Reading Comprehension Strategy Part 1

Reading Comprehension Core Question Answering Process

(The One Sentence Answering Process)

For this Online TOEFL iBT Course we provide you our core strategy for answering

questions on the TOEFL iBT. Every student wants a simple, effective process for answering

Reading Comprehension questions and below you will find just that. This process is slightly

altered based upon the question type but the principal of the answer being found in one

sentence is preserved. This answering process will allow you to focus on the keyword

sentence, eliminate considering bad/trap answers and elicit a high level of efficiency.

Following our course system is very straightforward, but requires discipline because it goes

against the student’s natural instinct that “If I read more, I will know more.” This is quite

the opposite on the TOEFL exam where the student is actually punished and becomes

confused by reading too much.

Core Reading Answering Strategy

1. Identify the question type and recall the specific strategy for that question.

2. Read the question and find the keyword(s) in the question. Normally the keyword(s)
are a Noun and Verb. The subject of what’s being asked in the question.

3. DO NOT look at the Answer Choices Yet. This is the biggest mistakes most students
make.

4. Find the keyword sentence in the paragraph (remember chronological order) and read
the keyword sentence ONLY, unless an exception from number 5 applies.

5. Exception: The only exception to reading the keyword sentence is if the next sentence
starts with (“For Example, “This means…”, “That”, “These”, “Those”, “So”, “For Example”,
“Then”, “Now”, Transition Words [however, in addition, therefore, thus]), since this is the
sentence with the actual answer. The answer will be in this sentence if it follows the
keyword sentence with this language.

6. Use POE (Process of elimination) when answering questions. POE allows you to use
the proper mentality when answering questions. If you answer by “looking for the correct
answer” first, then mentally you will try to make the bad answers correct. If you first try to
eliminate bad answers, you will find the trap answers and quickly discover that they are
wrong because they are no found in the keyword sentence. Eliminate and then choose the
correct Answer!!!!

7. Compare the answer choices to the keyword sentence and pick the answer you find in
the keyword sentence. You can always find the answer in the keyword sentence by
matching the meaning and recognizing synonym language. If you have located the keyword
sentence, the correct answer will jump right out and be obvious.

8. Resist the need to find the incorrect answers, once you have answered the question
located in the keyword sentence, move on to the next question. There is no need to
“Confirm” if any of the other answers are correct. When you do this, you are literally going
in search of the incorrect answers and you will find them because ETS pulls the wrong
answers from sentences surrounding the keyword sentence. If you don’t see the answer
with the matching meaning in the keyword sentence, it’s wrong.

How Many of Each Question are on the Test

A good question that many students have is “How many of each question type is on

the exam? We answered this question earlier in the course, but it must be reiterated here

as well since the answer is vitally important. Generally, the question type break down on

any one passage is as follows:

Detail/Factual: 3-4

Vocabulary: 3-4

Inference: 1-2

Negative Factual: 1-2

Purpose: 1-2

Negative Factual: 1-2

Sentence Addition: 1

Paraphrase 1

Summary/Chart: 1

Method/Reference 1
So, as you can see, the majority of the questions you will face over 4 passages are Detail

and Vocabulary Questions. Almost half of the questions you face will fall into one of these

categories and thus it is essential that you become an expert on Detail and Vocabulary

Questions. With the question strategies we have detailed below, you will be able to succeed

on these and all other question types.

Specific Question Strategies

Almost every question of the TOEFL Reading Comprehension section follows the basic

question methodology detailed above with some additional specific methods for the

individual question type. Before using the specific question strategies detailed below, please

go through the following procedure before you begin the answering process of any question:

1. Identify the Question Type

2. Recall Question Strategy

3. Execute Question Strategy (begin answering process)

Identifying the question type is the very first step as soon as you look at a question.

Read the question and ask yourself, “What type of question is this?” This action will lead to

step two of recalling the specific question type strategy. Now you have a plan of action

before you start answering the question. One of the biggest faults students making during

the Reading Comprehension is that they answer questions without a plan in mind and this

leads to mistakes. Recalling your strategy allows you to remain conscious for each particular
question. Finally, we execute the question strategy by applying the strategy provided for

that question. This is a very fast process that takes only a few seconds before each question.

By adhering to this strategy you will be able to focus on what skills and strategies you

need to apply to each question. Mentally going through these three steps prior to answering

the question will ensure that you stay test conscious throughout the entire Reading

Comprehension section.

Question Type 1: Factual/Detail Question

The factual detail question is absolutely the most straightforward question on the exam

and if you use the strategy detailed below for answering this question, you can do a great

job. Essentially the university skill being tested by the TOEFL examiners is can a student

locate and spot specific factual information in a reading passage. The skill you must be

disciplined at doing is only reading the keyword sentence(s) [please note that we have

it as “sentence(s)” to take into account the exception of reading the next sentence if one of

those key words referenced above applies. Also, remember, the TOEFL examiners pull the

answer choice for a Factual/Detail question from the keyword sentence.

Equally important, the TOEFL examiners pull the wrong answers from the non-

keyword sentences in the passage paragraph. Recall from earlier in the unit of how to locate

the keyword sentence and then only read that sentence. If you read more than the keyword

sentence(s), you will read the bad answer choices, become confused, and have a much

greater chance of selecting the wrong answer because you saw it located in the paragraph.

For the factual/detail question, if you simply read the keyword sentence, you can only find

the correct answer and the wrong answers will stand out as clearly wrong because you

won’t see them in the keyword sentence.

Question Form

The Factual/Detail Question generally follows the following format:

1. According to the author…..

2. According to paragraph 2……
3. Which of the following is mentioned in paragraph 6………

Factual/Detail Question Strategy

1. Read the question and find the keyword(s) in the question. Normally the keyword(s)
are a Noun and Verb or in other words, Subject, Verb, Object. The subject of what’s being
asked in the question.

2. DO NOT look at the Answer Choices Yet. This is the biggest mistakes most students
make.

3. Find the keyword sentence in the paragraph (remember chronological order) and
keep in mind the many times the keyword sentence uses synonyms of the keywords in the
question.

4. Read the keyword sentence ONLY, unless an exception applies from #5. If
the exception applies, read the next sentence.

5. However, If the sentence following the keyword sentence starts with (“For
Example, “This means…”, “That”, “These”, “Those”, “So”, “Then”, “Now”,
Perhaps, If, As a result, Transition Words [however, in addition, therefore, thus]),
READ this sentence since this is the sentence with the actual answer.

5. Use POE (Process of Elimination) when answering questions. This means to eliminate
the obvious bad answer clearly not seen in the keyword sentence. Always keep in mind that
the bad answers are selected from the surrounding non-keyword sentences and use traps.

6. Compare the answer choices to the keyword sentence and pick the answer with the
same meaning you find in the keyword sentence. The TOEFL IBT examiners love of using
synonym language, PICK THE ANSWER YOU SEE!!!””

7. Ask yourself the same question “Do I see choice A in the keyword sentence?” If the
answer is “no”, then this is the wrong answer choice.

How to Recognize Factual Information Questions

Factual information questions are often phrased in one of these ways:

 According to the paragraph, which of the following is true of X?

 The author’s description of X mentions which of the following?
 According to the paragraph, X occurred because…
  According to the paragraph, X did Y because…
 According to the paragraph, why did X do Y?
 The author’s description of mentions which of the following?

Tips for Factual Information Questions

 You may need to refer back to the passage in order to know what exactly is said
about the subject of the questions. Since the question may be about a detail, you
may not recall the detail from your first reading of the passage.
 Eliminate choices that present information that is contradicted in the passage.
 Do not select an answer just because it is mentioned in the passage. Your choice
should answer the specific question that was asked.

Methodology Demonstration of Factual/Detail Question Answering Process

Factual/Detail Question Example 1:

According to paragraph 3, the loss of Paragraph 3: Even in the areas that

natural vegetation has which of the following
consequences for soil?
(1) Increased stony content.
(2) Reduced water absorption.
(3) Increased numbers of spaces in the soil.
(4) Reduced water runoff.
retain a soil cover, the reduction of
vegetation typically results in the loss of the
soil's ability to absorb substantial quantities
of water. The impact of raindrops on the
loose soil tends to transfer fine clay particles
into the tiniest soil spaces, sealing them and
producing a surface that allows very little
water penetration. Water absorption is
greatly reduced; consequently runoff is
increased, resulting in accelerated erosion
rates. The gradual drying of the soil caused
by its diminished ability to deterioration is
established.

Method Application:

Ok, now let’s apply the Method.

I. Question Type: Factual/Detail Question

II. Keywords in question are Vegetation, Loss and Soil
III. Locate key word sentence: The keyword sentence is the 1 st sentence, as it has the
(highlighted) words Vegetation, Reduction (synonym for loss), and Soil. “Even in the
areas that retain a soil cover, the reduction of vegetation typically results in the loss
of the soil's ability to absorb substantial quantities of water.” Read only this
sentence.
IV. Use Process of Elimination: (Ask “Do I see this answer in keyword sentence”)
 V. Select the answer choice that you see in the keyword sentence. The answer will be
plain and not require inferences.

(1) Wrong Answer. “Increased Stony Content”: There is no mention of the words
or synonym of the words “Increase” or “Stony” in the keyword sentence and
therefore this answer is wrong.

(√) Correct Answer. “Reduced water absorption”: We absolutely see this answer
in the keyword sentence. The keyword sentence says “the reduction of vegetation
typically results in the loss of the soil's ability to absorb substantial quantities of
water” Loss of ability to absorb … water is a meaning match for Reduced water
absorption.

(3) Wrong Answer. “Increased number of spaced in the soil.” No mention of words
or synonym of words “Increase”, “Numbers”, or “Spaces” in the keyword sentence.

(4) Wrong Answer. “Reduced water runoff.” No mention of words or synonym of

word “Runoff” in the keyword sentence.

So, you see how we only used one sentence to answer the question. The second choice is the

only answer we see that has the same matching information. On the actual TOEFL IBT exam

we could have stopped at the second choice and moved on to the next question. However, for

purposes of instructing you in the methods and process, it is necessary to show how you

don’t see the other answers in the keyword sentence.

Now, if you made the mistake of reading more than the keyword sentence, you will find the

language of the wrong answers. In the 2 nd sentence we see the words “Spaces” and “Clay

Particles (synonym for Stony)” which could cause you to pick the 1 st or 3rd choice as an

answer. It takes only one sentence to answer a question!!

Factual/Detail Question Example 2:

According to paragraph 1, the presidency Paragraph 1: The development of the

of Andrew Jackson was especially significant
for which of the following reasons?
(1) The President granted a portion of his
power to the Senate.
modern presidency in the United States
began with Andrew Jackson who swept to
power in 1829 at the head of the Democratic
Party and served until 1837. During his
administration, he immeasurably enlarged

(2) The President began to address the
Senate on a regular basis.
(3) It was the beginning of the modern
presidency in the United States.
(4) It was the first time that the Senate
had been known to oppose the
President.
the power of the presidency. "The President
is the direct representative of the American
people," he lectured the Senate when it
opposed him. "He was elected by the people,
and is responsible to them." With this
declaration, Jackson redefined the character
of the presidential office and its relationship
to the people.

Method Application:

Ok, now let’s apply the Method.

I. Question Type: Factual/Detail Question

II. Keywords in question are “Andrew Jackson”, “Began” and “Presidency”
III. Locate key word sentence: The keyword sentence is the 1 st sentence, as it has
the (highlighted) keywords “Andrew Jackson” and “Presidency.” “The
development of the modern presidency in the United States began with
Andrew Jackson who swept to power in 1829 at the head of the Democratic
Party and served until 1837.” Read only this sentence.
IV. Use Process of Elimination: (Ask “Do I see this answer in keyword sentence”)
V. Select the answer choice that you see in the keyword sentence. The answer will
be plain and not require inferences.

(1) Wrong Answer. There is no mention of “President” “Granting Power” or

“Senate” in the keyword sentence and thus this cannot be the answer.

(2) Wrong Answer. There is no mention of “Address Senate” or “President” in the

keyword sentence and thus this cannot be the answer.

(3) Wrong Answer. No mention of words “Senate”, “Oppose” or “President” ” in the

keyword sentence and thus this cannot be the answer..

(√) Correct Answer. The keywords “Andrew Jackson” “Began” and “Presidency”
appear in this sentence. The keyword sentences says “It was the beginning of the
modern presidency in the United States” which matches the language of the 4 th
choice “the beginning of the modern presidency”

Yes ladies and gentlemen, the answering process is actually that simple. The key is being

able to find the keyword sentence, having the discipline to only read this sentence, and
choosing the answer you SEE in the keyword sentence. In this question, all of the wrong

answers fall into the trap of “Not Mentioned.”

Question Type 2: Purpose Questions

Questions about the Author’s Purpose ask you to resolve why the author wrote a

particular sentence or decided to uses certain words in a paragraph. For example, an author

might write a sentence in order to persuade an audience, describe something, explain a

process, define a term, refute a claim, analyze a text, or convey personal feelings.

Understanding the author’s tone – his or her attitude toward the subject and audience -- will

help you understand the purpose.

The answer options for a Purpose questions uses the following vocabulary words:

analyze, compare, contrast, critique, evaluate, examine, investigate, characterize, define,

depict, describe, explain, identify, introduce, narrate, recount, summarize, acknowledge,

advocate, assert, promote, propose, support, condemn, criticize, oppose. Familiarize

yourself with the subtle distinctions in meaning among these various words. For instance, to

describe is to trace out or give a pictorial account of, to explain is to make clear or to give a

reason for, and to analyze is to examine in detail. Having an intimate understanding of

these words will assist you in determining the author’s purpose. The methodology of the

purpose question requires you to look at the keyword sentence and determine for yourself

what the author’s purpose is. If you don’t have a clear understanding of the typical

purposes the author has, you will have difficulty determining the purpose for yourself.

Question Form: Purpose Questions typically come on the following formats.

1. The author mentions in order to…..

2. Why does the author mention in paragraph 2?

3. Why does the author compare to ?

4. Why does the author discuss in paragraph 5?

TWO Types of Purpose Questions:

(1) One Sentence Purpose Question: One type of purpose question is when the keyword

language and the actual purpose for that language are located in the same sentence,

separated by a comma or semicolon. Keep in mind that when a sentence is

separated by a semicolon, it is actually two clauses and thus essentially two

sentences. This means that the language referenced and the purpose for that

language can be stated in one sentence.

Example: One necessary factor of an autonomous theater is to provide a detached

view of man’s problems; for instance, one sign of this factor is the appearance of

the comic vision, since comedy necessitates detachment to see breaks from social

norms as fanciful instead of a serious problem.

Question: Why does the Author mention “the appearance of the comic vision”?

Here we can see the purpose for “the appearance of the comic vision” is stated in

first clause of the sentence as a reason why detachment is needed.

(2) Two Sentence Purpose Question: The typical Purpose question involves two

sentences with the keyword sentence with the language referenced in the question

and the previous sentence containing the actual purpose. Let’s take a look at the

previous example in this format.

Example: One necessary factor of an autonomous theater is to provide a detached

view of man’s problems. For example, one sign of this factor is the appearance of

the comic vision, since comedy necessitates detachment to see breaks from social

norms as fanciful instead of a serious problem.

 Question: Why does the Author mention “the appearance of the comic vision”?

Here we can see the purpose for “the appearance of the comic vision” is stated in the

previous sentence as a reason why detachment is needed.

Purpose Question Methodology

The essential strategy of the Purpose Question is to read the keyword sentence and read

the sentence right before the keyword sentence. This is necessary to determine the purpose

of the sentence. Think about it, if the keyword sentence is stating a particular purpose, then

the previous sentence will tell you what’s behind the purpose.

1. Identify the question type and recall the specific strategy for that question.

2. Read the question and find the keyword(s) in the question. Normally the keyword(s)
are a Noun and Verb. The subject of what’s being asked in the question.

3. DO NOT look at the Answer Choices Yet. This is the biggest mistakes most students
make.

4. Find the keyword sentence in the paragraph (remember chronological order).

5. Now read the sentence before the keyword sentence and the keyword sentence. This
is important to understanding a purpose question. The sentence prior to the keyword
sentence reveals the actual purpose of the keyword sentence. As a result, reading these two
sentences combines is the key to answering a purpose question.

5. Determine the Purpose of the Sentence (show, explain, example, point out
support).

6. Find the matching purpose in the answer choices.

7. Pay attention to the verbs in the answer choices because often the TOEFL examiners
will use a lot of the key language but attach the wrong verb.
How to Recognize Rhetorical Purpose Questions

These are examples of the way Rhetorical Purpose questions are typically worded:

 The author discusses X in paragraph 2 in order to…

 Why does the author mention X?
 The author uses X as an example of …

Tips for Rhetorical Purpose Questions

 Know the definitions of these words or phrases, which are often used to describe
different kinds of rhetorical purposes: “definition,” “example,” “to illustrate,” “to
explain” “to contrast,” “to refute,” “to note,” “to criticize,” “functions of ”
 Rhetorical Purpose questions usually do not ask about the overall organization of the
reading passage. Instead, they typically focus on the logical links between sentences
and paragraphs

Methodology Demonstration of Purpose Question Answering Process

Okay, no let’s apply this method point by point. If you answer your questions using the

same methods as below, you will get this question correct

Purpose Question Example 1

Why does the author mention that Paragraph 3: Tunas, mackerels, and
Airplanes retract their landing gear billfishes have made streamlining into an art
while in flight? form. Their bodies are sleek and compact.
The body shapes of tunas, in fact, are nearly
(1) To show that air resistance and water ideal from an engineering point of view. Most
resistance work differently from each species lack scales over most of the body,
other making it smooth and slippery. The eyes lie
(2) To argue that some fishes are better flush with the body and do not protrude at
designed than airplanes are all. They are also covered with a slick,
(3) To provide evidence that airplane transparent lid that reduces drag. The fins
engineers have studied the design of are stiff, smooth, and narrow, qualities that
fish bodies also help cut drag. When not in use, the fins
(4) To demonstrate a similarity in design are tucked into special grooves or
between certain fishes and airplanes depressions so that they lie flush with the
body and do not break up its smooth
contours. Airplanes retract their landing gear
while in flight for the same reason.
Method Application:

Ok, now let’s apply the Method.

I. Question Type: Purpose

II. Keywords in question are: “Airplanes retract their landing gear”
III. Locate key word sentence: The keyword sentence is clearly the last
sentence because it has the key language. Now, read the sentence prior
to the keyword sentence and the keyword sentence itself.
IV. Now, determine the purpose of the keyword sentence. Reading both
sentences we see that airplanes were designed on the same principles as
a fish. The author is giving background of the muse behind the design of
airplanes. Therefore we need to find the answer choice that matches.
V. Use Process of Elimination: (Ask “Do I see this answer in keyword
sentence”).
VI. Select the answer choice that matches the purpose stated from the two
sentences.

(1) Wrong Answer. There is no mention of air and water resistance working
differently, so this is not what the author is trying to show as a purpose.

(2) Wrong Answer. There is no mention of fish being designed better than
airplanes, so this is not what the author is trying to argue. Moreover, the author
is not making an argument but instead showing/demonstrating.

(√) Correct Answer. This answer matches the information in the two sentences.
The keyword sentence and prior sentence together tell us that airplanes were
designed on the same principles that fish are designed. Therefore answer C is correct
because the keyword sentence when combined with the previous sentence provides
evidence that airplane engineers studied fish design.

(4) Wrong Answer. There is no mention of similarity of design between certain fish
and airplane and thus this cannot be what the author is demonstrating. There is no
mention of “certain fish” (i.e. Trout or Carp) and thus this answer is wrong.
 Purpose Question Example 2

The author mentions "Baring the teeth in
a hostile way" in order to
(1) Differentiate one possible meaning of
a particular facial expression from
other meanings of it.
(2) Support Darwin's theory of evolution.
(3) Provide an example of a facial
expression whose meaning is widely
understood.
(4) Contrast a facial expression that is
easily understood with other facial
expressions
Paragraph 1 ： Joy and sadness are
experienced by people in all cultures around
the world, but how can we tell when other
people are happy or despondent? It turns
out that the expression of many emotions
may be universal. Smiling is apparently a
universal sign of friendliness and approval.
Baring the teeth in a hostile way, as
noted by Charles Darwin in the nineteenth
century, may be a universal sign of anger.
As the originator of the theory of evolution,
Darwin believed that the universal
recognition of facial expressions would have
survival value. For example, facial
expressions could signal the approach of
enemies (or friends) in the absence of
language.

Method Application:

Ok, now let’s apply the Method.

I. Question Type: Purpose

II. Keywords in question are: "Baring the teeth in a hostile way"
III. Locate key word sentence: The keyword sentence is clearly the 4 th
sentence. Now, read the sentence prior to the keyword sentence and the
keyword sentence itself.
IV. Now, determine the purpose of the keyword sentence. Reading both
sentences we get the message that certain expressions are universal, i.e.,
smiling and barring teeth. Universal sign is mentioned in both sentences
and the purpose sentence is giving an example of this universal
expression. Therefore we need to find the answer choice that matches.
V. Use Process of Elimination: (Ask “Do I see this answer in keyword
sentence”).
VI. Select the answer choice that matches the purpose stated from the two
sentences.

(1) Wrong Answer. There is no comparison of different meanings for a facial

expression and thus this cannot be the author’s purpose.

(2) Wrong Answer. There is no mention of support for Darwin’s evolution theory
and therefore this cannot be the author’s purpose.
 (√) Correct Answer. This answer matches the information given. Both the keyword
sentence and prior sentence give an example of a facial expression (smiling and
barring teeth) and use the language “universal sign” which is synonym language for
“widely understood.”

(4) Wrong Answer. There is no contrast occurring between an easily understood

expression and others and thus, this cannot be the author’s purpose. The author is
giving an example of a universal expression, not contrasting two expressions.

Question Type 3: Method Questions

One of the skills a university student will need to be able to accomplish during their

studies is to determine the method that a professor is using or to develop a method of their

own for explaining an experiment. So, the TOEFL examiners want to determine if the test

taker can identify a method used by an author. The method question normally requires you

to tell how the author explains a point, supports an idea, or develops an idea. This question

is essentially an issue of development of any particular point by the author.

Method Question Format: Normally the Method Question will fall into one of the following

formats.

1. How does the author explain the concept of ?

2. The author tells the importance of by providing ?
3. How does the author illustrate the idea of ?
4. How is the paragraph organized?
5. How is the passage developed?

The more difficult questions presented are how the paragraph or passage is
developed. The key to solving the more difficult types is to first look at the topic sentence
(first sentence of a paragraph) and then see if the author supports or contradicts the
statement with examples, details etc. If it ask about the entire passage, first look to the
thesis statement to pull the main idea of the passage and then review the topic sentences
quickly to check for organization or method of explanation of said thesis statement.

Method Question Methodology

 The following methodology/strategy should be used for the Method Question. The
method will be proven to work through the following examples.

1. Identify the question type and recall the specific strategy for that question.

2. Read the question and find the keyword(s) in the question. Normally the keyword(s)
are a Noun and Verb. The subject of what’s being asked in the question.

3. DO NOT look at the Answer Choices Yet. This is the biggest mistakes most students
make.

4. Find the keyword sentence in the paragraph (remember chronological order) and read
the keyword sentence. Sometimes the following sentences will be a more detailed
explanation of the method described in the keyword sequence. However, you only need to
tell the method itself.

5. Beware that the TOEF examiners may frame the question as wanting to know the
method used in an entire paragraph or the entire passage. In this case, look at the
paragraph and pay attention to the paragraph topic sentence or thesis statement (if about
entire paragraph) which will give you a hint as to the method used.

5. Determine the method used by author (sequence, examples, illustrations,

questions and answers, contrasting opinions).

6. Find the matching method in the answer choices.

Methodology Demonstration of Method Question Answering Process

Method Question Example 1

 In paragraph 1, the author explains the
concept of energy expenditure by:
(1) Identifying types of organisms that
became extinct.
(2) Comparing the scientific concept to a
familiar human experience.
(3) Arguing that most organisms
conserve rather than expend energy.
Paragraph 1: Growth, reproduction, and
daily metabolism all require an organism to
expend energy. The expenditure of energy is
essentially a process of budgeting, just as
finances are budgeted. If all of one’s money
is spent on clothes, there may be none left
to buy food or go to the movies. Similarly, a
plant or animal cannot squander all its
energy on growing a big body if none would
be left over for reproduction, for this is the
surest way to extinction.

(4) Describing the processes of growth,

reproduction, and metabolism

Method Application:

Ok, now let’s apply the Method.

I. Question Type: Method

II. Keywords in question are: “energy expenditure”
III. Locate keyword sentence: The keyword sentence is highlighted above and
only read the keyword sentence.
IV. Now, determine the method used to explain: Here it is apparent that the
author is making a comparison through the use of the words “just as”
which means the same as like
V. Use Process of Elimination: (Ask “Do I see this answer in keyword
sentence”).
VI. Select the methodology that you just identified from the keyword
sentence.

(1) Wrong Answer. The author does not identify different organisms that become
extinct and thus this is not how he is explaining “energy expenditure.”

(√) Correct Answer. The author compares “expenditure of energy” with the human
experience of budgeting finances and so since this answer choice correct because it
matches the discussion of comparing “energy expenditure” to a human experience
“budgeting.” The language “is like” in the keyword sentence also lets us know a
comparison is being made.
 (1) Wrong Answer. There is no discussion of organisms conserving energy and
thus this is not an argument being made by the author to explain “energy
expenditure.”

(2) Wrong Answer. There is no discussion of the process of growth and

reproduction in the explanation of the term “energy expenditure”.

Question Type 4. Attitude/Opinion Questions

The author’s opinion must be inferred by the author’s words (verbs/adjectives), as the

passage may not explicitly state the author’s attitude or opinion. This question requires you

to identify the author’s attitude towards a particular person, concept or idea. Personal

essays are usually written with a subjective tone which utilizes words that describe feelings,

judgments, or opinions. The author of a TOEFL passage will then normally include details

which are likely to include experiences, senses, feelings, and thoughts of the expressed

opinion or attitude. As the test taker you must pay attention to the words in the keyword

sentence that express attitude, opinion, feelings or judgment. The author’s attitude on a

basic level will fall into being labeled as neutral, negative or positive and one of the

following opinion, attitude or feelings are expressed:

"Positive": supportive, hopeful, excited, biased toward, sure, confident, motivated, happy,

enthusiasm, optimistic.

"Negative": confusion, disappointment, sadness, bitter, doubtful, mocking, critical,

condemnatory, biased against, worried, attacking, aggressive.

“Neutral”: objective, descriptive, neutral, unbiased, even.

Take a look at the following sentences to assist with your understanding and ability to

identify an author’s attitude or purpose. In each sentence, pay particular attention to the

words in the sentence which identify the author’s opinion, tone, feelings, attitude or
judgment. First try to identify his opinion as neutral, positive or negative and then try to

determine a specific attitude for that framework.

Attitude/Opinion Identification Exercise

1. The house that we live in, protects from the elements outside.
.
2. This economy sucks, the governments not doing anything and thus I have no job to
help me live a better life. .
3. The Printing Press was one of the greatest inventions to come out of Europe.
.
4. After attending the conference with high expectations, in the finale, I would have to
say that the whole thing left a lot to be desired. .
5. None of the other theories explain the process of osmosis well and thus I
recommend students to read that author’s book. .
6. If the government takes the same reaction as it did in the 1960’s, then everyone had
better start ducking for cover. .
7. The new computer is about 1 pound, black and has a sleek glossy finish.
.
8. That new hybrid car fails in regards to speed, durability and attractiveness and thus I
would not touch it with a 10 foot pole. .
9. After the teachers lecture, I woke up and immediately began researching my
dissertation topic.
10. The majority of the evidence lends credence to the argument and thus it will be
presented in the conference I am hosting. .
Answers to Attitude Identification Exercise

1. Neutral Objective
2. Negative Bitter
3. Positive Supportive
4. Negative Disappointed
5. Positive Biased Towards
6. Negative Worried
7. Neutral Descriptive
8. Negative Critical
9. Positive Motivated
10. Positive Supportive

Commonly Used Tone/Attitude/Opinion Words

absurd silly, ridiculous

amused entertained, finding humor, expressed by a smile or laugh
angry enraged, very mad, incensed, threatening or menacing
apathetic lacking concern, showing little or no interest
arrogant haughty, acting with false superiority
bitter resentful, having strong animosity or rancor
cheerful jovial, happy, in good spirits
condescending patronizing, stooping to the level of one’s inferiors
critical disapproving
cruel causing suffering, causing pain
depressed dejected, sad, unhappy, troubled
detached uninvolved, having no interest or feelings, objective
incredulous doubtful, disbelieving, skeptical
indignant angry, angered by something unjust, mean, unworthy
intense deeply felt, concentrated
ironic wry, an unexpected opposite meaning in words or events
loving affectionate, compassionate, showing intense, deep feeling
objective factual, uninfluenced by emotion or personal prejudice
optimistic positive, believing in positive outcomes
pessimistic tending to take the worst possible view of a situation
reverent respectful, showing deep respect and esteem

Learn the meaning of these different words, as these words will provide clues as to

deciphering the Author’s attitude or opinion towards whatever is referenced in the

question based on the passage.

 Attitude/Opinion Question Methodology

The following strategy should be used to answer any question based upon identifying the

author’s attitude, opinion or feelings towards a particular person, idea, or information. Keep

in mind that this question method and all others have been proven to work with actual

TOEFL class students and with the actual ETS TOEFL reading passages.

1. Identify the question type and recall the specific strategy for that question.

2. Read the question and find the keyword(s) in the question. Normally the keyword(s)
are a Noun and Verb. The subject of what’s being asked in the question.

3. DO NOT look at the Answer Choices Yet. This is the biggest mistakes most students
make.

4. Find the keyword sentence in the paragraph (remember chronological order). Read
the keyword sentence only. Remember, ETS chooses incorrect answers from the non-
keyword sentences.

5. Determine the Attitude/Opinion of the author in the keyword sentence by looking for
the words in the keyword sentence that are related to tone, attitude, opinion or feelings.
(support, like, dislike, favor, angry, excited, optimistic, confused, objective, descriptive)

6. Find the matching Attitude/Opinion from the keyword sentence in the answer choices.
 Demonstration of Attitude/Opinion Question Answering Process

Attitude/Opinion Question Example 1

According to paragraph 2, Wildman and Paragraph 2: Wildman and Niles were

Niles worried that the teachers they were
working with might feel that
(1) the number of teachers involved in
their program was too large.
(2) the concepts of teacher reflection
were so abstract that they could not
be applied.
(3) the ideas involved in reflection were
actually not new and refreshing.
(4) several years would be needed to
acquire the habit of reflecting on their
teaching
particularly interested in investigating the
conditions under which reflection might
flourish-a subject on which there is little
guidance in the literature. They designed an
experimental strategy for a group of
teachers in Virginia and worked with 40
practicing teachers over several years. They
were concerned that many would be
"drawn to these new, refreshing
conceptions of teaching only to find that
the void between the abstractions and
the realities of teacher reflection is too
great to bridge. Reflection on a complex
task such as teaching is not easy." The
teachers were taken through a program of
talking about teaching events, moving on to
reflecting about specific issues in a
supported, and later an independent,
manner.

Method Application:

Ok, now let’s apply the Method.

I. Question Type: Attitude

II. Keywords in question are: “worried” “teacher”
III. Locate keyword sentence: The keyword sentence is highlighted above. We
see the words “teacher” and “concerned” (synonym for worried)”
IV. Now, determine the attitude/feelings of the author by looking for the
words in the keyword sentence that have attitude opinion context. Based
on the language of the sentence “to find that the void between the
abstractions and the realities of teacher reflection is too great to
bridge. The author has the opinion that the idea is to big for the teacher
to understand or use.
V. Use Process of Elimination: (Ask “Do I see this answer in keyword
sentence”).
VI. Which answer choice matches the author’s feelings in given in the
keyword sentence.
 VII. Select the answer choice that is in agreement with the author’s tone,
attitude, feelings or opinion you identified in the keyword sentence.

(1) Wrong Answer. The keyword sentence does not mention anything about the
teachers feeling the program was too large, so this cannot be our answer choice.

(2) (√) Correct Answer. Our keyword sentence says “find that the void between
the abstractions and the realities of teacher reflection is too great to bridge.” We
find this same language in the second answer “the concepts of teacher reflection
were so abstract that they could not be applied.”

(3) Wrong Answer. There is no discussion of the ideas not being viewed as new and
refreshing in the keyword sentence and thus we cannot make this choice.

(4) Wrong Answer. There is no discussion of it taking years to acquire the habit of
reflection.

Ladies and gentlemen is really that easy to handle the reading comprehension section of

the TOEFL exam. The key is getting good at finding the keywords and the keyword sentence.

Once you find the keyword sentence, just stay within the sentence and compare the answer

choices to the keyword sentence. Pick the answer you SEE!! A certain level of discipline is

required to ONLY read the keyword sentence, but if you can discipline yourself, the TOEFL

Reading Comprehension is very manageable.

 Question Type 5: Inference Questions

Inference Question: An inference is a conclusion you can make from the information

given. The inference is the hidden idea that comes directly from the passage; the next

logical step; or in other words if………then. You must draw the answer that must be true

based upon the evidence presented in the passage. On the TOEFL exam answers that are

“possible” or “could be true” are always wrong. Remember to pay special attention to words

such as but, yet, although, since, except moreover, unless, nonetheless, however in the

passage. These words signal a shift, a qualification, something you should note. The ideas

that follow these words are often the subject of inference questions.

Eliminate the wrong answers. Typically, the wrong answers to an inference question will

have one or more of the following characteristics:

 Distortion of a detail (tying two details together in a way the author didn’t intend)

 Making an inference that is the opposite of what is stated in the passage

 Making an inference that is out of the scope of the keyword sentence, paragraph or

the entire passage

 Using extreme language (since most inferences are reasonable and easy, you’ll

rarely find words like “never,” or “always,” in the correct answer choice

Question Format: Inference questions typically use the following question format and

utilize these typical words in the passage: imply, suggest, infer, assume, most likely,

probably, seem, predict, indicate and conclude.

1. Which of the following does the passage imply?

2. What does the author suggest when he mentions ?
3. It can be inferred from the information in the paragraph that?
4. Which of the following can be assumed when the author mentions ?
 Inference Question Methodology

1. Identify the question type and recall the specific strategy for that question.

2. Read the question and find the keyword(s) in the question. Normally the keyword(s)
are a Noun and Verb. The subject of what’s being asked in the question.

3. DO NOT look at the Answer Choices Yet. This is the biggest mistakes most students
make.

4. Find the keyword sentence in the paragraph (remember chronological order)

5. Pick the answer that must be true! This is the key to this question. The procedure for
picking the answer that must be true is to select which answer choice must derive from the
content in the reading passage. Other answers could be true and are possible but those
answers are incorrect.

6. Answers that “could be true” or are possible are the wrong Answers.

7. Pick the Answer that must be true based up the information that is given.

*** A key element to getting the Inference question correct is to watch for the

OPPOSITE! Often the correct answer will be the opposite of what was stated in the question.

For example, if the keyword sentence from the passage says

Keyword Sentence from Paragraph: The development of the Amos and Andy show in

1942 was vitally important because it was the first program people were able to watch on

television.

Question: What can be inferred as to what happened prior to 1942?

Now think about it, the most logical connection is that prior to 1942, people did not

watch television shows. This would be the answer to look for in the answer choices.
How to Recognize Inference Questions

Inference questions will usually include the word infer, suggest, or imply.

 Which of the following can be inferred about X?

 The author of the passage implies that X..
 Which of the following can be inferred from paragraph 1 about X?

Tips for Inference Questions

 Make sure your answer does not contradict the main idea of the passage.
 Don’t choose an answer just because it seems important or true. The correct answer
must be inferable from the passage.
 You should be able to defend your choice by pointing to explicitly stated information
in the passage that leads to the inference you have selected.

Demonstration of Inference Question Answering Process

Inference Question Example 1

It can be inferred from the discussion in
paragraph 2 that winter conditions
… ( ) Cause some deer to hibernate
… ( ) Make food unavailable in the
highlands for deer
… ( ) Make it easier for deer to locate
understory plants
… ( ) Prevent deer from migrating
during the winter
Paragraph 2: Nearly any kind of plant of
the forest understory can be part of a deer's
diet. Where the forest inhibits the growth of
grass and other meadow plants, the black-
tailed deer browses on huckleberry, salad,
dogwood, and almost any other shrub or
herb. But this is fair-weather feeding. What
keeps the black-tailed deer alive in the
harsher seasons of plant decay and
dormancy? One compensation for not
hibernating is the built-in urge to migrate.
Deer may move from high-elevation browse
areas in summer down to the lowland areas
in late fall. Even with snow on the
ground, the high bushy understory is
exposed; also snow and wind bring
down leafy branches of cedar, hemlock,
red alder, and other arboreal fodder.
Method Application:

Ok, now let’s apply the Method.

I. Question Type: Inference Question

II. Keyword(s) in question are: “winter conditions”
III. Locate keyword sentence: The keyword sentence is highlighted above. We
see the word “winter conditions.” Now remember we have to look for
“winter conditions” or a synonym for winter conditions. In the last
sentence we see “snow on the ground” which is a synonym for “winter
conditions.”
IV. Now, determine the answer that must be true based on the information
given in the keyword sentence referred to.
V. Use Process of Elimination: (Ask “Do I see this answer in keyword
sentence”).
(a) Wrong Answer. There is no reference or logical connection to causing deer to
hibernate in the keyword sentence and so this can’t be inferred
(b) Wrong Answer. There is no mention of food being unavailable in the highlands
for deer and so this can’t be inferred.

(√) Correct Answer. The keyword sentence reveals why this is the correct answer.
The keyword sentence mentions that “snow and wind bring down leafy branches of
cedar, hemlock, red alder, and other arboreal fodder” and this is a logical connection
we must make and we can infer the 3 rd selection which says this (winter conditions)
made it easier to locate understory plants (hemlock, red alder, etc.).

(d) Wrong Answer. There is no discussion or logical connection to preventing deer

from migrating in the keyword sentence and so this can’t be inferred.
 Inference Question Example 2

Which of the following can be inferred
from paragraph 3 about gushers?
… ( ) They make bringing the oil to the
surface easier.
… ( ) They signal the presence of huge
oil reserves.
…( ) They waste more oil than they
collect.
Paragraph 3 ： Oil pools are valuable
underground accumulations of oil, and oil
fields are regions underlain by one or more
oil pools. When an oil pool or field has been
discovered, wells are drilled into the ground.
Permanent towers, called derricks, used to
be built to handle the long sections of drilling
pipe. Now portable drilling machines are set
up and are then dismantled and removed.
When the well reaches a pool, oil usually
rises up the well because of its density
difference with water beneath it or because
of the pressure of expanding gas trapped
above it. Although this rise of oil is
almost always carefully controlled
today, spouts of oil, or gushers, were
common in the past.

… ( ) They are unlikely to occur

nowadays.

Method Application:

Ok, now let’s apply the Method.

． Question Type: Inference Question

I. Keyword(s) in question are: “gushers”

II. Locate keyword sentence: The keyword sentence is highlighted above. We
see the word “gushers” Now that we have the keyword sentence
highlighted we have to see what must be inferred based upon the
information in the keyword sentence.
III. Now, determine the answer that must be true based on the information
given in the keyword sentence referred to.
IV. Use Process of Elimination: (Ask “Do I see this answer in keyword
sentence”).

(a) Wrong Answer. There is no reference or logical connection bringing oil to the
surface easier in the keyword sentence and so this can’t be inferred. The keyword
sentence mentions the rise of oil is controlled and gushers bringing the, forth was
not as common in the past and this answer is not a necessary inference, but a mere
possibility.
(b) Wrong Answer. It is not a necessary inference from the referencing of the rise
of oil being controlled and gushers bringing it oil forth not as common as in the past
that there is a presence of huge oil reserves. This is a possibility, but not something
that must be true.

(c) Wrong Answer. is not a necessary inference from the referencing of the rise of
oil being controlled and gushers bringing it oil forth not as common as in the past.

(√) Correct Answer. Here is the necessary reference to the rise of oil being
controlled and gushers bringing it oil forth not as common as in the past. The answer
choice states they (gushers) are unlikely to occur nowadays. This answer can
logically and necessarily follow from the language of the keyword sentence i.e. “not
as common as in the past” connects to “unlikely to occur nowadays.”