**GRE Reading Comprehension: Primary Purpose, Function, Strengthen/Weaken, Author Attitude**

GRE Reading Comprehension: Primary Purpose, Function, Strengthen/Weaken, Author Attitude

A Premium Study Guide for Serious GRE Candidates

What This Is

The GRE tests four core RC question types: Primary Purpose, Function, Strengthen/Weaken, and Author Attitude. These questions assess your ability to extract the big picture, analyze structure, evaluate arguments, and infer tone—skills critical for graduate-level reading. Mastering them can boost your Verbal score by 5–10 points by eliminating careless errors and improving speed.

Example GRE-Style Question:
The author’s discussion of the “paradox of choice” (line 12) primarily serves to: (A) refute a common misconception about consumer behavior (B) introduce a key concept that will be challenged later in the passage (C) provide evidence for the claim that decision fatigue is overstated (D) illustrate the psychological mechanisms underlying regret (E) contrast two competing theories of behavioral economics

(Correct answer: B—this is a Function question testing why the author mentions a concept.)

Key Concepts & Techniques

1. Primary Purpose (PP) Questions

What it is: Asks for the main goal of the passage (e.g., "to argue," "to critique," "to compare").
When to use: When the question asks for the overall purpose (e.g., "The primary purpose of the passage is to...").
Pro tip: Summarize the passage in one active verb (e.g., "challenge," "describe," "advocate") before looking at answer choices.

2. Function Questions

What it is: Asks why the author includes a specific detail, example, or paragraph (e.g., "The author mentions X in order to...").
When to use: When the question references a specific line, phrase, or paragraph and asks for its role in the argument.
Pro tip: Locate the immediate context (1–2 sentences before/after) to determine the author’s intent.

3. Strengthen/Weaken Questions

What it is: Asks which new piece of information would make the author’s argument stronger or weaker.
When to use: When the question asks, "Which of the following, if true, would most strengthen/weaken the author’s claim?" Pro tip: Identify the core argument first, then evaluate how each answer choice directly impacts it.

4. Author Attitude Questions

What it is: Asks about the author’s tone or stance toward a topic (e.g., "skeptical," "enthusiastic," "neutral").
When to use: When the question asks, "The author’s attitude toward X can best be described as..." Pro tip: Look for adjectives, adverbs, and value-laden words (e.g., "unfortunately," "surprisingly," "misguided").

Step-by-Step Strategy

For Primary Purpose Questions:

1. Read the first and last paragraphs (where the main idea is usually stated).
2. Summarize the passage in 1–2 sentences (e.g., "The author argues that X is flawed because of Y").
3. Match your summary to the answer choices—eliminate options that are too narrow, too broad, or off-topic.
4. Watch for extreme language (e.g., "prove," "disprove," "always")—GRE answers are usually moderate.

Example Worked Problem:
Passage: A historian critiques the traditional view that the Industrial Revolution was purely beneficial, arguing that it also caused severe social dislocation.
Question: The primary purpose of the passage is to: (A) defend the Industrial Revolution against modern criticisms (B) argue that the Industrial Revolution had both positive and negative effects (C) prove that economic growth always leads to social harm (D) compare the Industrial Revolution to other historical events (E) advocate for government intervention in industrial development

Solution:
1. First/last paragraphs emphasize criticism of the traditional view.
2. Summary: "The author challenges the idea that the Industrial Revolution was entirely good, highlighting its negative effects." 3. Match: (B) is the only option that captures both sides of the argument.
4. Eliminate: (A) is too one-sided, (C) is extreme, (D) and (E) are off-topic.

For Function Questions:

1. Locate the referenced detail (line number, phrase).
2. Read 1–2 sentences before/after to find the immediate context.
3. Ask: "Why did the author include this?" (e.g., to support a claim? to introduce a counterargument?)
4. Match the function to the answer choices—eliminate options that misrepresent the role.

Example Worked Problem:
Passage: "Some scholars argue that the decline of the Roman Empire was due to internal corruption. However, recent archaeological evidence suggests that external invasions played a larger role." Question: The author mentions "recent archaeological evidence" primarily to: (A) refute the claim that internal corruption caused Rome’s decline (B) introduce a new theory about the fall of Rome (C) provide support for the traditional view of Rome’s decline (D) contrast two competing explanations for a historical event (E) dismiss the importance of internal corruption entirely

Solution:
1. Locate: The evidence is used to challenge the traditional view.
2. Context: The word "However" signals a contrast.
3. Function: The author is presenting an alternative explanation.
4. Match: (D) is the best fit—it captures the contrast between two views.

For Strengthen/Weaken Questions:

1. Identify the author’s main claim (usually in the first or last paragraph).
2. Restate the claim in your own words (e.g., "The author believes X because Y").
3. Evaluate each answer choice: Does it directly support or undermine the claim?
4. Eliminate irrelevant options (e.g., those that don’t address the core argument).

Example Worked Problem:
Passage: "Studies show that students who take notes by hand retain information better than those who type. This is likely because handwriting forces students to process and summarize information." Question: Which of the following, if true, would most weaken the author’s argument? (A) Students who type notes tend to write more words than those who handwrite. (B) Some students report that typing notes is less tiring than handwriting. (C) A new study found no difference in retention between handwritten and typed notes when students were given the same amount of time to review. (D) Handwriting notes is more time-consuming than typing. (E) Students who handwrite notes often review them more frequently.

Solution:
1. Claim: "Handwriting notes improves retention because it forces processing." 2. Restate: "Handwriting > typing for retention due to deeper processing." 3. Evaluate:
- (A) Irrelevant (quantity ≠ retention).
- (B) Irrelevant (fatigue ≠ retention).
- (C) Weakens—if retention is equal, the "processing" explanation is undermined.
- (D) Irrelevant (time ≠ retention).
- (E) Strengthens (supports the claim).
4. Correct answer: (C).

For Author Attitude Questions:

1. Scan for tone words (e.g., "unfortunately," "surprisingly," "misguided").
2. Note the author’s word choice (e.g., "alleged" = skeptical, "brilliant" = positive).
3. Eliminate extreme options (e.g., "outraged," "ecstatic")—GRE attitudes are usually moderate.
4. Compare remaining options—pick the one that best matches the overall tone.

Example Worked Problem:
Passage: "While some economists praise globalization for reducing poverty, others argue that its benefits are unevenly distributed. The data, however, suggests that the gains have been modest at best." Question: The author’s attitude toward globalization can best be described as: (A) enthusiastic (B) neutral (C) skeptical (D) dismissive (E) ambivalent

Solution:
1. Tone words: "modest at best" = cautious/skeptical.
2. Word choice: "unevenly distributed," "modest" = not fully positive.
3. Eliminate: (A) is too positive, (B) is too neutral, (D) is too negative, (E) implies mixed feelings (not quite right).
4. Correct answer: (C) skeptical.

Common Mistakes

1. Mistake: Overgeneralizing the Primary Purpose

Why it happens: Students pick an answer that only covers part of the passage (e.g., focusing on one paragraph instead of the whole).
Correct approach: Always summarize the entire passage before choosing an answer.

2. Mistake: Ignoring Context in Function Questions

Why it happens: Students isolate the referenced detail without reading the surrounding sentences.
Correct approach: Always read 1–2 sentences before/after the detail to understand its role.

3. Mistake: Confusing Strengthen/Weaken with Inference

Why it happens: Students pick an answer that restates the passage instead of adding new information.
Correct approach: Strengthen/weaken answers must introduce a new fact that impacts the argument.

4. Mistake: Misreading Tone as Extreme

Why it happens: Students pick overly emotional answers (e.g., "furious," "ecstatic").
Correct approach: GRE attitudes are subtle—look for moderate words (e.g., "skeptical," "cautious").

GRE Traps & Timing

Traps:

1. "Too Broad" Answers (Primary Purpose): E.g., "to discuss history" instead of "to critique a historical theory."
   Avoid: Match the answer to the specific argument, not the general topic.

2. "Half-Right" Answers (Function): E.g., "to provide evidence" when the detail is actually introducing a counterargument.
   Avoid: Always ask, "What is the immediate purpose?"

3. "Irrelevant Strengtheners/Weakeners" (Strengthen/Weaken): E.g., an answer that doesn’t directly impact the core claim.
   Avoid: Only pick answers that directly address the argument.

4. "Neutral" as a Default (Author Attitude): E.g., picking "neutral" when the author is clearly skeptical.
   Avoid: Look for tone words—GRE authors rarely have no opinion.

Timing:

• Primary Purpose: 45–60 seconds (read first/last paragraphs, summarize).
• Function: 30–45 seconds (locate detail, read context).
• Strengthen/Weaken: 60–75 seconds (identify claim, evaluate answers).
• Author Attitude: 30–45 seconds (scan for tone words).

Quick Practice

1. Primary Purpose

Passage: A biologist argues that the decline of bee populations is primarily due to pesticide use, citing studies that show a correlation between pesticide exposure and colony collapse. However, she acknowledges that habitat loss may also play a role.
Question: The primary purpose of the passage is to: (A) argue that pesticides are the sole cause of bee population decline (B) present evidence that pesticides are a major factor in bee population decline (C) compare the effects of pesticides and habitat loss on bees (D) advocate for stricter regulations on pesticide use (E) refute the claim that habitat loss affects bee populations

Answer: (B) The author presents evidence for pesticides as a major factor, while acknowledging other causes.

2. Function

Passage: "Some critics argue that renewable energy is too expensive. However, a recent study found that solar power is now cheaper than fossil fuels in many regions." Question: The author mentions the "recent study" primarily to: (A) refute the claim that renewable energy is too expensive (B) introduce a new argument in favor of fossil fuels (C) provide evidence that solar power is the most efficient energy source (D) contrast the cost of solar power with other renewable sources (E) dismiss the importance of cost in energy policy

Answer: (A) The study is used to challenge the critics' claim.

Last-Minute Cram Sheet

1. Primary Purpose: Summarize in one active verb (e.g., "critique," "compare").
2. Function: Always ask, "Why did the author include this?" (support, contrast, introduce?)
3. Strengthen/Weaken: New information must directly impact the core claim.
4. Author Attitude: Look for tone words (e.g., "unfortunately" = skeptical).
5. ⚠️ Trap: "Too broad" answers (e.g., "to discuss X" instead of "to argue Y").
6. ⚠️ Trap: "Half-right" function answers (e.g., "to provide evidence" when it’s actually a counterexample).
7. ⚠️ Trap: Extreme language (e.g., "prove," "always")—GRE answers are moderate.
8. ⚠️ Trap: Neutral as a default—GRE authors always have a stance.
9. Time: PP (45–60s), Function (30–45s), S/W (60–75s), Attitude (30–45s).
10. Eliminate first: Cross out clearly wrong answers before debating the rest.