Reading and Understanding Passages For The GED

This guide helps you with the passages that make up the GED® Reasoning through Language Arts test. It teaches you to identify main ideas and supporting details, summarize passages, distinguish fact from opinion, recognize organizational structure, and make inferences.

Older versions of the GED® test contained mostly fiction reading passages. However, the current GED® Reasoning through Language Arts test consists of only about 25% fiction passages. Of these, all will be prose fiction, like the text of a story. Other forms of fiction, such as plays and poems, will no longer be included on the GED® RLA test—the test now focuses on nonfiction.

Nonfiction Passages
Nonfiction passages make up about 75% of all the passages you will see on the GED® Reasoning through Language Arts test. Nonfiction passages also appear on other portions of the GED® test, so improving your ability to read and understand nonfiction passages is key to doing well on the GED® test. Nonfiction can include everything from essays and speeches to instruction manuals and job application letters.
The GED® RLA test focuses on three types of nonfiction reading passages. These have been chosen to ensure that you have an understanding of practical reading and writing situations that you might encounter in the professional world.

1. Informational Science Passages
These passages will focus on one of two areas within the scientific realm. The first is human health and other biology; this may include topics such as respiration and the interdependence of animal species. The second is energy-related systems; this may include topics such as photosynthesis, climate, and gas combustion.
The emphasis of these passages is not to test you on unfamiliar scientific principles; you will not be expected to provide additional scientific knowledge on the topics presented. These passages will likely focus on your ability to correctly understand the steps in a process, and your ability to explain how the steps relate to each other.

2. Informational Social Studies Passages
These passages will focus on the theme of the Great American Conversation, which includes discussion of elements of American government and how it relates to society. The passages featured here will likely include excerpts from well-known historical documents, such as the Preamble to the U.S. Constitution, as well as other writings of significant figures in American history. These passages may also include texts from modern-day political figures, and can appear in forms as various as speeches, letters, laws, or diaries.

3. Informational Workplace Passages
These passages are meant to resemble the kinds of documents you are likely to encounter in a modern workplace setting. These documents may include letters, e-mails, instruction manuals, memos, or lists of policies, among others.

Main Idea and Supporting Details
Every passage you read, regardless of the type of material, has a main idea. The main idea, sometimes called the big idea, is the central message of the text. To determine the main idea, first identify the topic of the text. Then, think about the major point that the writer is trying to tell readers about the topic. For example, if the topic of a passage is loggerhead sea turtles, the main idea could be as follows:
Loggerhead sea turtles return to the beach where they were born to lay eggs.
This would be the most important idea that the writer wants you to take away from the passage. The rest of the passage would contain information to help explain the main idea. Examples, information, facts, and details that help to explain and describe the main idea are the supporting details. These help to strengthen readers' understanding of the main idea.

In the passage about sea turtles, supporting details could include the following sentences:
The turtles crawl onto the beach at night.
They dig a hole in the sand and lay their eggs in the hole.
After covering the nest with sand, the turtles return to the ocean.

Each of these supporting details gives information about the main idea.

There are four basic types of supporting details that writers include to give readers a deeper understanding of the central message of the text. Here are the types of supporting details:
- examples
- reasons
- facts
- descriptions

Being able to identify the main idea and supporting details is helpful in organizing the information in a passage. Readers are able to recognize the central message of the text and identify examples, reasons, facts, and descriptions to clarify and explain the message.
While the topic of a passage may be as short as a single word, the main idea of a passage is always a complete sentence.

Read the following paragraph. Look for the main idea and supporting details as you read.
Before becoming the sixteenth president of the United States, Abraham Lincoln showed a pattern of behavior that caused him to earn the nickname 'Honest Abe.' Early in his career, he worked in the grocery business. When his partner passed away, leaving behind a mountain of debt, Lincoln not only paid off his own part of the money, but also his late partner's share because this was the honest thing to do. Later, he worked as a lawyer. During that time in history, members of the legal profession were often recognized as being dishonest. However, Lincoln earned the reputation among his colleagues as being a man who never told a lie. He even gave a lecture during which he encouraged the audience to make honesty a priority in their occupations.
What is the main idea of the passage?
You probably recognized that the first sentence tells the main idea of the passage. You may have stated that the main idea is:
Abraham Lincoln earned the nickname 'Honest Abe.'
Abraham Lincoln showed a pattern of honesty throughout his life.
People called Lincoln 'Honest Abe' because of the priority he placed on honesty.
Any of these would be correct. The main idea is the most important piece of information, about which the rest of the paragraph is written. Each of these choices captures that information.
Which of the following is a supporting detail from the passage? a. Abraham Lincoln was the sixteenth president of the United States. b. Lincoln's behavior caused him to be known as 'Honest Abe.' c. Early in his career, Lincoln worked in the grocery business. d. Lincoln's colleagues recognized him as a man who never told a lie.
Did you recognize that answer choice d supports the main idea of the passage? This statement is an example of the honesty that caused people to call Lincoln 'Honest Abe.' Choice b restates the main idea. Choices a and c all contain relevant or interesting information, but they do not directly support the main idea, so they are considered minor details rather than supporting details.
What other supporting details are contained in the passage?

Supporting details from the passage include Lincoln paid off his late partner's debt as well as his own and he gave a lecture encouraging the audience to be honest. These statements support the main idea by giving some reasons why he became known for his honesty.

Some reading passages include more than a single paragraph. Every paragraph will have its own main idea. The main idea is stated in the topic sentence. The topic sentence basically sums up what the entire paragraph tries to explain.

Look back at the paragraph about Lincoln. Can you identify the topic sentence? It is the sentence that tells the basic message of the paragraph.
Before becoming the sixteenth president of the United States, Abraham Lincoln showed a pattern of behavior that caused him to earn the nickname 'Honest Abe.'

This is the first sentence of the paragraph, and it is the topic sentence. Notice that it also contains the main idea. The topic sentence can be anywhere in the paragraph; however, it is generally either the first or last sentence. Being able to locate the topic sentence can be helpful in determining the main idea.

Sometimes, the main idea is suggested but not directly stated. Remember to ask yourself what the topic is and what the most important thought is about the topic. This will help you determine the main idea of the text.

Summarizing
Have you ever given a book report or written a research paper? In either case, you read information from a text, then restated the most important ideas in your own words. This is called summarizing.
Being able to summarize information is one way to show how well you understood what you read because it requires you to focus on the main points and explain them. Think back to a research paper you have written. Chances are, you read a number of articles or books about your topic; however, your paper was probably only a few pages long. That's because you only included key pieces of information in your summary. You chose the main idea and the most important supporting details and restated these in the report.
Think back about the paragraph we read about 'Honest Abe.' What information in the text was the most important? How could you restate that in your own words?

Abraham Lincoln was known as 'Honest Abe' for many reasons. He showed honesty in his early work life, set an example of honesty as a lawyer working among many dishonest colleagues, and encouraged others to practice honesty as well.
This summary has two sentences in it. The original paragraph about Lincoln was considerably longer. Because a summary focuses only on the most important information, it is generally much shorter than the original text. In fact, you might summarize an entire book in only a few sentences or paragraphs.

Read the following paragraph.
In the midst of New York Harbor stands a 305-foot tall, 225-ton symbol of freedom and democracy: the Statue of Liberty. 'Lady Liberty,' as she is affectionately known, was a gift of friendship from France and was dedicated on October 28, 1886. Officially named 'The Statue of Liberty Enlightening the World,' this highly recognizable structure contains much symbolism. For example, the torch itself is a symbol of enlightenment. The tablet of law held in her left hand contains Roman numerals representing the date of our country's independence, July 4, 1776. Finally, the crown on the head of the statue has seven rays, one for each of the seven continents.
The statue is covered in copper, about the thickness of two pennies. Natural weathering has caused the copper to turn a light green color. When the statue was restored for its 100th birthday, the torch was replaced, and the new torch was covered with a thin layer of 24 karat gold. During the day, the sun's reflection lights the torch; at night, it is lighted by 16 floodlights.

To summarize the passage, - determine the most important idea.
- decide what information can be left out.
- restate the information using your own words.

Now, let's summarize the passage.
What is the main idea of the entire passage?
What are two important supporting details?
Write a summary of the passage in your own words.
You probably recognized that the main idea is one of the following:
The Statue of Liberty is an important symbol.
The Statue of Liberty is a huge monument that represents many things.

Remember, there is not a single correct way to state the main idea. The important thing is that you recognize which information is the most important.
Next, figure out which supporting details are key. The size of the Statue of Liberty is definitely interesting. It could even be the central idea of another passage. However, in this example, these facts are not some of the supporting details that must find their way into a summary. The same is true about the date the statue was dedicated and the fact that the copper has turned green over the past century and a half. These are ideas that could be left out when you summarize the passage.
The most important supporting details would be those that address the symbolism associated with the statue. Information about the significance of the torch, the tablet, and the crown should be included in a thorough summary.
Don't forget! A summary must use your own words, not the words of the author. Restate the ideas that you read and make sure you are not copying what is written in the text.
 

Just like the main idea, there is more than one correct way to summarize a passage. Yours may be similar to the following summary:
E.g. The Statue of Liberty was a gift from France that symbolizes a number of ideas that are important to our country. The torch represents enlightenment, the tablet recognizes the date of our country's freedom, and the crown acknowledges the seven continents in the world.

Remember learning that each paragraph has its own main idea? See if you can find the main idea in the second paragraph about 'Lady Liberty.' If you recognized the main idea as the fact that the Statue of Liberty is coated with a thin layer of copper, you're exactly right! Supporting details include information about the thickness of the copper and the fact that it has changed colors due to weathering.
Remember that understanding the author's purpose is critical to understanding the text itself. If the author's purpose in the previous passage was to persuade readers that the Statue of Liberty was long overdue for restoration, then the supporting details the author chose would probably have focused on the statue's recent state in a negative way. The author might have presented evidence that the structure represented a safety hazard due to its age, or that its weathered copper covering was an eyesore for those who visited it. As written, however, the passage is clearly written to inform the reader.

Fact and Opinion
You probably learned the difference between fact and opinion when you were younger. A fact is a true statement that can be proven.

California is located on the west coast of the United States.
This is a fact. Look at any atlas, encyclopedia, or geography book, and you can verify, or prove, that this statement is true.

An opinion is a statement that reflects someone's personal views. Not everyone will agree with an opinion.
California's beaches are the most beautiful in the whole country.
Many people would probably agree with this statement. However, this is the writer's personal view. If you were to talk with people sitting on the beaches in Hawaii, North Carolina, or Florida, you'd most likely find at least a few who disagree.

Words such as beautiful, best, worst, should, terrible, and wonderful often indicate an opinion. Look for clues that help you determine that a statement shares the feelings or beliefs of the author.

Writers often use a combination of facts and opinions to share their ideas. Being able to distinguish between these statements can help you gain a complete understanding of the passage. Strong readers are able to interpret the information in a passage and form their own opinions.

Four inches of snow fell overnight.
Can this be proven? Absolutely. A ruler or a weather report can be used to check how much snow fell. Because this statement can be proven, it is a fact.
 

We have had too much snow this winter.
Can this be proven? We could prove that snow has fallen, but how much is too much? Not everyone would agree that there has been too much snow. In fact, some people might think there has not been enough. This statement tells how someone feels about the snow, so it is an opinion.

Facts and opinions are both useful. They not only help writers get their point across; they can be useful to readers as well.
Suppose you want to buy tickets to a play and are trying to decide which play to attend. You would need to know facts such as where each play is being performed, the times and dates of the shows, and the cost of the tickets. These facts are helpful in making up your mind. But, you'll probably want to find some opinions, too. You could read reviews or talk to friends to find out which theaters offer the best seats, which actors and actresses are the most entertaining, and whether a particular play is completely boring.

The author's purpose for writing a piece can impact whether the text includes mostly facts, mostly opinions, or a combination of both:
- If the author's purpose is to inform, the text is likely to contain mostly facts.
- If the author's purpose is to entertain, a combination of facts and opinions will be included.
- If the author's purpose is to persuade, you can definitely expect to find opinions.

owever, facts that support or promote the author's opinion may also be included. A. you read nonfiction passages, look for facts that give information about the topic. If opinions are included, be sure to recognize them for what they are—the personal feelings of the writer, not verifiable information.

As you read the following paragraph, determine which statements are facts and which are opinions.

Ask yourself:

1. Can this statement be proven or verified?
2. Would everyone agree with this statement?

The drama club of Meadowbrook Middle School put on a stage presentation of The Elves and the Shoemaker earlier this month. The students performed before a sold-out crowd for all three performances. The highlight of the evening was a dance by the elves during the second act. Even the principal was seen laughing until tears filled her eyes. It was the first live performance the students put on this year, although plans for a spring musical were announced at the end of the evening. It is sure to be a huge success!
A woodwind ensemble from the school band provided music before the show as well as during the intermission. This impressive group of young musicians was enjoyed by all. The amazing talent present in the school was obvious in everyone involved, from the actors and actresses to the stagehands and technical crew. Ticket sales for the performances earned nearly $900 for the school's fine arts department.

Did you determine which statements from the review of the play were facts and which were opinions?

Facts from the passage:
- The drama club of Meadowbrook Middle School put on a stage presentation of The Elves and the Shoemaker earlier this month.
- The students performed before a sold-out crowd for all three performances.
- Even the principal was seen laughing until tears filled her eyes.
- It was the first live performance the students put on this year, although plans for a spring musical were announced at the end of the evening.
- A woodwind ensemble from the school band provided music before the show as well as during the intermission.
- Ticket sales for the performances earned nearly $900 for the school's fine arts department.

Each of these statements could be proven by checking the school calendar, looking at the program for the performances, or checking with the accountant for the fine arts department. Even the statement about the principal could be verified through a photograph or video. She might even admit it.

Opinions from the passage:
- The highlight of the evening was a dance by the elves during the second act.
- It is sure to be a huge success!
- This impressive group of young musicians was enjoyed by all.
- The amazing talent present in the school was obvious in everyone involved, from the actors and actresses to the stagehands and technical crew.
All these are opinions because there could be people who would not agree with the author. For example, some audience members might have thought the highlight of the evening was when the musicians played, not when the elves danced. Also, amazing and impressive are words that often indicate an opinion.

Organizational Structure
When you write, whether the text is a story, a letter, or a research paper, you probably spend time planning the order in which you will present your ideas. It would not make sense to randomly write down your thoughts without any pattern or logical order. Before writing, you probably organize similar ideas together or tell actions and events in the order in which they happened. Without using some sort of organization, not only would you have trouble getting your thoughts across accurately, but your readers would also become terribly confused.
Writers want their texts to make sense. The whole point of writing is to share information and ideas with an audience, and writers carefully consider how to best arrange this information so that readers are able to follow their thoughts and fully understand the passage. The organizational structure of a passage is the way a writer arranges his or her ideas.
Common types of organizational structures that writers may choose include sequence, cause and effect, compare and contrast, problem and solution, classification, and description.

Understanding how information is presented can help readers
- organize and understand the passage.
- anticipate what ideas might be presented next.
- think about what information to look for.
- make predictions.
- connect ideas from different parts of the text.

To recognize which organizational structure an author has used, think about what he or she wants readers to know. If an author wants to be sure readers understand the order in which events occurred, sequence is probably used. If he or she wants readers to know what led up to a particular event, a cause and effect structure is likely to be found. Recognizing and understanding each type of organizational structure can make a big difference in how well you comprehend the material.
Now, let's talk about each type of organizational structure in a little more detail.

Sequence
The sequence of events is the order in which the events are discussed in a passage. When readers are able to recognize that a text uses a sequential organizational structure, they know that details, ideas, and events will be presented in a specific order. Often, the sequence used is either time order or order of importance.
Time order means that ideas and events are presented chronologically, or in the order in which they actually happened. Often, words and phrases such as the following indicate time order:
- first
- second
- next
- then
- last
- before
- after that
- following
- by the time
- as soon as

Writers often use time order when the correct order is important. For example, history books are often written in time order by beginning with the earliest events and leading up to the most recent. Correct order would also be important when readers are expected to follow steps in a particular sequence, such as directions, how-to articles, and recipes.
Of all days for it to happen, my alarm clock didn't go off this morning. As soon as I opened my eyes and saw sunlight, I knew it would be a race to make it to the bus on time. The first thing I did was jump in the shower, wash my hair quickly, then jump right back out. Next was the dash to the closet. Shirt on, jeans zipped, shoes tied, and down the stairs. By the time I reached the kitchen, Mom had my peanut butter toast wrapped in a napkin and ready to go. I ran out the door, and before it even slammed behind me, the bus pulled up to the curb. Yes! I made it!

The transition words in the paragraph help readers know exactly when each action happened. On the lines below, list the events of the paragraph in the correct order.

You probably figured out that the events occurred in this order:
1. The alarm clock did not go off.
2. The speaker opened his or her eyes.
3. The speaker showered.
4. The speaker got dressed.
5. Mom wrapped up the toast in a napkin.
6. The speaker ran out the door.
7. The bus reached the curb.
8. The door slammed.

Another sequence writers may use to organize their writing is by order of importance. They might choose to tell the most important idea first, followed by ideas that decrease in importance. This is a good way to catch the readers' attention by beginning with the strongest point.
Did you know that newspaper articles are often organized in order of importance? The most important information is usually listed at the beginning of the article, followed by less important information. The reason for this is that some readers do not take the time to finish the entire article. This organizational structure ensures that those readers do not miss the most important ideas.
Conversely, writers may begin by telling the least important idea, then list ideas or events in increasing order of importance, telling the most important idea last. This leaves readers with the strongest point freshest in their minds.

The Tri-City Tigers won the district soccer championship on Friday night! The final score was 5–2 in what was a very exciting game. Jackson Greenwood scored three goals for the Tigers. Coach Abbott placed each team member in the game at some point. It was truly a victory for all!
The fact that the Tigers won the championship is the most important idea in the paragraph, so it is stated at the beginning. The final score is the second most important piece of information, so it is stated next. Jackson scoring two goals is next in importance, followed by the fact that all the players were involved in the win.
If the writer had chosen to tell the events in order of least to most importance, the paragraph could have been organized as shown here:

All members of the Tigers soccer team got a chance to play in Friday night's game, thanks to Coach Abbott. Jackson Greenwood scored three goals for his team. The final score of the exciting game was 5–2, giving the Tri-City Tigers the title of district champs! A. you know, a cause is something that makes something else happen. An effect is what happens as a result of the cause. For example, if you go to bed late, you'll be tired in the morning. Going to bed late is the cause; being tired in the morning is the effect. A. times, there is a cause and effect relationship between events in a passage. Authors may choose to use a cause and effect organizational structure, which focuses on such relationships, in the text. Recognizing a cause and effect structure lets readers know that they should be on the lookout for things that are the result of a given event. It also helps readers understand how events in the passage are related to one another.
Darnell studied every night for a week, so he got an A on his science exam.

How are these events related? Did one thing happen as a result of the other? Yes. Studying every night caused Darnell to do well on the test. He got an A because he studied so much. So, studying every night is the cause; getting an A on the exam is the effect.

Often, writers will include clues—words that signal a cause and effect relationship. Examples of such words are:
- because
- as a result
- so
- due to - therefore
- since
- when
- if

Ella fixed French toast for breakfast since it was her parents' anniversary.
In this sentence, the clue word since indicates a cause and effect relationship. In the sentence about Darnell, the clue word so signaled the relationship.

Notice that either the cause or the effect can come first. In Darnell's example, the cause is first; in Ella's example, the effect is first. To determine which event is the cause and which is the effect, ask yourself which event is the result of the other.

Read the following paragraph. As you read, look for cause and effect relationships.
During the past quarter, our company had a record number of sales. As a result, we also saw a significant increase in profits. So, over the next few weeks, we will be able to hire additional employees in several departments to take on some of the workload. Current employees will also receive a bonus in their next paycheck as recognition for their contribution to our company's continued success.

What signal words were included to offer clues about the cause and effect relationships? As a result and so were used to highlight two of the relationships. However, you probably noticed that more than two relationships existed. Signal words are not always included. Be sure to read carefully and think about how the events in a passage are related, whether signal words are included or not.

Did you recognize all the cause and effect relationships in this paragraph?

The cause:
- a record number of sales for the company

The effects:
- a significant increase in profits
- the hiring of additional employees
- a bonus for current employees
Notice that a single cause had more than one effect. The opposite may also be true; a single effect can be the result of several causes.

Compare and Contrast
When we compare, we tell how two or more things are alike. When we contrast, we tell how two or more things are different. Writers often use a compare and contrast organizational structure to explain ideas, events, people, or objects by describing the ways in which they are alike or different. When readers recognize a compare and contrast structure in a passage, they look for similarities and differences between the topics.
Signal words often alert readers that things are alike or different in some way.

Similarities
- also
- like
- both
- alike
- similar
- likewise
- the same as
- at the same time
- in the same ways
- in the same manner

Differences
- but
- yet
- only
- differ
- unlike
- rather
- although
- however
- different
- less than
- better than
- nevertheless
- on the contrary

By comparing and contrasting, writers are able to help readers gain a clear understanding of their ideas.
Chinchillas are small animals that are slightly larger and rounder than squirrels. Both animals are generally gray or brown in color. The chinchilla often has a bushy tail similar to that of a squirrel, although its ears are more round, like those of a mouse.
The comparisons and contrasts in this paragraph help describe chinchillas in a way that gives readers a clear picture of these animals.

What signal words did you notice in the paragraph?
You probably recognized that slightly larger and rounder than, both, similar to, although, and like pointed out similarities and differences between the various animals.

There are two types of compare and contrast organizational structures that writers often use. Whole-to-whole comparisons completely discuss the first idea, event, or item and then completely discuss the second. For example, if a writer were comparing and contrasting sports, he might completely explain baseball, then completely describe soccer.
Part-to-part comparisons discuss one particular aspect of each topic, then discuss another aspect, and so on. For example, a writer might discuss the number of players on baseball and soccer teams, then discuss how points are scored in each game, and then discuss the rules for each game.

Problem and Solution
If an author elects to use a problem and solution organizational structure, a problem is discussed and is then followed by one or more solutions to the problem. When readers recognize this structure, they know that as they read, they should look for possible ways to solve the problem.

Construction of the new auditorium at Forest Lakes Middle School is scheduled to begin in early April, which will interfere with the school's planned Spring Fling Carnival because construction equipment will occupy a large portion of the area normally used for the event. The carnival committee believes it may be possible to reschedule the carnival for the middle of March, prior to groundbreaking on the construction project. If that is not possible, the committee may consider moving some of the activities indoors, reducing the need for some of the outside space. It has also been suggested that an alternative location, such as the nearby Little League fields, be used for the event.

What problem is the topic of the paragraph?
The problem is that there may not be enough space for the school carnival after construction has begun on the new auditorium.
What solutions are suggested?
Three possible solutions are suggested: change the date of the carnival, move some of the activities indoors, and change the location of the event. In a longer passage, the problem might be introduced in one paragraph, with each solution being discussed in separate paragraphs.

Classification
Sometimes, writers divide information about a topic into smaller sections that each focus on a group of related ideas or objects. This organizational structure is called classification, and writers use it to arrange ideas and information into categories. Each category contains ideas that are similar in some way.
Readers can recognize that classification has been used if the passage talks about different kinds of things, such as different kinds of animals, different types of transportation, or different kinds of sports. This structure lets readers know that ideas in each section will be somehow related.
Sometimes, section headers will be a clue that the organizational structure is classification. For example, a passage about animals might include section headers such as mammals, reptiles, birds, amphibians, and fish.

Dear Friends, We are pleased that you are planning a trip to our resort! We are sure that you will find the vacation package that best suits your needs. Vacation packages are grouped into three categories. You may make your selection at any time prior to your arrival.
Room-only packages include your hotel room and access to the resort's three swimming pools. You may also enjoy the exercise equipment in the gym at no additional charge.
Bed-and-breakfast packages include your hotel room as well as access to the pools and gym. Breakfast in any of the resort restaurants is also included, or you may choose to order your morning meal from our room service menu.
All-inclusive packages include not only the offerings of the previous packages, but also lunch and dinner from any of the resort restaurants or room service. Each guest may enjoy three meals and two snacks each day, all included in the price of the package.

We look forward to your stay and would be happy to answer any questions. Feel free to contact us at any time for further assistance.
Resort Manager

This passage uses a classification organizational structure. What is the topic of the letter?
What were the categories that the information was divided into?
You probably recognized that the topic is the resort's vacation packages, and the categories the packages are divided into include room-only, bed-and-breakfast, and all-inclusive options.

Description
When an author chooses a description as the organizational pattern for a passage, he or she will introduce the topic, then discuss attributes and characteristics that describe it. When readers recognize this organizational pattern, they know to anticipate finding details, attributes, examples, and characteristics that will help explain the topic.
For more than 200 years, the White House has been home to the presidents of the United States and is undoubtedly the most recognizable residence in the country. A view of the front reveals a two-story structure with rows of rectangular windows, columns in the center of the building, and our nation's flag flying over the roof. Indoors, the home boasts six levels, including 132 rooms, 35 restrooms, and 28 fireplaces. For recreation, the First Family can enjoy a tennis court, jogging track, swimming pool, movie theater, and bowling alley, all without leaving the comfort of their very famous home.
In this paragraph, the topic was introduced in the first sentence. The following sentences describe what the White House looks like from the outside, the structure of the inside, and the recreational features of the building. Each of these details helps give the reader a clear picture of the topic.

Inferences
Sometimes, writers come right out and directly state everything they want readers to know. Other times, a writer will make suggestions about a person, place, event, or object without directly stating the information. To gain a complete understanding of the passage, readers have to read between the lines and construct meaning about the information in the text. An educated guess based on clues in the passage is an inference.
 

To make an inference, consider
- clues and hints in the passage.
- your own prior knowledge.
- observations.
- details in the text.

Making inferences is similar to drawing conclusions.
When readers make inferences, they recognize ideas that are implied.
Elliot showed his little brother around the school, making sure he would be able to find his locker, classrooms, and most importantly, the cafeteria.

What information is implied in this sentence? Based on what we read, what we already know, and what makes logical sense, we can infer several things:

Elliot's brother is unfamiliar with the school.
Elliot's brother is a new student.
Elliot already attends the school.

These ideas were not directly stated. However, if we read between the lines, we can infer that they are most likely true.
Keep in mind that inferences are not random, wild guesses. They are based on information that you have been given as well as what you already know. Inferences are logical conclusions. At times, you will have to make inferences to determine different things about a passage, such as the main idea, purpose, tone, or point of view. You will have to pay attention to the details in the text to infer this information.
To gain a complete understanding of the text, readers may have to make multiple inferences by considering information from various parts of the text. This requires readers to think about their purpose for reading, evaluate the importance of ideas and details, then decide what information is key to understanding what the writer wants them to know about the passage.
For example, suppose you are reading a passage describing how to make a birdhouse. Based on the purpose of the text, you know that it is essential to find the steps necessary to complete the project. If you came across information describing why birds migrate in the winter, you could categorize these facts as being unimportant to the purpose of this particular passage. If you came across information telling you to first measure a piece of wood, you would know that this detail is essential in understanding the text.

Readers also might need to consider information from various parts of the text to make strong predictions. Think of each piece of information as a piece to a jigsaw puzzle. The more pieces you have, the better equipped you will be to predict what the finished puzzle will look like. Consider each piece of information as it relates to what you have already read. Then, use this combination of ideas to infer what is likely to happen next in the text.

Considering all the pieces of information in a passage can also be helpful in making inferences about the author.

What authors say, as well as what they do not say, can help readers recognize their attitudes, beliefs, biases, prejudgments, and opinions about the topic.
Four bands performed at the school's Winter Wonderland Formal. The ultimate hip-hop band Sticks and Stones rocked the crowd first. Nearly every student was on the dance floor the entire time they played. The drumbeat of their signature hit 'Keep Movin'' undoubtedly stuck in everyone's heads for days. After their set, the bands Golden Child, Harvey's Dudes, and Stumped also played.

Which inference could be made about the passage? a. The author is the drummer in a hip-hop band. b. Sticks and Stones was the audience's favorite musical group. c. Nearly all the students attended the Winter Wonderland Formal. d. The author believes Sticks and Stones was the best band at the dance.

The author's opinion about the bands is obvious. You could probably read between the lines and infer that the author really enjoyed the performance by Sticks and Stones. Think about all the words and details he or she included when talking about the band. Then, think about what he or she didn't say; the author only quickly mentioned the other bands, without giving any information about the bands or their performances. Choice d is the best answer.

Making Comparisons between Passages
A number of questions on the GED® Reasoning through Language Arts test will involve comparing two passages that contain related ideas. For example, the text of Lincoln's Emancipation Proclamation might be followed by an excerpt from a speech by Confederate President Jefferson Davis regarding slavery. In this case, the two passages provide opposing viewpoints of a single issue. In other cases, the passages might deal with the same idea or theme but offer differences in style, tone, or even purpose. In any case, the most important questions to ask when comparing two passages are:
In what ways are the two passages similar?
In what ways are the two passages different?
 

When two passages are paired together, you will often encounter a question about the main idea or theme that is common to both passages. If you can identify the ways in which the two passages are similar, this will help you determine whether they share a single idea or theme. When two passages are placed together on the GED® test, you can be sure that they are related in some way—it's up to you to figure out exactly how they are related.
When comparing passages, remember to look at both the content and the form of the passages. Two passages with dramatically different forms, such as an e-mail and a news article, might actually contain the same main idea but differ in structure, style, tone, or intended audience. By contrast, two passages that are both excerpted from persuasive essays might share the same form, style, and intended audience, but offer opposing arguments and evidence on a topic.
For the extended response item on the GED® Reasoning through Language Arts test, you may be required to write a short essay comparing two passages that contain related ideas. When writing, it is especially important to mention the specific details in each passage that support the main idea. You may even want to quote small amounts of text from each passage to support your analysis. Be careful to avoid drawing comparisons between elements that are not important to the main idea or theme. For example, two passages may both be written in an informal style, but unless that style is important to understanding the author's purpose, it should not be brought up as a key point in your response.

Practice: Read each of the following passages, then choose the one best answer to each question.

What Is Included in a Healthy Diet?
Most people recognize the importance of a 
healthy lifestyle. Part of this includes 
enjoying a balanced diet. Each day, people 
need to eat foods from each food group to (5) be sure they are getting the benefits offered
by each type of food.
It is recommended that people enjoy
between 6 and 11 servings of food from the grain food group. These foods include
(10) bread, rice, pasta, and cereal. Those made
from whole grains offer the most health 
benefits. Enjoying whole grain toast for 
breakfast, a sandwich on a wheat pita for 
lunch, and whole wheat pasta for dinner are
(15) ways to ensure that plenty of servings of these foods have found their way onto our plates.
We all know the benefits of eating plenty
of fruits and vegetables, but do we
(20) really get enough every day? It is
recommended that people enjoy three to 
five servings of vegetables and three to four s
ervings of fruit every day. That may sound 
like a lot, but whipping up a fruit smoothie
(25) at the beginning of the day, having veggies
and dip as a snack, and adding fresh berries 
to a yogurt parfait for dessert are ways to 
think outside of the box—a 
box of fruit snacks, that is.
(30) Getting enough protein doesn't have to mean eating two to three burgers each day. 
Did you know that beans, eggs, and nuts are 
considered protein as well? Sure, a burger, 
fish, chicken, or steak would be great at
(35) lunch or dinner, but including eggs at
breakfast or a handful of almonds in the 
afternoon can cut down on the amount of 
meat in your diet, while still guaranteeing 
the protein your body needs.
(40) We all know the importance of dairy
for strong teeth and bones. But don't feel that 
you have to drown yourself in skim milk to 
get your two to three servings a day. 
Remember that fruit and yogurt parfait?
(45) That's a yummy way to get a full serving of dairy. And how about the grilled cheese sandwich 
on wheat for lunch? Cheese is another 
way to get some dairy into your diet.
Eating a balance of food from each
(50) group is essential to staying healthy and feeling your best. Remember to mix it up. 
Try new things and be sure to get the servings 
you need each day.

1. Which statement from the passage is an opinion? a. Most people recognize the importance of a healthy lifestyle. b. Those made from whole grains offer the most health benefits. c. That's a yummy way to get a full serving of dairy. d. Cheese is another way to get some dairy into your diet.
2. Which organizational structure is used in the passage? a. sequence b. classification c. cause and effect d. problem and solution
3. What is the main idea of the passage? a. We need to include plenty of dairy in our diets. b. Most foods can be grouped into five basic types. c. A balanced diet is an important part of a healthy lifestyle. d. There are creative ways to be sure we eat the right nutrients.
4. Which detail supports the main idea of the third paragraph? a. A fruit smoothie can help us get enough servings of fruit. b. A box of fruit snacks offers an entire serving of fresh fruit. c. We all know the benefits of eating plenty of fruits and vegetables. d. We need between six and nine servings of vegetables and fruits daily.
5. Which choice best summarizes the passage? a. A balanced diet includes plenty of grains, fruits and vegetables, dairy, and protein to help us stay healthy. These foods can be incorporated into our diets in creative ways throughout the day. b. Protein and dairy are important foods that come from many sources. Meats, nuts, and eggs offer our bodies the protein we need, while milk, yogurt, and cheese give us dairy for strong bones and teeth. c. Eating the right kinds of foods is important to staying healthy. Exercise, plenty of sleep, and eating a balanced diet ensure that we have enough energy every day as well as the nutrients we need to build muscles. d. Each day, we need 6 to 11 servings of grains, especially whole grains. We can get these nutrients from breads, cereals, rice, and pasta. Including these foods at every meal will ensure that we get enough of them.

Questions 6 through 10 refer to the following passage.
What Types of Jobs Are Available?
Currently, Fairhaven Fine Furnishings has a 
job opening available in the warehouse. 
Daily job requirements include unloading 
trucks of furniture and accessories delivered
(5) by the manufacturers, organizing these
items in the warehouse, locating and preparing 
items to fill customer orders, and loading 
these items onto our company's trucks 
for delivery. This job requires
(10) employees to be able to lift at least 100
pounds, operate a forklift, and demonstrate 
exceptional record-keeping abilities, as 
maintaining accurate inventory is of 
utmost importance. This job offers many
(15) opportunities for future advancement within
the company. Many of Fairhaven's current 
management team members began their careers 
working in the warehouse. This is a full-time 
position, paying $17.75 per hour.
(20) Health insurance, including vision and dental benefits, will be available 
after 90 days, assuming the employee receives 
an acceptable performance evaluation 
at that point.
(25) Fairhaven Fine Furnishings also has
openings available for a data entry clerk and a receptionist. Both positions require 
exceptional computer skills, and applicants 
will need to demonstrate adequate abilities
(30) prior to being hired. The receptionist must
also have excellent communication and customer 
service skills, as he or she will be responsible 
for answering phone calls and greeting 
customers as they enter our
(35) showroom. Likewise, the data entry clerk
must demonstrate strong communication skills, 
as this position requires interacting with 
company representatives from our various 
departments as well as
(40) representatives from each of the companies
that provide our products. However, the data 
entry clerk will not be communicating directly 
with Fairhaven's customers. The receptionist 
position is full-time and pays
(45) $10.50 per hour. The data entry position is
20 hours per week and pays $12.35 per 
hour. Both positions include health insurance 
benefits following an acceptable 90-day 
performance evaluation. The company will
(50) also contribute toward vision and dental
benefits, making a greater contribution toward 
these benefits for full-time employees than 
those working part-time.
Applicants for any of these positions
(55) must first submit a completed resume, including work and salary history, and a list of 
three professional references. After these 
documents have been reviewed by a department 
manager, qualified applicants
(60) will be contacted for a telephone interview.
The final step in the hiring process will be a 
personal interview with our hiring team.

6. Based on the passage, which of these statements is a fact? a. Fairhaven Fine Furnishings would be a great place to work. b. The receptionist position is better suited for a woman than a man. c. All the available positions offer some health insurance benefits. d. The phone interview is the most important step in the hiring process.
7. What is the organizational structure of the first paragraph? a. sequential b. description
8. Which is true about the second and third paragraphs? a. The second paragraph uses classification to group similar ideas. b. The steps in the application process are listed in a random order. c. Signal words indicate a cause and effect structure in the paragraphs. d. Two job positions are compared and contrasted in the second paragraph.
9. Which inference can best be made, based on the information in the passage? a. The data entry clerk is the most important position. b. Warehouse employees are valued very highly within the company. c. The company is likely to hire the first applicant for each of the jobs. d. The receptionist position will be the most difficult for the company to fill.
10. What is the main idea of the third paragraph? a. Some applicants will be invited to interview in person. b. There are several steps involved in the hiring process. c. Department managers will contact qualified applicants by phone. d. Only the most qualified applicants will meet with the hiring team.

Answers:
1. c. Not everyone would agree that a certain food is yummy, which makes this statement an opinion. The other answer choices all include statements that could be proven. Most people do know that a healthy lifestyle is important, and the information about whole grains and cheese could be verified in a health or science textbook.
2. b. The types of foods needed to stay healthy are classified by similarities. Each of the food groups discussed is a category. Information about the types of food in each category, as well as the number of servings needed daily, is included in that section of the text.
3. c. The importance of a balanced diet is the main point that the author wants readers to understand. Including plenty of dairy is a detail that supports the main idea. While it is true that most foods can be grouped into five basic types, this is not the main point of the passage.
4. d. Choice d states the main idea of the third paragraph, and the statement that fruit smoothies are one way to get enough servings of fruit supports this idea. Fruit snacks are mentioned in the passage, but nothing is said about them actually offering a serving of fruit. Choice c is also a statement from the passage; however, it does not support the main idea.
5. a. Choice a restates the main idea and the most important details from the passage. Choice b summarizes the third and fourth paragraphs, while choice d summarizes the second paragraph. The information in choice c is true; however, it includes information that was not mentioned in the paragraph.
6. c. By reading the job descriptions, we can prove that each position offers insurance benefits. Because the statement can be verified, it is a fact. Not everyone would agree with the other three answer choices, so they are opinions.
7. b. The topic of this paragraph is the warehouse employee position. This topic is introduced in the beginning of the paragraph, then the remainder of the sentences describe the position. The requirements, hours, salary, and benefits are all explained. The order of the information is not important, there is not a problem to discuss, and no events result in the occurrence of other events.
8. d. The words both and likewise indicate ways in which the two jobs are similar. However, on the other hand, and greater point out differences between the two positions. The third paragraph uses a sequential organizational structure, listing the steps in the order in which they will occur. First, after, and final are clues to the structure used in this paragraph.
9. b. Several clues help you read between the lines in this passage. Notice that the warehouse employee receives a much higher salary and more benefits than the others. Also, the passage states that the warehouse job 'offers many opportunities for future advancement' and that 'many of Fairhaven's current management team members began their careers working in the warehouse.' Such advancement is not mentioned for either of the other available positions. These hints indicate that warehouse employees are valued highly within the company.
10. b. The main idea of this paragraph is implied rather than directly stated. Readers are able to infer this information by reading the entire paragraph. Although it is not the main idea, readers can also infer the idea that only the most qualified applicants will meet with the hiring team in person because the other steps seem to narrow down the field to only those best suited for the job. Choices a, c, and d, are supporting details.

Summary of this guide: In this guide, you learned several strategies to help you better comprehend nonfiction reading materials:

1. The main idea is the central message of a passage. Supporting details help to strengthen readers' understanding of the main idea.
2. To summarize is to restate the most important information in your own words. Be sure to think about the main idea and the most important details when creating a summary.
3. Writers include both facts and opinions to express their ideas. Facts are provable and can be verified; opinions tell someone's personal thoughts or ideas, may vary from one person to another, and cannot be verified.
4. Organizational structure refers to the way ideas are arranged in a passage. Common structures include sequence, cause and effect, compare and contrast, problem and solution, classification, and description.
5. When sequence is used to organize a passage, ideas may be listed in time order or in order of importance. Writers may choose to begin with either the most important or least important idea.
6. A cause and effect structure points out how ideas or events are related. A cause is the reason another event occurs; an effect is the result of one or more causes.
7. To compare is to show how ideas, events, or objects are similar; to contrast is to point out ways in which the topics are different. A compare and contrast structure focuses on these similarities and differences.
8. A problem and solution structure introduces a problem, then discusses one or more possible ways to solve the problem.
9. When a writer uses classification as the organizational structure, he or she groups similar ideas together in categories.
10. A description introduces a topic, then provides information and details to explain the topic to readers.
11. To make an inference means to read between the lines and determine what the writer is telling readers without directly stating that information.
12. At times, readers will need to make multiple inferences to fully understand a passage. This may require putting together bits of information located throughout the text to figure out what the writer wants readers to understand.