PRAXIS Core Academic Skills: Reading Informational Texts 1 — Questions and Answers

Question 1: A student reads an article arguing that standardized testing improves educational outcomes. The article cites only studies funded by testing companies. What reading strategy should the student apply?

Summarize the main claim without evaluation.
Evaluate the credibility and potential bias of the sources. (Correct answer)
Accept the argument because it is supported by studies.
Reject the argument because standardized testing is controversial.

Correct answer: Evaluate the credibility and potential bias of the sources.

Critical readers evaluate the credibility of sources and identify potential bias, especially when sources have financial conflicts of interest.

Critical reading of informational texts requires evaluating source credibility, including potential conflicts of interest. When studies are funded by parties who have a financial stake in the outcome, readers should consider whether that funding may have influenced the research findings or selection of data. This is not to automatically reject the argument, but to weigh the evidence with appropriate skepticism. Good readers distinguish between reliable, unbiased sources and those that may present one-sided information.

Question 2: Which text structure is used in an article that explains what caused a decrease in reading scores and what resulted from it?

Compare and contrast
Problem and solution
Cause and effect (Correct answer)
Description

Correct answer: Cause and effect

Cause-and-effect text structure explains why something happened (cause) and what happened as a result (effect).

Informational texts use various organizational patterns. Cause-and-effect structure explains the reasons behind events and their consequences. Signal words include 'because,' 'therefore,' 'as a result,' 'consequently,' and 'led to.' The article in this question explains what caused a decline (cause) and what resulted (effect), fitting the cause-and-effect pattern. Problem-solution structure identifies a problem and proposes remedies. Compare-contrast examines similarities and differences. Description provides detailed characteristics of a topic.

Question 3: A teacher asks students to identify the author's purpose in a public health pamphlet urging citizens to get vaccinated. What is the most likely purpose?

To entertain readers with stories about vaccines
To inform readers about the history of vaccines
To persuade readers to take a specific health action (Correct answer)
To describe the scientific process of vaccine development

Correct answer: To persuade readers to take a specific health action

A public health pamphlet urging a specific action (getting vaccinated) has a persuasive purpose — it wants to influence reader behavior.

Identifying an author's purpose is a key reading comprehension skill. The three primary purposes are to inform, to persuade, and to entertain (often remembered as PIE). A pamphlet urging citizens to take a specific health action is primarily persuasive — it wants readers to change their behavior. While it may include information, the central goal is to convince. Informational texts typically present facts without advocating for a specific action. The word 'urging' is a key signal of persuasive intent.

Question 4: What does it mean to make an inference from an informational text?

Repeating information that is directly stated in the text
Drawing a logical conclusion based on evidence and reasoning (Correct answer)
Finding errors in the author's argument
Summarizing the text in your own words

Correct answer: Drawing a logical conclusion based on evidence and reasoning

Inference involves reading between the lines — using stated evidence plus prior knowledge to draw conclusions not explicitly stated.

Making inferences requires readers to go beyond what is explicitly stated and draw logical conclusions based on textual evidence combined with prior knowledge. For example, if a text says a company's profits dropped 40% after a product recall, a reader can infer the recall damaged consumer trust even if the text doesn't state it directly. This is different from paraphrasing (restating), summarizing (condensing), or critiquing (evaluating errors).

Question 5: Which of the following is an example of a primary source?

A biography of Abraham Lincoln written in 2010
A documentary about World War II
A diary written by a Civil War soldier (Correct answer)
A textbook chapter on the American Revolution

Correct answer: A diary written by a Civil War soldier

A primary source is created by someone with firsthand experience. A soldier's diary is written by someone who directly experienced the Civil War.

Primary sources provide direct, firsthand evidence from someone who witnessed or participated in the event. Examples include diaries, letters, photographs, speeches, and original research reports. Secondary sources interpret, analyze, or summarize primary sources — biographies, textbooks, documentaries, and academic analyses are all secondary sources. A Civil War soldier's diary (option C) is a primary source because the writer experienced the events firsthand. The biography, documentary, and textbook are all secondary sources created after the fact.

Question 6: An informational article contains the following: 'Studies show students learn better with access to technology.' What critical question should a careful reader ask?

How many paragraphs does the article contain?
Which studies? How were they conducted? Were they peer-reviewed? (Correct answer)
Does the author like technology?
Is the article written in the first or third person?

Correct answer: Which studies? How were they conducted? Were they peer-reviewed?

Careful readers question vague claims by asking for specifics: which studies, methodology, sample size, peer review status, and potential bias.

Vague references to 'studies show' without citation are a red flag in informational writing. Critical readers ask: Which studies? How large were the sample sizes? Were the studies peer-reviewed and replicated? Who conducted and funded the research? Was the methodology sound? These questions help distinguish well-supported claims from weak or misleading generalizations. Surface-level questions about paragraph count, person, or author preferences don't address the quality of the evidence.

Question 7: What is the difference between a fact and an opinion in informational texts?

Facts are always right; opinions are always wrong.
Facts can be verified with evidence; opinions express personal judgments. (Correct answer)
Facts are written by experts; opinions are written by students.
Facts appear in the introduction; opinions appear in the conclusion.

Correct answer: Facts can be verified with evidence; opinions express personal judgments.

Facts can be verified through observation or evidence. Opinions are subjective judgments that reflect beliefs or values and cannot be objectively proven.

The distinction between fact and opinion is foundational to evaluating informational texts. A fact is a statement that can be objectively verified through evidence, observation, or documentation (e.g., 'The Eiffel Tower is 330 meters tall'). An opinion is a personal judgment or belief that cannot be proven true or false through objective means (e.g., 'The Eiffel Tower is the most beautiful structure in the world'). Facts are not always correct — they can be wrong — but they can be checked. Opinions can be based on expertise but remain subjective.

Question 8: A student reads a graph showing literacy rates across several countries. The graph shows Country A with an 85% rate and Country B with a 62% rate. Which is a valid conclusion from the graph alone?

Country A has a better education system than Country B.
Country A has a higher reported literacy rate than Country B. (Correct answer)
Country B's low literacy rate is caused by poverty.
Students in Country A work harder than those in Country B.

Correct answer: Country A has a higher reported literacy rate than Country B.

The graph only shows reported rates. Drawing conclusions about causes, quality, or effort goes beyond the data shown.

Data interpretation requires staying within the bounds of what the data actually shows. The graph shows literacy rates, so the only valid conclusion is that Country A has a higher reported rate (option B). Concluding that Country A has a better education system, that poverty caused Country B's rate, or that student effort differs goes beyond the graph and introduces unsupported assumptions. Good readers distinguish between what data directly shows and what would require additional evidence to claim.

Question 9: What is the purpose of a text's central idea or main idea?

To provide background history on the topic
To state what the text is primarily about (Correct answer)
To present the strongest evidence in the text
To summarize each paragraph individually

Correct answer: To state what the text is primarily about

The central idea is the overarching point the author wants to communicate throughout the text. All supporting details relate back to it.

The central (or main) idea is the primary message, argument, or point of an informational text. It is broader than any single piece of evidence and serves as the unifying concept around which all supporting details are organized. It differs from a topic (which is just the subject) in that it includes what the author is saying about that topic. Identifying the central idea requires looking at the text as a whole, not just at individual paragraphs or pieces of evidence.

Question 10: A history textbook includes an infographic alongside a written passage. What is the primary function of the infographic?

To replace the written text entirely
To provide visual representation of data that supports and extends the text (Correct answer)
To offer the author's personal opinions on the topic
To provide a summary of the chapter conclusion

Correct answer: To provide visual representation of data that supports and extends the text

Infographics visually represent data or concepts to supplement and clarify the written text, making complex information easier to understand.

Informational texts often include visual elements — charts, graphs, infographics, photographs, and maps — to support and complement the written content. These visuals can present data more efficiently than words, show spatial relationships, or illustrate trends. They are meant to work alongside the text, not replace it. Infographics do not express personal opinions; they present factual information visually. Recognizing how visual elements relate to the written text is a key skill in reading complex informational materials.

Question 11: Which word best signals a compare-and-contrast text structure?

Therefore
Consequently
However (Correct answer)
As a result

Correct answer: However

'However' signals contrast between two ideas, which is characteristic of compare-and-contrast text structure.

Signal words help readers identify the organizational pattern of a text. Cause-and-effect signal words include 'therefore,' 'consequently,' 'as a result,' and 'because.' Compare-and-contrast signal words include 'however,' 'on the other hand,' 'whereas,' 'similarly,' and 'in contrast.' 'However' (option C) signals a shift to contrast, making it characteristic of compare-and-contrast structure. The other options (therefore, consequently, as a result) all indicate cause-and-effect relationships.

Question 12: What does 'context clues' mean in the context of reading informational texts?

Using a dictionary to find word definitions
Using surrounding text to infer the meaning of an unfamiliar word (Correct answer)
Memorizing vocabulary lists before reading
Asking a teacher for help with unknown words

Correct answer: Using surrounding text to infer the meaning of an unfamiliar word

Context clues are hints within the surrounding text that help readers infer the meaning of unfamiliar words.

Context clues are words, phrases, or sentences surrounding an unfamiliar word that provide hints about its meaning. Types include definition clues (the word is defined nearby), synonym clues (a familiar word with similar meaning is used), antonym clues (a contrasting word is used), and example clues (examples illustrate the word's meaning). Using context clues is a key vocabulary strategy that allows readers to keep reading without stopping for a dictionary. It also helps readers understand how a word is used in context, which may differ from its dictionary definition.

Question 13: A scientific article describes a study with a sample size of 12 people. What should a critical reader note about this study?

The study is highly reliable because it involved real people.
The small sample size limits how broadly the results can be generalized. (Correct answer)
The study is invalid because it should have used animals.
Small samples are always more accurate than large ones.

Correct answer: The small sample size limits how broadly the results can be generalized.

Small sample sizes reduce statistical power and limit the generalizability of findings to broader populations.

Sample size is a critical factor in evaluating research quality. A study with only 12 participants provides limited statistical power and may not represent the diversity of a broader population. While small studies can provide useful initial data, their results should be replicated with larger, more representative samples before drawing wide conclusions. Critical readers of informational scientific texts should note sample size limitations when evaluating how much weight to give a study's findings.

Question 14: What is the best strategy for identifying an author's perspective or point of view in an informational text?

Looking at the font and formatting of the text
Examining word choice, emphasis, and what information is included or excluded (Correct answer)
Reading only the first and last paragraphs
Counting how many times key words appear

Correct answer: Examining word choice, emphasis, and what information is included or excluded

Author perspective is revealed through word choice, tone, what details are emphasized, and what information is omitted.

Authors reveal their perspectives through subtle and not-so-subtle choices: loaded or neutral language, what evidence they select, whose voices they include, what counterarguments they address or ignore, and the overall tone. A reader who identifies these patterns can recognize whether an author is presenting a balanced view or advocating for a position. Simply reading the introduction and conclusion, counting words, or examining formatting does not reveal perspective as effectively as careful analysis of language and content choices.

Question 15: A student summarizes an informational article. Which is the most important criterion for a good summary?

Including as many details as possible
Capturing the central idea and key supporting points in the student's own words (Correct answer)
Using the same vocabulary as the original text
Making the summary longer than the original

Correct answer: Capturing the central idea and key supporting points in the student's own words

A good summary captures the central idea and main support without copying the text or including unnecessary details.

An effective summary accurately represents the author's central idea and most important supporting points, expressed in the summarizer's own words and significantly shorter than the original. It should not include minor details, personal opinions, or information not in the original. Good summaries demonstrate comprehension without parroting the text verbatim (which would be copying). Longer, more detailed summaries are not better — conciseness and accuracy are the goals.

Question 16: Which of the following best describes an argumentative text?

A text that tells a fictional story with characters and plot
A text that presents a claim and uses evidence to support it (Correct answer)
A text that describes a process step by step
A text that compares two historical events

Correct answer: A text that presents a claim and uses evidence to support it

An argumentative text presents a claim (thesis) and supports it with evidence, reasoning, and sometimes counterarguments.

Argumentative (or persuasive) texts are a key genre in informational reading. They present a debatable claim or position (thesis) and support it with evidence, logical reasoning, and sometimes acknowledgment and refutation of counterarguments. This distinguishes them from narrative texts (fictional stories), procedural texts (step-by-step processes), and analytical texts (comparisons or descriptions). Recognizing the argumentative structure helps readers identify the author's stance, evaluate the strength of evidence, and assess the logic of the argument.

Question 17: When reading a multi-source text set, what skill is most important?

Reading each source independently without comparing them
Synthesizing information by identifying agreements, contradictions, and gaps across sources (Correct answer)
Choosing the longest source as the most credible
Summarizing only the most recent source

Correct answer: Synthesizing information by identifying agreements, contradictions, and gaps across sources

Synthesizing across multiple sources means integrating information, identifying where sources agree or conflict, and building a fuller understanding.

Reading across multiple sources requires synthesis — the ability to combine, compare, and integrate information from different texts. Strong readers note where sources agree, where they contradict each other, what evidence is unique to each, and what questions remain unanswered. Length or recency does not determine credibility. Multi-source reading is a higher-order skill that develops nuanced understanding, as opposed to simply absorbing each text in isolation.

Question 18: A passage states: 'Many experts believe that early reading instruction significantly impacts lifelong literacy.' What type of claim is this?

A verifiable fact
An opinion of all experts worldwide
A qualified claim citing expert consensus (Correct answer)
A fictional premise

Correct answer: A qualified claim citing expert consensus

'Many experts believe' qualifies the claim, indicating it is based on expert consensus rather than a universal fact or single opinion.

Informational texts often use qualified language to accurately represent the strength of evidence. Phrases like 'many experts believe,' 'research suggests,' 'evidence indicates,' and 'studies show' are hedging expressions that signal the claim is supported but not absolute. This is different from a verified fact (which would be stated without qualification) or a personal opinion (which typically uses 'I think' or 'in my view'). Recognizing qualified claims helps readers assess confidence levels in stated information.

Question 19: What does it mean to 'analyze' an informational text?

To read the text one time quickly
To copy the main points word for word
To examine how elements of the text work together to create meaning (Correct answer)
To translate the text into simpler language

Correct answer: To examine how elements of the text work together to create meaning

Analysis involves examining how components of a text — structure, language, evidence, purpose — function together to produce meaning.

Analysis is a higher-order reading skill that goes beyond comprehension. To analyze an informational text, a reader examines how its components work together: How does the structure organize ideas? How does language choices reflect the author's stance? How does evidence support or undermine the argument? What assumptions does the author make? Analysis reveals deeper layers of meaning and evaluates effectiveness. It is distinct from summarizing (describing what the text says) or paraphrasing (restating in simpler terms).

Question 20: Which of the following is an example of text-based evidence?

A student's personal experience with the topic
A direct quotation from the passage to support an interpretation (Correct answer)
A teacher's explanation of the text
A student's emotional reaction to the text

Correct answer: A direct quotation from the passage to support an interpretation

Text-based evidence comes directly from the text — quotations, paraphrases, or specific details — not from outside experience or opinion.

Text-based evidence refers to information drawn directly from the text to support an interpretation or claim. This can take the form of direct quotations, close paraphrases, or reference to specific events, details, or word choices in the text. It excludes personal experiences, prior knowledge, emotional responses, or what a teacher says. Teaching students to ground their interpretations in textual evidence is a cornerstone of close reading and academic literacy.

Question 21: What is the function of a heading in an informational text?

To provide the author's personal opinion on the section
To organize and preview the content of the section that follows (Correct answer)
To summarize the entire article
To provide a list of sources used

Correct answer: To organize and preview the content of the section that follows

Headings organize informational texts into sections and preview the topic of the content that follows.

Headings and subheadings are organizational tools in informational texts that help readers navigate content and understand structure. They preview what the following section will discuss, allowing readers to locate specific information quickly, set expectations, and recognize the text's organization. Headings do not express opinions, summarize the whole article, or list sources — those functions are served by other text features (thesis statements, abstracts, bibliographies).

Question 22: A student reads two articles about climate change. Article 1 says human activity is the primary driver; Article 2 says natural cycles are more important. What skill does the student need to evaluate these conflicting claims?

Choosing the article written most recently
Evaluating the evidence quality, source credentials, and scientific consensus (Correct answer)
Accepting both articles as equally valid without further evaluation
Rejecting both articles as unreliable

Correct answer: Evaluating the evidence quality, source credentials, and scientific consensus

Conflicting claims require evaluating evidence quality, source expertise, methodology, and scientific consensus rather than relying on publication date alone.

When informational sources present conflicting claims, critical readers do not simply choose the most recent source or accept all claims equally. Instead, they evaluate: What evidence does each source provide? Are the sources credible and expert in the relevant field? What does broader scientific consensus say? What methodologies were used? Are there conflicts of interest? For topics like climate change, where there is strong scientific consensus, readers should recognize that contrarian claims require especially strong and replicated evidence.

Question 23: In informational texts, what does 'denotation' mean?

The emotional association a word carries
The literal, dictionary definition of a word (Correct answer)
The author's purpose for using a specific word
The context in which a word is used

Correct answer: The literal, dictionary definition of a word

Denotation is the literal, dictionary meaning of a word, as opposed to connotation (emotional/cultural associations).

Every word has both a denotation and connotations. Denotation refers to the word's objective, literal dictionary definition — what the word means without any emotional color. Connotation refers to the associations, emotions, and cultural meanings a word carries beyond its literal definition. For example, 'house' and 'home' have similar denotations but very different connotations. Understanding both is essential for sophisticated reading of informational texts, especially when analyzing an author's word choices and their effect on meaning.

Question 24: A teacher wants students to distinguish between relevant and irrelevant details in a passage about photosynthesis. Which detail is IRRELEVANT?

Photosynthesis requires sunlight to produce energy.
Chlorophyll is the green pigment that absorbs light.
The scientist who studied photosynthesis grew up in Germany. (Correct answer)
Carbon dioxide is absorbed through tiny pores called stomata.

Correct answer: The scientist who studied photosynthesis grew up in Germany.

A scientist's birthplace has no bearing on how photosynthesis works. It is irrelevant to the scientific topic of the passage.

Relevant details directly support, explain, or develop the central idea of the text. Irrelevant details, while possibly true, do not contribute to understanding the topic. In a passage about the biological process of photosynthesis, information about a scientist's birthplace is a biographical detail unrelated to the chemical process. Students must learn to distinguish between information that builds understanding and information that is tangential, a critical skill for reading complex informational texts efficiently.

Question 25: What does it mean when a text includes a counterargument?

The author disagrees with the main claim of the text.
The author acknowledges an opposing viewpoint before rebutting it. (Correct answer)
The text contains factual errors.
The author has changed their position.

Correct answer: The author acknowledges an opposing viewpoint before rebutting it.

A counterargument is an opposing view that the author presents and then addresses or refutes to strengthen their overall argument.

Including counterarguments is a rhetorical strategy that strengthens an argumentative text. By acknowledging opposing viewpoints and then responding to them, the author demonstrates awareness of the complexity of the issue and often makes their own position more credible. It does not mean the author disagrees with their own claim — quite the opposite. Good argumentative writers use counterarguments to anticipate readers' objections and show why their position is stronger despite the opposition.

Question 26: A student reads an article titled 'Why Every School Needs a Coding Program.' Based on the title alone, what can the student predict about the text?

The article will present an unbiased overview of coding programs.
The article will likely argue for coding programs in schools. (Correct answer)
The article will compare coding programs in different countries.
The article will describe the history of computer programming.

Correct answer: The article will likely argue for coding programs in schools.

The word 'Why' and the strong claim in the title signal a persuasive purpose — the article is likely arguing in favor of coding programs.

Previewing a text's title and format before reading is an effective pre-reading strategy. The title 'Why Every School Needs a Coding Program' uses strong, universal language ('every school needs') that signals a persuasive intent. 'Why' signals that reasons will be provided to support a position. Students can use this prediction to read actively, watching for evidence and reasoning rather than neutral information. Unbiased overviews tend to have more neutral titles, and historical descriptions are signaled by different language.

Question 27: Which of the following best defines 'synthesis' in the context of reading informational texts?

Copying information from multiple texts into one document
Combining information from multiple sources to build a new understanding (Correct answer)
Summarizing one text at a time without connection
Finding errors in two different sources

Correct answer: Combining information from multiple sources to build a new understanding

Synthesis is the process of integrating information from multiple sources to create a new, more complete understanding.

Synthesis is a higher-order reading and thinking skill that goes beyond summarizing individual sources. When readers synthesize, they identify connections between sources, recognize where they agree, disagree, or complement each other, and use this cross-source analysis to build a richer, more nuanced understanding than any single source provides. Synthesis is the foundation of research writing, where students must integrate multiple sources rather than simply report on them one by one.

Question 28: What is the primary purpose of a glossary in an informational text?

To provide a summary of the text
To list the authors and their credentials
To define specialized terms used in the text (Correct answer)
To cite all external sources referenced

Correct answer: To define specialized terms used in the text

A glossary provides definitions of specialized or technical vocabulary used in the text, helping readers understand domain-specific language.

Glossaries are reference tools that appear in informational texts — particularly textbooks, technical documents, and academic publications — to define specialized terminology. They help readers understand domain-specific language without interrupting the flow of reading. Glossaries differ from bibliographies (which list sources), author bios (which describe the writer), and abstracts or summaries (which condense the text). Teaching students to use text features like glossaries is part of building academic literacy.

Question 29: A text about the benefits of exercise includes the sentence: 'Exercise is the most important factor in maintaining good health.' What type of claim is this?

A fact supported by universal scientific consensus
An absolute claim that may be an overstatement (Correct answer)
A proven medical fact
A qualified claim with appropriate hedging

Correct answer: An absolute claim that may be an overstatement

Calling exercise 'the most important factor' is an absolute claim that oversimplifies health, ignoring nutrition, genetics, sleep, and other factors.

Critical readers evaluate whether claims are appropriately qualified or overstated. While exercise is well-documented as a significant health benefit, declaring it 'the most important factor' is an absolute claim that ignores the multifaceted nature of health (nutrition, sleep, genetics, mental health, access to healthcare, etc.). Superlatives and absolute language ('most,' 'always,' 'never,' 'all') are often signals that a claim is oversimplified or biased. Good writers hedge claims appropriately: 'one of the most important factors' would be more defensible.

Question 30: What is a 'bibliography' or 'works cited' list in an informational text?

A list of suggested books for further reading
A list of all sources the author used in creating the text (Correct answer)
A summary of the main points in the text
A list of questions for discussion after reading

Correct answer: A list of all sources the author used in creating the text

A bibliography or works cited lists all sources the author consulted and cited in creating the text, supporting transparency and allowing verification.

A bibliography (or works cited or references list) documents all the sources an author used in creating a text. It serves several purposes: it gives credit to original sources (avoiding plagiarism), allows readers to verify claims by consulting the original sources, and demonstrates the breadth and quality of the research. Readers can evaluate an author's argument more fully by checking whether cited sources actually say what the author claims. Suggested reading lists and discussion questions are different text features with different purposes.

Question 31: Which reading strategy would best help a student comprehend a complex informational text on quantum physics?

Reading the text once without stopping
Annotating the text, noting questions, and looking up unfamiliar terms (Correct answer)
Skipping sections with unfamiliar vocabulary
Reading only the conclusion

Correct answer: Annotating the text, noting questions, and looking up unfamiliar terms

Active reading strategies — annotating, questioning, and defining unfamiliar terms — build comprehension of complex texts.

Complex informational texts require active reading strategies. Annotation — marking key ideas, circling unfamiliar words, writing questions in margins — keeps readers engaged and provides a record for review. Looking up unfamiliar terms builds vocabulary and understanding. These strategies are especially important in technical or scientific texts where domain-specific vocabulary is dense. Passive strategies (reading once without stopping, skipping sections, reading only the conclusion) reduce comprehension and risk misrepresenting the text's meaning.

Question 32: Which of the following best describes a 'logical fallacy' in an argumentative text?

A well-supported claim based on solid evidence
A flaw in reasoning that weakens or invalidates an argument (Correct answer)
A counterargument the author successfully refutes
A statistical claim that cannot be verified

Correct answer: A flaw in reasoning that weakens or invalidates an argument

A logical fallacy is an error in reasoning that makes an argument invalid or misleading, regardless of whether the conclusion might be true.

Logical fallacies are errors in reasoning that undermine the validity of an argument. Common examples include ad hominem (attacking the person rather than the argument), straw man (misrepresenting an opposing view), false dichotomy (presenting only two options when more exist), and hasty generalization (drawing broad conclusions from limited evidence). Critical readers identify fallacies to evaluate argument quality. A fallacy doesn't automatically make a conclusion wrong, but it means the argument as presented doesn't logically support it.

Question 33: What does 'tone' mean in the context of informational texts?

The volume at which the text should be read aloud
The author's attitude or emotional stance toward the subject (Correct answer)
The number of paragraphs in the text
The visual design of the page

Correct answer: The author's attitude or emotional stance toward the subject

Tone reflects the author's attitude toward the subject, revealed through word choice, sentence structure, and level of formality.

In informational texts, tone refers to the author's attitude toward the subject or audience, expressed through word choice, sentence structure, and level of formality. An informational article can have a neutral, objective tone; an editorial might have an urgent or critical tone; a feature story might have an enthusiastic tone. Recognizing tone helps readers identify potential bias and understand how the author wants them to feel about the topic. Tone is distinct from voice (the author's personality) and mood (the feeling the text evokes in the reader).

Question 34: A student encounters the word 'ubiquitous' in an article. The surrounding sentence says: 'Smartphones are now ubiquitous; nearly everyone in the world owns one.' What is the best inference about the word's meaning?

Expensive and exclusive
Present or found everywhere (Correct answer)
New and innovative
Dangerous and problematic

Correct answer: Present or found everywhere

The context clue 'nearly everyone in the world owns one' indicates the word means widespread or found everywhere.

Context clues — particularly definition/explanation clues — appear near an unfamiliar word to clarify its meaning. Here, the semicolon introduces an explanation: 'nearly everyone in the world owns one' directly explains what 'ubiquitous' means. Combined with the context of smartphones, a reader can infer that 'ubiquitous' means present everywhere or extremely common. This word does not suggest expense (many people can afford them), novelty (they exist already), or danger (the sentence doesn't imply risk).

Question 35: Which of the following is the BEST example of a strong, text-supported argument in an informational essay?

I think all schools should have longer recess because kids need to run around.
Research from the American Academy of Pediatrics shows that 60 minutes of daily physical activity improves academic performance and reduces behavioral issues (AAP, 2023). (Correct answer)
Everybody knows that exercise is good for kids.
Some people say that exercise helps children learn better.

Correct answer: Research from the American Academy of Pediatrics shows that 60 minutes of daily physical activity improves academic performance and reduces behavioral issues (AAP, 2023).

Option B cites a specific credible organization, provides measurable claims, and includes a citation — the hallmarks of a well-supported argument.

A well-supported argument in an informational essay relies on specific, credible evidence rather than personal opinion or vague appeals. Option B names a recognized authority (American Academy of Pediatrics), states specific, measurable outcomes (60 minutes, academic performance, behavioral issues), and includes a citation. Options A and B rely on opinion and informal language. Option C uses a vague appeal to common knowledge ('everybody knows'), and option D uses hedging language ('some people say') without identifying who or providing evidence.

PRAXIS Core Academic Skills: Reading Informational Texts 1

A student reads an article arguing that standardized testing improves educational outcomes.
The article cites only studies funded by testing companies.
What reading strategy should the student apply?

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