Reconciliation of two ideas:

Tip for this kind of passage:

When two people, ideas, or theories are presented within the first paragraph, ask
yourself why the author chose to include more than one viewpoint in her writing.
Does she intend to support one over the other? Claim that oth are valid, or oth
erroneous? Reconcile one with the other? !n this type of passage, seek to estalish
the asis of the comparison and which side, if either, the author favors. The rest of
the passage should fall into place.
Reuttal of !nterpretation"Take issue with an interpretation:
Tips for this kind of passage:
When a passage egins with a #traditional# view, or a statement of what$s #often#
the case, watch out% &uthors often cite such views up front as the asis for their
suse'uent opposition ( in other words, as a setup for the author$s assertion that
the standard view is all wet.
&nticipate as you read% )eywords are crucial in this respect: This passage is
humming along in a descriptive way until the word #however# shows up in the
middle of the third sentence. That #however# announces that the author has more
than a simple description up his sleeve.
Description:
Tips for this kind of passage:
Rememer to read for structure first. Details can e located within the structure
later if and when they ecome relevant.
!f the author descries a person or a person$s views, don$t confuse the author with
the person he or she is descriing. )eep $em straight%
!f an author descries a viewpoint, always separate the author$s demeanor from
the tone of her topic. & passage may e aout what is generally considered a
passionate and controversial topic, yet the author$s tone may e cool,
dispassionate, and o*ective: #+ust the facts, ma$am%# ,uestions asking aout the
author$s style, tone or method will reflect this issue.
Compare"Contrast:
Tips for this kind of passage:
-nce a compare and contrast structure ecomes evident, start focusing on points
of difference and similarity etween the two viewpoints. -n what aspects do they
differ? -n what aspects are they similar? &re the two viewpoints essentially
similar, or are they 'uite different or even contradictory?
.ow To !dentify /tructure
0ow that we$ve identified the author$s purpose and predicted some passage structures,
let$s take it a step further. .ow does the structure of a passage unfold, and how can it help
us answer 'uestions 'uickly and correctly? &nd, of course, how do we identify structure
in the first place? Recall the following three points that appeared earlier in the lesson:
anticipate at each moment where the author is likely to go1
paraphrase the te2t as you read1 and
use )eywords to follow the author$s train of thought.
3/&T passages are well4organi5ed structures. The ideas they communicate are arranged
in a particular se'uence in order to achieve a particular purpose. 6or this reason, the
twists and turns the passage takes can e 'uite predictale, if we are reading with purpose
and intent. -nce we understand the path the passage takes, we can answer many
'uestions without even referring ack to the passage.
3et$s use one of our previous e2amples to see how this works.
!dentifying /tructure:
Reading critically is an important Reading Comp skill. &lways consider the main idea the
author is trying to communicate in the given paragraph, and then anticipate where her
argument should go in order to support that main idea. !n the first paragraph, the author
clearly emphasi5es that 7erschenkron and .ough share specific similarities. &t this point
we can predict that the Compare"Contrast structure will focus on similarities rather than
differences, and that the author will present evidence and details of such similarities in
the succeeding paragraphs.
&lways scan the paragraph for )eywords1 they are reliale clues that will help you
determine the path of the author$s argument, as well as the specific content that is
contained in the paragraph. !n this e2ample, we were ale to predict the introduction of
additional evidence in paragraph 8 y the )eyword #6irst# in paragraph 9. !f paragraph 9
and paragraph 8 contain details that support the two scholars$ similarities, we will know
where to go if we get a detail 'uestion that re'uires this information.
The fourth paragraph is the final paragraph, and so far the passage has supported the idea
that 7erschenkron$s and .ough$s work is similar is fundamental ways. 0ow it$s time for
the author to wrap up her viewpoint. !t$s a it late to change this viewpoint to start
supporting their differences, so where else could the author go? /he$ll proaly reconfirm
their similarities, and perhaps make a statement aout the significance of their work.
We saw in the :asic Reading Comp workshop that there are three main RC 'uestion
types on the 3/&T:
Global questions ask aout an author$s primary purpose or main idea.
Inference questions ask you to read etween the lines and to search for a choice
that$s implied or suggested y the te2t.
Explicit Text questions ask aout something that is stated in the te2t.
:ut there are more advanced 'uestion types that are also sure to show up on your
3/&T:
Application questions re'uire you to make a connection etween the passage$s
ideas and a new statement, set of facts, or hypothetical situation.
Logic questions re'uire you to evaluate the argumentative structure of the
author$s writing.
&nswer Global 'uestions first. !n particular, focus on ;ain !dea and <rimary <urpose
'uestions.
&nswer Explicit Text 'uestions ne2t. !n particular, focus on those that contain line
references.
&nswer Inference 'uestions ne2t. :ase the order of these 'uestions on level of difficulty.
&ttacking Difficult <assages
Two common difficult types of passages are science passages and abstract passages.
/cience passages often deal with mechanisms found in nature or technical descriptions of
scientific processes, while astract passages often come from the realm of philosophy,
economics, or the social sciences.
A Word of Advice: Don$t try to read like an e2pert in the given field of a passage. /ome
test4takers think if a passage is aout poetry, then they must read with all of the interest
and vocaulary and ackground of a literary critic. !f it$s aout geology, they think they
must read like a geologist. :ut that$s *ust not so% 3iterary critics, or geologists, or e2perts
in any given field share language and ackground knowledge and interest that allow them
to communicate with each other on levels of deep understanding. But soeone !ho is
not an expert in a given field can onl" be expected to pick up the bare bones of !hat
is being counicated# The test4taker who can only e satisfied with =>>?
comprehension, who strains to #7et !t &ll,# will e in a terrile ind.
The ne2t screen has the lowdown on how you can chop these #killers# down to si5e.
&ttacking Difficult <assages, Continued
& few strategies to keep in mind when confronted with a eastly passage:
!n a very real sense, dense passages should e read in precisely the same way as
standard passages: focus on topic, scope, purpose, main idea @if there is oneA,
paragraph structure and )eywords.
0ote the location of details, ut don$t try to memori5e them, and don$t worry if not
all of the details are immediately comprehensile. The road outlines of the
passage are important. Bou can always use the passage to look up astract
concepts, scientific details and technical terms if you need to do so for a particular
'uestion.
!n astract and scientific passages, drawing a mental picture of the #action# in the
passage will often make the te2t more comprehensile.
Cven though the prose and concepts e2pressed in astract and science passages may seem
difficult, you must keep to your gameplan:
Roadmap the passage.
Dse )eywords to help you navigate through the te2t.
<araphrase difficult te2t.
&nticipate where the author is likely to go.
&nd aove all, skim past those details% The danger of getting ogged down in a
morass of information is even greater in difficult passages, so you really must e
on your guard.
3et$s get some practice with these toughies.
<araphrase, paraphrase, paraphrase% There$s lots of detail here, ut there$s really no need
to get any fancier than this. We can always come ack to this stuff if a 'uestion so
demands.
The idea of Roadmapping a passage is to create links etween its various
elements, usually roken down y paragraphs. This science *argon here isn$t
telling a new story, ut continuing the one egun in paragraph =. Bour Roadmap
should highlight the gist of that story, and so far, despite all of the technical terms,
the common element seems to e variations in D0& from individual to individual.
3ook to attack technical and astract passages on this macro level% Don$t get
unduly ogged down in the details.
-ur advice continues along the same lines: Bou need not understand every step in the
process unless ( and until ( a 'uestion demands it.
The astute critical reader understands that this is in no way a deviation from the
main plot of the passage1 in fact, itEs a logical continuation.
!f you see that the author is emarking on a lengthy description of a process, it$s
sometimes helpful to read the first sentence and the last sentence of such a
paragraph and skim the middle. &s long as you can answer the 'uestion of why
the paragraph is there, then you$re attacking the passage as you should.
-ur advice continues along the same lines: Bou need not understand every step in the
process unless ( and until ( a 'uestion demands it.
The astute critical reader understands that this is in no way a deviation from the
main plot of the passage1 in fact, itEs a logical continuation.
!f you see that the author is emarking on a lengthy description of a process, it$s
sometimes helpful to read the first sentence and the last sentence of such a
paragraph and skim the middle. &s long as you can answer the 'uestion of why
the paragraph is there, then you$re attacking the passage as you should.
.andling The ,uestions
0ow that you$ve run through the passage, it$s time to proceed to the 'uestions. Rememer
that Reading Comp 'uestions have a range of difficulty1 some, in particular 7loal and
C2plicit Te2t 'uestions, are 'uite easy, while others are known to e more challenging. !n
order to save time and effort on Test Day, always scan the 'uestion stems for a given
passage to determine which can e answered most 'uickly. Fery often, you will find that
)aplan$s recommended order will work est. /ometimes, however, you will find that a
seemingly difficult !nference 'uestion, for instance, is easy. &lways consider your own
familiarity and comfort level with the passage content efore ordering the 'uestions.