Word and Phrase Meaning in Context
What’s Tested:
- Determining the intended meaning of a specific term in its exact context
- Differentiating between a general definition and a specialized or nuanced usage
- Understanding technical, abstract, or discipline-specific language
How to Build the Skill:
- Read articles from sources like Smithsonian, Scientific American, or The Atlantic
- Practice paraphrasing unfamiliar terms in your own words based on surrounding context
- Study how words can change meaning subtly in academic or formal writing
Sample Question:
As used in line 31, the word “mediated” most nearly means: A. resolved B. filtered C. interrupted D. negotiated (Correct answer: B – based on context about how technology “mediates” social interaction.)
Author’s Tone and Purpose
What’s Tested:
- Identifying the author’s reason for writing: to explain, analyze, persuade, critique, etc.
- Recognizing tone: neutral, skeptical, concerned, enthusiastic, etc.
- Distinguishing between objective reporting and subjective commentary
How to Build the Skill:
- Ask yourself while reading: Is the author trying to inform me or argue a point?
- Pay attention to verbs and adjectives that convey tone
- Practice describing tone in one word after reading short nonfiction pieces
Sample Question:
The author’s tone in the final paragraph can best be described as: A. disapproving B. analytical C. celebratory D. dismissive (Correct answer: B – the author is breaking down a concept logically, not emotionally.)
Point of View and Perspective
What’s Tested:
- Understanding whose perspective is being presented—whether it's the author's, a researcher’s, or a subject's
- Recognizing bias or assumptions that shape the information
- Tracking shifts in perspective across the passage
How to Build the Skill:
- Ask: Does the author express their own views or cite others?
- Identify whether the text is neutral reporting or has a viewpoint
- Practice summarizing each paragraph’s perspective in your own words
Sample Question:
The author presents the researchers’ perspective in order to: A. contrast it with her own conclusions B. explain the historical context of a problem C. support her central argument D. question the reliability of the data (Correct answer: C – based on language that affirms the researchers’ findings.)
Structure and Organization
What’s Tested:
- Analyzing how the structure of the passage supports its purpose
- Recognizing when an author uses examples, contrasts, definitions, or cause-effect reasoning
- Understanding how paragraphs and sections relate to each other
How to Build the Skill:
- Practice outlining social science articles: What is the function of each paragraph?
- Look for signpost words: however, therefore, for example, in contrast
- Ask: Is this part defining, proving, questioning, or comparing something?
Sample Question:
The third paragraph primarily serves to_:_ A. introduce a counterargument B. present supporting evidence C. define a central concept D. outline a historical development (Correct answer: B – the paragraph provides studies that support a claim introduced earlier.)
Use of Rhetorical and Analytical Techniques
What’s Tested:
- Interpreting the use of analogy, comparison, repetition, hypothetical examples, or statistics
- Understanding how a technique is used to clarify or persuade
- Evaluating how effectively an argument is structured
How to Build the Skill:
- Study nonfiction opinion essays or op-eds—note how authors build arguments
- When you see a statistic or comparison, ask: What point is this meant to prove?
- Look for patterns: repetition, parallel structure, or strategic contrasts
Sample Question:
The comparison in lines 40–45 serves primarily to: A. suggest an alternative theory B. illustrate a complex concept in familiar terms C. challenge the reader’s assumptions D. weaken the credibility of a source (Correct answer: B – a complex process is compared to something everyday to aid understanding.)