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Learn how to figure out what an author thinks, why they wrote a text, and how they set their ideas apart from everyone else's.
Every time you read a news article, a blog post, or even a textbook, a real person made choices about what to include, what to leave out, and which words to use. Those choices come from that person's point of view (what they believe) and their purpose (why they are writing). Learning to spot those things turns you from a passive reader into a detective who can evaluate whether an argument is strong or weak.
People have been studying this skill for a very long time. Let's look at a few milestones that show how thinkers throughout history learned to read more carefully.
The big question this lesson answers is: How do you figure out what an author believes, why they wrote a text, and how they separate their own ideas from the ideas of people who disagree with them?
Before we dig in, let's lock down four key ideas. Each one is a building block you'll use every time you analyze an informational text.
The diagram below shows how an author constructs their argument in an informational text. Notice how the author's own position sits at the center, surrounded by the tools they use and the opposing viewpoints they address.
Look at the arrows in the diagram. The author pulls in evidence and rhetoric to support their central point of view. They also reach down to acknowledge opposing viewpoints, but then they show why their own position is different—and, they argue, better. That's how an author distinguishes their position from the positions of others.
When you sit down with an informational text, follow these steps to uncover the author's point of view and purpose, and to see how they separate their position from others.
Authors have a toolbox full of techniques for building their own argument and responding to opposing ones. The flowchart below shows how those techniques connect, and the table that follows gives you specific things to look for.
Now let's look at specific signal words and techniques you can watch for while reading.
| Technique | What It Does | Signal Words / Clues |
|---|---|---|
| Direct Statement of Opinion | The author clearly states what they believe. | "I believe…" "In my view…" "The best solution is…" |
| Citing Evidence | The author backs up claims with facts, data, or expert quotes. | "According to…" "Research shows…" "A 2023 study found…" |
| Loaded Language | The author uses emotionally charged words to sway readers. | "Devastating," "incredible," "dangerous," "groundbreaking" |
| Acknowledging the Other Side | The author mentions what opponents think. | "Some people argue…" "Critics claim…" "Opponents say…" |
| Counterargument / Rebuttal | The author explains why the opposing view is flawed. | "However…" "On the other hand…" "But this ignores…" "Nevertheless…" |
| Concession | The author admits the other side has a small valid point, then explains why their view still wins. | "While it is true that… the bigger issue is…" "Although…" |
Skilled readers keep an eye out for these signals. When you spot them, you know exactly how the author is building their case and setting it apart from what other people think.
Let's practice with a short passage. Read it, and then follow along as we break it down step by step.
Being able to analyze an author's point of view and purpose is incredibly useful—but like any skill, it has limits. Let's compare what this skill can do and what it can't do.
| Strengths (What It Helps You Do) | Limitations (Where It Gets Tricky) |
|---|---|
| Helps you decide if a source is trustworthy before you use it for a report. | An author can be biased and still have some valid points. Spotting bias doesn't mean everything they say is wrong. |
| Makes you a stronger writer because you learn techniques you can use in your own essays. | Some texts are very subtle. The author's purpose might blend persuasion and information, making it hard to pin down just one purpose. |
| Protects you from being manipulated by misleading arguments or emotional tricks. | You might over-analyze neutral texts and "find" bias that isn't really there. Balance is key. |
| Lets you compare multiple sources on the same topic and choose the strongest argument. | Without background knowledge on a topic, it's harder to judge whether the author's evidence is actually accurate. |
The skills you've learned in this lesson are the foundation for even more advanced reading and writing you'll do in high school and beyond. Here's a quick look at how this concept connects to more sophisticated work.
| What You're Learning Now | Where It Leads |
|---|---|
| Identifying the author's point of view. | Analyzing bias and perspective in primary sources (history class) or media literacy courses. |
| Determining the purpose (inform, persuade, entertain). | Studying rhetorical analysis in high school English, where you break down how an author persuades and evaluate whether their methods are ethical. |
| Spotting how the author distinguishes from others. | Writing your own argumentative research papers where you must address counterarguments to earn top scores. |
| Recognizing loaded language and emotional appeals. | Studying propaganda techniques and logical fallacies — tricks in reasoning that can fool readers if they aren't careful. |
Every time you practice the steps from this lesson, you're building the muscles you'll need for tougher texts later. A historian reading a 200-year-old letter uses the same basic questions you just learned: What does this person believe? Why did they write this? Who are they arguing against? You're already thinking like a scholar.
Try these five questions on your own. Click "Show Answer" to check your work and read the explanation.
In this lesson, you learned that every informational text is shaped by two things: the author's point of view (their personal belief about the topic) and their purpose (whether they aim to inform, persuade, or entertain). You explored a five-step process for uncovering these elements: identify the claim, determine the purpose, find the evidence and rhetorical techniques, spot opposing viewpoints, and analyze how the author distinguishes their own position. Along the way, you learned to watch for signal phrases like "Some people argue…" and "However…" that mark where the author is engaging with the other side.
You also practiced the difference between a concession (admitting the other side has a small point) and a counterargument (explaining why your position is still stronger). These are the same tools used by journalists, historians, scientists, and lawyers. The more you practice spotting them, the better you'll become at evaluating the texts you read every day — and the more powerful your own argumentative writing will become. Keep asking: What does this author believe, why did they write this, and how do they handle the other side? Those three questions will unlock any informational text you encounter.