the main idea of the essay

Reading to Understand

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

Steps for Identifying the Main Idea

• Knowledge Check
• Academic Reading Challenges (7 minutes)

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

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

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

Pre-read to Determine the Overall Topic

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

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

Questions to Ask Yourself While Reading : 

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

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

Questions to Ask Yourself While Reflecting:

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

Finding the Main Idea

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

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

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How to Find the Main Idea

ThoughtCo / Mary McLain 

• B.A., English, University of Michigan

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

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

How to Define the Main Idea

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

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

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

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

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

1) Identify the Topic

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

2) Summarize the Passage

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

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

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

4) Look for Repetition of Ideas

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

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

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

Avoid Main Idea Mistakes

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

Resources and Further Reading

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

Updated by Amanda Prahl 

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

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

Main Idea/ Thesis Statement

Author: Lydia Postell

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

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

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

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

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

Thesis Statement

Author: Jenny Crisp

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

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

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

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

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

[Decent thesis]: Everyone should own a dog.

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

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

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

Main Idea - Practice Exercise1

Select the stated main idea in the following passages.

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

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

• Main Idea - Practice 1 Answer Key

Main Idea - Practice Exercise 2

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

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

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

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

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

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

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

• Main Idea - Practice 2 Answer Key

Thesis Statement Handout

• Thesis Statement Handout handout created by UNC Writing Center
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• Last Updated: Sep 5, 2023 11:00 AM
• URL: https://libguides.daltonstate.edu/ENGL0098

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Basic Essay Structure

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This handout goes over the basic parts of an essay: the title, introduction, thesis or guiding statement, body, and conclusion. Each part plays a different role in bringing ideas together to form a cohesive essay. Following this format will help organize an essay; however, essays should always be written with a specific audience and assignment in mind.

Parts of an Essay

The title grabs the reader’s attention and provides a short overview of what the essay is about. This allows readers to accurately decide whether they are interested in reading the paper for more information.

Introduction

The introduction catches the reader’s interest and provides background information about the topic and connects it to the larger conversation. The introduction is general enough for the reader to understand the main claim but gradually becomes more specific to lead into the thesis statement or guiding statement.

Thesis or Guiding Statement

The thesis or guiding statement concisely states the main idea or argument of the essay, sets limits on the topic, and indicates the structure of the essay. The thesis or guiding statement works as a road map, showing readers the main points that will be used to support the writer’s ideas.

The body of an essay is made up of body paragraphs. Body paragraphs support the main ideas presented in the thesis or guiding statement. Longer essays may include several sections that identify main points, with multiple paragraphs in each section. Each body paragraph has four elements: 1) topic sentence , 2) supporting evidence , 3) analysis , and 4) concluding sentence . The topic sentence identifies the main point of the paragraph. Supporting evidence (e.g., quotations, facts, examples, etc.) reinforces the topic sentence. (Remember to cite sourced material.) Analysis explains how the evidence supports the main idea of the paragraph. Finally, the concluding sentence ties the body paragraph back to the thesis or guiding statement. Topic or concluding sentences may be used to transition from one body paragraph to another.

The conclusion gives the reader a sense of closure by referencing the thesis or guiding statement and directly connecting it to the paper’s main claims. The conclusion addresses the implications and significance of the essay’s main idea; however, new topics should not be introduced.

Utah Valley University

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

READING FOR MEANING: IDENTIFYING THE MAIN IDEA OF THE STORY

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

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

WHAT IS ‘THE MAIN IDEA’? DEFINITION

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

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

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A WORD ON PARAGRAPHS

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

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

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

HOW IS A MAIN IDEA EXPRESSED?

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

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

  THE STATEMENT OF THE MAIN IDEA

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

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

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

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

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

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

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

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

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

The Litmus Test: Summarizing and Paraphrasing

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

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

STRATEGIES FOR SUCCESS IN IDENTIFYING THE MAIN IDEA

Get The Gist

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

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

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

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

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

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

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

Get the Gist – Longer Texts

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

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

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

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

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

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

HOW TO LOCATE THE MAIN IDEA WHEN IT IS IMPLIED

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

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

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

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

Teaching Resources

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

 MAIN IDEA GRAPHIC ORGANIZER (FREE DOWNLOAD)

 VIDEO TUTORIAL ON TEACHING THE MAIN IDEA

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Evaluating a Text

Main idea, purpose, & audience.

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

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

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

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

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

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

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

Main Idea & Purpose Determine Analysis

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

If the purpose is to persuade or argue

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

If the purpose is to inform

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

If the purpose is to entertain

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

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

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

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

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

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

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

Which selection best represents the author’s main idea?

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

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

Which selection best represents the author’s purpose?

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

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

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

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

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

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Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Finding the Main Idea

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

Where Are The Main Ideas Found?

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

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

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

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

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

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

Ask the following questions:

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

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

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

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

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

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How to find the main idea

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

Author Taylor Hartley

Published January 19, 2024

Published Jan 19, 2024

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

Table of contents

What exactly is the main idea?

How to find the main idea in five easy steps.

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

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

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

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

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

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

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

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

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

1. Identify the topic.

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

2. Read the entire passage.

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

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

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

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

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

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

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

Questions to ask when trying to find the main idea

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

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

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

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

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

And most importantly, why?

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

Watch out for distractors

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

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

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

Explore the main idea with DoodleEnglish

DoodleEnglish  is an app that’s filled with thousands of fun, interactive exercises covering grammar, punctuation, spelling and more!

Designed by teachers, it creates each child a unique work programme tailored to their needs, boosting their confidence and skills in English.  Try it for free  today!

FAQs about the main idea

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

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

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

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

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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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How To Find The “Main Idea” Of A Text

The main idea , sometimes referred to as the central idea,  is the most important thought of a text. From elementary school on up, we’re taught to discuss and analyze pieces of writing in terms of the main idea . Knowing how to identity the main idea in a piece can help us become better readers—and writers.

What is a main idea?

The majority of details in a text reference the main idea . Basically, it’s the topic that comes up over and over again in an article, book, or other piece of nonfiction. The term main idea is generally associated with informational, nonfiction texts like newspaper articles.

The main idea tells the reader what the paragraph, article, or other section of a text is going to be about. Often the main idea is explicitly provided in a declarative statement, which is a statement of fact ending in a period:

Every year, hundreds of children prepare to compete in the Scripps Spelling Bee. Along with their family members, these would-be competitors memorize thousands of dictionary entries. They are hoping to win as much as $52,000. Of course, they are also hoping for bragging rights!

Every sentence in this paragraph is about the hundreds of children who compete in the Scripps Spelling Bee . The main idea is explicitly stated in the first sentence of the paragraph. The following sentences give specific details about these contestants—how they prepare and what they hope to win.

Here’s another example in which the main idea is explicitly stated in the paragraph. In this case, though, the main idea is stated at the end of the paragraph instead of the beginning:

There is a ceaseless murmur of people practicing tricky words. Contestants pace the hallway with their parents. A voice comes over the loudspeaker announcing that there are 10 minutes until the start, causing a ripple of excitement to go out. It is the first day of the Scripps Spelling Bee and the tension is electric.

Every sentence in the paragraph describes a detail about the morning of the first day of the Scripps Spelling Bee. The details give a sense of how tense the morning is. That’s how we know that the last sentence of the paragraph, It is the first day of the Scripps Spelling Bee and the tension is electric , is the main idea of the paragraph.

But what if the main idea is not so obvious?

Sometimes, the main idea is shown implicitly . In those cases, you have to find the main idea by determining what the majority of details in the paragraph or section are about. For example:

The first step to making a pie is to make the dough. While the dough is chilling, you can make your filling. Next, roll out the dough and bake it a little bit. Finally, add the filling and bake your pie.

None of these sentences say explicitly what the main idea is. However, every single sentence is about how to make a pie . That is the main idea of this paragraph.

Just like paragraphs have main ideas , paragraphs build to make the main idea of an article. Sometimes, the main idea of an article is stated in the first or second paragraph. Often, it’s implicit, meaning a majority of the paragraphs are about a particular topic.

Knowing the main idea is important for writing a summary of a text. A good summary of a nonfiction text includes the main idea , as well as the major contributing details:

The article is about the annual competitive spelling bee in the United States.   First, the organizers are profiled. Then, the article details the lives of the children who are preparing to enter the spelling bee and the people who live with them. Finally, we learn what the day of the competition itself is like.

What is a theme?

While finding the main idea of a text is typically associated with informational, nonfiction texts, there are associated concepts for argumentative texts and fictional texts. When reading an argumentative text, you might be looking for the main argument . For a fictional text, you might be looking for a theme .

The process for finding the main idea , the main argument , or theme of a text is roughly the same. You have to pay attention to what a majority of details in a paragraph or the majority of paragraphs in an article are about. Sometimes, this is given explicitly.

Often, you have to read between the lines to figure it out. There’s no novel that just states, “the theme of this novel is how to overcome hardships.” Instead, the protagonist learns to face their fear of spelling with lots of practice throughout the story. That’s how we know that overcoming hardship is the theme shown in the story.

Whether the main idea is implicit or explicit, expect to see questions about main ideas when it comes to reading informational texts in school. These questions are asking you to look for what the majority of details in the paragraph or section of text are all about.

Once you know what you’re looking for, finding the main idea becomes a lot easier. After all, it is the core of what the author is trying to tell you—the reader—about.

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9.1 Developing a Strong, Clear Thesis Statement

Learning objectives.

• Develop a strong, clear thesis statement with the proper elements.
• Revise your thesis statement.

Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.

Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.

Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.

Elements of a Thesis Statement

For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea —the main idea upon which you build your thesis.

Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful and confident.

A thesis is one sentence long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

A Strong Thesis Statement

A strong thesis statement contains the following qualities.

Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health care coverage.

Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without health care coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.

Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.

Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.

Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.

Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and open their minds to what you have to say.

Even in a personal essay that allows the use of first person, your thesis should not contain phrases such as in my opinion or I believe . These statements reduce your credibility and weaken your argument. Your opinion is more convincing when you use a firm attitude.

On a separate sheet of paper, write a thesis statement for each of the following topics. Remember to make each statement specific, precise, demonstrable, forceful and confident.

• Texting while driving
• The legal drinking age in the United States
• Steroid use among professional athletes

Examples of Appropriate Thesis Statements

Each of the following thesis statements meets several of the following requirements:

• Specificity
• Ability to be argued
• Ability to be demonstrated
• Forcefulness
• The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
• Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
• Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
• J. D. Salinger’s character in Catcher in the Rye , Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
• Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
• Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
• In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

You can find thesis statements in many places, such as in the news; in the opinions of friends, coworkers or teachers; and even in songs you hear on the radio. Become aware of thesis statements in everyday life by paying attention to people’s opinions and their reasons for those opinions. Pay attention to your own everyday thesis statements as well, as these can become material for future essays.

Now that you have read about the contents of a good thesis statement and have seen examples, take a look at the pitfalls to avoid when composing your own thesis:

A thesis is weak when it is simply a declaration of your subject or a description of what you will discuss in your essay.

Weak thesis statement: My paper will explain why imagination is more important than knowledge.

A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side.

Weak thesis statement: Religious radicals across America are trying to legislate their Puritanical beliefs by banning required high school books.

A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end.

Weak thesis statement: Advertising companies use sex to sell their products.

A thesis is weak when the statement is too broad.

Weak thesis statement: The life of Abraham Lincoln was long and challenging.

Read the following thesis statements. On a separate piece of paper, identify each as weak or strong. For those that are weak, list the reasons why. Then revise the weak statements so that they conform to the requirements of a strong thesis.

• The subject of this paper is my experience with ferrets as pets.
• The government must expand its funding for research on renewable energy resources in order to prepare for the impending end of oil.
• Edgar Allan Poe was a poet who lived in Baltimore during the nineteenth century.
• In this essay, I will give you lots of reasons why slot machines should not be legalized in Baltimore.
• Despite his promises during his campaign, President Kennedy took few executive measures to support civil rights legislation.
• Because many children’s toys have potential safety hazards that could lead to injury, it is clear that not all children’s toys are safe.
• My experience with young children has taught me that I want to be a disciplinary parent because I believe that a child without discipline can be a parent’s worst nightmare.

Writing at Work

Often in your career, you will need to ask your boss for something through an e-mail. Just as a thesis statement organizes an essay, it can also organize your e-mail request. While your e-mail will be shorter than an essay, using a thesis statement in your first paragraph quickly lets your boss know what you are asking for, why it is necessary, and what the benefits are. In short body paragraphs, you can provide the essential information needed to expand upon your request.

Thesis Statement Revision

Your thesis will probably change as you write, so you will need to modify it to reflect exactly what you have discussed in your essay. Remember from Chapter 8 “The Writing Process: How Do I Begin?” that your thesis statement begins as a working thesis statement , an indefinite statement that you make about your topic early in the writing process for the purpose of planning and guiding your writing.

Working thesis statements often become stronger as you gather information and form new opinions and reasons for those opinions. Revision helps you strengthen your thesis so that it matches what you have expressed in the body of the paper.

The best way to revise your thesis statement is to ask questions about it and then examine the answers to those questions. By challenging your own ideas and forming definite reasons for those ideas, you grow closer to a more precise point of view, which you can then incorporate into your thesis statement.

Ways to Revise Your Thesis

You can cut down on irrelevant aspects and revise your thesis by taking the following steps:

1. Pinpoint and replace all nonspecific words, such as people , everything , society , or life , with more precise words in order to reduce any vagueness.

Working thesis: Young people have to work hard to succeed in life.

Revised thesis: Recent college graduates must have discipline and persistence in order to find and maintain a stable job in which they can use and be appreciated for their talents.

The revised thesis makes a more specific statement about success and what it means to work hard. The original includes too broad a range of people and does not define exactly what success entails. By replacing those general words like people and work hard , the writer can better focus his or her research and gain more direction in his or her writing.

2. Clarify ideas that need explanation by asking yourself questions that narrow your thesis.

Working thesis: The welfare system is a joke.

Revised thesis: The welfare system keeps a socioeconomic class from gaining employment by alluring members of that class with unearned income, instead of programs to improve their education and skill sets.

A joke means many things to many people. Readers bring all sorts of backgrounds and perspectives to the reading process and would need clarification for a word so vague. This expression may also be too informal for the selected audience. By asking questions, the writer can devise a more precise and appropriate explanation for joke . The writer should ask himself or herself questions similar to the 5WH questions. (See Chapter 8 “The Writing Process: How Do I Begin?” for more information on the 5WH questions.) By incorporating the answers to these questions into a thesis statement, the writer more accurately defines his or her stance, which will better guide the writing of the essay.

3. Replace any linking verbs with action verbs. Linking verbs are forms of the verb to be , a verb that simply states that a situation exists.

Working thesis: Kansas City schoolteachers are not paid enough.

Revised thesis: The Kansas City legislature cannot afford to pay its educators, resulting in job cuts and resignations in a district that sorely needs highly qualified and dedicated teachers.

The linking verb in this working thesis statement is the word are . Linking verbs often make thesis statements weak because they do not express action. Rather, they connect words and phrases to the second half of the sentence. Readers might wonder, “Why are they not paid enough?” But this statement does not compel them to ask many more questions. The writer should ask himself or herself questions in order to replace the linking verb with an action verb, thus forming a stronger thesis statement, one that takes a more definitive stance on the issue:

• Who is not paying the teachers enough?
• What is considered “enough”?
• What is the problem?
• What are the results

4. Omit any general claims that are hard to support.

Working thesis: Today’s teenage girls are too sexualized.

Revised thesis: Teenage girls who are captivated by the sexual images on MTV are conditioned to believe that a woman’s worth depends on her sensuality, a feeling that harms their self-esteem and behavior.

It is true that some young women in today’s society are more sexualized than in the past, but that is not true for all girls. Many girls have strict parents, dress appropriately, and do not engage in sexual activity while in middle school and high school. The writer of this thesis should ask the following questions:

• Which teenage girls?
• What constitutes “too” sexualized?
• Why are they behaving that way?
• Where does this behavior show up?
• What are the repercussions?

In the first section of Chapter 8 “The Writing Process: How Do I Begin?” , you determined your purpose for writing and your audience. You then completed a freewriting exercise about an event you recently experienced and chose a general topic to write about. Using that general topic, you then narrowed it down by answering the 5WH questions. After you answered these questions, you chose one of the three methods of prewriting and gathered possible supporting points for your working thesis statement.

Now, on a separate sheet of paper, write down your working thesis statement. Identify any weaknesses in this sentence and revise the statement to reflect the elements of a strong thesis statement. Make sure it is specific, precise, arguable, demonstrable, forceful, and confident.

Collaboration

Please share with a classmate and compare your answers.

In your career you may have to write a project proposal that focuses on a particular problem in your company, such as reinforcing the tardiness policy. The proposal would aim to fix the problem; using a thesis statement would clearly state the boundaries of the problem and tell the goals of the project. After writing the proposal, you may find that the thesis needs revision to reflect exactly what is expressed in the body. Using the techniques from this chapter would apply to revising that thesis.

Key Takeaways

• Proper essays require a thesis statement to provide a specific focus and suggest how the essay will be organized.
• A thesis statement is your interpretation of the subject, not the topic itself.
• A strong thesis is specific, precise, forceful, confident, and is able to be demonstrated.
• A strong thesis challenges readers with a point of view that can be debated and can be supported with evidence.
• A weak thesis is simply a declaration of your topic or contains an obvious fact that cannot be argued.
• Depending on your topic, it may or may not be appropriate to use first person point of view.
• Revise your thesis by ensuring all words are specific, all ideas are exact, and all verbs express action.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

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

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

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

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

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Table of contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Rhetorical analysis

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

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

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

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

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

Literary analysis

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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ENGL000: Pre-College English (2017.A.01)

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.

Amy Tan’s “Mother Tongue”: the Complexities of Language and Identity

How it works

Amy Tan’s essay “Mother Tongue” came out in 1990, and it’s all about how language ties into who we are. She talks about her own experiences with her mom’s “limited” English to show how language diversity affects society. This essay is gonna dive into what Tan argues and help us understand how language shapes who we are, both personally and culturally. It’ll also look at the biases and misunderstandings people have about non-standard English.

• 1 Language as Identity
• 2 Biases and Misconceptions
• 3 Language and Cognitive Function
• 4 Wrapping Up
• 5 References

Language as Identity

One big idea in “Mother Tongue” is how language and identity are connected.

Tan talks about growing up with a mom whose English wasn’t seen as good enough by society. This “broken” English was full of meaning for Tan; she understood her mom just fine. The essay shows that language isn’t just for talking, it’s also a way to carry cultural heritage and personal identity.

Tan says her mom’s English, even if it didn’t meet mainstream standards, was still a strong way of expressing herself. This ties into the Sapir-Whorf Hypothesis, which says language shapes how we think and see the world (Whorf, 1956). Her mom’s English showed a unique worldview, shaped by her own life and culture. For Tan, this “mother tongue” was more than just talking—it was a deep link to her heritage and family.

Biases and Misconceptions

Tan also talks about the biases and wrong ideas people have about non-standard English. Her mom faced prejudice and was often underestimated because of her English. Tan shares a story where her mom had to really push to get taken seriously by a stockbroker. This shows the bias that thinks good English means smart and capable.

Studies back up what Tan says. The Linguistic Society of America found that people speaking non-standard dialects often face discrimination in places like school and work (Rickford, 1999). This kind of prejudice keeps social inequalities going and pushes whole communities to the side.

Tan also notes that these biases can be internal. She admits she felt embarrassed about her mom’s English when she was a teenager. This internal shame shows how society’s dominant story favors standard English over other forms. It highlights the need to understand and value language diversity more.

Language and Cognitive Function

Tan’s essay also opens up a look at how language connects to thinking. Contrary to the idea that non-standard English is lacking, research shows that being bilingual or multilingual can boost brainpower. A study by Bialystok et al. (2012) found that bilingual people often have better skills at things like problem-solving compared to those who only speak one language. This fights against the stereotype that non-standard English speakers aren’t smart.

Tan’s own success as a writer also challenges the idea that you need perfect English to do well. Her skill in moving between different languages has made her writing richer, giving her a unique voice that speaks to many people. This shows the value of language diversity and how it can help cognitive and creative growth.

Wrapping Up

In “Mother Tongue,” Amy Tan beautifully shows the link between language, identity, and how society sees us. Her personal story criticizes the biases about non-standard English but also celebrates the richness of language diversity. Tan’s essay reminds us that language is more than just a way to talk; it’s a deep expression of who we are and our cultural history.

As the world gets more connected, it’s super important to understand and respect all kinds of languages. This means seeing the value in different ways people speak, instead of looking down on them. By doing this, we can challenge the prejudices that keep social inequalities alive and appreciate the many ways people express themselves.

Looking at Tan’s “Mother Tongue” from different angles—personal, societal, and academic—we get a better understanding of how language and identity are tied together. This not only helps us appreciate Tan’s work more but also makes us think about our own language biases and how they shape how we see others.

• Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences , 16(4), 240-250.
• Rickford, J. R. (1999). African American Vernacular English: Features, Evolution, Educational Implications. Blackwell.
• Whorf, B. L. (1956). Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf. MIT Press.

Cite this page

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PapersOwl.com. (2024). Amy Tan's "Mother Tongue": The Complexities of Language and Identity . [Online]. Available at: https://papersowl.com/examples/amy-tans-mother-tongue-the-complexities-of-language-and-identity/ [Accessed: 17-Sep-2024]

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The Ultimate Guide to Cause and Effect Essay Structure for Beginners

Cause-and-effect essays are used in academic writing to analyse the reasons for and potential consequences of the problem. However, crafting a properly organised essay may be problematic for beginners. With the right information, they can present their thoughts in their writing and provide a chance for readers to understand the concept from two different aspects.

As far as the framework is concerned, students need to make an effort to compose a good essay that will convince readers of their arguments. After analysing this article, you’ll better comprehend the cause-and-effect essay structure. So, let’s start reading in detail:

7 Tips to Structure a Cause-and-Effect Essay

Beginners should comprehend the cause-and-effect essay structure to discuss the connection between acts and their effects. If you are also looking for ways to organise ideas in your essay, this article is for you. This guide will help you write an essay structure and teach you how to craft a comprehensive paper. Go through the tips mentioned below to get a clear idea of an essay structure.

Continue reading to get a deep understanding of the recommendations for writing a compelling paper.

1. Choose a Topic

For novices, deciding on an appropriate subject matter is crucial for cause-and-effect essay structure. It is important to consider the right topic because it makes the writing interesting. Following are some tips for beginners on how to choose a topic:

• Follow a motivational topic based on your observation.
• Take up a subject matter that is relevant to your day-to-day life or something that has happened recently.
• Make sure to address the reasons and the consequences appropriately.
• Ensure that the subject is neither too narrow nor too broad.

Cause and Effects Essay Topics

A well-selected topic can make it less difficult to write a coherent paper taking into consideration efficient research of reasons and outcomes. Below are a few examples of essay topics:

• The Outcomes of a Nutritious Food Plan on Intellectual, Physical and Mental Health.
• Impact of Advertising on Social Media on Consumer Purchase Decisions.
• The Association Between Adults’ Smartphone Use and Sleep Quality.
• Emotional Health of Adolescents Affected by Using Cyberbullying.
• The Connection Between Household Air Quality and Indoor Plants.
• Effect of Extreme Gaming on School Students’ Academic Performance.

2. Determine the Focus

It is crucial to pick out the essay’s attention whilst organising a cause-and-effect essay structure to create a clear and compelling argument. The particular facet of the subject that the author wishes to investigate and assess is referred to as the paper’s main focus. The writer should think about taking the following actions to decide on the focus:

Important Things to Keep in Mind While Choosing the Focus

• If you need to explain why something happens, concentrate absolutely on the reasons.
• You should pay complete attention to the consequences if describing the results of a pastime is your foremost goal.
• Your thesis should indicate whether you will discuss reasons, outcomes, or each.
• The focus should be on identifying and addressing new causes in each paragraph.
• The paragraph should focus on a positive result if the focus is on consequences.

3. Write an Engaging Introduction

Writing a compelling opening is important for a well-organised cause-and-effect essay structure, specifically for college beginners. The introduction establishes the tone and gives the reader a route to follow, acting as the main factor in the whole document. In addition, to grab the reader’s attention a sturdy opening clarifies the subject, the causes and results.

Consider the following components while writing a cause-and-effect essay introduction:

Grab the reader’s attention right after starting your essay with a strong hook statement. It should engage the reader and provide an insight into the subject being discussed.

Background Information

Give a few historical facts on the problem, along with any required clarifications. This facilitates the reader and writer coming to a shared information.

Statement of the Thesis

Establish the essay’s thesis argument.

Summary of the Key Points

Give a concise summary of the primary ideas, in conjunction with the causes and results.

Conclude the introduction with a sentence that skilfully guides the reader into the essay’s body.

4. Organise Body Paragraphs by Cause or Effect

It is vital to set body paragraphs in a cause-and-effect essay structure to give a coherent and convincing thesis. By assigning a purpose or impact to every paragraph, this method makes it easier for the reader to see how the argument makes sense.

Below are a few suggestions for arranging body paragraphs according to cause or effect:

●       Paragraphs With a Cause

The writer needs to explain a specific reason for the topic in these paragraphs, helping the statement with examples and evidence.

●       Paragraphs With an Effect

The writer examines the effects of the concern in these paragraphs.

Another essential aspect is the paragraphs’ arrangement. It is usually really helpful to address the causes first and then the results. So, the reader will find it easier to understand the reasoning and a clean cause-and-effect setup. In addition, this guarantees that the writer would not stray from the important factors. In a few cases, beginners are not good at tackling complex reasons and impacts while structuring the paper. They may hire experienced essay writers in the UK for help in crafting a comprehensive document.

5. Support with Evidence

A cause-and-effect essay must be structured with supporting details to back up your assertions. The evidence can take many different forms, including data, professional judgment, firsthand accounts of historical events, and personal experiences. Furthermore, the secret is to prove the cause-and-effect causal relationship using pertinent and reliable sources.

The following advice can assist beginners in establishing their reasons and impact using evidence:

• Determine the origin and the consequence
• Investigate and collect evidence
• Employ transitional words and phrases
• Arrange the evidence you have got
• Employ stories and instances
• Respond to refutations
• Finish with a synopsis

6. Transition Between Ideas

For fresh students, transitioning between ideas is an essential point of establishing a cause-and-effect essay structure. The essay flows coherently because it facilitates the writer to make logical connections between their ideas. In addition, the well-written transitions in a document help the readers understand the writer’s reasoning and the connections between reasons and effects.

Beginners can use a variety of techniques to create easy transitions:

Employ Transitional Words and Phrases

Students should use transitional words to attach ideas. Examples of such words and phrases include “but,” “further,” “within the meantime,” and “consequently.”

Repetition of Crucial Phrases and Terms

Using critical phrases and terms again and again in a paper fosters coherence and strengthens the links.

Make Use of Pronouns and Synonyms

Pronouns and synonyms can create more attractive and countless writing styles.

Use Transitional Sentences

Use transitional sentences to create a continuing transition among ideas. Moreover, college students may use these sentences to introduce a new subject and summarise it.

Employ Logical Connections

Use analytical connections to attach reasons and effects and make the relationships among them. Logical connectors like “due to the fact” and “as a result” may be used to attach reasons and results.

By transitioning among ideas, beginners can create a well-structured cause-and-effect essay that effectively communicates their thoughts. Furthermore, the writers engage the readers by incorporating these tactics into their writing.

7. Conclude by Summarising the Main Points

The key ideas are summarised at the end to organise the cause-and-impact structure essay. To make a long-lasting effect and enhance the reader’s comprehension of the problem, this phase is essential.

Moreover, the argument needs to be restated within the conclusion, with an emphasis on the principal causes and consequences covered in the essay. This method aims to offer a concise comprehension of the primary ideas without the need to read the whole essay.

Summarise the critical factors to your conclusion phase with the aid of following the under-stated recommendations:

• Restate the main idea of the thesis.
• Emphasise the primary reasons and consequences.
• Refrain from offering fresh information.
• Employ clear and concise language.
• Conclude with a provocative quote.

These are the essential points that determine the structure of the cause and effect essay. With the support of these suggestions, you can craft a good piece of writing. However, if you feel reluctant to do it yourself, we suggest you buy your essay online from reliable sources.

Cause and Effect Essay Example

Review an example of a cause-and-effect essay from YourDictionary :

Final Thought

To write understandable and convincing papers, beginners must excel in the cause-and-effect essay structure. Adopting a methodical approach requires inspecting the connections between reasons and their results. In addition, this enhances the essential questioning capabilities and aids in the clear presentation of ideas.

Beginners will discover that writing a well-written paper becomes less difficult after comprehending these suggestions. A properly-supported essay efficiently communicates arguments to readers by emphasising reasons and results.

Hence, this makes it easier for the readers to understand the argument. Finally, with effort, beginners may reach their writing objectives and express their thoughts with precision and clarity while writing a cause-and-effect essay.

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