paragraph 2 main idea details importance of education

Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

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Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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Reading to Understand

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

Steps for Identifying the Main Idea

• Knowledge Check
• Academic Reading Challenges (7 minutes)

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

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

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

Pre-read to Determine the Overall Topic

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

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

Questions to Ask Yourself While Reading : 

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

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

Questions to Ask Yourself While Reflecting:

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

Finding the Main Idea

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

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

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Understanding Main Idea and Supporting Details

By  MARISSA DESPINS  Updated May 10, 2024

Teaching students to identify the main idea and supporting details in a text is crucial for their development as readers and thinkers. This skill is central to their ability to process information accurately and critically analyze what they read. In this blog post, we’ll discuss what the main idea and supporting details are, explain why they are important for student comprehension, and share effective strategies and activities that can help enhance your teaching methods and ensure your students grasp these essential concepts.

Looking for some print and go resources that you can use to help identify main idea and supporting details in your classroom? Click on the image or button below to download over 40 reading passages to help you teach this important skill.

What is the Main Idea?

To get started with teaching the tricky topic of main idea and supporting details in your classroom, it is important that all involved have a clear understanding of what it is and why it is so important to understand.

The main idea of a text is essentially the central point that the author wants to communicate to the reader. It includes the overarching theme or message of the text, and can usually be put into one concise statement. Understanding the main idea allows readers to grasp the essential meaning of a text quickly.

KEY Components

• Key Details: Key details in a text support the main idea by providing essential facts and data. These details are critical because they back up, illustrate, and flesh out the main idea, giving more depth and clarity to the author’s central message.
• Supporting Details: Supporting details might include examples, explanations, or other data that reinforce the key details. While they are not the main focal points, they help to build a robust understanding of the key details and the overall main idea.

Importance of understanding

Grasping the main idea is crucial because it provides a foundation for remembering facts, analyzing arguments, and synthesizing information across different texts. It enhances students’ ability to efficiently take in large volumes of information, which is increasingly important in our information-saturated age.

Strategies for IdentiFICATION

When teaching students how to identify the main idea and details, the following strategies can be helpful.

Reading Titles and Headings

Titles and headings often reflect the central content of a passage, making them invaluable for figuring out the main idea. Encouraging students to pay special attention to these elements can help them to predict and confirm the main topic.

Summarizing the Passage or Paragraph

Teaching students to summarize text helps them to break down the content into its most important points. This practice not only aids in understanding and retaining information but also in identifying the main idea amidst supporting details.

Looking for Repeated Information or Themes

Repetition of information or themes within a text is often a clue to the main idea. Students should be taught to notice these repetitions as they likely highlight the core message or facts the author deems important.

Examples of Main Idea and Supporting Details

Curious what an effective text for teaching this skill would look like? Check out some examples below.

• Example 1: A passage about the importance of bees in pollination could highlight the main idea that bees play a crucial role in food production, supported by details about their pollination methods and impacts on agriculture.
• Example 2: A text discussing rainforest conservation might center around the main idea that protecting rainforests is essential to maintaining biodiversity, with supporting details about species diversity and ecological balance.
• Example 3: An article on solar energy efficiency could state the main idea that solar technology is becoming a key player in global energy solutions, supported by data on solar power adoption rates and efficiency improvements.

EXPLORING THE CONCEPT Different Formats

Check out some different text formats for main idea below.

Informational Text Reading Passage : Informational texts often explicitly state the main idea in the first or last paragraph, making it easier for students to identify and learn factual information.

Comprehension Reading Passage : In narrative or literary texts, the main idea may be more implicit, requiring students to infer from plot, character development, and thematic elements.

Seasonal Reading Passage : Seasonal topics can offer context-specific main ideas that align with current events or cultural moments, enhancing engagement and relevance for students.

TEACHING THE CONCEPT in Upper Elementary

Now that you have learned why it is so important to teach students to identify main idea and supporting details, you may be wondering how you can tailor your instruction to best meet the needs of the learners in your classroom. Check out some tips below.

Comprehension Grade Level

In upper elementary, students should be able to independently identify the main idea and supporting details across a range of texts, preparing them for more complex analytical tasks as they approach middle school.

Differentiating by Grade Level

Teachers can differentiate instruction by tailoring the complexity of texts and the depth of detail required in identifying the main idea and supporting details according to grade level.

Strategies for Teaching Main Idea and Supporting Details

Read-Aloud Activities – Read-aloud sessions can be a dynamic way to model how to identify the main idea and supporting details, providing real-time examples for students.

Looking for more information on read alouds and how to structure them in your classroom? Check out our read aloud guide!

Partner or Small Group Activities – Collaborative activities encourage students to discuss and refine their understanding of main ideas and supporting details, promoting critical thinking and communication skills.

Individual Practice – Regular individual practice with tailored feedback helps students refine their ability to identify main ideas and details, solidifying these critical reading comprehension skills.

Whatever you choose to use, engagement is key. For tips and trick to help with this in your classroom, check out these 6 ways to boost engagement!

Main Idea Worksheets and Activities

Worksheets and activities can be quick and easy ways to practice these important skills with your learners. Check out some of my favorites below.

Main Idea Graphic Organizers

Using graphic organizers can help students visually distinguish between the main idea and supporting details. This method is particularly effective for visual learners and helps in structuring information hierarchically.

Main Idea and Supporting Details Matching Activities

This activity involves students matching supporting details to the correct main idea. It’s a hands-on way for students to engage with the content and reinforce their understanding of how details support the main idea.

Reading Passage Practice

Having students read grade level reading passages and identify the main idea and supporting details can is a fun and effective way to practice these skills.

Looking for some no-prep reading passages that you can use with your learners for this activity? Click on the image below to download 40+ passages in my TPT shop!

For more information on teaching about main idea, check out our post on main idea vs. theme.

Mastering the main idea and supporting details is foundational to academic success in upper elementary ELA. By incorporating diverse strategies and activities into your teaching, you can ensure that students not only understand these concepts but are also able to apply them across disciplines, fostering deeper engagement and enjoyment of reading.

Interested in reading more about reading comprehension strategies?

Check out some of my previous posts below.

Building Reading Comprehension Strategies

Visualization Strategies for Reading Comprehension

Close Reading Tips and Tricks

Text Mapping to aid Reading Comprehension

Questioning Strategies for Reading Comprehension

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Literacy Lines

Home » Literacy Lines » How to Teach Main Idea

How to Teach Main Idea

The ability to identify and state main ideas and distinguish them from supporting details is a foundational comprehension skill. Instructional practices for this skill are an integral part of several Keys to Literacy professional development programs, including The Key Comprehension Routine and Keys to Content Writing . Its importance as a reading skill is highlighted as one of the 10 anchor standards in the Common Core ELA standards:

Reading Standard #2: Determine the central idea or themes of a text and analyze their development; summarize the key supporting ideas and details .

While main idea skills are often associated with comprehension of text, we emphasize that these skills can be applied to anything that is read, said , or done in the classroom. We also believe that students need explicit instruction for teaching main idea skills.

Terminology

Different words and phrases are used to refer to main idea skills, including: chunking, grouping, categorizing, getting the gist, identifying the topic, identifying the central or main idea, theme, topic sentence, seeing the forest through the trees.

In a fall, 2018 blog post , Tim Shanahan writes about main idea skills and notes the discrepancy in terminology. “Not everyone even agrees on what label to use. Are we talking about main ideas, central idea, purposes, topics, central messages, or themes?” He also points out that teaching main idea is complicated. The trainers at Keys to Literacy agree!

We suggest a scope and sequence for teaching main idea that begins with simple categorizing to identifying multiple main ideas in lengthy text, as illustrated below.

Instruction for main ideas can begin in kindergarten and grade 1 with an emphasis on categorizing objects, pictures or words. Categorizing practice continues in later grades by having students categorizing content vocabulary terms, which is also a highly effective strategy for learning new words (see The Key Vocabulary Routine ).

As students develop the skills to read paragraphs and multi-paragraphs, they can be taught how to identify and state paragraph main ideas. This task is more difficult when reading paragraphs that have implied main ideas. And as students move into higher grades, the skill extends to identifying central main ideas for larger chunks of text.

The Key Comprehension Routine uses three techniques for helping students identify main ideas:

• Self-Cuing: Self cuing prompts students to ask themselves questions in order to identify the big idea of a source, which may be anything that is read, said, or done. The student asks these questions: Who or what is the focus of the source? What is most important about it?
• Goldilocks: Sometimes the main idea that students give is too general or too specific. This technique has students analyze their response to determine if it is too general, too specific, or just right.
• Label the Bucket: This technique uses a metaphor. Students are asked to think about stating a main idea as if it were a label on a bucket to describe what is in the bucket.

Click here for a handout with the three techniques that looks like the visual below.

If you would like to learn more about teaching main idea skills, consider purchasing our Key Comprehension Routine books ( Grades K-3 , or Grades 4-12 ).

Also, here are a few instructional suggestions from Shanahan’s blog post mentioned above, all of which are aligned with Keys to Literacy instructional practices:

• Teach it as part of a larger and more coherent reading strategy.
• Teach kids to summarize paragraphs first.
• When kids are successful with shorter texts, teach them to try the same thing with longer texts.
• Vary texts in terms of topics, difficulties, lengths, inclusion of seductive information, explicitness of main ideas.
• Use a “gradual release of responsibility “approach.
• Joan Sedita

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This tool looks very useful, but I am confused as I have read online that it’s a waste of time to teach students to find the main idea and that the reason for this is that it is not a reading skill as it is not repeatable and also because finding the main idea is a test of content knowledge and therefore students who know more about a topic in question are going to do a better job at it.

Is this right?

When my students are taking MAP tests, I see questions asking them to state the main idea of a passage, but I never thought this was a test of content knowledge. Sure, background knowledge is an affordance here but they still have to engage with the text to figure out the main idea.

Also, finding the main idea is very prominent in the common core standards so I assumed it was an important thing that readers do.

Many thanks, Mat

First of all, what you read online isn’t always supported by research! The author of a recent and popular book that promotes the importance of background knowledge as it relates to reading comprehension has made the assertion that it is not worth teaching main idea and other comprehension skills/strategies because 1) students only need a few weeks instruction one time to learn them, and 2) what teachers should spend time on is developing students’ wide background knowledge. While it is true that the more someone knows about a topic they are reading the easier it will be to comprehend that text, on the flip side there is no strong research showing that if students in general grow their overall knowledge that this results in overall improved comprehension. However there is decades of research showing that explicit strategy instruction does improve comprehension. One of the most researched strategy is teaching summarizing. And what’s at the core of being able to write a summary? Main idea skills! I agree that worksheets that give single paragraphs and ask students to underline the main idea are not that helpful, but teaching students how to infer the main idea in text and write it in their own words that incorporates critical thinking does work. Students also need to be able to discern the difference between main ideas and detail to take notes and write good paragraphs. And as you point out, identifying the central and main ideas in text is a big part of state standards. So, don’t give up on teaching main idea skills!

Thank you for such a clear response Joan.

I must admit to being confused by the paradox of background knowledge and comprehension ie. why research does not show that increased knowledge leads to increased overall comprehension especially when readers who know more about a topic can find a text easier to comprehend. Doesn’t the common core recommend a knowledge rich curriculum and a big increase in the amount of non-fiction reading?

On the topic of main ideas, I wonder why programs like Writing Revolution teach very specifically to start all informational paragraphs with a topic sentence, when in reality some paragraphs might have a topic sentence in a different location or even none at all as it needs to be inferred!

Another good question, Mat! In an explicit, systematic approach to teaching any component of literacy, the teacher introduces a skill by giving examples of the most basic level of that skill. After the basics, the teacher then moves through a sequence that introduces more complex application. In the case of instruction for writing paragraphs, the most level is teaching students to state the main idea of a paragraph they are writing in the first, topic sentence. However, as students learn more sophisticated levels of paragraph structure, they can then be taught that the main idea might be found anywhere in the paragraph. And in fact, it might not be stated at all, leaving it up to the reader to infer the main idea based on the details provided.

Many thanks for that excellent clarification Joan on writing with main ideas.

Lastly on the subject of knowledge rich curriculums such as what the common core seems to be advocating, is it the case that we want a knowledge rich curriculum as it may create an affordance for comprehension, but we should not assume for any particular text that it will lead to strong comprehension as it also depends on how a reader is making sense of the text through other means such as inferring and use of reading strategies?

I think you’ve summed it up very nicely! It is impossible to make sure students have knowledge about everything and anything they might read about. So, while developing strong general knowledge about the world, we have to make sure that students have the skills and strategies to unpack what ever it is their reading.

I need some help in Main Ideas

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Understanding main idea and supporting details as a reading strategy, main ideas: the basics.

This informative slide show presentation gives learners not only definitions and examples of several key concepts related to main ideas, but also offers opportunities for practice and review.

Source: cmsweb1.lcps.org/50930820181545/lib/50930820181545/Main_Ideas_Ch_2.ppt, modified by Rebecca Oberg

Song: The Main Idea

This catchy song offers interesting examples of main ideas and supporting sentences.

Source: YouTube

Stated and Implied Main Ideas

This slide show presentation offers definitions and examples of stated and implied main ideas.

Source: Rebecca Oberg, McDougal Littell Reading Toolkit

Supporting Details: The Basics

This informative slide show presentation gives learners not only definitions and examples of several key concepts related to supporting details, but also offers opportunities for practice and review.

Source: cmsweb1.lcps.org/50930820181545/lib/50930820181545/Supporting_Details_Ch_3.ppt, modified by Rebecca Oberg

Practicing Paragraphs: Main Idea and Supporting Details

This slide show presentation offers learners a chance to really be inspired and practice their skills at creating paragraphs with strong main ideas and supporting details. Famous images from the Great Depression act as writing prompts for readers to practice this learning strategy.

Source: dstopsky.com/documents/.../GreatDepression/ImagesGreatDepression.ppt, modified by Rebecca Oberg

How to Write a Paragraph

This brief clip offers information on paragraph structure, which is intrinsically related to the concepts of main idea and supporting details.

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Main Idea and Details and Tips to Teach It

August 31, 2020 by Evan-Moor | 0 comments

Identifying the main idea of a text is the first step in learning to summarize important information. In addition to being one of the most important reading comprehension skills, it is also one of the most difficult to teach and for students to understand. Mastering main idea and details will serve as a foundation as students are assigned more advanced reading and must draw out the main idea. This then builds to complex analysis, making it crucial that students start practicing this skill at a young age.

Below are some tips and resources that will help you teach the main idea and details of a text and improve students’ reading comprehension. These strategies for helping students identify main idea and details are from Evan-Moor’s Reading Comprehension Fundamentals for grades 1–6.

What Is a Main Idea and Why Is It Important?

The main idea of a paragraph, story, or book is the overall “big idea” that the reader should walk away with. This could be a lesson, a moral, or just a concept. The main idea you get from a short story is going to be very different from the main idea you get from a passage in your history textbook. It’s important that students grasp the main idea, because without it, they cannot fully understand what they have just read. It is also the piece that completes the puzzle of all the other details in the story, tying them all together. Understanding how to identify the main idea is the first step is helping children learn to summarize what they read.

Tips for Finding the Main Idea

• Summarization: Break the reading into chunks, whether it’s by sentence, paragraph, section, etc., and have your students summarize each chunk of text. This will help make the reading more manageable, and will help narrow down important details that support the main idea.
• Highlight and Make Notes: If your students have access to the material in a hard copy format that they can write on, encourage them to highlight important details and cross out unimportant ones as they go. Post-It notes are great for note-taking in a school library book. Keep a pad nearby so children can make a note on a page without marking up the text. This is a great exercise for narrowing down the possibilities for the main idea.
• Process of Elimination: If your students are having trouble finding the main idea, have them come up with 3 or 4 ideas of what it may be, then one by one see if each one connects to all other pieces of the story. Is it supported by other details? Does it connect all pieces together? If it doesn’t, it’s not the main idea. Keep doing this until one fits.
• Look for Important Repetitive Phrases: Using the highlighting method, circle (or write down) repetitive key phrases. For instance, if one phrase, word, or idea is repeated a lot, it is probably very important, and will help determine what the main idea is.
• Use Headings and Subheadings as Clues: Using passages with titles or subheadings is a good place to start, as it provides an inherent clue. The main idea of a passage is directly related to the title of the passage or the heading it lies under. This will help narrow down important details to find the main idea.
• Find Supporting Details: The main idea will be supported by many other details in the story, and these details will “prove” why your choice is the main idea. Practice finding these as well as the main idea, as they will become increasingly important in reading comprehension and writing. Finding supporting details will also make finding the main idea easier.

If you’re reading with your children at home, you can help them learn to identify main idea and details by asking these questions:

• What is the topic sentence? Most of the time (but not always), the main idea is stated in the topic sentence of a paragraph or essay. Ask your child to re-read the first sentence or paragraph of their reading text to see if the author points out what topic he or she will be discussing.
• What is the lesson? It is easier to identify the main idea in a nonfiction article than in a piece of fiction. If you are reading fiction, ask your child what the moral or lesson in the story is.
• Can you connect writing to reading? Remind your children about the format they use when they write a paragraph. They can make a connection between where they insert their topic sentence and supporting details and where main ideas are located in a text.

Practice Clue Games

• To get your students thinking about clues as supporting details, make a mystery bag.
• Inside this bag will be several items that all relate to one main idea.
• For example: flour, eggs, frosting, cake mix.
• Pull each of these items out one by one and have your students try to determine what the main idea is.
• These items are all connected by the idea of “making a cake.”
• This is the main idea; the things in the bag are the supporting details.

Reading Comprehension Fundamentals Grades 1–6

Reading Comprehension Fundamentals covers all the foundational elements in reading fiction and nonfiction writing. It teaches skills and strategies such as: fiction and nonfiction texts, genre studies, author’s purpose, inferences, main idea and details, compare and contrast, and more! These units practice different strategies to find common themes in passages that range in length and difficulty.

Download free sample lessons for Reading Comprehension Fundamentals here .

Improving reading comprehension will help your students excel in all subject areas, and being able to identify main ideas based on supporting details will become a crucial skill throughout their educational career. As your students advance to more difficult readings, having the foundational skills to help them fully understand what they’re reading will help them succeed.

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• Topics, Main Ideas, and Support

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.

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 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.

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.

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 identified the topic, the main idea, and the supporting details.

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10 GREAT Activities to Teach Main Idea and Details

• November 16, 2019
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The main idea is defined as the central point or big picture of a story or informational text.  The details are those statements that support (go along with) the main idea.  Main idea and details are important in all types of texts (literature and informational), as well as in writing.

The central message of the story is the main point that the author wants you to remember.  Many consider this the “big idea” of the story and can be described in a word or two.  It may also be the lesson that an author wants you to learn from the text.

Identifying the main idea and details in a text are the tip of the iceberg when it comes to comprehending text. You can scaffold how to understand a piece of literature for your students through the activities listed below, as well as using graphic organizers. I have both fluency and comprehension building resources on Education to the Core Premium.

For a low monthly or annual fee, you can unlock unlimited access to resources for reading instruction and all of the other subjects. Take a look at everything you can use on ETTC Premium by clicking the button below. 

Where to Start with Main Idea and Details

Play “Does It Belong” with your students.  After reading a story, identify the main idea and then come up with statements that are either a detail or not. (Example – The Three Little Pigs – MI = The Little Pigs build houses and try to stay safe from the Big Bad Wolf.  D = The first Little Pig builds his house out of straw.  ND = The Big Bad Wolf likes to dance.)  Students can give thumbs up/down depending on whether the detail belongs or not.  This is also an easy activity to incorporate into a small group center for added practice.

A variation of “Does It Belong” involves students creating the “detail statements”.  After reading a story, students write down a sentence on a strip of paper.  This sentence is either a detail of the story, or not. 

There are a variety of ways you can finish this activity.  You can play “Musical Partners”, where students pair up with various classmates, read their statement and have the partner decide if it’s a detail or not.  Or, you can have a T-chart with the headings “Story Detail” and “Does Not Belong”.  Students place their statements in the appropriate columns and as a class you double check for correctness.

I use a tree visual for my students.  They write the main idea of the story/text onto the trunk and then create branches with details/facts that support that main idea.  How many branches will their tree have?

Upper Grades

Using a fluency passage, have students identify the 3-5 best supporting details and have them partner/group share their responses.  To increase the rigor, ask students to explain why their chosen details support the main idea.

Work Backwards (Details to Main Idea)

Instead of identifying the main idea first, students can also work backwards.  Try starting with the details and encouraging students to discover the main idea.

I like to work backwards with informational text, giving detail clues and asking the students to identify the main topic of the text.  Using a “story web”, I write down details in the outer bubbles and have the main topic covered by a post-it in the center.  As students are given the details, they discuss what the topic could be.  The object is to guess it before all of the clues have been written.  I use this activity to introduce a new unit of study, especially in science and social studies.

Use an easy introductory center to help students understand Main Idea and Details .  A center is a great tool for practicing, especially with ELL students.  They are able to identify all of the objects on the page (vocabulary), then asked to state the main idea or category and give reasons why. It’s a quick and easy activity to integrate into your centers.  Just laminate the pages and go!

“Mystery Bags” is another fun activity to use when working backwards.  Place a variety of objects or pictures in a brown paper bag that all relate to one topic.  In groups, students pull out the objects and try to identify the main idea that encompasses all of them.  I create a recording sheet with corresponding letters to the bags, so students can list the objects and then the main idea category.

Cover the title of the story/text, read the book, and then have the students come up with their own title.

Give your students a list of words that belong in one of three categories.  Students will have to sort the words into categories and then come up with a title for each category.

Don’t Forget About Writing

The Important Book by Margaret Wise Brown is wonderful as a mini-lesson on main idea and details.  I use it to model what this looks like in writing.  Each page has an object and then identifies a series of details about that particular object.  After reading the book, students are asked to choose a classroom object and create their own “Important Book” page.  You can guide their writing by using the anchor chart below, or allow them to come up with their own sentence organization.

Central Message/Theme

Create a Theme vs Main Idea chart, so students can understand the difference between the two. The theme or central message will be one or two words, while the main idea can be summed up in a sentence.

Use fables or folktales to help students understand the central message.  I have an easy to use Moral of the Story center for your students to practice this skill in small groups.  With this resource, students read through a scenario and then determine the moral or lesson learned by the character.  It’s a very simple center to integrate into small groups, just laminate and go!

Review some familiar stories with your students and have them identify the central message of each.  This activity can become a match game, with students then recording the reason why they chose that particular message for each book. (Example: The Rainbow Fish – friendship/sharing – The rainbow fish learns that in order to make and keep friends he must share.)  As they practice this activity more, they will realize that the central message is supported by the main idea.

Comprehending text begins with main idea and details. Without understanding the main idea, a student cannot fully comprehend what they are reading. The main idea links all the supporting details and smaller events together that form the story. Use these fun activities to make comprehending text engaging for your students.

Written by: Janessa Fletcher

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How to Find the Main Idea

ThoughtCo / Mary McLain 

• B.A., English, University of Michigan

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

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

How to Define the Main Idea

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

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

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

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

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

1) Identify the Topic

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

2) Summarize the Passage

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

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

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

4) Look for Repetition of Ideas

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

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

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

Avoid Main Idea Mistakes

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

Resources and Further Reading

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

Updated by Amanda Prahl 

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Finding the Main Idea

On this page, key benefits, suggested activities, idea: backwards web graphic organizer.

English language learners (ELLs) may have some difficulty identifying the main idea when they are reading a paragraph. Teaching students how to paraphrase can help them learn to pick out what is important in the material that they read. This is a great strategy which you can accompany with other effective practices, such as previewing the story, making predictions, activating prior knowledge, using text features such as the title and other headings, and pre-reading key sections (like the introduction and conclusion). All of these strategies will help ELLs improve their understanding of the material they are reading better as they identify the important points in the text, and the main idea.

It is essential to remember that students learn through different learning modalities. For this reason, it is important to teach students a variety of strategies, such as paraphrasing, note-taking, previewing, and reading key paragraphs. All of these strategies can help ELLs enhance their reading comprehension skills.

Lower Grade Activities

In lower grades, the teacher should present this lesson as a whole group activity.

• Ensure ELLs receive a list of any challenging vocabulary words they might encounter. It's a good idea to provide an explanation, and the meaning for each word before they begin to read the story.
• Allow students to have an oral discussion on what each paragraph describes, and provide time for students to write the details for each paragraph.
• Use a graphic organizer to assist students in identifying main ideas, and supporting details.
• Allow ELLs to use their native language to talk, or write, about the story.

Upper Grade Activities

Teachers may choose to first model the first paragraph and let students work in small groups as they find the main idea.

• Have an initial reading and discussion.
• Ask students to read the text a second time, and encourage them to take notes.
• Have students paraphrase their own notes to help them better understand the main idea.
• Hold a group discussion to share ideas about the main idea of the story/book.

As they read, have your students pause at each paragraph. Then ask, them to use a web graphic organizer backwards .

• This means that students must begin by writing the details for each section, or paragraph,
• then write a summary sentence with those details,
• and finally, try to find the main idea based on those summary sentences.

Download a PDF of the "find the main idea" web graphic organizer.

Fisk, C., & Hurst, B. (2003). Paraphrasing for comprehension. The Reading Teacher , 57(2), 182-195. Hennings, D. G. (1991). Essential reading: Targeting, tracking, and thinking about main ideas. Journal of Reading , 34(5), 346-353.

Caryn teaches at Hewlett-Woodmere School, in Long Island, NY. She also teaches graduate Teachers of English to Speakers of Other Languages (TESOL) courses at Molloy College in Rockville Centre, NY. She has an extensive background in the area of linguistics, with an emphasis on English literature and education. She also has a Masters' degree in TESOL education. She is on the executive board of New York State (NYS) TESOL and is an English as a Second Language (ESL) lead teacher/coordinator.

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• Analysis of a PARCC ELA Assessment Task Through an ELL Lens (Part 1)
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Finding the Main Idea

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

Where Are The Main Ideas Found?

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

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

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

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

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

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

Ask the following questions:

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

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

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

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

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

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Paragraph on Importance of Education 50, 100, 150, 200, 250, 300 Words for Kids, Students, and Children

February 7, 2023 by Veerendra

Paragraph on Importance of Education: Education is the essential thing for our life, and it helps in the growth of human civilization. Education is necessary to understand the universe around us and convert it into something more beneficial. With the help of knowledge, we can develop a new perspective for our life. If people are educated, then they can know their responsibilities and rights quite well.

You can read more paragraphs writing about articles, events, people, sports, technology many more.

Paragraph on Importance of Education – 100 Words for Classes 1, 2, 3 Kids

First of all, education gives the ability to read and write to anyone. A good education is extremely essential for everyone to grow and succeed in life. Education increases self-confidence and assists in developing the personality of a person. Education plays a big role in our life. Education is split into 3 parts such as primary education, secondary education, and higher secondary education. All these 3 divisions of education have their value and advantages. Primary education is the base of education for a person, secondary education paves the direction for further education and higher secondary education makes the future and the ultimate way of life.

Paragraph on Importance of Education – 150 Words for Classes 4, 5 Students

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In this modern technology-based era, education performs a supreme role in our life. And in this era, there are so many methods to boost the level of education. The complete criteria of education have now been modernized. And education makes a big impact on anyone’s life.

Paragraph on Importance of Education – 200 Words for Classes 6, 7, 8 Children

Every kid has his own vision of doing something unique in life. Sometimes parents also dream of their kids to be at high professions like doctors, engineers, IAS or PCS officers, or any other high-level professions. All such goals of kids or parents can be achieved by education only.

In this competitive era, everyone must have a good education and sound knowledge to achieve goals of life. Education does not only offer a good job but also enhances the ability to understand life from a new perspective. Decent education produces many paths to move ahead in life. It makes us intellectually, and ethically, powerful by improving our expertise level, technical abilities, and excellent job.

Also, some children are interested in other areas such as sports, dance, music, and many more, they can do their additional education with their related degree, experience, talents, and spirit. In India, there are various boards of education available like state wise boards (Gujarat board, UP board, etc.), ICSE Board, CBSE Board, etc. And education is available in various languages like a kid can study in their mother tongue or in Hindi medium or in English medium, it is the choice of parents or kid to select a board or a language. This is the age where Education is very important and with the help of it, anyone can change his/her life in a better way.

Paragraph on Importance of Education – 250 to 300 Words for Class 9, 10, 11, 12 and Competitive Exams

Education is important for both men and women as both have an essential role in the development of a healthy and smart society. Education is a necessary way for delivering a brilliant future and at the same time performs the most significant part in the growth and improvement of the nation. The citizens of the nation are responsible for the greater future and progress of the nation.

Extremely educated citizens form the foundation of a developed nation. Hence, decent education builds a brilliant tomorrow for both the individual and the nation. It is only educated directors who make the country and bring it to the top of prosperity and growth. Education makes everyone brilliant and as excellent as possible.

A reliable education provides many purposes to life like an individual improvement, increase of social situation, development in social well-being, financial growth, prosperity to the country, establishing life purposes, informing us of many social concerns, and determining the circumstances to offer best solutions for any issue and other relevant matters.

Nowadays, everyone can get education using modern technology-based platforms, and also various distance education programs are available for the same. And such a modern education system is completely proficient in discussing social problems of illiteracy and inequality among every one of various castes, religion, and caste.

Education expands the creativity of people on a massive scale and benefits them to overcome all the diversity in the nation. It allows us to study properly and know every phase of life. Education gives the sense to know all human liberties, social freedoms, responsibilities, and obligations towards the nation. In short, education has the power to reform a nation in the best way.

Frequently Asked Questions (FAQ) on the Importance of Education

Question 1. How Important is Education?

Answer: Everyone requires oxygen to survive in life. Education is as essential as this because education provides anyone the expertise and abilities they need. Education is essential to people of all generations and it has no boundary.

Question 2. What is the Part of Education in Nation Development?

Answer: Education performs a very important part in determining the development of the nation. Educated citizens of the nation take fame, prosperity, and victory to the nation which assists in the growth of a country. All these benefits in nation development.

Question 3. What is the Distance Education System?

Answer: In the distance education system, a student and a teacher are available in a different area, cities, states, or anywhere. And learning happens by mail, phone, internet, or by any other platform.

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Evaluating a Text

Main idea, purpose, & audience.

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

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

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

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

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

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

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

Main Idea & Purpose Determine Analysis

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

If the purpose is to persuade or argue

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

If the purpose is to inform

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

If the purpose is to entertain

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

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

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

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

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

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

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

Which selection best represents the author’s main idea?

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

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

Which selection best represents the author’s purpose?

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

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

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

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

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

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Ri.3.2 lesson plans, ccss.ela-literacy.ri.3.2.

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