- PowerScore Staff
- Posts: 8917
- Joined: Feb 02, 2011
- Sat Jul 01, 2017 10:41 am
#36709
Passage Discussion
Paragraph 1 Overview
This passage discusses the observation of an interesting phenomenon (code-switching) among an
underrepresented minority group (Puerto Rican Americans). Readers can reasonably expect the tone
of this passage to be either positive (likely) or completely neutral toward Puerto Rican Americans.
The author introduces the phenomenon of code-switching and provides a clear definition (lines 3-7).
This definition is worth noting, as the test makers frequently question readers’ understanding of new or
difficult words, and an awareness of central concepts such as this one is critical to performing well on
this section. It is useful to develop a standard notation system, such as bracketing or underlining, which
can be used to highlight every definition and other key idea encountered in Reading Comprehension
passages.
The author then explains the main point of this passage: Most code-switching in these communities
can be explained by subtle situational and rhetorical factors. As with any well-written thesis statement,
this sentence also foreshadows the structure of the passage. One portion of the passage will discuss
situational factors which influence code-switching and another portion will discuss rhetorical factors.
Many readers are understandably curious about the instances which “cannot currently be explained”
and the test makers likely expect that this will catch the attention of test takers. However, as will be seen
shortly, the test makers do not include a discussion of these instances in the passage. Thus far, the tone is
that of a dispassionate but interested observer; there is nothing here to indicate a bias.
Paragraph 2 Overview
As predicted, this paragraph addresses the situational factors that often lead to code-switching. The
author defines several new concepts and describes the methodology of one study of this phenomenon.
Here are the primary definitions:
domain: social context in which conversations take place; common examples include family,
friendship, religion, education, and employment.
conversational factor: variables which influence the occurrence of code-switching; three primary
factors are setting, topic, and participants.
congruence/incongruence: the degree to which conversational factors “naturally” go together;
setting, topic, and participants that match each other are congruent, those that do not are
incongruent.
conversational situation: a set of three congruent conversational factors.
When reading about the methodology of this study, test takers should be asking themselves basic
questions. Who were the participants? What did they do? What was the study intended to demonstrate?
What did it actually demonstrate? In very simple terms, this study was an exercise in filling-in-theblanks.
Two out of three factors were pre-determined and the students supplied the third factor as well as
the appropriate language mix. Some of these factors were congruent and some were incongruent. When
the pre-determined factors naturally matched each other, the students “filled in the blanks” consistently
with one another. When the two given factors were incongruent, students responded less consistently.
These findings suggest that knowledge about the domain of a conversation, particularly congruent
domains, can be used with some success to predict the amount of code-switching.
Paragraph 3 Overview
The third paragraph discusses subtle rhetorical factors which influence code-switching. This codeswitching
occurs even when factors such as participants, setting, and topic remain the same. Here,
researchers recorded the conversations of a Puerto Rican American family at home discussing various
topics. Both the researchers and the family were apparently surprised to find various levels of codeswitching.
Researchers did not expect the amount of code-switching to vary without a change in
situational factors and the family believed they spoke only English at home. The family members
suggested that this code-switching was used for certain emphasis. In this paragraph, words such as
“sparingly,” “occasionally,” and “subtle” indicate that rhetorical factors account for relatively few
instances of code-switching.
Passage Summary
Although not perfectly predictable, the majority of code-switching can be explained by either situational
factors such as domain congruence, or rhetorical factors where code-switching is used to better express
certain attitudes.
Passage Structure
Paragraph 1: Introduces code-switching and gives two factors – situational and rhetorical – that
typically explain its occurrence
Paragraph 2: Describes some specific situations where code-switching occurs and examines the
predictability of code-switching resulting from varying factors
Paragraph 3: Discusses rhetorical factors as being responsible for instances of code-switching not
resultant from situational causes
Paragraph 1 Overview
This passage discusses the observation of an interesting phenomenon (code-switching) among an
underrepresented minority group (Puerto Rican Americans). Readers can reasonably expect the tone
of this passage to be either positive (likely) or completely neutral toward Puerto Rican Americans.
The author introduces the phenomenon of code-switching and provides a clear definition (lines 3-7).
This definition is worth noting, as the test makers frequently question readers’ understanding of new or
difficult words, and an awareness of central concepts such as this one is critical to performing well on
this section. It is useful to develop a standard notation system, such as bracketing or underlining, which
can be used to highlight every definition and other key idea encountered in Reading Comprehension
passages.
The author then explains the main point of this passage: Most code-switching in these communities
can be explained by subtle situational and rhetorical factors. As with any well-written thesis statement,
this sentence also foreshadows the structure of the passage. One portion of the passage will discuss
situational factors which influence code-switching and another portion will discuss rhetorical factors.
Many readers are understandably curious about the instances which “cannot currently be explained”
and the test makers likely expect that this will catch the attention of test takers. However, as will be seen
shortly, the test makers do not include a discussion of these instances in the passage. Thus far, the tone is
that of a dispassionate but interested observer; there is nothing here to indicate a bias.
Paragraph 2 Overview
As predicted, this paragraph addresses the situational factors that often lead to code-switching. The
author defines several new concepts and describes the methodology of one study of this phenomenon.
Here are the primary definitions:
domain: social context in which conversations take place; common examples include family, friendship, religion, education, and employment. conversational factor: variables which influence the occurrence of code-switching; three primary factors are setting, topic, and participants. congruence/incongruence: the degree to which conversational factors “naturally” go together; setting, topic, and participants that match each other are congruent, those that do not are incongruent. conversational situation: a set of three congruent conversational factors.When reading about the methodology of this study, test takers should be asking themselves basic
questions. Who were the participants? What did they do? What was the study intended to demonstrate?
What did it actually demonstrate? In very simple terms, this study was an exercise in filling-in-theblanks.
Two out of three factors were pre-determined and the students supplied the third factor as well as
the appropriate language mix. Some of these factors were congruent and some were incongruent. When
the pre-determined factors naturally matched each other, the students “filled in the blanks” consistently
with one another. When the two given factors were incongruent, students responded less consistently.
These findings suggest that knowledge about the domain of a conversation, particularly congruent
domains, can be used with some success to predict the amount of code-switching.
Paragraph 3 Overview
The third paragraph discusses subtle rhetorical factors which influence code-switching. This codeswitching
occurs even when factors such as participants, setting, and topic remain the same. Here,
researchers recorded the conversations of a Puerto Rican American family at home discussing various
topics. Both the researchers and the family were apparently surprised to find various levels of codeswitching.
Researchers did not expect the amount of code-switching to vary without a change in
situational factors and the family believed they spoke only English at home. The family members
suggested that this code-switching was used for certain emphasis. In this paragraph, words such as
“sparingly,” “occasionally,” and “subtle” indicate that rhetorical factors account for relatively few
instances of code-switching.
Passage Summary
Although not perfectly predictable, the majority of code-switching can be explained by either situational
factors such as domain congruence, or rhetorical factors where code-switching is used to better express
certain attitudes.
Passage Structure
Paragraph 1: Introduces code-switching and gives two factors – situational and rhetorical – that typically explain its occurrence Paragraph 2: Describes some specific situations where code-switching occurs and examines the predictability of code-switching resulting from varying factors Paragraph 3: Discusses rhetorical factors as being responsible for instances of code-switching not resultant from situational causes