise is beneficial to everyone.

d) People use many different excuses to avoid exercising.

Explain why you did or did not choose each possible answer above.

a) ________________________________________________________________________

________________________________________________________________________

b) ________________________________________________________________________

c) ________________________________________________________________________

d) ________________________________________________________________________

Exercise \(\PageIndex{2}\)

“To Sherlock Holmes she is always THE woman. I have seldom heard him mention her under any other name. In his eyes she eclipses and predominates the whole of her sex. It was not that he felt any emotion akin to love for Irene Adler. All emotions, and that one particularly, were abhorrent to his cold, precise but admirably balanced mind. He was, I take it, the most perfect reasoning and observing machine that the world has seen, but as a lover he would have placed himself in a false position. He never spoke of the softer passions, save with a gibe and a sneer. They were admirable things for the observer--excellent for drawing the veil from men's motives and actions. But for the trained reasoner to admit such intrusions into his own delicate and finely adjusted temperament was to introduce a distracting factor which might throw a doubt upon all his mental results.“

The main idea of this paragraph is the first sentence. The first sentence identifies the two characters that the rest of the paragraph is going to describe, and suggests at their relationship. Each sentence that follows either describes the woman, Sherlock Holmes, or how he felt about her or her effect on him.

Exercise \(\PageIndex{3}\)

Here is another example from the same story, see if you can find the main idea:

One night--it was on the twentieth of March, 1888--I was returning from a journey to a patient (for I had now returned to civil practice), when my way led me through Baker Street. As I passed the well-remembered door, which must always be associated in my mind with my wooing, and with the dark incidents of the Study in Scarlet, I was seized with a keen desire to see Holmes again, and to know how he was employing his extraordinary powers. His rooms were brilliantly lit, and, even as I looked up, I saw his tall, spare figure pass twice in a dark silhouette against the blind. He was pacing the room swiftly, eagerly, with his head sunk upon his chest and his hands clasped behind him. To me, who knew his every mood and habit, his attitude and manner told their own story. He was at work again.

a. One night--it was on the twentieth of March, 1888--I was returning from a journey to a patient (for I had now returned to civil practice), when my way led me through Baker Street.

b. As I passed the well-remembered door, which must always be associated in my mind with my wooing, and with the dark incidents of the Study in Scarlet, I was seized with a keen desire to see Holmes again, and to know how he was employing his extraordinary powers

c. His rooms were brilliantly lit, and, even as I looked up, I saw his tall, spare figure pass twice in a dark silhouette against the blind.

d. He was pacing the room swiftly, eagerly, with his head sunk upon his chest and his hands clasped behind him.

The correct answer is a. The first sentence gives you the point-of-view, or who is the person explaining what is happening, and it lets you know that this person is going into a particular place. Each of the other sentences describes the place where he, Dr. Watson, entered, what it looked like, and who was in there.

B is not as strong a choice as a, because it refers to Study in Scarlet and Holmes’ powers, which are not described in the rest of the paragraph. Choice B is too specific to be the main idea of this paragraph. Choices c and d are not correct because they are describing Holmes’ actions, and his walking is not what the whole paragraph is about.

Exercise \(\PageIndex{4}\)

Let’s try one more. Read the following and select which one is the main idea from the list below:

“At three o'clock precisely I was at Baker Street, but Holmes had not yet returned. The landlady informed me that he had left the house shortly after eight o'clock in the morning. I sat down beside the fire, however, with the intention of awaiting him, however long he might be. I was already deeply interested in his inquiry, for, though it was surrounded by none of the grim and strange features which were associated with the two crimes which I have already recorded, still, the nature of the case and the exalted station of his client gave it a character of its own. Indeed, apart from the nature of the investigation which my friend had on hand, there was something in his masterly grasp of a situation, and his keen, incisive reasoning, which made it a pleasure to me to study his system of work, and to follow the quick, subtle methods by which he disentangled the most inextricable mysteries. So accustomed was I to his invariable success that the very possibility of his failing had ceased to enter into my head.”

a. At three o'clock precisely I was at Baker Street, but Holmes had not yet returned.

b. The landlady informed me that he had left the house shortly after eight o'clock in the morning.

c. I sat down beside the fire, however, with the intention of awaiting him, however long he might be

d. I was already deeply interested in his inquiry, for, though it was surrounded by none of the grim and strange features which were associated with the two crimes which I have already recorded, still, the nature of the case and the exalted station of his client gave it a character of its own.

The way to figure out that the answer, this time, is d, is to look at each sentence that follows and ask, does this refer back to the location, Baker Street? Do they refer back to the landlady? Do they refer back to Dr. Watson’s waiting? Or, do they refer back to the case? They both refer back to the current investigation, by talking about Holmes’ way of untangling mysteries, and that Watson’s belief that the investigation would be a success.

The introduction to this paragraph may have thrown you off so be careful to read through the entire paragraph each time, and look at each sentence and its role within the paragraph. Mostly the main idea comes right up front – but not always!

Reading-Writing Connection: Thesis Statements

Exercise \(\PageIndex{5}\)

I. Develop a paragraph. Your paragraph must include the following:

• Between 7-9 sentences
• A main idea sentence
• Each sentence must be developed, and checked for correct spelling and grammar
• Have at least three of the four different types of sentences (simple, complex, compound, compound-complex)
• Attach your pre-writing practice after the paragraph, to identify which sentences are major and minor detail sentence

Supporting Details

Earlier we covered what a main idea sentence was: a sentence that names the topic, and allows the reader to understand the focus of the paragraph to follow. It is logical then that the rest of the sentences in the paragraph support the main idea sentence. Support means that they either explain something about the topic, or they offer an example.

We’ve examined the relationship between a text’s thesis statement and its overall organization through the idea of topic sentences in body paragraphs. But of course body paragraphs have a lot more “stuff” in them than just topic sentences. This section will examine in more detail what that “stuff” is made of.

First, watch this video that details the relationship between a topic sentence and supporting details, using the metaphor of a house. The video establishes the difference between major and minor details, which will be useful to apply in coming discussions. (The video has instrumental guitar for audio, but no spoken words, so it can be watched without sound if desired.)

Video: Supporting Details . Authored by: Mastering the Fundamentals of College Reading and Writing. All Rights Reserved. License Terms: Standard YouTube license.

The following image shows the visual relationship between the overall thesis, topic sentences, and supporting ideas:

This next image shows where a topic sentence might reside in the paragraph, in relation to the rest of the supporting details:

In #5 of the sequence above, the topic sentence is rephrased between the opening and closing of the paragraph, to reinforce the concept more strongly.

Point, Illustration, Explanation (P.I.E.)

Many authors use the PIE format to structure their essays. PIE = point, illustration, explanation to structure their body paragraph and support their thesis. The point furthers a thesis or claim and is the same as the main idea, the illustration provides support for the point, and the explanation tells the audience why the evidence provided furthers the point and/or the thesis.

For example, in his argument against the +/- grading system at Radford, student-writer Tareq Hajj makes the Point that “Without the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.”

He Illustrates with a quote from a professor who argues, “‘(students) have less incentive to try’” (Fesheraki, 2013).

Hajj then Explains that “not providing [the most motivated students] with additional motivation of a higher grade … is inequitable.”

Through his explanation, Hajj links back to his claim that “A plus-minus grading scale … should not be used at Radford University” because, as he explains, it is “inequitable.” The PIE structure of his paragraph has served to support his thesis.

All Claims Need Evidence

Ever heard the phrase “everyone is entitled to his opinion”? It is indeed true that people are free to believe whatever they wish. However, the mere fact that a person believes something is not an argument in support of a position. If a text’s goal is to communicate effectively, it must provide valid explanations and sufficient and relevant evidence to convince its audience to accept that position. In other words, “every author is entitled to his opinion, but no author is entitled to have his opinion go unchallenged.”

What are the types of evidence?

Any text should provide illustrations for each of its points, but it is especially important to provide reliable evidence in an academic argument. This evidence can be based on primary source material or data (the author’s own experience and/or interviews, surveys, polls, experiments, that she may have created and administered). Evidence can also stem from secondary source material or data (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).

Let’s say, for example, that you are reading an argument that college instructors should let students use cell phones in class. Primary source material might include a survey the author administered that asks students if policies forbidding cell phone usage actually stop them from using their phones in class. Secondary sources might include articles about the issue from Faculty Focus or The Chronicle of Higher Education .

Logos, Ethos, Pathos

Writers are generally most successful with their audiences when they can skillfully and appropriately balance the three core types of appeals. These appeals are referred to by their Greek names: logos (the appeal to logic), pathos (the appeal to emotion), and ethos (the appeal to authority). All of these are used in one way or another in your body paragraphs, particularly as it relates to the support or information in the paragraph.

Logical Appeals

Authors using logic to support their claims will include a combination of different types of evidence. These include the following:

• established facts
• case studies
• experiments
• analogies and logical reasoning
• citation of recognized experts on the issue

Authoritative Appeals

Authors using authority to support their claims can also draw from a variety of techniques. These include the following:

• personal anecdotes
• illustration of deep knowledge on the issue
• testimony of those involved first-hand on the issue

Emotional Appeals

Authors using emotion to support their claims again have a deep well of options to do so. These include the following:

• impact studies

As you can see, there is some overlap on these lists. One technique might work simultaneously on multiple levels.

Most texts rely on one of the three as the primary method of support, but may also draw upon one or two others at the same time.

Check your understanding of supporting details by doing this quiz.

Exercise \(\PageIndex{6}\)

Read the paragraph below and find the main idea and supporting details.

My parents were very strict when I was growing up. My mother in particular was always correcting my behavior. One day when I forgot to look both ways when I was crossing the street, my mother made me go back home; she said that I could not go out at all if I could not be safe. My father was more concerned with my grades. Every night he would make me go to my room before I could watch television.

Let’s examine the pattern for this paragraph. The first sentence (1) presents the main idea, that my parents were strict. The second sentence (2) explains what I mean by “strict,” by saying that my mother was strict in correcting my behavior. The third sentence (3) offers an example of how she would correct my behavior. The fourth sentence (4) explains further, that my father was strict when it came to schoolwork, and then the fifth sentence (5) offers an example of how he was strict.

If we were going to diagram the paragraph above, it would look like this:

EXPLAIN (2)-___________________EXPLAIN (4)

EXAMPLE (3) EXAMPLE (5)

Major and Minor Supporting Details

One way to talk about whether a sentence directly supports the main idea (the second level), or indirectly supports the main idea (the third level) is to call them MAJOR detail sentences or MINOR detail sentences. Major details directly explain something about the topic, while minor details offer examples for the Major detail that came right before.

Exercise \(\PageIndex{7}\)

Read the paragraphs, and then identify each sentence as either a main idea, a major detail, or a minor detail sentence.

Single parents have to overcome many obstacles to return to school. If the child is very young, finding quality babysitting can be difficult. Many babysitters are unreliable and that can mean that the parent has to miss many classes, which can hurt their grades. It is also hard to find enough time to study. Children require a lot of attention and are also noisy, and that can interfere with a parent's ability to complete their homework. Finally, raising children is expensive. Many single parents discover that they can’t meet the costs of both raising children and paying for tuition, books, and fees.

Sentence #1: Sentence #2: Sentence #3: Sentence #4: Sentence #5: Sentence #6: Sentence #7:

My grandmother turned 70 last year and celebrated by going skydiving. She said she always wanted to try and figured it was now or never. Many people think that when you get older you can no longer do fun things, but this is not true. The senior center in town offers dance lessons and also takes groups to the art museum. The classes are always full because so many people want to try new things. Towns are even developing senior living communities around activities such as golf and tennis. Those communities are very popular because people like to live with others who share their interests.

Sentence #1: Sentence #2: Sentence #3: Sentence #4: Sentence #5: Sentence #6: Sentence #7

Exercise \(\PageIndex{8}\)

Below you will find several main idea sentences. Provide appropriate supporting sentences following the pattern of Major-Minor-Major- Minor.

1. It is not a good idea to watch a lot of television. Major: Minor: Major: Minor:

2. Coaches have good reasons to be firm with the players on their team. Major: Minor: Major: Minor:

3. Many people believe it is a bad idea to spank children. Major: Minor: Major: Minor:

4. There are several steps I can take to be successful in college.

Major: Minor: Major: Minor:

Reading-Writing Connection: Supporting Details

Exercise \(\PageIndex{9}\)

Return to the Thesis exercise you did previously. As part of that exercise, you identified two topic sentences from your selected reading. Now, look more closely at the paragraphs where those two topic sentences came from.

• Write a paragraph that identifies the type of support that each paragraph from the reading uses to reinforce each of those two topic sentences. Are they narrative or personal examples? Are they facts or statistics? Are they quotes or paraphrases from research materials?
• Write another paragraph that compares the effectiveness of the supporting claims of one of the selected paragraphs against the other one. Which seems more successful in its goal? Why do you feel that way?

Contributors

• Adapted from English 9Y Pre-College English . Provided by: Open Course Library. CC BY 3.0
• Adapted from Thesis Statements and Topic Sentences . Provided by: Lumen Learning. CC-BY-NC-SA
• Adapted from Methods of Discovery: A Guide to Research Writing . Authored by: Pavel Zemliansky. Provided by: Libretexts. CC BY: Attribution

This page last updated June 6, 2020.

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Authors write because they want to communicate an idea or message to their readers. Whether they produce an editorial in a newspaper, a blog post, or an email, there is an overall message they want to express to their reader. The idea that the authors want to communicate is called the main idea.  Keep reading to learn more about main i deas, their characteristics, and more. 

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Authors write because they want to communicate an idea or message to their readers. Whether they produce an editorial in a newspaper, a blog post, or an email, there is an overall message they want to express to their reader. The idea that the authors want to communicate is called the main idea. Keep reading to learn more about main i deas, their characteristics, and more.

Main Idea Definition

The main idea is a central idea the author wants to communicate to readers. You can identify a text's main idea by answering this question: "What does the author want me to know about the topic ?"

A topic is a broad subject discussed in a speech or written about in a text.

The main idea refers to multiple parts of a piece of writing, most commonly nonfiction . It can describe the big idea an author wants to express in an entire essay, or it can describe the idea of something smaller, like a paragraph.

You can also find main ideas in fiction . Here, a main idea is an overview of the main characters' actions within the text.

Main Idea and Supporting Details

Main ideas are the big ideas found within an essay. You back your main ideas with supporting details .

Supporting details are reasons, evidence , and facts that explain and support your main ideas.

You can include main ideas and supporting details in an essay. For example, say you are writing an essay analyzing how the Allies won World War II. One of the main ideas for your essay could be how key military victories ensured the Allies won the war. You could use evidence from the effects of the Allies' victories in the Battle of Normandy and the Battle of the Bulge for your supporting details. Describing the impact of these battles on the war support your main idea that the Allies won because of vital military victories.

Characteristics of Main Ideas

Some of the characteristics of the main ideas in an essay often include:

• Direct statements that let the reader know the point of the topic right away
• Usually lies at the beginning of the essay (but can also be later in the body paragraph )
• Usually formatted as one complete sentence

Authors often state their main ideas in their writing early to avoid confusing their readers. Writers often convey their main ideas in a single sentence. In an essay, the paper's main idea is the thesis statement .

A thesis statement starts an essay and states the essay's main idea.

The thesis statement is typically placed at the end of the introductory paragraph.

Writers may also write out the main idea for a shorter section of their writing, such as a paragraph. The main idea for a paragraph is called the topic sentence .

A topic sentence starts a paragraph and states the paragraph's main idea.

A topic sentence connects the essay's main idea (the thesis statement) to the main idea of the paragraph in question (the body paragraph ).

Examples of Main Ideas

There are several examples of where the main idea would lie in an essay.

The location and importance of thesis statements and topic sentences are consistent from subject to subject. In a history paper about the causes of World War I, you would find the example thesis statement at the end of the introductory paragraph. In this example, the author clearly says the main idea of their paper, which traces the main causes of World War I.

The main causes of World War I include the conflicts arising from the rise of European nationalism, the clash between various European alliances, and the increased militarism within major European powers.

For example, the main idea for a body paragraph for the thesis presented above would be about the rise of European nationalism. The topic sentence(s) would elaborate on this idea by introducing the supporting details used to support the main idea of this paragraph:

The rise of European nationalism, especially in the United Kingdom, France, and Germany, led to the outbreak of World War I. Politicians advocating for their country's supremacy and underestimating the strength of their geopolitical rivals was a dangerous combination.

Difference Between Main Idea and Topic

Young writers can easily confuse the terms main idea and topic. Remember, the topic is the broader subject you explore in an essay. The main idea is a central idea based on this broader topic. In other words, the main idea is your specific analysis or opinion on the topic.

The topic of an essay could be the ethics of using stem cells in research.

The main idea for this topic would be narrower.

The main idea for this essay could be that stem cell research is ethical since it can lead to medical breakthroughs in treating illnesses.

Difference Between Main Idea and Theme

A trickier distinction is the difference between a piece's main idea and theme .

A theme is a universal lesson or moral of a text.

You primarily discuss themes when analyzing fiction. So, here are definitions for "theme" and "main idea" in terms of fiction.

The main idea in fiction refers to the "point" of a story.

A theme in fiction refers to its humanistic undertones, such as a philosophy or a human condition.

Note how these are not mutually exclusive. For instance, a story's main idea (the point of it) can be its theme if the work is short and moralistic.

Take the main idea and theme of Aesop's fable "The Tortoise and the Hare" (4th century BCE). In the fable, a turtle challenges a boastful rabbit to a race. The rabbit speeds ahead and pridefully waits for the turtle near the finish line. He takes a nap and thinks he will wake up in time to beat the turtle. However, the sleeping rabbit does not see the turtle cross the finish line and loses the race.

Did you know? There are hundreds of fables attributed to Aesop.

The theme would be that pride can prevent one's success . The main idea is the same because it's the story's whole point as well.

That said, a story's main idea and themes might not collide so perfectly. Take The Lord of the Rings (1954). If you were to capture the epic fantasy's main idea in a single sentence, you might say something like this:

The Lord of the Rings is an adventurous battle of good versus evil, involving a young, kind hobbit's quest to destroy the evil villain's magic ring.

The Lord of the Rings is primarily a fantasy-adventure series, so its main idea regards the characters' actions and the thrust of the main story, as indicated here.

In many fiction novels, the main idea is the same as the main story. In other words, the main idea lies in the story's action.

On the other hand, The Lord of the Rings' s themes are less surface-level than the main idea:

A theme in Lord of the Rings is death in the face of violent warfare and how people brave it and come to expect it.

This theme is not plot or action-oriented. It is oriented in the human heart. This is the case with all themes in stories.

A story usually has many themes, whereas you would argue that it only has one main idea.

Analyzing Main Ideas

On a timed test, you will no doubt analyze a main idea or two, whether in articles, essays, or fiction. First, you need to scope out the main idea's location . Second, you need to identify it and explain it , which might be harder to do than you think!

Location of Main Ideas

Where could they be hiding? In introductions, body paragraphs, and fiction, main ideas are in various locations.

Location of the Main Idea in the Introductory Paragraph

As you recall, the main idea of an introduction is its thesis statement. A thesis statement is after the hook of an essay.

A hook invites the reader into an essay using statistics, anecdotes , quotes, or other entertaining but informative descriptions.

The thesis statement often appears at the end of the introductory paragraph.

Location of the Main Idea in the Body Paragraph

Usually, you will find a topic sentence at the start of an essay's body paragraph. It might look like this:

Regarding the district's need to cut costs while maintaining a high level of academic success, teacher salaries should not be cut.

This topic sentence is an argument , and evidence would follow it.

Location of the Main Idea in Fiction

An author is rarely going to enumerate their story's main idea. A story's main idea and themes will often be for the author to know and the reader to find out!

However, if you are lucky enough to find a summary for a story on the jacket, this is a good place to start for finding the story's main idea. Otherwise, it will be up to you to find the main idea: by reading the story in its entirety and describing it in your own words.

This is why it's important to know how to search for inexplicit main ideas.

Implied or Unclear Main Ideas

As discussed, the main idea in fiction will be implied and not explicit. This is normal.

However, sometimes you will read an essay or article where the main idea, whether in the introduction or a body paragraph, is not obvious. You can call this an implied main idea . However, the main idea might also simply be unclear.

Say, on a timed test, you are asked to analyze the "main idea of this essay's opening paragraph." Imagine that paragraph reads like this.

People just don't live the way they used to live. When you wake up every morning, you think, "I've got all this stuff I need to do today that affects people halfway across the world." You've got a job that connects you to a cold corporate headquarters you've been to once. Technology has progressed so rapidly that your head is spinning with all things you could, can't, or maybe could have done. There is no simplicity today. We live in a cyber web of our design, and there seems to be no way out. It wasn't always this way.

So what's the main idea here? Unfortunately, that's your job to put into words, since the writer didn't!

Here's what to do. Narrow the point of what you just read down to a single sentence, focusing on any overarching argument or call for change. Here's how that might look.

Modern society has sped people up unnaturally, beyond the healthy speed we operated at in the past.

There you go. Main idea: done!

It takes a bit of active reading and some close reading to do this, but it's the only way you can suss out the main idea if the piece of writing doesn't do it for you.

In the case of fiction, narrow the point of what you just read down to a single sentence, focusing on the story's action, the growth of the main character, and any themes you identified.

Main Idea - Key Takeaways

• Main ideas are the central idea the author wants the reader to take away about a topic. A topic is a broad subject discussed in a text or speech.
• The topic of the text is the broad subject discussed. The main idea is the central idea of the text.
• In fiction, the main idea addresses and summarizes the text's main action and characters. A theme is the text's universal lesson.
• Writers often state their main ideas in thesis statements and topic sentences. The thesis statement contains the main ideas of an entire paper, while topic sentences state the main ideas of a body paragraph.
• Writers may imply their main ideas, in which case it's your job to synthesize the main idea.

Frequently Asked Questions about Main Idea

--> what is the meaning of main idea.

The main idea is a central idea the author wants to communicate to readers. You can identify a text's main idea by answering this question: "What does the author want me to know about the topic ?"

--> What is an example of a main Idea?

Your main idea is the central idea of a text or a portion of it. Let's say you are writing an essay analyzing the causes of the Civil War. The main idea of this essay would be this thesis statement: "The main causes of the Civil War include the effects of the Supreme Court's decision in Dred Scott v. Sandford , the failure of congressional compromises on the question of slavery in newly admitted states, and the rise of anti-slavery political parties."

--> What are the characteristics of a main idea?

The characteristics of the main idea are that it can be directly stated or implied. If directly stated, it can refer to a thesis statement, which is the main idea of an entire essay, or topic sentences of paragraphs. If implied, you will need to infer the main idea based on supporting details. 

--> How do I identify a main idea in a text?

You can identify a main idea in a text when, if directly stated, you find it in the thesis statement in the introductory paragraph. If the main idea is implied or unclear, read the entire passage and narrow the point of what you just read down to a single sentence, focusing on any overarching argument or call for change.

--> How do I begin to develop my main idea when writing?

When writing, you can begin with the main idea by knowing your thesis. Your thesis statement will contain the main ideas of your entire essay. You can also begin paragraphs with the topic sentence, which identifies the main idea of your paragraph. 

Test your knowledge with multiple choice flashcards

Select whether the following statement refers to the main idea or topic of an essay: The ethics of human cloning.

Select whether the following statement refers to the main idea or topic of an essay: "Human cloning is not ethical because it would lessen genetic diversity."

Where is the thesis statement located in the essay? 

Your score:

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What is a main idea?

The main idea is  a  central idea  the author wants to communicate to readers.

What is a topic? 

A topic is the broad subject discussed in a speech or written about in a text.

What are supporting details?

Supporting details are r easons,  evidence , and facts that explain and support your main ideas. 

What is a theme? 

A theme is the  the universal lesson or moral of a text.

What is a thesis statement? 

A thesis statement is the sentence at the beginning and end of an essay that contains the essay's main ideas.

What is a topic sentence? 

A topic sentence is a sentence at the beginning of a paragraph, which states the paragraph's main idea.

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Main Idea Definition

Main Idea includes the overall message of the text that a writer intends to convey to the audience . Almost all genres of literature have one or two main ideas in them. However, the main idea in literature is not limited to one sentence or paragraph; instead, it develops and grows throughout the text. It works as the central, unifying element of the story which ties together all other elements. In this sense, it can be best defined as the dominant impression or the generic truth incorporated in the literary piece. Etymologically, the central idea is the phrase of two words ‘main’ and ‘idea.’ The meaning is clear that it is the most important thought of a text which enables the readers to understand the layered meanings of the concerned text.

Examples Main Idea from Literature

“ A Red, Red Rose ” by Robert Burns

“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.

Invictus by William Ernest Henley

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

Main idea serves as the pause for the audience. It provides them an opportunity to understand the writer’s intention or the reason for his writing. It also makes them recognize and appreciate the deeper meanings of the texts. The writers also use it as a tool that enables them to project their inner thoughts and persuade the readers. Moreover, some of the academic writings unconsciously instill main ideas into the subconscious of the readers with ulterior motives which can be good or bad.

Related posts:

• Four Main Types of Sonnets with Examples
• Comic Relief
• Black Humor
• Narrative Poem
• Dramatic Monologue
• Existentialism
• In Medias Res
• Short Story
• Romanticism
• Feminine Rhyme
• Metaphysical
• Auditory Imagery
• Sensory Language
• Implied Metaphor
• Rhetorical Device
• Sound Devices
• Exact Rhyme
• Deuteragonist
• Equivocation
• Science Fiction
• Turning Point
• Supporting Sentence
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Fifth grade reading skills

Course: fifth grade reading skills   >   unit 1, identifying the main idea | reading.

• What is a main idea? | Reading

What's the main idea?

• Which choice best captures the central idea of the passage?
• What is the author's main point in this passage?
• The main idea of the passage is...

What ISN'T the main idea?

• Look for clues in the title, the first sentence, and the last sentence of a passage. The author might state the main idea right at the beginning of the passage.
• Jot quick notes to yourself on scratch paper as you read. Taking notes is always helpful for understanding a passage.
• Pay attention to repeated words or ideas. If the author keeps mentioning the same thing over and over, it's likely that it's the main idea.
• Summarize the passage in your own words. If you can boil the passage down to just one or two sentences, that's probably the main idea.

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Informative Essay — Purpose, Structure, and Examples

What is informative writing?

Informative writing educates the reader about a certain topic. An informative essay may explain new information, describe a process, or clarify a concept. The provided information is objective, meaning the writing focuses on presentation of fact and should not contain personal opinion or bias.

Informative writing includes description, process, cause and effect, comparison, and problems and possible solutions:

Describes a person, place, thing, or event using descriptive language that appeals to readers’ senses

Explains the process to do something or how something was created

Discusses the relationship between two things, determining how one ( cause ) leads to the other ( effect ); the effect needs to be based on fact and not an assumption

Identifies the similarities and differences between two things; does not indicate that one is better than the other

Details a problem and presents various possible solutions ; the writer does not suggest one solution is more effective than the others

Purpose of informative writing

The purpose of an informative essay depends upon the writer’s motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic’s intricacies.

Informative essays may introduce readers to new information .

Summarizing a scientific/technological study

Outlining the various aspects of a religion

Providing information on a historical period

Describe a process or give step-by-step details of a procedure.

How to write an informational essay

How to construct an argument

How to apply for a job

Clarify a concept and offer details about complex ideas.

Explain why or how something works the way that it does.

Describe how the stock market impacts the economy

Illustrate why there are high and low tides

Detail how the heart functions

Offer information on the smaller aspects or intricacies of a larger topic.

Identify the importance of the individual bones in the body

Outlining the Dust Bowl in the context of the Great Depression

Explaining how bees impact the environment

How to write an informative essay

Regardless of the type of information, the informative essay structure typically consists of an introduction, body, and conclusion.

Introduction

Background information

Explanation of evidence

Restated thesis

Review of main ideas

Closing statement

Informative essay introduction

When composing the introductory paragraph(s) of an informative paper, include a hook, introduce the topic, provide background information, and develop a good thesis statement.

If the hook or introduction creates interest in the first paragraph, it will draw the readers’ attention and make them more receptive to the essay writer's ideas. Some of the most common techniques to accomplish this include the following:

Emphasize the topic’s importance by explaining the current interest in the topic or by indicating that the subject is influential.

Use pertinent statistics to give the paper an air of authority.

A surprising statement can be shocking; sometimes it is disgusting; sometimes it is joyful; sometimes it is surprising because of who said it.

An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the informative essay topic and focus on what is to follow.

Directly introduce the topic of the essay.

Provide the reader with the background information necessary to understand the topic. Don’t repeat this information in the body of the essay; it should help the reader understand what follows.

Identify the overall purpose of the essay with the thesis (purpose statement). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.

Informative essay body paragraphs

Each body paragraph should contain a topic sentence, evidence, explanation of evidence, and a transition sentence.

A good topic sentence should identify what information the reader should expect in the paragraph and how it connects to the main purpose identified in the thesis.

Provide evidence that details the main point of the paragraph. This includes paraphrasing, summarizing, and directly quoting facts, statistics, and statements.

Explain how the evidence connects to the main purpose of the essay.

Place transitions at the end of each body paragraph, except the last. There is no need to transition from the last support to the conclusion. A transition should accomplish three goals:

Tell the reader where you were (current support)

Tell the reader where you are going (next support)

Relate the paper’s purpose

Informative essay conclusion

Incorporate a rephrased thesis, summary, and closing statement into the conclusion of an informative essay.

Rephrase the purpose of the essay. Do not just repeat the purpose statement from the thesis.

Summarize the main idea found in each body paragraph by rephrasing each topic sentence.

End with a clincher or closing statement that helps readers answer the question “so what?” What should the reader take away from the information provided in the essay? Why should they care about the topic?

Informative essay example

The following example illustrates a good informative essay format:

Step by Step: Learning How to Write an Informative Essay

Writing an informative essay is a great way to share knowledge on a specific topic, providing readers with new, interesting, and factual information. The purpose of an informative essay is to present a subject objectively, without injecting personal opinions or biases. Informative essays can take many forms, such as explaining a system, analyzing data, summarizing an event, comparing subjects, or guiding the reader through a process.

To craft a compelling informative essay, it's essential to understand its structure, which typically includes an introduction with a clear thesis statement, body paragraphs that present facts and details, and a conclusion that summarizes the main points. The introduction should provide background information on the topic, capture the reader's attention, and clearly state the thesis.

Choosing Your Topic

Selecting the perfect topic for your informative essay is crucial to crafting a compelling and engaging piece. Consider your interests, reactions, and feelings towards potential topics, as this will make the writing process more enjoyable and the final product more authentic.

Narrowing Down Your Topic

• Start with a broad subject area that piques your curiosity or aligns with your assignment requirements.
• Brainstorm potential topics within that subject area, jotting down all ideas that come to mind.
• Research each idea to ensure there is sufficient information available to support your essay.
• Narrow your focus to a specific aspect or perspective of the topic, making it more manageable and unique.

Considering Your Audience and Purpose

By carefully selecting a topic that is both interesting to you and relevant to your audience, you'll lay the foundation for a successful informative essay. Remember to thoroughly research your chosen topic to gain a solid understanding of the key concepts and ideas associated with it.

Conducting Thorough Research

Once you've selected your informative essay topic, it's time to dive into research . Thorough research is the backbone of a well-written essay, providing the facts and details needed to support your main points.

Identifying Credible Sources

To ensure the information in your essay is accurate and reliable, focus on using credible sources Consider the following:

Organizing Your Research

• Take detailed notes as you read, making sure to record the source for each piece of information.
• Identify common themes or answers that emerge from your sources.
• Organize the information by subtopics, creating an outline or using other organizational tools.
• Review and revise your research, double-checking facts and ensuring the information is relevant.

Citing Your Sources

Properly citing your sources is crucial to avoid plagiarism and give credit where it's due. Keep these tips in mind:

• Record the necessary citation information for each source as you conduct your research.
• Use the appropriate citation style (MLA, APA, or Chicago) based on your essay's requirements.
• Include a citations page at the end of your essay, listing all the sources you consulted.

By conducting thorough research, organizing your findings, and properly citing your sources, you'll build a strong foundation for your informative essay.

Creating an Effective Outline

Creating a well-structured outline is essential for organizing your thoughts and ensuring that your informative essay flows logically. A clear outline will guide you through the writing process, making it easier to stay on track and cover all the necessary points.

Crafting Your Thesis Statement

Your thesis statement is the foundation of your essay, expressing the overall argument or purpose in a clear and concise manner. To create an effective thesis statement:

• Identify the main point you want to convey in your essay.
• Condense this main point into a single, concise sentence.
• Ensure that your thesis statement is specific and arguable, not just a statement of fact.

Developing Sub-Points

Once you have your main points established, it's time to develop sub-points that provide further detail and support. Consider the following steps:

Structuring Your Outline

A typical informative essay outline includes an introduction, body paragraphs, and a conclusion. Here's how to structure each section:

• Introduction : Capture the reader's attention, provide background information, and state your thesis.
• Body Paragraphs : Outline your main points and provide evidence and examples to support them.
• Conclusion : Summarize your main points and restate your thesis in a new way.

By creating a well-organized outline, you'll ensure that your informative essay is structured, coherent, and effectively conveys your intended message to your readers.

Writing a Strong Introduction

The introduction of your informative essay is the first impression readers will have of your work, so it's crucial to make it engaging and informative [6]. A well-crafted introduction should include three key elements: a hook, background information, and a thesis statement.

Crafting an Attention-Grabbing Hook

Your hook is the opening sentence that captures the reader's interest and encourages them to continue reading. Consider using one of these techniques:

Providing Essential Background Information

After your hook, provide 2-3 sentences of background information that gives context to your topic. This helps the reader understand why your topic is important and how it relates to the broader subject matter.

Stating Your Thesis Clearly

Your thesis statement is the most critical component of your introduction. It should be a clear, concise sentence that summarizes the main ideas of your essay. A strong thesis statement:

• States the main point or argument of your essay.
• Is written in the third-person point of view.
• Frames the research question and uses the most common or interesting answers.

By crafting an engaging hook, providing essential background information, and stating your thesis clearly, you'll create a strong introduction that sets the stage for a compelling informative essay.

Developing Body Paragraphs

The body paragraphs of your informative essay are where you dive deep into your chosen topic, providing evidence, examples, and explanations to support your thesis statement. Each paragraph should focus on a single main point that directly relates to your thesis.

Crafting Effective Body Paragraphs

Follow these steps to create compelling body paragraphs:

• Write a clear topic sentence that introduces the main idea of the paragraph.
• Provide supporting details, such as quotes, examples, or facts, to back up your main point.
• Analyze the evidence, explaining how it supports your thesis and the significance of the information.
• Use transitions to connect your paragraphs and ideas, ensuring a smooth flow throughout your essay.

Varying Paragraph Types

Depending on your topic and purpose, you can use different types of body paragraphs to engage your readers and convey your message effectively:

Revising and Refining

As you write your body paragraphs, keep these tips in mind to ensure clarity and coherence:

• Vary sentence structure and length to enhance readability
• Use parallel structure when presenting similar ideas or information
• Revise and edit for conciseness, removing irrelevant ideas or changing your thesis to fit the evidence

By crafting well-structured body paragraphs that provide ample evidence and analysis to support your thesis, you'll create an informative essay that engages your readers and effectively conveys your message.

Conclusion and Final Thoughts

Writing an informative essay is a rewarding process that allows you to share knowledge and insights on a topic of interest. By following the step-by-step guide outlined in this article, you can craft a well-structured, engaging, and informative piece that captivates your readers. From choosing a topic and conducting thorough research to creating an effective outline and developing compelling body paragraphs, each stage of the writing process plays a crucial role in the success of your essay.

As you embark on your informative essay writing journey, remember to stay focused on your purpose, maintain a clear and objective tone, and provide ample evidence to support your main points. With dedication, practice, and attention to detail, you'll be well on your way to mastering the art of informative essay writing and effectively communicating your ideas to your target audience.

Revising and Proofreading

Once you've completed your informative essay draft, it's crucial to revise and proofread your work to ensure clarity, coherence, and grammatical accuracy. Editing and proofreading are two distinct processes that help refine your writing and eliminate errors.

The Editing Process

Editing involves a thorough examination of your essay, focusing on improving the overall quality and clarity of your writing. Follow these steps to effectively edit your work:

• Take a break from writing before editing to gain a fresh perspective on your essay.
• Read your essay out loud to identify unclear sentences or awkward phrasing.
• Review your essay for tone and word choice, ensuring they align with the assignment requirements.
• Vary your sentence structures and word choices to maintain reader engagement.
• Add transitions between ideas to guide readers through your essay smoothly

The Proofreading Process

Proofreading focuses on identifying and correcting surface-level errors, such as grammar, punctuation, and spelling mistakes. Use these techniques to proofread your informative essay effectively:

• Read your essay slowly and carefully, checking for punctuation, spelling, and grammar errors.
• Ensure consistency in verb tense throughout your essay.
• Check for subject-verb agreement and clear pronoun usage.
• Verify the accuracy and formatting of your citations.
• Consider reading your essay backwards, sentence by sentence, to catch any remaining errors.

By dedicating time to revising and proofreading your informative essay, you'll enhance its quality, clarity, and impact on your readers. Remember to approach the process with a critical eye and an openness to making necessary changes to improve your work.

1. What steps are involved in writing an informative essay?

To write an informative essay, begin by selecting a topic through brainstorming and narrowing down ideas. Choose a topic with readily available relevant information. Next, conduct thorough research and record the data you find. Organize the information into categories for clarity. Start writing by drafting a thesis statement, followed by the body paragraphs. Finally, write the introduction and conclusion.

2. What are the key components of an informative essay? An informative essay typically consists of five main parts:

• Introduction: Captures the reader's interest and introduces the essay topic.
• Background: Provides context to help the reader understand the points being made.
• Thesis Statement: Clearly states the main point or argument of the essay.
• Body Points: Includes evidence and discussion points that support the thesis statement.
• Conclusion: Summarises the essay and reinforces the main points.

3. How can teachers effectively instruct students on writing an informative essay?

To teach students how to write an informative essay, start by providing them with engaging and relevant texts on topics they care about. This approach ensures that students are invested in the subject matter. Encourage students to prewrite and discuss their ideas as part of the planning process, which is crucial for structuring their essays. Additionally, provide continuous feedback and opportunities for students to revise their work to enhance their writing skills.

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6 Common Leadership Styles — and How to Decide Which to Use When

• Rebecca Knight

Being a great leader means recognizing that different circumstances call for different approaches.

Research suggests that the most effective leaders adapt their style to different circumstances — be it a change in setting, a shift in organizational dynamics, or a turn in the business cycle. But what if you feel like you’re not equipped to take on a new and different leadership style — let alone more than one? In this article, the author outlines the six leadership styles Daniel Goleman first introduced in his 2000 HBR article, “Leadership That Gets Results,” and explains when to use each one. The good news is that personality is not destiny. Even if you’re naturally introverted or you tend to be driven by data and analysis rather than emotion, you can still learn how to adapt different leadership styles to organize, motivate, and direct your team.

Much has been written about common leadership styles and how to identify the right style for you, whether it’s transactional or transformational, bureaucratic or laissez-faire. But according to Daniel Goleman, a psychologist best known for his work on emotional intelligence, “Being a great leader means recognizing that different circumstances may call for different approaches.”

• RK Rebecca Knight is a journalist who writes about all things related to the changing nature of careers and the workplace. Her essays and reported stories have been featured in The Boston Globe, Business Insider, The New York Times, BBC, and The Christian Science Monitor. She was shortlisted as a Reuters Institute Fellow at Oxford University in 2023. Earlier in her career, she spent a decade as an editor and reporter at the Financial Times in New York, London, and Boston.

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