RD3 Integration of Knowledge & Ideas

Lesson

Integration of Knowledge and Ideas is the reporting category that asks you to do something with a passage rather than something inside it. The other Reading categories keep you within one text: what does this word mean here, what does the author say, what does this paragraph do. This one hands you two texts, or a text and a table, or an argument and a claim it never anticipated, and asks how the pieces fit together. ACT reports it as 19–26% of your scored Reading questions.

Two features of the enhanced Reading section live almost entirely in this category. One passage set pairs two shorter passages, labelled Passage A and Passage B, with some questions on A alone, some on B alone, and some on both. And one passage may arrive with a graph, figure or table beside it, with questions that ask you to read the graphic or to put the graphic together with something the text says.

Paired passages: find the seam

Read A. Before your eyes touch B, put a few words in the margin: what A claims, and what A rests it on. Then read B the same way. Now find the seam — the one specific place where the two authors could not both be right. It is almost never "they have different opinions." It is one of these:

• Mechanism. Both agree the thing happens; they disagree about what makes it happen — and therefore about what to do next.
• Scope. B accepts A's result entirely and denies that it extends to the case A wants to apply it to.
• Interpretation of the same evidence. One study, one table, one measurement, quoted by both — and each author points at a different number in it.
• Value. Both agree on all the facts and rank two goods differently when the goods conflict.

Once you can name the seam in a sentence, every both-passage item is answerable by pointing at two specific lines, one from each passage. If you cannot point at two lines, you are guessing.

Agreeing about the conclusion is not agreeing

Paired sets very often give you two authors who arrive at the same recommendation by routes that share nothing. Both say we should study Roman concrete; one thinks the durability comes from sea water reacting with volcanic ash, the other thinks it comes from how the lime was mixed — so one would apply the lesson only to seawalls and the other to a foundation in Nebraska. Test writers love this because the careless reading ("they agree") and the careful reading ("they agree about the destination and about nothing on the way there") point at different answers.

Run it in both directions. Two authors can also reach opposite conclusions from premises they both accept, and a question asking what they agree on is then asking you to look underneath the disagreement.

"How would Author A respond to this?"

The strongest paired-passage items quote one author a sentence and ask what the other would say to it. Do not answer from the author's general attitude. Do this instead:

• Find the line in the other passage that is the response. It is usually there, because a good pair is written so that each author has already covered this ground.
• Check what the other author has already granted. Authors concede a great deal, and an answer choice that has one author denying something he explicitly accepted is wrong no matter how much it sounds like him.
• Keep the response on the same subject as the quoted claim. A reply that changes the topic is a wrong answer that reads like an author's voice.

Passage with a graphic

The graphic is part of the passage, not decoration. Read its caption and its column headings before anything else — the caption usually tells you the units, the years and what was held constant, and half of all graphic items are settled by the headings alone.

• Read-the-graphic items need nothing from the text. Find the row, find the column, compare. Do not talk yourself out of an answer the table plainly gives.
• Integration items need one specific sentence from the text — usually the sentence that tells you what a row is. The table says pH fell furthest at two bays; the passage tells you those are the two bays exposed to upwelling. Neither half is the answer; the join is.
• Watch the difference between a value and a change in a value. "Lowest in 2022" and "fell the most since 2015" are different questions with different answers, and both will be offered.

Claim, evidence, support

A large share of this category is one skill: telling apart what an author is asserting from what she is pointing at to get you to accept it. A claim is something you could disagree with. Evidence is something you could go and check. A recommendation ("give each tree thirty cubic meters of soil") is neither — it is what the argument is for.

Once you can separate them, the harder items become tractable:

• How strong is the support? Ask what else could produce the same result. An author who tells you what her study did not measure is handing you the answer to this question.
• What would strengthen or weaken this? A finding that both authors already predict cannot separate them. Look for the choice that comes out differently depending on which author is right.
• What would count as a counterexample? A counterexample must contradict the claim as the author stated it — including the conditions she attached. Careful authors often tell you outright what would refute them; when they do, that sentence is the answer key, and the wrong choices are near-misses that drop one of her conditions.

None of this is fast the first time. It becomes fast because the same four seams and the same three question shapes come back on every form.