READING
STRATEGIES
Despite the different types of questions you will face, there are some strategies for reading comprehension that apply across the board:
Read the answer choices first, then read the passage. This will save you time, as you will know what to look out for as you read.
• Use the process of elimination. Some answer choices are obviously incorrect and are relatively easy to detect.
After reading the passage, eliminate those blatantly incorrect answer choices; this increases your chance of finding the correct answer much more quickly.
• Avoid negative statements. Generally, test makers will not make negative statements about anyone or anything. Statements will be either neutral or positive, so if it seems like an answer choice has a negative connotation, it's very likely that the answer is false.
THE MAIN IDEA
The main idea of a text is the purpose behind why a writer would choose to write a book, article, story, etc. Being able to find and understand the main idea is a critical skill necessary to comprehend and appreciate what you're reading.
Consider a political election. A candidate is running for office and plans to deliver a speech asserting her position on tax reform. The topic of the speech-tax reform—is clear to voters and probably of interest to many. However, imagine that the candidate believes that taxes should be lowered. She is likely to assert this argument in her speech, supporting it with examples proving why lowering taxes would benefit the public and how it could be accomplished.
While the topic of the speech would be tax reform, the benefit of lowering taxes would be the main idea. Other candidates may have different perspectives on the topic; they may believe that higher taxes are necessary or that current taxes are adequate. It's likely that their speeches, while on the same topic of tax reform, would have different main ideas: different arguments likewise supported by different examples. Determining what a speaker, writer, or text is asserting about a specific issue will reveal the MAIN IDEA.
One more quick note: the GED may also ask about a passage's
THEME, which is similar to, but distinct from its topic. While a TOPIC is usually a specific person, place, thing, or issue, the theme is an idea or concept that the author refers back to frequently. Examples of common themes include ideas like the importance of family, the dangers of technology, and the beauty of nature.
There will be many questions on the GED that require you to differentiate between the topic, theme, and main idea of a passage:
questions:
Let's look at an example passage to see how you would answer these questions:
Babe Didrikson Zaharias, one of the most decorated female athletes of the twentieth century, is an inspiration for everyone. Born in 1911 in Beaumont, Texas, Zaharias lived in a time when women were considered second-class to men, but she never let that stop her from becoming a champion. Babe was one of seven children in a poor immigrant family and was competitive from an early age.
As a child she excelled at most things she tried, especially sports, which continued into high school and beyond.
After high school, Babe played amateur basketball for two years, and soon after began training in track and field.
Despite the fact that women were only allowed to enter in three events, Babe represented the United States in the
1932 Los Angeles Olympics and won two gold medals and one silver for track and field events.
In the early 1930s, Babe began playing golf, which earned her a legacy. The first tournament she entered was a men's only tournament; however, she did not make the cut to play. Playing golf as an amateur was the only option for a woman at this time, since there was no professional women's league. Babe played as an amateur for a little over a decade, until she turned pro in 1947 for the Ladies Professional Golf Association (LPGA), of which she was a founding member. During her career as a golfer, Babe won eighty-two tournaments, amateur and professional, including the U.S. Women's Open, All-American Open, and British Women's Open Golf Tournament. In 1953, Babe was diagnosed with cancer, but fourteen weeks later, she played in a tournament. That year, she won her third U.S. Women's Open. However, by 1955 she didn't have the physicality to compete anymore, and she died of the disease in 1956.
The topic of this paragraph is obviously Babe Zaharias-the whole passage describes events from her life. Determining the main idea, however, requires a little more analysis. The passage describes Babe Zaharias' life, but the main idea of the paragraph is what it says about her life. To figure out the main idea, consider what the writer is saying about Babe Zaharias. The writer is saying that she's someone to admire-that's the main idea and what unites all the information in the paragraph. Lastly, what might the theme of the passage be? The writer refers to several broad concepts, including never giving up and overcoming the odds, both of which could be themes for the passage.
follow:
Two major indicators of the main idea of a paragraph or passage
• l's a general idea, it applies to the more specific ideas in the passage. Every other sentence in a paragraph should be able to relate in some way to the main idea.
It asserts a specific viewpoint that the author supports with facts, opinions, or other details. In other words,
the main idea takes a stand.
Example
From so far away, it's easy to imagine the surface of our solar system's planets as enigmas-how could we ever know what those far-lung planets really look like? It turns out, however, that scientists have a number of tools at their disposal that allow them to paint detailed pictures of many planets' surfaces.
The topography of Venus, for example, has been explored by several space probes, including the Russian Venera landers and NASA's Magellan orbiter. These craft used imaging and radar to map the surface of the planet, identifying a whole host of features, including volcanoes, craters, and a complex system of channels. Mars has similarly been mapped by space probes, including the famous Mars Rovers, which are automated vehicles that actually landed on the surface of Mars. These rovers have been used by NASA and other space agencies to study the geology, climate, and possible biology of the planet.
In addition to these long-range probes, NASA has also used its series of orbiting telescopes to study distant planets.
These four massively powerful telescopes include the famous Hubble Space Telescope as well as the Compton Gamma Ray Observatory, Chandra X-Ray Observatory, and the Spitzer Space Telescope. Scientists can use these telescopes to andine planets using not only visible light but also infrared and near infrared light, ultraviolet light, x-rays, and gamma Powerful telescopes aren't just found in space: NASA makes use of Earth-bound telescopes as well. Scientists at the National Radio Astronomy Observatory in Charlottesville, VA, have spent decades using radio imaging to build an incredibly detailed portrait of Venus' surface. In fact, Earth-bound telescopes offer a distinct advantage over orbiting telescopes because they allow scientists to capture data from a fixed point, which in turn allows them to effectively compare data
collected over a long period of time.
Which of the following sentences best describes the main
idea of the passage?
-
It's impossible to know what the surfaces of other
planets are really like. -
Telescopes are an important tool for scientists studying planets in our solar system.
-
Venus' surface has many of the same features as the Earth's, including volcanoes, craters, and channels.
-
Scientists use a variety of advanced technologies to study the surface of the planets in our solar system.
Answer A) can be eliminated because it directly contradicts the rest of the passage. Answers B) and C) can also be eliminated because they offer only specific details from the passage —while both choices contain details from the passage, neither is general enough to encompass the passage as a whole. Only answer D) provides an assertion that is both backed up by the passage's content and general enough to cover the entire passage.
Topic and Summary Sentences
The main idea of a paragraph usually appears within the topic sentence. The TOPIC SENTEnce introduces the main idea to readers; it indicates not only the topic of a passage but also the write's perspective on the topic.
Notice, for example, how the first sentence in the example paragraph about Babe Zanarias states the main idea: Babe Didrikson Zaharias, one of the most decorated female athletes of the twentieth century, is an inspiration for everyone.
Even though paragraphs generally begin with topic sentences due to their introductory nature, on occasion writers build up to the topic sentence by using supporting details to generate interest or build an argument. Be alert for paragraphs when writers do not include a clear topic sentence at all; even without a clear topic sentence, a paragraph will still have a main idea. You may also see a SUMMARY SENTENCE at the end of a passage. As its name suggests, this sentence sums up the passage, often by restating the main idea and the author's key evidence supporting it.
Example
In the following paragraph, what are the topic and summary sentences?
The Constitution of the United States establishes a series of limits to rein in centralized power. Separation of powers distributes federal authority among three competing branches: the executive, the legislative, and the judicial.
Checks and balances allow the branches to check the usurpation of power by any one branch. States rights are protected under the Constitution from too much encroachment by the federal government. Enumeration of powers names the specific and few powers the federal government has. These four restrictions have helped sustain the American republic for over two centuries.
The topic sentence is the first sentence in the paragraph.
It introduces the topic of discussion, in this case the constitutional limits aimed at restricting centralized power. The summary sentence is the last sentence in the paragraph. It sums up the information that was just presented: here, that constitutional limits have helped sustain the United States of America for over two hundred years.
Implied Main Idea
A paragraph without a clear topic sentence still has a main idea; rather than clearly stated, it's implied. Determining the IMPLIED MAIN IDEA requires some detective work: you will need to look at the author's word choice and tone in addition to the content of the passage to find his or her main idea. Let's look at a few example paragraphs.
Examples
One of my summer reading books was Mockingjay. I was captivated by the adventures of the main character and the complicated plot of the book. However, I felt that the ending didn't reflect the excitement of the story. Given what a powerful personality the main character has, I felt that the ending didn't do her justice.
1. Even without a clear topic sentence, this paragraph has a main idea. What is the writer's perspective on the book what is the writer saying about it?
-
Mockingjay is a terrific novel.
-
Mockingjay is disappointing.
-
Mockingjay is full of suspense.
-
Mockingjay is a lousy novel.
The correct answer is B): the novel is disappointing.
How can you tell that this is the main idea? First, you can eliminate choice C) because it's too specific to be a main idea. It only deals with one specific aspect of the novel (its suspense).
Sentences A), B), and D), on the other hand, all express a larger idea about the quality of the novel. However, only one of these statements can actually serve as a "net" for the whole paragraph. Notice that while the first few sentences praise the novel, the last two criticize it. Clearly, this is a mixed review.
Therefore, the best answer is B). Sentence A) is too positive and doesn't account for the letdown of an ending.
Sentence D), on the other hand, is too negative and doesn't account for the reader's sense of suspense and interest in the main character. But sentence B) allows for both positive and negative aspects-when a good thing turns bad, we often feel disappointed.
Fortunately, none of Alyssa's coworkers have ever seen inside the large filing drawer in her desk. Disguised by the meticulous neatness of the rest of her workspace, there was no sign of the chaos beneath. To even open it, she had to struggle for several minutes with the enormous pile of junk jamming the drawer, until it would suddenly give way, and papers, folders, and candy wrappers spilled out of the top and onto the floor. It was an organizational nightmare, with torn notes and spreadsheets haphazardly thrown on top of each other, and melted candy smeared across pages. She was worried the odor
would soon permeate to her coworkers' desks, revealing her
secret.
2. Which sentence best describes the main idea of the paragraph above?
-
Alyssa wishes she could move to a new desk.
-
Alyssa wishes she had her own office.
-
Alyssa is glad none of her coworkers know about her messy drawer.
-
Alyssa is sad because she doesn't have any coworkers.
Clearly, Alyssa has a messy drawer, and C) is the right answer. The paragraph begins by indicating her gratitude that her coworkers do not know about her drawer (Fortunately, none of Alyssa's coworkers have ever seen inside the large filing drawer in her desk.) Plus, notice how the drawer is described: it was an organizational nightmare, and it apparently doesn't even function properly: to even open the drawer, she had to struggle for several minutes. The writer reveals that it has an odor, with melted candy inside. Alyssa is clearly ashamed of her drawer and fearful of being judged by her coworkers about it.
SUPPORTING DETAILS
SUPPORTING DETAILS provide more support for the author's main idea. For instance, in the Babe Zaharias example, the writer makes the general assertion that Babe Didrikson Zaharias, one of the most decorated female athletes of the twentieth century, is an inspiration for everyone. The rest of the paragraph provides supporting details with facts showing why she is an inspiration: the names of the illnesses she overcame and the specific years she competed in the Olympics.
Be alert for sIGNAL WOrDs, which can be helpful in identifying supporting details. These signal words tell you that a supporting fact or idea will follow and so can be helpful in identifying supporting details. Signal words can also help you rule out sentences that are not the main idea or topic sentence: if a sentence begins with one of these phrases, it will likely be too specific to be a main idea.
Examples
From so far away, it's easy to imagine the surface of our solar systems planets as enigmas—how could we ever know what those far-flung planets really look like? It turns out, however, that scientists have a number of tools at their disposal that allow them to paint detailed pictures of many planets' surfaces.
The topography of Venus, for example, has been explored by several space probes, including the Russian Venera landers and NASA's Magellan orbiter. These craft used imaging and radar to map the surface of the planet, identifying a whole host of features, including volcanoes, craters, and a complex system of channels. Mars has similarly been mapped by space probes, including the famous Mars Rovers, which are automated vehicles that actually landed on the surface of Mars. These
rovers have been used by NASA and other space agencies to study the geology, climate, and possible biology of the planet.
In addition to these long-range probes, NASA has also used its series of orbiting telescopes to study distant planets.
These four massively powerful telescopes include the famous Hubble Space Telescope as well as the Compton Gamma Ray Observatory, Chandra X-Ray Observatory, and the Spitzer Space Telescope. Scientists can use these telescopes to examine planets using not only visible light but also infrared and mear infrared light, ultraviolet light, x-rays, and gamma Powerful telescopes aren't just found in space: NASA makes use of Earth-bound telescopes as well. Scientists at the National Radio Astronomy Observatory in Charlottesville, VA, have spent decades using radio imaging to build an incredibly detailed portrait of Venus' surface. In fact, Earth-bound telescopes offer a distinct advantage over orbiting telescopes because they allow scientists to capture data from a fixed point, which in turn allows them to effectively compare data collected over a long period of time.
1. Which sentence from the text best develops the idea that scientists make use of many different technologies to study the surfaces of other planets?
-
These rovers have been used by NASA and other space agencies to study the geology, climate, and possible biology of the planet.
-
From so far away, it's easy to imagine the surface of our solar system's planets as enigmas— how could we ever know what those far-flung planets really look
-
In addition to these long-range probes, NASA has also used its series of orbiting telescopes to study distant planets.
-
These craft used imaging and radar to map the surface of the planet, identifying a whole host of features, including volcanoes, craters, and a complex system of channels.
You're looking for details from the passage that supports the main idea-scientists make use of many different technologies to study the surfaces of other planets.
Answer A) includes a specific detail about rovers but does not offer any details that support the idea of multipe technologies being used. Similarly, answer D) provides another specific detail about space probes. Answer
B) doesn't provide any supporting details; it simply introduces the topic of the passage. Only answer C) provides a detail that directly supports the authors assertion that scientists use multiple technologies to study the planets.
2. If true, which detall could be added to the passage above to support the author's argument that scientists use many different technologies to study the surface of planets?
-
Because the Earth's atmosphere blocks x-rays, gamma rays, and infrared radiation, NASA needed to put telescopes in orbit above the atmosphere.
-
In 2015, NASA released a map of Venus that was created by compiling images from orbiting telescopes and long-range space probes.
C)
NASA is currently using the Curiosity and Opportunity rovers to look for signs of ancient life on Mars.
D) NASA has spent over $2.5 billion to build, launch, and repair the Hubble Space Telescope.
You can eliminate answers C) and D) because they don't address the topic of studying the surface of planets.
Answer A) can also be eliminated because it only addresses a single technology. Only choice B) would add support to the author's claim about the importance of using multiple technologies.
3. The author likely included the detail Earth-bound telescopes offer a distinct advantage over orbiting telescopes because they allow scientists to capture data from a fixed point in order to:
-
explain why it has taken scientists so long to map the surface of Venus
-
suggest that Earth-bound telescopes are the most important equipment used by NASA scientists
-
prove that orbiting telescopes will soon be replaced by Earth-bound telescopes
-
demonstrate why NASA scientists rely on many different types of scientific equipment
Only answer D) speaks directly to the author's main argument. The author doesn't mention how long it has taken to map the surface of Venus (answer A), nor does he say that one technology is more important than the others (answer B). And while this detail does highlight the advantages of using Earth-bound telescopes, the author's argument is that many technologies are being used at the same time, so there's no reason to think that orbiting telescopes will be replaced (answer C).
FACTS VS. OPINIONS
On GED reading passages, you might be asked to identify a statement in a passage as either a fact or an opinion, so you'll need to know the difference between the two. A FACT is a statement of thought that can be proven to be true. The statement Wednesday comes after Tuesday is a fact -you can point to a calendar to prove it. In contrast, an OPINION is an assumption that is not based in fact and cannot be proven to be true. The assertion that television is more
entertaining than feature films is an opinion people will disagree on this, and there's no reference you can use to prove or disprove it.
Example
Exercise is critical for healthy development in children. Today, there is an epidemic of unhealthy children in the United States who will face health problems in adulthood due to poor diet and lack of exercise as children. This is a problem for all Americans, especially with the rising cost of health care.
It is vital that school systems and parents encourage their children to engage in a minimum of thirty minutes of cardiovascular exercise each day, mildly increasing their heart rate for a sustained period. This is proven to decrease the likelihood of developmental diabetes, obesity, and a multitude of other health problems. Also, children need a proper diet nich in fruits and vegetables so that they can grow and develop physically, as well as learn healthy eating habits early on.
Which of the following is a fact in the passage, not an opinion?
-
Fruits and vegetables are the best way to help children be healthy.
-
Children today are lazier than they were in previous generations.
-
The risk of diabetes in children is reduced by physical activity.
-
Children should engage in thirty minutes of exercise a
day.
Answer C) is a simple fact stated by the author; it's introduced by the word proven to indicate that you don't need to just take the author's word for it.
Choice B) can be discarded immediately because it is not discussed anywhere in the passage and also because it is negative. Answers A) and D) are both opinions-the author is promoting exercise, fruits, and vegetables as a way to make children healthy. (Notice that these incorrect answers contain words that hint at being an opinion such as best, should, or other comparisons.)
DRAWING CONCLUSIONS
In addition to understanding the main idea and factual concent of the passage. In a nonfiction passage, for example, you might be asked which statement the author of the passage would agree with
what the character would do next.
In an excerpt from a fictional work, you might be asked to anticipure To answer these questions, you need to have a solid understanding of the topic, theme, and main idea of the passage; armed with this information, you can figure out which of the answer choices best.
fics within those criteria (or alternatively, which ones do not). For example, if the author of the passage is advocating for safer working conditions in textile factories, any supporting details that would be added to the passage should support that idea. You might add sentences that contain information about the number of accidents that occur in textile factories or that outline a new plan for fire safety.
Example
Exercise is critical for healthy development in children. Today, there is an epidemic of unhealthy children in the United States who will face health problems in adulthood due to poor diet and lack of exercise as children. This is a problem for all Americans, especially with the rising cost of health care.
It is vital that school systems and parents encourage their children to engage in a minimum of thirty minutes of cardiovascular exercise each day, mildly increasing their heart rate for a sustained period. This is proven to decrease the likelihood of developmental diabetes, obesity, and a multitude of other health problems. Also, children need a proper diet rich in fruits and vegetables so that they can grow and develop physically, as well as learn healthy eating habits early on.
What other information might the author have provided to strengthen the argument?
-
an example of how fruits and vegetables can improve a child's development
-
how much health insurance costs today versus ten years ago
-
a detailed explanation of how diabetes affects the endocrine and digestive systems
-
how many calories the average person burns during thirty minutes of exercise
All the choices would provide additional information, but only one pertains specifically to the improvement of health in children: choice A).
COMPARING PASSAGES
In addition to analyzing single passages, the GED will also require You to compare two passages. Usually these passage will discuss the same topic, and it will be your task to identify the similarities and differences between the authors main ideas, supporting details, and tone.
Examples
Read the two passages below and answer the following questions
Passage 1
Today, there is an epidemic of unhealthy children in the United States who will face health problems in adulthood due to poor diet and lack of exercise during their childhood: in 2012, the Centers for Disease Control found that 18 percent of students aged 6 - 11 were obese. This is a problem for all Americans, as adults with chronic health issues are adding to the rising cost of health care. A child who grows up living an unhealthy lifestyle is likely to become an adult who does the same.
Because exercise is critical for healthy development in children, it is vital that school systems and parents encourage their children to engage in a minimum of thirty minutes of cardiovascular exercise each day. Even this small amount of exercise has been proven to decrease the likelihood that young people will develop diabetes, obesity, and other health issues as adults. In addition to exercise, children need a proper diet rich in fruits and vegetables so that they can grow and develop physically. Starting a good diet early also teaches children healthy eating habits they will carry into adulthood.
Passage 2
When was the last time you took a good, hard look at a school lunch? For many adults, it's probably been years —decades even —since they last thought about students' midday meals.
If they did stop to ponder, they might picture something reasonably wholesome if not very exciting: a peanut butter and jelly sandwich paired with an apple or a traditional meat-potatoes-and-veggies plate. At worst, they may think, kids are making due with some pizza and a carton of milk.
The truth, though, is that many students aren't even getting the meager nutrients offered up by a simple slice of pizza.
Instead, schools are serving up heaping helpings of previously frozen, recently fried delicacies like french fries and chicken nuggets. These high-carb, low-protein options are usually paired with a limp, flavorless, straight-from-the-freezer vegetable that quickly gets tossed in the trash. And that carton of milk? It's probably a sugar-filled chocolate sludge, or it's been replaced with a student's favorite high-calorie soda.
So what, you might ask. Kids like to eat junk food—it's a habit they'll grow out of soon enough. Besides, parents can always pack lunches for students looking for something better. But is that really the lesson we want to be teaching our kids? Many of those children aren't going to grow out of bad habits; they re going to reach adulthood thinking that ketchup is a vegetable.
And students in low-income families are particularly impacted by the sad state of school food. These parents rely on schools to provide a warm, nutritious meal because they don't have the time or money to prepare food at home. Do we really want to be punishing these children with soggy meat patties and salt -soaked potato chips?
1. Both authors are arguing for the important of improving childhood nutrition. How do the authors' strategies differ?
-
Passage 1 presents several competing viewpoints while Passage 2 offers a single argument.
-
Passage 1 uses scientific data while Passage 2 uses figurative language.
-
Passage 1 is descriptive while Passage 2 uses a cause-and-effect structure.
-
Passage 1 has a friendly tone while the tone of Passage 2 is angry.
The first author uses scientific facts (the Centers for Disease Control found... and Even this small amount of exercise has been proven...) to back up his argument, while the second uses figurative language (the ironic delicacies and the metaphor sugar-filled chocolate sludge), so the correct answer is B). Answer A) is incorrect because the first author does not present any opposing viewpoints.
Answer C) is incorrect because Passage 2 does not have a cause-and-effect structure. And while the author of the second passage could be described as angry, the first author is not particularly friendly, so you can eliminate answer D) as well.
2. Both authors argue that
-
Children should learn healthy eating habits at a young age.
-
Low-income students are disproportionately affected by the low-quality food offered in schools.
-
Teaching children about good nutrition will lower their chances of developing diabetes as adults.
-
Schools should provide children an opportunity to exercise every day.
Both authors argue children should learn healthy eating habits at a young age (answer A). The author of Passage 1 states that a child who grows up living an unhealthy lifestyle is likely to become an adult who does the same, and the author of Passage 2 states that many of those children aren't going to grow out of bad habits— both of these sentences argue that it's necessary to teach children about nutrition early in life. Answers C) and
D) are mentioned only by the author of Passage 1, and answer B) is only discussed in Passage
UNDERSTANDING THE AUTHOR
-
Author's Purpose
-
Whenever an author writes a text, she or he always has a purpose, whether that's to entertain, inform, explain, or persuade. A short story, for example, is meant to entertain, while an online news article would be designed to inform the public about a current event. Each of these different types of writing has a specific name:
-
Expository writing informs people (newspaper and magazine articles).
-
Technical writing explains something (product manual, directions).
-
Persuasive writing tries to convince the reader of something (opinion column on a blog).
-
On the exam, you may be asked to categorize a passage as one of these types, either by specifically naming it as such or by identifying its general purpose.
-
You may also be asked abour primary and secondary sources
-
These terms describe not the writing itself but the author's relationship to what's being written about. A PRIMARY SOURCE is an unaltered piece of writing that was composed during the time when the events being described took place; these texts are often written by the people directly involved. A SECONDARY SOURCE might address the same topic but provide extra commentary or analysis. These taus are written by outside observers and may even be composed after the event. For example, a book written by a political candidate to inform people about his or her stand on an issue is a primary source. An online article written by a journalist analyzing how that position will affect the election is a secondary source; a book by a historian about that election would be a secondary source, too.
-
Example
-
Elizabeth closed her eyes and braced herself on the armrests that divided her from her fellow passengers. Takeoff was always the worst part for her. The renewing of the engines, the way her stomach dropped as the plane lurched upward; it made her feel sick. Then, she had to watch the world fade away beneath her, getting smaller and smaller until it was just her and the clouds hurtling through the sky. Sometimes (but only sometimes) it just had to be endured, though. She focused on the thought of her sister's smiling face and her new baby nephew as the plane slowly pulled onto the runway.
-
The passage above is reflective of which type of writing?
-
narrative
-
expository
-
technical
-
persuasive
-
The passage is telling a story-we meet Elizabeth and learn about her fear of flying— so it's a narrative text. answer choice A). There is no factual information presented or explained, nor is the author trying to persuade the reader of anything.
The Audience
A good author will write with a specific audience in mind. For example, an opinion column on a website might be specifically targeted toward undecided voters, or a brochure for an upcoming art exhibit might address people who have donated money to the museum in the past. The author's audience can influence what information is included in the text, the tone the author uses, and the structure of the text.
The easiest way to identify the intended audience of a text is simply to ask yourself who would benefit the most from the information in the passage. A passage about how often to change the oil in a car would provide useful information to new drivers, but likely wouldn't tell an experienced driver something she didn't already know. Thus, the audience is likely new drivers who are learning to take care of cars.
The author may also directly or indirectly refer to his audience.
The author of an article on oil changes might say something like new drivers will want to keep an eye on their mileage when deciding how often to get an oil change, which tells the reader who the intended audience is.
Example
The museum's newest exhibit opens today! The Ecology of the Columbia River Basin is an exciting collaboration between the New Valley Museum of Natural Science and the U.S.
Department of the Interior. The exhibit includes plants, insects, birds, and mammals that are unique to the Columbia River Basin and explores the changes that have occurred in this delicate ecosystem over the last century. The exhibit is kid friendly, with interactive, hands-on exhibits and exciting audio-visual presentations. Individual tickets are available on the museum's website, and groups may apply for special ticket prices by calling the museum directly.
The intended audience for this passage likely includes all of the following except
-
a middle school biology teacher
-
employees of the U.S. Department of the Interior
-
parents of young children
-
naturalists with an interest in local birds
The passage provides information to anyone who might be interested in an exhibit on the ecology of the Columbia River Basin. This includes biology teachers (who can get special group ticket prices), parents of young children (who now know the exhibit is kid friendly), and naturalists (who will want to see the unique birds).
The only people who would not learn anything new from reading the passage are employees of the U.S.
Department of the Interior (answer B), who likely already know about the exhibit since they helped create it.
The author of a text expresses how she or he feels about the subject and audience through the tone of the rext. For example, a newspaper article about a prominent philanthropist might have to be serious and appreciative, while a website blurb about an upcoming sale could be playful and relaxed.
Table 71. Tone words