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3.6 Supporting Details and Transitions

Erin Thomas, MFA

Where’s the Proof?

Arguably, the most essential elements of a paragraph are the supporting details. Without the supporting details, there is no development of a main idea or reason for a topic sentence. Supporting details are the substance of a written document and an argument. In well-organized text, each of the supporting details is tightly focused on the main idea, and each of the supporting details is logically ordered.

Transitions are often used to help the writer organize the supporting details and signal to the reader how the paragraph is organized. Supporting details are organized according to a line of logic. Some of the most common logical patterns, often referred to as rhetorical patterns, are listed below:

  • Listing (reasons/description)
  • Sequence (chronological order)
  • Classification
  • Definition
  • Illustration (examples)
  • Comparison/contrast
  • Cause and effect

Paragraphs may be logically ordered and not follow one of the logical patterns listed above. Often writers rely on what “naturally follows,” which is a line of logic that is hard to quantify.

Understanding and noticing how paragraphs are ordered in your reading can help you organize your writing. Students commonly struggle with ordering their sentences logically at the paragraph level. A good editing practice is to read over your paragraphs sentence by sentence, identify the line of logic, and determine if any sentences need to be placed elsewhere in your paragraph. You may find that you need add additional supporting details to fully develop the main idea of your paragraph.

Supporting Details

A paragraph contains facts, statements, examples that guide the reader to a fuller understanding of the main idea. They clarify, illuminate, explain, describe, expand, and illustrate the main idea. Often supporting details answer questions raised by the main idea, such as who, what when, why or how.[1]

Types of Supporting Details

  1. Reasons that argue for a specific point of view
  2. Vivid descriptions that impact the reader by engaging the senses.
  3. Definitions that give more information about a topic
  4. Examples that demonstrate why something is important
  5. Comparisons that demonstrate how one thing is like another.
  6. Contrasts that demonstrate how one thing differs from another.
  7. Cause and effect details that demonstrate results or causation.
  8. Statistics that provide numeric evidence.
  9. Quotations that provide evidence from well known individuals or experts

Supporting Details and Transitions

A transition is a connecting word that describes a relationship between ideas. A strong paragraph moves seamlessly from the topic sentence into the supporting sentences and on to the concluding sentence. To help organize a paragraph and ensure that ideas logically connect to one another, writers use transitional words and phrases. They guide the reader through the document, clarifying relationships between sentences and paragraphs so that the reader can follow the logical order of ideas. Writers often add transitions during the revising stage of the writing process.

Below, Table 3.6.1 Types of Transitions provides examples of different types of transitions. Table 3.6.2 Meaning of Transitions provides an explanation of what transition words are signaling. In Chapter 6: Rhetorical Patterns, we will review the major types of rhetorical patterns with the corresponding transitions.

Table 3.6.1: Types of Transitions

Time

Place

Idea

Summarizing

Before long

On the patio

Another reason

Finally

Later that day

In the kitchen

Also

In conclusion

Late last night

At the cottage

In addition

To conclude

The next day

In the backyard

For example

To summarize

After a while

When we went to the store

To illustrate

In summary

Before long

Nearby

For instance

To sum up

Sometimes

Adjacent to

Likewise

In short

Following

Wherever

However

As you can see

Subsequently

Opposite to

In contrast

For these reasons

Table 3.6.2: Meaning of Transitions

Transition Word/Phrase:

Meaning:

and, also, again

More of the same type of information is coming; information expands on the same general idea.

but, or, however, in contrast

Different information is coming, information that may counteract what was just said.

as a result, consequently, therefore

Information that is coming is a logical outgrowth of the ideas just presented.

for example, to illustrate

The information coming will present a specific instance, or present a concrete example of an abstract idea.

particularly important, note that

The information coming emphasizes the importance of an idea.

in conclusion

The writing is ending.

When reviewing your essays for transitions, you might consider asking yourself: Does one topic lead naturally to another? How is the subject of each paragraph related to the subject of the next paragraph? After each claim, ask, “What does the reader need to know next?” You may need to rearrange the order of topics and/or break up larger paragraphs based on the ease of transition from one topic to the next.[2]

Instructions

  1. Read “The Election of Franklin D. Roosevelt.”
  2. Underline the transitions in each paragraph.
  3. Select 6 of the transitions from the text and explain what the transition is signaling, using the Meaning of Transitions Template below.
  4. Then complete the paragraph exercises excerpted from the text.

The Election of Franklin D. Roosevelt

Figure 3.6.1: President Franklin Roosevelt and First Lady Eleanor Roosevelt

By the 1932 presidential election, Hoover’s popularity was at an all-time low. Despite his efforts to address the hardships that many Americans faced, his ineffectual response to the Great Depression left Americans angry and ready for change. Franklin Roosevelt, though born to wealth and educated at the best schools, offered the change people sought. His experience in politics had previously included a seat in the New York State legislature, a vice-presidential nomination, and a stint as governor of New York. During the latter, he introduced many state-level reforms that later formed the basis of his New Deal as well as worked with several advisors who later formed the Brains Trust that advised his federal agenda.

Roosevelt exuded confidence, which the American public desperately wished to see in their leader. And, despite his affluence, Americans felt that he could relate to their suffering due to his own physical hardships; he had been struck with polio a decade earlier and was essentially paralyzed from the waist down for the remainder of his life. Roosevelt understood that the public sympathized with his ailment; he likewise developed a genuine empathy for public suffering as a result of his illness. However, he never wanted to be photographed in his wheelchair or appear infirm in any way, for fear that the public’s sympathy would transform into concern over his physical ability to discharge the duties of the Oval Office. Franklin Roosevelt brought a new feeling of optimism and possibility to a country that was beaten down by hardship. His enthusiasm was in counterpoint to Herbert Hoover’s discouraging last year in office.

Roosevelt also recognized the need to convey to the voting public that he was not simply another member of the political aristocracy. At a time when the country not only faced its most severe economic challenges to date, but Americans began to question some of the fundamental principles of capitalism and democracy, Roosevelt sought to show that he was different—that he could defy expectations—and through his actions could find creative solutions to address the nation’s problems while restoring public confidence in fundamental American values. As a result, he not only was the first presidential candidate to appear in person at a national political convention to accept his party’s nomination but also flew there through terrible weather from New York to Chicago in order to do so—a risky venture in what was still the early stages of flight as public transportation. At the Democratic National Convention in 1932, he coined the famous phrase: “I pledge myself to a new deal for the American people.” The New Deal did not yet exist, but to the American people, any positive and optimistic response to the Great Depression was a welcome one.

Hoover assumed at first that Roosevelt would be easy to defeat, confident that he could never carry the eastern states and the business vote. He was sorely mistaken. Everywhere he went, Hoover was met with antagonism; anti-Hoover signs and protests were the norm. Hoover’s public persona declined rapidly. Many news accounts reported that he seemed physically unwell, with an ashen face and shaking hands. Often, he seemed as though he would faint, and an aide constantly remained nearby with a chair in case he fell. In contrast, Roosevelt thrived on the campaign. He commented, “I have looked into the faces of thousands of Americans, and they have the frightened look of lost children.”

The election results that November were never really in question: With three million more people voting than in 1928, Roosevelt won by a popular count of twenty-three million to fifteen million. He carried all but six states while winning over 57 percent of the popular vote. Whether they voted due to animosity towards Hoover for his relative inactivity, or out of hope for what Roosevelt would accomplish, the American public committed themselves to a new vision. Historians identify this election as the beginning of a new Democratic coalition, bringing together African Americans, other ethnic minorities, and organized labor as a voting bloc upon whom the party would rely for many of its electoral victories over the next fifty years. Unlike some European nations where similar challenges caused democratic constitutions to crumble and give way to radical ideologies and authoritarian governments, the Roosevelt administration changed the nation’s economic fortunes with reforms, preserved the constitution, and expanded rather than limited the reach of democratic principles into the market economy. As a result, radical alternatives, such as the Fascist movement or Communist Party, remained on the margins of the nation’s political culture.

[3]

Excerpted from U.S. History by P. Scott Corbett, Ventura College Volker Janssen, California State University, Fullerton, John M. Lund, Keene State College, Todd Pfannestiel, Clarion University, Paul Vickery, Oral Roberts University, and Sylvie Waskiewicz. License: CC BY-NC

Assignment 1: Meaning of Transitions Template

Transition Word/Phrase Meaning
 

 

 

 

 

 

 

 

 

 

 

 

Assignment 2:

  1. Read through the excerpted paragraph.
  2. Underline the topic sentence.
  3. Reminder: Use the following questions to help you identify the topic, main idea, and topic sentence:
    1. What is the most important word(s) in this paragraph? > topic
    2. What does the paragraph say about this word? > main idea
    3. Which sentence explains the main idea of the paragraph best? > topic sentence
  4. Identify the main idea.
  5. List at least 5 supporting details in a numbered list (you can summarize them). Note: this selection has long sentences, and more than one supporting idea may be contained within each sentence.
  6. Explain how the supporting details support the main idea.

Roosevelt also recognized the need to convey to the voting public that he was not simply another member of the political aristocracy. At a time when the country not only faced its most severe economic challenges to date, but Americans began to question some of the fundamental principles of capitalism and democracy, Roosevelt sought to show that he was different—that he could defy expectations—and through his actions could find creative solutions to address the nation’s problems while restoring public confidence in fundamental American values. As a result, he not only was the first presidential candidate to appear in person at a national political convention to accept his party’s nomination but also flew there through terrible weather from New York to Chicago in order to do so—a risky venture in what was still the early stages of flight as public transportation. At the Democratic National Convention in 1932, he coined the famous phrase: “I pledge myself to a new deal for the American people.” The New Deal did not yet exist, but to the American people, any positive and optimistic response to the Great Depression was a welcome one.

Main Idea:

Numbered list of supporting details:

1.

2.

3.

4.

5.

Answer: How do the supporting details support the main idea?

Media Attributions


  1. https://open.ocolearnok.org/woscreadinghandbook/chapter/supporting-details/
  2. Egan, J., & The American Women's College. (n.d.). ENG114 KnowledgePath – Critical Reading and Response. Bay Path University. https://open.baypath.edu/eng114/chapter/kp-3-4a/
  3. U.S. History, Franklin Roosevelt and the New Deal, 1932-1941, The Election of Franklin Roosevelt. (n.d.). OER Commons. Retrieved August 8, 2025, from https://oercommons.org/courseware/lesson/15531/overview