Subpoints

One extremely important aspect of text planning and organization is what we call subpoints. Take a look at this image:

Source: https://www.learn-study-work.org/english/write/write-a-text/

When it comes to the content, you have to be progressively more specific. That means you take the point, which is very broad, and then make it broad, then you make it specific and then, you make it very specific.

Depending on the text type you have chosen (e.g. persuasive essays, expository essays, and articles), you can make subpoints out of the point.

Subpoints are divided in three parts:

• General idea (broad);

• Topic/key point (specific);

• Detail (very specific).

First, let us discuss what the general idea is. The general idea is the subject to be developed in the text. It is always expressed in the introductory paragraph and is somewhat similar to a newspaper headline. Moreover, it contains topics.

A topic or a key point is a theme that is contained in the general idea. One general idea may contain multiple topics and, in order to identify different topics within the general idea, think of what parts of it could be developed in complete different paragraphs. The topic of each paragraph is stated in its topic sentence. Analyze the example below:

General idea: Hyperthyroidism, overactivity of the thyroid gland, can cause weight loss and rapid heart rate.

Topic one: Hyperthyroidism can cause weight loss.

Topic two: Hyperthyroidism can cause rapid heart rate.

Notice that we could say that the idea or point of the text to be written is hyperthyroidism. Based on that, you can mull key points over and make the general idea based on them or, if you are provided with the general idea, extract the key points. Remember that the number of body paragraphs in a text equals the number of key points in the general idea.

After you have the general idea and the topics, you can go on to prepare the most specific subpoints, which are called details. They are basically minutiae. To be more precise, they are added information necessary to develop a topic into a full paragraph. They may include explanations, descriptions, and/or examples. Take a look at the following example:

Idea or point: Wildfires (very broad)

Content or subpoints:

General idea: Wildfires aggravate climate change and cause loss of biodiversity. (broad)

= Topic one: Wildfires aggravate climate change. (specific)

• T1 detail one: The burning of trees releases carbon dioxide into the atmosphere, thus increasing the amount of greenhouse gases. (very specific)

• T1 detail two: Wildfires reduce the number of trees available to trap carbon dioxide. (very specific)

= Topic two: Wildfires cause loss of biodiversity. (specific)

• T2 detail one: Wildfires destroy species of flora native to a certain area. (very specific)

• T2 detail two: With wildfires, habitats are destroyed, causing animals to flee; consequently, those species of fauna can be endangered and ultimately become extinctic. (very specific)

From that, we already know that this piece of writing would have two body paragraphs. Furthermore, if someone who had read it were asked what it was about, they would say "wildfires". If asked to be more specific, they would say the general idea. An expository essay written using that outline looks like this:

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In the last few decades, the incidence of wildfires has skyrocketed, which is a major reason for concern. The recurrence of the abovementioned issue occurs due to multiple factors, which authorities spare no effort to address as wildfires aggravate climate change and cause loss of biodiversity.

One noteworthy way in which wildfires harm the environment is by aggravating climate change. The burning of trees releases carbon dioxide into the atmosphere, thus increasing the amount of greenhouse gases. Wildfires also reduce the number of trees available to trap carbon dioxide.

Furthermore, wildfires cause loss of biodiversity. Characterized by their rapid and uncontrollable spread, they destroy species of flora native to a certain area. What is more, with wildfires, habitats are destroyed, causing animals to flee; consequently, those species of fauna can be endangered and ultimately become extinct.

On the whole, the consequences of wildfires are not only ubiquitous, but also hazardous. Hence, authorities are continuously prepared to promptly take action in the event of a wildfire.

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Now, look at the graphical illustration of this organizational pattern where G stands for general idea, T stands for topic, and D stands for detail.

In that case, the general idea has two topics and, as a result, the text would have two body paragraphs. But sometimes, a text does not have to obey to that rule. Although you should try to follow it, as everything else, what involves the writer choosing to do something rather than something else concerns style. Hence, a text could have more or fewer body paragraphs. Let us analyze the following paragraph:

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Working from a young age – although I believe people who are not at least 17 should not work – provides students with the opportunity of gaining experience. If you join the workforce before you have to, when you turn 18, you are not going to be looking for a first job. Hence, you can become more appealing to businesses and more easily find employment.

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What is the topic of this paragraph?

Before we attempt to find that, we can already say that this paragraph is part of an argumentative essay, since the author clearly states their opinion in it.

Now, we have to investigate the topic sentence. We are missing some context, but we can still say that the topic of this paragraph is that students who work since high school gain experience.

Let us do another exercise. I will leave a link to an article below. Read it and try to figure out what its point is. Then, at the very end of it, you will find its key points. Try to formulate its general idea using them.

https://www.thoughtco.com/crows-are-more-intelligent-than-you-think-4156896

As the point of the text is very broad, it should be easy to identify. In this article's case, the point is crows. Now read the key points:

• Scientists compare the intelligence of crows to that of a seven-year-old human child.

• Crows, ravens, and other corvids are the only non-primates that make tools.

• Crows are capable of abstract reasoning, complex problem-solving, and group decision-making.

Now, we have to join all of those together. Doing that, we have the following general idea:

Because crows, besides making tools, are capable of abstract reasoning, complex problem-solving, and group decision-making, scientists compare their intelligence to that of a seven-year-old human child.

That was easy, right? So, to sum up: