Word and Phrase Meaning in Context
What’s Tested
- Determining what a specific word or phrase means within the unique style of each passage
- Understanding how the same or similar terms might carry different emotional or analytical weight across the two texts
How to Build the Skill:
- Treat each passage independently first—don’t assume terms are used identically
- Use context clues to assess tone and connotation
- Focus on how the author’s attitude affects word choice
Sample Question:
As used in Passage A, the word “access” most nearly means: A. ability to approach B. right to use C. barrier to entry D. exposure to opportunity (Correct answer: D – because Passage A frames access in terms of equity and social benefit)
Author’s Tone and Purpose
What’s Tested:
- Interpreting each author’s purpose—to argue, reflect, critique, inform, etc.
- Comparing how their tones differ (e.g., analytical vs. emotional, formal vs. conversational)
How to Build the Skill:
- After reading each passage, ask: What is this author trying to do?
- Pay attention to emotional cues (exasperation? amusement? optimism?)
- Think: How would each author react to the other’s ideas?
Sample Question:
_The tone of Passage A is best described as ______, whereas the tone of Passage B is more _____. A. critical... dispassionate B. personal... analytical C. skeptical... admiring D. nostalgic... defensive (Correct answer: B – based on A being memoir-like and B citing studies and logical argument)
Point of View and Perspective
What’s Tested:
- Understanding each author's position on the issue, including their assumptions, evidence, and values
- Recognizing bias, worldview, or disciplinary lens (scientist vs. philosopher, for example)
- Seeing where the authors agree or diverge
How to Build the Skill:
- Summarize each author’s main claim and supporting ideas
- Look for phrases like “some believe…” vs. “I argue that…”
- Ask: Would these authors agree or challenge each other? On what grounds?
Sample Question:
Both authors would most likely agree that: A. access to public goods should be limited to those who can pay B. science alone cannot resolve questions of public value C. there is no consensus on the role of art in education D. government policy can shape cultural participation (Correct answer: D – a point both authors mention from different angles)
Structure and Organization
What’s Tested:
- Analyzing how each passage develops its argument or narrative
- Recognizing whether the authors use personal experience, logical reasoning, research findings, or analogy
- Understanding differences in structure (e.g., A is cause-effect; B is problem-solution)
How to Build the Skill:
- Create a mini-outline for each passage as you read
- Ask: What is the strategy here—example? contrast? buildup to a point?
- Compare how the authors introduce and support their ideas
Sample Question:
Compared to Passage A, Passage B relies more on: A. emotional appeals B. empirical evidence C. personal anecdote D. historical analogy (Correct answer: B – if Passage B cites data and Passage A is more opinion-based)
Use of Rhetorical and Analytical Techniques
What’s Tested:
- Understanding how each author uses examples, comparisons, rhetorical questions, or hypothetical scenarios to persuade or explain
- Evaluating how techniques differ across the passages (e.g., A uses metaphor, B uses stats)
- Recognizing how each technique contributes to credibility or emotional appeal
How to Build the Skill:
- Identify key rhetorical strategies in each passage
- Ask: Why this strategy? How does it affect the reader?
- Compare: Which author appeals more to logic? Which to emotion or values?
Sample Question:
Which of the following rhetorical strategies is used in Passage B but not in Passage A? A. A direct appeal to the audience B. Citation of authoritative sources C. Repetition for emphasis D. A metaphor drawn from nature (Correct answer: B – if B includes research or expert quotes and A doesn’t)