16 Writing a Topic Sentence for a Response
Learning Outcomes
- Draft a topic sentence for a response paragraph.
- Revise the topic sentence to make it clear, specific, and meaningful.
A written response should begin with a clear, specific statement that accomplishes one of the following:
- It states your position or opinion about the article, the writing, or an issue or topic within the article; or
- It states your connection to some idea(s) from the text.
This statement is the topic sentence; it will express the main idea of your response.
Writing this sentence is more challenging that you might initially think. The idea may be clear in your mind, but sometimes it is a struggle to clearly express that idea to others. See the exercise below to help you draft your topic sentence.
Practice 1: Express Your Main Point
In Practice 2 of the previous chapter, you chose an idea from your brainstorming to write about in your response. Now, write that idea in a topic sentence. Keep rewriting, rewording, and rephrasing until you are happy with the statement of your idea. It may take five or ten minutes to write this sentence. That doesn’t mean you are slow or can’t do it; it means you are working hard to clarify your idea. Stick with it. The end product will be worth your time.
Share your sentence with a peer. Ask your peer if your sentence is clear or needs further revision.
NOTE ~ Make sure the topic sentence does not simply restate an idea from the article; it should convey an opinion and/or personal connection.
Revise the Topic Sentence
You and your peer may have decided that your topic sentence is clear, but does it sound the way it should when it is written in academic work? It may (or may not) need further revision to make it sound less conversational and more formal and academic.
Consider the topic sentences in the next two charts. Each was revised multiple times to make it clear, specific, assertive, and academic. The left column includes the different versions of the topic sentence, starting with the earliest and progressing to a final, revised version. In the right column is the student’s thought process when evaluating each version of the topic sentence. (The examples are topic sentences developed from the response questions in the previous chapter for the article “Students Perceive Themselves As a ‘Math Person’ or a ‘Reading Person’ Early on – and This Can Impact the Choices They Make throughout Their Lives.”)
Topic Sentence Stating a Personal Connection
Topic Sentence |
Student’s Thought Process during Revision |
| Version 1:
My experience is different from the article. |
This sentence seems too vague. My experience with what? And how is it different? Why does that matter? I need to be more specific. |
| Version 2:
Unlike what the author describes in the article, I viewed myself as skilled in both math and language. |
I have stated how my experience is different but I didn’t say “what the author describes” or who the author is. I need to add that to my sentence. |
| Final Version:
Although Wan reports that many students view themselves as skilled in either math or reading but not both, my experience has been the opposite and demonstrates that there are exceptions. |
This is a better topic sentence. I have referred to the article and stated how my experience relates. |
Topic Sentence Stating an Opinion or Position
Topic Sentence |
Student’s Thought Process during Revision |
| Version 1:
I agree with the author that tracking might be a problem. |
That sounds a little wishy-washy because of “might.” Maybe I need to be more assertive and say it IS a problem. I think I need to take out the first person “I” pronoun, too. I seem to remember that I am supposed to use third person in academic writing unless I am writing about my experience. |
| Version 2:
As the author emphasizes, tracking is a problem. |
Yes, tracking is a problem. But it could be a problem in many ways. I think I need to be more specific about the problem it is causing. This sounds like I’m restating an idea from the article instead of stating my opinion. |
| Version 3:
The author brings needed attention to tracking in schools and how it can negatively impact students’ perceptions of their skills. |
I think I am getting there. It still needs a more assertive tone. I should probably include the author’s name so the reader knows who I’m talking about. |
| Final Version:
Based on Wan’s research, school leaders need to address the potentially harmful impact of tracking on students’ perceptions of their skills. |
I am satisfied with this draft topic sentence. It states my opinion in third person. It is specific, and I referenced the article using the author’s name so that the basis for my opinion is clear. |
Notice that each version above had significant rewrites – not just small changes. Be prepared to significantly rewrite your topic sentence if needed. Significant revision is not always required but will be in some situations.
Practice 2: Revise Your Topic Sentence
Revise your topic sentence, if needed, to make it sound more academic.
Don’t give up; this requires Grit. You may still have to revise this sentence after writing a draft of the complete response. That’s okay. One wonderful aspect of writing is that you don’t have to get it right the first, second, or even tenth time. You can rework it as many times as you want.
Sometimes, you may feel stuck and need to move ahead to the next step of determining the support and writing the paragraph in order to find clarity about your topic sentence. That is okay. You can work on the pieces of your response out of order as long as you have established the one idea that is the focus of your response.
In the next chapter, you will learn how to generate support for your topic sentence.