Introduction to reading comprehension - Identifying author's...

Learning Outcomes

By the end of this article, you should be able to: identify the viewpoint, intent, and tone of an author in LSAT reading passages; distinguish between fact and opinion; recognize signs of bias, neutrality, or persuasion; and use context clues to infer purpose and attitude. You will be able to apply these skills when answering LSAT Reading Comprehension questions that test authorial stance and passage purpose.

LSAT Syllabus

For LSAT, you are required to understand how to interpret and analyze the author's voice, attitude, and writing objective in passages. In revision, pay special attention to:

• Recognizing explicit and implicit statements of authorial opinion
• Distinguishing factual information from subjective commentary
• Identifying shifts in tone or purpose within a passage
• Understanding how word choice indicates bias, neutrality, or persuasion
• Determining whether a passage is meant to inform, argue, criticize, or advocate

Test Your Knowledge

Attempt these questions before reading this article. If you find some difficult or cannot remember the answers, remember to look more closely at that area during your revision.

1. Which of the following phrases best signals the author's personal opinion?
   1. "According to some scholars..."
   2. "Research indicates..."
   3. "Clearly, this approach is flawed."
   4. "The study found..."
2. If a passage describes a scientific debate but uses neutral, non-judgmental language, the author’s tone is likely:
   1. passionate
   2. critical
   3. objective
   4. dismissive

3. True or false? Words like "unfortunately" or "remarkable" in a passage are clues to the author's attitude.

4. Which question would you ask to determine an author’s primary purpose?
   1. What events are described?
   2. Why did the author write this?
   3. Which examples are given?
   4. How many paragraphs are in the text?

Introduction

When answering LSAT Reading Comprehension questions, you are often asked not just to understand what a passage says, but also to explain the author's intentions, viewpoint, and tone. Recognizing how and why an author has written the passage is fundamental to selecting the best answer on questions asking for main point, purpose, or attitude.

It is essential to separate facts from opinions, spot subtle opinion markers, and use details in the text to infer when the author is being persuasive, critical, enthusiastic, or neutral. This set of skills is assessed in several Reading Comprehension question types.

Key Term: viewpoint
The position or attitude the author takes toward the passage subject. Often signaled by strong language or by stating agreement or disagreement.

AUTHOR'S VIEWPOINT AND PURPOSE

The viewpoint is what the author believes or wants you to believe. The purpose is why the author wrote the passage.

To identify these:

• Look for direct opinion statements (e.g., "It is evident that...", "One should accept that...")
• Watch for judgmental adjectives/adverbs (e.g., "surprisingly," "clearly," "unjustifiably")
• Note introductory or summary sentences that clarify why an issue is being discussed

Key Term: purpose
The primary reason the passage was written: to inform, persuade, argue, criticize, recount, or compare.

Key Term: tone
The overall emotional quality or attitude in the author’s wording—such as neutral, skeptical, enthusiastic, or critical.

Spotting Author’s Purpose

Some passages are written to inform, and maintain a mostly factual and neutral style. Others are intended to argue a position, directly or indirectly. You may also see passages that criticize a theory, compare positions, or advocate change.

Common LSAT purposes:

• Explain or inform (factual, descriptive)
• Evaluate or challenge (critical, argumentative)
• Compare or contrast (analytical)
• Advocate or propose (persuasive)

To identify, ask:

• Does the author take a clear side?
• Are alternative views described objectively or ridiculed?
• Does the passage end with a recommendation or summary judgment?

Recognizing Author’s Viewpoint

Viewpoint is signalled by:

• Use of judgment words (flawed, essential, regrettable)
• Qualifiers like "certainly," "no doubt," or "it is likely"
• Direct stance statements (e.g., "I contend that X is wrong.")

If you spot phrases like "It is clear that...", "Unfortunately...", or "The only reasonable conclusion is...", the author is likely inserting a personal viewpoint.

Tone and Attitude

Tone is detected by attention to the words used.

• Neutral/objective: Uses precise, unemotional language.
• Supportive/enthusiastic: Uses positive descriptors (e.g., "remarkable," "notable progress").
• Critical: Uses negative or judgmental words (e.g., "problematic," "failures," "misguided").
• Skeptical/cautious: Uses hedging (e.g., "perhaps," "may," "it is possible that...").

Tone can shift within paragraphs. Stay alert for indicators like "however," "surprisingly," or "regrettably."

Key Term: bias
A tendency to favor or oppose an idea, person, or group based on personal opinions, not objective reasoning.

Worked Example 1.1

Paragraph excerpt:
"Many have praised the panel's recommendations. However, these suggestions are based on outdated assumptions and, if implemented, would likely cause more harm than good."

Question: What is the author’s likely attitude and purpose?

Answer:
The author is critical and intends to challenge the recommendations, as signalled by "outdated assumptions" and "cause more harm than good." The use of "however" marks a tone shift from others' praise to the author's critical stance.

Worked Example 1.2

Sentence:
"Importantly, the court’s decision reflects progress, but it stops short of protecting fundamental rights."

Question: Identify any subjective language and infer the author's tone.

Answer:
The phrase "reflects progress" is positive, but "stops short of protecting fundamental rights" is critical and disappointed. Together, the author feels the decision is incomplete and judges it both positively and negatively.

AUTHOR'S TONE IN CONTEXT

Emotional or judgmental words are the main clue for detecting tone.

• "Regrettably," "fortunately," and "remarkably" all express attitude.
• Absence of such words and use of technical, specific terms usually indicates neutrality.

Remember, even when not explicitly stated, repeated positive or negative descriptions can indicate tone.

Worked Example 1.3

Which phrase best signals an author's positive attitude?

a) "One troubling aspect of this result is..."
b) "The evidence robustly supports..."
c) "Critics have expressed..."
d) "It is scarcely plausible that..."

Answer:
Option b, "robustly supports," uses strongly positive language and signals an approving, perhaps enthusiastic, tone.

Exam Warning

On LSAT passages, neutral tone and impartial presentation of conflicting views are common. Do not assume all passages take strong sides or express strong emotion. Always use concrete textual evidence for tone and viewpoint questions.

STRUCTURE, ORGANIZATION, AND INTENTION

The author often signals structure and why information is included using sequence and signposting language:

• "Firstly," "in contrast," "for example," "as a result," "because"
• "However," "on the other hand," "yet," to signal changing direction

Why is this important? For purpose questions, recognize if the author is:

• Presenting a theory
• Refuting arguments
• Proposing solutions
• Summarizing research
• Recounting history

Each organizational choice relates to intent.

Worked Example 1.4

"The study lists several limitations. Nevertheless, the results offer a promising path forward for future research."

Question: What purpose does the section serve in the passage?

Answer:
The phrase "lists several limitations" acknowledges problems in the evidence, while "nevertheless... promising path" signals the purpose is to suggest optimism and momentum despite those issues.

Revision Tip

When reading a passage, stop at the end of each paragraph and ask: Is the author describing facts, giving a personal opinion, criticizing something, or making a recommendation? Mark words indicating emotion, bias, or advocacy.

COMMON LSAT QUESTION TYPES ON VIEWPOINT, TONE, AND PURPOSE

Questions may ask for:

• The author’s main point or claim
• The author's attitude toward a theory, action, or individual
• The primary purpose of the passage or a specific paragraph
• The function of a word, phrase, or sentence within context

Typical question stems:

• "Which of the following best states the author's attitude?"
• "The primary purpose of the passage is to..."
• "The author's opinion regarding X is best described as..."

To answer, use:

1. Context clues from subjective or emotional language
2. Summary sentences near the start or end of paragraphs
3. Contrast indicators ("however," "yet," "still")
4. Evidence phrases ("for example," "as shown by")

FACT VS. OPINION AND DETECTING BIAS

Distinguish between:

• Facts: Statements verifiable or directly observed. Often use neutral language.
• Opinions: Judgments, predictions, evaluations, or subjective statements.

Look for bias if:

• Dismissive or evaluative words are used without supporting evidence.
• Only one viewpoint or evidence source is presented.

Key Term: fact
A verifiable, objective statement about reality; not influenced by personal opinions.

Key Term: opinion
A subjective statement reflecting beliefs, judgments, or interpretations; not directly verifiable and often indicated by qualifying language.

Summary

Key Point Checklist

This article has covered the following key knowledge points:

• Selecting context clues to determine the author’s viewpoint, tone, and purpose
• Differentiating fact from opinion within passages
• Recognizing positive, negative, and neutral tone based on author language
• Identifying the primary purpose and function of sections in LSAT passages
• Understanding common LSAT question stems targeting authorial attitude or intention

Key Terms and Concepts

• viewpoint
• purpose
• tone
• bias
• fact
• opinion