ATI TEAS Reading Comprehension Review

The first section of the TEAS covers Reading and features 47 scored items. There are three categories of Reading objectives for the TEAS. The test items are divided among the Reading objectives as follows:
1 Key Ideas And Details — 22 Questions

1.1 Summarize a complex text.

1.2 Infer the logical conclusion from a reading selection.

1.3 Identify the topic, main idea, and supporting details.

1.4 Follow a given set of directions.

1.5 Identify specific information from a printed communication.

1.6 Identify information from a graphic representation of information.

1.7 Recognize events in a sequence.

2 Craft And Structure — 14 Questions

2.1 Distinguish between fact and opinion, biases, and stereotypes.

2.2 Recognize the structure of texts in various formats.

2.3 Interpret the meaning of words and phrases using context.

2.4 Determine the denotative meaning of words.

2.5 Evaluate the author’s purpose in a given text.

2.6 Evaluate the author’s point of view in a given text.

2.7 Use text features.

3 Integration Of Knowledge And Ideas — 11 Questions

3.1 Identify primary sources in various media.

3.2 Use evidence from text to make predictions and inferences, and draw conclusions about a piece of writing.

3.3 Compare and contrast themes from print and other sources.

3.4 Evaluate an argument and its specific claims.

3.5 Evaluate and integrate data from multiple sources in various formats, including media.

In addition, the TEAS Reading section features six unscored items as a pretest. These items can address objectives from any of the above categories.
The TEAS Reading section includes reading passages from different genres, both fiction and nonfiction. A single reading passage may be followed by several questions that refer to the passage and cover different skills. Sometimes up to seven questions are asked about one passage. You should read each passage carefully and refer to it as you answer the questions.

1. Key Ideas And Details

1.1 Summarize A Complex Text
A good way to demonstrate comprehension of a text is to summarize it. You must be able to identify the topic of the text, what the text tells about the topic, and why this information is important. Here’s how:
First, look for the topic, which is the overall subject of the text. It can be expressed as a word or phrase. Some examples of topics are placebos, jogging, tropical fish, alternative energy, and meteorites. To find the topic of a text, ask yourself, “What is this passage about?”
Next, you should identify what information the text provides about the topic. This is the focus of the passage. For example, the text might explain how placebos are tested or where meteorites come from. You should identify important points that the writer supplies about the topic.
Finally, you should look for the main idea or key point the writer is making about the topic. The writer might be making a case for more frequent use of placebos. She might be explaining what meteorites can tell us about the chemical makeup of other planets.
Sometimes the summary of a text can be found in the first sentence or two. An opening sentence might read:
The development of alternative sources of energy benefits society in many ways.
The topic is alternative sources of energy. The key point is that developing these sources benefits society in many ways.

When you summarize a complex text, you rephrase it in shorter form, focusing on the topic and main ideas.
On the Reading portion of the TEAS exam you will not actually summarize a complex text in your own words. Instead you will answer multiple-choice questions in which you choose the best summary of the text or the best statement of the main idea. For this skill, the TEAS includes questions like these:
- Which of the following best expresses the key point of this passage?
- In this passage, the writer’s main concern is to discuss which of the following?
- Which best describes the overall topic of this passage?


1.1 PROBLEM
Read the following passage. Then answer the question.
Science fiction explores a number of themes repeatedly. One popular theme that presents many fascinating possibilities is time travel. Charles Dickens had his miserly character Ebenezer Scrooge reexamine his life by traveling back to the past and forward to a chilling future. Mark Twain sent his Connecticut Yankee back in time to have adventures at King Arthur’s court. These time travels were accomplished through dreams and fantasy. In his 1895 novel The Time Machine, H.G. Wells depicted time travel by mechanical means. Later authors imagined how time travelers might alter the present by changing the past. John Buchan’s novel The Gap in the Curtain presents a group of people whose lives are disrupted when they read a newspaper item from the future. Today’s science fiction writers also employ time travel as a plot device, often with an emphasis on details from modern physics.
Which of the following best expresses the key point of this passage?
(A)Charles Dickens, Mark Twain, and H.G. Wells employed many of the same themes in their writing.
(B)Time travel is a popular theme of science fiction that many writers, both past and present, have used in fascinating ways.
(C)Science
fiction writers tend to explore a number of themes over and over.
(D)Time travel is the most fascinating theme available to science fiction writers who understand modern physics.

STRATEGY
Summarizing requires a reader to distill and condense a text into its most basic form, stripping away all inessential items and leaving just the most critical information. Look for the answer that best summarizes the main idea of the passage.
THINK
- The first sentence of this text does not provide a summary of the passage. The main point of the passage begins with the second sentence, about time travel as a popular theme for science fiction.
- (A) is incorrect because the passage is not about the various themes used by these writers.
- (C) is incorrect because it doesn’t mention time travel as a science fiction theme.
- (D) is incorrect because it focuses only on the last sentence. The correct answer is (B).


1.2 INFER THE LOGICAL CONCLUSION FROM A READING SELECTION
To show comprehension of a text—including a story, news article, information piece, or blog post—the reader must make inferences about what the text means. An inference is a conclusion based on critical thinking skills. To infer something from a text is to read between the lines and decide what the text means. A good reader approaches a reading selection like a detective looking for evidence.
- Look for clues about meaning, such as key terms, descriptive details, emotional words, value judgments, and overall tone.
- Try to distinguish facts from opinions and decide what is valid in the text.
- Draw upon your own experience in evaluating a reading selection. Perhaps it describes a situation with which you are familiar. This prior knowledge can help you make a correct inference or draw a logical conclusion about what is happening or what the passage means.
Instead of stating things outright, writers often provide clues and details that allow the reader to infer what is going on in a passage. For example, you might read an article about events that took place in a hospital. The article describes a snowstorm occurring that afternoon. You can make the assumption that the events took place during a winter month. Of course, inferences may be incorrect. As you read, you should keep looking for additional clues to confirm or disprove your inference.
The reader should also look for words that show sequence of events or chronology, as well as words that describe emotions or make value judgments. Look at this example:
The next time the owner of the pastry shop saw Stanley at the door, she quickly slipped a plate of sample cupcakes under the counter. The smile she gave Stanley was wonderfully fake.
The reader can infer that the owner recognizes Stanley from a previous visit and moves the sample cupcakes so that he will not eat them. The owner’s fake smile indicates she does not like Stanley.

When you infer the logical conclusion from a text, you use details from the passage along with your own prior knowledge and experience to decide what the passage means or what the author is trying to say.
The Reading section of the TEAS exam will also require you to draw a conclusion about a passage. Drawing a conclusion is slightly different from making an inference. When you draw a conclusion, you make an overall judgment based on details, personal knowledge, and inferences. Look at this example:
Joseph held strong opinions about the Vietnam War, which lasted from 1964 to 1975. He came from a military family, whose members had seen combat in several wars. He himself enlisted in the Marines in 1978 at the age of nineteen. Joseph’s impressions of how Vietnam affected military culture in the United States make for powerful reading.
From details in the passage, you can draw the conclusion that Joseph did not see combat in Vietnam. The war was over by the time he joined the military.


1.2 PROBLEM
Read the following passage. Then answer the question.
It has become fashionable in certain circles to deny that William Shakespeare wrote Shakespeare’s plays. Some insist, with a shaky grasp of the historical record, that the Bard never attended school and could barely even write his own name. They believe his only connection to the plays was to serve as a front for the real genius, a shy type who apparently preferred to stay in the shadows. So who was the genuine writer? Some say it was Sir Francis Bacon, others put the finger on the Earl of Oxford. A few of the unhinged go with Queen Elizabeth herself. For, as everyone knows, you can’t write great literature if you don’t come from the court or the upper classes. Or so say the anti-Shakespearean snobs.
Which of the following can you infer from the passage?
(A)The writer believes that Shakespeare was a shy person who preferred to stay in the shadows and let others receive credit for his plays.
(B)The writer agrees that only someone from the upper classes could have written Shakespeare’s plays.
(C)The writer is uncertain about who is the true author of Shakespeare’s plays.
(D)The writer has a low opinion of those who do not believe that William Shakespeare wrote Shakespeare’s plays.

STRATEGY
Look for details about the author’s point of view to make inferences about the passage.

THINK
- The writer notes that it is “fashionable” to question Shakespeare’s authorship, indicating it is a shallow idea with little substance.
- The writer uses sarcasm and also suggests that the Shakespeare doubters have a “shaky grasp of the historical record,” that some are “unhinged,” and that they are “anti-Shakespearean snobs.”
- These details indicate that the writer has a low opinion of the Shakespeare doubters. Choice (D) is the correct answer.


1.3 IDENTIFY THE TOPIC, MAIN IDEA, AND SUPPORTING DETAILS
To understand a passage, you must use critical reading skills. These skills allow you to analyze a text, identify its important parts, and see how they fit together to support the author’s meaning.
First, identify the topic of the passage. This is the overall subject that the passage discusses or describes. The topic generally is found in a topic sentence, which can be anywhere in the passage. Often the topic sentence is the first sentence of the passage. It may also be the second sentence or the last sentence in the first paragraph.
Second, identify the main idea of the passage. This is the key point that the writer wants to emphasize about the topic. A good topic sentence includes the topic and the main idea.
Third, identify the supporting details in the passage. These are sentences that develop the main idea. They can explain, clarify, compare, or elaborate on the main point.
Although the entire text has a main idea, each paragraph within the text also has its own main idea.


On the TEAS Reading exam, main idea questions are not difficult if you read the passage carefully. Look at the following example:

When it comes to dieting, Americans tend to make things too difficult. They declare that carbohydrates are the villain and try to avoid them entirely. This is hard to do since carbs are an important source of energy and make up a good portion of a healthy diet. Or they swear off fatty foods and try to live on nuts and berries like an animal in the forest. Some people I know act like the food police when they are around other people. What’s needed instead is a back-to-basics approach. A person should eat a well-rounded diet, including vegetables, fruits, meats, and grains. Sweets and oily foods need not be eliminated, only eaten in small amounts. Add a regular exercise regimen and you’ve got a recipe for a healthy lifestyle.
After reading the passage, ask yourself, “What is the topic?” The answer is “dieting.” Then note that the main idea can be found in the first sentence, which is the topic sentence: Americans tend to make things too difficult. Finally, look for supporting details or sentences that show how Americans make dieting too difficult. One sentence explains how Americans try to avoid carbohydrates entirely. Another says that they swear off fatty foods and try to live on nuts and berries. The last few sentences in the passage present a better approach to dieting that is less difficult and more likely to be successful.

To demonstrate comprehension of a text, you must be able to identify the topic, or what the text is about; the main idea, or the key point the writer makes about the topic; and supporting details, or the points that explain the main idea or add to it.
On the TEAS exam, you might also be asked to find unnecessary details. Note the following sentence from the passage: “Some people I know act like the food police when they are around other people.” This sentence does not add to the main idea and does not belong in the text.


1.3 PROBLEM
Read the following passage. Then answer the question.
Many kinds of sharks are on endangered lists today. This is chiefly due to human activities. Fishing interests hunt sharks for their monetary value and cultural importance. Shark fins are coveted as an ingredient in traditional Chinese medicine. Shark fin soup is valued as a delicacy throughout Asia. Shark finning—the practice of catching sharks, cutting off their fins, and discarding the carcass—is responsible for killing 100 million sharks each year.
Which of the following would be the best addition to this passage?
(A)Fishermen seeking tuna sometimes catch other, non-targeted species in their nets.
(B)Growing demand for shark fins in Hong Kong and elsewhere makes them as valuable as the rest of the fish.
(C)Overfishing is an issue that environmental groups are increasingly focused on worldwide.
(D)Mother sharks bear one litter of about eight to twelve babies every other year.

STRATEGY
This question tests whether you can identify relevant supporting details. The correct answer should add to the main idea about why sharks are on endangered lists today.

THINK
- (A) is incorrect because it gives general information about catching non-targeted species.
- (C) is incorrect because it focuses on overfishing in general, not specifically on overfishing for sharks.
- (D) is incorrect because it offers information about how sharks reproduce but does not connect it to the main idea of why sharks are endangered.
- The correct answer is (B).


1.4 FOLLOW A GIVEN SET OF DIRECTIONS
Directions or procedural documents are common in daily life. They include instructions for assembly, repair manuals, recipes, workout routines, cell phone procedures, and rules for games.
Nursing students must follow a set of directions in many areas of study, from lab work to patient care. The TEAS Reading exam requires that you show the ability to follow a set of directions and show how sequential tasks are related.
First, read the entire set of directions carefully. Do not try to carry out the instructions at this point. Look for visual aids such as headings and subheadings, numerical or alphabetical steps, flow charts, diagrams, or photographs.
Next, look for words that indicate sequence or other procedural details. Underline them if this seems helpful.
Follow each step of the directions in sequence.
Finally, when you have finished, go back over the directions to make sure you have followed them correctly and accomplished the overall task.
As you examine a set of directions, look closely for words that signify sequence or order. These include the following:


You should also look for specific terms like left/right, clockwise/counterclockwise, inside/outside, above/below, and top/bottom. Getting one of these wrong can spoil the procedure.

To follow a given set of directions, you should read the directions carefully, note the terms that signify sequence or order, and demonstrate that you understand each step.


1.4 PROBLEM
Read the following set of directions. Then answer the question.

1.Start with the words USERS KID.

2.Reverse the order of the words.

3.Insert the letter N after the first vowel in the first word and before the first vowel in the second word.

4.Move the fifth letter in the second word to follow the first vowel in that word.

Which words have you formed?
(A)KIN RUSES
(B)DINK NURSES
(C)INK RUSES
(D)KIND NURSES

STRATEGY
To find the answer, you must complete the steps in order. Read through the numbered directions completely. Then follow the directions as you go through them a second time.
THINK
- Write the words: USERS KID.
- Reverse the word order: KID USERS.
- Insert N in two places as directed: KIND NUSERS.
- In the second word, move the fifth letter, R, to follow the first vowel, U: KIND NURSES.
- Write out the words: KIND NURSES. (D) is the correct answer.


1.5 IDENTIFY SPECIFIC INFORMATION FROM A PRINTED COMMUNICATION
As a nursing student, you will encounter many different types of printed communication. Some are technical and formal, such as drug labels and instructions for nursing procedures. Others are more casual, such as staff memos, classified ads, and posted announcements. Printed sources are written to keep you informed and ensure that important information is shared among a group. On the TEAS Reading exam, you must identify and use specific information from these sources.
For memos, posted announcements, and other informal printed communications:
- Identify the intended audience or recipient of the notice. Also identify the source or author of the information.
- Check the date of the notice.
- Identify the subject of the notice.
- Read the information carefully. Look for bold-faced statements or summary sentences.
For labels, bills, or technical forms:
- Browse the label, bill, or form before you zoom in on the details. Usually it is not necessary to read the whole thing from beginning to end.
- Scan for specific information. For example, on an ingredients list, you might check how many grams of fat a food contains. On a form or bill, you might check to see if any kind of action or payment is required.
- Check how the label, bill, or form is organized. Specific information may be placed in boxes, rows, or columns. Look for the location of important items or details. The account number of a bill is often in the upper right-hand corner of the first page.


Look for specific information when you examine a printed communication, such as the author or source of the information, its date, its subject, and the way the information is presented or organized.


1.5 PROBLEMS
Read the following label of nutrition facts. Then answer the two questions that follow.


1.5 PROBLEM 1
The doctor has requested that an underweight patient have a high-calorie, low-fat diet. Is this cereal appropriate if it accounts for one-third of his diet?
(A)No, because the cereal is too high in both calories and fat.
(B)No, because the cereal is appropriately low in fat but not high enough in calories.
(C)Yes, because the cereal is appropriately low in fat and appropriately high in calories.
(D)Yes, because the cereal is appropriately high in fat and appropriately low in calories.
STRATEGY
Go over the entire label looking for clues about the appropriate number of calories and fat that the patient should receive.

THINK
- The label states that the cereal provides 9% of a person’s daily recommended fat intake or 6 g of a standard 65 g total for fat. If the cereal represents one-third of the patient’s diet, the fat intake from this cereal is low. So with regard to fat, the cereal is appropriate.
- With regard to calories, the cereal provides only 310 calories, far less than the 2500-calorie diet printed near the bottom of the label. Because the calorie count of the cereal is so low, it is not appropriate.
- Being appropriate for fat but too low for calories matches answer choice (B).


1.5 PROBLEM 2
The patient has diabetes, and his doctor recommends that he eat fewer than 200 g of carbohydrate each day. Is this cereal a good choice for the patient who eats three meals a day?
(A)Yes, because the 58 g of carbohydrate represents less than one-third of a 200-g total.
(B)Yes, because the 58 g of carbohydrate represents less than the 200-g total for the day.
(C)No, because the 58 g of carbohydrate represents more than one-third of a 200-g total.
(D)No, because the 58 g of carbohydrate represents far too few carbohydrates per day for a person with diabetes.

STRATEGY
Because this patient has diabetes, ignore the 300-g recommendation for carbohydrates on the label when evaluating the situation.
THINK
- Assume that the cereal represents one-third of the patient’s diet. Multiply the carbohydrate count by 3. If the total exceeds 200 g, then the cereal is not a good choice. If the total is less than 200 g, then the cereal is a good choice.
- 3 × 58 is equal to 174 g of carbohydrate, well under the limit of 200 g for people with diabetes, so this cereal is a good choice, making answer choice (A) correct. (B) is incorrect because it compares the 58 g with the entire day’s 200-g total. (C) is incorrect because the math does not compute, and (D) is incorrect because it makes the irrelevant assertion that the cereal is not appropriate.


1.6 IDENTIFY INFORMATION FROM A GRAPHIC REPRESENTATION OF INFORMATION
Graphic representations provide complex information or statistics in the form of a visual summary. They enable the reader to compare numbers, check percentages, follow a sequence, or trace a route. Most graphics feature titles and subheads that explain their purpose. The TEAS Reading exam will test your ability to read a graphic and interpret the information it presents.
Identify what type of graphic it is and think about how to read it. There are many different ways to present information graphically. The most common forms include graphs, charts, tables, maps, and instrument scales.
Visualize the “big picture” that the graphic presents, or assess its overall meaning. If it is a line graph, is it trending up or down? If it is an instrument scale, what are the units it is measuring? If it is a map, what does it depict and what is the map scale?
On the TEAS test, graphics are always accompanied by a problem. Ask yourself, how can I use the graphic to solve the problem?
For graphics problems, you will not be asked to make complicated analyses or calculations. Instead, you will be asked about general trends in the graphic and how they relate to the problem you have to solve.



 

To identify information from a graphic, such as a chart, graph, map, diagram, or illustration, look for the subject of the graphic, how it is organized, and how the information is expressed. Features such as a map legend can explain the details of the graphic.
The Reading portion of the TEAS exam may present any of several kinds of graphics. These may include the following:
- A bar graph compares data using vertical or horizontal bars to represent numerical values.
- A line graph plots data points on a grid and connects them with a line to show trends.
- A pie chart shows relative values by dividing a circle into wedges that represent percentages of the whole.
- A flow chart shows a procedure or sequence in order by connecting boxes with arrows.
- A table compares two or more sets of data in columns or rows.
- A map depicts an area, such as a country, city, neighborhood, or factory setup, and its most important features.
- A diagram is a drawing that shows the structure or inner workings of something, such as a machine or organism.


1.6 PROBLEMS
Use the map to answer the following two questions. Assume you are located at position A on Piermont Drive.




1.6 PROBLEM 1
Which of the following identifies the best way to get to Eubank Boulevard from your location on Piermont Drive?
(A)North on Piermont, right on San Gabriel to Eubank
(B)South on Piermont, right on Presley, right on Westerfeld, left on San Gabriel to Eubank
(C)South on Piermont, west on Comanche to Eubank
(D)South on Piermont, left on San Gabriel to Eubank

STRATEGY
Follow each route. Find the simplest and best route.

THINK
- Answer choice (A) is incorrect because going north on Piermont will not take you to San Gabriel.
- Answer choice (B) is incorrect because going south on Piermont will not take you to Presley.
- Answer choice (C) is incorrect because going west on Comanche will take you away from Eubank, not toward Eubank.
- Answer choice (D) is correct because it takes you to the intersection of San Gabriel and Eubank.


1.6 PROBLEM 2
Suppose you want to get to Montgomery Boulevard but you can’t travel on Hendrix Road or across Hendrix Road because the entire road is blocked off because of a water main break. How would you head out to reach Montgomery?
(A)From Piermont, head south to Comanche.
(B)From Piermont, head west on Orlando and then make a right on Harwood.
(C)Head north on Piermont and then make a right on Presley.
(D)From Piermont, head west on Orlando and then north on Parsifal.

STRATEGY
Follow each route. Find the simplest and best route.

THINK
- Answer choices (B), (C), and (D) all will eventually either be on Hendrix or need to cross Hendrix in order to get to Montgomery.
- That leaves (A) as the only correct response. You would take Comanche east to Eubank and then go north on Eubank until you hit Montgomery.


1.7 RECOGNIZE EVENTS IN A SEQUENCE
Recognizing sequence in a text helps the reader recall important points and understand the meaning of the text. Often events or ideas are placed in a logical sequential order to make them easier to grasp. It is important to remember that sequential order is not exactly the same as chronological order. Chronological order places events in the order in which they happened—strictly in time order. Sequential order can refer to other kinds of fixed order, such as the pages in a book, the house numbers on a street, or the steps in a lab experiment.

On the TEAS Reading exam, you must be able to recognize how events or ideas are presented in a sequence.
- Identify words in the text that signal sequential order, such as first, next, and finally.
- Note the order of the events or ideas. Look for ways in which they are logically connected.
- Consider what the overall sequence of events or ideas tells you about the topic or main point of the text.

Words that show sequential order include the following:


Words that show chronological order include the following:


Notice the words that present a logical sequence in this passage.
Before the legislators voted on the bill, they debated its possible effects. Initially, passage of the bill seemed unlikely. Then an influential member changed her position. This was the breakthrough that ultimately won the day.

To recognize a sequence of events, look for words that signal sequential order or chronological order.


1.7 PROBLEM
Read the passage. Then answer the question.
Vanessa began to ride her bike every day. Prior to adopting this routine, she rarely got any exercise. Afterward, Vanessa noticed she had more energy and stamina. The next thing she wants to do is join a gym and learn yoga.

Which of the following occurred first in this sequence?
(A)Vanessa noticed she had more energy and stamina.
(B)Vanessa began to ride her bike every day.
(C)Vanessa decided she wants to join a gym and learn yoga.
(D)Vanessa rarely got any exercise.

STRATEGY
To answer the question, look for words in the passage that show sequence.

THINK
- The passage contains several words that show sequence, such as began, prior to, afterward, and next.
- Answer (A) occurred third in sequence, after Vanessa began to ride her bike.
- Answer (B) actually occurred second in sequence, although it is the first sentence in the passage.
- Answer (C) occurred fourth or last in sequence, after Vanessa noticed her gain in energy and stamina from riding her bike.
- Answer (D) occurred first in sequence. Before she began to ride her bike—or prior to adopting this routine—Vanessa rarely got any exercise. Answer (D) is correct.

2 CRAFT AND STRUCTURE

2.1 DISTINGUISH BETWEEN FACT AND OPINION, BIASES, AND STEREOTYPES
When you read an article or essay, think about the writer’s point of view. Does the writer present facts about the topic or personal opinions? On the TEAS Reading exam, you must be able to distinguish between facts and opinions in a text. You should also be able to identify examples of bias or stereotypes.
As you read, examine the writer’s point of view and the overall tone of the text.
See if the writer’s statements in the text are mostly facts or opinions. A fact is a statement that can be verified with evidence. An opinion is a statement that reflects a person’s personal judgment and may or may not be supported by evidence. Note what sources the writer cites as evidence.
Look for examples of bias in the text. A bias is a prejudice based on personal beliefs or experience. Bias can be blatantly unfair and irrational, as in racial prejudice. It can also be the product of a person’s circumstances, as when a volleyball coach is biased in favor of her team.
Look for examples of stereotypes in the text. A stereotype is an attempt to categorize a person, thing, or idea based on personal prejudice or conventional notions.


A person’s point of view can affect how he or she approaches a topic. Look at this example:
In my twenty years in the oil business, I’ve never seen a more promising development than hydraulic fracturing, or fracking. Fracking is a technique for extracting oil and gas from rock formations deep underground. It is making so-called experts who have long predicted a decline in oil and gas production look extremely foolish. In short, fracking is revolutionizing the energy industry by providing new sources for oil and gas production. Fears about contaminating groundwater and causing earthquakes are based on faulty information. The truth about fracking can be found in my new book on this incredible breakthrough.
Notice that the writer has worked for years in the oil business. This background might affect the writer’s point of view in favor of fracking. It is an example of bias that you should look for as you read a text.


To distinguish between fact and opinion in a text, look for statements that are not supported by evidence but merely express a writer’s point of view. These can include examples of bias or stereotyping.
You can also distinguish between facts and opinions in the passage. A fact is a verifiable true statement, like the following:
Fact: Fracking is a technique for extracting oil and gas from rock formations deep underground.
An opinion includes a person’s personal views or beliefs, like the following:
Opinion: It is making so-called experts who have long predicted a decline in oil and gas production look extremely foolish.
Notice that the writer’s belief that the experts look foolish is not supported by any evidence.
You can also look for examples of stereotyping, as in the following:
The Petersons didn’t invite Mrs. Watanabe to the movie because they assumed an eighty-year-old wouldn’t be interested in a modern spy story.
The Petersons are making an assumption about what Mrs. Watanabe might like based on stereotypes about her age.


2.1 PROBLEM
Read the passage. Then answer the question.
Law enforcement officials say that texting while driving is a growing problem among teenagers in the United States. According to a poll conducted by AAA, 35% of teen drivers admitted to texting and driving even though they are aware of the dangers. Texting while driving causes one out of every four auto accidents in the United States each year. Most of these accidents are undoubtedly the fault of teenage girls, who seem careless and rarely pay attention while driving. It is important for young drivers in particular to set their phones aside while driving. According to AAA, about eleven teens lose their lives every day because they were texting while driving.

Which of the following sentences from the passage is the writer’s opinion?
(A)Law enforcement officials say that texting while driving is a growing problem among teenagers in the United States.
(B)Most of these accidents are undoubtedly the fault of teenage girls, who seem careless and rarely pay attention while driving.
(C)According to a poll conducted by AAA, 35% of teen drivers admitted to texting and driving even though they are aware of the dangers.
(D)According to AAA, about eleven teens lose their lives every day because they were texting while driving.

STRATEGY
An opinion includes personal beliefs or biases. An opinion cannot be verified like a fact.
THINK
- Answer (A) provides information from law enforcement officials, so it is a factual statement.
- Answers (C) and (D) are statements verified by polls and statistics from the travel organization AAA.
- Answer (B) is not backed up by any statistics. It expresses the writer’s personal opinion and may also be an example of stereotyping. Answer (B) is correct.


2.2 RECOGNIZE THE STRUCTURE OF TEXTS IN VARIOUS FORMATS
There are three main modes of writing: persuasive, expository, and narrative. Persuasive writing tries to convince the reader to believe something or presents an argument. Expository writing describes something or presents personal reactions or feelings, as in articles and personal essays. Narrative writing tells a story, as in myths, legends, fables, short stories, novels, and plays. On the TEAS Reading exam, you must recognize these modes of writing, plus various text structures in persuasive and expository writing.

Text structure organizes the material and provides clues to the reader about the meaning of the text. Look for:
- sequence as a text structure. This can take the form of a list, numbered steps, or information organized in outline form. Sequence may also be used to show how something has changed over time or how events unfolded in history.
- a problem/solution text structure. This introduces a problem in the first paragraph or section and then provides a solution to the problem in the remainder of the text.
- a cause/effect text structure. This describes an event or action in one paragraph and goes on to show the effects or consequences of that event in the following paragraph.
- a compare/contrast text structure. This presents similarities and differences between two items, such as people, places, things, or ideas.

Here are some examples of the main types of text structure.
Sequence: A text describes, decade by decade, how the comic book character Superman has changed from his first appearance in 1938 to today.
Problem and solution: The first paragraph of a text describes a problem with local landfills becoming overfilled. The paragraph that follows describes a recycling program that aims to solve the problem.
Cause and effect: A text describes a tsunami in the first paragraph. The following paragraphs describe the damage done by the tsunami and the effect on the population.
Compare and contrast: A text describes how two popular cell phone models are similar and different.


To recognize the structure of texts in various formats, you must know the different methods for organizing a text, such as sequence, cause/effect, compare/contrast, and problem/solution.
Another text structure that is frequently used in persuasive writing is claim and evidence. A writer might claim that all students in high school should receive laptop computers. The writer then might present evidence that using laptop computers improves student performance in several areas. The writer might also anticipate counter claims to the original idea and provide responses to these objections.


2.2 PROBLEM
Read the passage. Then answer the question.
It is annoying to see paper cups and aluminum cans alongside roads and highways. Public parks often have sheets of newspaper and plastic bags blowing across the grounds. There are many ways an individual can help keep litter to a minimum. Always have a litterbag in your vehicle and hang on to your trash until you can throw it in a garbage receptacle. Take a trash bag with you to the park when you cook out with friends. At home, put loose newspapers in a paper sack before putting them in your recycling bin. Work with friends and neighbors to join an adopt-a-road beautification program or go out on weekends to pick up litter in parks and on vacant lots and roadsides.
Which type of text structure does the writer of this passage use?
(A)cause and effect
(B)problem and solution
(C)sequential
(D)compare and contrast

STRATEGY
Remember the most common text structures: sequence, problem-solution, cause and effect, and compare-contrast.

THINK
- Which text structure fits this passage best?
- The writer describes a problem in the opening sentences of the paragraph—getting rid of litter in public places. Then the writer presents several ways this can be accomplished.
- The writer has raised a problem and offered several possible solutions. Answer (B) is correct.


2.3 INTERPRET THE MEANING OF WORDS AND PHRASES USING CONTEXT
To understand a text, readers should have a strategy to figure out the meanings of unfamiliar words and phrases. They must also interpret words with multiple meanings, technical language, and the use of figurative language. On the TEAS Reading exam, you must employ various strategies to show comprehension of words in context.
Look for words that are unfamiliar or have multiple meanings. Use context clues to determine the correct meaning. Context clues are found in the text before and after the word you must define. Sometimes the text contains a definition of the word or an illustration of what it is.
Examine the structure of unfamiliar words to determine their meaning. Think about the meaning of the root word. Notice how the meaning is changed by the word’s prefix or suffix.
Identify figurative language such as similes, metaphors, and hyperbole. Authors use figurative language to emphasize important points and reveal their attitude toward the topic.
The context clues surrounding an unfamiliar word provide hints to the word’s meaning. Use the following strategies to make informed guesses about a word’s meaning.
Look for a definition of the word.
Carnavon then found a large jeweled cup among the treasures and assumed the goblet was the ancient king’s chalice. (A chalice is a large cup or goblet.)
Look for a synonym of the word.
The scientist’s purview, or primary field, was limited to molecular biology. (Purview is a person’s primary field of study or expertise.)
Look for an antonym of the word.
After chastising Rex for his poorly written story, Gina felt so bad that she spent the next hour praising his writing skills. (Chastising is the opposite of praising; it means scolding or criticizing.)
Compare or contrast the word with surrounding words or phrases.
The sauce contained honey, but it was not at all saccharine, like the sugar-rich syrup that Hal had poured on the cake. (Saccharine means sickeningly sweet.)
Look at the context or situation.
Paula took a shot at the basket, but the ball missed badly, clanked off the rim, and caromed back to Paula. (Caromed means rebounded.)
Replace the unfamiliar word with your guess.
The room was filled with opulent furnishings that were beautiful and clearly expensive. (Replace opulent with the word you guess is close to its meaning: luxurious. Then see if the sentence makes sense.)
Look at the root and affixes of the unfamiliar word.
No one knew that the ambassador had traveled to the conference and attended several lectures incognito. (The root cogni- means to know. The suffix in- means not or non. Incognito means in disguise so as not to be known or recognized.)

Also look for examples of figurative language, like the following.
Simile: The National Gem Collection contains a large uncut emerald that looks like an enormous chunk of green ice. (A simile compares two things using like or as. The emerald is compared to a chunk of green ice.)
Metaphor: The colonel’s voice was a foghorn in the darkness, calling the men to attention. (A metaphor compares two things without using like or as. The voice is compared to a foghorn, so it must be deep and loud.)
Hyperbole: We waited at the airport for an eternity, but our cousin never arrived. (The word eternity conveys that we waited a very long time.)

To interpret the meaning of words and phrases in context, look for word structure, including root words and affixes, and clues in surrounding words and sentences.


2.3 PROBLEM
Read the sentence. Then answer the question.
The six-time Grammy winner was walking down the sidewalk in New York City when she was beset by a mass of fans shouting her name.
Which of the following is a synonym for the underlined word in the sentence?
(A)helped
(B)threatened
(C)surrounded
(D)consoled

STRATEGY
Remember that a synonym is a word with the same meaning as another word. You can use context clues to figure out which word is a synonym for the underlined word.

THINK
- Refer to the situation in the sentence and use your real-world knowledge to make an intelligent guess about which word is a synonym for the underlined word.
- Notice that a famous person is walking down the street in New York City. The fans are shouting her name.
- They are unlikely to be helping her in this situation, so (A) is incorrect. They are coming toward her rather than resisting her, so (B) is incorrect. It makes no sense for the fans to be consoling the celebrity, so (D) is also incorrect.
- The correct answer is (C). The celebrity is suddenly surrounded by her excited fans.


2.4 DETERMINE THE DENOTATIVE MEANING OF WORDS
As you read a text, you must determine the meaning of each word to comprehend the overall meaning. Words have two different kinds of meaning: denotative and connotative. Denotative meaning is the standard meaning found in a dictionary. Connotative meaning includes this definition plus associations or emotions suggested by the tone or context of the passage. The Reading section of the TEAS exam will test your ability to determine both kinds of meaning. This section focuses on denotative meaning.

When you come to an unfamiliar word, look it up in a dictionary, such as the Oxford English Dictionary or Merriam-Webster Dictionary. Dictionaries are found online and in bookstores, offices, classrooms, and libraries. You might also find the word’s definition in a glossary at the back of the book you are reading.
Look for the two guide words at the top of each dictionary page. These are the first and last words on the page. Find the page in which your word comes between the two guide words.
Locate the entry for the word. Look at its pronunciation and part of speech (noun, verb, adjective, etc.). You can also find information about the history of the word. Read the definitions and find the one that makes sense in the passage you are reading.
Say you encounter the word exhumed in this sentence.
After months of travel and research, the professor exhumed several old letters that revealed the truth about the expresident’s negotiations.
Then you consult a dictionary and find this entry for exhume.
exhume (ig Z(Y)OOM) v. 1. to dig up from the ground; disinter. 2. to bring out of neglect or obscurity.
You know that the sentence does not mean literally digging up old letters out of the ground. The professor has brought the old letters to attention after years of neglect. Definition No. 2 is correct.

To determine the denotative meaning of a word, look up the word in a dictionary. A dictionary will provide the word’s pronunciation, part of speech, origin and history, and definitions.


2.4 PROBLEM
In a dictionary, the word liaison would be found on the page with which two guide words?
(A)lexicon-liberate
(B)liar-library
(C)levitate-liable
(D)levee-lexicon

STRATEGY
Check the first few letters of the word and then compare them alphabetically to the first few letters of the guide words.

THINK
- Look closely at the first few letters of the word liaison. Then check these letters alphabetically against the guide words in the answers.
- Notice that liaison comes after lexicon but before liberate. The guide words lexicon-liberate are the only pair for which this is true.
- Answer (A) is correct.


2.5 EVALUATE THE AUTHOR’S PURPOSE IN A GIVEN TEXT
When you read a text, think about what the writer is trying to do. Recognizing the author’s purpose will help you comprehend what you read. On the TEAS, you must be able to determine an author’s main purpose in a given text.
Ask yourself if the writer is trying to:
- inform the reader about the topic. An informational text concentrates on facts that can be verified. It may be divided into short sections for easier reading. It may also include special features such as section heads, numbered or bulleted lists, and graphics such as charts, maps, and diagrams. An encyclopedia article, a museum catalog, and a set of instructions are all informational texts.
- persuade the reader to do something or believe some proposition. A persuasive text includes emotional language along with factual material. It may employ bias or propaganda in an attempt to sway the reader.
- entertain the reader. A text that entertains may be a suspenseful novel, a scary short story, a humorous essay, or a nostalgic blog post.
- express personal feelings. An expressive text uses colorful or poetic language to create word pictures and summon strong emotions. It may be in the form of a poem or personal essay.

Here are some examples of texts about dogs, each with a different purpose.
Inform: A description of how different dog breeds are classified.
Persuade: A blog post that tells why beagles are the best breed of dog.
Entertain: An account of how the writer’s dog ran off with the Thanksgiving turkey.
Express Feelings: A prose poem that explores the writer’s attachment to her dog.





To evaluate the author’s purpose in a text, read carefully to decide why it was written. The author might be trying to inform, persuade, entertain, or express personal feelings.
You should also remember that an author may have more than one purpose in writing a text. For example, an article that tries to persuade people to donate to a charity that fights cancer may also express personal feelings about the writer’s own experience with cancer. An informative piece on the statistics of cell phone use may be written in a breezy, entertaining style.


2.5 PROBLEM
Read the paragraph. Then answer the question.
The numbers regarding computer usage in U.S. public schools are troubling. Statistics show that public schools have fewer computers per student than private schools. Teachers of low-income students are more than twice as likely to see lack of Internet access as a major challenge than teachers of high-income students. This so-called digital divide threatens to sabotage educational opportunities for millions of underprivileged young Americans. In today’s world of constantly changing digital technology, students must have access to personal computers, laptops, or tablets as a vital part of their education. These devices help students do research, manage course materials, and complete assignments. It is time for the federal government to create a program to provide more computers for schools. This will ensure that our children are learning the technical skills necessary to enter the workforce and find good jobs.

Which of the following is the author’s main purpose in this passage?
(A)express personal feelings about the challenges faced by low-income students
(B)persuade the reader to support a federal program to put more computers in American public school classrooms
(C)entertain the reader with an amusing account of how education has changed over the years
(D)inform the reader about statistics of computer availability and usage in U.S. public and private schools

STRATEGY
Authors generally have one of four purposes for writing: to explain, to persuade, to entertain, or to express feelings.

THINK
- The author does express personal feelings about the issue of computers in schools, but this is not the main purpose of the passage. Answer (A) is incorrect.
- The passage does not seek to entertain readers with an amusing account of changes in education, so answer (C) is incorrect.
- The passage does begin with some information about computers in public and private schools, but the actual statistics are not provided and this is not the author’s main purpose. Answer (D) is incorrect.
- The author does refer to these statistics to support the case for a federal program. The author is trying to persuade the reader that such a program is needed. Answer (B) is correct.


2.6 EVALUATE THE AUTHOR’S POINT OF VIEW IN A GIVEN TEXT
In opinion pieces, such as editorials and political endorsements, a writer’s point of view is presented in a straightforward way. However, point of view can also be found in informational writing. Writers are not machines that produce balanced, factual material at will. Even when writing a news story or fact-based account, a writer often will reveal his or her point of view about the topic. On the TEAS exam, you will examine texts and evaluate the author’s point of view about the topic.
- When reading a text, note the author’s name and background and the name of the publication in which the text appears. Notice if the author works for a group that might provide clues about his or her viewpoint.
- As you read, think about the context and purpose of the text. Was it written to persuade the reader about something? Was it written on a certain occasion? Does it support its point of view with facts and expert opinions?
- Decide if you think the author’s information is accurate and reliable. Ask yourself if you agree with the author’s point of view. Look for signs of personal bias in the text. If the author takes an extreme position on some issue, you might read other pieces on the same topic to compare points of view.
Look at these examples of point of view in a text and think about how each person’s point of view might be different.

An op-ed piece about genetically modified crops written by
- the owner of an all-natural farmer’s market.
- a salesperson for a company that produces and sells genetically modified seeds.
- a scientist who studies the benefits and possible hazards of genetically modified food.
The owner of the farmer’s market would probably favor naturally grown crops over genetically modified versions. The owner’s business appeals to people who are opposed to genetically modified crops. The salesperson would probably insist that genetically modified seeds produce plants with certain important advantages, such as resistance to being eaten by insects. The salesperson depends on selling genetically modified seeds for his or her livelihood. The scientist might offer a more balanced point of view about genetically modified crops. The scientist is trained to do research in a rigorous, fair-minded manner. However, it might be important to find out whom the scientist works for.

To evaluate the author’s point of view in a given text, read carefully to determine the author’s assumptions and biases about the topic. Also think about the source of the text, such as where it was published and who sponsored it.


2.6 PROBLEM
Which of the following would be most likely to write an editorial in favor of tougher gun-control laws?
(A)a member of the National Rifle Association
(B)a person who owns a shooting range
(C)a rural homeowner who keeps a rifle in the house for protection from prowlers
(D)a person who believes that legal gun ownership is reserved for police officers or state militias, not private citizens

STRATEGY
Think about what point of view a person who favors tougher gun-control laws would probably have.

THINK
- The National Rifle Association member would probably be opposed to tougher gun-control laws as a matter of political belief, so answer (A) is incorrect.
- The owner of a shooting range would probably support more lenient gun-control laws to increase his or her business, so answer (B) is incorrect.
- The rural homeowner would not favor tougher gun-control laws that might take away the right to keep a gun for self-defense. Answer (C) is incorrect.
- The person who believes legal gun ownership is only for police officers or members of state militias would be more likely to favor tougher gun-control laws philosophically. Answer (D) is correct.


2.7 USE TEXT FEATURES
Text features are included in a text to help the reader find information or use it more effectively. Informational text such as magazine articles often contains many different text features to make the material look more inviting or to provide related facts. On the TEAS Reading exam, you should demonstrate an understanding of text features and how to use them.
First, look for headings and subheadings in the text. These might be in all capital letters, in larger type, or in boldface. Headings are generally larger than subheadings. Notice how the headings and subheadings divide the material into different sections or subtopics.
Next, look for features that are placed outside the text. These can include sidebars and footnotes. Sidebars are sentences or short paragraphs located at the side of the main text or set off in boxes. They present additional information about the topic. Footnotes are found at the bottom of the page and tell the original source for quoted material in the text.
Finally, look for special typefaces used to highlight words in the text. Italic type may be used to highlight foreign words or phrases or to emphasize a word, phrase, or sentence. Boldface type is also used for headings and for emphasis.
Other text features found in books include title page, copyright page, table of contents, photos, illustrations, maps, captions, glossary, and index.

To use text features, be aware of how the text is organized and how certain features such as headings, subheadings, sidebars, footnotes, and italic type are included to make parts of the text easy to find or use.


2.7 PROBLEM
Read the text. Then answer the question.

THE 1960 PRESIDENTIAL RACE
A Religious Question
The 1960 presidential election pitted former Republican vice-president Richard M. Nixon against Democratic Senator John F. Kennedy. Foreign policy and Cold War competition with the Soviet Union dominated the race. Yet religion also became an issue in the campaign. Kennedy was Roman Catholic, and some of Nixon’s supporters claimed that Kennedy would be loyal to the Pope, not to the U.S. Constitution. Nixon actually instructed his staff not to raise the question in the campaign, but the controversy lingered all the way to November.
First Televised Debate
Kennedy and Nixon participated in the first televised presidential debate. The two candidates sparred on the issues of the day, including the economy, the so-called missile gap with Russia, and the new communist regime that had taken power in Cuba. The debate featured strong points on both sides. Oddly, however, the television cameras seemed to decide the outcome. Those who listened to the debate on the radio thought that Nixon won, while those who watched on TV favored Kennedy. Nixon spoke with authority but sweated profusely under the hot lights of the studio, making him look nervous and desperate. Kennedy’s suave manner before the camera lens won the day. As historian Theodore H. White wrote, “Every American election summons the individual voter to weigh the past against the future.”* Kennedy seemed to represent the future to American voters. In a close election, he won the presidency.
What is the main purpose of the footnote in this text?
(A)to explain the topic of the second paragraph
(B)to explain why religion became an issue in the 1960 presidential campaign
(C)to provide the source of the quote in the second paragraph
(D)to provide additional information about the 1960 election

STRATEGY
Read the footnote in the passage. Remember what a footnote tells the reader.

THINK
- Answer (A) is incorrect because the footnote does not explain the topic of the second paragraph.
- Answer (B) is incorrect because the footnote does not explain why religion became an issue in the campaign.
- Answer (D) is incorrect because, even though the book cited does provide lots of additional information about the campaign, that is not its main purpose in this text.
- The main purpose of the footnote is to give the source of the quote. Answer (C) is correct.

3 INTEGRATION OF KNOWLEDGE AND IDEAS


3.1 IDENTIFY PRIMARY SOURCES IN VARIOUS MEDIA
Historians value primary sources because they are closest to the people who actually lived during a certain time period or participated in historical events. These sources were created at the time being studied. A statue or piece of pottery is a primary source for studying an ancient civilization. An eyewitness account in a journal, a photograph, an audio recording, or a video presents a firsthand source for studying a modern event. On the TEAS Reading exam, you must evaluate various types of sources to see if they are primary or secondary.
To identify a primary source, think about the author’s relationship to the material or event. If the author participated in the event or was an eyewitness, the source is primary.
Look at the publication date of the source. If it is not close to the date of the event described, it is probably not a primary source.
Evaluate the purpose of the source. If its main purpose is to provide a factual, firsthand account of an event, it may be considered a primary source.

The following are some examples of primary sources:
- artifacts
- photographs and videos
- artistic works, such as paintings, films, or recordings
- diaries and journals
- letters
- speeches
- memoirs or autobiographies
- interviews
- legal documents
- records of legislative proceedings



To identify primary sources in various media, look for sources that have not been changed, adapted, or interpreted by someone other than the original creator.
Secondary sources analyze an event after it has happened—sometimes long afterward. Secondary sources often make use of primary sources for their analysis. Secondary sources include the following:
- magazine articles
- biographies
- history books
- textbooks
- encyclopedias and reference books


3.1 PROBLEM
Which of the following is a primary source about the jazz artist Louis Armstrong?
(A)an interview with a jazz musician who once played with Armstrong
(B)a blog post about how Armstrong revolutionized jazz
(C)an entry from Armstrong’s personal journal
(D)a speech about Armstrong’s influence on young musicians today

STRATEGY
Remember that in a primary source, the author participated in the events or witnessed them firsthand.

THINK
- A primary source on Louis Armstrong would be in his own words.
- Since the interview is not with Armstrong himself, answer (A) is not correct.
- The blog post and the speech discuss Armstrong, but are not written by him. Answers (B) and (D) are incorrect.
- The entry from Armstrong’s personal journal is written in his own words, so it is a primary source. Answer (C) is correct.


3.2 USE EVIDENCE FROM TEXT TO MAKE PREDICTIONS AND INFERENCES, AND DRAW CONCLUSIONS ABOUT A PIECE OF WRITING
As a reader, it is enjoyable to figure out what is really happening in a story without being told by the author. Good writers often withhold certain information and leave it up to the reader to figure out what is going on, what the characters’ motives are, and what will happen next. The reader gathers clues and details like pieces of evidence and fits them together to draw logical conclusions. On the TEAS Reading exam, you must use evidence from a text to make predictions, infer meaning, and draw conclusions.

To make a prediction about a text, use details to deduce something that will occur in the future. Often, an author will insert hints and clues about how the story will develop. This is a technique called foreshadowing.
Example: In a story about an unconventional teacher, the teacher uses computer games to motivate a troubled student who is failing. Based on story details, you might predict that the student will become a computer whiz and earn a scholarship to college. You reason that if the author spends so much time describing this unconventional teaching method, it must be a method that ultimately pays off.

To make an inference (a more subtle form of prediction), use your personal experience and details from the text to “read between the lines” and make assumptions about the story.
Example: A teenager in a story refuses to try for a driver’s license despite having a car available at home. The character grows nervous when discussing the matter with friends. You might infer that the character has a phobia about driving. Then you can use active reading techniques to confirm or disprove your inference as you learn more information about the character.

To draw a conclusion, use details from the text to decide what the ending means or what the overall theme is.
Example: In Charles Dickens’ A Christmas Carol, the reader learns that Ebenezer Scrooge is a miserly curmudgeon who has lost the ability to love and feel pity. Through visits from the Ghosts of Christmas Past, Present, and Future, Scrooge realizes what he has missed by focusing on money not people. You can draw the conclusion that Dickens wants to show that love and charitable feelings are more important than material things.



To make predictions and draw conclusions about a piece of writing, look for significant details that provide clues about what will happen next or how the story will end.
A reader can also make predictions and draw conclusions about other elements of a text. For example, you can predict the meaning of an unfamiliar word from context clues. You can draw conclusions about what kind of text you are reading by noticing special features, such as bulleted lists, sidebars, maps, or graphs.


3.2 PROBLEM
Read the passage. Then answer the question that follows.
It wasn’t that Marie disliked the new girl at her high school. Lucinda Graham had an easy smile and a humble manner, and she got along well with almost everyone. The problem arose when Lucinda began to outdo Marie at Marie’s traditional specialties. For example, Lucinda joined the softball team and within a week had replaced Marie as the leadoff hitter and shortstop. In the Chess Club, Lucinda forced Marie to resign three times in a row—the first games Marie had ever lost at school! Now there was talk that Lucinda’s science project would be chosen as the school’s lone entry in the statewide Science Fair, the same fair at which Marie had earned top honors last year. Well, the election for class president was coming up in a month. At least Marie, as the popular incumbent, had that to fall back on.

Which of the following predictions would you make about this story?
(A)Marie will decide not to run for class president.
(B)Lucinda will challenge Marie in the election for class president.
(C)Marie and Lucinda will work together to help someone else become class president.
(D)Lucinda will boast about her victories over Marie and lose popularity among the students.

STRATEGY
To make a prediction, use details from the text to figure out what will probably happen in the future.

THINK
- Refer to details from the story to decide which is the most logical prediction.
- You know that answer (A) is incorrect because Marie is looking forward to running for reelection as class president.
- Answer (C) is incorrect because there is no evidence that Marie and Lucinda want to work together in the election.
- Answer (D) is incorrect because Lucinda is not described as boastful but as having a humble manner.
- You can predict that Lucinda will challenge Marie for class president because Lucinda has done this in several other activities. Answer (B) is correct.


3.3 COMPARE AND CONTRAST THEMES FROM PRINT AND OTHER SOURCES
The theme of a literary work is the underlying concern or wider message that an author explores in a text. Themes are considered universal because they exist throughout history and across cultures. For example, the theme of coming of age is found in Shakespeare’s Henry IV, Part 1, Stephen Crane’s The Red Badge of Courage, and Madeleine L’Engle’s A Wrinkle in Time. On the TEAS Reading exam, you will compare and contrast themes in literature, nonfiction writing, and other sources.

To find the theme of a text, look for the major idea that the author is addressing. This is not the simple topic of the text, but the larger idea that underlies the story. For example, a detective story set in a large city may deal with the overall theme of corruption in high places.

To compare how two authors approach a similar theme, think about the underlying message each author delivers about the theme. Remember that a classic theme such as romantic jealousy can be treated in different ways. Shakespeare’s Othello presents the theme of mistaken jealousy as a towering tragedy, while a novelist may present a comic character who becomes jealous because of a silly misunderstanding.
Remember that similar themes can be employed in different genres, such as novels, short stories, film, drama, poetry, and painting. For example, the theme of loneliness is found in George Eliot’s novel Silas Marner, Martin Scorsese’s film Taxi Driver, and Edward Hopper’s painting Nighthawks. You should be able to examine how the theme is addressed in each type of work.



To compare and contrast themes from print and other sources, think about the wider universal concepts that authors mean to address in stories, essays, or articles.
Some common themes that are found in many works across many time periods and cultures include the following:
- Betrayal
- Change versus tradition
- Community
- Disillusionment with life
- Fading beauty
- Family
- Friendship
- Heroism
- Homecoming
- Individual versus society
- Injustice
- Loss of innocence
- Love
- Motherhood
- Nature and beauty
- Power and corruption
- Racial prejudice
- Rebirth
- Self-reliance
- Temptation
- Tragedy of war
- Vanity


3.3 PROBLEM
Read the passage. Then answer the question that follows.
In Ernest Hemingway’s short novel The Old Man and the Sea, an old Cuban fisherman has gone eighty-four days without catching a fish, although he keeps trying day after day. He is mocked by the other fishermen for his failures. The parents of his young apprentice forbid the boy to accompany the old man any longer because he is deemed unlucky. Finally on the eighty-fifth day, the old man hooks a huge marlin and reels in the fish after an exhausting struggle lasting two days. He lashes the marlin to his boat and heads home. However, sharks swarm his little boat and devour the marlin, leaving only its skeleton. The old man manages to get his boat ashore and staggers off to finally get some sleep. The next day a number of fishermen are amazed to see the marlin’s eighteen-foot skeleton attached to the boat. They realize the old man has made an enormous effort to catch the fish and bring it in. The old man’s young apprentice promises to accompany him on his next outing.

Which of the following best states the theme of this story?
(A)hopelessness of old age
(B)difficulty of fishing for marlin
(C)youth versus age
(D)persistence and courage

STRATEGY
To find the theme of a story, look for a larger idea that the author is trying to express.

THINK
- Test each answer choice to see if it fits as the overall theme of the passage.
- The old man is old, but his situation is not hopeless because he keeps trying to succeed. Answer (A) is not correct.
- The difficulty of fishing for marlin is an important element of the story, but it is not the overall theme. Answer (B) is not correct.
- Youth versus age is not the theme, because the apprentice is not competing with the old man. Answer (C) is not correct.
- The old man does show persistence and courage in catching the marlin, even though the sharks spoil his catch. Persistence and courage serves as the overall theme. Answer (D) is correct.


3.4 EVALUATE AN ARGUMENT AND ITS SPECIFIC CLAIMS
In a persuasive text, an author will present an argument and try to support it with reasons or evidence. The argument may be presented as something the author believes or favors. It may be preceded by the words “I believe” or “in my opinion.” An argument may also be offered as a fact that everyone already believes or accepts. The author then will offer evidence to support his or her argument. On the TEAS Reading exam, you must be able to evaluate an author’s argument and the specific claims it makes.

First, identify the author’s argument, or the claim he or she is making. Usually this is found at the first of the text, but it may be stated most clearly at the end.
Next, identify the evidence the author presents to support the argument. These are facts or specific claims provided to convince the reader.
Check the sources for the evidence they provide. The best evidence includes sources that are up to date, clearly stated, unbiased, and peer reviewed or drawn from respected publications. Decide if the evidence is sufficient to justify the author’s claim.
Check for claims that are exaggerated, poorly sourced, or beside the point. If the author does not have good supporting evidence, you might conclude that the argument is weak or flawed.



To evaluate an author’s argument, identify the claim being made and then determine how valid the supporting evidence is.
For example, in an editorial an author might argue that states should spend more to subsidize wind turbines as a clean, efficient source of energy. An article from Scientific American that discusses how today’s wind turbines are more efficient than ever before would be an excellent piece of evidence to support the author’s argument. A quote from the owner of a wind power company would be less convincing because it might be biased. An explanation of how windmills operated in the nineteenth century would be a poor piece of evidence because it is irrelevant to the argument.

The ability to evaluate an argument enables you to read editorials and opinion pieces with a more discerning eye and stay informed about important current issues.


3.4 PROBLEM
Read the author’s argument. Then answer the question that follows.
The time has come to allow female marathon runners to compete alongside male runners in international competition.

Which of the following claims does not support the argument above?
(A)According to statistics from around the country, more women are entering weekend 5K and 10K races than ever before.
(B)According to Runner's World magazine, winning times for women in major marathons worldwide are coming down faster than winning times for men.
(C)A current expert in sports medicine notes that running is a sport that relies on endurance rather than raw strength or speed so it may be better suited for women to compete with men.
(D)In an interview this year, a major international running coach said that with proper training women could soon become competitive with men in marathons and other distance races.

STRATEGY
Compare the supporting details to the author’s argument to see if they provide valid support for his or her position.

THINK
- Remember that you are looking for the claim that does NOT support the author’s argument.
- Answers (B), (C), and (D) all present valid claims from good sources that support the author’s argument.
- Notice that an increase in competitive running among females is not by itself a reason to support the author’s argument. Answer (A) is correct.


3.5 EVALUATE AND INTEGRATE DATA FROM MULTIPLE SOURCES IN VARIOUS FORMATS, INCLUDING MEDIA
When you are researching a topic, you seek information from several different sources. Often the data you want is found in graphics, such as charts, graphs, tables, and diagrams. Comparing and contrasting data from different sources helps you comprehend the topic better and draw meaningful conclusions. On the TEAS Reading exam, you must be able to evaluate and integrate data from multiple sources and in a variety of formats.
- Identify the topic for research. Think about what sources of information would be most useful for researching this topic.
- Look up sources and evaluate each one for its usefulness and relevance.
- Compile data from multiple sources and in various formats, such as charts, graphs, tables, and diagrams. Organize the data according to your research needs. Analyze and synthesize the data in order to draw conclusions about your topic.
For example, as a nursing student you might research a new blood-thinning medication. You might seek sources of information about its effectiveness in trials and the risks and side effects involved. A table might compare data about the medication with data for competitors’ versions. You can code each piece of data or information to indicate what it tells about the medication and to help you organize it later. For example, data associated with bleeding risks can be coded BR. You might consult with a research librarian or media assistant to find more data from medical journals, online publications, or other approved sources. Once you have compiled all this data, you can analyze it carefully. Your research will enable you to draw meaningful conclusions about the new medication.

To evaluate and integrate data from multiple sources, find data that is most relevant to the topic and organize it in a logical way.


3.5 PROBLEM


3.5 PROBLEM 1
Use the graph to answer the following two questions.


At what time did the patient’s temperature spike?
(A)after 2 PM
(B)after 3 PM
(C)after 4 PM
(D)after 5 PM

STRATEGY
Read the graph and look for the point that indicates a spike, or sudden rise, in temperature.

THINK
- The temperature spike occurs when the graph rises most steeply.
- The steepest rise on the graph occurs just after 3 PM. This makes answer (B) the correct response.


3.5 PROBLEM 2
You are examining a case in which a nurse gave a patient acetaminophen at 3:20 PM. According to the graph, how long did the patient’s temperature continue to rise after the acetaminophen was administered?
(A)about 1 hour
(B)about 20 minutes
(C)about 1.5 hours
(D)about 40 minutes

STRATEGY
Read the graph and interpret the data.

THINK
- From the graph, you can tell that the patient’s temperature reached its maximum at 4 PM.
- 4 PM is forty minutes from when the medication was administered at 3:20 PM. Answer (D) is correct.

* Theodore H. White, The Making of the President 1960, Atheneum House, 1961.