Language: Levels E, M, D, and A Study Guide for the TABE Test

Text Types and Purposes

Percentage of Test Level Specifically Assessing These Skills

E	M	D	A
33.3%	33.3%	39.4%	39.4%

To answer questions on the TABE Language Test correctly, it is important that you are familiar with many different types of texts and the purposes they serve.

Types of Texts

While you won’t need to actually write for the TABE test, you will need to look at the writing of others and evaluate it, and suggest changes if necessary. To do this, it will help to first determine the type of text it is and what it should include.

Opinion Pieces

“Everyone has an opinion.” But not everyone has the same opinion. Opinion pieces are texts that are written to share a writer’s perspective or opinion about a particular subject. They are often printed in newspapers or magazines, but online outlets and social media make it easier and easier for people to share their opinions with an audience.

Sometimes it is enough for the author to simply share their opinion on a topic, but sometimes they want to convince the audience to have the same opinion. You are likely to find strong, persuasive, emotional language in an opinion piece and potentially some evidence to help support the writer’s position on the topic—evidence that they’ve done their homework and know what they’re talking about. Opinion pieces tend to be short and to the point, though that’s not always the case. The tone is generally passionate and excited.

Informative/Explanatory Texts

As the name implies, informative or explanatory texts provide information about a particular topic or explain a subject to the reader. These texts provide facts, statistics, and evidence regarding a topic and may explain how something is done or how a process is completed. They are organized in a logical way, walking the reader through the process or explaining the topic step by step or piece by piece. The language of an informative or explanatory text tends to be precise and straight-forward and the tone generally formal and very matter of fact.

Arguments

In an opinion piece, the writer just wants to share their thoughts and opinions. But with an argumentative or persuasive text, the writer wants to convince the audience to see things their way and agree with the writer. Argumentative pieces present a claim made by the author about a topic, then provide evidence to support that claim. Understanding that not everyone may agree, the writer may also mention a counterargument, or opposing position, and then explain why that perspective is somehow flawed.

There is clear organization and structure throughout as arguments are clearly made and then defended. Persuasive language and rhetorical appeals to reason, logic, and emotions are used in an attempt to sway the reader to consider what the writer is saying and to at least think about the writer’s position as a valid one. The tone of an argument can vary, but it is usually formal and there is a sense of authority created by the writer early on so that the audience will consider what is being said and really listen to the message.

Narratives

Opinion, informational, and argumentative writing generally falls under the category of nonfiction writing—writing that is based on real events or topics. Narratives, however, can be nonfiction or fiction, meaning they can be real or made up. Narratives tell a story to the reader. For the reader to envision the events of the story, narratives often use figurative language and many descriptive words.

Depending on the story being told, the tone may vary quite widely. A funny narrative might tell of a humorous encounter, whereas a historical narrative might tell of the struggles of a particular historical figure. Narratives are usually organized with a beginning in which the audience is introduced to the characters and the setting. Then a conflict arises that the main character must address, the character makes a decision with regard to that conflict, and the resolution takes place as the story concludes. Narratives will usually employ temporal words to move the story along.

Text Components

Regardless of the type of text, you should be alert for the following to be included and know how to identify them or revise the text to insert them if they are needed.

Introduction

The reader needs a place to start. That’s the purpose of an introduction. Effective introductions hook the reader right away and make them want to read more. They provide background information and give the reader a foundational understanding of the rest of the text. Additionally, depending on the type of text, an introduction may expose the reader to characters, establish the setting, and suggest a potential conflict (narrative); offer insight into an issue and present an argument (argument); provide context for a particular topic and then specify a focus (informative/expository); or state an opinion or position on a controversial topic (opinion).

The introduction introduces the topic and often includes a thesis statement that introduces the reader to the writer’s position, main argument, or central idea. The thesis provides the reader with a specific understanding of the writer’s purpose and a general roadmap of what to expect in the rest of the text.

Note that an introduction may be a sentence, several sentences, a paragraph, or several paragraphs. Determining the content and purpose of a section of text can help you decide if it is an introduction, and then evaluate its effectiveness.

Claims and Counterclaims

In writing where the author is trying to convince the audience of something (e.g., argument, persuasive, or opinion writing), they will present their best argument or claim about the subject. They will then back up or support that claim or assertion with evidence to “prove” it to the reader. However, recognizing that not everyone will share the same opinion and understanding about the subject, writers may also anticipate and address the counterclaims, the arguments someone with an opposing viewpoint might make, and explain why that position or argument is somehow flawed.

Effective writing includes the use of evidence to support both the claim and the rebuttal to potential counterclaims. It’s not as effective to just mention alternative viewpoints—the audience must be convinced as to why those viewpoints are inaccurate or less convincing than the claim(s) the writer is making.

Details

To support their claim, argument, position, or story, writers include details to help the reader understand and “see” the subject in a particular way. Sometimes referred to as evidence, details help support the claims and counterclaims of a text and demonstrate that the writer is not just making things up, but can “back up” their claims in an effective, persuasive, logical way.

It’s important to determine what details are necessary to enhance a text and what might be superfluous and unnecessary. If they’re not critical to understanding a subject and they don’t impact comprehension or emotional impact, those details probably don’t need to be included and could possibly distract the reader. But those details that directly relate to and support, clarify, or prove the central idea should be included in an organized, thoughtful way to guide the reader through the text.

Fact and Opinion

There is an important distinction between fact and opinion, and both can have a place in writing. A fact is an objective statement, something that is provable and generally accepted. Facts can be verified or tested by data, research, observation, or the personal experiences of the audience. They appeal to our sense of logic and reasoning, and they are especially convincing when trying to persuade or convince the audience of an argument they might be unsure or skeptical about. Using facts gives a sense of credibility and authority to an argument.

An opinion is subjective and can vary widely from person to person. Opinions are based on personal beliefs, assumptions, views, or feelings. They challenge the audience to consider their own positions on a subject and can help a writer connect with their reader emotionally, but opinions are not as effective as facts when trying to persuade an audience to believe something.

Reliable and Unreliable Sources

When looking for facts and evidence to support an argument or claim, it is important to consider the source of the information. There are millions of sources available these days, but not all of them are reliable. A reliable source offers the writer (and the reader) credible, fact-based, accurate information. Reliable sources are written by educated, reputable experts on the subject and use objective, evidence-based content. An unreliable source lacks credibility, may be outdated, and relies on unproven or biased opinions. Unreliable sources tend to offer misinformation or be misunderstood or misinterpreted because of the lack of facts or evidence offered. Unreliable sources are written by people who may not be experts on the subject, who rely on bias or opinion to “prove” their ideas, and are often unnamed as “anonymous” or “unknown” writers.

Conclusion

Just as readers need a place to start, they need to know when things are coming to a close. The conclusion is the writer’s opportunity to wrap things up for the reader and leave them with something to think about. Effective conclusions restate the thesis of the text, summarize the main ideas or arguments presented, and “connect the dots” for the reader. The conclusion gives a text a sense of closure and ends with a call to action or leaves the reader with a new insight to consider and think about as they walk away from the text. It is important to remember that the conclusion is not the place to introduce new ideas or evidence—it should synthesize the information already provided in the body of the text and leave readers with a sense of closure. Like an introduction, the conclusion may come in a single sentence, several sentences, a single paragraph, or several paragraphs. It is “the end.”

Paragraphs

Other items on the TABE Language tests involve inserting a sentence or making a correction in a paragraph. Be familiar with the proper way to do the following things.

Using Details to Develop a Topic Sentence

The first sentence of a passage or paragraph generally states the topic and purpose of the piece. From this sentence, details and explanations emerge, developing the idea. In a well-written paragraph, the sentences that follow the topic sentence will pertain to the topic sentence and expound upon it, rather than detract from it with unnecessary details or unrelated ideas. Introducing a new idea is never the correct choice within the same paragraph. After the topic sentence is developed, a new paragraph with a new topic sentence can be started for another idea.

Here’s an example:

My little brother has loved reptiles his entire life. As a toddler, he was always attracted to any book displaying alligators, lizards, or snakes. Once he got a bit older, we could always find him down by the creek in the evenings searching for different species of lizards and turtles. The creek behind our house was home to dozens of kinds of slimy creatures that always gave me the creeps. For his twelfth birthday, my brother asked for a pet snake because he decided that was his favorite reptile. He had many friends attend his party that year. My mother loathed snakes, but she couldn’t bear to say no when my brother was so thrilled with the idea. He did receive the snake, which he proudly showed around to all his friends. The snake’s aquarium was so large that two adults had to carry it back to my brother’s room.

After reading this paragraph, can you find the sentences that do not develop the topic sentence? While all of the sentences in this piece are loosely related, there are three that do not develop the topic of the author’s brother loving reptiles:

The creek behind our house was home to dozens of kinds of slimy creatures that always gave me the creeps.

He had many friends attend his party that year.

The snake’s aquarium was so large that two adults had to carry it back to my brother’s room.

All of these sentences deviate from the topic sentence because they do not relate to the idea that the brother loves reptiles. They are unnecessary information.

Choosing a Sentence to Insert in a Paragraph

You may be required to select a sentence out of several options that would fit best within a blank ( __ ) in a paragraph. To choose the correct sentence, you must pay careful attention to the context around the blank. To what should the sentence refer? Should it expound on a topic sentence? If the topic sentence itself is missing, read the rest of the sentences and see what “main idea” is being developed. If a sentence in the middle of the paragraph is missing, first read the topic sentence to find the main idea. This should help narrow down your choice. The sentences directly before and after the blank will give you an idea of what the missing sentence should discuss.

Here’s an example:

Choose the best sentence to fill the blank in this paragraph:

Learning how to drive was very difficult for me. While most of my friends were eagerly getting their driver’s licenses as soon as possible, I waited another year because I just couldn’t get comfortable behind the wheel. Other drivers on the road made me nervous, as did driving at any speed above 25 miles per hour. Situations that forced me to yield or make quick judgment calls were my nightmare, and I would often freeze up, causing the drivers behind me to honk their horns loudly. ____. I’m glad I waited until I was ready and didn’t rush the decision, because driving is a big responsibility that should not be taken lightly.

A: “I learned to drive on an old Toyota that wasn’t very pretty, but was always reliable.”

B: “Despite my fears, I kept practicing, and I eventually learned to drive comfortably and confidently.”

C: “At one point I was so afraid of getting behind the wheel that I thought I would have to take the bus forever.”

Can you choose which sentence should fill the blank?

• First, take a look at the topic sentence. Because of it, we know that the rest of the sentences should be describing, or expounding on, the author’s struggle with learning to drive. Right away, this eliminates choice A. While choice A is discussing the author learning to drive, it has nothing to do with the author’s fear.

• Now, let’s take a look at the sentences before and after the blank. The one before gives specific examples of the author’s difficulties, and the one after gives a conclusion that tells us the author eventually did face their fears of driving. Because of this, it is safe to assume that the missing sentence will provide the link between the problem and the resolution.

• Option B is the best choice because it tells us that the author did learn to drive after a lot of practice.

Recognizing Correct Order in a Paragraph

In recognizing the correct order of sentences in a paragraph, transitional words can be extremely helpful. For example, a sentence that starts with Finally will be placed at the end of a paragraph, whereas a sentence starting with First will go at the beginning. You can assume a sentence starting with Likewise will follow a sentence stating a similar idea, but if the sentence says However, then it was preceded by a differing thought.

Trying to identify the topic sentence right from the start will make the rest of the paragraph easier to piece together in a logical manner. A correctly ordered paragraph will follow a logical route, with no random ideas being introduced. If something seems out of place, it probably is. Try rearranging the sentences in multiple ways to see which way follows a sensible path. There may be more than one correct or accurate way to order the sentences, but if they are out of order, the overall meaning or message may be confused.

Finding a Correctly Written Sentence

When searching for a correctly written sentence, you must first make sure that the sentence is complete. As stated above, a complete sentence contains:

• at least one capital letter (The first letter is always capitalized. If there are any proper nouns in the sentence, those should be capitalized too.)

• a closing punctuation mark

• a subject and a verb

• a complete thought (If the sentence doesn’t express a complete thought, it is incomplete.)

Now, keep in mind that a sentence can contain all of the elements of a complete sentence but still be written incorrectly. Make sure to also pay close attention to these elements of a sentence:

• subject-verb agreement (If one is singular, the other must be singular, and likewise with plural.)

• verb-tense agreement (All of the verbs in the same sentence must be the same tense.)

• parallel structure (As explained previously, make sure all the grammatical units follow the same pattern.)

• proper punctuation (Review the necessary punctuation for two independent clauses versus one independent and one dependent clause.)

Maintaining Style and Tone in a Paragraph

Have you ever heard the advice that it’s not just what you say but how you say it that matters? A text should have a sense of voice, and that voice needs to remain consistent throughout the writing. This happens through careful consideration of style and tone. A writer’s style is reflected in their diction (word choice) and syntax (sentence structure). This also helps establish their tone, or the attitude a writer takes toward their subject. An author’s tone may change through the course of a text. For example, the tone may shift from stern and serious to more light-hearted and happy.

The tone and style a writer uses change depending on the audience (who the writer is writing for) and purpose (why the writer is writing). Part of the tone comes from the use of formal or informal language. Formal language tends to sound more impersonal and “distant” than informal language, but is more appropriate for certain audiences or purposes. Informal language tends to use more contractions and more slang and is used in casual conversations or writing to familiar people. For an audience of kindergarteners, a writer would choose different diction and syntax than they would if writing for a panel of professional business people, for example. For the kindergarteners, easier words and shorter sentences would be more appropriate; for the adult professionals, more elevated diction and a wider variety of sentence structure should be used.

Working with Complex Informational Paragraphs

It can be challenging to discern critical information or to make meaning from long or complex paragraphs. To help enhance understanding, try the following:

• Break down complex paragraphs into more manageable chunks. Remember that most paragraphs begin with a topic sentence that presents the focus for that paragraph, then offer examples, evidence, and/or reasoning before ending with a conclusion or transition sentence. Look for these sections within the paragraph and tackle each one separately.

• Reread the paragraph. Sometimes we just need to see things again, so try rereading the paragraph, focusing on key ideas.

• Summarize the paragraph. Looking at the topic sentence and the examples or evidence included in the paragraph, try to summarize in your own words the main idea presented. This will help you determine if you have been successful in presenting your message.

When writing or revising complex informational paragraphs, make sure the ideas are organized in a logical way: a topic sentence introducing the main idea of the paragraph, supporting details with evidence and explanation, and a conclusion or transition sentence to the next paragraph. Remember to evaluate the details included to make sure they are necessary for understanding and not included as distracting filler. Also, check that there is only one main idea presented in each paragraph, that it relates clearly back to the main topic of the entire text, and that reliable, factual evidence is provided and explained. Review the writing for standard English conventions like capitalization, punctuation, and grammar; tone and style; and organizational structure.