Word and Phrase Meaning in Context
What’s Tested:
- Determining the precise meaning of a word or phrase based on surrounding content
- Understanding terms with a specific scientific nuance (e.g., “conserved,” “significant,” “theory”)
- Avoiding overgeneralization—choosing the meaning that fits this context, not just what you “know”
How to Build the Skill:
- Read popular science sources (Scientific American, Quanta Magazine, etc.)
- Look for technical terms used in non-technical ways (e.g., “mutation” used metaphorically)
- Practice defining unfamiliar words using only context clues
Sample Question:
As used in line 44, the word “significant” most nearly means: A. notable B. statistically meaningful C. large in magnitude D. unpredictable (Correct answer: B – because the passage discusses scientific results and statistical reliability.)
Author’s Tone and Purpose
What’s Tested:
- Identifying whether the author is informing, explaining, analyzing, or cautiously speculating
- Recognizing tone, which may be neutral, enthusiastic, skeptical, or cautiously optimistic
- Distinguishing between facts and interpretation or uncertainty
How to Build the Skill:
- Pay attention to verbs (e.g., “suggests,” “confirms,” “challenges”) and qualifiers (e.g., “may,” “likely”)
- Ask: Is the author presenting a settled fact or an open question?
- Practice summarizing an author's stance on a theory or discovery
Sample Question:
The author’s tone in the final paragraph is best described as: A. speculative and hopeful B. dismissive of alternative theories C. critical and impatient D. celebratory and exaggerated (Correct answer: A – the author discusses future applications cautiously but with optimism.)
Point of View and Perspective
What’s Tested:
- Recognizing whether the passage reflects the author’s analysis, scientific consensus, or conflicting views
- Tracking when the author reports others’ theories vs. offers interpretations
- Understanding bias or uncertainty in how information is presented
How to Build the Skill:
- Note shifts like: “Some researchers believe…” or “One interpretation is…”
- Ask: Is the author neutral or invested? Is this an overview or an argument?
- Compare perspectives presented—do they align or compete?
Sample Question:
The passage suggests that the researchers cited in paragraph 3 believe: A. existing models are inadequate B. current findings confirm long-standing predictions C. the experiment lacked proper controls D. additional data will likely reverse initial conclusions (Correct answer: A – they present an alternative hypothesis.)
Structure and Organization
What’s Tested:
- Analyzing how the passage is structured to present scientific information
- Recognizing when the author uses problem-solution, cause-effect, comparison, or chronology
- Understanding how one paragraph builds on or contrasts with another
How to Build the Skill:
- While reading, jot down the function of each paragraph (e.g., “introduces background,” “presents debate”)
- Look for structural signals like: "however," "in contrast," "as a result," "next"
- Ask: Is the author explaining a process? Contrasting findings? Building an argument?
Sample Question:
Which of the following best describes the function of the second paragraph? A. To introduce a new scientific model B. To describe a method for collecting data C. To explain why previous studies were flawed D. To provide historical background (Correct answer: D – based on a summary of early theories and experiments.)
Use of Rhetorical and Analytical Techniques
What’s Tested:
- Interpreting how authors use analogies, comparisons, hypotheticals, and examples to explain complex ideas
- Recognizing the purpose behind statistics or quoted experts
- Understanding how a device helps clarify or strengthen the explanation
How to Build the Skill:
- Practice identifying when and why the author switches to a metaphor or simple comparison
- Ask: How does this help the reader understand the science?
- Notice when a quote or statistic is used to prove vs. illustrate
Sample Question:
The comparison of the cell membrane to a “security checkpoint” (line 18) primarily serves to: A. emphasize the impermeability of biological structures B. criticize how scientists have misunderstood cell behavior C. simplify a technical concept for general readers D. introduce a debate about molecular biology (Correct answer: C – it’s a metaphor that makes cell transport easier to grasp.)