Comprehensive preparation for the Armed Services Vocational Aptitude Battery
Understanding written material and drawing conclusions
The Paragraph Comprehension (PC) section of the ASVAB tests your ability to understand written material. This section evaluates how well you can extract information, identify main ideas, make inferences, and draw conclusions from written passages. Strong reading comprehension skills are essential for many military occupations, as they involve following written instructions, understanding technical manuals, and interpreting various documents.
On the CAT-ASVAB (computerized version), you'll have 10 questions to answer in 27 minutes. On the P&P-ASVAB (paper version), you'll have 15 questions to answer in 13 minutes. This section, along with Word Knowledge, Arithmetic Reasoning, and Mathematics Knowledge, contributes to your Armed Forces Qualification Test (AFQT) score, which determines your eligibility for enlistment.
These questions ask you to identify the primary point or central theme of a passage. The main idea is what the author wants you to understand about the topic.
Example: "What is the main idea of this passage?" or "Which statement best summarizes the author's point?"
These questions ask about specific information explicitly stated in the passage. They test your ability to locate and recall facts.
Example: "According to the passage, what year did the event occur?" or "What reason does the author give for the policy change?"
These questions require you to draw conclusions based on information that is implied but not directly stated in the passage. You must read "between the lines" to determine what the author is suggesting.
Example: "What can be inferred from the passage?" or "Based on the passage, what would the author likely think about...?"
These questions ask about the meaning of a word or phrase as it is used in the passage. The meaning might be different from the word's most common definition.
Example: "In the passage, the word 'charge' most nearly means..." or "As used in paragraph 2, what does the term 'address' refer to?"
These questions ask why the author wrote the passage or included certain information. They test your understanding of the author's intent.
Example: "Why does the author mention the historical example?" or "What is the author's primary purpose in writing this passage?"
These questions ask about the author's tone, attitude, or feeling toward the subject. They test your ability to recognize emotional content and perspective.
Example: "What is the author's attitude toward the new policy?" or "Which word best describes the tone of the passage?"
Active reading involves engaging with the text rather than passively scanning it. This approach helps you better understand and retain information.
Key techniques:
The main idea is the central point the author wants to convey. It's often (but not always) found in the first or last paragraph.
How to identify the main idea:
Supporting details provide evidence, examples, or explanations that reinforce the main idea.
Types of supporting details:
Inferences are logical conclusions based on evidence in the text combined with your own knowledge.
Steps for making valid inferences:
Context clues help you determine the meaning of unfamiliar words or phrases by examining the surrounding text.
Types of context clues:
Authors organize their ideas in different patterns. Recognizing these patterns can help you understand the structure and purpose of the passage.
Common organizational patterns:
Understanding how paragraphs are structured can help you locate information and identify key points.
The topic sentence states the main idea of the paragraph. It's often (but not always) the first sentence.
Supporting sentences provide details, examples, or evidence that support the topic sentence.
The concluding sentence may summarize the paragraph, restate the main idea, or transition to the next paragraph.
Different types of paragraphs serve different purposes:
The ASVAB Paragraph Comprehension section includes various types of passages:
These passages provide factual information about a topic. They might be similar to what you'd find in a textbook or encyclopedia.
These passages explain procedures, describe equipment, or provide instructions. They might be similar to what you'd find in a manual or guide.
These passages tell a story or describe events. They might be similar to what you'd find in a novel or biography.
These passages present an argument or try to convince the reader of something. They might be similar to what you'd find in an editorial or opinion piece.
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Problem: Skimming too quickly can cause you to miss important details or misunderstand the passage.
Solution: Adjust your reading speed based on the complexity of the passage. Take your time with difficult material.
Problem: Jumping to the questions without reading the whole passage can lead to incorrect answers.
Solution: Always read the entire passage before attempting to answer questions.
Problem: Using your own knowledge instead of information from the passage can lead to incorrect answers.
Solution: Base your answers solely on what is stated or implied in the passage, even if it contradicts what you know.
Problem: Not understanding what the question is asking can lead to incorrect answers.
Solution: Read each question carefully and identify the specific type of question (main idea, detail, inference, etc.).
Problem: Choosing an answer that is factually correct but doesn't answer the specific question.
Solution: Make sure your answer directly addresses the question being asked.
Problem: Reading too much into the passage or questions can lead to confusion.
Solution: Stick to what the passage actually says and avoid making unnecessary assumptions.
With 10 questions in 27 minutes (CAT-ASVAB) or 15 questions in 13 minutes (P&P-ASVAB), time management is crucial.
Passage: The Global Positioning System (GPS) is a satellite-based navigation system made up of a network of 24 satellites placed into orbit by the U.S. Department of Defense. GPS was originally intended for military applications, but in the 1980s, the government made the system available for civilian use. GPS works in any weather conditions, anywhere in the world, 24 hours a day. There are no subscription fees or setup charges to use GPS. The GPS satellites circle the earth twice a day in a precise orbit and transmit signal information to earth. GPS receivers take this information and use triangulation to calculate the user's exact location. Essentially, the GPS receiver compares the time a signal was transmitted by a satellite with the time it was received. The time difference tells the GPS receiver how far away the satellite is. With distance measurements from a few more satellites, the receiver can determine the user's position and display it on the unit's electronic map.
Question 1: What is the main idea of this passage?
Solution: The correct answer is C) GPS is a satellite-based navigation system that determines a user's exact location.
Explanation: This question asks for the main idea of the passage. The main idea is the central point that the author wants to convey. To find it, look for what the entire passage is about, not just a specific detail. The passage begins by defining GPS as "a satellite-based navigation system" and then explains how it works to determine a user's location. While options A, B, and D contain information mentioned in the passage, they are specific details rather than the overall main idea. Option C encompasses the entire passage, summarizing what GPS is and its primary function.
Question 2: According to the passage, when did GPS become available for civilian use?
Solution: The correct answer is B) In the 1980s.
Explanation: This is a detail question that asks for specific information explicitly stated in the passage. The second sentence states, "GPS was originally intended for military applications, but in the 1980s, the government made the system available for civilian use." This directly answers the question, making option B correct.
Passage: To properly maintain a vehicle's cooling system, several steps should be followed. First, the coolant level should be checked regularly when the engine is cold. The coolant should be between the "min" and "max" marks on the reservoir. If the level is low, a 50/50 mixture of antifreeze and distilled water should be added. Never remove the radiator cap when the engine is hot, as this can result in serious burns from escaping steam and hot coolant. The cooling system should be flushed and refilled according to the manufacturer's recommended maintenance schedule, typically every 30,000 miles or 2-5 years. During this service, the old coolant is drained, the system is flushed with cleaning solution to remove deposits, and new coolant is added. Additionally, all hoses and connections should be inspected for leaks, cracks, or bulges, and the radiator should be checked for corrosion or debris that might restrict airflow. Proper maintenance of the cooling system prevents overheating, which can cause severe engine damage.
Question: What is the primary purpose of this passage?
Solution: The correct answer is B) To provide instructions for maintaining a vehicle's cooling system.
Explanation: This is an author's purpose question. The passage begins with "To properly maintain a vehicle's cooling system, several steps should be followed" and then proceeds to list various maintenance procedures. The entire passage focuses on maintenance actions rather than explaining the system's function (A), warning about overheating (C), or comparing coolants (D). While the passage does mention overheating at the end, this is presented as a reason for maintenance, not the main focus.
Passage: When I arrived at the remote cabin, the sun was already setting behind the mountains. I had planned to reach my destination before dark, but a flat tire had delayed me by nearly two hours. As I unloaded my gear from the car, I noticed how quiet it was—no traffic noise, no human voices, just the occasional rustle of leaves in the breeze. The cabin was smaller than I had expected, with a weathered wooden exterior that suggested years of exposure to the elements. Inside, a layer of dust covered the simple furniture, and the air smelled musty from disuse. I opened the windows to let in fresh air and began unpacking my supplies. The isolation that had seemed so appealing when I booked this retreat now felt somewhat intimidating as darkness fell. I lit the kerosene lamp on the table, its warm glow creating dancing shadows on the walls. Despite my initial unease, I reminded myself that this solitude was exactly what I had been seeking—a chance to disconnect from the constant demands of modern life and reconnect with my thoughts. As I prepared a simple dinner on the old wood stove, I began to feel a sense of peace settling over me. Perhaps this week alone in the wilderness was exactly what I needed after all.
Question: How did the narrator feel upon first arriving at the cabin?
Solution: The correct answer is B) Somewhat uneasy and intimidated.
Explanation: This is an inference question. While the narrator doesn't explicitly state feeling uneasy at first, we can infer this from several clues: arriving after dark due to a delay, noting the isolation, and the statement "The isolation that had seemed so appealing when I booked this retreat now felt somewhat intimidating as darkness fell." This supports option B. The narrator only begins to feel peace toward the end of the passage ("I began to feel a sense of peace settling over me"), ruling out options A and D. There's no indication of disappointment or anger, ruling out option C.
Passage: The traditional 9-to-5 office workday is becoming increasingly obsolete in our connected digital world. Companies that cling to rigid schedules and physical presence requirements are not only behind the times but are actively limiting their access to talent and reducing productivity. Remote work options have been shown in multiple studies to increase employee satisfaction and retention while maintaining or even improving productivity levels. Workers who can adjust their hours to match their natural energy cycles and personal responsibilities are more focused and efficient during their working time. Additionally, eliminating commutes saves employees time and money while reducing traffic congestion and environmental impact. The COVID-19 pandemic forced many organizations to implement remote work policies, proving that numerous jobs can be performed effectively from anywhere with an internet connection. Rather than rushing to return to pre-pandemic norms, forward-thinking companies should embrace this opportunity to reimagine work arrangements. Flexible scheduling and location options should be viewed not as perks but as strategic advantages in attracting top talent and optimizing workforce performance. The future of work is flexible, and organizations that adapt now will be better positioned for success in the evolving economy.
Question: What is the author's main argument in this passage?
Solution: The correct answer is C) Companies should adopt flexible work arrangements to benefit both the business and employees.
Explanation: This is a main idea question. The author's central argument throughout the passage is that companies should move away from traditional work arrangements and embrace flexibility in scheduling and location. The author presents various benefits of this approach for both companies (access to talent, increased productivity) and employees (satisfaction, time savings). While the other options contain points mentioned in the passage, they are supporting details rather than the main argument.
| Type | Description | Approach |
|---|---|---|
| Main Idea | Identify the central point of the passage | Look for recurring themes and what most sentences support |
| Detail | Find specific information stated in the passage | Scan for key words and facts |
| Inference | Draw conclusions based on implied information | Connect facts and use logic to determine what the author suggests |
| Vocabulary-in-Context | Determine the meaning of a word as used in the passage | Read surrounding sentences for context clues |
| Author's Purpose | Identify why the author wrote the passage | Consider the type of passage and overall message |
| Tone/Attitude | Determine the author's feeling toward the subject | Look for emotionally charged words and overall perspective |
| Strategy | Description | When to Use |
|---|---|---|
| Active Reading | Engage with the text by asking questions and making connections | For all passages |
| Previewing | Quickly scan the passage before reading in detail | Before detailed reading |
| Identifying Main Ideas | Locate the central point of the passage or paragraph | For main idea questions |
| Recognizing Supporting Details | Identify facts, examples, and evidence | For detail questions |
| Making Inferences | Draw logical conclusions based on text evidence | For inference questions |
| Using Context Clues | Use surrounding text to determine word meanings | For vocabulary questions |
| Element | Description | Importance |
|---|---|---|
| Topic Sentence | States the main idea of the paragraph | Often contains the paragraph's central point |
| Supporting Sentences | Provide details, examples, or evidence | Help understand specific information |
| Concluding Sentence | Summarizes or transitions to the next paragraph | May restate the main idea |
| Type | Characteristics | Common Question Focus |
|---|---|---|
| Informational | Provides facts and information | Main ideas, details |
| Technical | Explains procedures or equipment | Sequence, specific details |
| Narrative | Tells a story or describes events | Character feelings, sequence of events |
| Persuasive | Presents an argument | Author's purpose, tone, inferences |
| Pitfall | Solution |
|---|---|
| Selecting an answer that mentions a specific detail rather than the overall point | Ask yourself: "What is this passage PRIMARILY about?" |
| Focusing too much on the first paragraph | Consider the entire passage; the main idea might be developed throughout |
| Choosing an answer that's too narrow or too broad | Look for the option that encompasses the whole passage without going beyond it |
| Pitfall | Solution |
|---|---|
| Reading too much into the passage | Base inferences strictly on what the text suggests |
| Using personal knowledge instead of text evidence | Even if you know something is true, don't select it unless supported by the passage |
| Selecting an extreme inference | Choose the most moderate inference that the passage supports |
| Pitfall | Solution |
|---|---|
| Relying on the most common definition | Read the surrounding context to determine the specific meaning |
| Not considering multiple meanings | Remember that many words have several possible definitions |
| Ignoring context clues | Look for explanations, examples, or synonyms near the word |
| Pitfall | Solution |
|---|---|
| Confusing the topic with the purpose | The topic is what the passage is about; the purpose is why it was written |
| Missing subtle tone indicators | Pay attention to word choice and the overall impression |
| Assuming all informational texts are neutral | Even factual passages can have a perspective or agenda |
| Pitfall | Solution |
|---|---|
| Reading too slowly | Practice reading efficiently; focus on key sentences |
| Spending too much time on difficult questions | Mark difficult questions and return to them if time permits |
| Not reading the questions before the passage | Quickly preview questions to know what to look for |
| Positive Tone | Neutral Tone | Negative Tone |
|---|---|---|
| beneficial | analyze | alarming |
| effective | consider | dangerous |
| valuable | examine | flawed |
| innovative | report | inadequate |
| promising | describe | problematic |
Test your understanding with these quick review questions:
Remember, paragraph comprehension is a skill that improves with practice. The more you read and analyze different types of passages, the better prepared you'll be for this section of the ASVAB.
This practice test contains 10 passages with multiple-choice questions covering various aspects of paragraph comprehension. Try to answer all questions within 27 minutes to simulate the time constraints of the actual ASVAB test.
The military uses several different types of camouflage patterns, each designed for specific environments. Woodland camouflage, with its green, brown, and black patterns, is effective in forested areas where these colors blend with trees and undergrowth. Desert camouflage uses tan and light brown shades to match arid environments. More recently developed patterns include digital camouflage, which uses small rectangular pixels of color rather than the traditional organic shapes. This pixelated pattern is designed to break up the outline of the soldier more effectively than traditional patterns. Some specialized units also use environment-specific patterns such as snow camouflage for arctic conditions or blue-toned patterns for maritime operations.
What is the main idea of this passage?
Explanation: The passage discusses how different camouflage patterns (woodland, desert, digital, snow, maritime) are designed for specific environments. While it mentions digital camouflage as being more effective in some ways, the main idea is that different patterns are created for different environments.
According to the passage, what is unique about digital camouflage?
Explanation: The passage states that digital camouflage "uses small rectangular pixels of color rather than the traditional organic shapes," which distinguishes it from other camouflage patterns.
When performing a pre-flight inspection of an aircraft, pilots follow a systematic checklist to ensure safety. They begin with an exterior walk-around, examining the fuselage for any damage or irregularities. Next, they check the wings and control surfaces, ensuring they move freely and show no signs of damage. The landing gear is inspected for proper inflation of tires and any fluid leaks from the struts. Pilots then examine the engine compartment, looking for fluid leaks, loose connections, or other abnormalities. Inside the cockpit, they verify that all instruments are functioning properly and that all required documentation is on board. This thorough inspection process is critical for identifying potential issues before they become dangerous in flight.
What is the primary purpose of a pre-flight inspection?
Explanation: The passage states that the inspection process is "critical for identifying potential issues before they become dangerous in flight," indicating its primary purpose is safety.
Review the explanations for each question to understand the correct answers.