which description best defines the thesis of an informational text

1.5 Writing Process: Thinking Critically About a “Text”

Learning outcomes.

By the end of this section, you will be able to:

• Develop and implement flexible strategies for reading and rereading.
• Articulate how organizational features function for different audiences, creating cultural awareness within rhetorical situations.
• Determine how genre conventions for structure, paragraphs, tone, and mechanics vary.
• Identify common formats and design features for different kinds of text.
• Read and write critically within social media platforms.

Thinking critically is crucial to success both in and after school. Indeed, this skill may be the foundation of all education. Most of Writing Guide with Handbook explores strategies for helping you become an accomplished critical writer, but as you have already learned, a close relationship exists between critical writing and critical reading. Reading and writing, like producing and consuming, are two sides of the same coin. When you study one, you inevitably learn more about the other at the same time. The more you attend to the language of published writers, the more you will learn about your own language. The more you attend to your own written language, the more you will learn about the texts you read.

Summary of Assignment: Critical Response

Select a short “text” for response. The “text” may be written, visual, or a combination of both. Keeping in mind the example of Selena Gomez or other social media activists (such as Swedish environmentalist Greta Thunberg [b. 2003] or conservative speaker and entrepreneur Wayne Dupree [b. 1968]), focus on a text, perhaps a meme or social media post, that addresses an aspect of social activism. First, read it completely for understanding. Summarize or paraphrase the main ideas of the text to check for comprehension. Second, read it critically to determine its purpose, to analyze its use of language (or another element), and to evaluate it. Finally, write a short (1–2 pages) critical response to the text, perhaps recommending or not recommending it to other readers, explaining its significance in a particular area of life or field of study, or even commenting on the diction or style of the communication and its potential impact on readers.

Another Lens. When you consider another perspective, you often learn information you have not considered before. Look at Figure 1.6 :

If you have the perspective of the X, all you see is the “back” of the L. You might not even know it’s an L. You might think it is an I, but it also could be the side of an M, or an N, or even a P. From the perspective of X, you have only limited information about the structure, letter, or whatever is in front of you. If you take the perspective of Y, you have a different information, which contrasts with what you learned from X. Furthermore, neither X nor Y has the perspective of Z. As you can see, combining the perspectives gives you a more comprehensive picture. Although it is unlikely you will ever get a complete and accurate picture of any given situation, by considering other perspectives, you begin to think critically to understand an issue, problem, or condition.

As a class or in small groups, agree on a short text to read and respond to, as described. Share your responses in small groups, paying particular attention to the evaluation, analysis, and evidence that each person presents. Revise your initial response based on these new, shared perspectives from your classmates about the same text. The goal is to learn from others’ perspectives. In so doing, consider how your classmates’ perspectives enhance your comprehension and broaden your ability to understand the interpretations of the text. As you revise, incorporate this new knowledge, and consider how the various cultures and interpretations based on culture can lead to understanding and even misunderstanding. Finally, pay attention to how you might consider these multiple perspectives to clarify the text’s purpose or meaning for an audience.

Quick Launch: Mapping the Rhetorical Situation

When you first sit down to write, you can use any of several methods to get going. The blank page can be intimidating, and facing a blank page is one of the reasons writing can be challenging at first. Figure out which “launch” methods work best for you and your style(s) of thinking and writing. Sometimes this stage is called prewriting or planning . Taking the time to prewrite helps you decide how to proceed to the actual writing and builds your confidence in the process. Some people make concept maps, others make checklists, and still others create formal outlines. Some do research on a topic before they start, whereas others just sit down and write whatever comes to mind, a process called freewrite . There is no perfect or correct way to begin writing. The important thing is to discover which strategies work for you for a particular writing task, and then to use them.

For this writing task, create a concept map with six radiating circles (or use six index cards that you can physically move around on a tabletop). Label the map as noted in Figure 1.7 . In each radiating circle, fill in the information regarding the rhetorical situation (that is, the agents and the five conditions: genre, purpose, stance, context, and culture) in relation to your chosen text. As you assess the rhetorical situation, you will further your understanding of the text, and you may begin to find areas for analysis or evaluation.

Drafting: Restating, Analyzing, and Evaluating

To restate and then respond to a text, you need to both reread and “resee” it, reconsidering its rhetorical situation and your reaction to it. Be sure that you grasp the main ideas within the text but move beyond that to a critical understanding of the text as a cultural artifact. In responding, you start a conversation with the text so that you enter into the framework and context of the communication. In general, when responding to a text, you have to

• understand what it means within its rhetorical situation;
• analyze its meaning;
• evaluate its significance; and
• determine how to incorporate it into your own thinking and writing.

Responding to Understand: Summary

A summary is a condensed version of a longer text that reviews its main ideas. Shorter than the original text, a summary is written in your own words. To prepare a summary, you may outline or annotate the text to highlight relationships between ideas or conclusions. Reread sections of the text such as abstracts, first and last paragraphs, and sections titled “Summary,” “Observations,” or “Conclusion(s).” Also consider headings, subheadings, and visuals, all of which often name main ideas. Remember, you want to provide a summary in your own words of the source’s work, not your interpretation or opinion of it. Review this video on summarizing for more information.

Responding to Clarify: Paraphrase

A paraphrase is a restatement of a text or part of a text, written in your own words, to clarify its meaning for your readers. A paraphrase is usually about the same length as the original text, although it can be either longer or shorter. Your goal in paraphrasing is to provide readers with clarity about a complex idea while still maintaining the perspective of the source. Paraphrasing can be difficult and requires practice, so be sure to review .

Responding to Analyze

Responding to analyze means moving beyond a basic understanding and appreciation of what the text says and examining it to see how it was put together in order to deepen your comprehension. From thorough analysis, you can arrive at your own theory regarding what the text means. Thus, analysis leads to interpretation and to evaluation, or judgment of its merits.

In responding to analyze, consider the following questions: How has the author constructed this text? What is the author’s subject, tone, and message or theme? For what reason or purpose has the author constructed this text in this way at this time? An analysis provides an understanding of the ways in which the parts of the text form a whole within a rhetorical situation. Any such response points to important ideas and makes connections to provide textual evidence to support the analysis.

To read a text analytically, mark it for

• points of agreement and disagreement with claims or assertions;
• convincing examples that support claims or assertions;
• implications or consequences of believing the author;
• personal associations with text material;
• connections to other “texts” you have read;
• recurring images, symbols, diction, phrases, ideas, and so on; and
• conclusions.

Consider developing a coding system for cross-referencing to show that one annotation, passage, or idea is related to another. Some students write comments on different features of the text in different colors, such as green for nature imagery, blue for key terms, red for interesting anecdotes, and so on. Other students use numbers, such as 1 for plot, 2 for character, and so on.

Visit Walden University for more detail on including analysis in your writing. You can also refer to Rhetorical Analysis: Interpreting the Art of Rhetoric for more on rhetorical analysis and Print or Textual Analysis: What You Read for more on print or textual analysis.

Responding to Evaluate

Responding to evaluate means deciding whether you think the text accomplishes its purposes effectively. In other words, does the text do what it claims to do? You can also determine the significance of the text and its implications. Of course, different genres of texts should be judged using different criteria. To evaluate a text, you need to understand and analyze it in order to support your judgments.

In an argument , a writer (or speaker) advances claims and supports them with logical reasoning and evidence. A claim is a statement that something is true (or valid) or that some action should be taken. Every claim in an argument should be supported by logical reasoning (e.g., cause and effect, comparison and contrast, or problem and solution) and by reliable and sufficient evidence (e.g., facts, statistics, anecdotes, examples, or quotations). When responding to an argument, ask the following questions: Is the claim based on presented facts—information that can be verified? Is the claim based on credible inferences—connections between textual evidence and personal knowledge or experience? Is the claim based on unsubstantiated opinions—personal belief? All three elements—facts, inferences, and opinions—have their places in argumentative texts. However, the strongest arguments are those based on verifiable facts and reasonably drawn inferences. Look out for opinions masquerading as facts and for inferences stemming from insufficient facts. Refer to the social media exchange in the Annotated Student Sample and recognize how those posts present information to help you see these connections.

An informational text presents facts and draws conclusions based on those facts. When responding to an informational text, ensure that the facts are accurate, that the inferences rely on facts, and that opinions presented as evidence are based on expertise, not emotion. Decide whether the author presents enough reliable facts to justify the conclusions. In addition, consider whether the author is reliable and reasonable. Also, ask questions, such as Is the tone objective? Has all the relevant information been presented? Is the author an expert in the field? What necessary or useful information seems missing? Are other perspectives missing?

To understand an informational text, you need some context for the new ideas you encounter, some knowledge of the terms and ideas, and knowledge of the rules that govern the genre. If would be difficult to read the Emancipation Proclamation with no knowledge of the Civil War (1861–1865) or the practice of enslavement. It would also be difficult to read a biology textbook chapter about photosynthesis but know nothing of plants, cell structure, or chemical reactions. The more you know, the more you learn; the more you learn, the more critical your reading, writing, and thinking will be. As you gain knowledge, you will naturally ask more questions and make more connections or bridges between information sources, thereby enhancing your reading, writing, and critical thinking skills.

Many college instructors will ask you to read about subjects that are new to you. First, of course, it’s important to understand what you read. Comprehension means being proactive as a reader: looking up words you do not know, taking meaningful notes, asking questions, understanding the rhetorical situation of the text, and so on. Second, you want to improve your skills to analyze or evaluate texts critically and write about this understanding. However, how do you develop context, learn background, and find the rules to help you read unfamiliar texts on unfamiliar subjects? What strategies or shortcuts can speed up the learning process?

As an experiment, read the following statement issued by President Harry S. Truman (1884–1972), take notes, and practice being a proactive reader who focuses on comprehension, the rhetorical situation, and critical analysis of the passage:

public domain text Sixteen hours ago an American airplane dropped one bomb on Hiroshima, Japan, and destroyed its usefulness to the enemy. That bomb had more power than 20,000 tons of T.N.T. It had more than two thousand times the blast power of the British Grand Slam, which is the largest bomb ever yet used in the history of warfare. end public domain text

How did you do? Did your reasoning go something like this?

• Noting the setting—Hiroshima, Japan. Prior historical knowledge suggests that Hiroshima is one of the cities on which the United States dropped an atomic bomb near the end of World War II (1939–1945).
• Staying with the first sentence, Truman focuses on Hiroshima as something useful to the enemy that has been destroyed. There is no mention of human casualties.
• The second sentence focuses on the destructive power of the bomb, suggesting the force of the United States’s arsenal.
• Out of curiosity, you might have looked up the British Grand Slam to learn it was a powerful bomb type developed by engineer and inventor Sir Barnes Wallis (1887–1979) and used during World War II. Here, too, Truman suggests that the United States is even more powerful than its ally Great Britain.
• The tone of the text is prideful, as if using the largest bomb in the history of warfare is a grand accomplishment.

Whether reading new texts, learning new information, or witnessing unfamiliar events, you usually draw meaning by following a process something like this one—trying to identify what you see, hear, or read; questioning what you do not understand; making and testing predictions; and consulting authorities for confirmation or credible information. In this way, comprehension leads to critical analysis, understanding, and evaluation.

You will encounter different text types, too. Authors of literary texts such as short stories, poems, and plays may strive to make their work believable, enjoyable, and effective in conveying their themes. To locate a theme , look for recurring language, ideas, or images. Consider how the characters change between the beginning and the end of the story. Then, consider whether the author’s choices effectively convey the theme. The strongest responses to literature or other art forms are based on textual evidence, as in most academic writing. Visit Colorado State University for more insight into evaluation.

You also can refer to Evaluation or Review: Would You Recommend It? for more on evaluation or review and Print or Textual Analysis: What You Read for more direction in approaching narrative texts.

Responding to Write

Once you understand a text, examine it more slowly to analyze and evaluate its cultural assumptions, its arguments, its evidence, its logic, and its conclusions. The best way to do this is to respond, or “talk back,” to the text in writing. Again, pay attention to the rhetorical situation: the agents and conditions. Talking back can take various forms, from actually saying words to yourself or aloud, to making margin notes, to composing a critical response. Respond to passages that cause you to pause for a moment to reflect, to question, to read again, or to say “Ah!” or “Aha!” Your reactions may suggest something important, maybe a revelation or an insight. Whichever it may be, take note of it because you may not have that reaction on another reading.

If the text is informational, try to capture the statements that are repeated or that pull together or summarize ideas. These are often critical elements to understand and possibly evaluate later. If the text is argumentative, examine the claim, reasoning, and each piece of supporting evidence. You can always go back to examine evidence or look up sources the author used when you want to gain a better understanding of the text’s purpose and position in a larger conversation. If the text is literary, pay extra attention to language features, such as images, metaphors, and crisp dialogue. Often, authors use these elements to help create a character, such as a character that always says “ya know” after every sentence, thus making a character more individual and realistic.

Basically, you want to note what’s happening to you as you read. Ask about the text’s effect on you. How are you reacting? What are you thinking or feeling? What do you like? What do you dislike? What do you trust or distrust? Why? These responses are useful especially if the information is new or unexpected. By noting them, you will be able to build your understanding and convey that to readers. Part of the goal as a writer is to take the connections and bridges you have made and provide them for your readers to help them follow the logic of those connections.

Responding to a text in writing also means locating specific evidence to quote, paraphrase, or summarize in support of your analysis or evaluation. When you quote, you use the exact language of the text; when you summarize, you reduce the text to a brief statement of its main ideas in your own words; when you paraphrase, you restate the text in your own words. In all these cases—quotation, summary, or paraphrase—you will need to cite or reference the original source. Proper and consistent citation is important for several reasons. It helps establish your authority, thus building your credibility with readers. It also allows readers to go to your sources for more details or specifics so that they, too, can take part in the conversation. And it shows you are crediting your sources, thus avoiding plagiarism. To learn more about source citation, consult MLA Documentation and Format or APA Documentation and Format .

Use this media interactive to practice identifying the different ways in which readers respond to texts. Then, examine the annotated professional critical response model below.

Critical Response: An Annotated Model

The case of jean gianini.

In 1914, in the village of Poland, New York, sixteen-year-old Jean Gianini murdered his former teacher Lydia Beecher. During the commission of this brutal murder, Gianini provided evidence that tied him to the murder through a lost a button at the crime scene. Upon arrest, Gianini confessed to the crime. At the trial, Gianni’s defense lawyers claimed that Gianini was legally insane during the commission of his crime. Psychologist Dr. Henry Herbert Goddard was called to testify as an expert witness.

Here, as the author, Henry Herbert Goddard (1866–1957) , analyzes “The Case of Jean Gianini ” (1915). The selection that follows demonstrates a framework and an example of a critical response to a text. It has been excerpted for clarity and space.

Introduction

In the introduction to his critical response, Goddard includes the title of the work and a summary of the rhetorical situation. He ends the introduction with a statement of evaluation.

public domain text “We find the defendant in this case not guilty as charged . . .” end public domain text

public domain text Such was the verdict by the jury of the Supreme Court of Herkimer County, New York, on May 28th, 1914, in the case of the people vs. Jean Gianini, indicted for the murder of Lida Beecher, his former teacher. end public domain text

annotated text Here, the author cites the title of the text—a court case—and provides some early context. end annotated text

public domain text The prosecution and, at first at least, the majority of the citizens of the community held that this had been a carefully planned, premeditated, cold-blooded murder of the most atrocious character, committed with a fiendishness seldom seen among human beings. It was, on the other hand, claimed by the defense that the boy . . . had only the intelligence of a ten-year-old child, that he did not know the nature and quality of his act, and that he did not have any true realization of the enormity of his crime. For some reason unaccountable to a great many people, the jury accepted the view of the defense. end public domain text

annotated text Here, the author provides elements of the rhetorical situation: culture, context, and stance. Shared cultural assumptions are that the guilty will be punished. Contextual details of the trial include a summary of the defense and the jury’s reaction. The phrase “unaccountable to a great many people” may suggest that the author does not agree with the jury’s “not guilty” verdict. end annotated text

public domain text Not infrequently have verdicts in murder trials been unacceptable to the populace. In that respect this verdict is not an exceptional one, but from other standpoints it is remarkable. Probably no verdict in modern times has marked so great a step forward in society’s treatment of the wrongdoer. For the first time in history psychological tests of intelligence have been admitted into court and the mentality of the accused established on the basis of these facts. end public domain text

public domain text The value of this verdict cannot be overestimated. It establishes a new standard in criminal procedure. end public domain text

annotated text Here, the author offers commentary about the larger meaning of this case, historically. In addition, the author concludes with a statement of evaluation—the importance of the verdict to the administration of justice. end annotated text

The next several body paragraphs provide Goddard with the opportunity to offer the reasons behind his evaluation. Each paragraph should have a topic sentence to maintain focus and organization. For each reason offered, explanation of its importance and supporting evidence from the text through quotations, summaries, or paraphrases should follow. See MLA Documentation and Format or APA Documentation and Format for guidance on citation.

public domain text One of the unique features, so far as court procedure is concerned, was the introduction into the case, of examinations by means of the Binet-Simon Measuring Scale of Intelligence. end public domain text

annotated text In this passage, the author gives one reason to support both his and the jury’s assessment of Jean’s intelligence—an intelligence test. Moreover, it is presented as a new scientific tool, which it was in 1915, to help establish the case. end annotated text

public domain text The writer’s examination of Jean consisted largely of the use of these tests, and as a result he estimated his mentality at approximately ten years of age. It was somewhat difficult to estimate his mentality with the usual exactness since others had already used the tests, and it was impossible to say how much Jean had learned from his previous examinations. As a matter of fact, in some cases at least, he had not profited by the experiences which should have helped him greatly [. . .] For example, one of the tests is to draw from memory a diagram which he has been allowed to study for ten seconds. It is clear that if one were given this test two or three times, at the last trial he should have a pretty good idea of it and be able to draw it correctly. Although the writer’s use of this test was in the last of the series of those who tested him, yet he did not succeed in drawing it. This is usually drawn by a child of ten years. When asked to repeat a certain sentence, he replied, “Oh, I have been asked that a hundred times.” But in spite of the fact that he had heard it several times he failed to remember it, and yet this sentence is generally remembered by a child of twelve. end public domain text

annotated text Here, the author introduces evidence from the test through summary. Yet, he employs some faulty cause-and-effect reasoning. Based on Jean’s response to repeating a sentence, is it possible that he refuses to participate in the tests rather than that he is unable to produce the desired responses? By not considering alternative conclusions (or perspectives), the author shows a bias against Jean and favoritism toward the test and the conclusion he draws from it. end annotated text

To conclude, Goddard shares with readers his final thoughts about the text and leaves the readers with something to think about.

public domain text Our general studies have not yet gone far enough, and certainly our study of this particular family is far from sufficient, to enable us to decide whether this is a matter of heredity or whether we shall say that Jean’s condition as well as that of the first child is traceable directly to the mother’s insanity or to her alcoholism. end public domain text

public domain text For the present purpose, of course, it does not matter. We see in these facts, whether we regard them as causes or merely as symptoms of a deeper lying cause, sufficient reason for Jean’s [intellectual condition. [. . .] The next important question that arises is a legal one of whether [. . .] he knew the nature and quality of his act and that it was wrong. end public domain text

annotated text Finally, the author introduces subsequent (and maybe distracting) information. Additionally, the author concedes to the popular assessment of Jean’s mental condition, but he raises a legal question that prompts readers to continue thinking: Does one’s intellectual capacity excuse one from criminal culpability ? end annotated text

Now, it is your turn to put this knowledge to work. Use a graphic organizer like Table 1.1 to get started drafting your ideas in response to your chosen text.

In addition, use these sentence starters as needed during drafting:

[Name of author] explains ________.

After discussing ________, the author claims ________.

[Author’s name]’s main point is ________.

Paraphrase:

In other words, the author is saying that ________.

To paraphrase, the author claims that ________.

To simplify this idea, think about it in this way: ________.

[Name of author] develops ________ to show ________.

The author’s use of ________ supports ________.

The author employs ________ to create ________.

Evaluation :

The most important aspect of this text is ________ because ________.

[Name of author] fails to address ________ and ________, which makes me think about the impact on ________.

I think [name of author] is wrong [or correct] because ________.

As an example, the author says, “________.” (Be sure to provide accurate citation!)

The sentence “________” suggests that ________.

The use of the word “________” creates the impression that ________.

As often as possible, use the author’s name rather than a pronoun. The first time you mention it, write the full name as it is listed on the source you are using. Then, use the last name only, and be certain to cite properly. Finally, edit and revise your work to catch any oversights.

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

• Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
• Publisher/website: OpenStax
• Book title: Writing Guide with Handbook
• Publication date: Dec 21, 2021
• Location: Houston, Texas
• Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
• Section URL: https://openstax.org/books/writing-guide/pages/1-5-writing-process-thinking-critically-about-a-text

© Dec 19, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

3.8: Main Ideas and Supporting Details

• Last updated
• Save as PDF
• 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.

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

4th grade reading & vocabulary

Course: 4th grade reading & vocabulary   >   unit 1.

• Summarizing nonfiction | Reading
• What is a main idea? | Reading
• What language shows cause and effect? | Reading

The structures of informational texts | Reading

• Superheroes: reading informational text; Superheroes around the World 4

Want to join the conversation?

• Upvote Button navigates to signup page
• Downvote Button navigates to signup page
• Flag Button navigates to signup page

Video transcript

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

39 Introduction to Informative Writing

Amy Minervini

By Amy Minervini

Exposition is writing that explains, informs, or describes. This type of writing is also known as the informative mode in that the main objective is not to narrate a story or persuade readers of something but rather to convey factual information , including observations and personal/others’ experiences. However, when writing an expository essay, you can include elements from other modes (storytelling, analysis, writer impressions, persuasion, etc.) although these would be secondary aims or even implied. The expository composition is a practical, authentic kind of writing that can stand on its own or serve as the foundation for your more developed research essays.

Key Characteristics

Expository writing generally exhibits the following:

• Emphasis on facts, observations, or personal/others’ experiences
• Organization marked by a logical flow or progression of information; chronological, order of importance/priority, or the step-by-step approach are the most common; transitions that guide the reader
• Close attention paid to detail and description
• No noticeable writer bias

Essay types within this Chapter

• Process analysis (how-to)
• Illustration

Introduction to the General Expository Essay

The following is excerpted from Crystle Bruno’s Commonsense Composition 3.1 Expository Essay

The main aim of an expository essay is to provide an effective explanation of a topic. While a descriptive essay strives to describe a subject or a narrative essay seeks to show personal growth, an expository essay tries to explain a topic or situation. Thus, expository essays are written as if the writer is explaining or clarifying a topic to the reader. Since an expository essay is trying to clarify a topic, it is important that it provides the categories or reasons that support the clarification of the paper. Moreover, these categories and reasons also provide the framework for the organization of the paper.

Components of the expository essay as the parts of a house.

Much like the categories are essential to clarifying the topic, organization is the key to any well-developed essay. When composing your essay, think of its organization as a house, with each component of an essay representing a major part of a house. Just as the foundation provides support on which a house can be built, a thesis represents the foundation upon which to build an essay. The introductory paragraph then functions as both the door and framework for an expository essay. Like a house door, the introductory paragraph must allow the reader to enter into the essay. Additionally, just as walls are built upon the framework of a house, the body paragraphs of an essay are organized around the framework or organizational scheme, presented in the introductory paragraph. The body paragraphs, much like the walls of a house, must be firm, strong and complete. Also, there must always be as many body paragraphs as the framework of the introductory paragraph indicates otherwise your essay will resemble a house that is missing a wall. Finally, an essay must include a conclusion paragraph that tops off the essay much like a roof completes a house. As the roof cements the structure of the house and helps hold the walls in place, the conclusion paragraph must reiterate the points within your body paragraphs and complete an essay.

Although the overall organization of an expository essay is important, you must also understand the organization of each component (the introductory, body and conclusion paragraphs) of your essay. The chart below identifies the essential parts of each component of your essay, explaining the necessary information for each type of paragraph. While the guidelines listed below may feel constrictive, they are merely meant to guide you as a writer. Ultimately, the guidelines should help you write more effectively. The more familiar you become with how to organize an essay, the more energy you can focus on your ideas and your writing. As a result, your writing will improve as your ability to organize your ideas improves. Plus, focusing your energy on your argument and ideas rather than the organization makes your job as a writer more exciting and fun.

Introductory Paragraph:

• Introduce the issue.
• Present the topic and its explanation or clarification.
• Provide the categories used to explain the topic.
• Provide the thesis statement.

Body Paragraphs:

• Begin with a topic sentence that reflects an explanation of the paper and the category being discussed in the paragraph.
• Support the argument with useful and informative quotes from sources such as books, journal articles, etc.
• Provide 2-3 quotes that connect the category being discussed to the explanation
• Provide 2-3 sentences explaining each quote more full, drawing stronger connections between the category and the explanation.
• Ensure that the information in these paragraphs is important to the thesis statement.
• End each paragraph with a transition sentence which leads into the next body paragraph.

Concluding Paragraph:

• Begin with a topic sentence that reflects the argument of the thesis statement.
• Briefly summarize the main points of the paper.
• Provide a strong and effective close for the paper.

Introductory Paragraphs

A strong introductory paragraph is crucial to the development of an effective expository essay. Unlike an argumentative essay which takes a stand or forms an opinion about a subject, an expository essay is used when the writer wishes to explain or clarify a topic to the reader. In order to properly explain a topic, an expository essay breaks the topic being addressed into parts, explains each component in relation to the whole and uses each component to justify the explanation of the topic. Thus when writing an introductory paragraph, it is crucial to include the explanation or clarification of the topic and the categories or components used to produce this explanation.

Since the success of the paper rests on the introductory paragraph, it is important to understand its essential components. Usually, expository papers fail to provide a clear explanation not because the writer’s lacks explanations or clarifications but rather because the explanations are not properly organized and identified in the introductory paragraph. One of the most important jobs of an introductory paragraph is that it introduces the topic or issue. Most explanations cannot be clarified without at least some background information. Thus, it is essential to provide a foundation for your topic before you begin explaining your topic. For instance, if you wanted to explain what happened at the first Olympic Games, your introductory paragraph would first need to provide background information about how the first games happened. In doing so, you ensure that your audience is as informed about your topic as you are and thus you make it easier for your audience to understand your explanation.

Below is a table describing and explaining the main jobs of the introductory paragraph.

Introductory paragraphs introduce the topic and suggest why it is important.

Example:   An analysis of the essay exam results of the new English class shows that the new class format promotes close reading and better essay organization.

This sentence tells the reader both that the topic of the paper will be the benefits of the new English class and that the significance of these benefits is the improvement of close reading and essay organization.

Introductory paragraphs outline the structure of the paper and highlight the main ideas.

Example:   Considering the results of the High School Exit Exam, it is apparent that school curriculum is not properly addressing basic math skills such as fractions, percentages and long division.

This sentence indicates that main ideas (fractions, percentages and long division) of the essay and indicates the order in which they will be presented in the body paragraphs.

Introductory paragraphs state the thesis.

Example:   California high schools will require all students to take a resume and cover letter writing workshop in order to better prepare them for employment.

This thesis statement indicates the explanation of the paper.

In addition to introducing the topic of your paper, your introductory paragraph also needs to introduce each of the arguments you will cover in your body paragraphs. By providing your audience with an idea of the points or arguments you will make later in your paper, your introductory paragraph serves as a guide map, not only for your audience but also for you. Including your main sub-points in your introduction not only allows your audience to understand where your essay is headed but also helps you as a writer remember how you want to organize your paper. This is especially helpful if you are not writing your essay in one sitting as it allows you to leave and return to your essay without forgetting all of the important points you wanted to make.

Most importantly, when writing an introductory paragraph, it is essential to remember that you must capture the interest of your reader. Thus, it is your job as the writer to make the introduction entertaining or intriguing. In order to do so, consider using a quotation, a surprising or interesting fact, an anecdote or a humorous story. While the quotation, story or fact you include must be relevant to your paper, placing one of these at the beginning of your introduction helps you not only capture the attention or the reader but also introduce your topic and argument, making your introduction interesting to your audience and useful for your argument and essay.

Body Paragraphs

In an expository essay the body paragraphs are where the writer has the opportunity to explain or clarify his or her viewpoint. By the conclusion paragraph, the writer should adequately clarify the topic for the reader. Regardless of a strong thesis statement that properly indicates the major sub-topics of the essay, papers with weak body paragraphs fail to properly explain the topic and indicate why it is important. Body paragraphs of an expository essay are weak when no examples are used to help illuminate the topic being discussed or when they are poorly organized. Occasionally, body paragraphs are also weak because the quotes used complicate from rather than simplify the explanation. Thus, it is essential to use appropriate support and to adequately explain your support within your body paragraphs.

In order to create a body paragraph that is properly supported and explained, it is important to understand the components that make up a strong body paragraph. The bullet points below indicate the essential components of a well-written, well-argued body paragraph.

Body Paragraph Components

• Support the argument with useful and informative quotes from sources such as books, journal articles, expert opinions, etc.
• Provide 1-2 sentences explaining each quote.
• Provide 1-3 sentences that indicate the significance of each quote.
• Ensure that the information provided is relevant to the thesis statement.
• End with a transition sentence which leads into the next body paragraph.

Just as your introduction must introduce the topic of your essay, the first sentence of a body paragraph must introduce the main sub-point for that paragraph. For instance, if you were writing a body paragraph for a paper explaining the factors that led to US involvement in World War II, one body paragraph could discuss the impact of the Great Depression on the decision to enter the war. To do so, you would begin with a topic sentence that explains how the Great Depression encouraged involvement in the war because the war effort would stimulate certain aspects of the economy. Following this sentence, you would go into more detail and explain how the two events are linked. By placing this idea at the beginning of the paragraph, not only does your audience know what the paragraph is explaining, but you can also keep track of your ideas.

Following the topic sentence, you must provide some sort of fact that supports your claim. In the example of the World War II essay, maybe you would provide a quote from a historian or from a prominent history teacher or researcher. After your quote or fact, you must always explain what the quote or fact is saying, stressing what you believe is most important about your fact. It is important to remember that your audience may read a quote and decide it is indicating something entirely different than what you think it is explaining. Or, maybe some or your readers think another aspect of your quote is important. If you do not explain the quote and indicate what portion of it is relevant to your clarification, than your reader may become confused or may be unconvinced of your explanation. Consider the possible interpretations for the statement below.

Example:  While the U.S. involvement in World War II was not the major contributor to the ending of the Great Depression, the depression was one of the primary motives for entering the war.

Interestingly, this statement seems to be saying two things at once – that the Great Depression helped spark involvement in the war and that World War II did not end the depression alone. On the one hand, the historian seems to say that the two events are not directly linked. However, on the other hand, the historian also indicates that the two events are linked in that the depression caused U.S. involvement in the war. Because of the tension in this quotation, if you used this quote for your World War II essay, you would need to explain that the significant portion of the quote is the assertion that links the events.

In addition to explaining what this quote is saying, you would also need to indicate why this is important to your explanation. When trying to indicate the significance of a fact, it is essential to try to answer the “so what.” Image you have just finished explaining your quote to someone and they have asked you “so what?” The person does not understand why you have explained this quote, not because you have not explained the quote well but because you have not told him or her why he or she needs to know what the quote means. This, the answer to the “so what,” is the significance of your paper and is essentially your clarification within the body paragraphs. However, it is important to remember that generally a body paragraph will contain more than one quotation or piece of support. Thus, you must repeat the Quotation-Explanation-Significance formula several times within your body paragraph to fully explain the one sub-point indicated in your topic sentence. Below is an example of a properly written body paragraph.

Example of an expository body paragraph paired with an explanation of its parts.

Conclusion Paragraph

The conclusion paragraph of an expository essay is an author’s last chance to create a good impression. Hence, it is important to restate the thesis statement at the beginning of the paragraph in order to remind the reader of your topic and explanation. Since it is at the end of the paper, the conclusion paragraph also should add a sense of closure and finality to the clarification of the paper. It is important to re-emphasize the main idea without being repetitive or introducing an entirely new idea or subtopic. While you can conclude your conclusion paragraph by suggesting a topic for further research or investigation, do not make this question the focus of the paragraph. Thus, you should briefly and concisely reiterate the strongest clarifications of the paper, reminding the reader of the validity of your thesis or explanation and bringing closure to your paper.

You may feel that the conclusion paragraph is redundant or unnecessary; However, do not forget that this is your last chance to explain the significance of your argument to your audience. Just as your body paragraphs strive to present the significance of each fact or quote you use, your conclusion paragraph should sum up the significance of your argument. Thus, you should consider making a bold statement in your concluding paragraph by evoking a vivid image, suggesting results or consequences related to your argument or ending with a warning. Through using these components, you not only make your conclusion paragraph more exciting, but you also make your essay and your argument, more important.

  Review Questions

What are three of the main purposes of an introductory paragraph?

• What should you never do in an introductory paragraph?
• How should you refute counterpoints?
• What is the formula for a well-argued body paragraph?
• What should you include in a conclusion paragraph? What should never include in a conclusion paragraph?

Introduction to Informative Writing Copyright © 2020 by Amy Minervini is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

Language Comprehension Interventions

• All Literacy Interventions
• Activate Prior Knowledge
• Build Background Knowledge
• High Frequency and Domain Specific Vocabulary
• Defining Words in Context
• Defining Words in Isolation
• Morphology (Prefixes, Suffixes, Roots)
• Sentence Length, Structure, and Type
• Punctuation
• Asking and Answering Factual Questions
• Asking and Answering Inferential Questions
• Asking and Answering Questions Using Mnemonics
• Summarizing Text
• Synthesizing Text (Critical Thinking)
• Narrative Text Structures
• Informational Text Structures

Introduction

Text features, text features interventions, text structures, text structure interventions, response to error: informational text structure, feedback during the lesson, strategies to try after the lesson.

• Instructional Scopes and Sequences

Informational text structure interventions help students learn about how informational texts are organized. These types of interventions teach students how to navigate and comprehend informational texts by applying their knowledge of text features and text structures. When students learn these structures, they can understand the most important parts of the text. This page includes intervention strategies that you can use to support your students' understanding of informational text features and text structure. As you read, consider which of these interventions best aligns with your student's strengths and needs in the whole-learner domains. 

Text features are an important part of informational text structure because they help the reader make sense of the main body of text. Text features include: table of contents, glossary, index, charts, captions, headings, diagrams, and tables.When students first begin to read informational text, they often have trouble navigating the text because it looks different from narrative text. There are pictures, labels, diagrams, and captions on the page, and students may have a hard time understanding what to read and when to read it. In order for students to effectively read and understand the main body of text, they need to be explicitly taught about the name and function of each text feature.    This page include intervention strategies that you can use to support your students' understanding of informational text features. As you read, consider which of these interventions best aligns with your student's strengths and needs in the whole-learner domains. 

Explicit Instruction

To support your students' understanding of informational text features, you should start by explicitly teaching this concept. This sounds like:

Explain the Skill/Concept.  Define informational text features, and explain the activity.  ( "Informational text features are elements that the author has included to help us understand the main body of text. For example, a heading helps us know what that section will be about. A diagram provides us with a visual so we can see the parts of an object." (Explain other text features.) "Today, we will be learning about how to identify and use these text features and text structures to support our understanding." ) Model Skill with Examples.  Think aloud about how you read a text feature. (" When I am reading an informational text, I see elements of the text that are different from what I see in narrative text. I see pictures, captions, diagrams, maps, and other features. I notice that this word is in bold. It's called a heading, and it helps me identify what the next section will be about. ") Model Skill with Non-Examples . Think aloud about reading without using text features.  ( "If I skip over using the text features in an informational text, I miss out on some valuable information! This feature is called a diagram, and it shows the different parts of a bat. If I see this text feature and skim right over it, I won't get to learn about the bat's anatomy. ") Practice the Skill.  Engage in the activity below to practice the skill with your student, providing feedback as necessary. ( "Now you try to identify the text features and how they support your understanding. ")

Activity A: Text Feature Walk 

A Text Feature Walk is done before the students read the main body of the text. This strategy allows students to apply their general knowledge of text features to see how they are used to aid understanding in an informational text:

• In small groups, one student chooses a text feature.
• The student identifies the text structure by name (map, picture, diagram, etc.)
• The student reads the text feature.
• As a group, the students discuss predictions, questions, and connections they have based on the text feature, as well as how it relates to the main idea of the text.
• The process is repeated with all text features. 

Text Feature Walk in Action Imagine that you are part of small-group conversation during a Text Feature Walk. You are reading this page about sharks .  "Today, we will be doing a Text Feature Walk. In groups of 4, you will take turns reading, identifying, and discussing text features and how they help you understand the text. Remember: don't read the main body of the text yet just focus on the text features! "  (Teacher explains five steps.)

A small-group conversation may sound like: Student 1, pointing to caption under the shark with its mouth open: "Fastest Shark." (Student continues to read.) "Fastest shark that's a heading. It tells us what we will read about."  All group members: "So, we'll probably read about the shark with the biggest teeth!!!" "No, the heading tells us that we'll read about the fastest shark, not the shark with the biggest teeth!" "I bet we'll read about the Great White Shark!"  Next student reads a text feature.

Optional Deep dive: Read this article to gain a better understanding of how to implement a Text Feature Walk in the classroom. 

Kelley, M., & Clausen-Grace, N. (2010). Guiding students through expository text with text feature walks.  The Reading Teacher, 64 (3), 191-195. Retrieved from http://www.jstor.org.library.relay.edu:2048/stable/40961980

Text structure is how the author organizes the main body of text in an informational text. The five main informational text structures are: sequence, problem/solution, description, compare and contrast, and cause and effect (refer to the  Comprehension at a Glance Documen t  for a review of these structures). Students must be explicitly taught about the different types of text structures, so that they can identify them as they read. If a student is able to identify the text structure that the author uses, then he will have an understanding of what to look for as he reads. For example, if a student understands that the structure of an informational text is problem/solution, then he knows that these are the two main characteristics he should look for as he reads. This page includes intervention strategies that you can use to support your students' understanding of informational text structures. As you read, consider which of these interventions best aligns with your student's strengths and needs in the whole-learner domains. 

Explain the Skill/Concept.  Define informational text structure, and explain the activity.  ( "An informational text structure is the way that the author has organized the main body of text. There are five main text structures that authors use for informational text, which include sequence, problem/solution, description, compare and contrast, and cause and effect. The author chooses this text structure based on what he wants you to learn about. For example, if the author wants you to learn about how two sharks are similar and different, he would use a compare-and-contrast structure so that we read about one topic first, and then about the other." (Explain other text structures.) "Today, we will be learning about how to identify these text structures to support our understanding." ) Model Skill with Examples.  Think aloud about how you identify a text structure. (" Before I read an informational text, I scan the text to see if I can identify the text structure that the author used. I do this because knowing the structure will help me read the text more efficiently. For example, let's look at our shark text. I'm going to think aloud about how I determine the text structure. First, I look at the layout and identify any key words that align with the text structures. I don't see the words cause and effect or compare and contrast. I also don't see that there is a problem. Now, I'm going to use the text features to see if I can identify the structure. When I look at the headings, I see that the author describes a different type of shark in each paragraph, so I think the author used a description structure. Now I know that when I read each paragraph, I will learn details about different types of sharks. ") Model Skill with Non-Examples . Think aloud about reading without using identifying text structure.  ( "Watch what happens when I don't identify the text structure when I read. " (Teacher reads page.) " Okay, so I've read the page about sharks. It sounds like there are a lot of kinds of sharks, but I'm not sure what I should do with this information. When I don't identify the text structure, I read without a purpose."  ) Practice the Skill.  Engage in the activity below to practice the skill with your student, providing feedback as necessary. ( "Now you try to identify the text structures that the author used. ")

Activity B: SQ3R

SQ3R stands for Survey! Question! Read! Recite! Review! and is a reading strategy developed by Robinson (1970). This strategy can be used across texts, but can be particularly effective for informational texts so that students can preview the text features to form hypotheses about the information they are about to read. The five parts of SQ3R are as follows:

• Survey (before class) - Survey the chapter/text to get a sense of how the information is organized. During this time, students should get a general idea of what the text is about, what kind of information the author gives, and how many sub-topics there are
• Question  (before class) - Turn each boldfaced heading into a question by using one of the following words: who, what, when, why, or how
• Read (after class) - Read the time, and write the answer to the question posed in Question
• Recite (after class) - Recite the answer, and put it into your own words
• Review (before next class) - Cover the answers, and ask yourself the questions to review important information.

SQ3R in Action Give students a passage of text, and explain that they will be using the SQ3R strategy to preview and read the text. In this case, refer back to the shark text in Activity A. Identify each step of the process (Survey! Question! Read! Recite! Review), model for students, and have students complete the activity. Teacher: "Today, we will be using the SQ3R strategy to read and understand our text. During this process, you will..." (explain 5 steps). Survey -  "Watch as I model this strategy. First is S, Survey. I will survey the text to get a sense of how the content is organized. I see that there are lots of pictures and captions under the pictures. There are parts of text at the top and on the side. It looks like the text is broken down into smaller chunks by the headings. The main topic is sharks, but I can see that there are subtopics like fastest shark, largest fish, shark with the largest teeth, and so on. I see that the author is using the informational text structure of description because he is describing different types of sharks. He must be writing to inform the reader about the different species of sharks and what makes the sharks special."   Question - "Now on to Q, Question. I'm going to practice turning each boldfaced heading into a question using one of the 5 W words. Let's try the heading Fastest Shark. My question is "What is the fastest shark?" (Teacher continues with all headings.) Read- "Now, R, Read. I will read the text and answer my questions." (Teacher reads aloud.) "My question for this section was "What is the fastest shark? My answer is: 'The fastest shark is the Shortfin Mako, which can swim over 35 mph!" (Teacher continues to answer questions.) Recite- "Now, R. Recite. I will try to put my question and answer into my own words. One of the fastest sharks in the world is called the Shortfin Mako. This shark can swim almost 35 mph!" (Teacher demonstrates with other sections.)

Review - "Finally our last step, R, Review. I'll cover my answers and see if I can remember the important information." (Teacher covers answers.) "What is the fastest shark? Well, it's the Shortfin Mako!"

Activity C: Main Idea & Supporting Details

Main Idea & Supporting Details is a reading strategy that students can use to help them distinguish important details from unimportant details in an informational text. Using this graphic organizer, students first write the main idea, and then find evidence in the text that supports the main idea. When students are just beginning to use this strategy, they can turn the headings into a question (from the Text Feature Walk activity above) and write the question into the main-idea box. Then, they can go back into the text and find three supporting details that answer this question. 

Main Idea PDF

Main Idea and supporting details. (n.d.). Copyright at Relay GSE. New York, NY:  Relay Graduate School of Education. Main Idea & Supporting Details in Action Imagine your class is reading this text about sharks as you read the script below.

Teacher: "Let's try finding the Main Idea and Supporting Details in our shark text. The heading to this section is 'Fastest Shark.' Let's first turn that into a question: What is the fastest shark? I will write that in my Main Idea box. Now, I want to find two supporting details that answer this question. Ok, I see one here: The Shortfin Mako is the fastest shark, so I'll write that down. I also see that it can swim up to 35 mph, so I'll write that down as well. Let's check: do these two supporting details answer my Main Idea question?" (Reads details.) "Yes."

Note: Activity C is one example of a graphic organizer that supports understanding of text structures. You can find more examples of graphic organizers that support text structure on the Summarizing and Synthesizing page.

Robinson, Francis, Pleasant. (1970). Effective study . New York: Harper & Row.  Seminar on Literature for Youth. (2016).  Sharks . Retrieved August 25 from http://eduscapes.com/nonfiction/images/sharkg.png.

Think about the following scenario, which takes place after a teacher has explicitly taught about how to identify and use text features, and has given multiple opportunities for practice:      Teacher, pointing to a diagram of a bat's anatomy: "What text feature is this, and what information does it give us?"      Student: "That's a picture. It helps you know that bats fly."

In such a case, what might you do? 

When you are planning your lessons, you should anticipate that your student will make errors throughout. Here are a series of prompts that you can use to respond to errors. Keep in mind that all students are different, and that students might respond better to some types of feedback than others.

If your student struggles to meet your objective, there are various techniques that you might try to adjust the activity so as best to meet your student's needs. 

• << Previous: Narrative Text Structures
• Next: Instructional Scopes and Sequences >>
• Last Updated: Jul 26, 2023 6:35 PM
• URL: https://relay.libguides.com/language-comprehension

English Language Arts and Reading.6.8.D.i

analyze characteristics and structural elements of informational text , including:

the controlling idea or thesis with supporting evidence ;

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

Knowledge and Skills Statement

A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.

Read a text aloud and provide several options of possible controlling ideas of the text. Elicit a conversation in which students analyze each option and determine why each is or is not the controlling idea. Require students to provide text support for their responses.  

Further Explanation

For this assessment, students examine different ideas from the text to determine the controlling idea. Students understand that informational texts use a controlling idea to guide the focus of the writing.

Glossary Support for ELA.6.8.D.i

1. Montelongo, J., Herter, R. J., Ansaldo, R., & Hatter, N. (2010). A lesson cycle for teaching expository reading and writing: this lesson cycle for expository texts uses direct instruction for teaching students to recognize cue words for text structures. Journal of Adolescent & Adult Literacy , 53(8), 656+. Retrieved from https://link.galegroup.com/apps/doc/A227011986/PROF?u=tea&sid=PROF&xid=593e4895

Summary: The authors present activities that teachers can use to provide middle school students with practice reading and writing expository texts. Students were taught to look at text structures to find the main idea, practicing deconstructing and reconstructing paragraphs using graphic organizers. Students learned to recognize signal words that correspond to structures such as cause-and-effect, compare and contrast, and problem and solution paragraphs. The results showed significant improvement in students' ability to locate the main idea.

2. Meyer, B. J., & Ray, M. N. (2011). Structure strategy interventions: increasing reading comprehension of expository text. International Electronic Journal of Elementary Education , 4(1), 127–152. Accessed online at https://eric.ed.gov/?q=expository+text&pr=on&ft=on&id=EJ1070453

Summary:  In this literature review, researchers examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. The analysis suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.

Informative Essay — Purpose, Structure, and Examples

What is informative writing?

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

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

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

Explains the process to do something or how something was created

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

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

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

Purpose of informative writing

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

Informative essays may introduce readers to new information .

Summarizing a scientific/technological study

Outlining the various aspects of a religion

Providing information on a historical period

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

How to write an informational essay

How to construct an argument

How to apply for a job

Clarify a concept and offer details about complex ideas.

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

Describe how the stock market impacts the economy

Illustrate why there are high and low tides

Detail how the heart functions

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

Identify the importance of the individual bones in the body

Outlining the Dust Bowl in the context of the Great Depression

Explaining how bees impact the environment

How to write an informative essay

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

Introduction

Background information

Explanation of evidence

Restated thesis

Review of main ideas

Closing statement

Informative essay introduction

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

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

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

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

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

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

Directly introduce the topic of the essay.

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

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

Informative essay body paragraphs

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

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

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

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

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

Tell the reader where you were (current support)

Tell the reader where you are going (next support)

Relate the paper’s purpose

Informative essay conclusion

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

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

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

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

Informative essay example

The following example illustrates a good informative essay format:

Reading Skills

Finding the central idea.

• The Albert Team
• Last Updated On: December 27, 2023

What We Review

Introduction

Understanding the central idea in reading is an essential skill for comprehending both literary and informational texts. Think of it as the heart of what the author wants to tell us. It’s not just the subject of the text but the key message or argument the author is presenting.

In articles or speeches, you might find this main idea in the first few sentences. But when it comes to novels or stories, it’s a bit like a puzzle. You’ll need to connect the dots throughout and sometimes even after you’ve finished reading to really grasp it.

In this blog post, we’re going to explore some great ways to identify this central idea, and we’ll try out some activities to practice this skill. Are you ready to get started? Let’s jump right in!

Defining Central Idea

The central idea of a text is not quite the same as the topic or theme. But that does not mean that both things are not important! In fact, being familiar with both the topic and theme is a stepping stone to grasping the central idea.

For example, take Shakespeare’s The Merchant of Venice . One of the initial topics is Antonio’s venture trading. Another possible topic is Antonio’s melancholy, but more is needed to understand the play’s central idea. As the play continues, the theme of Antisemitism is apparent in Antonio’s treatment of Shylock, the Jewish money-lender. However, there are so many other themes present! Love, deception, and marriage also feature – the theme alone does not accurately represent the central idea. 

Looking at the play as a whole allows us to understand Shakespeare’s broader message about the human experience. For instance, a possible central idea in The Merchant of Venice is how it exposes the hypocrisy in both Christian and Jewish communities, showing how neither is morally superior despite their claims.

Additionally, a text can have several messages or central ideas expressed throughout the text, and Shakespeare is no exception to this.

The play suggests that these concepts are intertwined. In the climax, when Portia, disguised as a lawyer, serves justice to Shylock, it’s more than he bargained for. Meanwhile, Antonio, who was at risk of death, receives mercy. This twist of events highlights that mercy can sometimes be a form of justice, and vice versa, as seen when Antonio shows mercy to Shylock through his daughter, Jessica.

Strategies for Identifying the Central Idea

To find the central idea in a text, it’s essential to practice close reading , which means reading the text multiple times, each time with a different focus. Here’s how it works:

• Preview the Text: Start by quickly going through the text to get a general idea of what it’s about. Look at things like headings, opening sentences, or any images or graphs.
• First Reading – Basic Understanding: Now, read the text more thoroughly to understand what it’s saying. This is where you get a grip on the main topics and the basic storyline or arguments.
• Second Reading – Deeper Understanding: Read the text again, but this time, pay attention to the key ideas and details. Think about how different parts of the text connect to each other.
• Third Reading – Author’s Purpose and Perspective: In this reading, try to understand why the author wrote the text and their viewpoint. What are they trying to tell us? Why do they think this topic is important?
• Identifying the Central Idea: After these readings, use everything you’ve gathered to figure out the central idea. This is where you put together the main messages from the text and understand what the author wants to say about life or the human experience.

By following these steps, you’ll be able to dive deep into a text and really understand not just what it’s about but what message the author is trying to convey.

Drawing Conclusions about the Central Idea

To accurately understand the central idea of a text, it’s important to analyze key elements systematically. Here’s a step-by-step approach:

• Understand the Plot: Make sure you have a clear grasp of the story’s events. What happens and in what order?
• Review the Characters: Focus on the characters, especially those who undergo significant changes. How and why do they change throughout the story?
• Analyze Character Motivations and Actions: Consider what drives these characters. How do their motivations and actions highlight the main themes or key ideas in the text?
• Link Themes to Character Development: Connect the dots between what motivates the characters and the broader themes of the story. This will help you form a clearer picture of the central idea.

For example, The Merchant of Venice characterizes Shylock as a greedy, vengeful money-lender bent on punishing Antonio for mistreating him. He maintains this character until he receives his verdict from Portia, which condemns him, instead of his enemy, for plotting to murder another Venetian. This verdict changes him into a sorrowful, broken man.

Shylock’s actions reveal that the theme of justice, in Shylock’s eyes, is merely vengeance. When Portia enters the scene, however, she brings with her the notion of the coexistence of justice and mercy. The final events of the play reveal the error of Shylock’s vengeance and how Shakespeare believed justice should be delivered alongside mercy. 

Classroom Application

There are many things you can do to identify the central ideas in a text. Here are some tips to help you uncover the central idea in any text you’re reading:

• Keep an Eye on the Characters: Pay attention to what the characters in the story are doing and why they’re doing it. As you read, jot down notes about their actions and motives. This will help you understand them better.
• Back Up Your Ideas with Evidence: When you have a thought about a character or something that’s happening in the story, don’t just keep it in your head. Find a sentence or a scene in the book that supports your idea . This is like detective work – you’re finding clues to solve the mystery of the story’s main message.
• Look for Themes: Themes are the big ideas in a story, like friendship, courage, or justice. Sometimes your teacher might give you a heads-up about what themes to look for. Keep track of parts of the story that show these themes. This is like collecting puzzle pieces to see the whole picture.
• Put It All Together: Now for the cool part – take everything you’ve learned about the characters, their actions, and the themes, and mix it all together. This is where you start to see the bigger message the author is trying to tell us. It’s a bit like being a chef, combining ingredients to make an awesome dish.

Remember, figuring out the central idea isn’t just about spotting details – it’s about connecting them to form a bigger picture. And just like any skill, it gets easier and more fun the more you do it. So, dive into your next book and see what you can discover!

Practice Makes Perfect

In addition to the recommended activities above, Albert provides a wide range of texts for students to analyze and interpret. For emerging readers, check out our Short Readings course, which uses short passages to reinforce fundamental reading skills. Readers at all ability levels may enjoy our Leveled Readings course. It offers Lexile® leveled passages focused on a unifying essential question. This allows students to stay on the same page regardless of reading level. Learn more about the Lexile Framework here !

For authentic practice, check out our Essential Readings in Literature course. This course provides an overview of the core texts that American students often read in English class. We break each text down by skill, ensuring that students approach their reading from every angle.

With our easy-to-use interface and informative feedback, Albert.io is the perfect tool for reinforcing close reading skills and helping students develop a deeper understanding of the texts they encounter.

Interested in a school license?​

Popular posts.

AP® Score Calculators

Simulate how different MCQ and FRQ scores translate into AP® scores

AP® Review Guides

The ultimate review guides for AP® subjects to help you plan and structure your prep.

Core Subject Review Guides

Review the most important topics in Physics and Algebra 1 .

SAT® Score Calculator

See how scores on each section impacts your overall SAT® score

ACT® Score Calculator

See how scores on each section impacts your overall ACT® score

Grammar Review Hub

Comprehensive review of grammar skills

AP® Posters

Download updated posters summarizing the main topics and structure for each AP® exam.

Have an account?

Analyzing Authors in informational Texts

7th - 10th grade.

8 questions

Introducing new   Paper mode

No student devices needed.   Know more

Read this central idea from a passage.

Tablets and smartphones are being used in classrooms to connect education and technology.

Which sentence best supports this idea?

Students need to learn to use their smartphones so that they can call during emergencies.

Teachers use educational apps such as Learn As You Go to make learning interactive.

Tablets and smartphones are being updated regularly to provide better user-friendly options.

Which type of text contains more than one method of communicating?

nonliterary texts

audio texts

multimodal texts

What are two questions a reader should ask when analyzing how an author develops the central idea in an informational text?

How does the author connect the ideas in the text?

How does the author explain how he or she conducted research?

How do the author’s techniques reinforce the central idea?

How does the author increase awareness of the text after its publication?

Which description best defines the central idea of an informational text?

the main point the author is trying to make

the examples that an author uses throughout the text

the supporting evidence an author cites

Emily is working on a 2-page persuasive paper about why her school should consider serving different kinds of milk for students. This is the list of reasons she has come up with:

Some students can't digest cow's milk.

Some are allergic to cow's milk.

Milk sales increase when variety is offered.

Based on the information above, which one of these is the best central idea for Emily's paper?

The school could earn money to make up its budget problems if a variety of milk were offered in the cafeteria.

The school should offer a variety of milk in the cafeteria to show sensitivity towards students' dietary needs.

Many students at our school can't digest milk, so I propose that the cafeteria stop offering it during lunch.

explains how to do a process

provides information about a topic

tries to convince someone to agree

with a position or to do something

Explore all questions with a free account

Continue with email

Continue with phone

Get in touch with us

Are you sure you want to logout?

Please select your grade.

• Earth and space

Informational Text: Elements and Structure

Reading informational texts.

• Read the following text and choose a description text and a compare and contrast text and write in the space provided.

Ice cream is a delicious frozen treat that comes in many different colors and flavors. Two of the most popular flavors are strawberry and chocolate. Though both of these flavors are delicious, strawberries may contain pieces of fruit while chocolate usually will not. Even though more chocolate ice cream is sold across the country annually than strawberry, each flavor tastes great inside of a milkshake.

Now choose a description text and a compare and contrast text from the above text and write in the space provided.

• Description: __________________________________________________________________________________________________________
• Compare and contrast:

__________________________________________________________________________________________________________

1. Features of Informational Text

• Non-fiction writing
• Written with the intention of giving information to the reader about different topics
• May be in many different formats

2. Where Do We Find the Informational Text?

It is typically found in magazines, science or history books, encyclopedias, autobiographies , and instruction manuals.

3. Purpose of Informational Text

They are written using special text features that allow the reader to,

• Easily find key information
• Understand the main topic

4. What Makes the Text Informational?

It is important to understand that simply being classified as non- fiction is not enough to make text informational. It is the special text features and a special type of vocabulary that make it informational text .

5. The Following Are the Special Text Features That Make Informational Text:

By providing headers over or for certain sections

By placing important vocabulary in bold type

By using captions for visual representations

6. Informational Text Can Be in Visual Representations in the Form Of:

• Infographics that include tables, diagrams, graphs, and charts
• A table of contents
• A glossary to assist them in finding the information easily

7. Resources of Informational Text

• School Library
• Classroom collection
• Public/state library
• Online resources

Table 1. Elements of Informational Texts

Table 2. Structure of Informational Texts

The Vast Majority of Texts Are Written for One or More of These Three Purposes:

• To make an argument
• To give information
• To tell a story

There Are 5 Text Structures

To achieve the above-mentioned purposes, one or more of the following 5 text structures are used by the authors:

• Description/Enumeration
• Sequence/Instruction/Process/Time order
• Cause and effect

Compare and contrast

• Problem and solution/Question and answers

How Can One Fully Understand and Analyze Informational Texts?

One must unpack the above 5 text structures and study their components in order to fully understand and analyze informational texts , whether one is reading textbooks, listening to news articles, or studying the works of literary non-fiction.

Let’s Discuss Each Component of the Structure in Detail:

1. description/enumeration.

This is straightforward. Texts that use this structure simply describe something. A text using this structure might also give information about:

• Why something is being described
•  Why the described topic is important
• Provide examples of the described topic(s)

The descriptive texts are found in (As the entire point of the description is to present information) novels, works of literary non-fiction, news articles, and science textbooks.

2. Sequence/Instruction/Process/Time order

This type of informational text covers a few purposes:

• Sequential instructions (Step 1, Step 2, Step 3; do this, then do that, and finally do this)
• Chronological events (This happened, then this happened, then this happened, etc.)
• Arguments that use evidence to support a claim (presenting evidence from least to most convincing)

Example: Imagine a chocolate cake recipe in which preheating the oven is the last step. Sometimes, it can be confusing and odd.

3. Cause and Effect

The purpose of cause-and-effect text structures is to explain, well, causes and effects.

This type of text structure will encounter complex examples of cause-effect, mostly in historical texts.

4. Compare/Contrast Text Structure:

This text structure involves a comparison involving multiple things, revealing how they are similar and how they are different.

Contrasting two or more things doesn’t necessarily mean identifying them as either good or bad. Comparisons simply relay the differences; therefore, one thing could have both positive and negative traits.

5. Problem and Solution/Question and Answers

This text structure involves two parts:

• The author identifies a problem
• The author details a solution to this problem

Example: This type of structure can be used in article or paragraph writings. A writer could use problem and solution structure for their entire article, or it could be used in a single paragraph.

Let’s Practice:

1. Read the following text and choose the correct structure of informational text from the choices that follow.

Tigers are rapidly disappearing. Some organizations are trying to solve this problem. Otherwise, tigers may one day exist only in zoos. Organizations are trying to save the rainforests and woodlands where the tigers live from being cut down. It will take many people working together to solve this problem.

• Description
• Compare & contrast
• Problem & solution

2. Read the following text and choose the correct structure of informational text from the choices that follow.

A monkey’s body is made for climbing and swinging in the trees. First, it uses its long arms to reach a branch. Next, with its flexible hands and feet, it grabs and hooks onto the branch. Finally, it swings from that branch to another branch of a tree.

• Sequence/Time order
• Descriptive
• Cause & effect

Related topics

Exploring the World of Adjectives: Types, Usage, and Examples

What are Parts of Speech? Parts of speech determine words’ grammatical and semantic position in a sentence. Activity time The parts of speech are nouns, adverbs, conjunctions, pronouns, interjections, adjectives, articles, prepositions, and verbs. Identify the parts of speech of the underlined words in the following sentences. White- Adjective Big- Adjective    Exciting- Adjectives New- […]

Memoir Writing: Basic Elements, Structures, and Types

Memoir: A memoir is a narrative written from an author’s perspective about a particular facet of his/her own life. ‘Memoir’ word comes from the French word ‘memoire’, which means ‘memory’ or ‘reminiscence’. Example Night: Elie Wiesel gives an account of how he survived his teenage years at Auschwitz and Buchenwald concentration camps during World War […]

Identification of Main Idea in Fiction and Non-fiction

Every story or paragraph or non-fictional text has at least one main idea. The MAIN IDEA is what the text is mostly about. (It is backed up or supported by SUPPORTING DETAILS) Before discussing how to find the main idea, we shall first look at TOPIC. Can you define a topic? A topic can be […]

Writing an Article: Structure and Essential Tips

What is an article? Structure of Article Writing : Title : Draw the attention of readers with an attractive title and indicate the main topic of the article Introduction : Attract the reader’s attention with a sentence that gives a general presentation of the topic. Main Body : Between these sentences, the body should do […]

Other topics

How to Find the Area of Rectangle?

How to Solve Right Triangles?

Ways to Simplify Algebraic Expressions

Using Descriptive Detail

This guide will explore the various uses and applications of description. Its purpose is to demonstrate the effectiveness of writing which includes descriptive details.

A Definition of Descriptive Detail

Descriptive details allow sensory recreations of experiences, objects, or imaginings. In other words, description encourages a more concrete or sensory experience of a subject, one which allows the reader to transport himself or herself into a scene. Writing that lacks description is in danger of being plain or overly general.

Uses of Descriptive Detail

There are many different uses of descriptive detail. Although most commonly associated with creative writing, description enhances a wide variety of subjects. Writing which effectively uses descriptive detail will allow a reader to do more than merely see words on a page. Original description gives writing a sense of honesty and believability, while concise details can help enhance your focus. Descriptive details cause a reader to feel, to hear, to taste, to become intimately connected with the images and experiences being recreated.

Cara McDonald, GTA - Department of English Look. Your reader is a bored, tired little person, maybe sitting at a bus stop. Take care of them. Transport them. Let them smell your mom's coffee, let them see the ugly flowers on that dress you had to wear on the first day of Sunday School.

Mary Kate Perry, GTA - Department of English One of my favorite ways of explaining the importance of vivid description in fiction writing is E.L. Doctorow's "Not that it's raining, but the feel of being rained upon." You don't tell your reader that it's rainy, because they won't care. They won't identify. You have to make them care through speaking to their senses. We perceive the world through our senses.

In fiction writing, it is important to make your scenes and characters as vivid as possible. One way this can be accomplished is through the inclusion of descriptive details. Fiction which incorporates original sensory description has the power to actively involve and affect the reader. Without such details, fiction is in danger of becoming listless or flat. Description is equally as important as dialogue and plot in moving forward the action of a story.

Natalie Goldberg, Wild Mind "William Carlos Williams wrote a poem about standing by the water tap in his kitchen and waiting for it to freshen. You know city water: sometimes it comes out rusty and you wait for it to run clean. I've done it, but I've never thought about it until I read Williams's poem."

Poetry often begins with an image. Therefore, poetry is in a unique position to explore and exploit the possibilities of language. By utilizing effective descriptive details, the language of a poem is able to achieve power over the thoughts and feelings of readers. Rhythm and meter are important to poetry, but without descriptive detail a poem cannot engage the imagination or the senses.

Narrative Essay

Gilbert Findlay, Departement of English All writing is an act of definition. The writer uses some terms that are key to the subject. Take for example this passage from Itabari Njeri: 'Because of my family, I learned to see and hear the complexity and grand drama that underlay the simplest of human actions.' The key terms here are 'family,' complexity,' and 'human actions.' Then, the writer is obliged to follow with descriptive detail. It must be concrete in order to 'define' these terms in context . Without descriptive, contextual detail, the reader may only understand 'family' with reference to his or her own family, while what Njeri may be promising about an understanding of culture through family may be 90 degrees off from what the reader assumes. "

Persuasive Writing

Karen Wuest, GTA - Departement of English There is a significant difference between choosing details simply to describe something and selecting details that not only describe, but also reveal . This is particularly true in fiction—selective details which reveal character, or which might enlighten the reader about the narrator. It is also true in general, where details often reveal some deeper issue throbbing beneath the surface. That details can be used to describe is essential and true, but they should also go beyond that. Sheer description bogged down with details lacks energy, verve. The details must carry weight, reveal something beyond just the surface they have been describing.

In the Creative Writer's Handbook , Philip K. Jason and Allan B. Lefcowitz explain that "sensory experience is primary experience: we see, feel, taste, smell, and hear before we think, analyze, choose, and argue" (130). Therefore, before an argument can effectively persuade an audience, the writer must carefully select and utilize descriptive details. If a writer can effectively engage the reader's primary senses, then the audience can be more easily enticed to feel the validity of the argument. For example, an argument which provides a plea to end deforestation is far more moving when it includes an emotional and sensory depiction of the desolate environment, the ravaged wilderness, the displaced animals. Descriptive details can cause emotional triggers which are key when attempting to persuade an audience.

Summary/Response

Gilbert Findlay, Department of English The human mind cannot communicate in abstractions. If I write, 'communication is the most crucial element in contemporary society,' you, the reader think, 'gotta talk to my girlfriend.' But if I am more specific and write, 'Instant technological transfer of information from the World Wide Web to in-progress network reports of delicate diplomatic negotiations require that we reevaluate the way we respond to communications in contemporary society' then you, the reader, think, 'Oh! This writer is focusing on communication by the electronic media.' Bingo! Descriptive detail means clear communication.

Summary response writing is not exempt from the need to include descriptive detail. A descriptive summary/response essay will be effective if it includes both objective and subjective details. Objective details refer to concrete facts, while subjective details stress feelings about facts, places, people, and events. A balance between objective and subjective details will help the essay involve the emotions of the reader, while still relating the important facts.

Overall, a descriptive essay will focus upon one clear, dominant impression or idea. This dominant idea should be made clear in the thesis, and should guide the writer's selection of detail. Although the summary is not an appropriate place for a large amount of description, the main idea in the response can be effectively emphasized through the addition of clear creative and critical descriptive detail.

Types of Descriptive Detail

There are many different ways in which descriptive detail can be included in writing. Whether to describe, persuade, illustrate or demonstrate, the descriptive details you include in your writing should serve a purpose not just pad your writing with more words.

Sensory Detail

It is important to remember that human beings learn about the world through using the five senses. They are our primary source of knowledge about the world. Therefore, writing which incorporates vivid, sensory detail is more likely to engage and affect the reader.

The following writing sample uses sensory detail to create concrete images. Because the most effective way to incorporate sensory detail is to use all five senses in harmony, this sample provides an effective example of how sight, sound, smell, touch, and taste work together to strengthen writing. Each of the views highlights exactly how each sense is involved in improving the paragraph's imagery.

Example Text: Paragraph Without Sensory Detail

Grandmother Workman reached over and grabbed her grandson's arm. He was nervous because the staircase was so steep, but she leaned against him and they began to climb.

Comment: These are the beginning sentences of a paragraph which describes a boy helping an elderly woman up a flight of stairs. The scene seems simple enough, but it leaves the reader with many unanswered questions. Without the inclusion of sensory detail, the writing seems vague and non-specific. How might the author use descriptive detail to make the scene more vivid?

Example: Add Sight

Gandmother Workman lurched over and grabbed the pale skin of Randal's thin forearm with her leathery hand . The folds and creases beneath her skin coiled themselves out like electrical wiring, like the bloated, roughly-textured relief map of the world that his mother just posted above his bedside table. Randal looked ahead toward the winding spiral staircase, fidgeted with a small hole in his baseball jersey , and bit his lip. His mouth filled with the sweet, coppery taste of blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the base of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the only sound was his grandmothers' labored breathing and the mournful creak of the wooden stairs.

Comment: Visual details are often successfully incorporated into writing. Details which appeal to our sense of sight ensure that the reader is able to give faces to characters, or add concrete details to a setting. For example, through adding visual detail, a room can become more than just a blank, vague receptacle. It becomes a small, oblong room with peeling maroon wallpaper and cracked ceiling tiles. A visual description allows readers to place themselves within a text.

In the sample text, visual details help accomplish this through encouraging the reader to create a mental image of the characters, setting, and action.

Example: Add Sound

Grandmother Workman lurched over and grabbed the pale skin of Randal's thin forearm with her leathery hand. The folds and creases beneath her skin coiled themselves out like electrical wiring, like the bloated, roughly-textured relief map of the world that his mother just posted above his bedside table. Randal looked ahead toward the winding spiral staircase, fidgeted with a small hole in his baseball jersey, and bit his lip. His mouth filled with the sweet, coppery taste of blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the base of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the only sound was his grandmothers' labored breathing and the mournful creak of the wooden stairs .

Comment: The human sense of hearing is an important means of communication. Next to visual details, auditory details are most commonly included in writing. This is because sounds give us a primary experience of the world. Sounds can remind us of personal memories, or can create images in our minds. For example, the sound of a ship's whistle might remind a person of a summer's night in New England, or of a tour of duty in the military. Sounds recreate personal, sensory experiences.

The addition of auditory details gives the writer the opportunity to create a more detailed, layered, texture. In the sample text, the writer has incorporated references to sounds which allow the reader to infer the state of the old staircase, as well as the physical condition of the grandmother.

Example: Add Smell

Grandmother Workman lurched over and grabbed the pale skin of Randal's thin forearm with her leathery hand. The folds and creases beneath her skin coiled themselves out like electrical wiring, like the bloated, roughly-textured relief map of the world that his mother just posted above his bedside table. Randal looked ahead toward the winding spiral staircase, fidgeted with a small hole in his baseball jersey, and bit his lip. His mouth filled with the sweet, coppery taste of blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the base of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the only sound was his grandmothers' labored breathing and the mournful creak of the wooden stairs.

Comment: The sense of smell is commonly overlooked in writing. However, it is the human sense of smell that is most closely linked to the brain. The receptors in the brain which are responsible for processing smells are very close to the area of the brain responsible for the storage of memory. Because of this link, scents are able to cause vivid sensory re-creations of memories.

Our sense of smell has an uncommonly strong power over our feelings, thoughts, and emotions. In the sample text, the addition of olfactory details helps set the mood of the paragraph by triggering our senses.

Example: Add Touch

Grandmother Workman lurched over and grabbed the pale skin of Randal's thin forearm with her leathery hand. The folds and creases beneath her skin coiled themselves out like electrical wiring, like the bloated, roughly-textured relief map of the world that his mother just posted above his bedside table. Randal looked ahead toward the winding spiral staircase, fidgeted with a small hole in his baseball jersey, and bit his lip. His mouth filled with the sweet, coppery taste of blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the base of his neck . She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the only sound was his grandmothers' labored breathing and the mournful creak of the wooden stairs.

Comment: The sense of touch encourages us to investigate the world around us by feeling it and learning the texture, shape, and size of things. Tactile images can be powerful sensory triggers. They allow a reader not only to visualize a scene, but to experience it. Inclusion of the sense of touch prevents the reader from remaining distanced or detached from the writing.

In the sample text, the sense of touch has been engaged through allowing the reader to recreate a primary sensation: the feel of a person's breath on the back of his or her neck. This is a sensory experience that most people have encountered. Therefore, through recalling familiar tactile sensations the writer encourages the readers to put themselves in the place of the characters.

Example: Add Taste

Grandmother Workman lurched over and grabbed the pale skin of Randal's thin forearm with her leathery hand. The folds and creases beneath her skin coiled themselves out like electrical wiring, like the bloated, roughly-textured relief map of the world that his mother just posted above his bedside table. Randal looked ahead toward the winding spiral staircase, fidgeted with a small hole in his baseball jersey, and bit his lip. His mouth filled with the sweet, coppery taste of blood as she leaned in closely toward him , breathing her hot breath on the damp hair at the base of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the only sound was his grandmothers' labored breathing and the mournful creak of the wooden stairs.

Comment: The human sense of taste allows a person to do much more than simply select and enjoy food. There are four familiar tastes:

By appealing directly to any of these tastes, a writer has the unique opportunity to affect a reader's senses. Memories, feelings, people, and places can all be suggested through the sense of taste.

Characterization

Characterization refers to the process of describing the appearance, action, and thoughts of the persons discussed within a text. Characterization is an important part of description, because it causes readers to more fully understand the motivations of characters. Effective characterization works in harmony with setting and plot to make the reader connect on a more intimate level to a text. In order to create realistic characters, a writer should be certain to give each person within the text:

• a unique way of behaving
• a unique way of speaking
• a unique appearance
• a unique was of thinking

If this can be accomplished, the text will achieve a heightened sense of believability.

Techniques for Writing Characterization

No matter how insignificant a character might seem, it is important to provide insight a to their thoughts and feelings. Fully-developed characters are the basis for effective writing.

In order to complete a more thorough characterization, a writer might ask himself the following questions:

• When was the character born?
• Where was the character born?
• Who were the parents of this character?
• What was this character's family life like?
• How much education has the character experienced?
• How does the character speak? Move? Relate to others?
• What do others think about this character?
• What does this character think about himself?
• What does this character do for a living? For a hobby? In his free time?
• What did the character dream last night?
• What is the worst thing that ever happened to this character?
• What is the best thing that ever happened to this character?
• Who/what does this character love?
• Who/what does this character hate?
• What does the character want and why?

The more thoroughly the writer has researched the characters, the more realistically developed they will seem.

Observational Writing

The key to effective observing is to be able to show your reader people, places, evens, or objects through the use of specific detail. In The Prentice Hall Guide For College Writers , Stephen Reid explains the process of observational writing:

If your reader is going to learn from your observations, you need to give the exact details that you learned from, not just your conclusions or generalizations. Even in writing, experience is the best teacher, so use specific details to communicate the feel, the data, the sights and sounds and smells.

Through the use of the following observational techniques, a writer will be able to more vividly describe a subject:

Using Comparisons

Describing absences, describing changes.

• Point of View

Comparisons most often come in the form of analogy or simile. An analogy demonstrates the similarity or similarities between two things or concepts, while a simile compares two distinctly different things using the word "like" or "as." Comparisons are created by writers in order to help readers create vivid visual images of the subject matter. Comparisons can also help readers connect something they have not experienced with something they are very familiar with. Not many people have jumped out of an airplane but many have ridden on a rollercoaster, so a writer can compare the experience of skydiving with that first drop on a world class rollercoaster.

Effective observation does more that merely report data. While observation requires an explanation of the persons or things which are present, often a more thorough, layered text through can be created through also revealing the things which are not present . For example, if a writer wished to describe a young woman getting dressed for her wedding day, it would be necessary to explain what she was wearing: an antique dress with a satin train, plain white pumps with a faint black scuff on the toe, and her future mother-in-law's ugly, yellowed veil. All these details are important. But much could also be explained about the woman's emotional state by also observing what was missing: a smile.

To make a subject less static, writers often choose to relate observations about changes in the subject's form or condition. Such details give people, places, and things a sense of history. Good writers will look for evidence of these changes in their subjects. From a speck of rust on the frame of a car to a potato in the pantry which has grown roots, the observation of changes is an effective way to breathe life into subject matter.

Choosing Point of View

The phrase "point of view" refers to position from which an object, person, or event is observed. Before beginning to write, an author must decide upon which point of view would best complement the subject matter. Choosing to approach a subject from the most interesting or informative point of view is essential to effective observational writing. Perhaps a story might be better told from the point of view of the grandfather as opposed to the daughter? Or perhaps a critical essay would benefit from scientific, rather than conversational, point of view? Point of view holds the power to determine the audience's response to writing. As Stephen Reid explains in The Prentice Hall Guide For College Writers , " what is seen depends on who is doing the seeing."

Effective observational writing employs many different techniques, yet must always do so with purpose. It is not useful to describe everything about a subject. If this occurs, a reader will become bogged down with inconsequential information. Rather, a writer should be careful to focus his or her attentions upon a clear dominant idea. Ultimately, successful writers are able to focus primarily upon details and images which enhance or expand upon the reader's understanding the dominant idea. Knowing what to exclude from a piece of writing is as important as knowing what to include .

Showing Versus Telling

Showing vs. telling is an important aspect of creating effective description. The distinction between these two types of writing can be defined in very basic terms. "Telling" refers to the process of creating text which does not speak to the imagination of the reader. Writing which "tells" is plain and straightforward, yet often has difficulty involving the reader. An example of a "telling" sentence would be, "Kathy was sad." This sentence tells the reader what judgment needs to be made about Kathy, yet does not provide the evidence to support that judgment. For example, how do we know that Kathy is sad? How is she behaving? What does she look like? Writing which "shows" generally incorporates vivid descriptive detail in order to help the reader evaluate evidence in order to make the appropriate judgments.

Example: Telling in Creative Writing

Mrs. Jones loved gardening.

Comment: This sentence tells the reader exactly what judgment need to be made about Mrs. Jones. However, because this analysis of Mrs. ones' feelings has been "forced" by the writer, the reader is unlikely to feel any real emotion or understanding towards the character. We know that this woman loves to garden, but "love" is an ambiguous word. For example, how much does she love to garden? How does she express this love? There is no room for interpretive analysis, because none of the pieces of the puzzle have been provided.

Example: Showing in Creative Writing

From the moment she woke up in the morning, Mrs. Jones smiled at the thought of her garden. Most mornings, she'd scald her mouth trying to gulp down her coffee so that she could get outside while the ground was still damp from the morning dew. Once she knelt down in the soil, she lost track of all time and all concerns of her body. She would work well into the evening, barely noticing when the nails of her left hand would break to the point of bleeding. Mrs. Jones' Jones jeans were always stained on the knees with thick mud, and her arms were always bruised and scraped. But she didn't mind a bit.

Comment: The "showing" version of Mrs. Jones' story does a more effective job of involving the reader. Although the word "love" is never mentioned in relationship to her garden, the reader can clearly infer Mrs. Jones' feelings through the descriptive depiction of her actions. Readers have not merely been "told" that Mrs. Jones loves her garden. Instead, readers are able to see and feel this love for themselves.

Example: Telling in Critical Writing

Dennis Rodman is a poor role model.

Comment: In this sentence, the author makes a clear statement of opinion. However, an unsupported opinion does not have the power to affect or influence a reader. Instead of merely claiming that Dennis Rodman is a poor role model, the author must describe the situation in order to fully explain why he has come to that conclusion. The reader must be given all of the necessary evidence to "show" that Rodman is poor role model. Otherwise, the argument is neither moving, nor convincing.

Example: Showing in Critical Writing

Dennis Rodman continues to break the rules of the NBA. He is rude to officials, excessively violent on and off the court, and has publicly claimed he holds no remorse for his actions.

Comment: In this "showing" example, the author has reserved judgment for the audience. With the evidence provided, it is likely that a reader would come to the conclusion that Dennis Rodman is a poor role model. However, because this is a conclusion that the reader has come to of his or her free will, the argument is far more effective.

A simile is a comparison of two seemingly dissimilar objects. Its purpose is to make a unique connection between things which appear essentially unlike, usually through using the words "like" or "as." Simile is an important component of effective writing, as it provides the writer with a creative means of description.

The following paragraph, written by a student writer, makes fairly effective use of sensory detail. However, visual imagery could be greatly improved through the addition of simile.

Example: Paragraph Without Simile

Grandmother Workman lurched over and grabbed the pale skin of Randal's thin forearm with her leathery hand. Randal looked ahead toward the winding spiral staircase, fidgeted with a small hole in his baseball jersey, and bit his lip. His mouth filled with the sweet, coppery taste of blood as she leaned in closely toward him, breathing her hot breath on the damp hair at the base of his neck. She smelled of wet cigarettes and bacon. As they slowly climbed the long, steep staircase, the only sound was his grandmothers' labored breathing and the mournful creak of the wooden stairs.

Example: Paragraph With Simile

Comment: With the addition of simile, the descriptive details in the text are much more concrete. The unusual comparisons of a woman's arm to electrical wiring and to a relief map make the writing stand out. Simile allows the reader is able to create a visual image of a much more unique character.

Additional Resources

Bernays, Anne and Pamela Painter. What If?: Writing Exercises For Fiction Writers . New York: Harper Collins College Publishers, 1995.

Brown, Renni and Dave King. Self-Editing For Fiction Writers . New York: Harper Perenneal, 1993.

Goldberg, Natalie. Wild Mind . New York: Bantam Books, 1990.

Goldberg, Natalie. Writing Down the Bones .Boston: Shambhala, 1986.

Grambs, David. The Random House Dictionary For Writers and Readers . New York: Random House, 1990.

Jason, Philip J. and Allan B. Lefcowitz. Creative Writer's Handbook . Englewood Cliffs, NJ: Prentice Hall, 1994.

Newlove, Donald. Painted Paragraphs . New York: Henry Holt and Company, 1993.

Reid, Stephen. The Prentice Hall Guide For College Writers . Engelwood Cliffs, NJ: Simon and Schuster, 1995.

Stare, Jerome. Making Shapely Fiction . New York: Dell Publishing, 1991.

Sample Text: by T. Alex Myers, CSU student.

Myers, Tiffany. (1998). Using Descriptive Detail. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=91

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

You might also like

AI for Meta-Analysis — A Comprehensive Guide

Cybersecurity in Higher Education: Safeguarding Students and Faculty Data

How To Write An Argumentative Essay