Skimming is a reading technique used to quickly find the main ideas or general meaning of a text without reading every word. When skimming, you focus only on important information and skip details.
This skill is useful for reading non-fiction texts, newspapers, and long articles, especially when you need to save time.
For the IELTS Reading test, you need to skim a reading passage first to get an overview of a paragraph. Questions like matching headings, matching information from the paragraphs… is always faster when skimming.
Also, once you have skimmed and identified the main idea of each paragraph, you will find it much easier to scan (to locate specific information) and read intensively for detail (to understand detail to answer the question).
How do you skim?
To skim, let your eyes move quickly across and down each paragraph of the passage. To do this, you might use a pencil to guide you. And yeah, don’t forget to underline important words.
To skim effectively, you first need to understand the basic structure of a paragraph, as this will give you a better idea of how to locate the main idea and supporting details in a paragraph.
Paragraph Structure= main idea + supporting details
Each paragraph contains one main idea which is introduced in the topic sentence of the paragaph, but not always the first sentence of the paragraph. The other sentences in the paragraph are called supporting sentences because they support the main idea by adding information or by giving evidence or examples to explain the main idea.
Therefore, while you are skimming, it is important to read the topic sentence of each paragraph slowly. You can then speed up when you skim the rest of the paragraph to note the supporting details and/or examples.
Let’s analyze the following paragraph from a passage Culture and Learning.
| Culture and Learning (1) Every culture has its own distinctive conventions regarding what should be learned and how learning should take place. (2)These conventions form a largely unquestioned base to the culture’s systems of primary, secondary and tertiary education. (3) In one culture, students may be encouraged to collaborate with their fellow students, while in another culture this activity may be prohibited. (4) In some societies, students are discouraged from asking questions, while in others they may be required to do so as part of their formal assessment. (5) In some countries, a university lecturer provides students with all the information that they are required to learn; in others, students are required to collect data independently. | Structure(1) Topic sentence: The words ‘culture‘ and ‘learning‘ relate to the topic of the passage. The words ‘own distinctive conventions‘ give information about the topic. From the topic sentence, we form the idea that the paragraph is about ‘how each culture has its own conventions about learning.’ (2) Supporting idea: states why cultures have these conventions about learning. (3) Example 1. Compares cultures in regard to the convention of student collaboration. (4) Example 2. Compares cultures in regard to the convention of asking questions. (5) Example 3. Compares cultures in regard to the convention of providing information to students. |
What is the process of skimming?
| Step 1: Read the first sentence or find the topic sentence of the paragraph and underline key words. ⇩ |
| Step 2: Form an idea of what the main idea of the paragraph is, based on the key words of the topic sentence. ⇩ |
| Step 3: Skim the rest of the paragraph. As you are skimming, underline key words that are related to the main idea from the topic sentence. Circle other important information such as people, places, time expressions or numbers. This type of information is often an answer to a question, and circling it makes it easier to locate. ⇩ |
| Step 4: Write down a few words next to each paragraph to help you remember what the main idea of the paragraph is. ⇩ |
Demonstrating the skimming process
Let’s look at Mr Yuvraj’s approach of skimming process using the four-step skimming process below.
| Paragraph A Comics, or something very similar to them, have been used as tools for instruction for thousands of years. Sequential or serial art—a series of images that convey a narrative—has existed almost as long as human civilization itself. Long before written language was developed, humans relied on visual storytelling to share knowledge, such as depicting a successful hunt or important cultural rituals. In prehistoric caves such as those in Lascaux, France, early humans created detailed wall paintings that illustrated simple stories, likely used to teach or preserve traditions. These early visual stories functioned as educational aids for those who could not read or write. |
| Step 1: Read the Topic Sentence and Identify Key Words Start by reading the first sentence of the paragraph, which is often the topic sentence. Underline the key words that help you understand the general meaning. ✅ Key words to underline: used for instruction for thousands of years 🔍 Tip: You can also underline topic words like comics or used, but they are often repeated, so focus more on unique and informative words. |
| Step 2: Identify the Main Idea Using Question Words Based on the key words, try to form a main idea of the paragraph. Use question words (Who? What? When? Where? Why? How?) to guide your thinking. Example Thought Process: “How have comics been used?” → For instruction in education “How long have comics been used this way?” → For thousands of years ✅ Main idea of Paragraph A: Comics have been used for instructional purposes for thousands of years. |
| Step 3: Skim the Rest of the Paragraph and Mark Key Details Now, quickly skim the rest of the paragraph and do the following: Underline words and phrases that support the main idea Circle any names, places, time expressions, or numbers — these often answer specific questions Examples of what to underline: drawing, story of a hunting success, cave paintings, aid to storytelling Examples of what to circle: Before the invention of writing (time) Lascaux, France (places) 🔍 Tip: Focus only on words that relate to the main idea or give supporting examples. |
| Step 4: Summarise the Paragraph in a Few Words Write a brief note next to the paragraph to help you remember its main idea. This could be: A question: How long were comics used? A phrase: Instruction through comics A partial sentence: Comics used for instruction for thousands of years ✅ There are no right or wrong words here — just write what helps you recall the main point clearly and quickly. |