How to Solve: ACT Reading – Humanities Passages (Author’s Voice, Comparative Analysis)

How to Solve: ACT Reading – Humanities Passages (Author’s Voice, Comparative Analysis)

Introduction

"Mastering author’s voice and comparative analysis in ACT Humanities passages can boost your Reading score by 2–4 points—enough to turn a 25 into a 29 and open doors to top colleges. These skills also help you dissect persuasive essays, speeches, and even college application prompts."

What You Need To Know First

1. Basic ACT Reading structure: 4 passages (Prose Fiction, Social Science, Humanities, Natural Science), 10 questions each.
2. Tone vs. purpose: Tone = author’s attitude (e.g., skeptical, admiring); purpose = why they wrote it (e.g., to inform, persuade).
3. Comparative analysis basics: Identifying similarities/differences between two texts or ideas.

KEY TERMS & FORMULAS

Formula for Author’s Voice: Voice = Tone + Diction + Perspective - Tone: Author’s attitude (e.g., sarcastic, neutral). - Diction: Word choice (e.g., "perished" vs. "died"). - Perspective: Author’s stance (e.g., pro/con, objective/subjective).

Step-by-Step Method

Step 1: Preview the Passage

• Read the title, blurb, and first/last paragraphs.
• Underline the main idea in the first paragraph.
• Note the author’s name (if given) and publication source (e.g., academic journal, memoir).

Step 2: Identify the Author’s Purpose

Ask: "Why did the author write this?" - Inform: Facts, neutral tone (e.g., encyclopedia entry). - Persuade: Opinions, strong language (e.g., editorial). - Describe: Sensory details, imagery (e.g., travel writing). - Entertain: Humor, storytelling (e.g., personal essay).

Write it down: "Purpose: To [inform/persuade/describe/entertain] about [topic]."

Step 3: Analyze Tone

• Highlight emotionally charged words (e.g., "tragic," "brilliant," "ridiculous").
• Ask: "How does the author feel about this topic?"
• Circle shifts in tone (e.g., starts critical, ends hopeful).

Write it down: "Tone: [adjective] (e.g., skeptical, admiring)."

Step 4: Note Diction and Connotation

• Underline unusual or repeated words.
• Ask: "Why did the author choose this word instead of a simpler one?"
• Example: "The politician spouted nonsense" → negative connotation vs. "The politician stated his views."

Step 5: Compare (If Two Passages)

• Read both passages before answering questions.
• Make a T-chart: | Passage A | Passage B | |------------------------|------------------------| | Purpose: [e.g., argue] | Purpose: [e.g., inform]| | Tone: [e.g., critical] | Tone: [e.g., neutral] | | Key evidence: [quote] | Key evidence: [quote] |

Step 6: Answer the Questions

• For author’s voice questions:
• Eliminate answers that don’t match the tone/diction you noted.
• Example: If the tone is sarcastic, cross out "neutral" or "reverent."
• For comparative questions:
• Refer to your T-chart. Pick the answer that matches both passages.

Worked Examples

Example 1 – Basic (Single Passage)

Passage Excerpt: "The so-called ‘experts’ claim that social media harms teens’ mental health. But where’s the proof? Studies are correlational, not causal. Meanwhile, teens use these platforms to build communities and express creativity. The real danger isn’t screens—it’s adults who refuse to listen."

Step 1: Preview - Title: "The Overblown Panic About Social Media" - Main idea: Adults are wrongly blaming social media for teen issues.

Step 2: Purpose - To persuade readers that social media criticism is exaggerated.

Step 3: Tone - Skeptical, defensive, dismissive (words: "so-called," "overblown," "refuse to listen").

Step 4: Diction - "So-called experts" → negative connotation. - "Build communities" → positive connotation.

Step 5: N/A (Single passage)

Question: The author’s tone in this passage is best described as: A) Neutral B) Sarcastic C) Defensive D) Reverent

Answer: C) Defensive (matches "refuse to listen," "overblown panic").

What we did and why: We identified the author’s purpose (persuade), tone (defensive), and diction to eliminate wrong answers.

Example 2 – Medium (Comparative Passage)

Passage A Excerpt: "Artificial intelligence will revolutionize medicine by diagnosing diseases faster than doctors. Already, AI detects tumors with 95% accuracy—far better than human radiologists. The future is here."

Passage B Excerpt: "AI in medicine is overhyped. Algorithms are trained on biased data, leading to misdiagnoses in marginalized groups. Without regulation, AI could do more harm than good."

Step 1: Preview - Passage A: Title "AI’s Medical Breakthroughs" - Passage B: Title "The Dark Side of AI in Medicine"

Step 2: Purpose - A: To persuade that AI is beneficial. - B: To persuade that AI is risky.

Step 3: Tone - A: Optimistic, enthusiastic ("revolutionize," "future is here"). - B: Critical, cautious ("overhyped," "dark side").

Step 4: Diction - A: "Revolutionize," "far better" → positive. - B: "Overhyped," "misdiagnoses" → negative.

Step 5: Compare | Passage A | Passage B | |------------------------|------------------------| | Purpose: Persuade (pro-AI) | Purpose: Persuade (anti-AI) | | Tone: Optimistic | Tone: Critical | | Evidence: 95% accuracy | Evidence: Biased data |

Question: How do the authors of Passage A and Passage B differ in their views on AI in medicine? A) Passage A is optimistic; Passage B is neutral. B) Passage A is optimistic; Passage B is critical. C) Both are skeptical. D) Both are enthusiastic.

Answer: B) Passage A is optimistic; Passage B is critical.

What we did and why: We compared tone, purpose, and evidence to find the key difference (optimism vs. criticism).

Example 3 – Exam-Style (Time Pressure)

Passage A Excerpt: "Shakespeare’s plays are timeless because they explore universal human emotions. Whether it’s Hamlet’s indecision or Macbeth’s ambition, audiences today still relate to these struggles."

Passage B Excerpt: "Shakespeare’s works are overrated. His language is archaic, and his plots are recycled from older myths. Modern audiences only pretend to enjoy them out of cultural obligation."

Question: The authors of Passage A and Passage B would most likely agree on which of the following? A) Shakespeare’s plays are difficult to understand. B) Shakespeare’s plays are widely performed today. C) Shakespeare’s plays are based on older stories. D) Shakespeare’s plays are irrelevant to modern life.

Step 1: Preview - A: Title "Why Shakespeare Endures" - B: Title "Shakespeare: Overrated and Outdated"

Step 2: Purpose - A: To praise Shakespeare. - B: To criticize Shakespeare.

Step 3: Tone - A: Admiring ("timeless," "universal"). - B: Dismissive ("overrated," "pretend to enjoy").

Step 4: Diction - A: "Timeless," "relate" → positive. - B: "Archaic," "cultural obligation" → negative.

Step 5: Compare - Both mention plots (A: "struggles"; B: "recycled from older myths"). - Only B says language is difficult (A doesn’t mention this). - Only A says plays are relevant (B says irrelevant).

Answer: C) Shakespeare’s plays are based on older stories. (Both passages imply this—B explicitly, A indirectly via "struggles" that echo myths.)

What we did and why: We looked for overlap in the passages, not just differences. The correct answer must be supported by both.

Common Mistakes

1. Mistake: Confusing tone with purpose.
2. Why it happens: Students mix up how the author writes (tone) with why they write (purpose).

3. Correct approach: Ask: "What’s the goal?" (purpose) vs. "How do they feel?" (tone).

4. Mistake: Ignoring diction.

5. Why it happens: Students focus on big ideas but miss word choice clues.

6. Correct approach: Highlight loaded words (e.g., "brilliant" vs. "mediocre").

7. Mistake: Assuming neutral tone when the author is subtly biased.

8. Why it happens: Students miss sarcasm or understatement.

9. Correct approach: Look for contrasts (e.g., "Of course, the ‘experts’ would say that...").

10. Mistake: Comparing only differences in comparative passages.

11. Why it happens: Students forget to check for agreements.

12. Correct approach: Always ask: "What do both authors say?"

13. Mistake: Overlooking shifts in tone.

14. Why it happens: Students read too fast and miss transitions.
15. Correct approach: Circle but, however, yet to spot tone changes.

Exam Traps

1. Trap: Extreme language in answer choices.
2. How to spot it: Words like "always," "never," "completely" are red flags.

3. How to avoid it: Pick answers with moderate language (e.g., "sometimes," "often").

4. Trap: Half-right answers.

5. How to spot it: One part of the answer is correct; the other is wrong.

6. How to avoid it: Reread the full answer before selecting.

7. Trap: Answer choices that sound smart but aren’t in the passage.

8. How to spot it: The answer uses complex vocabulary but isn’t supported by the text.
9. How to avoid it: Stick to the passage. If it’s not there, it’s wrong.

1-Minute Recap

"Here’s how to crush ACT Humanities passages in 60 seconds: 1. Preview: Read the title, blurb, and first/last paragraphs. Underline the main idea. 2. Purpose: Ask: ‘Why did the author write this?’ (Inform? Persuade? Describe?) 3. Tone: Highlight emotionally charged words. Ask: ‘How does the author feel?’ 4. Diction: Note word choice. ‘Why this word instead of a simpler one?’ 5. Compare: For two passages, make a T-chart of purpose, tone, and evidence. 6. Answer: Eliminate wrong answers first. For comparative questions, find overlap—not just differences.

Remember: The ACT tests your ability to read between the lines. Look for tone, diction, and purpose, and you’ll spot the right answer every time. Now go ace that test!