ATI TEAS Reading – NurseCheung.com

ATI TEAS Reading: Learning the Key Ideas and Details for Test Success

Nurse Cheung — Sat, 07 Jan 2023 17:15:25 +0000

If you’re studying for the ATI TEAS Reading exam, it’s important to know the key ideas and details that will be covered on the test.

This blog post will outline some of the most important information that you need to know in order to be successful on the exam.

We’ll discuss topics such as the main idea and supporting details, inference and interpretation, and literary devices. After reading this post, you should have a good understanding of what to expect on the ATI TEAS Reading exam and how to prepare for it!

Objectives for Key Ideas and Details

Total scored items on ATI TEAS: 15 questions out of 39

Summarize Multi-Paragraph Details

Identify the Topic

The topic of a paragraph can usually be found at the beginning of a passage or paragraph, usually within the introduction. In some cases, the topic may be stated explicitly, while in others it may be implied. When you’re trying to identify the topic of a paragraph, ask yourself what the paragraph is mostly about.

For example, if a paragraph is mostly about animals that live in the rainforest, the topic of the paragraph is probably “rainforest animals.” If a paragraph is mostly about the effects of global warming, the topic of the paragraph is probably “global warming.”

Examples of topics in nursing textbooks include body systems, vital signs collection, and palliative care.

Main Idea and Supporting Details

The main idea of a paragraph can be identified by finding the topic sentence, which is usually the first sentence in a paragraph. The main idea is the overall point that the author is trying to make in the paragraph (the claim, message, or thesis). All of the other sentences in the paragraph support and develop the main idea.

To find the main idea of a paragraph, ask yourself:

What is the author talking about in this paragraph?
What is the overall point that the author is trying to make?
What are the supporting details in the paragraph?

For example, if the topic is vital signs collection, the main idea could be how to measure temperature or the importance of obtaining accurate blood pressures.

Supporting details can be found by looking for clues including examples, reasons, consequences, purpose, or results. These details help to explain, develop, or support the main idea.

For example, if the topic sentence is “Temperature can be measured in a number of ways,” the supporting details might explain how to measure temperature using a thermometer, how to take an oral temperature, or how to take a rectal temperature.

What’s the difference between a topic and the main idea?

The topic of this paragraph is the main idea. Example: Noise Pollution

The main idea is the overall point that the author is trying to make. Example: Ways to reduce noise pollution

The supporting details help to explain, develop, or support the main idea. Example: wear earplugs, lower the volume on technology, and shut the door when using noisy machines.

Identify Key Points

The key points in a paragraph are the most important pieces of information that the author is trying to communicate. Key points support details with evidence such as facts and descriptions.

To find the key points, ask yourself:

What are the most important ideas in this paragraph?
What information do I need to remember?
What details support the main idea?

For example, if the topic sentence is “Vital signs are important indicators of a patient’s health,” the key points might be that vital signs include temperature, pulse, respiratory rate, and blood pressure; or that vital signs can help to identify changes in a patient’s condition.

What’s the difference between key points and supporting details?

Key points are the most important ideas in a paragraph while supporting details help to explain or develop those ideas.

Explain Supporting Details of the Main Idea

The supporting details in a paragraph explain, develop, or support the main idea. For the ATI TEAS, it is important to identify what supporting details support the main idea and which details in the passage are irrelevant.

Irrelevant details in a passage can include ideas that are not clearly related to the main idea, ideas that are tangential or only marginally related, or information that is interesting but ultimately not useful in understanding the main idea. If you come across a detail that doesn’t seem to fit, ask yourself whether it is truly relevant or not.

An example of an irrelevant detail in a paragraph about global warming might be a description of the weather on a particular day. This information may be interesting, but it does not help to explain or develop the main idea of the paragraph, which is the effects of global warming.

Examples of relevant supporting details about global warming might be the increase in average global temperatures, the melting of glaciers and polar ice caps, and the rise in sea levels.

Paraphrase Key Points in a Multi-Paragraph Passges

In a multi-paragraph passage, the key points will often be summarized in each paragraph with supporting details. It is important to identify what the most important key points are in relation to the topic. This is a good opportunity to practice paraphrasing, which is the ability to express the same information using different words.

For example, if the key points in a passage about the American Revolution are that it was fought to gain independence from Britain and that it resulted in the formation of the United States of America, you might paraphrase these key points as follows:

The American Revolution was a conflict between the American colonies and Great Britain that resulted in America’s independence.
This war led to the formation of the United States of America as a sovereign nation.

Practice paraphrasing key points in order to improve your reading comprehension and test-taking skills.

Make Inferences and Draw Conclusions

Inferences versus Conclusions

An inference is an educated guess or assumption based on evidence of a topic in the text. This can also be referred to as reading between the lines.

For example, if you read that “John didn’t come to school today because he was sick,” you can infer that John is probably at home.

A conclusion is a statement reached after considering the evidence. It takes the evidence found in the text and considers the next logical step based on the details.

For example, if you read that “John didn’t come to school today because he was sick,” you can conclude that John will probably not be at the school’s upcoming football game.

Explicit and Implicit Evidence

Explicit evidence is information that is stated directly in the text. There is no confusion regarding what the text means.

For example, if you read that “The doctor diagnosed John with the flu,” the evidence is explicit and there is no room for interpretation.

Implicit evidence is information that is implied or suggested by the text, but not stated directly. This type of evidence requires you to make an inference in order to understand what the text is trying to say.

For example, if you read that “John didn’t come to school today,” the evidence is implicit because it is not stated explicitly that John is sick.

Drawing Logical Conclusions

Once you have considered the evidence in the text, you can draw logical conclusions based on what is stated.

If you read that “John didn’t come to school today because he was sick,” you can logically conclude that John is probably at home. You can also logically conclude that John will probably not be at the school’s upcoming football game.

Demonstrate Comprehension of Written Directions

Identify Words and Phrases that Signify Order and Relationship

Procedural texts are instructions that tell you how to do something typically through a sequence of steps. They often include words and phrases like “first,” “next,” “then,” “after that,” and “finally.” These words and phrases signify the order in which you perform steps.

For example, if you read a recipe that says “first, preheat the oven,” you know that you should preheat the oven before doing anything else.

If you read a set of instructions that says “next, put the chicken in the pan,” you know that you should put the chicken in the pan after you preheat the oven.

Other words and phrases that signify order and relationship include “before,” “after,” “during,” “while,” and “since.”

These words and phrases can help you understand the order of events in a text.

Identify Priorities in a Set of Directions

Directions are often provided in list formats either through bulleted or numbered priority. When you are given a set of directions, it is important to identify the priorities by using signal words. This will help you understand what is most important to do and what can be done in any order.

For example, if you are given the following set of directions:

first, take out the garbage
next, do your homework
then, take a shower
finally, eat dinner

The priorities are “first, take out the garbage” and “next, do your homework.” These are the most important things to do and should be done in that order. The other two tasks can be done in any order.

You may also come across instructions that have no signal words to signify priority. In these cases, you will need to use your best judgment to determine what is most important.

For example, if you are given the following set of directions with no signal words:

make your bed
brush your teeth
eat breakfast

In this case, you can use your best judgment to decide what the priorities are. One possible order could be “brush your teeth, eat breakfast, make your bed.”

Another possible order could be “eat breakfast, brush your teeth, make your bed.”

Remember, the goal is to demonstrate your comprehension of written directions, not to follow a set of instructions perfectly.

Identify Missing Information and Contraindications

In an ideal scenario, you will be provided a list of directions that include all performing tasks that is consistent and logical. Sometimes you are given a set of instructions that may be missing information or you may be unfamiliar with the procedure. This missing information can be implied or stated explicitly.

Sometimes directions can be contraindicatory without missing information. These directions can include signal words like either/or options.

For example, the directions may say “put either the chicken or the beef in the pan.” In this case, you would put only one or the other in the pan, not both.

If there are no signal words, you will need to use your best judgment to determine what can be done simultaneously and what needs to be done in a specific order.

For example, the directions may say “put the chicken in the pan and turn on the oven.” In this case, you would put the chicken in the pan and turn on the oven at the same time.

However, the directions may say “put the chicken in the pan and then turn on the oven.” In this case, you would put the chicken in the pan and then turn on the oven after the chicken is already in the pan.

It is important to never assume steps are optional unless the text explicitly states that a step is an option.

Locate Specific Information in a Passage

Finding Relevant Information to Solve a Problem

When you are trying to find specific information in a text, there are a few steps you can take to help you locate the information quickly and efficiently.

First, you should reread the question or problem to make sure you understand what information you are looking for. Ask yourself “What problem am I trying to solve or what decision am I attempting to make?”

Then, scan the text for keywords that are related to the information you are looking for.

Once you have found the keywords, read the sentences around those keywords to find the information you are looking for.

If you are still having trouble finding the information, try reading the passage in its entirety.

Asking Questions to Determine Missing Information

It is important to read the passage and understand what information you are needing to complete the passage. If you are still having trouble finding the information, try asking yourself some questions about what you are looking for.

For example, if you are looking for information about how long it will take to complete a task, you can ask yourself “How much time is needed?” or “What is the time frame?”

If you are looking for a specific number, you can ask yourself “How many?”

Asking questions like who, what, when, where, and how can help determine what information is missing.

Using Textual Features to Navigate Information

Textual features are the different ways an author organizes information in a text. These features can help you locate specific information quickly and efficiently. Examples include glossaries, indexes, and table of contents; headings and subheadings; and sidebars, footnotes, and legends.

Glossaries, Indexes, and Tables of Contents

In longer passages, you can identify relevant information using the glossaries, indexes, and tables of contents to help you locate specific information.

Glossaries are an alphabetical list of terms and their definitions. This resource tends to be located in the back of a book.

Table of Contents and Indexes are a list of topics and the page numbers where those topics are located. The Table of Contents is usually located in the front of a book while the index is located in the back of the book.

Headings and Subheading

Headings are the titles of each section in a passage. These are usually big and bold.

Subheadings are located within sections and can help you identify relevant information.

Headings and subheadings break up text and organize it by the main idea and topic. This feature allows you to skim through the passage and go directly to the information you need.

For example, a heading may be “The History of the American Revolution” and a subheading maybe “The Causes of the American Revolution.”

Sidebars, Footnotes, and Legends

Sidebars are boxes of text that are located to the side of the main text and are often used in history textbooks. They usually provide additional information that is related to the main text.

Underlined, boldfaced, and italicized text features can help you identify relevant information; however, can be confusing at times since these features can be used in a variety of ways. You may need to ask yourself if these features are highlighting a title, quotation, new topic, or organizing information.

Footnotes are small pieces of text located at the bottom of a page and provide more in-depth details about a topic. Footnotes typically include numbers in the superscript.

Legends are small pictures or symbols that are located next to a table or graph. These help explain what the table or graph is about and reduce clutter. Typically, you will see legends on map interpretations.

Analyze and Interpret Charts and Graphs

Locating Information in a Graph to Solve a Problem

When looking at a graph, it is important to note the title, labels on both the x and y-axis, and any other relevant information. This will help you understand what the graph is trying to show. After understanding what the graph is about, you can begin looking for specific information.

Let’s say you’re looking at a graph about the number of hours of sleep people get each night. The title of the graph is “Sleep Habits of Americans.” The x-axis is labeled “Number of Hours of Sleep” and the y-axis is labeled “Percentage of People.”

From this graph, you can determine that the average American sleeps around seven hours each night. You can also see that a majority of people sleep between six and eight hours each night.

Interpreting Graphic Representations of Ideas to Solve Problems

Identifying features and information in graphic representations can help solve problems if you are able to interpret the information. Common elements of a map include title, legend, and scale.

The title of the map will tell you what the map is representing. The legend will explain what the symbols on the map represent. The scale tells you the relationship between the distance on the map and the actual distance.

For example, a map of your town may have the title “Downtown Map of Anytown, USA.” The legend may have symbols that represent different businesses such as a restaurant, grocery store, or bank. The scale might say “One inch equals one mile.”

This information can help you solve a problem because you are able to identify where certain businesses are located and how far away they are from each other.

Diagrams are another graphic representation that carries in their design their purpose and contains titles, subheadings, summaries, descriptions, images representing ideas, content vocabulary, and steps in a process.

Biased or Misleading Information in Graphics

It is important to be aware that some information in a graphic may be biased or misleading. The creator of the graphic may have included only certain information to support their own ideas or beliefs. They may also have left out important information that does not support their views.

It is important to be critical of the information you see in a graphic and to look for other sources that confirm or deny the information.

For example, let’s say you see a graph that shows the number of people who support gun control in the United States. The graph only shows data from one source and does not include data from other sources.

Using Graphics to Strengthen Arguments

Graphics can be used to support arguments by providing visual evidence. For example, if you are writing a paper about the number of people who support gun control in the United States, you could include a graph that shows the data.

Including a graphic in your argument can make it more persuasive because it provides visual evidence to support your claim.

Using this tool can provide your audience with a sense of logic, emotion, and/or morality in the graphic.

Interpret Events in a Sequence

Identify and Evaluating Phrases that Indicate a Sequence of Events

When you are trying to understand a sequence of events, it can be helpful to look for phrases that indicate the order of the events. These phrases are called “signal phrases.”

Signal phrases can be found in both written and spoken language. For example, the signal phrase “first,” indicates that the event you are about to hear or read about happened before any other events.

Other signal phrases include “second,” “next,” “then,” and “finally.”

It is important to be able to identify signal phrases so that you can understand the sequence of events.

Identify Language that provides Cohesion in Ordering Events

In addition to signal phrases, there is also language that can provide cohesion in ordering events. This type of language includes words and phrases such as “in addition,” “moreover,” “furthermore,” and “however.”

This type of language can help you connect the events in a sequence. For example, if you hear the signal phrase “first” followed by the cohesive phrase “in addition,” you know that the event you are about to hear about happened at the same time as the first event.

Cohesion adverbs can include when, how often, and length of time.

When cohesion words can include “today,” “tomorrow,” “now,” and “last month”
How Often cohesion words can include “always,” “occasionally,” and “seldom”
Length of Time cohesion words can include “all month,” “all season,” and “all week”

Drawing Conclusions Based on a Series of Events

Once you have identified the signal and cohesion phrases, you can start to draw conclusions about the events in the sequence.

For example, if you hear the signal phrase “first” followed by the cohesive phrase “in addition,” you know that the event you are about to hear about happened at the same time as the first event.

You can also use the signal and cohesion phrases to make predictions about future events. For example, if you hear the signal phrase “next” followed by the cohesive phrase ” moreover,” you can predict that the event you are about to hear about will happen after the event that was just mentioned.

Signal and cohesion phrases can also be used to compare and contrast events. For example, if you hear the signal phrase “however,” you know that the event you are about to hear about is different from the event that was just mentioned.

Identifying Gaps in a Sequence of Events

There may be times when you come across a sequence of events that has a gap. A gap is an event that is missing from the sequence.

For example, if you are reading a story and the protagonist goes to bed, but there is no mention of what happens when he wakes up, there is a gap in the sequence of events.

In order to fill in the gaps, you can use your knowledge of the world and your own experiences.

For example, if you know that people generally wake up in the morning and brush their teeth, you can assume that this is what happened in the story.

You can also use your prior knowledge to make predictions about future events.

For example, if you know that people generally eat breakfast after they wake up, you can predict that this is what will happen in the story.

If you come across a sequence of events that has a gap, you can use your knowledge of the world and your own experiences to fill in the missing information.

ATI TEAS Reading: Learning Craft and Structure for Test Success

Nurse Cheung — Sat, 07 Jan 2023 17:15:22 +0000

If you’re reading this, there’s a good chance you’re taking the ATI TEAS Reading test. And if that’s the case, then you know that craft and structure are two of the most important factors in this exam.

In this blog post, we’ll discuss what these terms mean and how you can learn to apply them to your own reading comprehension skills. We’ll also provide some tips and strategies for improving your score on the ATI TEAS Reading test!

Objectives for Craft and Structure

Total scored items on ATI TEAS: 9 questions out of 39

Distinguish Between Fact and Opinion to Identify Misconceptions and Biases

Recognizing Factual Writing Supported by Evidence

When information is presented as factual in a text, the reader must be able to trust that the information is accurate and trustworthy.

To determine whether a statement is a fact or opinion, look for clues in the text itself.

Is the author citing specific evidence to support the claim?
Are they using language that indicates they are sharing their own opinion?
Are their citations to support the facts?

For example, let’s say you come across the following sentence in a passage: “The sun is the largest star in our solar system.” This is a fact. We know this to be true because it is supported by scientific evidence.

Now, let’s say you come across the following sentence: “I think the sun is the most beautiful star in our solar system.” This is an opinion. The author is sharing their own personal thoughts on the matter.

When you’re reading a text, it’s important to be able to identify these differences. This will help you understand the author’s point of view, and it will also help you spot any misconceptions or biases.

There are various types of sources and examples in the text to show evidence of fact including print and electronic sources, personal interviews, and observations.

Credible sources are those that come from reliable authors and contain accurate information.

The source should also be up-to-date.

Identifying an Author's Point of View and ViewPoint

An author’s point of view is their perspective or opinion on a particular issue.

This can be expressed directly, or it can be implied through the language and tone of the text.

For example, an author might use the first-person point of view to express their own opinion on a topic. This can be identified with the use of “I,” “me,” and “we” pronouns.

They might also use a third-person point of view to discuss someone else’s opinion or to present objective information. This can be identified with the use of “he,” “she,” and “they” pronouns.

The key is to be able to identify the author’s point of view so that you can understand their argument.

Viewpoint is similar to point of view, but it refers to the biases that an author may have.

These can be based on their personal experiences, their cultural background, or their political beliefs.

It’s important to be able to identify these biases so that you can understand the author’s argument and critically evaluate the information they are presenting.

Author's Tone and Bias

The tone of a text is the overall attitude that the author has towards the subject matter.

This can be positive, negative, or neutral. The ATI TEAS test may also use words such as joyful, detached, and ominous.

To determine the tone, it may be best to consider the event, context, or circumstance behind the text.

For example, an author might have a positive tone towards the subject of education. This can be identified through the use of positive words and phrases such as “learning opportunities” and “the importance of education.”

On the other hand, an author might have a negative tone towards the subject of education. This can be identified through the use of negative words and phrases such as “the burden of homework” and “the pressure of standardized tests.”

The key is to be able to identify the author’s tone so that you can better understand their argument.

Bias is when an author shows a preference for one thing over another.

This can be based on their personal experiences, their cultural background, or their political beliefs.

For example, an author might be biased towards the subject of education because they believe that it is the key to success. This can be identified through the use of phrases such as “education is the key to success” and “a good education is essential.”

On the other hand, an author might be biased towards the subject of education because they believe that it is a waste of time. This can be identified through the use of phrases such as “education is a waste of time” and “you don’t need the education to be successful.”

Detecting Bias vs Stereotypes

It’s important to be able to distinguish between bias and stereotypes.

Bias is when an author shows a preference for one thing over another.

Stereotypes are oversimplifications of groups of people that are based on preconceived notions.

For example, an author might be biased towards the subject of education because they believe that it is the key to success.

On the other hand, an author might stereotype people who are educated as being snobby and arrogant.

How can readers detect bias and stereotypes in a text?

One way to do this is to consider the language that the author is using.

For example, biased language might include words and phrases such as “should,” “must,” and “everyone.”

The stereotypical language might include words and phrases such as “all,” “every,” and “never.”

Another way to detect bias and stereotypes is to consider the author’s point of view.

If the author is presenting their argument from a personal perspective, then they are more likely to be biased.

If the author is presenting their argument from a neutral perspective, then they are less likely to be biased.

Distinguish between Fact and Opinion

It’s important to be able to distinguish between fact and opinion.

A fact is a statement that can be proven to be true.

An opinion is a statement that reflects the author’s beliefs, values, or feelings.

For example, the statement “Education is the key to success” is an opinion.

The statement “A good education is essential” is a fact.

To determine whether a statement is a fact or an opinion, you can ask yourself two questions:

Can the statement be proven to be true?
Does the statement reflect the author’s beliefs, values, or feelings?

If you can answer “yes” to the first of these questions, then the statement is a fact. It must be supported by credible and reliable resources.

If you can answer “yes” to the second of these questions, then the statement is an opinion. Opinions may mislead or persuade a reader depending on the context.

Interpret the Meaning of Words and Phrases using Context

Using Context Clues

When you encounter an unfamiliar word, you can use the context to determine its meaning.

Context clues are words or phrases that surround an unfamiliar word and provide information about its meaning.

There are four types of context clues:

Definition: The author directly defines the word or phrase.

Example: The word “bias” is defined as “a preference for one thing over another.”

Restatement: The author restates the word or phrase using a different language.

Example: Carnivores, that is, meat-eaters, are at the top of the food chain.

Contrast: The author provides an opposite of the word or phrase.

Example: While Carlos is hardworking, his indolent sister spends more time watching television than working.

Inference: The author provides information that can be inferred from the word or phrase.

Example: Jennifer’s belligerence surprised everyone. She threw her phone across the room and pushed through the door.

The Effect of Word Choice

The author’s choice of words can have a significant effect on the meaning of a text. The author’s tone (author’s feelings towards the text) can affect the mood (the reader’s feelings towards the text).

For example, the word “success” can have a positive or negative connotation.

The definition of the word “success” is “the achievement of something desired, planned, or attempted.” The connotation of the word “success” is positive.

The word “essential” has a positive connotation, while the word “good” has a neutral connotation.

The word “key” has a positive connotation, while the word “prerequisite” has a negative connotation.

When you are reading, it is important to be aware of the effect that word choice can have on the meaning of a text.

Figurative Language

Figurative language is language that is not meant to be taken literally.

Figurative language can be used to make a point more clearly, to make a comparison, or to add interest to a text.

There are four types of figurative language: simile, metaphor, personification, and hyperbole.

A simile is a figure of speech that uses the words “like” or “as” to make a comparison.

For example, “She’s as busy as a bee.”

A metaphor is a figure of speech that uses one thing to represent another.

For example, “She’s a fireball.”

Personification is a figure of speech that gives human characteristics to nonhuman objects.

For example, “The wind was howling.”

Hyperbole is a figure of speech that uses exaggeration to make a point.

For example, “I’m so hungry I could eat a horse.”

As you are reading, be on the lookout for figurative language. When you come across a figure of speech, try to determine what the author is trying to communicate.

Evaluate the Author's Purpose in a Given Text

Determining and Drawing Inferences about the Author's Purpose

The author’s purpose is the reason why the author wrote the text. The author’s purpose can be to inform, entertain, describe, explain or persuade.

In order to determine the author’s purpose, you need to look at the text as a whole and consider the following:

The topic of the text
The audience
The tone
The word choice
The figurative language
The organization

Once you have considered all of the above, you should be able to identify the author’s purpose.

Informative Writing

The purpose of informative writing is to inform the reader about a topic.

When you are reading informational text, look for facts and details that support the author’s claims.

The author should be unbiased and present both sides of the argument if there is one.

Persuasive Writing

The purpose of persuasive writing is to persuade the reader to do something or to believe something.

When you are reading persuasive text, look for the author’s point of view.

The author should be biased and present only one side of the argument.

The author will use a variety of techniques to try to persuade the reader. These techniques can include:

Logical reasoning
Emotional appeal
Use of facts and statistics
Testimonials
Expert opinion

Entertaining Writing

The purpose of entertaining writing is to entertain the reader.

When you are reading entertaining text, look for the author’s use of humor, irony, and sarcasm.

The author may also use a variety of literary devices to add interest to the text such as plot, setting, characterization, conflict, and themes.

Descriptive Writing

The purpose of descriptive writing is to describe a person, place, thing, or event.

When you are reading descriptive text, look for the author’s use of sensory details.

The author should use vivid language to create a mental image for the reader by describing people, things, places, and events.

Expository Writing

The purpose of expository writing is to explain a concept, steps in a process, or idea.

When you are reading expository text, look for the author’s use of definitions, examples, and non-examples.

The author should present the information in a clear and concise manner.

ATI TEAS Reading: Learning Integration of Knowledge and Ideas for Test Success

Nurse Cheung — Sat, 07 Jan 2023 17:15:19 +0000

ATI TEAS Reading is a section on the test that assesses a test taker’s ability to read, understand, and integrate knowledge from various sources. The reading passages can be dense and difficult to comprehend, but with the right preparation, it is possible to score well on this section of the test.

In this blog post, we will discuss some tips and strategies for mastering ATI TEAS Reading.

Objectives for Integration of Knowledge and Ideas

Total scored items on ATI TEAS: 15 questions out of 39

Using Evidence from the Text to make Predictions, Inferences, and Draw Conclusions

Citing Evidence from the Text

Effective authors cite evidence and resources to support their ideas about a text.

When you are taking the ATI TEAS, be on the lookout for how an author supports his or her claims. Skim the passage to find out what resources the author uses. These could be statistics, expert opinions, or examples from the text itself. After you have identified the evidence being used, ask yourself whether or not it is effective.

An effective piece of evidence should be:

believable
relevant
specific

If the evidence meets all three of these criteria, then it is likely that the author’s claim is valid.

If you are having trouble finding evidence to support a claim, try looking for keywords and phrases such as “according to,” “for example,” or “in conclusion.” These words and phrases will help you to identify where the author is making a claim and what evidence he or she is using to support it.

Now let’s practice finding evidence in a passage. Read the following passage and answer the questions that follow.

According to a study by the National Education Association, students who receive homework help are more likely to succeed in school. The study found that homework help can improve a student’s grades and increase their chances of graduating from high school.

What evidence does the author use to support the claim that homework help can improve a student’s grades?

The author uses a study by the National Education Association to support the claim that homework help can improve a student’s grades. This study found that homework help can improve a student’s grades and increase their chances of graduating from high school.

Making Predictions from the Text

In order to make predictions about what will happen next in a story, you need to be able to understand the events that have already taken place. This means that you will need to be able to identify the main idea of the passage as well as the supporting details. The main idea is typically what the passage is about, while the supporting details are the specific facts and examples that help to explain the main idea.

Once you have identified the main idea and supporting details of the passage, you can begin to make predictions about what will happen next. To do this, you will need to use your prior knowledge and experience to make inferences based on the information in the passage.

For example, let’s say you are reading a passage about a character who is lost in the woods. The character has been walking for hours and has not seen any sign of civilization. Based on this information, you can infer that the character is likely to be tired and hungry. You can also predict that the character will continue to walk until he or she finds a way out of the woods.

Now let’s practice making predictions from a passage. Read the following passage and answer the questions that follow.

The sun was setting, and the sky was turning a deep red. John had been walking for hours, and he was starting to feel tired. He had been following the river upstream, but it was getting harder and harder to see the path.

What can you predict will happen to John?

You can predict that John will continue to follow the river upstream until he finds a way out of the woods. He will likely be tired and hungry by the time he finds a way out. He may also have to spend the night in the woods if he cannot find a way out before it gets dark.

Drawing Conclusions from the Text

In order to draw conclusions from a text, you need to again be able to understand the main idea and supporting details of the passage. You will also need to be able to make inferences based on the information in the passage.

A conclusion is a statement that you make about something after you have analyzed the information that you have. In order to draw a conclusion, you will need to look at all of the evidence and decide what it means.

For example, let’s use the same example from before about a character who is lost in the woods. The character has been walking for hours and has not seen any sign of civilization. Based on this information, you could conclude that the character is in a remote area.

Now let’s practice drawing conclusions from a passage. Read the following passage and answer the questions that follow.

What conclusion can you draw about John’s location?

You can conclude that John is in a remote area. He has been walking for hours and has not seen any sign of civilization. This means that he is likely far away from any towns or cities.

Compare and Contrast the Themes expressed in the text

Identifying a Theme

A theme is the central idea or message of a text. It is what the author is trying to communicate to the reader. Themes can be stated or implied.

To identify the theme of a text, you need to look at the evidence in the text and decide what it all means.

For example, let’s say you are reading a text about a character who is trying to decide whether or not to go to college. The character is considering the pros and cons of going to college. The evidence in the text supports the idea that the character is trying to make a decision about whether or not college is worth it.

The theme of the text would be “making decisions.” The author is trying to communicate to the reader that making decisions is difficult, and sometimes you have to weigh the pros and cons of your options.

To identify a theme, you must pay close attention to the story elements including narration, setting, characters, dialogue, and plot.

Narration is the way the story is told. The narrator is the person telling the story. The narrator can be a character in the story or an omniscient third party.
Setting is the time and place of the story. The setting can influence the events that take place in the story thus enhancing the overall plot.
Characters are the people or animals in the story. The development of the characters can reveal information about the theme of the story.
Dialogue is the conversation between the characters. The dialogue can also provide information about the theme of the story.
Plot is the sequence of events that take place in the story.

Let’s practice identifying themes in texts. Read the following passage and answer the questions that follow.

What is the theme of the passage?

The theme of this passage is “perseverance.” John has been walking for hours, and he is starting to feel tired. He has been following the river upstream, but it is getting harder and harder to see the path. Even though it is difficult, John continues to walk upstream. This shows that he is a determined and persevering individual.

Similarities and Differences across Themes

Now that you know how to identify themes in texts, let’s practice comparing and contrasting the themes expressed in two texts.

Read the following passages and answer the questions that follow.

Passage A

Passage B

Mary was walking home from school when she saw a kitten stuck in a tree. The kitten was meowing and looked scared. Mary climbed the tree and rescued the kitten.

What is the theme of passage A?

The theme of passage A is “perseverance.” John has been walking for hours, and he is starting to feel tired. He has been following the river upstream, but it is getting harder and harder to see the path. Even though it is difficult, John continues to walk upstream. This shows that he is a determined and persevering individual.

What is the theme of passage B?

The theme of passage B is “compassion.” Mary sees a kitten that is stuck in a tree and scared. Even though it is not her responsibility, Mary decides to help the kitten. This shows that she is a compassionate person.

How are the themes of passage A and passage B similar?

The themes of passage A and passage B are similar because they both deal with characters helping others. In passage A, John is helping himself by walking upstream. In passage B, Mary is helping the kitten by rescuing it from the tree.

How are the themes of passage A and passage B different?

The themes of passage A and passage B are different because of the motives of the characters. John is walking upstream because he wants to get to the other side. Mary is rescuing the kitten because she wants to help it. John is helping himself while Mary is helping someone else.

Evaluate an Argument

Identify Claims and Counterclaims

When you are evaluating an argument, it is important to be able to identify the claims and counterclaims. The claim is the main argument that the author is trying to make. The counterclaim is the argument that goes against the claim.

For example, let’s say that the author’s claim is “global warming is real and caused by human activity.” A counterclaim to this could be “global warming is not real, or it is not caused by human activity.”

What are the three steps you should take when evaluating an argument?

In evaluating arguments, you want to identify the author’s topics. Second, you want to ask yourself about the claim or opinion being expressed in the topic. Lastly, you want to ensure that the author also addresses counterclaims for that topic.

If addressing the counterclaims does not exist, then the text is overall week and credibility is lost with the audience.

Evaluating Sources and Evidence

When you are evaluating an argument, it is important to be able to identify the sources and evidence. The source is the person, book, article, or website that the author is using to support their claim. The evidence is the specific information from the source that supports the claim.

For example, let’s say that the author is using a book to support their claim. The source would be the book, and the evidence would be a specific quote or statistic from the book.

Examples of sources can include peer-reviewed, primary source, secondary, and tertiary sources.

Peer-reviewed is defined as published articles that have been evaluated and analyzed by experts on the topic.
Primary Source is defined as an original document or firsthand account. An example of a primary source is a letter written by Abraham Lincoln.
Secondary Source is defined as a document or account that interpretes or analyzes an event. Also known as a secondhand account of the events. An example of a secondary source is a biography of Abraham Lincoln.
Tertiary Source is defined as a document or account that compiles, organizes and summarizes a primary and secondary source. An example of a tertiary source is an encyclopedia.

When you are looking at sources, it is important to consider the credibility, accuracy, objectivity, and bias.

Analyzing Rhetorical Devices

Rhetorical devices are words or phrases that are used to persuade the audience. They are used to help the author make their point. There are three types of rhetorical devices: logos, ethos, and pathos.

Logos is defined as an appeal to logic. It is a way of convincing the audience with facts and reason.
Ethos is defined as an appeal to ethics. It is a way of convincing the audience with the author’s credibility.
Pathos is defined as an appeal to emotion. It is a way of convincing the audience by making them feel an emotional connection to the author or the topic.

An example of a logos would be if the author said “according to a study by the CDC,” this is an appeal to logic because they are using a credible source to back up their claim.

An example of ethos would be if the author said “I have been studying this topic for 20 years,” this is an appeal to ethics because they are trying to show the audience that they are credible.

An example of pathos would be if the author said “imagine how you would feel if you were the one affected by this,” this is an appeal to emotion because they are trying to make the audience feel empathy.

Evaluating and Integrating Data from Multiple Sources Across Various Formats

Selecting Relevant Data to Analyze

When you are evaluating data, it is important to select relevant data. This means that you want to choose data that is related to your topic.

For example, if you are writing about the effects of global warming, you would want to select data that is about the effects of global warming.

You also want to make sure that you select data from multiple sources. This will help you to get a more well-rounded view of the topic.

Analyzing Data Sources

Once you have selected the relevant data, you will want to analyze it. This means that you will want to look at the data and see what it is saying.

You will want to look at the data and see if there are any patterns. For example, if you are looking at data about the effects of global warming, you might notice that the effects are more pronounced in certain areas.

You will also want to look at the data and see if there are any trends. For example, if you are looking at data about the effects of global warming, you might notice that the effects are getting worse over time.

Two forms of data are quantitative and qualitative data.

Quantiative data is data that can be measured. For example, the temperature of the earth’s atmosphere.
Qualitative data is data that cannot be measured. For example, the effects of global warming on the environment.

Organizing Data from Various Sources

Once you have analyzed the data, you will want to organize it. This means that you will want to put the data into a format that is easy to understand.

One way to do this is to create a table or chart. This will help you to see the data in a more visually appealing way.

Another way to organize the data is putting the key topics in chronological order. This will help you to see the data in a more linear way.

Last way to organize data is by priority. Claims and evidence can be classified by low priority, validity, or usefulness.

Low priority claims are those that are not essential to the argument. They can be cut without affecting the overall argument.
Valid claims are those that are supported by evidence.
Useful claims are those that help to support the argument and are relevant to the topic.