GED Language Arts Rla Quiz: Identify Author Purpose

What this quiz covers

This quiz focuses on Identify Author Purpose, giving you a quick way to practice the rules, question types, and explanations that matter most for GED Language Arts Rla.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

Question 1

1. persuade the customer to buy additional furniture.
2. describe the aesthetic features of the bookshelf.
3. warn the reader about the dangers of using tools.
4. instruct the reader on how to assemble a product. (correct answer)

Explanation: When you encounter questions asking about the "primary purpose" of a passage, you need to identify the author's main goal or intent. Look for clues in the language, structure, and content to determine what the writer is trying to accomplish. This passage uses clear instructional language throughout. Words like "please read," "first, verify," "use the provided Allen wrench," and "ensure" are all directive language that tells the reader what to do. The passage follows a logical sequence of assembly steps, from reading instructions to checking parts to actually connecting pieces. This step-by-step format is the hallmark of instructional writing, making answer choice D correct. Let's examine why the other options don't work. Choice A is wrong because there's no persuasive language or attempts to sell additional products—the passage assumes you already own the bookshelf and focuses solely on assembly. Choice B fails because the passage doesn't describe how the bookshelf looks or discuss any visual features; it's purely functional. Choice C is incorrect because while the passage mentions not overtightening screws, this is assembly guidance, not a safety warning about tool dangers. The key strategy for primary purpose questions is to look at the dominant function of the writing. Ask yourself: "What is this passage mainly trying to get me to do?" Instructional passages like this one use command verbs (read, verify, use, ensure) and present information in a sequential, how-to format. When you see this pattern on the GED, the purpose is almost always to instruct or explain a process.

Question 2

1. To celebrate the technological advancements of the smartphone.
2. To provide instructions on how to use smartphone features effectively.
3. To encourage readers to question the negative impacts of smartphones. (correct answer)
4. To predict the future evolution of personal communication devices.

Explanation: When you encounter a question about an author's primary purpose, you need to identify the main goal or intention behind the entire passage, not just individual details or examples mentioned within it. Looking at this passage, the author presents a balanced but ultimately critical examination of smartphones. The key phrases that reveal the author's purpose include "but at what cost?" and the final statement that negative impacts "deserve far more critical examination than it currently receives." The author acknowledges benefits but emphasizes the need to question and examine the downsides more thoroughly. This directly points to encouraging readers to think critically about smartphones' negative impacts. Answer choice A is incorrect because while the author mentions "undeniable benefits," the overall tone is cautionary rather than celebratory. The passage focuses more on problems than achievements. Answer choice B is wrong because the author provides no instructions or how-to guidance about using smartphones effectively. Answer choice D is incorrect because the passage doesn't make any predictions about future technology developments—it analyzes current smartphone impacts. The correct answer is C because the author's primary goal is to prompt readers to critically examine smartphones' negative effects, particularly anxiety, distraction, and social comparison. For primary purpose questions on the GED, look for the author's overall message rather than getting distracted by supporting details. Pay attention to qualifying words like "but," "however," and "yet"—these often signal the author's true stance and help you distinguish between what they're acknowledging versus what they're actually arguing.

Question 3

1. The author believes the film is a successful and faithful adaptation of the novel.
2. The author has a strongly negative and critical opinion of the film. (correct answer)
3. The author feels the film improved upon the original story by adding special effects.
4. The author is neutral, simply listing the differences between the book and film.

Explanation: 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.

Question 4

1. To tell a story about the family who once lived in the house.
2. To argue for the preservation of historical buildings in the town.
3. To create a gloomy and desolate mood through description. (correct answer)
4. To provide a factual report on the structural integrity of the house.

Explanation: 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?"

Question 5

1. inform readers about the business of stand-up comedy.
2. persuade readers to attend a specific comedy show.
3. entertain the reader with an amusing anecdote. (correct answer)
4. analyze the psychological roots of humor.

Explanation: When you encounter questions asking about an author's primary purpose, you need to step back and consider what the author is fundamentally trying to accomplish with the entire passage. Look at the tone, content, and overall effect on the reader. This passage describes a comedian's stage entrance and performance using vivid, humorous details. The author paints an amusing picture: the comedian trips over equipment, makes a self-deprecating quip, and performs quirky material about squirrels and toaster impressions. The descriptive language creates a lighthearted, entertaining scene that likely makes readers smile or chuckle. The primary goal is to entertain the reader with this amusing anecdote, making C correct. Let's examine why the other options miss the mark. Choice A is incorrect because the passage doesn't provide informational content about the comedy business—there are no facts, statistics, or explanations about how stand-up comedy works as an industry. Choice B fails because the author never encourages readers to attend any specific show; this is a general, fictional-seeming scenario rather than promotional material. Choice D is wrong because there's no analytical content about humor's psychological foundations—the passage simply shows humor in action without examining why it works. Remember that primary purpose questions test your ability to distinguish between what a passage does versus what it merely touches upon. Focus on the dominant tone and the author's clear intent. Entertaining passages like this one typically use descriptive, engaging language that creates vivid scenes designed to amuse rather than inform, persuade, or analyze.

Question 6

1. argue that the battle should not have been fought.
2. honor the soldiers who died at Gettysburg.
3. provide a factual summary of a key historical event. (correct answer)
4. describe the specific military tactics used in the battle.

Explanation: 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.

Question 7

1. To provide a precise, scientific explanation of fermentation.
2. To express a personal sense of wonder and appreciation for bread-baking. (correct answer)
3. To give step-by-step instructions for a specific bread recipe.
4. To argue that homemade bread is healthier than store-bought varieties.

Explanation: When you encounter questions about an author's primary purpose, look beyond the surface content to understand why the author chose to write the passage and what feeling or message they want to convey. This passage uses rich, evocative language that reveals the author's emotional connection to bread-baking. Notice words like "magic," "miracle," "transcendent," and "alchemy" – these aren't scientific terms but rather expressions of wonder and reverence. The author describes the process as transformative, moving from "simple ingredients" to something almost mystical. The final phrase "humble and deeply satisfying alchemy" particularly emphasizes personal appreciation rather than instruction or analysis. Choice A is incorrect because while the author mentions that baking is "a science," they don't provide any scientific explanations of fermentation or chemical processes. Choice C fails because this isn't instructional writing – there are no measurements, temperatures, or specific steps you could actually follow to bake bread. Choice D is wrong because the author never compares homemade bread to store-bought varieties or makes any health claims. The correct answer is B because the author's primary purpose is to share their personal sense of wonder about the bread-making process, using poetic language to help readers appreciate the seemingly magical transformation of basic ingredients. Study tip: On GED questions about author's purpose, pay close attention to the author's tone and word choice. Emotional, descriptive language usually indicates the author wants to share feelings or perspectives, while technical language suggests informational purposes, and comparative language often signals argumentative intent.

Question 8

1. inform the reader about the sleep habits of dogs.
2. persuade the reader to adopt a rescue animal.
3. entertain the reader with a humorous description. (correct answer)
4. complain about the difficulties of pet ownership.

Explanation: 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.

Question 9

1. The author sees the farm as a place of difficult labor and hardship.
2. The author views the experience with nostalgic affection and fondness. (correct answer)
3. The author feels indifferent and has few strong memories of that time.
4. The author is critical of the farm's isolation from modern city life.

Explanation: When you encounter questions about an author's point of view or attitude, look for emotional language, descriptive words, and overall tone to understand how the writer feels about their subject. The correct answer is B because the passage is filled with warm, positive language that reveals the author's deep affection for this memory. Notice phrases like "I will never forget," "simple, magical time," and "treasure I hold dear." The sensory details—"scent of freshly cut hay," "sound of crickets," "fireflies...blinking"—are all presented as pleasant experiences. The author explicitly contrasts the peaceful farm with the "city's hustle and noise," suggesting the farm experience was preferable and special. Choice A is wrong because while farms involve work, the author focuses entirely on positive, peaceful imagery rather than mentioning any difficult labor or hardship. Choice C contradicts the entire passage—the author clearly states they'll "never forget" and calls the memories a "treasure," showing strong, vivid recollection rather than indifference. Choice D misreads the author's attitude toward isolation; the author presents being "a world away from the city's hustle and noise" as a positive escape, not a criticism. For point-of-view questions on the GED, always identify the emotional "charge" of the language. Words like "treasure," "magical," and "never forget" signal positive feelings, while phrases like "difficult," "unfortunately," or "sadly" would indicate negative views. The author's word choices are your best clues to their true attitude.

Question 10

1. inform consumers about the history of vacuum technology.
2. compare the technical specifications of several vacuum models.
3. persuade the audience to purchase a specific product. (correct answer)
4. explain how to properly maintain and repair a vacuum cleaner.

Explanation: When you encounter a passage on the GED, always start by identifying the author's primary purpose - what they're mainly trying to accomplish with their writing. Look for key clues in the language, tone, and structure that reveal their intent. This passage uses classic persuasive advertising language designed to motivate immediate action. Notice the compelling phrases: "revolutionary new," "just three easy payments," "Don't spend another minute," and the urgent "Order now." The text emphasizes benefits like being "lightweight" and "cordless" while claiming superior performance ("twice the dirt"). The call-to-action ending - "Call the number on your screen" - definitively shows this is a sales pitch. All these elements work together to persuade readers to buy the CleanBot, making C correct. Now let's examine why the other options miss the mark. Choice A is wrong because the passage never discusses vacuum history or how the technology developed over time. Choice B fails because while the text mentions some CleanBot features, it doesn't provide detailed technical specifications or systematically compare multiple vacuum models - it only briefly contrasts the CleanBot with "the leading brand." Choice D is incorrect since there's no information about maintenance, repairs, or care instructions anywhere in the passage. For GED reading questions about purpose, pay attention to the author's word choices and overall goal. Persuasive writing uses emotional appeals, emphasizes benefits, creates urgency, and includes clear calls to action. Informational writing, by contrast, presents facts neutrally without trying to sell you something.

Question 11

1. Excited about the potential of a new breakthrough medication.
2. Angry at the researchers for conducting a flawed experiment.
3. Cautious and objective in interpreting the scientific data. (correct answer)
4. Certain that the experimental medication is completely ineffective.

Explanation: When you encounter questions about an author's point of view or tone, focus on the specific language choices and overall approach the author takes toward their subject matter. Look for words that reveal attitude, level of certainty, and emotional stance. The correct answer is C because the author demonstrates scientific objectivity throughout the passage. Notice the careful, measured language: "inconclusive," "not statistically significant," and "preliminary findings." The author acknowledges both the positive results (15% greater reduction) and the limitations (confounding variables, small sample size). Rather than drawing definitive conclusions, they call for "further research" – this is the hallmark of cautious, objective scientific writing. Let's examine why the other choices miss the mark. Choice A suggests excitement, but the author uses restrained, analytical language rather than enthusiastic terms. There's no emotional language indicating excitement about a "breakthrough." Choice B implies anger at the researchers, but the author simply identifies methodological limitations without any hostile or critical tone toward the researchers themselves. They present the flaws matter-of-factly. Choice D suggests certainty about the medication's ineffectiveness, but the author explicitly avoids this conclusion – they note the results were "inconclusive" and call for more research rather than declaring the medication useless. For GED Reading questions about author's point of view, pay attention to qualifying words like "inconclusive," "preliminary," and "requires further research." These signal objectivity rather than strong emotional stances. Scientific and academic writing typically maintains this measured tone even when discussing limitations or problems.

Question 12

1. persuade NASA to fund more missions to Jupiter.
2. provide factual information about the planet Jupiter. (correct answer)
3. tell a mythological story related to the god Jupiter.
4. create a sense of mystery and wonder about outer space.

Explanation: When you encounter a question about an author's main purpose, you need to step back and analyze the overall intent behind the passage rather than focusing on specific details. Looking at this passage, the author presents straightforward facts about Jupiter: its size relative to other planets, the Great Red Spot storm, its gas giant composition, lack of solid surface, ring system, and moons. The tone is neutral and informative, simply conveying established scientific knowledge without any emotional language or persuasive techniques. This factual, educational approach confirms that answer B is correct - the author's main purpose is to provide factual information about Jupiter. Let's examine why the other options don't work. Answer A suggests the passage aims to persuade NASA to fund missions, but there's no persuasive language, calls to action, or discussion of funding needs. Answer C involves mythology about the god Jupiter, but this passage is purely scientific with no mythological content whatsoever. Answer D claims the author wants to create mystery and wonder, but the straightforward, textbook-like presentation lacks the descriptive or emotional language you'd expect if the goal were to inspire awe. The key trap here is confusing the topic (which might naturally inspire wonder) with the author's actual purpose (which is simply educational). Study tip: For author's purpose questions on the GED, focus on tone and approach rather than subject matter. Ask yourself: "Is the author trying to inform, persuade, entertain, or express feelings?" The language style and structure will reveal the true intent.

Question 13

1. describe a personal trip to the Amazon rainforest.
2. provide a detailed economic analysis of the cattle industry in South America.
3. entertain with stories about the unique animals that live in the jungle.
4. inform readers about the importance of the Amazon and the threats it faces. (correct answer)

Explanation: When you encounter questions about an author's primary purpose, you need to identify the main goal or intent behind the entire passage, not just individual details mentioned within it. Looking at this passage, the author systematically presents key information about the Amazon rainforest: its global significance (producing 20% of the world's oxygen), its biodiversity (millions of species), the current threats it faces (deforestation for cattle ranching and agriculture), and the potential consequences of its loss (climate and biodiversity impacts). This structure clearly aims to educate readers about both the Amazon's importance and the dangers threatening it, making D the correct answer. Let's examine why the other choices don't work. Choice A suggests a personal travel narrative, but the passage contains no first-person experiences, anecdotes, or personal observations—it's written in an objective, informational tone. Choice B focuses on economic analysis of the cattle industry, but while cattle ranching is mentioned, it's only briefly identified as one cause of deforestation, not analyzed economically. Choice C implies entertainment through animal stories, but the passage doesn't tell stories about specific animals or aim to entertain—it mentions wildlife only as part of the broader biodiversity discussion. For primary purpose questions on the GED, always step back and ask: "What is this author trying to accomplish overall?" Look for the passage's main thrust rather than getting distracted by supporting details or examples. The correct answer will capture the author's overarching goal for writing the entire piece.

Question 14

1. To request the correction of a specific billing error. (correct answer)
2. To praise the company for its excellent customer service.
3. To close their credit card account permanently.
4. To inquire about the products sold by Global Tech Supplies.

Explanation: 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.

Question 15

1. persuade the reader to eat more salads.
2. explain the chemical process of emulsification.
3. review different brands of olive oil and vinegar.
4. provide instructions for making a food item. (correct answer)

Explanation: When you encounter a question about the "primary purpose" of a passage, you're being asked to identify the author's main goal or intention. Look for clues in the structure, tone, and content to determine what the author is trying to accomplish. This passage follows a clear instructional pattern: it begins with "To make the perfect vinaigrette" and then provides a step-by-step process. The author uses command verbs like "begin," "combine," "add," "whisk," and "taste" — all hallmarks of procedural writing. The content systematically walks you through ingredients, ratios, preparation steps, and final adjustments. This structure and language clearly indicate the author's purpose is to provide instructions for making a food item, making D correct. Choice A is wrong because the passage never mentions salads or tries to convince you to eat anything — it's purely instructional, not persuasive. Choice B incorrectly focuses on one small detail; while emulsification is briefly mentioned with the mustard, the passage doesn't explain the chemical process behind it. Choice C is incorrect because the author never compares or evaluates different brands — they simply mention that you should use "high-quality" ingredients without reviewing specific products. On GED Reading questions about author's purpose, distinguish between the main goal and supporting details. Don't be distracted by minor elements mentioned in the passage. Focus on the overall structure and tone: Is the author trying to inform, persuade, entertain, or instruct? Recipe-style writing with step-by-step directions almost always serves an instructional purpose.

Question 16

1. explain how to get a library card.
2. argue for the importance and value of public libraries. (correct answer)
3. provide a neutral history of public libraries.
4. compare public libraries to private bookstores.

Explanation: 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.

Question 17

1. persuade more people to become beekeepers.
2. describe the delicious taste of fresh honey.
3. express concern about colony collapse disorder.
4. provide a basic overview of beekeeping. (correct answer)

Explanation: 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.

Question 18

1. To provide an objective report on the city council's proposal.
2. To entertain with a historical account of the courthouse's construction.
3. To inform the public about the costs of building a new structure.
4. To persuade readers to oppose the demolition of the courthouse. (correct answer)

Explanation: When you encounter questions about an author's primary purpose, focus on the overall tone and intent of the passage rather than getting caught up in specific details mentioned along the way. This passage reveals its persuasive intent through several key indicators. The author uses emotionally charged language like "grave mistake" and "erase a significant piece of our collective memory," clearly taking a strong stance against the proposal. The courthouse is described not merely as a building but as a "monument" and "testament," language designed to make readers value its preservation. The dismissive phrase "fleeting modern aesthetic that will be outdated in twenty years" further reveals the author's bias against the new structure. These are all hallmarks of persuasive writing aimed at convincing readers to oppose the demolition. Answer A is incorrect because the passage is clearly not objective—it's filled with subjective judgments and emotional appeals rather than neutral reporting. Answer B fails because while the author mentions the courthouse's historical significance, there's no actual historical account of its construction, and the purpose isn't entertainment. Answer C is wrong because the passage never discusses costs or financial considerations related to either demolition or construction. The correct answer is D because every element of this passage—from the emotional language to the value judgments—works toward persuading readers that demolishing the courthouse would be wrong. Study tip: Look for emotional language, value judgments, and calls to action to identify persuasive writing. Objective reporting uses neutral language and presents facts without taking sides.

Question 19

1. The author is skeptical about the claimed benefits of exercise.
2. The author believes individuals are solely responsible for their own inactivity.
3. The author is primarily interested in the financial aspects of the fitness industry.
4. The author is a strong advocate for exercise and public health support. (correct answer)

Explanation: 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.

Question 20

1. cautiously optimistic.
2. completely objective.
3. passionately opposed. (correct answer)
4. mildly supportive.

Explanation: When you encounter questions about an author's point of view or tone, you're analyzing how the writer feels about their subject. Look for emotionally charged language, strong opinions, and the overall direction of the argument. This passage is loaded with intensely negative language that reveals the author's strong opposition to the rail project. Words like "colossal waste," "exorbitant," "fiscal nightmare," and "vanity project" show deep disapproval. The author doesn't present any benefits or balanced perspectives—instead, they pile on criticisms about costs, practicality, and accessibility. The final call to "demand our representatives vote against" this project confirms their passionate opposition. Looking at the wrong answers: Choice A (cautiously optimistic) is completely backward—there's nothing positive or hopeful in this passage. Choice B (completely objective) misses the obvious bias; objective writing presents facts neutrally without loaded language like "colossal waste." Choice D (mildly supportive) also contradicts the text, as the author clearly wants to stop the project, not support it even slightly. Choice C (passionately opposed) perfectly captures both the intensity of the author's negative feelings and their clear stance against the project. Strategy tip: When identifying point of view, focus on the author's word choices and overall tone rather than just the topic. Strong adjectives, emotional language, and one-sided arguments usually signal a passionate stance rather than a measured one. If an author uses phrases like "colossal waste" or "fiscal nightmare," they're not being objective or mild—they're taking a strong position.