READING COMPREHENSION

 The third section of the TOEFL test is the Reading Comprehension section.

 This section consists of fifty question (some tests may be longer).

 Have fifty-five minutes to complete the fifty questions in this section.

 In this part of the test will be given reading passages, and will be asked two
types of questions about the reading passages:

1. Reading Comprehension questions ask you to answer questions about the

information given in the reading passages.
There will be a variety of questions about each reading passage, including
:
- main idea question
- directly answered detail questions
- implied detail questions

2. Vocabulary questions ask you to identify the meanings of vocabulary

words in the reading passages.
To answer these questions, you may have to know the meanings of the
words.
We can also identify the meanings of some of the words by understanding
the context surrounding the words:
 by using structural clues to identify the meanings of the words
 by breaking down the unknown words into known word parts in order
to identify them

GENERAL STRATEGIES

1. Be familiar with the directions. The directions on every TOEFL test are the
same, so it is not necessary to spend time reading the directions carefully
when you take the test. We should be completely familiar with the directions
before the day of the test.

2. Do not spend too much time reading the passage! We do not have time to
read each reading passage in depth, and it is quite possible to answer the
questions correctly without first reading the passages in depth. Some students
prefer to spend a minute or two on each passage reading for the main idea
before starting on the questions. Other students prefer to move directly to the
questions without reading the passages first.

3. Do not worry if a reading passage is on a topic that we are unfamiliar

with. All of the information that you need to answer the questions is included
in the passages. You do not need any background knowledge to answer the
questions.

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4. Never leave any answers blank on our answer sheet. Even if we are unsure
of the correct response, we should answer each question. There is no penalty
for guessing.

THE READING COMPREHENSION QUESTIONS

 The Reading Comprehension section of the TOEFL test consists of five

reading passages, each followed by a number of reading comprehension and
vocabulary questions.

 Topics of the reading passage are varied, but they are often informational
subjects that might be studied in an American university :

 American history
 literature
 art
 architecture
 geology
 geography, and
 astronomy

STRATEGIES FOR THE READING COMPREHENSION QUESTIONS

1. Skim the reading passage to determine the main idea and the overall
organization of ideas in the passage. We do not need to understand every
detail in each passage to answer the questions correctly. It is therefore a waste
of time to read the passage with the intent of understanding every single detail
before we try to answer the questions.

2. Look ahead at the questions to determine what types of questions we

must answer. Each type question is answered in a different way.

3. Find the section of the passage that deals with each question. The
question-type tells us exactly where to look in the passage to find correct
answers.

 For main idea questions, look at the first line of each paragraph.

 For directly and indirectly answered detail questions, choose a key

word in the question, and skim for that key word (or a related idea) in
order in the passage.

 For vocabulary questions, the question will tell us where the word is
located in the passage.

 For overall review questions, the answers are found anywhere in the
passage.

4. Read the part of the passage that contains the answer carefully. The
answer will probably be in the same sentence (or one sentence before or after)
the key word or idea.

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5. Choose the best answer to each question from the four answer choices
listed in your test book. We can choose the best answer according to what is
given in the appropriate section of the passage, eliminate definitely wrong
answers, and mark our best guess on the answer sheet.

QUESTIONS ABOUT THE IDEAS OF THE PASSAGE

Skill 1 : ANSWER MAIN IDEA QUESTIONS CORRECTLY

 Almost every reading passage on the TOEFL test will have a question about
the main idea of a passage.

 Such a question may be worded in a variety of ways; we may, for example, be

asked to identify the topic, subject, title, primary idea, or main idea.

 These questions are all really asking what primary point the author is trying to
get across in the passage.

 It is not difficult to find the main idea by studying the topic sentence, which is
most probably found at the beginning of a paragraph.

 If a passage consists of only one paragraph, you should study the beginning
of that paragraph to determine the main idea, such as the following:

Example I

The passage:

In the philosophy of John Dewey, a sharp distinction is made

between “intelligence” and “reasoning.” According to Dewey,
intelligence is the only absolute way to achieve a balance between
Line realism and idealism, between practicality and wisdom of life.
(5) Intelligence involves “interacting with other things and knowing
them, “while reasoning is merely t he act of an observer,” … a mind
that beholds or grasps objects outside the world of things …”
With reasoning, a level of mental certainty can be achieved, but it is
through intelligence that control is taken of events that shape
(10) one’s life

The question:

What is the topic of this passage?

(A) The intelligence of John Dewey
(B) Distinctions made by John Dewey
(C) Dewey’s ideas on the ability to reason
(D) How intelligence differs from reasoning in Dewey’s
works

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 If a passage consists of more than one paragraph, you should study the
beginning of each paragraph to determine the main idea, such as the
following:

Example II

The passage:

Nitrogen fixation is a process by which nitrogen is

continuously fed into biological circulation. In this process, certain
algae and bacteria convert nitrogen into ammonia (NH 3). This newly
Line created ammonia is then for the most part absorbed by plants.
(5) The opposite process of denitrification returns nitrogen to the
air. During the process of denitrification, bacteria cause some of the
nitrates from the soil to convert into gaseous nitrogen or nitrous
oxide (N2O). In this gaseous form the nitrogen returns to the
atmosphere.
(10)
The question:

Which of the following would be the best title for this passage?
(A) The Process of Nitrogen Fixation
(B) Two Nitrogen Processes
(C) The Return of Nitrogen to the Air
(D) The Effect of Nitrogen on Plant Life

The following chart outlines the key information that you should
remember about main idea questions:

MAIN IDEA QUESTIONS

HOW TO IDENTIFY What is the topic of the passage?

THE QUESTION What is the subject of the passage?
What is the main idea of the passage
What is the author’s main point in the passage?
With what is the author primarily concerned?
Which of the following would be the best title?

WHERE TO FIND THE The answer to this type of question can generally be
ANSWER determined by looking at the first sentence of each
paragraph.

HOW TO ANSWER THE 1. Read the first line of each paragraph.

QUESTION 2. Look for a common theme or idea in the first lines.
3. Pass your eyes quickly over the rest of the passage to
check that you really have found the topic sentence(s).
4. Eliminate any definitely wrong answers and choose the
best answer from the remaining choices.

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Skill 2 : RECOGNIZE THE ORGANIZATION OF IDEAS

 In the Reading Comprehension section of the TOEFL test, there will

sometimes be questions about the organization of ideas in a passage.

 In this type of question, we will be asked to determine how the ideas in one
paragraph (or paragraphs) relate to the ideas in another paragraph (or
paragraphs).

Example

The passage:
If asked who invented the game of baseball, most Americans
would probably reply that it was Abner Doubleday. At the beginning
of this century, there was some disagreement over how the game of
Line baseball had actually originated, so sporting-goods manufacturer
(5) Spaulding inaugurated a commission to research the question. In
1908 a report was published by the commission in which Abner
Doubleday, a U.S. Army officer from Cooperstown, New York, was
given credit for the invention of the game. The National Baseball
Hall of Fame was established in Cooperstown in honor of
(10) Doubleday.
Today, most sports historians are inagreement that Doubleday
really did not have much to do with the development of baseball.
Instead, baseball seems to be a close relation to the English game of
rounders and probably has English rather that American roots.
(15)
The question:

The second paragraph

(A) provides examples to support the ideas in the first paragraph
(B) precedes the ideas in the first paragraph
(C) outlines the effect of the idea in the first paragraph
(D) refutes the idea in the first paragraph

The following chart outlines the key information that you should
remember about questions on the organization of ideas:

ORGANIZATION OF IDEAS

How is the information in the passage organized?

HOW TO IDENTIFY
How is the information in the second paragraph related to the
THE QUESTION
information in the first paragraph?

WHERE TO FIND THE The answer to this type of question can generally be determined by
ANSWER looking at the first sentence of the appropriate paragraphs.

HOW TO ANSWER THE 1. Read the first line of each paragraph.

QUESTION 2. Look for words that show the relationship between the
paragraphs.
3. Choose the answer that best expresses the relationship.

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DIRECTLY ANSWERED QUESTIONS

Skill 3 : ANSWER STATED DETAIL QUESTIONS CORRECTLY

 A stated detail question asks about one piece of information in the passage
rather that the passage as a whole.

 The answers to these questions are generally given in order in the passage,
and the correct answer is often a restatement of what is given in the passage.

 This means that the correct answer often expresses the same idea as what is
written in the passage, but the words are not exactly the same.

Example

The passage:
Williamsburg is a historic city in Virginia situated on a
peninsula between two rivers, the York and the James. It was settled
by English colonists in 1633, twenty-six years after the first
Line permanent English colony in America was settled at Jamestown. In
(5) the beginning the colony at Williamsburg was named Middle
Plantation because of its location in the middle of the peninsula. The
site for Williamsburg had been selected by the colonists because the
soil drainage was better there than at the Jamestown location, and
there were fewer mosquitoes.

The question:

1. According to the passage, Williamsburg is located

(A) on an island
(B) in the middle of a river
(C) where the York and the James meet
(D) on a piece of land with rivers on two sides

2. The passage indicates that Jamestown

(A) was settled in 1633

(B) was settled twenty-six years after Williamsburg
(C) was the first permanent English colony in America
(D) was originally named Middle Plantation

3. The passage states that the name Middle Plantation

(A) is a more recent name that Williamsburg

(B) derived from the location of the colony on the peninsula
(C) refers to the middle part of England that was home to the
colonists
(D) was given to the new colony because it was located in the middle
of several plantations

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 The following chart outlines the key information that you should
remember about stated detail questions, as the following:

STATED DETAIL QUESTIONS

HOW TO IDENTIFY According to the passage, …

THE QUESTION It is stated in the passage …
The passage indicates that …
The author mentions that …
Which of the following is true …
WHERE TO FIND THE The answers to these questions are found in order
ANSWER in the passage.

HOW TO ANSWER 1. Choose a key word in the question.

THE QUESTION 2. Skim in the appropriate part of the passage for
the key word or idea.
3. Read the sentence that contains the key word or
idea carefully.
4. Look for the answer that restates an idea in the
passage.
5. Eliminate the definitely wrong answers and
choose the best answer from the remaining
choices.

Skill 4 : FIND “UNSTATED” DETAILS

 We will sometimes be asked in the Reading Comprehension section of the

TOEFL test to find an answer that is not stated or not mentioned or not true in
the passage.
 This type of question really means that t here of the answers are stated,
mentioned, or true in the passage, while one answer is not.
 Our actual job is to find the three correct answers and then choose the letter of
the one remaining answer.
 We should note that there are two kinds of answers to this type of question:
(1) there are three true answers and one answer that is not discussed in
the passage, or
(2) there are three true answers and one that is false according to the
passage.

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 Example

The passage:
In English there are many different kinds of expressions that people
use to give a name to anything whose name is unknown or momentarily
forgotten. The word gadget is one such word. It was first used by British
Line sailors in the 1850’s and probably came from the French word gachette,
(5) which was a small hook. In everyday use, the word has a more general
meaning. Other words are also used to give a name to something unnamed
or unknown, and these words tend to be somewhat imaginative. Some of
the more commonly used expressions are a what-d’ye-call-it, a whatsis, a
thingamabob, a thingamajig, a doodad, or a doohickey.
(10)
The question:

1. Which of the following is NOT true about the word “gadget”?

(A) It is used to name something when the name is not known.

(B) It was used at the beginning of the nineteenth century.
(C) It most likely came from a word in the French language.
(D) Its first known use was by British sailors.

2. Which of the following is NOT mentioned in the passage as an

expression for something that is not known?

(A) A thingamabob
(B) A gadget
(C) A doohickey
(D) A what-is-it

The following chart outlines the key information that you should
remember about “unstated” detail questions:

“UNSTATED” DETAIL QUESTIONS

Which of the following is not stated …?

HOW TO IDENTIFY
THE QUESTION Which of the following is not mentioned …?
Which of the following is not discussed …?
All of the following are true except …

WHERE TO FIND THE The answers to these questions are found in order in the
ANSWER passage.

HOW TO ANSWER THE 1. Choose a key word in the question.

2. Scan in the appropriate place in the passage for the
QUESTION
key word (or related idea)
3. Read the sentence that contains the key word or idea
carefully.
4. Look for the answers that are definitely true
according to the passage. Eliminate those answers.
5. Choose the answer that is not true or not discussed
in the passage.

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Skill 5 : FIND PRONOUN REFERENTS

 In the Reading Comprehension section of the TOEFL test, we will sometimes

be asked to determine which noun a pronoun refers to. In this type of question
it is important to understand that a noun is generally used first in a passage,
and the pronoun that refers to it comes after. Whenever we are asked which
noun a pronoun refers to, you should look before the pronoun to find the
noun.

Example

The passage:
Carnivorous plants, such as the sundew and the Venus-
Flytrap, are generally found in humid areas where there is an
inadequate supply of nitrogen in the soil. In order to survive, these
Line plants have developed mechanisms to trap insects within their
(5) foliage. They have digestive fluids to obtain the necessary nitrogen
from the insects. These plants trap the insects in a variety of ways.
The sundew has sticky hairs on its leaves; when an insect lands on
these leaves, it gets caught up in the sticky hairs, and the leaf wraps
itself around the insect. The leaves of the Venus-Flytrap function
(10) more like a trap, snapping suddenly and forcefully shut around an
insect.

The question:

1. The pronoun “they” in line 5 refers to

(A) humid areas

(B) these plants
(C) insects
(D) digestive fluids

2. The pronoun “it” in line 8 refers to

(A) a variety
(B) the sundew
(C) an insect
(D) the leaf

The following chart outlines the key information that you should
remember about pronoun referents:

PRONOUN REFERENTS

HOW TO IDENTIFY The pronoun “ . . .” in line X refers to which of the

THE QUESTION following?

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WHERE TO FIND THE The line where the pronoun is located is generally
ANSWER given in the question. The noun that the pronoun
refers to is generally found before the pronoun.

HOW TO ANSWER 1. Find the pronoun in the passage. (The line

THE QUESTION where the pronoun can be found is generally
stated in the question.)
2. Look for nouns that come before the pronoun.
3. Read the part of the passage before the pronoun
carefully.
4. Eliminate any definitely wrong answers and
choose the best answer from the remaining
choices.

INDIRECTLY ANSWERED QUESTIONS

Skill 6 : ANSWER IMPLIED DETAIL QUESTIONS CORRECTLY

 We will sometimes be asked to answer a question by drawing a conclusion
from a specific detail or details in the passage.
 Questions of this type contain the words implied, inferred, likely, or probably
to let us know that the answer to the question is not directly stated.
 In this type of question it is important to understand that we do not have to
“pull the answer out of thin air.”
 Instead, some information will be given in the passage, and we will draw a
conclusion from that information.

Example

The passage:
The Hawaiian language is a melodious language in which all
words are derived from an alphabet of only twelve letters, the five
vowels A, E, I, O, U and the seven consonants H, K, L, M, N, P, W.
Line Each syllable in the language ends in a vowel, and two consonants
(5) never appear together, so vowels have a much higher frequency in
the Hawaiian language that they do in English.
This musical-sounding language can be heard regularly by
visitors to the islands. Most Hawaiians speak English, but it is quite
common to hear English that is liberally spiced with words and
(10) expressions from the traditional language of the culture. A visitor
may be greeted with the expression aloha, and may be referred to as
a malihini because he is a newcomer to the island. This visitor may
attend an outside luau where everyone eats too much and be invited
afterwards to dance the hula.

10
 The question:

1. Which of the following is probably NOT a Hawaiian word?

(A) mahalo
(B) mahimahi
(C) meklea
(D) moana

2. It is implied that a luau is

(A) a dance
(B) a feast
(C) a concert
(D) a language

The following chart outlines the key information that we should remember
about implied detail questions:

IMPLIED DETAIL QUESTIONS

HOW TO IDENTIFY It is implied in the passage that …

THE QUESTION It can be inferred from the passage that …
It is most likely that …
What probably happened …?

WHERE TO FIND THE The answers to these questions are found in order
ANSWER in the passage.

HOW TO ANSWER 1. Choose a key word in the question.

THE QUESTION 2. Scan in the passage for the key word (or a
related idea)
3. Carefully read the sentence that contains the key
word.
4. Look for an answer that could be true,
according to that sentence.

Skill 7: ANSWER TRANSITION QUESTIONS CORRECTLY

 We will sometimes be asked to determine what probably came before the

reading passage (in the preceding paragraph) or what probably comes after
the reading passage (in the following paragraph).

 The topic of the preceding or following paragraph is not directly stated, and
we must draw a conclusion to determine what is probably in these paragraphs.

 This type of question is a transition question.

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 It asks us to demonstrate that we understand that good writing contains
transitions from one paragraph to the next.

 A paragraph may start out with the idea of the previous paragraph as a way of
linking the ideas in the two paragraphs.

 A paragraph may also end with an idea that will be further developed in the
following paragraph.

Example

The passage:

Another myth of the oceans concerns Davy Jones, who in

folklore is the mean-spirited sovereign of the ocean’s depths. The
name “Jones” is thought by some etymologists to have been derived
Line from the name “Jonah,” the Hebrew prophet who spent three days in
(5) a whale’s belly.
According to tradition, any object that goes overboard and
sinks to the bottom of the ocean is said to have gone to Davy Jones’s
locker, the ocean-sized, mythical receptacle for anything that falls
into the water. Needless to say, any sailor on the seas is not so eager
(10) to take a tour of Davy Jones’s locker, although it might be a rather
interesting trip considering all the treasures located there.

The question:

5. The paragraph preceding this passage most probably discusses

(A) the youth of Davy Jones
(B) Davy Jones’s career as a sailor
(C) a different traditional story from the sea
(D) preparing to travel on the ocean

6. The topic of the paragraph following the passage most likely is

(A) valuable items located at the bottom of the ocean
(B) where Davy Jones is found today
(C) Jonah and the whale
(D) preventing objects from falling overboard

The following chart outlines the key information that we should remember about
transition questions:

TRANSITION QUESTIONS

HOW TO IDENTIFY The paragraph preceding the passage probably.....

THE QUESTION What is most likely in the paragraph following the
passage?

WHERE TO FIND THE The answer can generally be found in the first line

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ANSWER of the passage for a preceding question. The
answer can generally be found in the last line for a
following question.

HOW TO ANSWER 5. Read the first line for a preceding question.

THE QUESTION 6. Read the last line for a following question.
7. Draw a conclusion about what comes before or
after.
8. Choose the answer that is reflected in the first or
last line of the passage.

VOCABULARY QUESTIONS

 In the Reading Comprehension section of the TOEFL test, there will be a

number of vocabulary questions.

 To answer this type of question, it is of course helpful if we know the

meaning of the word that the TOEFL test is testing.

 However, it is not always necessary for us to know the meaning of the word;
often there are skills that we can use to help us find the correct answer to the
question:
i. finding definitions from structural clues,
ii. determining meanings from word parts, and
iii. using context clues to determine meanings.

Skill 8: FIND DEFINITIONS FROM STRUCTURAL CLUES

 When you are asked to determine the meaning of a word in the Reading
Comprehension section of the TOEFL test, it is possible:

(1) that the passage provides information about the meaning of the word

(2) that there are structural clues to tell you that the definition of a word is
included in the passage.

Example

The passage:
One of the leading schools of psychological thought in the
twentieth century is behaviorism – the belief that the role of the
psychologist is to study behavior, which is observable, rather than
Line conscious or unconscious thought, which is not. Probably the best-
(5) known proponent of behaviorism is B.F. Skinner, who is famous for
his research on how rewards and punishments influence behavior. He

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 came to believe that positive reinforcements such as praise, food, or
money were more effective in promoting good behavior than
negative reinforcement, or punishment.

The question:

1. In “behaviorism” in line 2, a psychologist is concerned with

(A) conscious though patterns

(B) unconscious though patterns
(C) observable actions
(D) unobservable actions

2. What is “positive reinforcement” in line 7?

(A) A gift
(B) A reward
(C) A bribe
(D) A penalty

3. What is “negative reinforcement” in line 9?

(A) A promotion
(B) A reward
(C) A surprise
(D) A punishment

The following chart outlines the key information that we should remember
about structural clues to help us understand unknown vocabulary words:

STRUCTURAL CLUES

HOW TO IDENTIFY What is . . . ?

THE QUESTION What is the meaning of . . . ?
What is true about . . . ?
TYPES OF CLUES Punctuation: comma, parentheses, dashes
Restatement: or, that is, in other words, i.e.
Examples: such as, for example, e.g.
WHERE TO FIND THE Information to help you determine what something
ANSWER means will generally be found after the punctuation
clue, the restatement clue, or the example clue.

HOW TO ANSWER 6. Find the word in the passage.

THE QUESTION 7. Locate any structural clues.
8. Read the part of the passage after the structural
clue carefully.

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 9. Eliminate any definitely wrong answers and
choose the best answer from the remaining
choices.

Skill 9: DETERMINE MEANINGS FROM WORD PARTS

When we are asked to determine the meaning of a long word that we do not
know in the Reading Comprehension section of the TOEFL test, it is sometimes
possible to determine the meaning of the word by studying the word parts.

Example

The passage:
Ring Lardner himself was born into a wealthy, educated, and
cultured family. For the bulk of his career, he worked as a reporter
for newspapers in South Bend, Boston, St. Louis, and Chicago.
Line However, it is for his short stories of lower middle-class Americans
(5) that Ring Lardner is perhaps best known. In these stories, Lardner
vividly creates the language and the ambiance of this lower class,
often using the misspelled words, grammatical errors, and incorrect
diction that typified the language of the lower middle class.

The question:

1. The word “vividly” in line 6 is closest in meaning to

(A) in a cultured way

(B) in a correct way
(C) in a lifelike way
(D) in a brief way

2. The word “misspelled” in line 7 is closest in meaning to

(A) highly improper

(B) vulgar
(C) incorrectly written
(D) slang

2. The word “diction” in line 8 is closest in meaning to

(A) writing
(B) sentence structure
(C) form
(D) speech

The following chart contains a few word parts that we will need to know
to complete the exercises in this part of the text. A more complete list of word
parts and exercises to practice them can be found in Appendix I at the back of the
text.

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A SHORT LIST OF WORD PARTS

Part Meaning Example Part Meaning Example

contra (against) contrast dic (say) dictate
mal (bad) malcontet domin (master) dominant
mis (error) mistake jud (judge) judgement
sub (under) subway mor (death) mortal
dec (ten) decade spec (see) spectator
multi (many) multiple terr (earth) territory
sol (one) solo ver (turn) divert
tri (three) triple viv (live) revive

Skill 10 : USE CONTEXT TO DETERMINE MEANINGS OF

DIFFICULT WORDS

 On the TOEFL test we will sometimes be asked to determine the meaning of

a difficult word, a word that we are not expected to know. In this case, the
passage will give us a clear indication of what the word means.

Example

A line in the passage:

. . . The barges headed across the lake . . . .

The question:

A “barge” is probably which of the following?

(A) A train
(B) A plane
(C) A bicycle
(D) A boat

The following chart outlines the key information that we should remember
about vocabulary questions containing difficult words:

VOCABULARY QUESTIONS CONTAINING DIFFICULT WORDS

HOW TO IDENTIFY “What is the meaning . . . ?”

THE QUESTION “Which of the following is closest in meaning to...?”
The word is a difficult word, one that you probably
do not know.
WHERE TO FIND The question usually tells you in which line of the
THE ANSWER passage the word can be found.

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HOW TO ANSWER 5. Find the word in the passage.
THE QUESTION 6. Read the sentence that contains the word
carefully.
7. Look for context clues to help you understand
the meaning.
8. Choose the answer that the context indicates.

Skill 11 : USE CONTEXT TO DETERMINE MEANINGS OF

SIMPLE WORDS
 We will sometimes be asked to determine the meaning of a simple word, a
word that we see often in everyday English. In this type of question, we
should not give the normal, everyday meaning of the word; instead, the
TOEFL test wants to know the meaning of the word in this situation.

Example

A line from the passage:

. . . He put his answer this way . . .

The question:

The word “put” is closest in meaning to which of the following?

(A) placed
(B) set
(C) expressed
(D) handed

The following chart outlines the key information that we should remember
about vocabulary questions containing simple words:

VOCABULARY QUESTIONS CONTAINING SIMPLE WORDS

HOW TO IDENTIFY “What is the meaning . . .?”

THE QUESTION “Which of the following is closest in meaning to
…?”
The word is a simple word, one that you see often
in everyday English.
WHERE TO FIND THE The question usually tells you in which line of the
ANSWER passage the word can be found.

HOW TO ANSWER 5. Find the word in the passage.

THE QUESTION 6. Read the sentence that contains the word

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 carefully.
7. Look for context clues to help you understand
the meaning.
8. Choose the answer that the context indicates.

OVERAL REVIEW QUESTIONS

 Often in the Reading Comprehension section of the TOEFL test the last
question (or two) for a particular reading passage is an overall question, one
that asks about the passage as a whole rather than one small detail.

 The overall review questions are generally not main idea questions; instead
they ask about some other aspect of the passage as a whole.

 The most common types of overall review questions are:

a. questions that ask where in the passage something is found,

b. questions about the tone of the passage,

c. questions about the author’s purpose in writing the passage,

d. questions about which course the passage might be a part of.

Skill 12 : DETERMINE WHERE SPECIFIC INFORMATION IS

FOUND

 Sometimes the final question in a reading passage will ask us to determine

where in the passage a piece of information is found.
 The answer choices will list possible locations for that information.
 The best way to approach this type of question is to study the question to
determine the information that we are looking for and then to go to the lines
listed in the answers and skim for that information.

Example

The passage:
Meteor Crater, a great crater approximately 40 miles east of
Flagstaff, Arizona, is generally thought by scientists to have formed
as a result of the impact of a 60,000 ton meteor about 50,000 years
Line ago. The meteor, made of nickel and iron, disintegrated on impact
(5) and spread half a billion tons of rock over the surface of the land. The

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 massiveness of the meteor can only be imagined from the mammoth
size of the crater, which measures a mile in diameter and 3 miles
around the top. The rim of the crater rises more than 150 feet above
the plain where the meteor impacted and is visible for more than 10
miles on a clear day.

The question:

1. Where in the passage does the author discuss the composition of

the meteor?

(A) Lines 1–4

(B) Lines 4–5
(C) Lines 6–8
(D) Lines 8–10

2. Where in the passage does the author mention the distance from
which the crater can be seen?

(A) Lines 1–4

(B) Lines 4–5
(C) Lines 6–8
(D) Lines 9–10

The following chart outlines the key information that you should
remember when you are trying to determine where in the passage something is
found:

QUESTIONS ABOUT WHERE IN THE PASSAGE

HOW TO IDENTIFY “Where in the passage . . .?”

THE QUESTION
WHERE TO FIND THE The answer can be in any of the lines listed in the
ANSWER answers to the question.

HOW TO ANSWER 1. Choose a key word or idea in the question.

THE QUESTION 2. Skim the lines in the passage that are listed in
the answers to the question. You should skim
for the key word or idea.
3. Choose the answer that contains the line
numbers of a restatement of the question.

Skill 13 : DETERMINE THE TONE, PURPOSE, OR COURSE

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 Other types of overall review questions occur occasionally in the Reading
Comprehension section of the TOEFL test.
 Possible questions of this type are those that ask about:
(1) the tone of the passage,
(2) the author’s purpose in writing the passage, and
(3) the course in which the passage might be used.
 A question about the tone is asking if the author is showing any emotion in
his or her writing.
 The majority of the passages on the TOEFL test are factual passages
presented without any emotion.
 The tone of this type of passage could be simply:
- informational
- explanatory
- factual
 Sometimes on the TOEFL test, however, the author shows some emotion, and
you must be able to recognize that emotion to answer a question about tone
correctly:
- If the author is being funny, then the tone might be humorous
- If the author is making fun of something, the tone might be sarcastic
- If the author feels strongly that something is right or wrong, the tone
might be impassioned.
 A question about purpose is asking what the author is trying to do in the
passage.
 We can draw a conclusion about the author’s purpose by referring to the main
idea and the organization of details in the passage.
 A question about the course is asking us to decide which university course
might have this passage as assigned reading.
 We should draw a conclusion about the course by referring to the topic of the
passage and the organization of details.

Example

The passage:
Military awards have long been considered symbolic of
royalty, and thus when the United States was a young nation just
finished with revolution and eager to distance itself from anything
Line tasting of monarchy, there was strong sentiment against military
(5) decoration. For a century, from the end of the Revolutionary War
until the Civil War, the United States awarded no military honors.
The institution of the Medal of Honor in 1861 was a source of great
discussion and concern. From the Civil War until World War I, the
Medal of Honor was the only military award given by the United

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 States government, and today it is awarded only in the most extreme
(10) cases of heroism. Although the United States is still somewhat wary
of granting military awards, several awards have been instituted since
Word War I.

The question:

1. The tone of the passage is

(A) angered
(B) humorous
(C) outraged
(D) informational

2. The author’s purpose in this passage is to

(A) describe the history of military awards from the

Revolutionary War to the Civil Was
(B) demonstrate an effect of America’s attitude toward royalty
(C) give an opinion of military awards
(D) outline various historical symbols of royalty

3. The passage would probably be assigned reading in a course on

(A) military science

(B) psychology
(C) American history
(D) interior decoration

The following chart outlines the key information that you should
remember about tone, purpose, or course questions:

TONE, PURPOSE, OR COURSE

HOW TO IDENTIFY Tone: What is the tone of the passage?

THE QUESTION Purpose: What is the author’s purpose in this
passage?
Course: In which course would this reading be
assigned?

WHERE TO FIND THE Tone: There will be clues throughout the

ANSWER passage that the author is showing some
emotion rather than just presenting facts.

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 Purpose: Draw a conclusion about the purpose
from the main idea and supporting
details.
Course: Draw a conclusion about the course
from the topic of the passage and the
supporting details.

HOW TO ANSWER Tone: 1. Skim the passage looking for clues

THE QUESTION that the author is showing some
emotion.
2. Choose the answer that identifies the
emotion.
Purpose: 1. Study the main idea in the topic
sentence and the details used to
support the main idea.
2. Draw a conclusion about the purpose.
Course: 1. Study the main idea in the topic
sentence and the details used to
support the main idea.
2. Draw a conclusion about the course.

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