An inference question asks you to draw a conclusion based on the information presented in the passage. The correct answer for an inference question will never be stated outright. Rather, you will have to connect information from the passage in order to make an inference.
Inference questions may be worded as follows:
» In paragraph 1, the author implies . . .
» According to paragraph 2, which of the following can be inferred about X?
» Which of the following is implied about X in paragraph 3?
» Based on the information in paragraph 4, what can be inferred about X?
Definition
Targeted Skills
The Correct Answer
Inference questions ask you to test your understanding of an idea or suggestion that is implied in the reading. While the answer will not be stated in the passage, you should be able to make a strong inference by using the information provided.
In order to answer an inference question correctly, you must be able to:
• understand ideas that are implied but not stated directly in the reading.
• interpret the idea in the passage based on context clues.
• quickly scan the passage in order to find information that supports your conclusion.
The correct answer for an inference question correctly draws a conclusion. The inference will be supported by information in the passage but will not be stated directly.
Wrong Answer Options Watch out for answer options that include:
• a conclusion that is true but is not supported by the information in the passage. On the test, the correct answer to an inference question is always supported by the information given. You do not have to rely on previous or outside knowledge to answer a question.
• information that contradicts the main idea or details of the passage.
• the exact wording from the passage. The correct answer will usually reword information.
A Quickly read the sample inference question below. Underline any key words in the question and the answer options that will help you determine the correct answer.
1. According to paragraph 2, what can be inferred about the abacuses used in Babylon?
They were the earliest calculators.
They did not have any educational value.
They were not easy to move around.
They inspired the invention of the wire abacus.
B Now read the sample passage. While you read, underline key words and phrases from the passage that you think will help you answer the question in Part A. When you are done, mark the correct answer for the question above.
1 Modern electronic calculators perform many complex mathematical functions. However, any device that helps compute mathematical values is a type of calculator. The earliest form of calculator was the human hand. In fact, a medieval English monk developed a system for using one’s fingers to count all the way up to one million. But advanced tools are necessary for math that requires more difficult calculations than simple counting. Ancient cultures all over the world developed a variety of early calculators.
Glossary:
portable: something that is easily carried or moved
miniature: something that is very small; a smaller version of something that is normally bigger
2 The most common type of early calculator was the abacus. An abacus is a device that uses stones or beads as markers to assist a person in basic calculations, like addition, subtraction, multiplication, and division. The earliest abacuses, which used grooves for holding stone markers, are also called counting trays. Merchants used them to determine prices, while government officials used them to keep official accounts and teachers used them to teach mathematics. Records suggest that the Babylonians created the first counting tray around AD 300. This type of abacus was used by Greeks, Romans, Egyptians, and other cultures for centuries. In the thirteenth century, Chinese thinkers invented the wire abacus, which uses beads mounted on wires and held within a frame. The wire abacus is more portable than the counting tray and can be used for more rapid calculations. In fact, despite advancements in technology, people all over the world still use the wire abacus.
3 Trade between people in China, India, Europe, and Africa explains the spread of early calculators in many parts of the world. However, the early inhabitants of the Americas actually created a calculator without these influences. Some scholars propose that the Inca, a South American empire that was powerful from about 1430–1533, used a device called a yupana for calculations. The yupana is a block of stone carved into many sections and levels that resembles a miniature model of a city. This device was most likely used to calculate amounts of stored resources, like grain or livestock, and some historians speculate that it may have been used for astronomical calculations. Unlike the wire abacus, the yupana is no longer in use.
Inference questions are often based on dates and numbers. While you read a passage, pay attention to information relating to dates. You may have to draw a conclusion about events that occurred before or after the specified dates.
» TIP 1: Read the question and answer options carefully. When you read the question, pay attention to what you are supposed to make an inference about. Also, you should read the answer options carefully to make sure you understand the general point of each option.
TASK 1: Underline the five key phrases in the question and answer options on page 38. When you scan the passage, make sure you keep these words in mind to help you answer the question.
» TIP 2: Watch out for answer options that contain key words from the reading! The correct answer for an inference question won’t be stated directly in the reading. Furthermore, the correct answer will usually reword any key ideas. Because of this, you should be careful with answer options that use the same language as the passage.
TASK 2: Draw a line through an incorrect answer option on page 38 that repeats key words from the reading.
» TIP 3: Eliminate answer options that aren’t supported by the information in the passage. You might see an answer option that seems like it could be true. However, unless it is supported by the information in the passage, it cannot be the right answer. Also, you should be able to answer the question based only on the information in the passage. You do not need any background knowledge in order to answer questions in the reading section.
TASK 3: Draw a line through an incorrect answer option on page 38 that presents an inference that may be true but is not supported by the reading.
A vocabulary question asks you to choose the definition that best describes how a highlighted word or phrase is used in the passage. In most cases, you will be asked to choose the definition of a single word, though occasionally you may be asked about the definition of a short phrase.
Vocabulary questions may be worded as follows:
» The word X in the passage is closest in meaning to . . .
» The phrase X in the passage is closest in meaning to . . .
Definition Vocabulary questions ask you to identify the definition of a word or phrase from a passage. The word or phrase will be highlighted in the passage. The vocabulary you are tested on may have multiple meanings. You must choose the definition that best describes how the word or phrase is used in the passage. For this reason, you cannot simply study a list of words in preparation for vocabulary questions.
Targeted Skills
In order to answer a vocabulary question correctly, you must:
• be able to understand how words or phrases are used in a passage.
• be able to use context clues to determine the meaning of a word or phrase.
• know common English suffixes and prefixes and their meanings.
• have a broad knowledge of English vocabulary.
The Correct Answer
Wrong Answer Options
The correct answer for a vocabulary question can replace the highlighted word or phrase without changing the meaning of the sentence or contradicting the main idea of the passage. The correct answer option is often a synonym of the highlighted word.
Watch out for answer options that include:
• similar constructions as the highlighted word, such as the words slather and gather. Remember, just because two words look alike does not mean they have the same meaning.
• the opposite meaning of another answer option. If two answer options have opposite meanings, it’s likely that neither one of them is correct.
• the correct definition of the word but for a different usage. You must choose the answer that best describes the meaning of the word as it’s used in the passage.
Question 1 of 10
A Quickly read the sample vocabulary questions and answer options below. Write down brief definitions for the words you know.
1. The word gradual in paragraph 1 is closest in meaning to hurried. continuous. slow. graceful.
2. The word imperceptible in paragraph 2 is closest in meaning to dangerous. insignificant. unnoticeable. impassible.
B Now read the sample passage. While you read, underline information that you think will help you answer the questions in Part A. When you are done reading, mark the correct answers for the questions above.
1 Glaciers are enormous rivers of ice that form in locations where snow accumulates more quickly than it can melt. These ice rivers are known for their gradual pace—on average, glaciers move a mere 30 centimeters a day. However, in some cases, glaciers move at a much faster rate. For example, one glacier travels at a speed of 111 feet a day. Fast-moving glaciers can have both local and more widespread consequences.
2 One result of increased glacial speeds is glacial earthquakes. When a glacier experiences a dramatic increase in speed, it can cause seismic waves, or waves of energy that travel through the earth. Because glaciers are usually located in uninhabited areas, glacial earthquakes are not particularly destructive. Furthermore, the seismic waves produced by glacial earthquakes are usually imperceptible, even to someone standing on the glacier as the earthquake occurs. However, some scientists hypothesize that a significant glacial earthquake could cause oceanic disturbances and perhaps even tsunamis.
Glossary:
mere: a small amount or number of something
hypothesize: to say what you think will happen because of various facts
3 While glacial earthquakes may currently have limited effects, fast-moving glaciers can also impact the environment in a more noticeable way. When a glacier moves at a fast pace, it loses massive amounts of ice. This causes the sea level to rise because the ice melts into the ocean. In fact, records show that melted ice from a single, particularly rapid glacier has caused the global sea level to rise by four percent. Higher sea levels can have disastrous effects not only for human beings, who frequently settle in coastal areas that could be flooded by rising oceans, but also for the complex ecosystems that are located in or near oceans and freshwater bodies. For example, many organisms live in tidal areas, or places that are underwater at high tide and above water at low tide. Rising sea levels could wash these habitats away altogether. Thus, by raising the sea level, increased glacier speed in extreme northern regions of the earth could be devastating for organisms in locations thousands of miles away.
» TIP 1: Review the paragraph in which the highlighted word or phrase appears. Because you have to choose the answer that is closest in meaning to the word or phrase in the passage, you need to see exactly how the word or phrase is used. When you review the word or phrase and the surrounding sentences, make note of context clues that can help you figure out the meaning. See the table below for strategies for using context clues to determine the meaning of a word or phrase.
Strategy
Key Words Example
Pay attention to examples that appear near the highlighted word. If you are familiar with the examples, you can use them to determine the meaning of the highlighted word. such as . . . including . . . consists of . . . this includes . . . like . . .
Look for key words that signal a contrast from a previous idea. If you know the meanings of the words from surrounding sentences, you’ll know that the highlighted word has an opposite meaning.
Look for indirect definitions of terms in the sentences that surround the highlighted word. These definitions may include an easier synonym of the highlighted word or information that helps clarify its meaning.
Unlike X . . .
On the other hand, X . . . While . . . But . . . However . . .
and . . . meaning that . . .
The photographs show banal activities, like going to the grocery store or doing household chores.
Unlike most mammals, few of which are venomous, the platypus produces a noxious substance that can cause extreme pain in humans.
In the southwestern United States, the sunflower is ubiquitous, and it is difficult to find a garden that doesn't include the plant.
Task 1: Draw a box around one indirect definition and one contrasting word located near the word gradual in the passage on page 41. Based on these context clues, which of the answer options is probably correct?
» TIP 2: Learn common English prefixes and suffixes. By learning the meanings of common English prefixes and suffixes, you will be able to analyze an unfamiliar word and guess its meaning.
On the day of the test, you may notice that some of the words in the reading passages are underlined. These are typically technical words that are defined for you. To see the definition, just click on the underlined word.
Common English Prefixes and Suffixes
Prefix / Meaning Example Suffix / Meaning Example
awithout amoral: without morals -able ability to do readable: able to be read
deremove defog: to remove fog -acy state privacy : the state of being private imnot improper: not proper -ate make activate: to make active miswrong misplace: to put in the wrong place -er / -or job actor : a person who acts prebefore predate: to happen before a certain date -ful full of merciful: full of mercy redo again redo: to do something again -ish somewhat whitish: somewhat white subunder or below subzero: below zero -ment state fulfillment: the state of being fulfilled unnot unhealthy: not healthy -ness state happiness: the state of being happy
Task 2: Draw a box around the prefix in the word imperceptible in the passage on page 41. What does this prefix mean in English?
» TIP 3: Try replacing the highlighted word with each of the answer options. Then, try reading the sentence. When you insert the correct answer option, the sentence should be logical and should support the main ideas of the passage. Answer options that don’t make sense when inserted should be eliminated.
Task 3: Draw a line through the answer options for questions 1 and 2 on page 41 that are illogical or contradict the main ideas of the passage when inserted in place of the highlighted words.
» Tip 4: Increase your vocabulary knowledge before the test. Use a dictionary and the Academic Word List on page 175 to learn the definitions of new words. The Academic Word List, created by Coxhead (2000), consists of 570 word families that occur frequently over a wide range of academic texts. Knowing and practicing these words will help you build your vocabulary.
Task 4: Use a dictionary to look up the highlighted words in questions 1 and 2 on page 41.
1 The Atlantic Archipelago is a group of islands located northwest of continental Europe. The largest island in the archipelago, Great Britain, covers nearly 90,000 square miles and is one of the most heavily populated islands in the world, with around 68 million inhabitants. Ireland, located west of Great Britain, is the second largest island in the group, with a land area of about 32,000 square miles and a population of just over 7 million. In addition to the two large islands, the Atlantic Archipelago consists of more than 6,000 smaller islands. The entire archipelago covers more than 120 square miles, and its location plays a large role in the climate of the region.
2 The latitude of the Atlantic Archipelago undoubtedly influences its climate. Latitude refers to how far north or south a place is in relation to the equator, the imaginary line that divides the north half of the world from the south half. Typically, the farther away from the equator a location is, the weaker the intensity of sunlight in that area. The Atlantic Archipelago is about 54 degrees north of the equator, similar to Russia and Canada. Yet, despite their northern location, the islands have a temperate marine climate that ranges from 32 degrees Fahrenheit in the winter to 90 degrees Fahrenheit in the summer.
Glossary:
climate: general weather conditions
marine: relating to the sea
3 The islands enjoy mild temperatures largely because of their proximity to the ocean. Ocean water heats up and cools down more slowly than land, so areas by the coast usually experience less extreme temperature swings in summers and winters. Furthermore, the Atlantic Archipelago benefits from being near the Gulf Stream. The Gulf Stream is an ocean current that begins in the Gulf of Mexico, flows up the east coast of North America, then crosses the Atlantic Ocean and reaches the Atlantic Archipelago. The water transported by the Gulf Stream ranges in temperature from 45–72 degrees, which is about twice as warm as the water surrounding the Gulf Stream. The islands in the Atlantic Archipelago constantly receive this warm ocean water from the Gulf Stream, which makes the climate about 10 degrees warmer than it would be otherwise.
B Read the questions carefully. What types of questions are they? Underline any key words in the questions and answer options that you will look for while you review the passage. Then, answer the questions. Note the correct answers and read why the answer options are correct or incorrect.
1. Based on the information in paragraph 2, which of the following can be inferred about sunlight?
Its intensity is not affected by latitude.
Areas north of the equator receive less sunlight.
It is most intense near the equator.
Places near the ocean receive more sunlight.
Question Type: Inference
✗ The author says that the intensity of sunlight is weaker the farther away from the equator a place is. This means that latitude does influence the intensity of the sun.
✗ The author says that the farther away from the equator a place is, the less intense the sunlight is in that location. This does not mean that these areas receive less sunlight.
✓ The author explains that the intensity of sunlight is weaker in areas far from the equator. Based on this information, you can infer that it is strongest at the equator.
✗ While the islands of the Atlantic Archipelago are surrounded by the ocean, the author doesn’t say that this factor accounts for the amount of sunlight that the islands receive.
2. The word temperate in the passage is closest in meaning to moderate. extreme. varying. humid.
ANSWER ANALYSIS ▶
Question Type: Vocabulary
✓ The contrast words “yet” and “despite” in the same sentence signal that “temperate” is the opposite of what one would expect from northern locations (i.e., coldness). In the next sentence, the author writes that the islands have mild temperatures. “Mild” is another word for “moderate,” or lacking serious extremes.
✗ “Temperate” means lacking in extreme temperatures.
✗ While “varying” works in the sentence, it changes the meaning. The focus should be on the lack of extremes, not on the range of temperatures.
✗ The islands may have a humid climate, but “humid” does not have the same meaning as “temperate.”
3. The word proximity in the passage is closest in meaning to dependence. introduction. significance. closeness.
ANSWER ANALYSIS ▶
Question Type: Vocabulary
✗ This answer option is illogical. While the islands could be said to be dependent on the ocean in some sense, this dependence would have no effect on temperatures.
✗ Replacing “proximity” with “introduction” creates a sentence with a confusing meaning. This answer is incorrect.
✗ While “significance” works in the sentence, it changes the meaning of the sentence so that it doesn’t support the main ideas of the paragraph.
✓ The author mentions that the Atlantic Archipelago is surrounded by water. Also, it makes sense that being close to the ocean would affect temperatures.
4. Which of the following can be inferred about the Gulf Stream?
It leads to warm water temperatures in the Gulf of Mexico. It keeps its warmth as it crosses the Atlantic Ocean. It carries cooler waters during the summer. It ends when it reaches the Atlantic Archipelago.
Question Type: Inference
✗ The author mentions that the Gulf Stream originates in the Gulf of Mexico, but there is no information that indicates how the current affects water temperatures there.
✓ The author says that the current crosses the Atlantic Ocean and that the Atlantic Archipelago receives warm water from the current. From this information, you can infer that the current keeps its heat as it crosses the ocean.
✗ The author mentions that the Atlantic Archipelago constantly receives warm water from the current. This suggests that the temperature of the water does not change in the summer.
✗ The author describes the movement of the current up until it reaches the Atlantic Archipelago. This does not mean that the Gulf Stream ends there.
A Scan the short passage about biology. Write the main idea of each paragraph.
Glossary:
ingest: to eat or adsorb something
toxin: a poisonous substance
1 There are hundreds of thousands of poisonous organisms in the world, and many of these plants and animals are able to produce their own toxins. However, there is also a class of poisonous animals that cannot produce toxins independently. Instead, they use a process called poison sequestration in order to obtain toxins. By using this method, animals are able to save and use toxins that are produced by another organism, generally in order to defend themselves from predators. Given the advantages that toxins offer, many animals have developed multiple strategies for obtaining poison through poison sequestration.
2 One method of poison sequestration involves obtaining toxins from plant sources. This strategy is especially common among insect species, such as butterflies, beetles, and ants, but it’s also employed by several larger species. One such animal is the African crested rat, a species native to West Africa that can grow up to fourteen inches long. The rat’s spine is protected by long, absorbent fur that sticks up when the rat is threatened. This strip of fur is covered with poison that the rat obtains by chewing on the bark and roots of the arrow poison tree and coating the hairs on its spine with the chewed material. Thus, if a predator attacks the rat, it inadvertently ingests the poison, which causes heart attacks in many organisms.
3 Another poison sequestration strategy involves obtaining poison from other animals. Typically, this strategy is used by larger animals, like the European hedgehog, that are capable of hunting other organisms. In a manner similar to African crested rats, European hedgehogs chew the skins of poisonous toads and slather the remains onto themselves. However, some small species have developed methods of obtaining toxins from animals larger than them. For example, the blue sea slug, a creature that usually grows no larger than one inch, becomes poisonous by eating the tentacles of an aquatic animal called the Portuguese man-of-war. These tentacles are up to 100 feet long and contain a deadly poison. When blue sea slugs eat Portuguese man-of-wars, they store the poisonous parts of the animal in special pouches so they can use it for defense at a later time.
4 It is also common for poison sequestration to progress up the food chain, meaning that many predators sequester poison from prey that have also sequestered poison. For instance, the tiger keelback, a species of snake, sequesters poison by eating poisonous frogs. In many cases, poisonous frogs become toxic by eating poisonous insects.
B Read the questions carefully and note whether they are inference or vocabulary questions. Then, answer the questions. Write the letter of each answer option next to the reason in the Answer Analysis box explaining why it is correct or incorrect.
1. The word inadvertently in paragraph 2 is closest in meaning to suddenly. [A] partially. [B] accidentally. [C] harmlessly. [D]
Question Type: Vocabulary
✗ While “suddenly” works in the sentence, it doesn’t fit the general idea of the passage.
✗ The poison causes heart attacks in some animals, so eating the poison is not harmless.
✗ This answer option is illogical because there is no reason that the predator would eat only some of the poison.
✓ An animal attacking the rat doesn’t know that it is poisonous. Thus, it eats the poison by accident.
2.Based on the information in paragraph 3, what can be inferred about poison sequestration?
A small animal is more likely to sequester poison from plants than animals. [A]
Poison sequestration is a common defense strategy among large animals. [B]
Poison that is sequestered by animals is usually stored in special pouches. [C]
Small animals are typically able to produce their own poisons. [D]
Question Type: Inference
✗ There is nothing in the passage that suggests that poison sequestration is more common among larger animals.
✗ The author describes several small animals that sequester poison because they cannot produce their own.
✗ The author mentions only one animal that stores poison in special pouches.
✓ The author states that larger animals are able to hunt other animals, which makes them more likely to get poison from other organisms. This suggests that smaller animals are more likely to get poison from plants.
3.The word slather in paragraph 3 is closest in meaning to gather. [A] toss. [B] drop. [C] spread. [D]
Question Type: Vocabulary
✗ While “slather” and “gather” look similar, they do not have the same meaning.
✗ “Toss” means to throw into the air. There are no clues that this is the action that the author is referring to in the passage.
✓ “Slather” means to spread a thick substance over something. This is the correct answer option.
✗ This answer option is illogical because it’s unlikely that the animals would be able to drop the remains on themselves.
4.Based on the information in paragraph 4, what can be inferred about toxins?
Most toxins that are sequestered by animals are produced by plants. [A]
Toxins used by snakes are typically sequestered from frogs. [B]
Predators that do not eat plants may sequester toxins originally made by plants. [C]
Toxins produced by insects are the main source of poisons used by plants. [D]
Question Type: Inference
✗ There is no information given to support the idea that most snakes sequester poison from frogs.
✓ The author says that predators often eat animals that have sequestered poison from sources like plants. This means that even if the predator does not eat plants, it might sequester poison from a plant source.
✗ The author does not give any information to support this inference.
✗ The author says that many insects get their poison from plants, not that plants get poison from insects.