Reading comp PrepTest 157 · Section 4 · Question 6
Passage
In 1959, Hitsville, USA—the company better known as Motown Records—was founded in Detroit, Michigan by Berry Gordy, Jr. Several factors
Remaining source text redacted.
Passage walkthrough
Passage Summary Topic:
Humanities
Paragraph 1
Main Point:
Motown Records' success resulted from founder Berry Gordy, Jr.'s business acumen and the label's independence, the deep pool of talented artists fostered by the public music-education program in Detroit's African American community, and the artists' early embrace of electric instruments.
Key Lines?
Paragraph 1, Sentence 2 (P1, S2) - Phenomenon
P1, S3 - Author's Explanation
P2, S1 - Support for the author's explanation
P3, S1 - Support for the author's explanation
P4, S1 - Support for the author's explanation
Meta-Structure?
Phenomenon/Explanation: The passage's overarching Meta-Structure is Phenomenon/Explanation. The author only discusses one phenomenon — Motown Records' rapid success (P1, S2) — and one explanation (P1, S3), which lends this passage a straightforward, easy-to-follow structure (not unlike the pop music formula perfected by Motown's songwriters and performers). In a classic Phenomenon/Explanation passage, the explanation is the main point if the author presents or endorses the explanation. (Alternatively, if the author quibbles with the explanation, then the author's opinion of the explanation is the main point.) Here, the author both offers and heartily endorses the explanation of Motown's success. This explanation is best summarized by the third sentence of the first paragraph. So, we could use that sentence to select an answer for the Main Point question. However, that sentence doesn't discuss the use of electric instruments described by the final paragraph, so we modified that sentence to include that factor in the Main Point section above.
Causality: Many Phenomenon/Explanation passages feature a central cause-and-effect relationship (the explanation is generally causal, as it is here), and this passage is no exception. This author also describes other supporting cause-and-effect relationships throughout the passage. We probably don't want to get too bogged down with understanding and memorizing all of those relationships as we read. Still, a prudent test taker would highlight or underline the cause-and-effect relationship described in the passage. These include:
List: This passage is also organized around a list. Like a well-organized high school essayist, this author wrote a thesis sentence that listed a few reasons why Motown became so successful. Then, in the subsequent paragraphs, the author elaborated on each item in a list. When the author organizes a passage around items on a list, it's a good idea to note or remember which item was discussed in each paragraph. In this passage, we have Gordy's business savvy/independence discussed in the second paragraph, the deep pool of talented artists fostered by Detroit's public music programs chronicled in the third paragraph, and the use of electric instruments described in the final paragraph.
Last Thoughts?
The Phenomenon/Explanation and Lists Meta-Structures interact in an interesting way. The phenomenon is described in the first paragraph, and then three components of the explanation get described in the subsequent paragraphs. Notice how the author doesn’t claim that any one of these components is more or less important than the others. Some test-takers have a tendency to place more emphasis on the part of an explanation mentioned first, or the part of an explanation that is attributable to an individual. For these reasons, some test-takers may think that Berry Gordy, Jr. is the most important factor to Motown’s success, or that the other two parts of the explanation are also attributable to Gordy. There are several incorrect answer choices that will prey on this misapprehension. So, it’s important to remember that each part of the explanation is separate and equally important to the author.
Humanities
Paragraph 1
- Paragraph note
- Phenomenon, author's explanation
- Views, minor Meta-Structures, and the author's attitude
- Phenomenon: Motown's rapid success in the 1960s
- Author's explanation: Gordy's entrepreneurial skills, Motown's independence, rich musical talent in Detroit's African American community
- Main conclusion of the passage
- Author's attitude: "rich musical talent," "vanguard of the popular music industry" (last sentence)
- Paragraph note
- Support for explanation: Motown's independence, Gordy's entrepreneurial skills
- Views, minor Meta-Structures, and the author's attitude
- Comparison: Distinction is drawn between record industry conventions (limited markets, alternate versions of songs) and Motown's practices (appeal to all audiences, no alternate versions of songs, high-quality recordings)
- Cause-and-effect relationship (Independence caused Gordy's freedom to defy conventions)
- Paragraph note
- Support for explanation: Detroit's public music education programs supplied talented artists
- Views, minor Meta-Structures, and the author's attitude
- Cause-and-effect relationship (Hackley's programs caused "vibrant musical atmosphere," which caused a deep pool of talented and experienced artists)
- Examples of "Motown sound": the Supremes, the Temptations, the Miracles
- Author's attitude: "crucial factor," "well-developed," "deep and talented pool" (first sentence); "vibrant musical atmosphere" (third sentence)
- Paragraph note
- Support for explanation: Growing popularity of electric instruments
- Views, minor Meta-Structures, and the author's attitude
- Cause-and-effect relationships (African American musicians' embrace of electric instruments caused Motown's success and caused a revolution in popular music)
- Example of electric instrument: Electric bass (second sentence)
- Author's attitude: "noteworthy role" (first sentence); "distinctive sound" (second senetnce); "revolution" (third sentence); "landmark shifts" (last sentence)
Main Point:
Motown Records' success resulted from founder Berry Gordy, Jr.'s business acumen and the label's independence, the deep pool of talented artists fostered by the public music-education program in Detroit's African American community, and the artists' early embrace of electric instruments.
Key Lines?
Paragraph 1, Sentence 2 (P1, S2) - Phenomenon
P1, S3 - Author's Explanation
P2, S1 - Support for the author's explanation
P3, S1 - Support for the author's explanation
P4, S1 - Support for the author's explanation
Meta-Structure?
Phenomenon/Explanation: The passage's overarching Meta-Structure is Phenomenon/Explanation. The author only discusses one phenomenon — Motown Records' rapid success (P1, S2) — and one explanation (P1, S3), which lends this passage a straightforward, easy-to-follow structure (not unlike the pop music formula perfected by Motown's songwriters and performers). In a classic Phenomenon/Explanation passage, the explanation is the main point if the author presents or endorses the explanation. (Alternatively, if the author quibbles with the explanation, then the author's opinion of the explanation is the main point.) Here, the author both offers and heartily endorses the explanation of Motown's success. This explanation is best summarized by the third sentence of the first paragraph. So, we could use that sentence to select an answer for the Main Point question. However, that sentence doesn't discuss the use of electric instruments described by the final paragraph, so we modified that sentence to include that factor in the Main Point section above.
Causality: Many Phenomenon/Explanation passages feature a central cause-and-effect relationship (the explanation is generally causal, as it is here), and this passage is no exception. This author also describes other supporting cause-and-effect relationships throughout the passage. We probably don't want to get too bogged down with understanding and memorizing all of those relationships as we read. Still, a prudent test taker would highlight or underline the cause-and-effect relationship described in the passage. These include:
- P2, S1: Gordy's business savvy and independence led to Motown's success
- P3, S1-S2: Hackley's musical programs led to the deep pool of Detroit musical artists, which led to Motown's success)
- P4, S4: The use of electric instruments also led to Motown's success/pop music revolution
List: This passage is also organized around a list. Like a well-organized high school essayist, this author wrote a thesis sentence that listed a few reasons why Motown became so successful. Then, in the subsequent paragraphs, the author elaborated on each item in a list. When the author organizes a passage around items on a list, it's a good idea to note or remember which item was discussed in each paragraph. In this passage, we have Gordy's business savvy/independence discussed in the second paragraph, the deep pool of talented artists fostered by Detroit's public music programs chronicled in the third paragraph, and the use of electric instruments described in the final paragraph.
Last Thoughts?
The Phenomenon/Explanation and Lists Meta-Structures interact in an interesting way. The phenomenon is described in the first paragraph, and then three components of the explanation get described in the subsequent paragraphs. Notice how the author doesn’t claim that any one of these components is more or less important than the others. Some test-takers have a tendency to place more emphasis on the part of an explanation mentioned first, or the part of an explanation that is attributable to an individual. For these reasons, some test-takers may think that Berry Gordy, Jr. is the most important factor to Motown’s success, or that the other two parts of the explanation are also attributable to Gordy. There are several incorrect answer choices that will prey on this misapprehension. So, it’s important to remember that each part of the explanation is separate and equally important to the author.
Question prompt
The author most clearly
Remaining source text redacted.
Why the credited answer is right
Credited answer: B
The notes below walk through why it fits the stem and how to eliminate the rest.
Question Type
Humanities
Answer choices
-
Athe willingness of Detroit Remaining source text redacted.
Why choice A is not credited
This question is eminently anticipatable — we know we're looking for an answer that refers to Detroit's public music education programs or the artists and technicians who came from those programs. This answer choice brings up "financiers" and can be eliminated without much consideration. A review of the passage is unnecessary but would reveal that financiers are not a topic of this passage. -
BDetroit residents' ready access Remaining source text redacted.
Why choice B matches the stem
Question Type:
Minor Point/Meaning in Context
Strategy Overview:
Review "the artistic situation" reference in the passage, consult your notes, and choose answer choice based on your understanding of that reference in the passage's overall argument.
Answer Anticipation:
This question asks about a phrase from the first paragraph of the passage. Typically, noting the role of that paragraph would be enough to help us answer the question. However, the role of the first paragraph is to introduce the phenomenon and to summarize each part of the explanation. Later paragraphs fleshed out each part of that explanation. So, to answer this question, we'll have to review the role of other paragraphs.
The "artistic situation in Detroit in the 1960s" can only refer to the part of the explanation outlined in the third paragraph. There, the author claims that Detroit's public school music-education program helped develop "a deep and talented pool of artists and technicians" that Motown would use on its recordings. So "artistic situation" likely refers to these music-education programs or the artists and technicians who came from those programs.
Answer Choice Explanation:
This answer choice is precisely what we're looking for: access to Detroit's well-developed, public music education program. This access to music education is the "artistic situation" that is first referenced in the first paragraph and then described in detail in the third paragraph.
Key Takeaway:
Anticipating saves time as long as you remember to rely on your anticipation! Several Reading Comprehension question types — like Main Point, Primary Purpose, Author's Attitude, and Meaning in Context questions — can be anticipated with a relatively high degree of certainty. Remember to quickly eliminate any answer that doesn't conform to your anticipation until you find an answer choice that does. -
Ca Detroit instrument manufacturer's Remaining source text redacted.
Why choice C is not credited
This question allows us to be very precise in our anticipation. We are looking for an answer that refers to Detroit's public music education programs or the artists and technicians who came from those programs. This answer choice brings up electric instruments, which is enough to eliminate it. A review of that passage is unnecessary, but one would reveal that this passage never stated that electric instruments were manufactured in Detroit. -
DDetroit residents' disenchantment with Remaining source text redacted.
Why choice D is not credited
We know what we're looking for on this question. Any answer choice that doesn't bring up Detroit's public music education programs or the artists and technicians who came from those programs should be eliminated straight away. This answer choice discusses Detroit r -
EDetroit's well-established tradition of Remaining source text redacted.
Why choice E is not credited
Yet again, an answer choice that doesn't mention Detroit's public music education programs or the artists and technicians who came from those programs. We can eliminate it without reviewing the passage. If we spent unnecessary time reviewing the passage, we'd find that Detroit's history of supporting independent record companies was never discussed.
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Clarification 1 reply
Started by Abigail-Okereke