Reading Writing Connection ch4

THE
READING-WRITING CONNECTION
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THE
READING-WRITING
CONNECTION
John Langan

4
Main Ideas and

Supporting Details
in Writing
4 Main Ideas and Supporting Details in Writing
A paragraph is a series of sentences that support a main

idea, or point. A paragraph typically starts with the main
idea or point (also called the topic sentence),
and the rest
of the paragraph provides specific details to
support and develop the point.

This illustration shows the relationship between

point and support.

Outlining
An outline is a helpful way to plan a paper or to analyze it.

An outline shows at a glance the point of a paper and a
numbered list of the items that support the point.

Outlining
As you saw in Chapter 3, you can use an outline to

analyze a paragraph.
Poor grades in school can have various causes. For one
thing, students may have financial problems. If they need to
work long hours to make money, they will have little study time.
Another cause of poor grades may be trouble with relationships.
A student may be unhappy over family problems or a lack of
friends. That unhappiness can harm schoolwork. A final cause
of poor grades may be bad study habits. Some students have
never learned how to take good notes in class, how to manage
their time effectively, or how to study a textbook. Without such
study skills, their grades are likely to suffer.

Outlining
As you saw in Chapter 3, you can use an outline to

analyze a paragraph.
You can also use an outline to plan a paragraph.


Outlining
Here is an outline about the writer’s family dog.

Main idea: I have several reasons for wanting to get rid
of our dog Punch.
Supporting detail: 1. He knows I don’t like him.
Supporting detail: 2. Punch sheds everywhere.
Supporting detail: 3. Punch is an early riser.

Outlining

of our dog Punch.
Here is a paragraph developed from the outline.
People in my family love our dog Punch. However, I have several reasons
for wanting to get rid of Punch. First of all, he knows I don’t like him. Sometimes
he gives me an evil look and curls his top lip back to show me his teeth. The
message is clearly, “Someday I’m going to bite you.” Another reason to get rid of
Punch is he sheds everywhere. Every surface in our house is covered with Punch
hair. I spend more time brushing it off my clothes than I do mowing the lawn.
Last of all, Punch is an early riser, while (on weekends) I am not. He will start
barking and whining to go outside at 7 a.m., and it’s my job to take care of him.
When I told my family that I had a list of good reasons for getting rid of Punch,
they said they would make up a list of reasons to get rid of me.
Outlining

of our dog Punch.
Outlining

of our dog Punch.
Outlining

of our dog Punch.
Outlining

of our dog Punch.
Outlining

of our dog Punch.
Outlining
A Note on Topics
As you learned in Lesson 2, the topic is a general

subject. A good reader looks for the topic of a selection
and then the idea that is expressed about that topic.
A good writer starts with a topic and then decides what
idea to advance about that topic.

Outlining / A Note on Topics
Here are some examples of topics and possible topic sentences:
Topic Topic sentence

My dog Punch I have several reasons for wanting to get rid
of Punch.
Celebrities Being a celebrity is often difficult.
Exercise There are several possible ways to encourage
your family to exercise more often.
Depression Serious depression has definite warning signs.
Memory Several factors can interfere with having a
good memory.

Staying on Point
One common mistake in writing a paper is to go off point.

Staying on Point
Think of your point as the bull’s-eye in a target.
Relevant
to point
Every sentence and detail in a paper should be relevant,

meaning that it hits the bull’s-eye—it supports your point.

Staying on Point
Relevant
to point
Not
relevant
No
rel t
eva
nt
Otherwise, your paper will not be convincing. Instead of

hitting the target and proving your point, your “support”
will be irrelevant. In other words, it will miss the point
completely.
Staying on Point
Not
relevant
Let’s say you decide your point is going to be that your

family car is a lemon. If you then provide details about
the car’s good features, you are going off point.
Staying on Point
t t
No van
le
re
No
rel t
ev
an
t
Not
relevant
Or perhaps your point is that your aunt is a generous

person. If you provide details about her sense of humor
or odd habits, you are going off point.
Staying on Point
No
No rel t
rel t ev
eva an
t
nt
N
rel ot
eva
nt
Not
relevant
Or your point could be that your apartment is not a good

place to live. If you provide details about the convenient
location of the apartment, you’re missing the target.
Staying on Point
Here is a point that could be developed in a paragraph:

Point: My dog Otis is not very bright.

Staying on Point

1. He’s five years old and doesn’t
respond to his name yet.
Does fact 1 support the point?

Staying on Point

Most dogs know their names. Otis’s unfamiliarity with his

own name reveals a weak memory, and memory is one
aspect of intelligence.

Staying on Point

Doesn’t
know his
name
The statement is relevant.

Staying on Point

2. He cries when I leave for work.
Doesn’t
know his
name

Staying on Point

Doesn’t
know his
name
Even an intelligent dog might be sad when its companions

leave the house.

Staying on Point
Cries Point: My dog Otis is not very bright.

when I
leave 1. He’s five years old and doesn’t
Doesn’t
know his
name
Statement 2 is not relevant.
It misses the point.

Staying on Point

when I
Doesn’t
know his 3. He gets excited when visitors arrive.
name

Staying on Point

when I
Doesn’t
name
Both bright and not-so-bright dogs are happy to see old

and new human friends.

Staying on Point

when I
Doesn’t
name
ted
Exci
with
rs
visito

Staying on Point

when I
Doesn’t
name
4. He often attacks the backyard hedge
ted
as if it’s a hostile animal.
Exci
with
rs
visito Does fact 4 support the point?

Staying on Point

when I
leave 3 1. He’s five years old and doesn’t
Doesn’t
name
ted
Exci
with
rs
visito Does fact 4 support the point?
The inability to distinguish between a bush and an animal

—friendly or hostile—suggests a lack of analytical skills.

Staying on Point

when I
Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge visito Statement 4 is relevant. It
hits the bull’s-eye.

Staying on Point

when I
Doesn’t
name
s ted
Attack Exci
t he with
rs
5. He gets along very well with my
hedge visito
neighbor’s cat.

Staying on Point

when I
Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge visito
neighbor’s cat.

Dogs of all degrees of intelligence have been known to be
friendly with cats.

Staying on Point

when I
Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge Ge visito
alo ts neighbor’s cat.
wit ng
cat h

Staying on Point

when I
Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge Ge visito
wit ng
cat h 6. I often have to put food in front of
him because he can’t find it by
himself.

Staying on Point

when I
Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge Ge visito
wit ng
himself.
Most dogs recognize food much more often than their
owners would like them to. Otis’s inability to find food
clearly indicates poor problem-solving skills.
Staying on Point

when I
Can
’t
find
food Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge Ge visito
wit ng
himself.
Statement 6 is relevant.

Staying on Point

when I
Can
’t
find
food Doesn’t
name
s ted
Attack Exci
t he with
rs
hedge Ge visito
wit ng
himself.
You want all the details you provide in a paper to be on

target and hit the bull’s-eye in support of your point.
Staying on Point

Can
’t
find
food Doesn’t
know his
name
s as if it’s a hostile animal.
Attack
t he
hedge
6. I often have to put food in front of

himself.
You want all the details you provide in a paper to be on

target and hit the bull’s-eye in support of your point.
Providing Enough Support
Another common mistake in writing a paper is

not providing enough specific details. Truly specific
details excite the reader’s interest; they show what
the writer
means. They are the opposite of dull, wordy writing
that provides thin support for a point.

Specific details provide solid support for a point.

Point
THIN, VAGUE SUPPORT
Thin and vague details do not provide solid support.

PPoint
o i
Pointn
n t
t
Poi P
Pooi ni t
nt
P oin t
THIN, VAGUE SUPPORT
Lazy writers are content to produce undersupported

paragraphs . . .

. . . but good writers are willing to take the time needed

to think carefully about and to build a solid paper.

The point below is followed by two items of support. Choose the item
that is specific and clearly shows us the writer’s point. By contrast, the
other item will be vague, dull, or wordy and lack sharp details.
Point: I could tell I was coming down with the flu.

A. I began feeling lousy while I was at school. By the time I got home, it
was even worse. The symptoms kept developing, one after another. I
went to bed feeling horrible, and there was no doubt that I was really
in for it. I could tell I was going to feel awful for days. Getting the flu
is such a miserable experience that I really would not wish it on
anyone.
B. I know exactly when the flu hit. I was at my desk when I felt a tickle
in my throat. I began to cough, and the cough refused to go away. A
few minutes later, the words on my computer screen began to swim. I
could feel a deep headache developing behind my eyes. By the time I
got home later that afternoon, I had a fever of 102. I crawled into bed
shivering, even with three blankets. And I was aching so badly I felt
as though I’d been hit by a truck.
Item A lacks sharp details. It is vague and dull. You should

not have chosen this item.
anyone.
Item B provides specific details. It gives specific locations (at desk, in

bed). And it describes specific symptoms (tickle, cough, blurred vision,
deep headache, fever of 102°, shivering, aching). You should have
chosen this item.
anyone.
Item B provides specific details. It gives specific locations (at desk, in

bed). And it describes specific symptoms (tickle, cough, blurred vision,
deep headache, fever of 102°, shivering, aching). You should have
chosen this item.
anyone.
Main Ideas and

Supporting Details in Writing–Summary
• Aor paragraph
point.
is a series of sentences that support a main idea,
• Staying
An outline is a helpful way to plan a paper or to analyze it.
• relevant,onmeaning
point—Every sentence and detail in a paper should be
that it hits the bull’s-eye—it supports your
point.
• Providing enough support—Specific details provide strong,
solid support for a point

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THE

This presentation should be viewed in “Slide Show” view to display properly.

Copyright © 2013 Townsend Press. All rights reserved.

Copyright © 2013 Townsend Press. All rights reserved.

Main Ideas and

A paragraph is a series of sentences that support a main

Copyright © 2013 Townsend Press. All rights reserved.

This illustration shows the relationship between

Copyright © 2013 Townsend Press. All rights reserved.

An outline is a helpful way to plan a paper or to analyze it.

Copyright © 2013 Townsend Press. All rights reserved.

As you saw in Chapter 3, you can use an outline to

Copyright © 2013 Townsend Press. All rights reserved.

As you saw in Chapter 3, you can use an outline to

You can also use an outline to plan a paragraph.

Copyright © 2013 Townsend Press. All rights reserved.

Here is an outline about the writer’s family dog.

Copyright © 2013 Townsend Press. All rights reserved.

Main idea: I have several reasons for wanting to get rid

Main idea: I have several reasons for wanting to get rid

Main idea: I have several reasons for wanting to get rid

Main idea: I have several reasons for wanting to get rid

Main idea: I have several reasons for wanting to get rid

Main idea: I have several reasons for wanting to get rid

As you learned in Lesson 2, the topic is a general

Copyright © 2013 Townsend Press. All rights reserved.

Outlining / A Note on Topics

Here are some examples of topics and possible topic sentences:

Topic Topic sentence

Copyright © 2013 Townsend Press. All rights reserved.

One common mistake in writing a paper is to go off point.

Copyright © 2013 Townsend Press. All rights reserved.

Think of your point as the bull’s-eye in a target.

Every sentence and detail in a paper should be relevant,

Copyright © 2013 Townsend Press. All rights reserved.

Otherwise, your paper will not be convincing. Instead of

Let’s say you decide your point is going to be that your

Or perhaps your point is that your aunt is a generous

Or your point could be that your apartment is not a good

Here is a point that could be developed in a paragraph:

Copyright © 2013 Townsend Press. All rights reserved.

Point: My dog Otis is not very bright.

Does fact 1 support the point?

Copyright © 2013 Townsend Press. All rights reserved.

Point: My dog Otis is not very bright.

Does fact 1 support the point?

Most dogs know their names. Otis’s unfamiliarity with his

Copyright © 2013 Townsend Press. All rights reserved.

Point: My dog Otis is not very bright.

Copyright © 2013 Townsend Press. All rights reserved.

Point: My dog Otis is not very bright.

Copyright © 2013 Townsend Press. All rights reserved.

Point: My dog Otis is not very bright.

Even an intelligent dog might be sad when its companions

Copyright © 2013 Townsend Press. All rights reserved.

Cries Point: My dog Otis is not very bright.

Copyright © 2013 Townsend Press. All rights reserved.

Cries Point: My dog Otis is not very bright.