- Which answer best describes the author's purpose?
Answer: To question the wisdom of dropping handwriting by presenting evidence of its cognitive benefits
When you encounter questions about an author's purpose, you need to identify the main goal or intention behind the writing. Look for the author's stance and the evidence they use to support it.
In this passage, the author presents a balanced but ultimately critical view of eliminating handwriting instruction. The key phrase is "at what developmental cost?" which signals the author's concern about dropping handwriting entirely. The author acknowledges the opposing argument ("well-worn argument") but then counters it with research evidence about cognitive benefits like improved fine-motor skills and reading fluency. This structure shows the author is questioning the wisdom of eliminating handwriting by weighing potential losses against time savings.
Choice A correctly captures this purpose - the author questions dropping handwriting instruction by presenting evidence of its benefits. Choice B is too extreme; the author never advocates for replacing keyboards entirely, only questions eliminating handwriting. Choice C is completely off-target - there's no historical timeline mentioned anywhere in the passage. Choice D misses the mark entirely; the author isn't critiquing keyboard technology itself but rather educational policy decisions about handwriting.
The wrong answers here represent common traps: B takes the author's position too far, while C and D introduce topics not addressed in the passage at all.
For author's purpose questions, focus on the author's main argument and tone. Look for signal phrases like "yet," "but," and rhetorical questions that reveal the author's true position, not just the topic they're discussing.
- The author's purpose in this sentence is to
Answer: highlight the gap between citing evidence and proposing actionable solutions
When you encounter questions about an author's purpose, focus on what the author is trying to accomplish with their specific word choices and structure. Look for clues in the language that reveal the author's intent.
The correct answer is A because the passage creates a clear contrast between two actions: Candidate Ruiz "cited studies" (presenting evidence) but "offered no plan for funding" (lacking actionable solutions). The author's final sentence drives this point home with the phrase "Evidence may frame a problem, but policy requires more than footnotes," directly stating that evidence alone isn't enough—you need concrete solutions. This structure shows the author's purpose is highlighting the gap between research and action.
Answer B is wrong because the author criticizes rather than endorses Ruiz's platform, pointing out its incompleteness. Answer C misses the mark entirely—the author isn't providing any budget details but rather critiquing the absence of funding plans. Answer D incorrectly suggests the author questions the studies' validity, but the passage accepts that the studies show a link between early education and graduation rates; the criticism is about the lack of implementation strategy, not the research itself.
For GED reading questions about author's purpose, pay attention to transition words like "yet" and "but" that signal contrasts or criticisms. The author's main point often comes in concluding statements that synthesize the earlier information, as happens here with "policy requires more than footnotes."
- Which statement best describes the author's purpose in writing this article?
Answer: To analyze a complex social trend and express concern about its negative consequences.
When you encounter questions about an author's purpose, look for the overall tone and main argument rather than getting caught up in specific details. The author's purpose is their primary reason for writing—what they want to accomplish or communicate to readers.
This passage presents a balanced analysis of social media's impact on political discourse. The author acknowledges both positive aspects (citizen engagement, information dissemination) and negative consequences (echo chambers, polarization, misinformation). The key phrase "double-edged sword" signals this balanced approach. However, the concluding sentence reveals the author's ultimate concern: "these technologies are driving us further apart, not bringing us closer together." This shows the author is analyzing a complex issue while expressing worry about its direction.
Choice C correctly captures this balanced analysis combined with concern about negative trends. Choice A is wrong because the passage offers no practical guidance or steps for better social media use—it's purely analytical. Choice B misses the mark because while the author mentions benefits, the overall tone is concerned rather than celebratory, especially given the emphasis on polarization and misinformation. Choice D goes too far by suggesting the author "condemns all forms" of social media and wants regulation, when the passage actually acknowledges "democratic potential" and never mentions government intervention.
For author's purpose questions, pay attention to the overall tone and concluding statements, which often reveal the writer's true intent. Look for qualifying language like "however," "but," and "while" that signals the author's primary stance when multiple perspectives are presented.
- What is the author's primary purpose in this passage?
Answer: To argue for specific policies to combat urban sprawl.
When you encounter questions about an author's purpose, look for key signals that reveal their intent: strong language choices, calls to action, and the overall tone of the passage.
This passage uses clearly persuasive language throughout. Words like "alarming rate," "destructive pattern," and "must embrace" signal that the author isn't just informing—they're advocating for change. The phrase "We must embrace smarter growth strategies" is a direct call to action, and the author specifically recommends "investing in public transportation and promoting mixed-use, walkable communities." This language pattern indicates an argumentative purpose aimed at convincing readers to support particular solutions.
Choice A is incorrect because the author's definition of urban sprawl is heavily loaded with negative descriptors like "uncontrolled" and "destructive"—this isn't neutral at all. Choice B misses the mark because the passage doesn't trace any historical development; it focuses on current problems and future solutions. Choice D is wrong because while the author mentions "natural landscapes," they don't describe their aesthetic beauty—instead, they focus on how sprawl threatens these areas.
The correct answer is C because the author builds a case against urban sprawl by listing its harmful effects, then explicitly advocates for specific policy solutions like public transportation investment and mixed-use development.
Study tip: On GED passages, distinguish between informative and persuasive writing by watching for emotional language, value judgments, and direct recommendations. Authors writing to inform use neutral language; authors writing to persuade use charged words and tell you what should be done.
- The author's main purpose in this paragraph is to do which of the following?
Answer: To explain the basic biological process of photosynthesis.
When you encounter questions asking about an author's "main purpose," you need to identify what the author is primarily trying to accomplish in the passage. Look at the overall structure and focus of the text rather than getting caught up in minor details.
This passage systematically explains photosynthesis by defining what it is, identifying which organisms use it, describing the inputs and outputs of the process, and explaining its importance to life on Earth. The author presents factual information in a straightforward, educational manner without taking any particular stance or making comparisons. This clear explanatory structure points to answer choice C as correct—the author's main purpose is to explain the basic biological process of photosynthesis.
Let's examine why the other options miss the mark. Choice A is incorrect because the author never mentions urban areas or advocates for planting trees—this passage is purely informational, not persuasive. Choice B doesn't work because the tone is matter-of-fact and educational rather than expressing personal wonder or emotion about nature's complexity. Choice D is wrong because cellular respiration isn't mentioned anywhere in the passage—the author focuses solely on photosynthesis without drawing comparisons to other biological processes.
Remember that "main purpose" questions test your ability to distinguish between what an author actually does versus what they could potentially do with the same topic. Stick to what's explicitly presented in the passage. Authors can inform, persuade, entertain, or express emotions—identify which one dominates the text based on word choice, structure, and content focus.
- Which best describes the author's point of view about the transformation from rail yard to canal?
Answer: Mostly positive, recognizing environmental and recreational gains while acknowledging economic trade-offs
When analyzing an author's point of view, you need to look at both the language choices and the balance of positive versus negative details presented. Authors reveal their stance through word selection, emphasis, and how they frame different perspectives.
In this passage, the author presents the canal transformation with predominantly positive language in the opening: water birds "returned," native reeds "re-established themselves," and residents enjoy the "newly shaded towpath." These are all favorable environmental and recreational outcomes described with active, restorative verbs.
However, the author doesn't dismiss the economic concerns. The phrase "Still, nostalgia for the old rail yard persists" acknowledges legitimate local grievances, and the author fairly presents their complaint about losing "well-paid manufacturing positions" in favor of lower-paying "tourism jobs." The word "still" signals that despite the positives, there are valid trade-offs to consider.
Choice A correctly captures this balanced but overall positive perspective—the author recognizes genuine benefits while acknowledging economic costs. Choice B is wrong because the author clearly highlights environmental and recreational gains, not just losses. Choice C misses the author's clear positive framing of the ecological restoration and recreational benefits. Choice D incorrectly suggests the author is confused or contradictory, when actually the author maintains a consistent stance of cautious optimism throughout.
Strategy tip: Look for signal words like "still," "however," and "despite" that show an author acknowledging counterarguments while maintaining their overall position. This balanced approach often indicates a nuanced but still identifiable point of view.
- Which choice best summarizes the author's purpose in this excerpt?
Answer: To argue that library consolidation negatively affected community access despite fiscal savings
When you encounter questions about author's purpose, look for the main message the writer wants to convey, not just what they discuss. The author's purpose is their underlying intent or argument.
In this passage, the author presents a clear argument structure: they describe what officials claimed (cost-effectiveness), then provide contradicting evidence (40% drop in program attendance), and conclude with their interpretation that consolidation hurts accessibility for disadvantaged groups. The phrase "it seems" signals the author's analytical conclusion, while the final sentence directly criticizes how cost savings come at the expense of community access.
Choice A correctly captures this purpose - the author argues that despite fiscal benefits, library consolidation harmed community access, especially for those with transportation barriers.
Choice B is wrong because the author never celebrates the building's architecture; "gleaming" is descriptive, not praise, and the overall tone is critical.
Choice C misses the mark because the passage contains no budget projections or future financial data - only past attendance statistics used to support an argument about access.
Choice D is completely off-target since the passage never mentions or compares transportation options across different time periods.
Remember that author's purpose questions often include trap answers that focus on details mentioned in the passage rather than the writer's main argument. Look for the "so what?" - what point is the author trying to make by presenting this information? The supporting details serve the larger argumentative purpose.
- The author's main purpose in this passage is to:
Answer: provide a basic overview of beekeeping.
When you encounter questions about an author's main purpose, you need to step back and look at the passage as a whole rather than focusing on individual details. Ask yourself: "What is this passage primarily trying to accomplish?"
This passage systematically introduces beekeeping by defining key terms (apiculture, apiary), explaining what beekeepers do, and mentioning current challenges. The author presents factual information in a neutral, educational tone without pushing any particular agenda or dwelling extensively on any single aspect. This structure and approach clearly indicate that the main purpose is to provide a basic overview of beekeeping, making D the correct answer.
Now let's examine why the other choices miss the mark. Choice A is incorrect because the passage never encourages readers to take up beekeeping—it simply explains what the practice involves. Choice B focuses on honey's taste, but the passage only mentions honey briefly as one of several bee products and never describes its flavor. Choice C identifies colony collapse disorder as a concern, but this appears only as one example in a single sentence about modern challenges—it's not the central focus of the entire passage.
For GED reading questions about author's purpose, always distinguish between the main idea and supporting details. Wrong answers often elevate minor details to seem like the main purpose, or they impose motivations (like persuasion) that aren't actually present in the text. Read the passage holistically and choose the purpose that encompasses the entire passage's content and tone.
- What is the author's main purpose in this passage?
Answer: To create a gloomy and desolate mood through description.
When you encounter questions about an author's purpose, focus on what the writer is actually doing in the passage rather than what topic they're discussing. Look for the dominant technique and overall effect the author creates.
This passage uses vivid descriptive language to establish a specific atmosphere. Notice the carefully chosen details: "windows like vacant eyes," "paint peeled," "porch sagged wearily," and "bruised purple" sky. These aren't neutral observations—they're loaded with emotional weight. Words like "vacant," "wearily," "melancholy," and "decay" all point toward creating a somber, desolate feeling. The author is painting a mood through imagery, making choice C correct.
Choice A is wrong because no family or story about inhabitants appears anywhere in the passage. The focus stays entirely on the physical description of the house itself. Choice B misses the mark because there's no argument being made—the author presents no claims about what should be done with historical buildings or any call to action. Choice D fails because this isn't a factual report. A structural assessment would include objective measurements, materials analysis, or safety evaluations. Instead, we get subjective, emotionally-charged descriptions like "wearily" and metaphors comparing windows to eyes.
When tackling author's purpose questions, distinguish between the topic (what) and the technique (how). The topic might be an old house, but the purpose is the emotional effect the author creates through their word choices and imagery. Always ask yourself: "What is the author trying to make me feel or understand?"
- What is the most likely reason the author wrote this passage?
Answer: To convey a personal experience and the emotional significance of a place.
When you encounter a question asking about an author's purpose, look for clues in the tone, content, and style of the writing. The key is distinguishing between different types of writing: informational, persuasive, personal narrative, and instructional.
This passage is clearly written from a personal perspective, using first-person pronouns ("I remember") and focusing heavily on sensory memories and emotional connections. The author doesn't just describe the boathouse—they share how it made them feel, what they experienced there, and how those memories still affect them today. The rich sensory details (smell of damp wood, sound of creaking floorboards, feel of rough wood grain) all serve to recreate the emotional impact of this meaningful place. This personal, reflective tone points directly to answer C.
Let's examine why the other options don't fit: Answer A fails because this isn't factual or historical—it's deeply personal and subjective, focusing on one person's memories rather than objective information about a location. Answer B is incorrect because there's no argument being made; the author never suggests the boathouse should be preserved or makes any persuasive claims about property conservation. Answer D misses the mark because while the passage does use sensory details effectively, the primary purpose isn't to teach writing techniques—it's to share a meaningful personal experience.
Remember: When identifying author's purpose, pay attention to the point of view and emotional tone. Personal narratives like this one aim to share experiences and emotions, not to inform, persuade, or instruct.
- The author's main purpose is to:
Answer: entertain the reader with a humorous description.
When you encounter questions about an author's purpose, you need to look at the overall tone and intent behind the writing, not just the literal content being discussed.
This passage uses playful, exaggerated language to create humor. The author calls the dog "a professor of laziness" who studies "structural integrity of sofas" and researches "aerodynamics of dropped potato chips." These aren't serious academic descriptions—they're amusing metaphors that transform ordinary dog behaviors (sleeping on furniture and eating fallen food) into mock-scholarly pursuits. The final line reinforces this affectionate, humorous tone by calling the dog both "utterly useless and utterly lovable."
Answer C is correct because the author's clear intent is to entertain readers through witty, exaggerated descriptions of typical pet behavior.
Answer A is wrong because while the passage mentions the dog's sleep habits, informing readers about general dog sleep patterns isn't the main purpose—the focus is on humorous characterization of one specific dog. Answer B is incorrect because there's no persuasive language encouraging pet adoption; the author never suggests readers should get pets. Answer D misses the tone entirely—rather than complaining about difficulties, the author expresses clear affection and finds the dog's laziness endearing, not problematic.
For purpose questions on the GED, always pay attention to tone and word choice. Humorous, exaggerated language usually signals entertainment as the purpose, while straightforward, factual language typically indicates an informative intent.
- The author's point of view toward the high-speed rail project can best be described as...
Answer: strongly supportive and optimistic about its potential benefits.
When you encounter questions about an author's point of view or tone, you need to analyze the specific language choices and overall attitude the author conveys toward their subject.
Looking at this passage, the author uses clearly positive, enthusiastic language throughout. Words like "revolutionary," "essential step forward," and "promising a future" signal strong support. The author presents the rail project as definitively beneficial, using phrases like "will not only reduce travel times but also foster economic growth." This confident, promotional tone shows unwavering optimism about the project's potential.
Answer B correctly identifies this strongly supportive and optimistic stance. The author doesn't just present facts—they advocate passionately for the project's benefits.
Answer A is wrong because the author is far from objective or detached. The language is loaded with positive adjectives and emotional appeals rather than neutral data presentation. Answer C misreads the tone entirely—there's no skepticism or warnings about risks here. The author dismisses current transportation as "outdated" and frames the project as "long-overdue," showing no caution whatsoever. Answer D understates the author's enthusiasm significantly. Words like "revolutionary" and "essential" demonstrate much more than mild interest, and the author is clearly convinced of the project's necessity.
For tone and point of view questions, focus on the author's word choices and emotional language. Strong adjectives, definitive statements, and persuasive phrasing typically indicate bias rather than neutrality. Always match the intensity of the language to the intensity of the answer choice.
- Which of the following best describes the author's point of view on the film?
Answer: The author has a strongly negative and critical opinion of the film.
When you encounter questions about an author's point of view or tone, look for the specific language choices that reveal the writer's attitude toward their subject. Pay attention to adjectives, descriptive phrases, and overall word choice—these are your strongest clues.
In this passage, the author uses consistently negative language throughout. Words like "profound disappointment," "completely missed," "shallow," and "uninspired" clearly signal strong criticism. The author doesn't just point out differences—they make value judgments, calling the adaptation a failure that fans should "avoid." This intensely critical tone makes B the correct answer.
Let's examine why the other choices miss the mark. Choice A is completely opposite to what the passage expresses—there's nothing suggesting the film is "successful" or "faithful" when the author calls it a "disappointment." Choice C misreads the author's mention of special effects; the author criticizes the director for "opting instead for flashy special effects," presenting them as a poor substitute for the book's depth, not an improvement. Choice D suggests neutrality, but this author is anything but neutral—they're making strong negative judgments rather than simply listing objective differences.
For GED reading questions about author's perspective, remember that tone words are your roadmap. Authors rarely hide their opinions—they signal them through loaded language, value judgments, and emotional descriptors. Train yourself to spot these linguistic clues, and you'll quickly identify whether an author is positive, negative, or truly neutral about their subject.
- Which statement best reflects the author's point of view?
Answer: The author is strongly opposed to the school uniform policy.
When you encounter questions about an author's point of view, you need to analyze the language, tone, and arguments presented to determine where the author stands on the issue.
The author's position becomes clear from the very first sentence, which calls the uniform policy "an unnecessary infringement on students' freedom of expression." This immediately establishes a negative stance. Throughout the passage, the author uses strongly critical language like "stifles individuality" and dismisses opposing arguments by claiming there's "little concrete evidence" for the benefits. The author also highlights negative consequences like financial burden on families and forcing students "into a homogenous mold."
Looking at the wrong answers: Choice A is incorrect because the author doesn't present both sides equally—while mentioning what proponents claim, the author immediately dismisses these claims and focuses entirely on criticisms. Choice C is wrong because the author shows no favor toward the policy whatsoever; these aren't "minor concerns" but fundamental objections to the entire concept. Choice D is incorrect because the author has clearly made up their mind and argues decisively against uniforms rather than seeking more information.
The correct answer is B—the author is strongly opposed to the school uniform policy, as evidenced by the consistent negative language and one-sided argumentation throughout the passage.
Study tip: On point-of-view questions, pay attention to loaded language and whether the author acknowledges opposing viewpoints respectfully or dismisses them. Strong opposition often includes words like "unnecessary," "stifles," or phrases that minimize counterarguments.
- Which statement best describes the author's point of view?
Answer: The author is a strong advocate for exercise and public health support.
When analyzing an author's point of view, you need to identify their attitude and stance toward the topic based on the language they use and the positions they take throughout the passage.
The author's viewpoint becomes clear through several key indicators. First, they state it's an "irrefutable fact" that exercise is beneficial, showing strong conviction about exercise's value. They cite "countless studies" as evidence, demonstrating they fully accept and promote the research supporting exercise benefits. Most importantly, they conclude by arguing that "public health initiatives must do more" to remove barriers like unsafe neighborhoods and expensive gym memberships. This call for systemic action reveals they believe society should actively support people's ability to exercise.
Looking at the wrong answers: Choice A suggests skepticism about exercise benefits, but the author actually presents these benefits as established fact. Choice B implies the author blames individuals for inactivity, when they explicitly identify external barriers (unsafe areas, costs) as the real problem. Choice C focuses on financial aspects of fitness, but the author only mentions gym costs as one barrier among others—their main concern is public health, not industry economics.
The correct answer is D because the author demonstrates clear advocacy for both exercise (calling its benefits "irrefutable") and public health support (demanding initiatives to remove barriers).
Strategy tip: For point-of-view questions, look for the author's conclusion or call to action—this often reveals their strongest beliefs and advocacy positions most clearly.
- The author's purpose in this passage is to:
Answer: argue for the importance and value of public libraries.
When you encounter questions about an author's purpose, you need to look at what the author is trying to accomplish with their writing. Are they informing, persuading, entertaining, or explaining something specific?
This passage clearly takes a stance on public libraries, using strong positive language like "most vital institutions" and "direct blow to the health of our community." The author presents multiple benefits of libraries and concludes with a warning about funding cuts. This persuasive structure and emotionally charged language reveals the author is advocating for libraries' value and importance, making B the correct answer.
Let's examine why the other choices don't work. Choice A is wrong because the passage never mentions library cards or provides any procedural instructions. Choice C fails because this isn't a neutral, factual account—the author clearly takes a strong position rather than presenting objective historical information. Choice D is incorrect because the passage never mentions bookstores, private institutions, or makes any comparisons between different types of book-lending services.
The key distinction here is between informing and persuading. While the author does provide some factual information about what libraries do, the overall tone and structure serve a persuasive purpose rather than merely educational one.
For author's purpose questions on the GED, pay attention to the tone and word choice. Neutral, factual language suggests an informative purpose, while emotionally charged words and clear value judgments indicate persuasive intent. The conclusion often reveals the true purpose most clearly.
- What is the author's purpose in this passage?
Answer: To question the effectiveness of a no-laptop policy by highlighting its unintended consequence
When you encounter questions about author's purpose, look for the main message the writer wants to convey and the tone they use to deliver it. Authors often reveal their purpose through the structure of their argument and the language they choose.
This passage follows a clear pattern: it presents a policy (no laptops), describes its intended goal (preserve conversation), then reveals an unexpected outcome (empty tables during peak remote work hours). The author uses the word "strangely" to signal surprise and "may have pruned it instead" to suggest the policy backfired. This structure and word choice indicate the author is questioning whether the policy actually works.
Choice A correctly identifies this purpose - the author is questioning the no-laptop policy's effectiveness by showing how it created an unintended consequence (losing the remote worker clientele entirely).
Choice B is wrong because the passage never mentions coffee prices or profits - it focuses solely on the laptop policy and its social effects. Choice C misreads the author's tone completely; rather than celebrating these cafes, the author suggests their policy may have failed by describing empty tables as a negative outcome. Choice D is completely off-topic since the passage discusses laptop policies, not beverage offerings.
For author's purpose questions, pay attention to signal words that reveal the writer's stance. Words like "strangely," "however," "may have," and "instead" often indicate the author is challenging or questioning something rather than simply describing or celebrating it.
- Which statement best captures the author's purpose in this paragraph?
Answer: To persuade readers to abandon constant multitasking by sharing personal evidence of its drawbacks
When you encounter questions about an author's purpose, focus on what the writer is trying to accomplish with their audience. Look for clues about whether they're persuading, informing, entertaining, or analyzing, and pay attention to the tone and evidence they use.
This author clearly aims to persuade readers against multitasking by sharing concrete personal evidence. The passage follows a classic persuasive structure: the author admits to a former belief ("I once believed"), presents contradicting evidence from personal experience (30% faster completion, less mental drain), and concludes with a strong stance against multitasking ("more myth than method"). The personal experiment serves as compelling evidence to change readers' minds about multitasking habits.
Choice B is wrong because the author doesn't analyze neurological studies in depth or write for academic researchers—they briefly mention how brains work but focus on personal experience. Choice C fails because the tone is serious and instructional, not humorous, and the author clearly proposes change (limiting email checks). Choice D misses the mark entirely since the author never mentions or recommends specific apps, nor compares features objectively.
The key word "persuade" in choice A captures the author's clear intent to convince readers to change their behavior, supported by the personal testimony format.
For purpose questions on the GED, always ask yourself: "What does this author want their reader to do, think, or feel after reading this?" Then match that goal to the answer choices, watching for tone clues and the type of evidence presented.
- What is the author's primary purpose for writing this message?
Answer: To request the correction of a specific billing error.
When you encounter questions about an author's primary purpose, you need to identify the main reason the text was written by looking at the overall message and specific actions the author is requesting.
In this formal letter, the author clearly states they are writing "to formally dispute a charge" and asks the recipient to "investigate this matter and remove the erroneous charge." The entire message centers on correcting what the author believes is a billing mistake—a $75.99 charge from a company they claim never to have done business with. This makes choice A correct: the author's primary purpose is to request the correction of a specific billing error.
Choice B is wrong because the author isn't praising anyone's service—they're actually reporting a problem and potential fraud. Choice C is incorrect because nowhere does the author mention wanting to close their account; they simply want one specific charge removed. Choice D misses the point entirely—the author isn't asking about Global Tech Supplies' products. In fact, they're stating they've never done business with this company, which is why they're disputing the charge.
For primary purpose questions on the GED, always ask yourself: "What is the author's main goal?" Look for explicit request words like "please," "I am writing to," or action verbs that show what the author wants the reader to do. Don't get distracted by minor details—focus on the central message and the specific outcome the author is seeking.
- The author's purpose in this passage is primarily to:
Answer: provide a factual summary of a key historical event.
When you encounter questions about an author's purpose, you need to step back and ask: "What is this writer trying to accomplish?" Look at the tone, content, and approach to determine their main goal.
This passage presents straightforward facts about the Battle of Gettysburg: the dates (July 1-3, 1863), its historical significance (turning point of the Civil War), the outcome (Union victory that stopped Confederate invasion), and its human cost (highest casualties of the war). The author uses neutral, informative language without emotional appeals or personal opinions. This factual, objective approach clearly indicates the purpose is to provide a factual summary of a key historical event, making C correct.
Let's examine why the other options miss the mark. Choice A suggests the author argues against the battle being fought, but there's no persuasive language or criticism present—just neutral historical facts. Choice B claims the author honors fallen soldiers, but the passage doesn't memorialize or praise anyone; it simply mentions casualties as a factual detail. Choice D proposes the author describes specific military tactics, but no tactical information appears—you won't find details about troop movements, strategies, or combat methods.
The key trap here is confusing the topic (a significant battle) with the purpose (how the author treats that topic). Just because a passage discusses an important or emotional subject doesn't mean the author's purpose is to argue, honor, or provide detailed analysis. Always distinguish between what the passage is about versus what the author is trying to do with that information.
