CHAPTER 5
Informational Texts
Many of the reading passages that appear on the GED® test are informational (nonfiction) texts. That is, they relate to real people and real events and are not taken from literature. Informational texts can include letters, speeches, reports, newspaper and magazine articles, and general texts on nonfiction topics in areas such as science or social studies. A certain number of the informational texts will be historical documents. Reading and analyzing informational texts is different from analyzing literary texts. You will be asked to use different reading skills and to answer different kinds of questions.
Foundational Texts
Many of the historical documents that appear on the GED® test are what are called foundational texts; that is, they are documents related in some basic way to the history of the United States. You may encounter selections from the Bill of Rights, the U.S. Constitution, and other similar texts dating from the early history of this country.
Here is an example of a foundational text.
Directions: Read the following text, which is excerpted from the Bill of Rights of the United States Constitution. Then answer the question.
Amendment I
1 Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Amendment II
2 A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.
Amendment III
3 No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.
Amendment IV
4 The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
What is the main idea of Amendment IV?
A. People may be subjected to unreasonable searches under certain circumstances.
B. People have the right to be free from unreasonable searches.
C. Unreasonable searches are permitted if done in certain ways.
D. The government has the right to administer unreasonable warrants.
Choice B is the correct answer. A thorough reading of this amendment will tell you the main idea.
Inferring Relationships Between Ideas
In nonfiction texts in particular, writers connect ideas in certain ways in order to make a point or advance a thesis. Some of the ways that ideas are connected are:
• Cause and effect
• Compare and contrast
• Parallel ideas
Cause and Effect
Ideas are often connected to each other by cause and effect. This means that one idea (or event or trend) is the cause of a second idea (or event or trend). The second idea is the effect that results from the first idea.
This kind of relationship is often found in nonfiction, and in particular, speeches.
Directions: Read the following passage, and then answer the question.
1 Fellow citizens, I come here today to plead my case. Today in our state people do not have enough jobs. The unemployment problem will not be solved until we get our weak economy moving again. Other politicians talk about strengthening the economy, but they have no plan to make it happen. That is why I am proposing new measures that will positively affect the economy and the job outlook. They will impact your well-being directly.
2 Vote for me this November because I promise to do what is needed to stabilize the economy and create more jobs.
What cause-and-effect relationship exists in the passage?
A. between job growth and politicians
B. between a weak economy and a lack of jobs
C. between politicians and a strong economy
D. between a lack of jobs and a strong economy
Choice B is the correct answer. The speaker claims that there is a direct cause-and-effect relationship between the lack of jobs and a weak economy. It is an explicit relationship. It is stated in the text.
Read the next passage and look for a cause-and-effect relationship.
Directions: Read the following passage, and then answer the question.
1 Baking a perfect loaf of French bread, or baguette, is a complicated process, but you will decide it is well worth the effort once you enjoy a sandwich made with your fresh, delicious bread. If you are trying to make French bread for the first time, it is important that you follow all the recipe directions exactly. Make sure you have all the necessary ingredients and equipment handy before you start. One mistake many inexperienced bakers make is not kneading the bread dough long enough. It might not seem necessary, but kneading the dough is critical. The kneading process is what allows gluten to form, and gluten is what gives French bread its light texture. However, there is such a thing as too much kneading. If you knead dough for longer than is recommended in the recipe, your bread will have a dense, unappealing texture.
What cause-and-effect relationship exists in this passage?
A. between kneading dough and the formation of gluten
B. between baking French bread and enjoying sandwiches
C. between following the recipe and baking perfect bread
D. between kneading bread and producing a dense texture
Sandwiches, recipes, and textures are all mentioned in this passage, but the only direct cause-and-effect relationship noted is between kneading dough and the formation of gluten. Kneading causes the formation of gluten. Choice A is correct.
Compare and Contrast
Oftentimes an author uses a compare-and-contrast relationship between ideas in a passage. In making this kind of relationship, the author explains how two ideas are alike or different.
Directions: Read the following passage, and then answer the question.
1 Animals hunt in different ways. Some animals hunt with their noses. Dogs can smell food even if it’s far away. Bats hunt with their ears. Bats can catch insects in the dark.
2 Falcons hunt with their sharp eyes. They fly high above the earth. They can see a small movement in the grass. They zoom down and catch a little mouse.
3 Rattlesnakes hunt in a different way. They can tell if there is something warm near them. They go through the grass very quietly. They find a mouse. They can’t see it, but they can feel the heat from the mouse. One quick bite from the snake and the mouse becomes lunch.
What ideas are being contrasted in the passage? The different ways animals
A. see
B. hear
C. hunt
D. move
Choice C is the correct answer. These are the ideas that are being contrasted. That is how they are related.
Parallel Ideas
A parallel relationship is a way of equating two ideas so that they are presented in an equal or parallel form. It is often used to make a dramatic point and is found frequently in speeches.
One famous example of parallelism is found in President John F. Kennedy’s Inaugural Address, given in 1961:
Ask not what your country can do for you—ask what you can do for your country.
Here two ideas are linked together in a parallel form; this gives them a dramatic sense as well as a rhythmic quality.
Following are two other examples of parallelism. It is good to be able to recognize it when it occurs.
The first is from “Of Studies” by the English philosopher Francis Bacon (1561–1626):
Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider.
The second is a quotation from the French Novelist Albert Camus (1913–1960):
Those who write clearly have readers; those who write obscurely have commentators.
Author’s Viewpoint and Purpose
The author’s viewpoint is what the author thinks about the topic that she or he is presenting. The author’s viewpoint may be directly stated, or it may be concealed. If it is concealed, it is up to the reader to look for hints that indicate the author’s viewpoint.
Directions: Read the passage, and then answer the question.
1 The Romanian capital of Bucharest was officially founded in 1495 by Prince Vlad Tepes. This beautiful city, on the banks of the Dambovita River, became prominent as the city from which he governed. While Prince Vlad was notorious for his cruel treatment of his enemies—his reputation inspired the Irish writer Bram Stoker to create the fictitious Count Dracula—he was a wise and brave defender of the people over whom he ruled.
Which statement below best reflects the author’s view of Vlad Tepes? He thinks that
A. Prince Vlad was a poor ruler.
B. Vlad Tepes was not to be feared by anyone.
C. Vlad Tepes has been unfairly portrayed.
D. Count Dracula was not nearly as terrifying as Vlad Tepes.
Choice C is correct. In describing Prince Vlad as a wise and brave ruler, the author is suggesting that Vlad’s reputation as a cruel and violent man is one-sided and only part of the story. Clues like this will help you figure out the author’s viewpoint.
The author’s purpose is what the author hopes to accomplish by writing a text. An author may want to entertain, express feelings, inform, or persuade.
Directions: Read the passage, and then answer the question.
1 Until fairly recently in human history, the most popular medical remedy for all manner of ailments was bloodletting. Leeches were placed on the patient’s skin and allowed to drain from twelve to eighty ounces of blood. Bloodletting was routinely used to treat outbreaks of yellow fever in the eighteenth century. George Washington’s troops, for example, were regularly leeched, though the process could not have helped soldiers who were already weakened by cold and an inadequate diet.
2 Finally, in the last century, a French doctor decided to find out if bleeding really did help. He observed 134 patients with a variety of diseases and concluded that bloodletting was no help at all. After that, the practice dwindled. Today there are only two or three conditions for which modern medicine might use bloodletting. Bloodletting can be used to reduce a bloody swelling or an abnormal buildup of iron in the blood.
Why did the author write this passage?
A. to inform readers about a subject
B. to persuade readers to do something
C. to explain to readers how to solve a problem
D. to give directions on how to perform a task
Choice A is clearly the correct answer. The author’s purpose is to inform readers about the topic of medical bloodletting. The author is not making any attempt to persuade readers to do something, to explain how to solve a problem, or to give directions on how to perform a task.
An author will often make his or her purpose clear to the reader, but not always. An author who wants to persuade a reader to do something may hide the real purpose of what is being said. That is why it is important to ask yourself, “Why did the author write this text? What is the author’s purpose for writing this?” Once you understand the author’s purpose, it is much easier to understand the meaning of a text.
Directions: Read the following letter. Then answer the question.
1 Dear Rosa:
2 The Spring Book Sale is a great event. It has been held for the past 10 years, and we hope the tradition will continue for at least another 10 years. Alice Mann was the person to organize the first book fair. Without her selfless work, the library would be in much more difficult financial straits than it is today.
3 The event is fun for everyone who participates, including those who volunteer at the booths. Although some people complain that it’s a lot to ask of people to give up a Saturday for a cause like raising money for the local library, I think you would agree that it is a rewarding experience.
4 This year we are looking for someone to coordinate the fair. I understand you have experience doing such a thing. Would you consider taking on the post? I will give you a call later in the week to discuss this in greater detail.
5 Best wishes,
6 Tonia Rogers
What is the author’s purpose for writing this letter?
A. to tell about the history of the Spring Book Fair
B. to ask if Rosa would coordinate this year’s fair
C. to point out how much fun it is to volunteer for the Spring Book Fair
D. to explain that the Spring Book Fair benefits the library’s finances
Although all of the choices are mentioned in the letter, the true purpose of the letter is to ask Rosa to coordinate the fair. You have to look beyond the many topics that are discussed to realize why Tonia Rogers wrote the letter.
Analyzing Arguments
Persuasive texts, such as speeches, use arguments to try to convince the reader to believe something or to do something. Learning to recognize and analyze arguments is an important skill when reading this kind of text. There will be many questions on the GED® about the kinds of arguments that are used in a text. You will need to recognize whether arguments are based on sound reasoning, or whether they merely reflect the writer’s opinion.
Directions: Read the following text, which is excerpted from President Franklin Delano Roosevelt’s First Inaugural Address, given during the Great Depression of the 1930s. Then answer the questions.
I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our Nation impels. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days.
What argument is President Roosevelt making?
A. At no time in history have Americans faced such grave problems.
B. The American people are unable to master their fears.
C. The United States will surely overcome its current problems.
D. The American people do not want President Roosevelt to be honest about the country’s difficulties.
Choice C is the correct answer. Roosevelt argues that whenever the United States has faced problems, the American people have met the challenge.
Which quotation from the text supports the argument?
A. “I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our Nation impels.”
B. “This is preeminently the time to speak the truth, the whole truth, frankly and boldly.”
C. “This great Nation will endure as it has endured, will revive and will prosper.”
D. “In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory.”
Choice C is the correct answer. This is the only sentence that supports the main argument of the passage.
Fact Versus Opinion
When analyzing arguments, you need to decide which claims are based on fact and which ones are based on opinion. Claims based on fact can be proven; claims based on opinion cannot be proven. Here are some examples:
These are obvious examples of fact and opinion. Sometimes it is more difficult to discern which is which, especially in a longer, more complicated passage.
When analyzing more complicated passages, it is often helpful to separate what is factual from what is based on opinion.
Directions: Read the following text, which is based on the autobiographical writings of the 19th-century African American social reformer Frederick Douglass. Then answer the question.
1 When African Americans traveled by train in the pre–Civil War era, they were consigned to separate and inferior compartments, a demeaning experience which infuriated Douglass. Whenever he traveled by train, he made a point of occupying the most luxurious compartment in the white section.
2 On one memorable occasion, Douglass was traveling by train through Massachusetts, comfortably seated in a carriage reserved exclusively for Caucasian passengers. The conductor ordered him to leave and Douglass, when told that the reason was the color of his skin, gave no sign of complying but simply leaned back comfortably in his chair. Soon six rough-looking trainmen appeared, and when Douglass still gave no sign of leaving, they seized him. Douglass simply wrapped his arms and legs around the seat. The six men heaved and struggled. Finally they managed to work their opponent free, but not before large chunks of the seat were ripped out.
3 In the days that followed, Douglass stayed in the nearby town of Lynn, where his ejection from the train was the exclusive topic of conversation. Indeed, Lynn’s railway superintendent, fearing further disturbances, commanded that all trains should bypass his town until he could learn what Douglass would do next. Accordingly, for the next few days, trains dashed through Lynn without stopping.
Which statement is based on opinion?
A. African Americans were given train seats separate from Caucasian passengers.
B. The conductor ordered Douglass to leave his seat, but Douglass did not do so.
C. The trainmen tried to seize Douglass and take him out of his seat.
D. In the town of Lynn, people talked about nothing but the incident.
Choice D is the statement that is based on opinion rather than fact. This is the author’s opinion. The other statements describe specific things that actually happened.
Source Reliability
When analyzing arguments, you first need to know if the information that is being presented is true. To do that, you need to be able to judge whether or not the source of that information is reliable. Many writers use information from sources that are not reliable. For example, when writers gather information from random Internet websites, some (or even much) of that information may not be true. When you are analyzing a writer’s argument, look to see whether the writer’s information comes from a trustworthy source.
Judging whether or not something or someone is a trustworthy source is tricky because bias can creep into almost any source and make the information presented unreliable. Bias means a tendency to lean toward one side over another. This can be as simple and clear as someone favoring one sports team over its rival. Sometimes it can be more difficult to detect, especially if the bias stems from a prejudice that the author is not even aware of. (For more information on bias, please see “Author’s Response to Conflicting Viewpoints and Bias” later in this chapter.) When evaluating source reliability, it is important for you to think about the author of the source you are evaluating and ask yourself what kind of background and motive the author might have.
You are reading an article about the American Revolution’s Battle of Lexington and Concord. The author cites several sources that she has used for information. Which of the following is the most reliable source of factual information about the battle?
A. a scholarly article on the battle published in a prominent academic journal
B. a letter by defeated British General Thomas Gage describing the battle to King George III
C. an Internet site on which amateur Revolutionary War history buffs post commentary
D. American writer Henry Wadsworth Longfellow’s 1860 poem “Paul Revere’s Ride”
Choice A is the most reliable. Because students and fellow scholars will read articles in academic journals, the authors of these articles stake their reputations on the quality of their work. They must strive to present a balanced and well-supported argument. Similarly, a history textbook would be considered a reliable source.
Choice B presents an interesting case in point for evaluating sources. A letter by the general commanding the British in the battle would be considered a primary source. That means the source is a direct product of the events it relates to. Diary entries, letters, speeches, government documents, court proceedings, and so forth are all primary sources. Because primary sources are direct products of the events they relate to, sometimes they are wrongly seen as more reliable than secondary sources—sources that rely on primary sources in order to construct an argument or analysis. However, this is not always true. Personal documents such as letters, diary entries, and eyewitness accounts are reflections of the people who wrote them. For example, General Thomas Gage was defeated by American colonists. We have reason to be concerned that his letter to King George III might paint a picture of the battle that overlooks mistakes he made and paints a favorable picture of his actions. Therefore we cannot consider his letter the most reliable source of factual information about the battle. It could be a very useful source for other purposes, but not for establishing the facts of the battle. In this case, choice A, a secondary source, is the best option.
Choice C is potentially unreliable because posts on a website for amateur history buffs may or may not be reviewed by an expert. There is a high likelihood that there will be factual inaccuracies in the posts and that personal bias will be reflected in the material on the site.
Choice D is a literary work written by an American decades after the Battle of Lexington and Concord. A poem is rarely the best source for historical information, and you would be correct to be concerned that a poem written by an American long after the battle it describes is probably not 100 percent reliable.
Look at the descriptions of source material below. Identify each as either a primary source or secondary source, then decide whether the source is reliable or unreliable for the purpose stated:
1. The text of the Declaration of Independence used to describe the grievances of American colonists against the British government. Primary or secondary? ________ Reliable or unreliable? ________
2. An eyewitness account of the terrorist attacks of September 11, 2001, in New York City used to make an argument about the effectiveness of citywide efforts to rescue victims. Primary or secondary? ________ Reliable or unreliable? ________
3. A dramatic film about the leaders of civil rights protests in the United States in the 1960s used to support an argument about the passage of the Voting Rights Act of 1965. Primary or secondary? ________ Reliable or unreliable? ________
4. Holocaust survivor memoirs published by the United States Holocaust Memorial Museum used to describe conditions in Nazi concentration camps during World War II. Primary or secondary? ________ Reliable or unreliable? ________
In example 1, the source is primary and, for the purpose described, it is a reliable source. The Declaration of Independence does give the reasons colonists had for wanting to break away from Great Britain.
In example 2, the source is also primary, but, for the purpose stated, the source would be unreliable. The witness may have seen a rescue attempt, but an eyewitness to the aftermath of the September 11 attack would have no way of gauging how effective rescue efforts were as a whole.
In example 3, the source is secondary and unreliable. Even if it concerns historical events, a movie made for entertainment purposes cannot be considered a reliable source of information about actual historical fact.
In example 4, the source is primary and reliable. Multiple memoirs written by those who were held in concentration camps would be solid sources of information about life in the camps. The fact that the memoirs are published by the United States Holocaust Museum, a respected institution, gives the memoirs additional reliability.
Evaluating Claims
An author who is writing to persuade you may make many claims. While some of those claims may be valid, others might be based on faulty reasoning or invalid sources or may simply be misleading. It is up to you as a reader to decide which claims are valid and which are not.
Directions: Read the following passage, and then answer the question.
1 Good evening, Council members.
2 I want to tell you a story about myself. Four years ago, my wife bought me a bicycle. She thought I needed to get more exercise. At first I was resistant, but with her support I started to ride on the weekends. I realized how wonderful it was to be out of doors and also to be exercising. Slowly I started to benefit from that exercise with a more toned body, greater stamina, and improved circulation.
3 Then something hit me. My job is only two miles from my home. I decided to try biking to work as often as I could and I just loved it. I still do love it. I get up in the morning, have my breakfast, and then just take off. To be honest, when it’s raining or snowing I take the car, but even in winter, when it is clear, I cycle to work and the fresh cold air clears my head and makes me feel so good.
4 Did you know that according to the U.S. Census, some 500,000 people bike to work each day? I believe that number is growing at a fast pace. In addition, according to a website called Environmental Benefits of Cycling and Walking, there are about 2.8 million bike commuters. I would estimate that at least a third of these people are under the age of 16! They bike to and from school. Many of those counted are in high school and others are in college.
5 So that’s why I am making the following proposal.
6 We as a community should create bike paths along the busiest roads. This would make bike travel so much safer for the bikers and for vehicle drivers as well. It would also promote an activity that helps people get and stay in shape.
7 I have drawn up a petition which has been signed by 412 people, and that’s without even trying. I know that I could garner more than 1000 signatures if need be.
Which claim is most valid?
A. Some 500,000 people bike to work each day.
B. Bike paths make travel safer for vehicle drivers was well as for bikers.
C. At least a third of the 2.8 million bike commuters are under the age of 16.
D. The speaker can easily get more than 1000 signatures on the petition.
Choice A is the most valid claim. It is backed up by the U.S. Census. The other claims are not backed up by any authority.
Rhetorical Techniques
Writers and orators use many verbal techniques to capture an audience’s attention. These are called rhetorical techniques.
There are several different kinds of rhetorical techniques. Some of the most common are the use of alliteration, analogies, enumerations, repetition and parallelism, juxtaposition of opposites, and qualifying statements. These techniques are used by writers and speakers to make their words more attractive and interesting to you. Writers or speakers who are trying to convince you of something will use rhetorical techniques to make their arguments more persuasive.
• Alliteration is the repetition of letters in words to draw attention to what is being said.
• Analogy is the comparison of one situation to another to make a point.
• Enumeration is making a list of different items or breaking the items into categories.
• Repetition and parallelism occur when a writer repeats related statements in a parallel or equivalent way.
• Juxtaposition of opposites is a way to show how things are different from one another.
• Qualifying statements show that a statement may or may not be true as stated.
Directions: Read the following passage, which comes from President Barack Obama’s Keynote Address at the Democratic Convention in 2004 when he was a senator from Illinois. Then answer the question.
That is the true genius of America, a faith—a faith in simple dreams, an insistence on small miracles; that we can tuck in our children at night and know that they are fed and clothed and safe from harm; that we can say what we think, write what we think, without hearing a sudden knock on the door; that we can have an idea and start our own business without paying a bribe; that we can participate in the political process without fear of retribution, and that our votes will be counted—at least most of the time.
What rhetorical technique does President Obama employ?
A. analogy
B. alliteration
C. qualifying statements
D. repetition and parallelism
Choice D is the correct answer. The presentation of ideas in repeated, parallel form is used to make a dramatic statement.
Author’s Response to Conflicting Viewpoints and Bias
People engaged with ideas or events often have conflicting viewpoints. An author who wants to describe those different viewpoints can deal with them in different ways. She or he can try to be objective and avoid taking sides, but an author who supports a particular viewpoint may wish to argue in favor of that side. One way to do so is to favor evidence that supports that side. An author who unfairly presents only evidence that favors one particular side, and limits or omits evidence that supports the other side, is said to be biased. When you are analyzing a text, you need to recognize when the author is biased in favor of one particular viewpoint.
Directions: Read the following example, and then answer the question.
1 Scientists are divided on the topic of the effects of the blue light that is emitted from electronic devices, including television sets. Many argue that the blue light upsets the body’s melatonin levels, which interfere with sleep. Others say that simple common sense practices can offset the problem of loss of melatonin.
2 Researchers at the University of Basel in Switzerland recently studied the effects of evening use of computer monitors. Thirteen volunteers were studied in a controlled setting where they were exposed to five hours of computer light in the evening and nighttime hours. Some used blue light LED monitors; others used white, non-LED backlit screens. Those exposed to blue light showed a significant, measurable decrease in cognitive performance, attention span, and alertness as compared to the volunteers using white screens. Most important, the results showed a significant inhibition of the normal nighttime rise of endogenous (naturally produced) melatonin in the blue light user group.
3 In another study by engineers at Rensselaer Polytechnic Institute (RPI) in Troy, New York, the findings of the Basel researchers were confirmed. Extensive use of the electronic devices interfered with the body’s normal nighttime increase in the release of melatonin. In fact, usage of these devices two hours before retiring to sleep lowered melatonin by 22 percent in the experimental group. It is precisely this group, adolescents and young adults, who are the most prone to sleep disruption and the consequent pattern of behavior changes. The task being performed on the device, as well as how close it was held to the retina, affected the level of melatonin suppression by as much as a factor of 10 in the lux level, a measure of the intensity of light perceived by the eye.
4 Even though these studies show some negative effects of electronic devices, there is also proof, which I find encouraging, that those effects can be mitigated by using tinted goggles or by attaching tinted screens over monitors. The advancement of technology is too important to be held back by these side effects.
Which of the following best expresses the position of the writer?
A. The writer is against all advances in electronic technology.
B. The writer believes that problems with electronic devices can be resolved.
C. The writer thinks that electronic devices should be banned.
D. The writer wants scientists to stop studying the effects of blue light.
Choice B is the correct answer. According to the writer, studies indicate that electronic devices have some harmful effects, but there are ways to control these effects so that users are not harmed. The writer neither claims that electronic devices are harmless nor calls for bans on their use. Instead, evidence on both sides is presented objectively, without bias toward one side or the other.
Comparing Texts
One task that you will encounter on the GED® RLA test is to compare two passages. The passages will both be nonfiction and will usually have a similar theme or topic, but each text will approach that topic from a different angle. The questions may be about the similarities or differences between the passages in terms of perspective, tone, structure, purpose, or overall impact.
Directions: Read the following passages, and then answer the questions.
Passage A
1 I have been studying the subject of school-uniform requirements and have finally come to a conclusion based on what I have found. According to the literature and studies that I have read, it is wise to require schoolchildren to wear uniforms so that the playing field will be level for all students.
2 The studies I have read show that when children are required to wear an issued uniform, they all look basically alike. If a uniform is not required, some children will wear more expensive clothes and others will wear hand-me-downs. Studies show that these differences in dress lead to divisions among the students. Children whose clothes are similar—both the well-to-do and the poorer children—will seek each other out. Children in one group will not associate with children in another group. The resulting class-conscious division can be detrimental to the future of a child’s development. That is the conclusion that I have come to after thinking long and hard about this subject.
Passage B
1 I believe in my heart that children should be allowed to express themselves. Even at a young age, being allowed to select the clothes they wear helps children to develop their sense of individualism and identity. This is why I am opposed to requiring uniforms in schools. Simply dressing children in the same way will not keep some children from associating exclusively with peers who are most like themselves socially and economically.
2 Uniforms just make children feel lost because they do not have the ability to show who they are or who they would like to be. Requiring uniforms would nip in the bud any sense of creative spirit and would only cause resentment in children who might not feel that way otherwise. I feel it is un-American to require school uniforms and I am opposed to it completely. This is not something that we should be doing to our children!
3 The truth is that uniforms do not make children equal, as some educators believe; they just stunt their growth.
How is the tone of Passage A different from the tone of Passage B?
A. Passage A has an angrier tone than Passage B.
B. Passage A has a sadder tone that Passage B.
C. Passage A has a more inspirational tone than Passage B.
D. Passage A has a more thoughtful tone than Passage B.
Choice D is the correct answer. The author of Passage A makes it clear that she or he has done a great deal of research and has thought about the subject in great depth. The tone of Passage A is much more thoughtful than the tone of Passage B, which is more argumentative and less sensitive.
How are Passage A and Passage B similar in purpose? Both passages
A. want to convince readers that a particular idea is correct.
B. employ rhetorical techniques to capture attention and get their point across.
C. want to impress readers by presenting scientific evidence.
D. support their viewpoint through the use of anecdotes.
Choice A is the only option that is correct. Both passages want to convince readers that they are correct. Passage B does use some rhetorical techniques, but Passage A does not. The author of Passage A is probably trying to impress readers by citing studies, but this is not true of the author of Passage B. Neither passage includes an anecdote, so choice D is not correct.
You may also be asked to compare passages of different genres or to compare a graphic representation with a text. These questions will ask you about the way in which information is presented.
Directions: Read the following passages, and then answer the questions.
Passage A
Passage B
Community Colleges Get the Job Done
by Clarence Williams
More and more students are turning to community colleges instead of four-year schools, and they say it is the practical thing to do.
“I attend Hanover Community College and I am studying criminal justice. I just couldn’t have afforded a four-year college. But I feel I am getting a good foundation here, and then I will transfer. It’s just less of a big deal to go to a community college and live at home than it would be to go to a school that would cost a lot and wouldn’t provide an education in the basics that was any better,” said second-year student Jeffrey Bailey, who will graduate this spring with an associate’s degree in criminal justice.
“I am planning to go to State next fall. I feel that I am prepared for that big jump now. I’ve saved up some money, and I even got a scholarship. I am in good shape,” he said.
He echoes the sentiments of many of the students at Hanover Community College. Recently the college authorized a study of its students, which shows that of 98 students who were interviewed, 69 said they were happy with their choice of a community college over a four-year school.
The study was commissioned by Hanover Community College but done by an outside agency. Other findings showed that a majority of the students at Hanover Community College are planning to go on to get a bachelor’s degree.
“We are definitely filling a niche in our community. We offer good education in the basics and a way to get educated without breaking the bank,” said college spokesman Dean Arthur D’Elia.
He added that there are some 500 students enrolled in the school this year compared to 350 three years ago.
How is the intended audience of Passage A different from the intended audience of Passage B?
A. The intended audience of Passage A is students, while the intended audience of Passage B is college teachers and administrators.
B. The intended audience of Passage A is the general public, while the intended audience of Passage B is students.
C. The intended audience of Passage A is college teachers and administrators, while the intended audience of Passage B is the general public.
D. The intended audience of Passage A is high school students, while the intended audience of Passage B is college teachers and administrators.
Choice C is the correct answer. Passage A is a report on the students at Hanover Community College and was intended for college teachers and administrators. Passage B is a newspaper story intended for the general public.
How does the genre of each passage affect your opinion of the information it contains?
A. Passage A is less credible than Passage B.
B. Passage A is more factual than Passage B.
C. Passage A is more emotional than Passage B.
D. Passage A is harder to understand than Passage B.
Choice B is the correct answer. Passage A is a report based strictly on facts; Passage B is a newspaper article that weaves facts into a story designed to attract reader interest.
Directions: Read the following passages, and then answer the question.
Passage A
1 The expiration dates on packaged foods can be confusing. They are not always accurate since it depends on how a product is refrigerated, packaged, and whether it has been opened or not.
2 Expiration dates do exist and people use them as a guide for how long a product will last. If, however, your refrigerator is not as cold as it should be, or if you leave your quart of milk out on the table for a half hour each day, the expiration date will not be accurate and bacteria will start growing at a greater speed, which means that your food will spoil much faster.
3 There are even expiration dates on water. These are usually one or two years after the water was bottled. Manufacturers of bottled water say that the taste of water will degenerate after a certain period. This may seem a bit odd. After all, water is water, but that is the belief of the people in the industry.
4 There are many ways that food can spoil. Microbes can grow in milk, making it taste terrible; mold can grow on cheese, but some people just cut off the moldy part and still use the cheese.
5 Some food may taste fine but still contain deadly microbes. Other foods may taste bad but still be safe to eat, as long as you don’t mind the taste.
Passage B
How does the table in Passage B complement the information in Passage A?
A. It details the ways in which foods can be preserved.
B. It tells which foods can be eaten even if they are spoiled.
C. It tells how long foods will last when properly refrigerated.
D. It gives specific information about different types of expiration dates.
Choice D is the correct answer. Passage A describes expiration dates and their uses in general; the table in Passage B lists three different kinds of expiration dates and tells what each one means.
PRACTICE
Informational Texts
Directions: Read the following text, which is excerpted from The Hurricane by John James Audubon. Then answer the questions.
1 Various portions of our country have at different periods suffered severely from the influence of violent storms of wind, some of which have been known to traverse nearly the whole extent of the United States, and to leave such deep impressions in their wake as will not easily be forgotten. Having witnessed one of these awful phenomena, in all its grandeur, I will attempt to describe it. The recollection of that astonishing revolution of the ethereal element even now bringing with it so disagreeable a sensation, that I feel as if about to be affected by a sudden stoppage of the circulation of my blood.
2 I had left the village of Shawaney, situated on the banks of the Ohio, on my return from Henderson, which is also situated on the banks of the same beautiful stream. The weather was pleasant, and I thought not warmer than usual at that season. My horse was jogging quietly along, and my thoughts were, for once at least in the course of my life, entirely engaged in commercial speculations. I had forded Highland Creek, and was on the eve of entering a tract of bottom land or valley that lay between it and Canoe Creek, when on a sudden I remarked a great difference in the aspect of the heavens. A hazy thickness had overspread the country, and I for some time expected an earthquake, but my horse exhibited no propensity to stop and prepare for such an occurrence. I had nearly arrived at the verge of the valley, when I thought fit to stop near a brook, and dismounted to quench the thirst which had come upon me.
3 I was leaning on my knees, with my lips about to touch the water, when from my proximity to the earth, I heard a distant murmuring sound of an extraordinary nature. I drank, however, and as I rose on my feet, looked toward the southwest, where I observed a yellowish oval spot, the appearance of which was quite new to me. Little time was left me for consideration, as the next moment a smart breeze began to agitate the taller trees. It increased to an unexpected height, and already the smaller branches and twigs were seen falling in a slanting direction towards the ground. Two minutes had scarcely elapsed, when the whole forest before me was in fearful motion. Here and there, where one tree pressed against another, a creaking noise was produced, similar to that occasioned by the violent gusts which sometimes sweep over the country. Turning instinctively toward the direction from which the wind blew, I saw, to my great astonishment, that the noblest trees of the forest bent their lofty heads for a while, and, unable to stand against the blast, were falling into pieces. First, the branches were broken off with a crackling noise; then went the upper part of the massy trunks; and in many places whole trees of gigantic size were falling entire to the ground. So rapid was the progress of the storm, that before I could think of taking measures to insure my safety, the hurricane was passing opposite the place where I stood. Never can I forget the scene which at that moment presented itself. The tops of the trees were seen moving in the strangest manner, in the central current of the tempest, which carried along with it a mingled mass of twigs and foliage, that completely obscured the view. Some of the largest trees were seen bending and writhing under the gale; others suddenly snapped across; and many, after a momentary resistance, fell uprooted to the earth. The mass of branches, twigs, foliage, and dust that moved through the air, was whirled onward like a cloud of feathers, and on passing, disclosed a wide space filled with fallen trees, naked stumps, and heaps of shapeless ruins, which marked the path of the tempest. This space was about a fourth of a mile in breadth, and to my imagination resembled the dried-up bed of the Mississippi, with its thousands of planters and sawyers, strewn in the sand, and inclined in various degrees. The horrible noise resembled that of the great cataracts of Niagara, and as it howled along in the track of the desolating tempest, produced a feeling in my mind which it is impossible to describe.
1. What is the author’s viewpoint toward the storm?
A. He is terrified that he will be injured by the storm.
B. He is in awe of the power of the storm.
C. He fears that the storm may have killed people.
D. He loves being in storms because he finds them exciting.
2. Which quotation expresses an opinion?
A. “I had left the village of Shawaney, situated on the banks of the Ohio, on my return from Henderson, which is also situated on the banks of the same beautiful stream.”
B. “I had forded Highland Creek, and was on the eve of entering a tract of bottom land or valley that lay between it and Canoe Creek, when on a sudden I remarked a great difference in the aspect of the heavens.”
C. “I had nearly arrived at the verge of the valley, when I thought fit to stop near a brook, and dismounted to quench the thirst which had come upon me.”
D. “The mass of branches, twigs, foliage, and dust that moved through the air, was whirled onward like a cloud of feathers, and on passing, disclosed a wide space filled with fallen trees, naked stumps, and heaps of shapeless ruins, which marked the path of the tempest.”
3. What primary cause-and-effect relationship is found in the text? Between the
A. storm and the trees
B. author and the trees
C. storm and the stream
D. author and the stream
4. Why is this text reliable?
A. It was written by an eyewitness to the storm.
B. It is excerpted from a story in a much longer book.
C. It describes something that many people have experienced.
D. It was written long before people understood what causes storms.
Directions: Read the following passages, and then answer the questions.
PASSAGE A
The following text is excerpted from the speech given by Chief Joseph of the Nez Perce Native American tribe upon surrendering to the U.S. federal government in 1877.
1 Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are—perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.
PASSAGE B
The following text is excerpted from a speech given by Chief Seattle of the Suquamish Native American tribe to Governor Isaac Stevens in the Washington Territory in 1854.
1 White Chief says the Big Chief at Washington sends us greetings of friendship and good will. This is kind of him for we know he has little need of our friendship in return. His people are many. They are like the grass that covers vast prairies. My people are few. They resemble the scattering trees of a storm-swept plain. The Great—and I presume—good White Chief sends us word that he wishes to buy our lands but is willing to allow us enough land to live comfortably. This indeed appears just, even generous, for the Red Man no longer has rights that he need respect, and the offer may be wise also, as we are no longer in need of an extensive country. . . .
2 To us the ashes of our ancestors are sacred and their resting place is hallowed ground. You wander far from the graves of your ancestors and seemingly without regret. Your religion was written upon tables of stone by the iron finger of your God so that you could not forget. The Red Man could never comprehend nor remember it. Our religion is the tradition of our ancestors—the dreams of our old men, given in solemn hours of night by the Great Spirit; and the visions of our sachems; and it is written in the hearts of our people. . . .
3 However, your proposition seems fair, and I think that my people will accept it and will retire to the reservation you offer them. . . . But should we accept it, I here and now make this condition—that we will not be denied the privilege of visiting at any time the tombs of our ancestors, friends and children. Every part of this soil is sacred in the estimation of my people. Every hillside, every valley, every plain and grove, has been hallowed by some sad or happy event in days long vanished. The very dust upon which you stand responds more lovingly to my people’s footsteps than to yours, because it is rich with the dust of their ancestors, and our feet are conscious of their sympathetic touch.
5. In Passage A, what is Chief Joseph’s viewpoint on war?
A. He has been fighting in war long enough.
B. He has never waged war against anyone.
C. He believes that war is his only alternative.
D. He wants the young men of his tribe to wage war.
6. In Passage B, what is Chief Seattle’s view of the relations between whites and Native Americans at the time when he spoke?
A. Native Americans had little power and were few in number compared to whites.
B. Native Americans and whites were on friendly terms and trusted one another.
C. Native Americans were used to being treated with respect by white Americans.
D. Native Americans would never surrender their land to whites and live on reservations.
7. How is the purpose of Chief Joseph’s speech different from the purpose of Chief Seattle’s speech?
A. Chief Joseph wants to fight for more land, but Chief Seattle is willing to settle for less land.
B. Chief Joseph wants to ensure that his people are safe, but Chief Seattle wants to please the federal government.
C. Chief Joseph is trying to provoke the federal government, but Chief Seattle wants to reach a settlement with the federal government.
D. Chief Joseph is surrendering after being beaten in war, but Chief Seattle is agreeing to go willingly into a reservation.
8. In what way is the perspective of Chief Joseph similar to the perspective of Chief Seattle? They both
A. are concerned about their people’s future welfare.
B. want to thank the federal government for its help.
C. are angry with the federal government regarding its treatment of their people.
D. believe they need more land than what the federal government will give them.
Directions: Read the following passages, and then answer the questions.
PASSAGE A
The following text is excerpted from a speech given by Patrick Henry, a delegate to the Virginia Convention in 1775, in regard to the American colonies and their relationship to Great Britain.
1 Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament.
2 Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne. In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope.
3 If we wish to be free—if we mean to preserve inviolate those inestimable privileges for which we have been so long contending—if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained, we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of Hosts is all that is left us!
4 They tell us, sir, that we are weak—unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot?
5 Sir, we are not weak, if we make a proper use of the means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us.
6 The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—and let it come! I repeat it, sir, let it come!
7 It is in vain, sir, to extenuate the matter. Gentlemen may cry, “Peace! Peace!”—but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty, or give me death!
PASSAGE B
9. What is Patrick Henry’s main argument?
A. War has really already started against Great Britain.
B. Not enough has been done to avert war with Great Britain.
C. The colonies have other options than to go to war with Great Britain.
D. The colonies are not strong enough to win a war against Great Britain.
10. Which rhetorical technique does Patrick Henry use in paragraph 7 of Passage A?
A. anecdote
B. alliteration
C. qualifying statements
D. repetition and parallelism
11. Which quotation from Passage A supports Patrick Henry’s claim that the colonies are not weak?
A. “Sir, we have done everything that could be done to avert the storm which is now coming on.”
B. “An appeal to arms and to the God of Hosts is all that is left us!”
C. “Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us.”
D. “The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave.”
12. How does the timeline in Passage B complement Patrick Henry’s speech in Passage A? It indicates
A. the reasons that caused each event in the timeline to take place.
B. the reasons that caused the American colonies to go to war with Great Britain.
C. how his speech caused other events that led to war.
D. when his speech was given in relation to other events leading to war.