Identify the Author's Purpose - ISEE Middle Level Reading Comprehension

SECTION 1

Why Does Author's Purpose Matter?

Every time you read something — a text from a friend, a science textbook, or a funny story — the person who wrote it had a reason. That reason is called the author's purpose. Understanding why an author wrote a passage is one of the most important skills on the ISEE Reading Comprehension section.

People have been thinking about author's purpose for thousands of years. Ancient Greek thinkers like Aristotle studied how writers and speakers use language to achieve different goals. Over time, teachers and scholars organized these ideas into categories we still use today.

~350 BC • Aristotle's Rhetoric

The Greek philosopher Aristotle studied how speakers persuade, inform, and entertain audiences. He created some of the first rules for understanding a writer's goals.

1700s • Rise of Newspapers

Newspapers became popular, and readers had to decide: Is this article giving me facts, or is the writer trying to change my opinion? Knowing the author's purpose became a daily skill.

1900s • Reading Comprehension in Schools

Schools began teaching students to identify author's purpose as a key reading skill. Standardized tests like the ISEE started including questions about it.

Today • The Digital Age

With social media, blogs, and news websites everywhere, knowing why someone wrote something is more important than ever. It helps you think critically about everything you read.

On the ISEE, you will read six passages and answer about six questions per passage. At least one question on many passages will ask you about the author's purpose. The big question we need to answer is: How can you figure out WHY an author wrote a passage?

SECTION 2

Core Principles of Author's Purpose

There are three main reasons an author writes something. You can remember them with the acronym PIE: Persuade, Inform, Entertain. Most passages on the ISEE fall into one of these categories. Let's look at each one.

Persuade

The author wants to change your mind or convince you to do something. Look for strong opinions, calls to action, and emotional language.

Inform

The author wants to teach you facts or explain how something works. Look for data, definitions, neutral tone, and organized facts.

Entertain

The author wants to tell a story or keep you interested. Look for characters, dialogue, vivid descriptions, humor, and plot events.

Describe

Sometimes an author wants to paint a picture with words. Look for sensory details (sights, sounds, smells) and imagery that helps you visualize something.

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KEY TAKEAWAY

Think of author's purpose like choosing a restaurant. If you want a birthday party, you pick a fun place (entertain). If you want to learn to cook, you take a class (inform). If your friend wants you to try sushi, they'll give you reasons why it's great (persuade). The goal shapes everything about how the message is delivered.

SECTION 3

The PIE Decision Flowchart

When you're reading a passage on the ISEE, use this flowchart to help you decide the author's purpose. Ask yourself the questions in order, starting from the top. Each answer leads you closer to the correct purpose.

Start at the top and follow the arrows. Ask each question about the passage. A "YES" answer leads you to the author's purpose. Most ISEE passages will be Inform or Entertain, since the test includes both nonfiction and fiction passages.

Notice that you check for persuade first. That's because persuasive writing can include facts AND stories, so it's easy to confuse it with other purposes. If the author is clearly pushing an opinion or argument, that's your answer right away.

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How to Spot Clues in the Passage

Authors don't usually tell you their purpose directly. Instead, they leave clues in the words they choose, the way they organize ideas, and the tone (feeling) of the passage. Let's look at specific signal words (words that hint at the purpose) and other clues for each type.

Clues That the Purpose Is to INFORM

✓ Neutral tone — The author sounds like a teacher or textbook. No strong emotions.
✓ Facts and data — Numbers, dates, scientific names, definitions, and statistics.
✓ Explaining how/why — The passage walks you through a process or cause and effect.
✓ Signal words — "According to research," "studies show," "one reason is," "for example."

Clues That the Purpose Is to PERSUADE

✓ Opinion words — "should," "must," "it is important that," "we need to."
✓ Emotional language — Words designed to make you feel angry, excited, or worried.
✓ One-sided arguments — The author only presents reasons that support their view.
✓ Call to action — The author tells you to do something: "Join," "vote," "help."

Clues That the Purpose Is to ENTERTAIN

✓ Characters and dialogue — People talking, thinking, and experiencing events.
✓ A plot or storyline — Events happen in a sequence, with a beginning, middle, and end.
✓ Vivid descriptions — Rich details about settings, feelings, and actions.
✓ Humor or suspense — The author tries to make you laugh or keeps you on the edge of your seat.

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ISEE Test Tip

Author's purpose questions on the ISEE often use wording like: "The author's primary purpose is to..." or "The author most likely wrote this passage in order to..." When you see these phrases, you know it's a purpose question. Always go back to the passage and look for clues before picking an answer!

SECTION 5

Signal Words and Tone Chart

One of the fastest ways to identify author's purpose is to pay attention to the tone (the feeling or attitude of the writing). Different purposes create different tones. The chart below shows how purpose, tone, and signal words connect.

Use the signal words and tone descriptions as a quick-reference tool. When you read an ISEE passage, ask: "What tone does this have?" Then match the tone to one of the four purposes.

Purpose	You'll Find...	You WON'T Find...
Persuade	Opinions, reasons, emotional appeals, calls to action	Balanced presentation of both sides
Inform	Facts, data, definitions, neutral language	Strong opinions or characters in a story
Entertain	Characters, plot, dialogue, humor, suspense	Statistics or scientific data
Describe	Sensory details, imagery, vivid adjectives	Arguments or persuasive language

What to look for — and what you won't see — with each purpose.

SECTION 6

Worked Example: Finding the Author's Purpose

Let's walk through an ISEE-style passage together. Read the short passage below, then follow the steps to identify the author's purpose.

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Sample Passage

The Great Barrier Reef, located off the coast of Australia, is the largest coral reef system in the world. It stretches over 1,400 miles and is home to more than 1,500 species of fish. Scientists use satellites and underwater cameras to study the reef's health. In recent years, rising ocean temperatures have caused coral bleaching, a process that turns the coral white and weakens it. Researchers continue to look for ways to protect this natural wonder.

Now the question: "The author's primary purpose in this passage is to..."

Step-by-Step Solution

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Step 1 — Check for Persuasion

Does the author try to convince you of something? Look for opinion words like "should" or "must." The passage says "researchers continue to look for ways to protect" the reef, but it doesn't tell YOU to do anything. There is no call to action and no emotional language pushing an opinion.

Not persuade — no opinions or calls to action.
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Step 2 — Check for Informing

Does the passage teach you facts? Yes! It gives specific data: "1,400 miles," "1,500 species of fish," and explains what coral bleaching is. The tone is neutral and educational — like a textbook or encyclopedia. There are no characters or dialogue.

Strong match for inform — facts, data, neutral tone.
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Step 3 — Confirm by Eliminating Others

Is it entertaining? No characters, no plot, no humor. Is it describing? While there are some details, the main goal is to explain facts, not paint a sensory picture. This confirms that the purpose is to inform.

Answer: The author's primary purpose is to inform the reader about the Great Barrier Reef.

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STRATEGY REMINDER

Always use process of elimination on the ISEE. Even if you're not sure of the right answer, you can often cross out two or three wrong choices. Since there's no penalty for guessing on the ISEE, always pick an answer — never leave a question blank!

SECTION 7

Tricky Situations and Common Mistakes

Sometimes the author's purpose isn't obvious. A passage might seem to fit more than one category. Here are common tricky situations and how to handle them on the ISEE.

Tricky Situation	What to Do
A story that also teaches a lesson	If the passage is mostly a story with characters and events, the primary purpose is to entertain. Even if there's a moral, the story format makes it entertainment.
A science passage with interesting facts	Even if the facts are cool, if the passage is organized around teaching you information, the purpose is to inform — not entertain.
A passage with facts AND opinions	Look at the overall goal. If the facts are used to support an opinion, the purpose is to persuade. If the opinions are minor, the purpose is probably to inform.
A personal memoir or narrative nonfiction	These are true stories written in a story format. The primary purpose is usually to entertain or to share a personal experience. Look for emotions and vivid details.

Common tricky situations on the ISEE and how to handle them.

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REMEMBER THE WORD "PRIMARY"

The ISEE asks for the "primary" purpose. Think of it like this: if a pizza has pepperoni and a few mushrooms, you'd call it a pepperoni pizza — not a mushroom pizza. The main ingredient is what matters most. A passage can include facts in a story, but if it's mainly a story, the primary purpose is to entertain.

SECTION 8

Going Deeper: Purpose of Individual Paragraphs

Sometimes the ISEE won't ask about the purpose of the entire passage. Instead, it might ask about a single paragraph or a specific section. These questions test your ability to do paragraph function analysis (figuring out what job a paragraph does within the larger passage).

Paragraph Job	What It Does	Example Question Wording
Introduce	Sets up the topic or grabs attention	"The first paragraph primarily serves to..."
Support	Gives examples, evidence, or details	"The author includes paragraph 3 in order to..."
Contrast	Shows an opposing view or a different angle	"The purpose of the second paragraph is to..."
Conclude	Wraps up the argument or summarizes ideas	"The final paragraph primarily serves to..."

Paragraph functions you may be asked about on the ISEE.

When you get to the Upper Level ISEE or harder reading tests, these paragraph-level questions will appear more often. Practicing them now gives you a head start. The key strategy is the same: look at what the paragraph actually does, not just what it talks about.

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Ask Yourself This

For paragraph function questions, ask: "If I removed this paragraph, what would be missing from the passage?" The answer tells you the paragraph's job. If the passage would lose its evidence, the paragraph provides support. If it would lose its introduction, the paragraph introduces the topic.

SECTION 9

Practice Problems

Now it's your turn! Read each short passage or scenario and choose the best answer. Remember to use the PIE strategy and look for signal words, tone, and clues.

Question 1: CONCEPTUAL

Read the following passage: "The monarch butterfly migrates up to 3,000 miles each fall, traveling from Canada and the United States to central Mexico. Scientists believe they use the sun's position and Earth's magnetic field to navigate. Each generation of butterflies completes a different part of the return journey." The author's primary purpose in this passage is to —

A. persuade readers to protect monarch butterflies
B. inform readers about monarch butterfly migration
C. entertain readers with a story about a butterfly
D. describe what a monarch butterfly looks like

Show answer (B)

The correct answer is B. The passage presents facts and data ("3,000 miles," "sun's position and Earth's magnetic field") in a neutral, educational tone. This is a classic informational passage. Choice A is wrong because the author never says we "should" do anything or gives an opinion about protecting butterflies. Choice C is wrong because there are no characters, plot, or dialogue — it's not a story. Choice D is wrong because the passage doesn't describe the butterfly's appearance at all; it explains its migration.

Question 2: BASIC

Read the following passage: "Every school should have a garden where students can grow vegetables. Working in a garden teaches responsibility and teamwork. Students who garden perform better in science class because they can see plant biology in action. If your school doesn't have a garden yet, talk to your principal today!" The author wrote this passage mainly to —

A. tell a funny story about a school garden
B. explain the science behind how plants grow
C. describe what a school garden looks like
D. convince readers that schools should have gardens

Show answer (D)

The correct answer is D. The passage is full of persuasion clues: the opinion word "should" appears in the first sentence, the author gives reasons why gardens are good, and there's a call to action ("talk to your principal today!"). Choice A is wrong because there is no story or humor. Choice B is wrong because the passage doesn't explain plant science — it only mentions it briefly as a benefit. Choice C is wrong because the passage never describes a garden's appearance.

Question 3: INTERMEDIATE

Read the following passage: "Maya pressed her back against the cold stone wall and held her breath. Footsteps echoed down the corridor, growing louder. She clutched the old map tighter in her hand. If she could just make it to the library before the guards noticed her, she'd have all the proof she needed. The footsteps stopped. Maya's heart hammered against her ribs." The author most likely wrote this passage in order to —

A. inform readers about ancient maps
B. persuade readers to visit libraries
C. entertain readers with a suspenseful story
D. explain how guards protect buildings

Show answer (C)

The correct answer is C. This passage has all the classic entertainment clues: a character (Maya), a plot (she's trying to reach the library before guards find her), vivid descriptions ("cold stone wall," "heart hammered against her ribs"), and suspense (the footsteps stopping). Choice A is wrong because the map is just a story detail, not a topic being explained. Choice B is wrong because the author isn't trying to convince anyone to do anything. Choice D is wrong because the passage isn't giving factual information about security.

Question 4: APPLIED

Read the following passage: "The African elephant is the largest land animal on Earth. Adults can weigh up to 14,000 pounds and stand 13 feet tall at the shoulder. Elephants live in family groups led by the oldest female, called the matriarch. However, elephant populations have declined dramatically due to habitat loss and poaching. Conservation groups are working to create protected areas and reduce illegal hunting." Which of the following best describes the author's purpose in the last two sentences of the passage?

A. To entertain the reader with a dramatic story about elephants
B. To inform the reader about threats to elephants and efforts to help them
C. To persuade the reader to donate money to elephant conservation
D. To describe the appearance of an African elephant

Show answer (B)

The correct answer is B. This question asks about specific sentences, not the whole passage — a paragraph function question. The last two sentences present facts about population decline and conservation efforts. The tone stays neutral and informative. Choice A is wrong because there's no story, plot, or characters. Choice C is tricky: the sentences mention conservation, but the author never asks readers to donate or take action. The author is reporting facts, not persuading. Choice D is wrong because the last two sentences discuss threats, not physical appearance.

Question 5: CRITICAL THINKING

Read the following passage: "When I was ten, my grandmother taught me to bake bread. I remember the way flour dusted her apron like fresh snow, and how the dough felt warm and alive under my small hands. She hummed old songs while we waited for the loaves to rise. I didn't know then that those Saturday mornings would become my most treasured memories. Now, whenever I smell fresh bread, I'm ten years old again, standing in her sunny kitchen." The author's primary purpose in this passage is to —

A. inform readers about how to bake bread
B. persuade readers that baking is an important skill
C. share a meaningful personal memory with the reader
D. explain why grandparents are important in children's lives

Show answer (C)

The correct answer is C. This is a tricky one because the passage doesn't fit neatly into just 'entertain' or 'describe.' It's a personal memoir that uses vivid, sensory language ('flour dusted her apron like fresh snow,' 'warm and alive under my small hands') to share a meaningful memory. The answer captures this blended purpose perfectly. Choice A is wrong because the passage doesn't teach any baking steps or techniques. Choice B is wrong because the author never argues that baking is important or tells you to learn it. Choice D is wrong because while a grandmother is in the passage, the author never makes a general argument about the importance of grandparents — this is about one specific personal memory.

SUMMARY

Summary: Identifying the Author's Purpose

Summary

Every author writes with a reason in mind. On the ISEE, you can identify this reason by remembering PIE + D: authors write to Persuade (change your mind using opinions and emotional language), Inform (teach facts using neutral, educational language), Entertain (tell a story with characters, dialogue, and vivid details), or Describe (paint a picture with sensory language).

To find the answer, look for signal words and tone clues. Check for persuasion first, then informing, then entertaining. Remember to focus on the primary purpose — the main reason the author wrote the passage. Use process of elimination to cross out wrong answers, and never leave a question blank on the ISEE. You've got this!