TACHS Quiz: Authors Purpose
20 questions · exam conditions
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Authors PurposeQuestion 1 of 20

To the Editor:\nLast week the town council voted to cut hours at the public library. Because many families rely on the library after school and on weekends, this decision will limit access to homework help, computer use, and safe gathering space. I urge readers to email council members before next Tuesday's budget meeting and ask them to restore full hours. Our children deserve better.\nSincerely,\nMarta Quintero

What is the author's primary purpose in writing this letter?

To describe the history of the town's public library system
To entertain readers with a humorous story about the library
To explain how libraries catalog books using computers
To persuade local residents to take action against reduced library hours
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TACHS Quiz

TACHS Quiz: Authors Purpose

Practice Authors Purpose in TACHS with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Authors Purpose, giving you a quick way to practice the rules, question types, and explanations that matter most for TACHS.

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.

All questions

Question 1

To the Editor:\nLast week the town council voted to cut hours at the public library. Because many families rely on the library after school and on weekends, this decision will limit access to homework help, computer use, and safe gathering space. I urge readers to email council members before next Tuesday's budget meeting and ask them to restore full hours. Our children deserve better.\nSincerely,\nMarta Quintero

What is the author's primary purpose in writing this letter?

  1. To describe the history of the town's public library system
  2. To entertain readers with a humorous story about the library
  3. To explain how libraries catalog books using computers
  4. To persuade local residents to take action against reduced library hours (correct answer)
Explanation: When you encounter questions about an author's purpose, focus on what the writer is trying to accomplish with their text. Look for clues like the type of writing, the tone, and any calls to action. This letter to the editor has a clear persuasive structure. Marta Quintero presents a problem (library hour cuts), explains why it matters (families need after-school access for homework help and safe space), and then makes a direct appeal for action. The key phrase is "I urge readers to email council members before next Tuesday's budget meeting." This is an explicit call to action, showing the author wants to persuade people to do something specific. Choice A is incorrect because Quintero doesn't discuss the library's history at all—she focuses only on the recent council decision and its immediate effects. Choice B is wrong because this is a serious, formal letter with no humorous elements; the tone is concerned and urgent. Choice C misses the mark entirely since the letter mentions computer use only briefly as one service that will be affected, not as the main topic about cataloging systems. Choice D correctly identifies that Quintero's primary goal is persuading residents to take action—specifically, to email council members about restoring library hours. For author's purpose questions, remember the three main types: to inform (presents facts objectively), to entertain (tells stories or uses humor), and to persuade (argues a position or requests action). Look for direct appeals like "I urge," "please contact," or "we must"—these signal persuasive writing.

Question 2

The first snow fell silently, gathering on window ledges like powdered sugar on a sponge cake. Streetlights flickered, casting golden cones that melted into the white hush. Inside, I pressed my palm against the cool glass, feeling the world grow softer with every drifting flake.

What is the author mainly trying to do in this paragraph?

  1. Instruct readers on the proper way to insulate windows
  2. Warn readers about dangerous winter driving conditions
  3. Create a vivid mood by describing the quiet beauty of snowfall (correct answer)
  4. Convince city officials to improve streetlight maintenance
Explanation: When you encounter questions asking what an author is "mainly trying to do," you're being tested on author's purpose - the primary reason the writer crafted that particular passage. Look for the overall effect the author creates through their word choices and imagery. This passage is rich with sensory details and peaceful imagery. The author compares snow to "powdered sugar on a sponge cake," describes streetlights creating "golden cones," and uses phrases like "white hush" and "world grow softer." These carefully chosen descriptive elements work together to create a tranquil, beautiful atmosphere around the snowfall experience. The author wants you to feel the quiet serenity of watching snow fall, making choice C correct. Choice A is wrong because the passage contains no instructional information about window insulation - it simply mentions touching glass. Choice B fails because there's no warning tone or mention of driving dangers; instead, the mood is calm and appreciative. Choice D misses the mark because while streetlights are mentioned, they're described poetically as creating beautiful light effects, not as needing maintenance. For author's purpose questions on the TACHS, pay attention to the emotional tone and dominant literary devices. If you see rich imagery, metaphors, and sensory language like in this passage, the author is likely trying to create a mood or paint a vivid picture rather than inform, warn, or persuade. The descriptive language is your biggest clue to the author's intent.

Question 3

Did you know that a single rechargeable battery can replace 300 disposable ones? By choosing rechargeable options, you reduce landfill waste, save money over time, and decrease the demand for harmful mining practices. Make the switch today—for your wallet and for the planet.

The author most likely wrote this passage to

  1. compare different brands of single-use batteries in detail
  2. narrate a personal story about forgetting to buy batteries
  3. persuade consumers to purchase and use rechargeable batteries (correct answer)
  4. explain the chemistry behind how batteries store energy
Explanation: When you encounter a reading comprehension question asking about an author's purpose, look for clues in the language and structure of the passage. Authors typically write to inform, persuade, entertain, or explain, and the tone and content will reveal their intent. This passage uses several persuasive techniques that clearly indicate the author's goal. The opening statistic ("a single rechargeable battery can replace 300 disposable ones") grabs attention with compelling evidence. The author then lists specific benefits—reducing waste, saving money, and decreasing harmful mining—to build a case for rechargeable batteries. Most tellingly, the passage ends with a direct call to action: "Make the switch today—for your wallet and for the planet." This imperative language is a hallmark of persuasive writing. Choice A is incorrect because the passage doesn't compare different brands of single-use batteries at all—it contrasts rechargeable versus disposable types. Choice B is wrong since there's no personal narrative or story about forgetting batteries; the passage is entirely focused on making an argument. Choice D doesn't fit because the passage never discusses the scientific mechanics of how batteries work—it focuses solely on environmental and economic benefits. The correct answer is C because the author clearly aims to persuade consumers to switch to rechargeable batteries through evidence, benefits, and direct appeals. For author's purpose questions, always look for the overall goal: Is the author trying to convince you of something (persuade), teach you facts (inform), or tell a story (narrate)? The language and structure will guide you to the right answer.

Question 4

In 1903, the Wright brothers achieved powered flight for only 12 seconds. Today, commercial jets carry hundreds of passengers across continents in comfort. This rapid progress shows how human curiosity and engineering can transform the impossible into the everyday.

The author's main purpose in this passage is to

  1. critique airlines for charging extra fees for luggage
  2. provide detailed technical instructions for building an airplane wing
  3. highlight human innovation by contrasting early and modern flight (correct answer)
  4. entertain with a fictional story about time-traveling pilots
Explanation: When you encounter a question asking about an author's "main purpose," you need to identify the central goal or intention behind the entire passage, not just isolated details. This passage follows a clear pattern: it presents a dramatic contrast between the Wright brothers' brief 12-second flight in 1903 and today's advanced commercial aviation. The author then explicitly states the significance of this comparison in the final sentence, explaining that this progression "shows how human curiosity and engineering can transform the impossible into the everyday." This statement reveals the author's main purpose—to illustrate the power of human innovation by using flight as a compelling example. Choice C correctly captures this purpose by recognizing that the author highlights human innovation through the contrast between early and modern flight. This matches both the structure of the passage and its concluding message. Choice A is wrong because the passage never mentions airline fees or criticizes airlines—it focuses entirely on technological progress. Choice B fails because the passage provides no technical instructions whatsoever; it's purely observational and inspirational. Choice D misses the mark because this is clearly factual writing about real historical events, not fictional entertainment about time travel. For main purpose questions on the TACHS, always look for the "big picture" message that ties the entire passage together. Authors often signal their main purpose in concluding statements that explain why they shared the information, so pay special attention to how passages end.

Question 5

WARNING: Do not use this hair dryer near water. To reduce the risk of electric shock, always unplug the appliance immediately after use. Keep out of reach of children.

What is the primary purpose of this passage?

  1. To explain the science of how hair dryers generate heat
  2. To advertise a new, faster-drying hair product
  3. To caution users about potential safety hazards (correct answer)
  4. To amuse readers with exaggerated danger scenarios
Explanation: When you encounter a reading passage on the TACHS, always start by identifying the author's main purpose. Ask yourself: "Why was this text written? What is the author trying to accomplish?" This passage uses clear warning language with specific safety instructions: "WARNING," "Do not use near water," "reduce the risk of electric shock," and "Keep out of reach of children." These are all protective measures designed to prevent accidents and injuries. The author's primary goal is to inform users about potential dangers and tell them how to use the product safely, making C the correct answer. Let's examine why the other choices miss the mark. Choice A is incorrect because the passage doesn't explain any scientific processes about heat generation—it only focuses on safety precautions. Choice B is wrong because this isn't promotional material advertising a product's benefits or features; it's purely instructional safety information. Choice D is incorrect because the tone is serious and factual, not humorous or exaggerated—electric shock and child safety are real, legitimate concerns that manufacturers must address. Strategy tip: On TACHS reading questions about purpose, look for key signal words and overall tone. Warning labels, instructions, and safety information will contain words like "WARNING," "Do not," "always," and "keep out of reach." These signal phrases immediately tell you the purpose is cautionary or instructional, not explanatory, promotional, or entertaining.

Question 6

Imagine a city where every rooftop is a mini-garden producing tomatoes, herbs, and lettuce. Urban farming could cut food miles, purify the air, and create local jobs. It's time to turn gray skylines green—starting with a simple seed.

The author wrote this paragraph mainly to

  1. criticize grocery stores for high produce prices
  2. report the exact number of rooftop gardens currently in operation
  3. tell a personal memory of planting tomatoes with a grandparent
  4. encourage readers to support or participate in rooftop gardening initiatives (correct answer)
Explanation: When you encounter a question asking about an author's main purpose, focus on the overall tone and what the author wants readers to do or think after reading the passage. This passage uses persuasive language throughout. The author opens with "Imagine" to paint an appealing vision, then presents benefits of urban farming using confident language like "could cut food miles, purify the air, and create local jobs." The concluding call to action—"It's time to turn gray skylines green"—directly urges readers toward supporting rooftop gardening. The phrase "starting with a simple seed" suggests that individual action can make a difference, encouraging participation in these initiatives. Choice A is wrong because the author never mentions grocery stores or criticizes produce pricing. Choice B is incorrect because no statistics or operational data about existing rooftop gardens appear anywhere in the passage. Choice C doesn't fit since there's no personal narrative or family memories—the author uses hypothetical language ("Imagine") rather than recounting personal experiences. Choice D correctly identifies the author's persuasive intent. The entire paragraph builds toward encouraging reader support for urban farming through appealing imagery, clear benefits, and a direct call to action. On TACHS reading questions about author's purpose, distinguish between informative passages (which present facts neutrally) and persuasive passages (which use emotional language and calls to action). Look for key words like "imagine," "it's time," and "should" that signal the author wants to influence reader behavior, not just inform.

Question 7

Dear Neighbor,\nYou may have noticed a blue bin beside my mailbox. I'm collecting gently used coats for families in our area who are facing a tough winter. If you have an extra coat, please place it in the bin by Friday. Let's keep our community warm, one sleeve at a time.\n—Alex

Alex's main purpose in this note is to

  1. reminisce about childhood snow days
  2. explain how to waterproof winter clothing
  3. describe fashionable trends in outerwear
  4. request donations of coats for local families (correct answer)
Explanation: When you encounter reading comprehension questions asking about an author's "main purpose," you need to identify the central reason why the text was written. Look for what the author is trying to accomplish or persuade the reader to do. In Alex's note, the key evidence for the main purpose appears in the direct request: "If you have an extra coat, please place it in the bin by Friday." This is clearly asking neighbors to donate coats. The opening sentence explains that Alex is "collecting gently used coats for families in our area who are facing a tough winter," which establishes both what Alex wants (coat donations) and why (to help local families in need). The entire note is structured around this request for community assistance. Choice D correctly captures this main purpose - Alex is requesting donations of coats for local families. Choice A is wrong because Alex never mentions childhood memories or snow days; the note focuses entirely on the present need for coat donations. Choice B is incorrect because Alex doesn't provide any instructions about waterproofing or maintaining winter clothing - just asks for donations. Choice C misses the mark because Alex isn't discussing fashion trends or styles of outerwear, but rather addressing a practical need for warmth. On TACHS reading questions about author's purpose, always look for action words and direct requests in the text. The main purpose is usually tied to what the author wants the reader to think, feel, or do after reading. Don't get distracted by minor details - focus on the central message or call to action.

Question 8

Some people claim that video games isolate teens, but recent studies show the opposite. Cooperative online games can strengthen friendships and teach problem-solving skills. Before labeling gaming as harmful, consider the evidence that it can build social confidence.

The author's purpose in this excerpt is best described as

  1. warning parents about violent game content
  2. instructing readers on how to design a multiplayer game
  3. relating a comedic story about a gaming tournament
  4. defending video games by presenting evidence of their social benefits (correct answer)
Explanation: When you encounter questions about an author's purpose, focus on the overall goal the writer is trying to achieve. Look for the main argument and the evidence used to support it. This passage follows a classic argumentative structure: it acknowledges an opposing viewpoint ("Some people claim that video games isolate teens") but then immediately counters it with evidence ("but recent studies show the opposite"). The author presents specific benefits like strengthening friendships and teaching problem-solving skills, then concludes by urging readers to "consider the evidence" rather than making hasty judgments. This is clearly a defense of video games using research-based evidence, making D the correct answer. Let's examine why the other choices don't fit. Choice A is wrong because the author never mentions violent content or warns parents about dangers—in fact, the passage does the opposite by highlighting positive aspects. Choice B is incorrect because there are no instructions about game design anywhere in the text. Choice C misses the mark entirely since this is a serious, evidence-based argument with no comedic elements or tournament stories. The key trap here is confusing the topic (video games) with the purpose (defending them). Just because a passage discusses video games doesn't mean the author's goal is to instruct, warn, or entertain—you must identify what the author is actually trying to accomplish with their argument. For TACHS reading questions about author's purpose, always ask yourself: "Is the author trying to persuade, inform, entertain, or warn?" Then look for textual evidence that supports that specific intent.

Question 9

The river, once a ribbon of crystal, now drifts sluggishly beneath a film of algae. Empty snack wrappers snag on reeds, and the frogs are silent. Nature is whispering a warning we can no longer ignore.

What is the author attempting to accomplish in this passage?

  1. Provide step-by-step instructions for canoeing
  2. Detail the life cycle of common river frogs
  3. Raise environmental concern by describing the river's decline (correct answer)
  4. Entertain with a lighthearted camping anecdote
Explanation: When you encounter a question asking what an author is "attempting to accomplish," you're being tested on author's purpose - the main goal or intent behind the writing. Look for clues in the tone, imagery, and overall message. This passage uses stark contrast to highlight environmental degradation. The author begins with what the river once was - "a ribbon of crystal" - then shifts to its current polluted state with "sluggish" water, algae film, and trash. The imagery of silent frogs (indicating ecosystem disruption) and the direct statement that "Nature is whispering a warning we can no longer ignore" clearly signals environmental concern. The author wants readers to recognize and care about this decline. Looking at the wrong answers: Choice A is incorrect because there are no instructions of any kind, let alone canoeing directions. Choice B fails because while frogs are mentioned, there's no biological information about their life cycle - they're only referenced to show the ecosystem's silence and decline. Choice D misses the serious, warning tone entirely; this passage contains no humor or lighthearted elements typical of camping anecdotes. For author's purpose questions on the TACHS, pay attention to emotional language and imagery. Words like "warning," "no longer ignore," combined with negative environmental imagery (pollution, silence, decline) signal persuasive writing aimed at raising awareness rather than informing, entertaining, or instructing. The author's tone and word choice will always guide you to their primary intent.

Question 10

"When you're climbing, focus on the next handhold, not the entire wall," Coach Ramirez said. "Small goals add up."

What is the coach's statement mainly intended to do?

  1. Present scientific data on muscle fatigue
  2. Motivate climbers with practical advice (correct answer)
  3. Advertise new climbing equipment for beginners
  4. Recount a humorous fall from practice
Explanation: When you encounter questions about a speaker's purpose or intent, focus on what the person is actually trying to accomplish with their words. Look at both the content of the statement and the situation in which it's delivered. Coach Ramirez is giving advice to climbers about breaking down a challenging task into manageable pieces. His statement "focus on the next handhold, not the entire wall" followed by "small goals add up" is clearly meant to help climbers succeed by providing them with a practical mental strategy. This is motivational guidance that gives climbers a concrete way to approach their climb, making answer B correct. Let's examine why the other options miss the mark. Choice A is wrong because the coach mentions no scientific data or research about muscle fatigue—he's giving practical advice, not presenting studies. Choice C fails because there's no mention of equipment, products, or anything commercial in his statement. Choice D is incorrect because the coach isn't telling a story about a fall or trying to be humorous; his tone is instructional and supportive. When tackling author's purpose questions on the TACHS reading exam, always ask yourself: "What is this person trying to achieve by saying this?" Look for key clues like the speaker's role (here, a coach), the setting (a climbing lesson), and the tone of the message (encouraging and instructional). These context clues will help you identify whether someone is teaching, entertaining, persuading, or informing.

Question 11

A recent survey of 2,000 commuters found that those who listened to audiobooks reported 15% lower stress levels than those who sat in silence. Companies could boost employee well-being by partnering with digital libraries to offer free downloads.

Why does the author include the survey data?

  1. To entertain with surprising fictional statistics
  2. To teach readers how to conduct surveys
  3. To persuade employers to support audiobook access (correct answer)
  4. To describe the history of recorded storytelling
Explanation: When you encounter questions asking why an author includes specific evidence or data, focus on the author's purpose and what they're trying to accomplish with that information. The survey data serves as concrete evidence to support the author's main argument. The passage presents factual findings—2,000 commuters, 15% lower stress levels—then immediately follows with a recommendation that "companies could boost employee well-being by partnering with digital libraries." This structure shows the author is building a persuasive case using the survey as proof that audiobooks reduce stress, leading to the logical conclusion that employers should provide audiobook access. The data functions as the foundation for this recommendation. Looking at the wrong answers: (A) is incorrect because these are presented as real survey results, not fictional entertainment. The specific numbers and formal survey methodology indicate serious research, not amusement. (B) misses the point entirely—the author uses survey results but never explains how to conduct surveys or discusses research methodology. (D) focuses on historical context that doesn't appear anywhere in the passage, which deals with current workplace benefits rather than the development of recorded storytelling. On TACHS reading questions about author's purpose, pay attention to the relationship between evidence and conclusions. Authors typically include data, statistics, or examples to support their main argument or persuade readers toward a specific viewpoint. Look for the "so what?" moment—what does the author want you to do or believe after presenting the evidence?

Question 12

"Everyone said a solar-powered food truck would never work on cloudy days," Nia laughed, handing me a warm taco. "But look at the line. Clean energy tastes delicious."

What is the author's likely purpose in including Nia's remark?

  1. To advertise taco recipes with unusual ingredients
  2. To provide a technical manual for solar panels
  3. To criticize street vendors for noise pollution
  4. To illustrate successful solar energy use in business (correct answer)
Explanation: When you encounter questions asking about an author's purpose for including specific dialogue or remarks, focus on what broader point the character's words are meant to illustrate or support in the context of the passage. Nia's remark serves as a real-world example of how solar energy can work successfully in business, despite common skepticism. She mentions that "everyone said a solar-powered food truck would never work on cloudy days," but then points to the evidence of success: a long line of customers and the declaration that "clean energy tastes delicious." This demonstrates that solar power can be viable for commercial ventures, making D the correct answer. Let's examine why the other choices miss the mark. Choice A focuses on taco recipes and unusual ingredients, but Nia's comment isn't about food preparation—it's about the power source for her business. Choice B suggests the passage provides technical information about solar panels, but there are no technical details or manual-style instructions given. Choice C mentions criticism of street vendors for noise pollution, which isn't addressed anywhere in Nia's remark or the passage. The key strategy for author's purpose questions is to look beyond the surface content of what's being said and identify the underlying message or example being presented. Don't get distracted by specific details like tacos or food trucks—focus on the main concept being illustrated. Here, the solar-powered aspect and its success story are the central elements that reveal the author's purpose.

Question 13

Before the invention of the clock, people told time by the sun and stars. Sundials tracked a shadow's movement, while sailors relied on constellations to guide nighttime voyages.

The main purpose of this passage is to

  1. persuade tourists to visit ancient observatories in Egypt
  2. argue that modern technology has made society lazy
  3. explain early methods humans used to measure time and navigate (correct answer)
  4. entertain with a fictional tale of a lost sailor
Explanation: When you encounter questions asking about a passage's "main purpose," you're being tested on your ability to identify the author's primary intent—what they're trying to accomplish with their writing. This passage presents factual information about how people measured time before clocks existed. The author explains two specific methods: sundials that tracked shadows during the day, and constellations that helped sailors navigate at night. The straightforward, informative tone indicates the purpose is to educate readers about these historical time-telling techniques. This makes choice C correct—the passage explains early methods humans used to measure time and navigate. Looking at the incorrect options: Choice A mentions persuading tourists to visit Egyptian observatories, but the passage doesn't mention Egypt, tourism, or try to persuade anyone to go anywhere. Choice B suggests the passage argues that technology has made society lazy, but there's no argument or judgment about modern society—just neutral historical facts. Choice D claims this is fictional entertainment about a lost sailor, but the passage presents factual information without any story or narrative elements about specific individuals. The key trap here is confusing incidental details with the main purpose. While the passage mentions sailors, it's not telling their story—it's explaining navigation methods. When identifying main purpose, focus on the author's overall goal: Are they trying to inform, persuade, entertain, or argue? Look for the broadest, most comprehensive answer that captures what the entire passage accomplishes, not just individual details mentioned within it.

Question 14

Nothing ruins a hike faster than soggy socks. Pack an extra pair in a sealed plastic bag, and change halfway through long treks to keep blisters at bay.

The author includes this advice primarily to

  1. criticize the quality of most hiking boots sold today
  2. offer practical tips that will help hikers stay comfortable (correct answer)
  3. recount a dramatic rescue on a mountain trail
  4. promote a specific brand of moisture-wicking socks
Explanation: When you encounter questions asking about an author's purpose, focus on what the author is actually doing in the passage rather than getting distracted by what they're not addressing. In this passage, the author provides specific, actionable advice about preventing discomfort during hiking. The opening line identifies a common problem ("Nothing ruins a hike faster than soggy socks"), and the rest offers a concrete solution (packing extra socks in a sealed bag and changing them during long hikes). This practical guidance aimed at improving hikers' comfort clearly shows the author's primary purpose is to offer helpful tips, making choice B correct. Let's examine why the other options miss the mark. Choice A is wrong because the author never mentions hiking boots at all, let alone criticizes their quality. The focus is entirely on sock management, not footwear defects. Choice C is incorrect because there's no storytelling element here—no rescue, no drama, no specific incident being recounted. This is purely instructional advice. Choice D fails because the author doesn't promote any brand whatsoever. While they mention keeping feet dry, they never suggest purchasing specific moisture-wicking products or endorse particular companies. For author's purpose questions on the TACHS, always ask yourself: "What is the author actually trying to accomplish with these specific words?" Stick to what's explicitly present in the passage rather than inferring broader intentions that aren't directly supported by the text.

Question 15

For centuries, storytellers have used the hero's journey—a pattern in which an ordinary person answers a call, faces trials, gains allies, and returns transformed. From ancient myths to modern movies, this structure resonates because it mirrors our own struggles.

The author's purpose in this passage is to

  1. persuade studios to reduce movie ticket prices
  2. inform readers about a common narrative structure in literature and film (correct answer)
  3. mock predictable plots in adventure stories for comedic effect
  4. publish a personal diary entry about writing a screenplay
Explanation: When you encounter author's purpose questions, look for clues in the tone, content, and structure of the passage to determine whether the author aims to inform, persuade, entertain, or express personal feelings. This passage presents factual information about the hero's journey in a neutral, educational tone. The author defines what the hero's journey is ("a pattern in which an ordinary person answers a call, faces trials, gains allies, and returns transformed"), explains where it appears ("from ancient myths to modern movies"), and offers insight into why it's effective ("mirrors our own struggles"). This straightforward presentation of information about a narrative structure clearly indicates an informative purpose, making B correct. Looking at the wrong answers: A is completely off-topic since the passage never mentions movie ticket prices or studios. C misreads the tone entirely—the author treats the hero's journey respectfully as an enduring pattern, not mockingly as predictable or comedic. D also misunderstands the purpose and format; this reads like an educational explanation, not a personal diary entry about screenplay writing. For TACHS reading questions about author's purpose, pay attention to the overall tone and ask yourself: "Is the author trying to teach me something, convince me of something, entertain me, or share personal thoughts?" Informative passages typically present facts objectively without emotional language or personal opinions, while persuasive passages include arguments or calls to action.

Question 16

Contrary to popular belief, not all sharks need to keep swimming to breathe. Species such as the nurse shark can pump water over their gills while resting on the ocean floor.

The author includes this information chiefly to

  1. relate a thrilling near-miss encounter with a shark
  2. discourage anyone from snorkeling near coral reefs
  3. promote an aquarium's new shark exhibit with ticket discounts
  4. correct a common misconception about shark behavior (correct answer)
Explanation: When you encounter a question asking what the author "chiefly" includes information for, you're being tested on author's purpose - the main reason why specific details or facts are presented in the passage. The passage begins with "Contrary to popular belief," which is a clear signal that the author is about to challenge or correct something most people think they know. The author then presents factual information about nurse sharks being able to breathe while stationary, directly contradicting the widespread belief that all sharks must keep swimming to survive. This structure - stating a common misconception then providing evidence against it - shows the author's primary purpose is educational correction. Looking at the wrong answers: Choice A is incorrect because there's no personal narrative or dramatic encounter described - just factual information about shark biology. Choice B fails because the passage doesn't warn against snorkeling or suggest any danger to humans. Choice C is wrong because there's no promotional content, marketing language, or mention of aquariums or tickets anywhere in the text. Choice D correctly identifies that the author's chief purpose is to correct a common misconception about shark behavior, which aligns perfectly with the "contrary to popular belief" opening and the factual correction that follows. Remember that phrases like "contrary to popular belief," "many people think," or "it's often assumed" are strong indicators that an author's main purpose is to correct misconceptions. These signal phrases help you quickly identify the author's intent on reading comprehension questions.

Question 17

Legislation requiring clear, front-of-package nutrition labels passed unanimously, signaling a victory for public health advocates.

The author's chief purpose in this sentence is to

  1. advise consumers on how to calculate calorie needs
  2. inform readers about the passage of new nutrition-label legislation (correct answer)
  3. recount a heated debate between rival food companies
  4. satirize politicians' tendency to pass symbolic laws
Explanation: When you encounter a question about an author's purpose, focus on what the author is actually doing in the passage rather than what they might do in a longer piece. Look for the main action or information being conveyed. This sentence presents a straightforward news report: legislation passed unanimously, which represents a win for public health advocates. The author is simply informing readers about this legislative development. The sentence states facts about what happened (the passage of the law) and its significance (a victory for advocates). This makes choice B correct—the author's chief purpose is to inform readers about the passage of new nutrition-label legislation. Choice A is wrong because the sentence contains no advice about calculating calories or meeting nutritional needs. The focus is on legislation, not consumer guidance. Choice C misses the mark because there's no mention of any debate, heated or otherwise, between food companies. The sentence describes unanimous passage, suggesting agreement rather than conflict. Choice D incorrectly suggests the author is mocking or criticizing the legislation as merely symbolic. Instead, the author presents the law neutrally as a genuine victory for public health advocates. For author's purpose questions on the TACHS, stick close to what's explicitly stated in the passage. Don't read between the lines or assume the author has hidden motives. The purpose is usually evident in the content and tone—informative writing informs, argumentative writing persuades, and narrative writing tells a story.

Question 18

"If we can land robots on Mars, surely we can fix the potholes on Maple Street," joked Councilwoman Ortiz during Tuesday's meeting.

What is the councilwoman's remark primarily intended to do?

  1. Tell a personal childhood story about her life on Maple Street
  2. Explain the technical challenges of interplanetary space landings
  3. Advertise a local fundraiser for the regional astronomy club
  4. Persuade listeners to support local road repairs using humor (correct answer)
Explanation: When you encounter questions about a speaker's intent or purpose, focus on what the person is trying to accomplish with their words, not just what they're talking about. Councilwoman Ortiz uses a comparison between landing robots on Mars (a complex technological achievement) and fixing potholes on Maple Street (a basic local infrastructure need) to make a point. Her humor lies in the contrast: if humans can accomplish something as sophisticated as interplanetary robotics, surely they can handle simple road repairs. This rhetorical technique—using an extreme comparison to highlight how manageable a task should be—is designed to persuade her audience that local road repairs deserve attention and resources. Choice A is incorrect because there's no mention of personal childhood memories or stories about her own life. Choice B misses the mark entirely—she's not trying to educate anyone about space exploration technicalities; she's using Mars missions as a reference point for her real argument. Choice C has no support in the passage, as there's no mention of fundraising or astronomy clubs. Choice D correctly identifies that she's using humor as a persuasive tool to advocate for local road repairs. The joke format makes her argument more memorable and engaging while still delivering a clear message about municipal priorities. On reading comprehension questions about speaker intent, always ask yourself: "What is this person trying to get their audience to think, feel, or do?" The content they mention may be different from their ultimate goal.

Question 19

Monday: cloudy. Tuesday: drizzle. Wednesday: torrential rain that turned the playground into a shallow lake. By Thursday, the children had renamed recess "splash hour."

The author's purpose in this excerpt is mainly to

  1. instruct teachers on indoor recess activities
  2. convince school officials to invest in better drainage systems
  3. report meteorological data for academic research
  4. entertain readers with a playful description of a rainy week (correct answer)
Explanation: When you encounter questions about author's purpose, look for clues in the tone, word choice, and overall approach the writer takes. Authors typically write to inform, persuade, entertain, or explain, and the language they use reveals their intent. This passage uses vivid, playful language that creates a humorous progression. The author describes the weather escalating from "cloudy" to "drizzle" to "torrential rain that turned the playground into a shallow lake." The climax comes with the delightful detail that children renamed recess "splash hour" — this creative, lighthearted touch signals the author wants to amuse readers rather than provide serious information or make an argument. Looking at the wrong answers: Choice A suggests the passage instructs teachers about indoor activities, but the text doesn't offer any teaching guidance or mention indoor alternatives. Choice B implies the author wants to convince officials to improve drainage, but there's no persuasive language or call to action — just a playful description of flooding. Choice C treats this as a scientific weather report, but the casual, narrative style and humorous ending clearly aren't aimed at academic research purposes. The correct answer is D because the author uses entertaining, imaginative language to paint a whimsical picture of how heavy rain transformed a school week, culminating in the charming image of children embracing the soggy conditions. For author's purpose questions, pay attention to tone — formal language suggests informing or persuading, while creative, descriptive, or humorous language typically indicates the author wants to entertain readers.

Question 20

To replace a bicycle chain, first shift to the smallest gear. Release the quick-link, thread the new chain through the derailleur, and check that it aligns with the front sprocket before snapping the link closed.

The primary purpose of this passage is to

  1. entertain with a suspenseful story about a race
  2. argue that bicycles are better than cars for city commuting
  3. describe the history of derailleur technology
  4. give step-by-step instructions for installing a new bike chain (correct answer)
Explanation: When you encounter a question asking about the "primary purpose" of a passage, you need to identify the author's main intent—what they're trying to accomplish with their writing. This passage follows a clear instructional pattern: it begins with "To replace a bicycle chain" and then provides a sequence of specific actions using command words like "shift," "release," "thread," and "check." The language is direct and functional, focused entirely on helping someone complete a mechanical task. This structure and tone clearly indicate that the author's purpose is to provide step-by-step instructions, making choice D correct. Let's examine why the other options don't fit. Choice A suggests the passage is entertainment with suspense and racing—but there's no story here, no characters, and certainly no suspenseful elements. It's purely technical writing. Choice B claims the passage argues bicycles are superior to cars for commuting, but there's no comparison made between transportation methods and no persuasive language. Choice C suggests the passage describes derailleur history, but while a derailleur is mentioned as part of the installation process, there's no historical information or background provided about the technology's development. Remember that primary purpose questions test whether you can distinguish between different types of writing. Look for key indicators: instructional writing uses command verbs and sequential steps, persuasive writing includes opinion words and comparisons, entertainment includes narrative elements, and informational writing provides background facts. Match the passage's structure and language to its purpose.