what is the main idea of the essay brainly

Reading to Understand

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

Steps for Identifying the Main Idea

• Knowledge Check
• Academic Reading Challenges (7 minutes)

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

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

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

Pre-read to Determine the Overall Topic

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

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

Questions to Ask Yourself While Reading : 

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

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

Questions to Ask Yourself While Reflecting:

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

Finding the Main Idea

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

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

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How to Find the Main Idea

ThoughtCo / Mary McLain 

• B.A., English, University of Michigan

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

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

How to Define the Main Idea

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

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

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

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

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

1) Identify the Topic

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

2) Summarize the Passage

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

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

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

4) Look for Repetition of Ideas

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

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

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

Avoid Main Idea Mistakes

Choosing a main idea from a set of answer choices is different than composing a main idea on your own. Writers of multiple choice tests are often tricky and will give you distractor questions that sound much like the real answer. By reading the passage thoroughly, using your skills, and identifying the main idea on your own, though, you can avoid making these 3 common mistakes : selecting an answer that is too narrow in scope; selecting an answer that is too broad; or selecting an answer that is complex but contrary to the main idea. 

Resources and Further Reading

• How to Find a Stated Main Idea
• How to Find an Implied Main Idea
• Finding the Main Idea Practice
• Finding Main Ideas In Paragraphs,  http://english.glendale.cc.ca.us/topic.html
• Finding the Main Idea , Columbia College

Updated by Amanda Prahl 

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

Evaluating a Text

Main idea, purpose, & audience.

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

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

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

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

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

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

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

Main Idea & Purpose Determine Analysis

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

If the purpose is to persuade or argue

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

If the purpose is to inform

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

If the purpose is to entertain

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

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

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

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

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

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

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

Which selection best represents the author’s main idea?

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

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

Which selection best represents the author’s purpose?

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

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

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

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

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

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3.8: Main Ideas and Supporting Details

• Last updated
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• Page ID 31307

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

Analyze Thesis or Main Ideas of Texts

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

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

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

Implicit vs. Explicit Main Idea/ Thesis Statements

According to author Pavel Zemliansky,

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

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

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

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

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

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

Thesis and Topic Sentences

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

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

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

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

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

The Three Parts of a Paragraph

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

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

2) Main Idea

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

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

3) Supporting Details

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

Tips for Identifying Main Ideas

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

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

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

Difference Between the Topic and Main Idea

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

Exercise \(\PageIndex{1}\)

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

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

Choose the Main Idea:

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

b) There are several myths about exercise.

c) Exercise is beneficial to everyone.

d) People use many different excuses to avoid exercising.

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

a) ________________________________________________________________________

________________________________________________________________________

b) ________________________________________________________________________

c) ________________________________________________________________________

d) ________________________________________________________________________

Exercise \(\PageIndex{2}\)

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

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

Exercise \(\PageIndex{3}\)

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

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

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

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

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

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

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

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

Exercise \(\PageIndex{4}\)

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

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

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

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

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

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

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

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

Reading-Writing Connection: Thesis Statements

Exercise \(\PageIndex{5}\)

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

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

Supporting Details

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

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

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

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

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

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

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

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

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

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

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

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

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

All Claims Need Evidence

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

What are the types of evidence?

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

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

Logos, Ethos, Pathos

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

Logical Appeals

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

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

Authoritative Appeals

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

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

Emotional Appeals

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

• impact studies

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

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

Check your understanding of supporting details by doing this quiz.

Exercise \(\PageIndex{6}\)

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

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

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

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

EXPLAIN (2)-___________________EXPLAIN (4)

EXAMPLE (3) EXAMPLE (5)

Major and Minor Supporting Details

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

Exercise \(\PageIndex{7}\)

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

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

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

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

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

Exercise \(\PageIndex{8}\)

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

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

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

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

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

Major: Minor: Major: Minor:

Reading-Writing Connection: Supporting Details

Exercise \(\PageIndex{9}\)

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

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

Contributors

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

This page last updated June 6, 2020.

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Fifth grade reading skills

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

• What is a main idea? | Reading

What's the main idea?

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

What ISN'T the main idea?

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

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Central Idea in Literature: Definition, Meaning, and Examples

Krystal N. Craiker

In literature, there are many elements that work together to make a cohesive story. At the heart of each story is the central idea.

The central idea, also called the main idea, is a brief, overall summary of what the entire story is about. Typically, we explain the central idea in one sentence.

The central idea is different from the theme and the message. It’s the backbone of a story’s plot. Let’s take a closer look at what the central idea means in literature.

Central Idea Definition: What Is It in a Story?

Central idea meaning: what does it mean, the importance of a central idea in a story, tips on using central ideas in your story, examples of the central idea of a story, conclusion on central ideas in a story.

The definition of the central idea is a statement that explains the main scenario of a story. All plot lines, supporting details, and conflicts support the central idea.

You can think of the central idea as a very brief summary of a story. In other words, if someone asks what the story is about, the central idea is what you would tell them.

Fairy tales are a great way to understand literary elements. Let’s use Goldilocks and the Three Bears as an example.

The central idea of this story is:

A girl named Goldilocks enters a house in the woods, helps herself to porridge, and breaks furniture, not knowing the house belongs to three bears.

We don’t explore every individual event of the story or even dive into the themes. We briefly summarize the plot and hint that there will be consequences to Goldilocks’ actions. The central idea doesn’t give away “spoilers” by revealing what happens in the story’s climax when the bears come home.

People often confuse the central idea with a story’s theme. These two literary elements are closely related but distinct.

The central idea addresses the main ideas of the plot. The theme, on the other hand, is the unifying element or elements weaved into a story. A literary theme is a generic truth found in many stories. Themes often have a message for readers from the author.

Examples of literary themes include courage, friendship, revenge, and power.

Central ideas are not generic. They are specific to an individual story.

Let’s return to our example of Goldilocks and the Three Bears . The theme is the effect of selfishness on others. There’s a message or moral there too: Be considerate of other people.

You can see how these differ from the central idea statement, which dealt with the story’s main character and plot.

The theme and message all come from the central idea. You can’t have a cohesive story without the central idea as a starting point.

Imagine writing a story is like building a house. When you have a clear central idea for your story, you have laid the foundation. This foundation supports every other part of the story.

The floors and walls of your story are the external conflict, internal conflict, characters, plot elements, setting, and more. The theme is like the electrical system that runs throughout the entire building.

You can’t have a sturdy house without a solid foundation. Likewise, you can’t have a strong story without a clear central idea.

In the Goldilocks story, the plot events, characters, and theme all relate back to our central idea. Imagine if the theme of Goldilocks and the Three Bears was forbidden love overcoming all. That doesn’t fit the story at all! The fable would sound very strange.

Here are a few tips on the most effective ways to use central ideas in your writing.

Write a Strong Central Idea Statement

The stronger your foundation, the sturdier your house. The same goes with a central idea.

You can get the point across with a poorly written central idea statement. In fact, a poorly written central idea is a great starting point.

But spend some time honing your central idea. A well-written central idea will explore not just the main plotline but also touch on underlying themes.

Let’s improve our Goldilocks central idea statement:

A young girl suffers the consequences of her selfish actions after breaking and entering and destroying property in a home owned by three bears.

This central idea still tells us the gist of the story and introduces the main characters, while also touching on the theme of selfishness.

Match the Theme to the Story

Like we discussed above, throwing in a theme about forbidden love to the classic Goldilocks tale won’t fit the story. The themes of a story must be relevant to the central idea.

Most novels or other long-form work have more than one theme expressed in the story. Spend some time figuring out which themes fit your central idea. Then you can plan character arcs , conflicts, or other elements to help you explore that theme.

Start Big, Narrow Down

It’s difficult to sum up an entire story in one or two brief sentences. Start with a big overview then whittle it down to find your central idea.

You can start by writing a synopsis, which is a roughly two-page plot summary. Then try to narrow that down into a paragraph by focusing on the main events and key characters.

Writing a central idea statement from a paragraph is much easier. Keep it short: one or two sentences max.

As an added bonus, you can then use your central idea as your elevator pitch to quickly introduce people to your book.

Your book is likely more complicated than a fairy tale. Let’s look at some examples of central ideas in other works.

Romeo and Juliet by William Shakespeare

Two young, star-crossed lovers cause a deadly war between opposing families when they hastily marry.

The Great Gatsby by F. Scott Fitzgerald

In the 1920s, Jay Gatsby has achieved great wealth through unsavory means in an attempt to impress the love of his life, Daisy Buchanan. Regardless, they are still divided by their differences in social status, rampant materialism, and Daisy’s abusive husband.

A Christmas Carol by Charles Dickens

A lonely miser named Ebenezer Scrooge is haunted by the spirits of Christmas Past, Present, and Future to confront his life choices and learn about love and compassion.

Finding the central idea of a story will help you understand how the plot and themes work together. Discovering your own story’s central idea will guide your writing process and help you develop a cohesive story.

Do you want to know how to build a world your readers won’t forget? Download this free book now:

World-Building 101: How to Construct an Unforgettable World for your Fantasy or Sci-Fi Story!

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Krystal N. Craiker is the Writing Pirate, an indie romance author and blog manager at ProWritingAid. She sails the seven internet seas, breaking tropes and bending genres. She has a background in anthropology and education, which brings fresh perspectives to her romance novels. When she’s not daydreaming about her next book or article, you can find her cooking gourmet gluten-free cuisine, laughing at memes, and playing board games. Krystal lives in Dallas, Texas with her husband, child, and basset hound.

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