Background & Motivation
The study of author's purpose and point of view is rooted in a simple but powerful idea: language is never neutral. Every text—whether a political speech, a scientific article, or a social media post—is shaped by the writer's intentions and beliefs. Understanding these forces is essential for anyone who wants to read critically rather than passively absorb information.
On the GED Reasoning Through Language Arts test, you will encounter passages from diverse genres and must identify the author's underlying reasons for writing as well as the perspective through which they present their ideas. This skill is not just useful for the test—it is a lifelong tool for navigating news, advertisements, literature, and everyday communication.
The central question this lesson addresses is straightforward but powerful: Why did the author write this, and how does their perspective shape the text? Answering it accurately requires a set of analytical strategies that you can learn and practice.
Core Principles & Definitions
Before you can identify an author's purpose and point of view, you need to understand what these terms mean and how they differ. Author's purpose refers to the reason a writer creates a text—the goal they want to achieve. Point of view refers to the author's attitude, opinion, or perspective on the subject. While purpose answers "why did they write this?" point of view answers "what do they think or feel about it?" These two elements work together to shape every aspect of a text, from word choice to structure.
To Inform
To Persuade
To Entertain
To Describe or Explain
Point of View / Perspective
Visual Explanation — The Purpose & Point of View Framework
The diagram below illustrates the relationship between the author, their purpose, their point of view, and the resulting text. Notice that the author's background and experiences feed into both purpose and point of view, which together determine the text's tone, word choice, structure, and content. As a reader, you work backward—analyzing these textual features to infer the purpose and perspective that produced them.
When you approach any GED passage, imagine yourself as a detective working from the bottom of this diagram upward. You examine the clues in the text—the tone, the word choice, the structure—and then draw conclusions about what the author was trying to accomplish and what they believe about the topic.
How It Works — Identifying Purpose and Point of View
The Clue Categories
Identifying author's purpose and point of view is not guesswork; it is a systematic process. There are four main categories of textual clues you should examine every time you read a passage. First, consider word choice (diction): does the author use emotionally charged language ("devastating," "heroic") or neutral, precise terms ("decreased by 12%")? Charged language usually signals persuasion or entertainment, while neutral language suggests information.
Second, examine the tone—the overall feeling or attitude conveyed by the writing. A sarcastic tone reveals a critical point of view; a warm, enthusiastic tone may indicate support for the subject. Third, look at text structure: informational texts often use headings and bullet points, persuasive texts build arguments with evidence and counterarguments, and entertaining texts rely on narrative arcs with characters and conflict.
Fourth, consider the genre and context. An editorial in a newspaper is almost always persuasive. A passage from a biology textbook is almost always informational. A passage from a novel is usually written to entertain—though it may also inform or persuade. On the GED, the test provides brief introductions before passages that give you context clues about the genre.
Distinguishing Purpose from Point of View
Test-takers sometimes confuse purpose and point of view because the two concepts overlap. Here is the key distinction: purpose is about the author's goal (what they want to accomplish), while point of view is about the author's stance (how they feel or what they believe about the topic). A scientist writing an article about electric cars might have the purpose of informing the public, but their point of view might be enthusiastic and optimistic about the technology. Another scientist with the same informational purpose might hold a cautious, skeptical point of view. Recognizing both dimensions gives you a richer, more accurate reading.
Detailed Breakdown — Textual Clues and Signal Words
One of the most efficient ways to identify author's purpose is by recognizing signal words and phrases—specific language patterns that reveal intent. The table below categorizes common signal words by purpose type, along with the tone markers and structural features you are likely to see.
| Purpose | Signal Words & Phrases | Typical Tone | Structural Features |
|---|---|---|---|
| Inform | According to, research shows, studies indicate, the data suggest, in fact, for example | Objective, neutral, formal, straightforward | Headings, statistics, citations, chronological or logical order |
| Persuade | Should, must, ought to, clearly, without question, it is essential, I believe, we need to | Passionate, urgent, authoritative, critical, or inspirational | Thesis + evidence, counterarguments, call to action, rhetorical questions |
| Entertain | Vivid imagery, figurative language, dialogue, suspenseful pacing, humor | Playful, dramatic, suspenseful, witty, emotional | Narrative arc (exposition, rising action, climax), character development, plot twists |
| Describe | Sensory words (gleaming, bitter, thunderous), spatial language (above, beneath, alongside) | Detailed, vivid, contemplative, observational | Spatial organization, rich adjectives, similes and metaphors |
Use this decision tree as a mental checklist when you encounter a passage on the GED. While real texts can blend purposes—an informational article might include persuasive undertones—this framework helps you identify the primary purpose, which is what the test questions typically ask about.
Worked Example — Analyzing a Sample Passage
Common Strengths & Pitfalls
Understanding where test-takers commonly succeed and where they stumble can help you avoid typical mistakes on the GED. The table below outlines the most frequent pitfalls alongside the strategies that strong readers use to avoid them.
| Common Pitfall | Why It Happens | Stronger Approach |
|---|---|---|
| Confusing topic with purpose | You might say "the purpose is to talk about libraries" instead of identifying the goal (inform, persuade, etc.). | Always use purpose verbs: the author writes to inform, persuade, entertain, or describe—not just to "talk about" a subject. |
| Inserting personal opinion | It is easy to project your own views onto the author instead of relying on textual evidence. | Base every conclusion on specific words, phrases, or structural features in the passage. Quote the text mentally. |
| Ignoring mixed purposes | Real texts often blend purposes (e.g., a persuasive essay that also informs). It is tempting to pick one and ignore others. | Identify the primary purpose (the dominant one) but acknowledge secondary purposes when the question allows. |
| Mistaking tone for purpose | A humorous tone doesn't always mean the purpose is to entertain—it could be a persuasive technique. | Remember that tone reveals point of view. Always look at the overall structure and argument to determine the purpose. |
| Overlooking subtle bias | Some texts seem neutral but contain subtle word choices that reveal the author's perspective. | Pay close attention to adjectives and adverbs. Even a single word like "merely" or "fortunately" can reveal bias. |
Connection to Advanced Analysis — Beyond the Basics
The skills you learn here—identifying purpose and point of view—form the foundation for more advanced reading and analytical abilities. In college-level courses and beyond, you will encounter concepts like rhetorical analysis, critical discourse analysis, and media literacy, all of which build on the same foundation. The table below shows how the GED-level skill connects to its more advanced counterparts.
| GED-Level Skill | Advanced Version | What's Added |
|---|---|---|
| Identify purpose (inform, persuade, entertain) | Rhetorical analysis (ethos, pathos, logos) | Analyzing HOW the author persuades, not just IF they do |
| Identify point of view | Critical discourse analysis | Examining how power structures, culture, and ideology shape the author's perspective |
| Recognize emotionally charged language | Propaganda and bias detection | Identifying specific manipulation techniques (bandwagon, straw man, appeal to fear) |
| Analyze tone | Stylistic analysis | Studying syntax patterns, figurative language density, and register shifts within a single text |
Mastering the GED skill set gives you a solid launchpad. As you progress into college-level reading and writing, you will refine these abilities—moving from identifying what the author is doing to analyzing how and why they use specific techniques. For now, focus on building a strong, evidence-based habit of asking purpose and perspective questions every time you read.
Practice Problems
Lesson Summary
Every text is created with a purpose—the author's reason for writing—and reflects a point of view, which is the author's attitude or perspective toward the subject. The four main purposes are to inform, persuade, entertain, and describe. To identify these, examine the four categories of textual clues: word choice (diction), tone, text structure, and genre/context.
Remember three guiding questions for every passage: What is the author trying to do? What does the author seem to believe? And what evidence from the text supports my answers? Avoid common pitfalls like confusing topic with purpose, inserting personal opinion, or overlooking subtle bias in seemingly neutral texts. These skills not only prepare you for the GED but also build a foundation for advanced rhetorical analysis and media literacy you will use throughout college and beyond.