[et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.24.0″ width=”100%” max_width=”100%” custom_padding=”0px||0px||false|false” global_colors_info=”{}”][et_pb_row admin_label=”row” _builder_version=”4.24.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” width=”100%” max_width=”100%” custom_padding=”0px||0px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Intro” _builder_version=”4.26.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n
In Lee Child\u2019s Jack Reacher books, logical and calculating Reacher famously says, \u201cDetails matter.\u201d Reacher does not say \u201csupporting details\u201d matter. He doesn\u2019t say that because he means that the details matter\u2014the specifics matter. Calling all details supporting details<\/em> is doing the opposite of what Reacher is suggesting. Not all details are supporting details.<\/p>\n Supporting details<\/em> has become a generic term embedded in paragraph instruction for far too long. There is nothing wrong with the term if you actually mean supporting details<\/em>\u2014a detail that provides support. However, \u201csupport\u201d has a specific meaning in writing. The short version is that support means to back up<\/em> or substantiate<\/em>. We can build on that definition with these terms.<\/p>\n Types of Support:<\/span> <\/strong>Evidence, proof, corroboration, confirmation, verification, and explanation.<\/p>\n Of course, many statements of all types need support because our readers won\u2019t fully believe us or understand if we don\u2019t provide support in the form or more details. In fact, people often feel as if they have to back up everything they say. So, I am aware that we are dealing with semantics here. This is why an explanation can be support even when it should be just details\u2014or better yet, an explanation.<\/p>\n However, consider these two main ideas or topic sentences.<\/p>\n Neither of those sentences requires support. Would anyone ever say, \u201cCan you provide support for that? Can you back that up with support?\u201d No. If those sentences are the first sentence in a paragraph, what follows will likely be the details<\/em> or the specifics<\/em>. Teachers may say, \u201cTell me the details. What are the specifics? Why is that important or interesting?\u201d Now, students will know what to write!<\/p>\n When you ask students to supply supporting details for sentences like those, they get it but are also confused. There is a disconnect. Something you are saying does not make sense, but they just don\u2019t know what it is. As a new teacher using the standard paragraph terminology, I also felt at the gut level that there was something wrong with many of the paragraph terms, but I couldn\u2019t explain it.<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Generic vs Specific” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” hover_enabled=”0″ border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Both generic and specific paragraph terminology have a place in teaching writing. Let\u2019s take a look.<\/p>\n 1. Generic Paragraph Terms:<\/span><\/strong> These terms teach general principles. The problem is that many of these principles are not how real writers create paragraphs, especially when considering different genres, occasions, and audiences. Examples:<\/strong><\/em> Main idea, topic sentence, detail, support, supporting detail, concluding sentence, elaboration, etc.<\/p>\n 2. Specific Paragraph Terms:<\/span><\/strong> Teachers usually enter the world of specific terminology when teaching particular genres. Examples:<\/strong><\/em> Claim, evidence, fact, reason, sensory detail, explanation, description, cause, prediction, suggestion, benefit, advantages, etc.<\/p>\n Both sets of terms can cause problems and confusion. However, both sets of terms are also helpful and necessary.<\/p>\n If you wish to improve the vocabulary you use to teach writing, check out 250 Plus Types of Ideas for Creating Powerful, Logical, and Effective Writing<\/a><\/strong>. That\u2019s a precise vocabulary. If you wish to transform how you think about writing, along with improving your logical and rational thought, be sure to check out Academic Vocabulary for Critical Thinking, Logical Arguments, and Effective Communication<\/a><\/strong><\/span>.<\/p>\n Please note that I am not promoting a specific vocabulary here. Every teacher must discover the best vocabulary for their students. However, I will explain why the term supporting details<\/em> harms paragraph instruction. But first, please read this carefully.<\/p>\n 1. Support:<\/span><\/strong> What is support? It\u2019s evidence, proof, corroboration, confirmation, verification, or explanation. Do you consider evidence or proof to be details? They can be, but they are usually more than simply details. They are support\u2014and support is essential for claims. In short, I recommend that teachers start thinking of support as support\u2014something that backs up or substantiates. We can use the terms support, supporting sentences, supporting evidence, and even supporting details. Worth mentioning, the word support<\/em> implies it\u2019s attached to something specific, usually a claim. In a practical sense, claims are anything we feel we need to back up.<\/p>\n 2. The Details or the Specifics:<\/span><\/strong> Tell me more! The details or the specifics are further narration, description, or explanation of a leading sentence. What would follow the two examples sentences above? Answer: The details or the specifics in the form of narration, description, or explanation.<\/p>\n Please note that I\u2019m not dogmatic about terms because there is no perfect terminology system. However, I urge teachers to stop using supporting details<\/em> as a generic term for all details. Ironically, it\u2019s acceptable to casually call support the details<\/em> or the specifics<\/em>\u2014as with the details<\/em> or specifics<\/em> of the case. Support can be details.<\/p>\n [\/et_pb_text][et_pb_text admin_label=”Semantics” _builder_version=”4.26.0″ _module_preset=”default” custom_padding=”14px|16px|14px|16px|true|true” border_radii=”on|9px|9px|9px|9px” border_width_all=”8px” border_color_all=”#1258b2″ global_colors_info=”{}”]<\/p>\n For years, I was not satisfied with what I taught students about paragraphs. I was not satisfied because it didn\u2019t work as it should have if it were true. In short, I became an effective writing teacher because of how I taught writing, not because of what I taught students about paragraphs. It\u2019s fair to say that I became an effective writing teacher despite what I taught about paragraphs.<\/p>\n Here are a few of the traditional paragraph instruction words.<\/p>\n Generic Paragraph Instruction Words:<\/span><\/strong> Main idea, topic sentence, detail, support, supporting detail, concluding sentence, elaboration, etc.<\/p>\n Please note that I am only against one term on that list.<\/p>\n On the other hand, the terms main ideas<\/em> and topic sentences<\/em> are not without their own problems. In theory, a topic sentence is a sentence that explicitly states the main idea. The reality is that studies show that in professional writing, the main ideas are implied about half the time<\/a><\/strong>. To some degree, readers must infer or construct the main ideas in their minds at least half the time. Put another way, readers infer or construct the topic sentence half the time. Remember, only about half of paragraphs have a true topic sentence. I\u2019m serious! Read the research on topic sentences and main ideas!<\/a><\/strong><\/p>\n Example:<\/span><\/strong> A paragraph vividly describes the downward spiral of a fast-moving degenerative disease. Does a highly skilled writer need to state the obvious point? What if the writer does know best and doesn\u2019t want to for various reasons? In reality, the point of that paragraph is probably stated clearly or implied in multiple paragraphs and is probably closely connected to the thesis statement. Furthermore, that paragraph may make several nuanced points that are similar or different but equally important. That\u2019s how real writing works. Every paragraph is just a part of the whole composition. You may wish to read Why Doesn\u2019t Every Paragraph Have a Topic Sentence? The Truth!<\/a><\/strong><\/p>\n Reading instruction would be easy if professionally written paragraphs followed the traditional paragraph rules. If they did, teachers would probably be using the paragraphs in their textbooks as example paragraphs. Why don\u2019t they? They don\u2019t because those paragraphs don\u2019t follow the rules they teach. And for that reason, they don\u2019t understand how they are constructed. In reality, many teachers can\u2019t explain how most of the paragraphs in their textbooks are built.<\/p>\n The truth is that many first sentences of paragraphs simply function as door openers. Everything else in the paragraph flows from or is a continuation of that door opener. For the most part, the only true topic sentences are claims. Claims always state the main idea.<\/p>\n In short, you won\u2019t get far in teaching writing with that basic paragraph vocabulary. Be sure to check out 250 Plus Types of Ideas for Creating Powerful, Logical, and Effective Writing<\/a><\/strong> for hundreds of different types of main ideas, details, and support.<\/p>\n If you are serious about becoming a highly successful writing teacher, check out these two resources:<\/p>\n 1. Pattern Based Writing: Quick & Easy Essay<\/a><\/span>:<\/span><\/strong> Teach your students how to get ideas and organize ideas to create excellent stories, reports, essays, and articles quickly and easily. This program is the fastest, most effective way to teach clear and organized paragraph and multi-paragraph writing\u2026 Guaranteed!<\/p>\n\n
Generic Paragraph Terminology vs. Specific Paragraph Terminology<\/h2>\n
Generic Terms: A Better Terminology: Support, The Details, and The Specifics<\/h2>\n
Semantics: The Words We Use When Teaching Paragraphs<\/h2>\n