In the previous lesson, we observed that the words that connect ideas are crucial for correctly understanding a text because they define the author’s thought flow. We also identified two categories of connections: Parallel connections and Supporting connections. Our objective in this lesson is to use these observations/tools to discern the main point(s) of a passage.
The primary idea the author wants to communicate
A statement that directly supports the Main Point
Sec⦁ond⦁ary Sup⦁port noun
a statement that supports another supporting statement
These definitions may seem obvious in their simplicity but they are no less important. They clarify that although an author may make several points, there is generally one primary idea at the core to which all the other points are related.
The castell
This is a castell—a human tower—part of a competition in Spain, in which the ‘castellers’ work as a team to build the highest stable tower, culminating in the crown at the top made by the canalla (i.e. young children). Successfully placing the crown at the top is the main point of the castell.
At the base are some very strong men forming the pinya. At each stage moving up, there are people who directly support the ones above, providing what we could call, “primary support.” There are also many individuals who do not directly bear the weight above them but rather, provide support for those who are. These we could call “secondary support.”
So it is in a written text. In each unit, the author may have one or two main points and all the other details support the main point. But not all the details will support the main point directly. There may be two or more layers of supporting statements. An important task in your study will be to sift out these layers of support and identify the main point.
An important clarification
Be careful to note that the labels “main point” and “supporting points” do not make the supporting points less important. Just as the castellers providing lateral support are vital to the whole structure—in fact, remove them and the tower collapses completely—so too, the supporting elements of a written text are vital to the author’s intended meaning.
An example
Let’s look at 2 Corinthians 4:2 as an example:
(a) But we have renounced disgraceful, underhanded ways.
(b) We refuse to practice cunning
(c) or to tamper with God’s word,
(d) But by the open statement of the truth
(e) we would commend ourselves to everyone’s conscience in the sight of God
The main point Paul wants to communicate is stated in the last line, namely, that he wants his ministry to be open to public scrutiny; he has nothing to hide. Paul has offered two primary supports for this statement. Working from the bottom up, the first support is in line d. The means by which he has commended himself to others is by a clear proclamation of his message, open for all to hear. Line a also supports his main point by making a contrast: Paul has, in fact, taken a firm stance against any deceitful methodologies. This point is then itself reinforced by two secondary supports which give specific details to fill out what he means. In line b, Paul tells us that he refused to use clever trickery; and in line c, that he has refused to change, shift, or adjust God’s word.