General and Specific Ideas Connecting general and specific

General and Specific Ideas Connecting general and specific sentences for meaning

• We learned about GENERAL and SPECIFIC ideas in the last lesson by comparing the concepts contained in words. The same process can be applied to reading whole sentences. In our college textbooks, some sentences written by the authors are GENERAL and some are more SPECIFIC. Both types of sentences are necessary for the authors to clearly communicate the information contained in the textbooks. Successful students learn to quickly and efficiently distinguish the textbooks ideas that are general concepts and which sentences develop the general ideas with specific information.

General Sentences • Similarly to general words, general sentences are broad ideas that can be understood in more than one way. General sentences are often introductory ideas or summary ideas that introduce or sum up ideas, experiences, descriptions, or processes. However, general sentences by themselves leave readers asking for additional information for clarification. • For example, here is a general sentence: Modern medicine has improved the lives of American families. This sentence presents several concepts or topics in a single statement: modern medicine, living improvements, and American family. However, the sentence also leaves us asking for additional, specific information to test the truth of the statement.

• We might ask what the author meant exactly by “modern medicine. ” Would that include surgery? Would that include drug treatments? Is the author talking about new DNA testing? Does it refer to the use of new medical equipment like robotic surgical arms? • We might further ask what the author means by “improved the lives” of Americans. Does the author mean that we are living longer? Has “modern medicine” made Americans happier? Is life improved if the cost of fighting disease makes the family bankrupt? What are the specific ideas the author has in mind with the concept of improved lives?

Specific Sentences • When authors introduce broad ideas in general sentences, SPECIFIC sentences limit, define, and focus the experience or events or concept being discussed in the textbook. These specific sentences connect to the general sentences by providing the answers to the questions that general sentences bring to the readers mind. • The specific sentences that narrow and focus the ideas are not so open to multiple interpretation. These sentences explain, in specific detail, the broad points of the authors’ ideas.

• For example, if we take our general statement and add a few specific sentences, the author’s point becomes much more clear and easier to understand. We may or may not agree with the author’s idea, but we do grasp clearly the meaning of the text. • “Modern medicine has improved the lives of American families. Computer aided diagnosis and new surgical equipment quickly identify disease and treatment procedures. New drug discoveries provide treatment of medical problems without invasive surgery. While these modern improvements are expensive, the overall health and longevity of Americans continue to grow decade after decade. ”

• The SPECIFIC sentences that follow the opening GENERAL sentence give additional information that narrow the broad possibilities with specific, focused details about the features of “modern medicine” and the sort of “improved lives” the author discusses.

General and Specific Ideas in Paragraphs • Good reading comprehension requires students to understand words. Good readers create accurate ideas from words organized into sentences. Successful college students are able to understand the textbook ideas contained in general and specific sentences that are organized into paragraphs. Textbooks further organize paragraphs into chapters, or more often into chapter sections. Chapters are often organized into units and so forth. • However, the key to understanding the meaning of textbooks, the way authors communicate their ideas, is at the paragraph level. Successful students learn to create understanding of paragraphs from the text.

• The writers of textbooks have to share lots of new information and ideas. The most common structure for sharing that information is with paragraphs that open with general sentences at the beginning followed by specific sentences that explain, describe, limit, present examples, define, and narrow the general idea. • The general idea is not always the first sentence of the paragraph, as authors often present introductory comments, but the general concept is often stated toward the beginning of the paragraph. • Another common format is the opposite. Authors present specific sentences throughout the paragraph and conclude with a general sentence that sums up the information in the paragraph.