1.

This is probably the time to clarify the difference between the "topic sentence" and the "main idea." The topic sentence is the author's statement of the main idea. Only the writer can create a topic sentence. The main idea, however, is the thought expressed in the topic sentence. It can and should be expressed in a variety of different ways by readers intent on using paraphrasing as one of their comprehension strategies.

One way to illustrate the difference is to introduce a paragraph with a clear-cut topic sentence. Ask your students to paraphrase the topic sentence by changing the words while maintaining the meaning. When they finish, ask several different students to read what they have written. The paraphrases, if students have indeed paraphrased as opposed to changing a word or two, should differ.

2.

I would make it a point to tell your students that textbook writers do strive to express the main idea of a passage in a topic sentence. And often the topic sentence is the first or second sentence in the chapter reading. However, writers outside of textbooks do not rely quite so heavily on topic sentences that appear at the very beginning. Not only is the writer likely to move the topic sentence or thesis statement around a bit, he or she is also likely to express the main idea in pieces, doling out parts of the overall thought in two or three different sentences. It's then up to readers to "synthesize" those parts into a coherent statement. Since synthesizing is coming up soon, I think this explanation paves the way for it.

This discussion is also a nice introduction to the importance of flexibility in reading. In other words, paying special attention to the opening sentences of a textbook reading is the smart thing to do, but it may not have as big a pay-off when reading essays for composition class. Suggest that readers start out with the "look for the opening topic sentence" strategy but modify it as soon as they realize they aren't coming up with anything that makes much sense in terms of the rest of the reading.

3.

Ask students to bring in examples of both kinds of paragraphs, paragraphs where the main idea is neatly stated in a single topic sentence and paragraphs where the main idea has to be synthesized from two or more sentences. If you can find the time, type up a few of each and ask students to determine the main idea for each.

4.

Ask students to write paragraphs modeling the five patterns introduced in this chapter. Incorporating the patterns into their own writing is a great way for students to get a clearer sense of each pattern's form.

5.

If you need more material on patterns, see Reading for Thinking: Online Practice 3 and Specific Skills Exercise 2.