How Can I Locate the Main Idea?

Excerpted from:
Study Skills
A Landmark School Student Guide
by Diane Vener,
© 2002 Landmark School, Inc.

Once you can find the topic, you are ready to find the main idea. The main idea is the
point of the paragraph. It is the most important thought about the topic.

To figure out the main idea, ask yourself this question: What is being said about the
person, thing, or idea (the topic)?

The author can locate the main idea in different places within a paragraph. The main
idea is usually a sentence, and it is usually the first sentence. The writer then uses the
rest of the paragraph to support the main idea.

Let's use the paragraph below as an example. First find the topic, then look for the
main idea.

Summer is a wonderful time to spend at West Beach. It is a beach with light-

colored, soft sand. The coastline goes on for a long way and many people enjoy
walking
along it. Children like to play in the surf and walk along the rocks that are visible at
low tide. This is a fun beach for people of all ages.

In this paragraph:
• the topic is West Beach
• the main idea (what the writer is saying about the topic) is that summer is a
wonderful time at West Beach

Here is another example:

The movie Apollo 13 was a blockbuster for the summer of 1995.

It is an exciting story about space exploration. In the movie, the astronauts
get in trouble while they are trying to return to Earth. People in the audience
are on the edge of their seats waiting to see what happens. What makes it
even
more exciting is that it is a true story.

In this paragraph:
• the topic is the movie Apollo 13
 • the main idea is in the first sentence: Apollo 13 was a blockbuster for the
summer of 1995

While the main idea is usually in the first sentence, the next most common placement
is in the last sentence of a paragraph. The author gives supporting information first
and then makes the point in the last sentence.

Here's a paragraph we can use as an example. Try to locate the topic and the main
idea.

Most teenagers and young adults do not know what they want to do for
the rest
of their lives. It is a big decision. There are a number of things you can
do to narrow
the choices. For example you can take an interest test, do some
research on your own
about a career, try volunteer work in the field in which you are
interested, or "job-shadow",
in which you spend a day with a person who is working in a field that
interests you. These
are just a few helpful ideas as you begin to choose a career.

In this paragraph:
• the topic is jobs or career choices
• the main idea is a few ideas to help the reader choose a career

Finally, an author might put the main idea in the middle of a paragraph. The author
will spend a few sentences introducing the topic, present the main idea, then spend the
rest of the paragraph supporting it. This can make the main idea more difficult to
find.

See if you can find the topic and main idea in the paragraph below.

The United States seems to be in love with the idea of going out to eat.
Because of this, a real variety of restaurants has come about
specializing
in all kinds of foods. McDonald's is the king of a subgroup of
restaurants
called fast-food restaurants. Chances are, no matter where you live,
there
is a McDonald's restaurant near you. There are even McDonald's in the
Soviet Union. Now McDonald's is trying something new. It is called
McDonald's
Express and there is a test site in Peabody, Massachusetts. It is part of
a Mobil
gas station. This allows you to fill up with gas and fill up on food at
the same time.
 What will they think of next?

In this paragraph:
• the topic is McDonald's
• the main idea is in the middle of the paragraph, in the third sentence:
McDonald's is the king of fast food

Identifying Topics, Main Ideas, and

Supporting Details
Understanding the topic, the gist, or the larger conceptual framework of a textbook
chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task.
Being able to draw conclusions, evaluate, and critically interpret articles or chapters is
important for overall comprehension in college reading. Textbook chapters, articles,
paragraphs, sentences, or passages all have topics and main ideas. The topic is the
broad, general theme or message. It is what some call the subject. The main idea is
the "key concept" being expressed. Details, major and minor, support the main idea
by telling how, what, when, where, why, how much, or how many. Locating the topic,
main idea, and supporting details helps you understand the point(s) the writer is
attempting to express. Identifying the relationship between these will increase your
comprehension.

Applying Strategy
The successful communication of any author's topic is only as good as the
organization the author uses to build and define his/her subject matter.

Grasping the Main Idea:

A paragraph is a group of sentences related to a particular topic, or central theme.
Every paragraph has a key concept or main idea. The main idea is the most important
piece of information the author wants you to know about the concept of that
paragraph.

When authors write they have an idea in mind that they are trying to get across. This
is especially true as authors compose paragraphs. An author organizes each
paragraph's main idea and supporting details in support of the topic or central theme,
and each paragraph supports the paragraph preceding it.

A writer will state his/her main idea explicitly somewhere in the paragraph. That main
idea may be stated at the beginning of the paragraph, in the middle, or at the end. The
sentence in which the main idea is stated is the topic sentence of that paragraph.
The topic sentence announces the general theme ( or portion of the theme) to be dealt
with in the paragraph. Although the topic sentence may appear anywhere in the
paragraph, it is usually first - and for a very good reason. This sentence provides the
focus for the writer while writing and for the reader while reading. When you find the
topic sentence, be sure to underline it so that it will stand out not only now, but also
later when you review.

Identifying the Topic:

The first thing you must be able to do to get at the main idea of a paragraph is to
identify the topic - the subject of the paragraph. Think of the paragraph as a wheel
with the topic being the hub - the central core around which the whole wheel (or
paragraph) spins. Your strategy for topic identification is simply to ask yourself the
question, "What is this about?" Keep asking yourself that question as you read a
paragraph, until the answer to your question becomes clear. Sometimes you can spot
the topic by looking for a word or two that repeat. Usually you can state the topic in a
few words.

Let us try this topic-finding strategy. Reread the first paragraph on this page - the first
paragraph under the heading Grasping the Main Idea. Ask yourself the question,
"What is this paragraph about?" To answer, say to yourself in your mind, "The author
keeps talking about paragraphs and the way they are designed. This must be the topic
- paragraph organization." Reread the second paragraph of the same section. Ask
yourself "What is this paragraph about?" Did you say to yourself, "This paragraph is
about different ways to organize a paragraph"? That is the topic. Next, reread the third
paragraph and see if you can find the topic of the paragraph. How? Write the topic in
the margin next to this paragraph. Remember, getting the main idea of a paragraph is
crucial to reading.

The bulk of an expository paragraph is made up of supporting sentences (major and

minor details), which help to explain or prove the main idea. These sentences present
facts, reasons, examples, definitions, comparison, contrasts, and other pertinent
details. They are most important because they sell the main idea.

The last sentence of a paragraph is likely to be a concluding sentence. It is used to

sum up a discussion, to emphasize a point, or to restate all or part of the topic
sentence so as to bring the paragraph to a close. The last sentence may also be a
transitional sentence leading to the next paragraph.

Of course, the paragraphs you'll be reading will be part of some longer piece of
writing - a textbook chapter, a section of a chapter, or a newspaper or magazine
article. Besides expository paragraphs, in which new information is presented and
discussed, these longer writings contain three types of paragraphs: introductory,
transitional, and summarizing.

Introductory paragraphs tell you, in advance, such things as (1) the main ideas of the
chapter or section; (2) the extent or limits of the coverage; (3) how the topic is
developed; and (4) the writer's attitude toward the topic. Transitional paragraphs are
usually short; their sole function is to tie together what you have read so far and what
is to come - to set the stage for succeeding ideas of the chapter or section.
Summarizing paragraphs are used to restate briefly the main ideas of the chapter or
section. The writer may also draw some conclusion from these ideas, or speculate on
some conclusion based on the evidence he/she has presented.

All three types should alert you: the introductory paragraph of things to come; the
transitional paragraph of a new topic; and the summarizing paragraph of main ideas
that you should have gotten.

Exercise:
Read the following paragraph and underline the stated main idea. Write down in
your own words what you are able to conclude from the information.

The rules of conduct during an examination are clear. No books, calculators or papers
are allowed in the test room. Proctors will not allow anyone with such items to take
the test. Anyone caught cheating will be asked to leave the room. His or her test sheet
will be taken. The incident will be reported to the proper authority. At the end of the
test period, all materials will be returned to the proctor. Failure to abide by these rules
will result in a failing grade for this test.

Answer:
You should have underlined the first sentence in the paragraph - this is the stated main
idea. What can be concluded from the information is: If you do not follow the rules,
you will automatically fail the test. This concluding information is found in the last
sentence.

You can't comprehend the subject matter if you haven't identifyied the topic, the main
idea, and the supporting details.

Reading Keys - Online Practice

Identifying the Main Idea
Copyright 2006 © Laraine Flemming.
The right to copy this material is granted exclusively to instructors and students using
textbooks written by Laraine Flemming. General distribution and redistribution are
strictly prohibited.

Directions: Click the appropriate button to identify the sentence that best sums up the
main idea of the paragraph. Hit the Submit button when you are done. You will
receive a score and find explanations in boxes to the right of the choices.
 Financial genius James "Big Jim" Fisk (1834-1872) died of gunshot wound when
he was only thirty-seven years old. During his brief lifetime, Fisk earned and lost
huge sums of money, much of it through bribery and theft. During the Civil War,
he smuggled cotton from the South to the North. He also printed and sold phony
bonds to gain control of the wildly profitable Erie Railroad. Then he bankrupted
the railroad while gaining a personal fortune for himself. In 1869, Fisk’s attempts
1.
to take over the gold market led to financial panic and the collapse of the stock
market. Oddly enough, Fisk seemed rather proud of his wicked ways, saying
"Some people are born to be good; other people to be bad. I was born to be bad."
A lover of the ladies, Fisk was killed in a fight with a rival over the affections of
actress Josie Mansfield. (Source of information: Armento et al., A More Perfect
Union, p.472)
Main Idea:
a. Big Jim Fisk liked pretty women a little too much for his own good.
b. In his pursuit of wealth, James Fisk never let law or morality stand in
his way.
c. James Fisk did not have a long life, but that did not stop him from
making a great deal of money.

For the ancient Romans, taking a bath was a very special occasion. Because they
considered bathing a social opportunity, they constructed huge public baths that
put our modern-day indoor pools and spas to shame. Not only were the baths
themselves lavishly decorated, they were also surrounded by shops, libraries, and
lounges so that a person could shop, read or chat after bathing. The famed Baths
of Caracalla, for example, offered Roman citizens massages and saunas in
2. addition to a gymnasium and gardens for after-bath walks in lovely surroundings.
Art lovers that they were, the Romans also frequently built art galleries into their
bathing facilities. There were also kitchens, where food was prepared to serve
hungry bathers. Although initially men and women bathed separately, mixed baths
became the fashion until 500 A.D., when the coming of Christianity brought the
public baths to an end. (Source of information: Charles Panati, Extraordinary
Origins of Everyday Things, p. 200)
Main Idea:
a. The ancient Romans were the first to lead a life of pure luxury.
b. If the Romans had spent more time governing and less time bathing, the
Roman Empire would still exist today.
c. The ancient Romans made luxury and socializing a part of bathing.

Birds have long played a central role in superstitions. However, the role birds
have played varies greatly. While crows were thought to be in league with the
devil, blue birds were usually considered signs of good fortune. Blue jays, in
contrast, were seldom assigned a positive role in superstition and legend. Most of
the time, they were considered companions to the devil. According to one ancient
3.
superstition, blue jays were never seen on Fridays. Friday was their day to meet
with the devil and pass on any useful gossip about souls who might be ready to go
astray. Owls, in contrast, have played a number of different roles, some good,
some bad. In several superstitions they are portrayed as wise counselors; in others
they are a sign that death is near.
 Main Idea:
a. Despite having the same color, blue jays and blue birds have played
very different roles in superstitions.
b. Birds turn up frequently in superstitions as signs of both good and evil.
c. Hardly a superstition exists that doesn’t have a bird in it.

French and American cookbooks obviously share the same subject: They both
deal with the preparation of food. But that’s where the similarity ends. American
recipes are very exact, while French recipes are open to personal variation. In
American cookbooks, the teaspoon of sugar, for instance, is described as rounded
or flat. French cookbooks are inclined to be less precise. The French cookbook
4.
writer thinks nothing of listing a "sprinkling of pepper" or a "pinch of salt."
French cookbooks are also likely to tell the reader to "season according to taste."
American cookbooks, in contrast, don’t seem to have as much faith in their
readers’ ability to get the recipe right from taste. They tell readers exactly how
much seasoning to use.
Main Idea:
a. Despite a common topic, French and American cookbooks differ in the
way they give directions.
b. Because they are better cooks, the French write cookbooks that trust
their readers’ judgment.
c. American cookbooks don’t have much faith in the cook’s ability to
determine the right taste.

Not surprisingly, the crime victims are often called upon to identify the person
who robbed or attacked them. For a jury, the victim’s testimony is often proof
positive that the accused is guilty. After all, who can better identify the wrongdoer
than the person harmed. This is just common sense. Yet as is so often the case,
common sense can be misleading. As it turns out, crime victims don’t necessarily
5.
make reliable witnesses. Overcome with fear, they often close their eyes or focus
fixedly on the weapon being used to threaten them. As a result, they don’t get a
good look at the thief or attacker. While it’s not true that crime victim testimony is
always inaccurate, it’s also true that one can’t assume a victim’s identification is
automatic proof of guilt.
Main Idea:
a. Crime victims do not always correctly identify those who have harmed
them.
b. Crime victim testimony is almost always inaccurate because during the
crime, the victim was overcome with terror.
c. The testimony of crime victims has put far too many people in jail.

Reading Keys - Online Practice

Identifying the Main Idea
 Copyright 2006 © Laraine Flemming.
The right to copy this material is granted exclusively to instructors and students using
textbooks written by Laraine Flemming. General distribution and redistribution are
strictly prohibited.

Directions: Click the appropriate button to identify the sentence that best sums up the
main idea of the paragraph. Hit the Submit button when you are done. You will
receive a score and find explanations in boxes to the right of the choices.

Financial genius James "Big Jim" Fisk (1834-1872) died of gunshot wound when
he was only thirty-seven years old. During his brief lifetime, Fisk earned and lost
huge sums of money, much of it through bribery and theft. During the Civil War,
he smuggled cotton from the South to the North. He also printed and sold phony
bonds to gain control of the wildly profitable Erie Railroad. Then he bankrupted
the railroad while gaining a personal fortune for himself. In 1869, Fisk’s attempts
1.
to take over the gold market led to financial panic and the collapse of the stock
market. Oddly enough, Fisk seemed rather proud of his wicked ways, saying
"Some people are born to be good; other people to be bad. I was born to be bad."
A lover of the ladies, Fisk was killed in a fight with a rival over the affections of
actress Josie Mansfield. (Source of information: Armento et al., A More Perfect
Union, p.472)
Main Idea:
a. Big Jim Fisk liked
pretty women a little too
much for his own good.
b. In his pursuit of wealth,
James Fisk never let law Incorrect. Only one sentence is devoted to Fisk’s
or morality stand in his womanizing. A main idea needs a good deal more
way. than one sentence of development.
c. James Fisk did not have
a long life, but that did not
stop him from making a
great deal of money.

For the ancient Romans, taking a bath was a very special occasion. Because they
considered bathing a social opportunity, they constructed huge public baths that
put our modern-day indoor pools and spas to shame. Not only were the baths
themselves lavishly decorated, they were also surrounded by shops, libraries, and
lounges so that a person could shop, read or chat after bathing. The famed Baths
of Caracalla, for example, offered Roman citizens massages and saunas in
2. addition to a gymnasium and gardens for after-bath walks in lovely surroundings.
Art lovers that they were, the Romans also frequently built art galleries into their
bathing facilities. There were also kitchens, where food was prepared to serve
hungry bathers. Although initially men and women bathed separately, mixed baths
became the fashion until 500 A.D., when the coming of Christianity brought the
public baths to an end. (Source of information: Charles Panati, Extraordinary
Origins of Everyday Things, p. 200)
Main Idea:
 a. The ancient Romans
were the first to lead a life
of pure luxury.
b. If the Romans had spent
more time governing and
Incorrect. The paragraph doesn’t make any such
less time bathing, the
value judgment. It simply describes the Romans’
Roman Empire would still
passion for bathing.
exist today.
c. The ancient Romans
made luxury and
socializing a part of
bathing.

Birds have long played a central role in superstitions. However, the role birds
have played varies greatly. While crows were thought to be in league with the
devil, blue birds were usually considered signs of good fortune. Blue jays, in
contrast, were seldom assigned a positive role in superstition and legend. Most of
the time, they were considered companions to the devil. According to one ancient
3.
superstition, blue jays were never seen on Fridays. Friday was their day to meet
with the devil and pass on any useful gossip about souls who might be ready to go
astray. Owls, in contrast, have played a number of different roles, some good,
some bad. In several superstitions they are portrayed as wise counselors; in others
they are a sign that death is near.
Main Idea:
a. Despite having the same Correct. All of the examples in the paragraph
color, blue jays and blue work together to make this point: Birds have long
birds have played very been part of superstitions, but they don’t always
different roles in fulfill the same purpose. Their role can vary with
superstitions. the superstition.
b. Birds turn up frequently
in superstitions as signs of
both good and evil.
c. Hardly a superstition
exists that doesn’t have a
bird in it.

French and American cookbooks obviously share the same subject: They both
deal with the preparation of food. But that’s where the similarity ends. American
recipes are very exact, while French recipes are open to personal variation. In
American cookbooks, the teaspoon of sugar, for instance, is described as rounded
or flat. French cookbooks are inclined to be less precise. The French cookbook
4.
writer thinks nothing of listing a "sprinkling of pepper" or a "pinch of salt."
French cookbooks are also likely to tell the reader to "season according to taste."
American cookbooks, in contrast, don’t seem to have as much faith in their
readers’ ability to get the recipe right from taste. They tell readers exactly how
much seasoning to use.
Main Idea:
a. Despite a common Incorrect. The author never says and never
topic, French and suggests that the French are better cooks. The
 American cookbooks
differ in the way they give
directions.
b. Because they are better
cooks, the French write
paragraph’s emphasis throughout is on the
cookbooks that trust their
difference in cookbook directions.
readers’ judgment.
c. American cookbooks
don’t have much faith in
the cook’s ability to
determine the right taste.

Not surprisingly, the crime victims are often called upon to identify the person
who robbed or attacked them. For a jury, the victim’s testimony is often proof
positive that the accused is guilty. After all, who can better identify the wrongdoer
than the person harmed. This is just common sense. Yet as is so often the case,
common sense can be misleading. As it turns out, crime victims don’t necessarily
5.
make reliable witnesses. Overcome with fear, they often close their eyes or focus
fixedly on the weapon being used to threaten them. As a result, they don’t get a
good look at the thief or attacker. While it’s not true that crime victim testimony is
always inaccurate, it’s also true that one can’t assume a victim’s identification is
automatic proof of guilt.
Main Idea:
a. Crime victims do not
always correctly identify
those who have harmed Incorrect. Given that crime victims can make
them. mistakes, this statement might be true. Still, it
b. Crime victim testimony doesn’t sum up the main idea of the paragraph,
is almost always which does not give any examples or offer any
inaccurate because during statistics about people wrongly convicted due to
the crime, the victim was the testimony of a victim. This is the kind of
overcome with terror. support the author would need to offer to make
c. The testimony of crime answer c be the main idea of the paragraph.
victims has put far too
many people in jail.

Reading for the Main Idea

How to Find the Main Idea in a Reading Passage
By Kelly Roell, About.com Guide

See More About:

• reading
• sat
 • act
• psat
• test tips

copyright flickr user Jayel Aheram

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Main Idea Practice

Finding the main idea of a paragraph along with making an inference or

understanding vocab words in context is one of the reading skills you'll need to master
before taking the reading comprehension section on any standardized test.

What is the main idea?

The main idea of a paragraph is the point of the passage, minus all the details. It's the
big picture - the Solar System vs. the planets. The football game vs. the fans,
cheerleaders, quarterback, and uniforms. The Oscars vs. actors, the red carpet,
designer gowns, and films.

How to Find the Main Idea

Summarize the Passage

After you've read the passage, summarize it in one sentence that includes the gist of
ever idea from the paragraph. A good way to do this is to pretend you have just ten
words to tell someone what the passage was about. You'd have to think broadly, so
you could included every detail in just a short statement.
Look for Repetition of Ideas

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

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

What idea does this paragraph consistently repeat? A new hearing device. What's the
point about this idea? A new hearing device is now available for some hearing-
impaired people. And there is the main idea.

How to Find a Stated Main Idea

How to Find an Implied Main Idea

Summary

Finding the main idea can be challenging, but if you use the tools above and practice,
you'll be well on your way to the score you want on the verbal or reading sections of
those standardized tests.

Find the Main Idea Worksheets

Main Idea Practice
By Kelly Roell, About.com Guide

See More About:

• reading comprehension
• vocabulary lesson plans
• greek and latin roots

Finding the main idea of a paragraph or essay isn't as easy as it seems, especially if
you're out of practice. So, here's some main idea worksheets suitable for high
schoolers or above. I also have more reading comprehension questions with printable
pdfs for busy teachers or people just looking to boost their reading skills.
Directions: Read the following paragraphs and compose a one-sentence main idea for
each on a piece of scrap paper. Click on the links below the paragraphs for the
answers. The main idea will either be stated or implied.

Printable PDFs: Main Idea Worksheet | Main Idea Worksheet Answers

Main Idea Paragraph 1: Shakespeare

The idea that women are not equal to men has been a prevailing, common theme in
literature since the beginning of time. Like their predecessors, Renaissance writers
staunchly laid down the tenet that women were less valuable throughout the pages of
effusive literary writings, where women are alternately idolized as virtuous or
shunned as harlots. One man proved to be a glaring contradiction to this falsity. That
man was William Shakespeare and he had the courage in those turbulent days to
recognize the value and equality of women. His portrayal of women differed than that
of many of his contemporaries during the Renaissance era.

What's the main idea?

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Main Idea Paragraph 2: Immigrants

America has been hailed as “the land of the free and the home of the brave,” ever
since that frightful night Francis Scott Key penned the words to The Star-Spangled
Banner. He believed (as the First Amendment guaranteed) that America was a place
where freedom would reign, and every person had the right to pursue every dream.
This may have been true for citizens of the U.S., but not so for many immigrants who
chose this great country as their home. In fact, many of these travelers have
experienced horror beyond imagination. Often, their stories are not ones with happy
endings; rather, they experienced hopelessness trying to achieve the American Dream
– a dream that was not theirs to have.

What's the main idea?

Main Idea Paragraph 3: Innocence and Experience

Children dream of the day when they will be grown up. They will no longer have
bedtimes, bath-times, curfews, or any other restrictions. They believe that being an
experienced adult will truly give them freedom. Then they grow up. They are saddled
by bills, responsibilities, sleepiness, and an overwhelming urge for more vacations.
Now they long for the days they could roam free all summer without a care in the
world. Innocence has always battled with experience. Taking one view, author
William Wordsworth believed that innocence was the highest state and could not see
past the golden curls of youth, whereas author Charlotte Smith believed that maturity
offered the most to humanity through wisdom.

What's the main idea?

Main Idea Paragraph 4: Nature

Nature is valued highly in many cultures. The majestic sweep of a mountainside or

the vast expanse of glittering seas can inspire people everywhere. Painters, designers,
poets, architects, and various other artists have drawn strength and enlightenment
from magnificent works of nature such as these. Among those gifted people, poets
seem to be the best at expressing the awe and wonder of viewing art in nature.
William Wordsworth is just that kind of poet. He believed that nature is a cleansing
vent for troubled minds, extending clarity to the lives of humans. His poetic works
have inspired nature-lovers for centuries by displaying the true beauty that only a
seasoned writer, like Wordsworth, can accurately depict.

What's the main idea?

Main Idea Paragraph 5: Right To Life

The Right To Life Group is a non-partisan group dedicated to life. They strongly
believe in preserving human life, both born and unborn, and the notion that a person
has the right to dignity “from the time of fertilization to natural death.” Life is sacred
to this group of people, and as such, they stress that they do not believe in violence to
dissuade abortion doctors from completing abortions. Anti-abortionists who kill clinic
workers are considered criminals by the RTL staff as they choose to ignore one of the
Ten Commandments given in the Law of the Old Testament of the Bible: Thou shall
not kill. RTL members cling to this mandate theoretically and practically, speaking
out against violence toward clinics.

What's the main idea?

Main Idea Paragraph 6: Social Movements

Society, though not perfect, is a working group of people trying to live together in
peace. For the most part, people tend to obey the laws set before them and abide by
societal codes. However, some people believe the government has made desperate
errors, and they wish to change the status quo only to bring peace again in a different
way. Those people begin what are known as social movements. These are small
groups within societies that seek change. These social movements can rally around
anything from saving eagles to saving trees and once a social movement is in motion,
it either is inculcated into society or fizzles out. Either way, society will emerge from
the social movement and will stabilize again into peace.
What's the main idea?

Main Idea Paragraph 7: Hawthorne

Nathaniel Hawthorne is a name associated with many different styles of writing that
have intrigued the reader well past the 19th century. Born in the infamous city of
Salem, Massachusetts on Independence day in 1804, he grew up with many obstacles
that influenced his writing and led him to adopt various patterns instead of relying on
one sole medium to convey his thoughts. He was a novelist, a master of the short
story, and a poetic essayist. One facet, though, that tied his works together, was his
brilliant use of the concepts of both the Enlightenment and Romanticism. Hawthorne
combined and intertwined those concepts to project themes in his various short stories
and novels, of which he was a master.

What's the main idea?

Main Idea Paragraph 8: Digital Divide

The digital divide is an issue that sheds light on a pervasive social situation in the
U.S.: some people in the U.S. have access to the Internet and its extensive array of
information, but other people do not. The difference between the people who can sign
on and those who can’t is a difference that has always divided the nation: race or
ethnicity. In today’s society, the Internet is power because of the vast amount of
information it provides, opportunities it creates, and its linkage to future societal
norms. Therefore, the digital divide is not an easily solved economic issue as it may
seem at first, but rather a social issue, and one that is merely a glimpse into the bigger
picture of social inequality.

What's the main idea?

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Main Idea Paragraph 9: Internet Regulation

Because the Internet exists in a world that is already regulated with policies and laws,
government officials, upholders of current laws, should be the people responsible for
the regulation of the Internet. With this responsibility comes the enormous task of
managing the protection of First Amendment rights, and honoring social and public
interests across the world. That being said, the ultimate responsibility still rests in the
hands of Internet users who vote – they, along with the officials elected to serve them,
make up the global community. Voters have the ability to elect responsible
individuals to the appropriate posts, and the elected officials have the responsibility to
act on the will of the people.
What's the main idea?

Main Idea Paragraph 10: Classroom Technology

Despite modern outcries for technology in schools, some skeptics believe technology
has no place in the modern classroom, and argue against it for several reasons. Some
of the loudest, most heavily researched arguments come from The Alliance for
Childhood, an organization whose mission involves supporting the rights of children
globally. They have completed a report called, “Fools Gold: A Critical Look at
Computers and Childhood.” The document’s authors purport these: (1) there are no
conclusive stats that prove technology’s helpfulness in school, and (2) kids need
hands-on, real-world learning, not computer training. Their research backs up their
claims, which heightens the debate about what real learning means.

How to Find the Implied Main Idea

Reading for the Implied Main Idea
By Kelly Roell, About.com Guide

See More About:

• reading comprehension
• main idea worksheets
• vocabulary in context
• context clues

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Before we discuss how to find an implied main idea, you have to know what a main
idea is in the first place. The main idea of a paragraph is the point of the passage,
minus all the details. It's the big picture - the Solar System vs. the planets. The
football game vs. the fans, cheerleaders, quarterback, and uniforms. The Oscars vs.
actors, the red carpet, designer gowns, and films. It's the summary.

More info on how to find the main idea

What Is an Implied Main Idea?

Sometimes, a reader will get lucky and the main idea will be a stated main idea, where
the main idea is easy to find because it's written directly in the text.

However, many of the passages you'll read on a standardized test like the SAT or
GRE will have an implied main idea, which is a little trickier. If the author doesn't
directly state the main idea of the text, it's up to you to infer what the main idea is.

Finding the implied main idea is easier if you think of the passage as a box. Inside the
box, is a random group of stuff (the details of the passage). Pull each item from the
box and try to figure out what they each have in common, kind of like the game Tri-
Bond. Once you've figured out what the common bond is among each of the items,
you'll be able to summarize the passage in a snap.

How To Find the Implied Main Idea

1. Read the passage of text

2. Ask this question to yourself: "What do each of the details of the
passage have in common?"
3. In your own words, find the common bond among all the details of the
passage and the author's point about this bond.
4. Compose a short sentence stating the bond and what the author says
about the bond.

Step 1: Read the Implied Main Idea Example:

When you're with your friends, it's okay to be loud and use slang. They'll expect it and
they aren't grading you on your grammar. When you're standing in a boardroom or
sitting for an interview, you should use your best English possible, and keep your tone
suitable to the working environment. Try to gauge the personality of the interviewer
and the setting of the workplace before cracking jokes or speaking out of turn. If
you're ever in a position to speak publicly, always ask about your audience, and
modify your language, tone, pitch and topic based on what you think the audience's
preferences would be. You'd never give a lecture about atoms to third-graders!

Step 2: What's the Common Thread?

In this case, the author is writing about hanging out with friends, going on an
interview, and speaking publicly, which, at first glance, don't seem to relate to each
other that much. If you find a common bond among all them, though, you'll see that
the author is giving you different situations and then telling us to speak differently in
each setting (use slang with friends, be respectful and quiet in an interview, modify
your tone publicly). The common bond is speaking, which will have to be part of the
implied main idea.

Step 3. Summarize the Passage

A sentence like "Different situations requires different kinds of speech" would fit
perfectly as the implied main idea of that passage. We had to infer that because the
sentence doesn't appear anywhere in the paragraph. But it was easy enough to find
this implied main idea when you looked at the common bond uniting each idea.

Understanding Vocabulary Words in

Context
You Don't Have to Memorize Vocabulary Words to
Understand the Meanings!
By Kelly Roell, About.com Guide

See More About:

• critical reading
• main idea
• inference
• vocabulary

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Understanding Vocabulary Words In Context

Reading comprehension is one of the most difficult things to master on a standardized

test, especially if English is your second language. The test-makers evaluate whether
you can find the main idea, make inferences, differentiate between fact and opinion,
and understand vocabulary words, some of which you may have never been
introduced to before.

The good news? You can understand vocabulary words based on the context of the
passage - the words, clauses and phrases around the unknown vocabulary word. You
don’t have to memorize all the vocabulary words in the dictionary!

For example, you might not understand the word, acerbity, by itself, but this sentence,
“The acerbity of the lemon caused the little girl to spit out the bite she had just taken.
” makes you understand that the general meaning of acerbity must be “bitter or sour”.
The context clues "lemon" and "spitting out the bite", which provide more
information in the sentence, help you understand what the vocabulary word means.

A question on a standardized test may look something like this:

After the first day on the job, the bank’s new manager realized he would be busier
than he had been led to believe. Not only was he assisting the bank tellers with their
work, but his new boss had decided to inundate him with other tasks like creating
security systems, managing the bank’s deposits and refunds, securing loans, and
maintaining the daily operations. The new manager was exhausted as he locked the
bank up for the night.

The word “inundate” from the passage is closest in meaning to

1. overload
2. provide
3. assault
4. underwhelm

Think you know the answer? Post it in my forum. Hint: A way to figure out if your
choice is correct is by putting the answer choice in the sentence in place of the
vocabulary word. Which one fits the intended meaning the best?

Understanding Vocabulary Words in Context Exercise

Try to determine the meanings of the following italicized vocabulary words, based on
the context clues in the sentences.

1. Pablo always showed animosity toward his teachers by throwing

spitballs and mouthing off, but his sister Mary was kind and sweet.
2. The little girl was showing signs of ocular problems - she squinted to
read the blackboard and complained of headaches after working on the
computer for too long.
 3. The crowd rewarded the singer with plaudits, or extreme praise, by
clapping and cheering during a standing ovation.
4. Elena’s repudiation of Jerry’s bad table manners was obvious to
everyone at dinner as she dropped her napkin and left the table.
5. From the far past to the present day, the moon has been thought to
cause lunacy. Some studies have shown that this momentary insanity does
have some association to the moon's phases.
6. The old man’s hair was sparse rather than thick and full like it was
when he was young.
7. Janie was as devout as the Pope himself.
8. My sister Kimmy shows a great abhorrence for crowds, whereas my
little brother Michael loves to be the center of attention.
9. When you admonish someone, you point out his or her errors; an
example would be scolding a child for misbehaving.
10. The sorcerer’s minions, or devoted followers, were willing to perform
any sorcery he could conjure.
11. Forty-seven pairs is a superfluous amount of shoes.
12. The spy was hung at the gallows of his homeland for his perfidious
deeds.
13. “Busy as a bee” and “quiet as a mouse” are hackneyed phrases –
they’re used all the time.
14. Amelia was as pretentious as a princess when she arrived to the party.
She tossed her coat to the hostess and grabbed a drink out of a nearby guest’s
hand.
15. We always listen to my great-aunt because she is venerable, but we
ignore my niece’s advice because she’s only six.

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More Reading Skills

How to Make an Inference

What does it Mean to Make an Inference?
By Kelly Roell, About.com Guide

See More About:

• critical reading
• test tips
• esl
• toefl
 • toeic

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Make an Inference

On standardized tests with a verbal, reading comprehension or critical reading section,

you're going to have to make an inference at some point.

So how do you make an inference? First, you have to know what one is. An
inference is an assumption made based on specific evidence. Someone might say to
you, "Nice hair," and you make the inference that the person is being rude and is
really insulting you because it was said with a smirk. You infer the implied meaning –
the meaning not said directly.

Inferences are made by doctors when they diagnose conditions, by FBI agents when
they follow clues, by mechanics when they figure out what's wrong with your car.

We infer things all the time. If someone flips us the bird, we might figure out that
they're mad at us for some reason. If someone is pushing a stroller, we infer that the
person is taking a baby for a walk.

An inference is a guess, but it's an educated one, and you can typically come to
only one of a few possible conclusions. For instance, in the cases above, the person
flipping the bird may have only been scratching their chin with their middle finger.
The person pushing the stroller could have been wheeling around a decrepit dog. Most
likely, though, the first guesses were correct.

So let's practice our inferring, shall we? Try your hand at the practice inference
questions below.

The Solutions for How to Make an

Inference
How to Make an Inference Solutions
By Kelly Roell, About.com Guide

See More About:

• critical reading
• test tips
• esl
• toefl
• toeic

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(Continued from Page 1)

The Solutions for How to Make an Inference

1. Inference listed on the first page.

2. Inference listed on the first page.

3. The man had to take that bus to work and he was running late. He
wanted the bus driver to stop the bus so he could get on it.
4. I'm angry with this woman for some reason, and we don't get along at
all.

5. Jake heard that it was going to rain later in the day.

6. The school district is wasting tax payer's money.

7. You forgot to zip up your fly or you have something on your pants.

8. The wife wants the husband to buy her a new car for her birthday.

9. The woman is in labor.

10. You've been speeding or driving recklessly in some way.