Inference Questions Got You Stumped? Here's The Best Way to Handle Them
Originally published on January 31, 2023
Updated on November 27, 2024
Inference questions can be a stumbling block for many test-takers on the SAT® and ACT® Reading sections. These question types challenge students to draw logical conclusions based on evidence provided in the text—without making unsupported assumptions. Easier said than done; but with the right strategies and plenty of practice, your students can identify and master these tricky questions.
Let’s dive into the key strategies, typical challenges, and the most effective methods for addressing SAT® and ACT® Inference questions.
What Are Inference Questions?
Inference questions ask test-takers to go beyond what is explicitly stated in the text and draw logical conclusions that are directly supported by the information provided. These questions often include key phrases like:
“most likely”
“most logically”
“suggests”
“implies”
“would probably”
“can be reasonably inferred”
Here’s an example. What information can be inferred from this statement?
“We had a half-day of school on Wednesday, so we went to the mall."
Based on this information, here’s an Inference question for you:
It can be reasonably inferred that:
A. they went to the mall to shop.
B. they frequently hang out at the mall.
C. the half-day schedule gave them time to go to the mall.
D. they enjoy spending time at the mall on Wednesdays.
The best answer is C. The half-day school schedule provided them time to go to the mall, a conclusion that is supported by the text. The other answers—they went to the mall to shop, they frequently hang out at the mall, they go to the mall on Wednesdays—are all assumptions that cannot be verified.
Advise your students to always stick to the facts by selecting answers supported by evidence from the text.
How to Approach Inference Questions in 6 Simple Steps
Answering Inference questions requires the test-taker to read the information provided and use reason to fill in the missing pieces. It is a matter of connecting the dots between the content and the most logical conclusion.
With that focus, here are six effective steps to teach your students how to approach Inference questions with confidence:
Step #1: Identify the Clue Words
First, look in the text for words and phrases like "suggests," "implies," or "can be inferred" to recognize an Inference question. Knowing what to look for helps students avoid mistaking Inference questions for Assumption, Detail, or Summary questions.
Step #2: Read the Question Carefully
Pay attention to what the question is directly asking. Is it about a character’s likely reaction, an author’s perspective, or the logical outcome of an event? Understanding the context is key.
Step #3: Stick to the Evidence
The correct answer must be supported by information directly stated in the text. If an answer choice introduces new information or makes an unwarranted assumption, it’s likely a trap.
Step #4: Summarize the Relevant Text
Before jumping to the answer choices, summarize the part of the text the question directly refers to. This helps test-takers keep their focus on the relevant evidence and avoid getting distracted by other details in the text.
Step #5: Use Process of Elimination
Advise your students to take the time to look over all four answer choices and eliminate answers that:
Go beyond the scope of the text.
Contradict the information provided.
Are overly specific or generalized.
Step #6: Check for Logical Connections
Test-takers need to ask: “Is this relevant to the question? Is this supported in the text?” The correct inference builds on the information provided in the passage. If it cannot be traced back to the text, it’s wrong.
Steer Clear of These 4 Typical Traps
Inference questions are designed to trick test-takers and steer them off track by introducing information that is inconsistent with the text. Here are some tips to help your students avoid the most common Inference question mistakes:
1. Don’t Confuse Inferences with Assumptions. Inference and Assumption questions get easily confused. While both types of questions require the test-taker to read between the lines of the text, Assumption questions introduce outside information or rely on personal beliefs rather than evidence from the text. Inferences, on the other hand, are logical conclusions grounded in the text.
2. Avoid Overanalyzing. Advise your students to stick to what the passage says and avoid reading too much into the question and the underlying meaning of the text. Overthinking often leads to assumptions, confusion, and second-guessing. Just read the question and find the answer that is best supported by the information in the passage.
3. Watch for Emotional or Extreme Language. We see these trap answers a lot. Incorrect answers often use extreme or emotionally-charged words to distract you. The answer to the question will always match the established tone of the text. If the passage maintains a neutral tone, so will the correct answer.
4. Ignore Personal Opinions. Advise your students to set aside personal thoughts, opinions, or preconceived notions. Trick answers try to exploit popular and relevant opinions to deliberately trap those who aren’t being careful. To avoid those pitfalls, always choose responses that align with the information provided.
Practice is the Key to Acing Inference Questions
The more practice your students get with these question types, the better. Sufficient practice will allow them to quickly recognize Inference questions and know exactly what steps they need to take to avoid the traps and suss out the correct answer.
Whether you're helping your clients study for the ACT® or SAT®, Inference questions always require the test-taker to follow the same steps and be aware of the same common traps. While the general approach to Inference questions is consistent across both exams, ensure that your students practice with materials specifically aligned to each test. Although the ACT® now uses shorter passages, it remains sufficiently different from the SAT® to necessitate test-specific preparation.
ACT® Reading Inference Questions
The ACT® Reading section will ask Inference questions as they relate to the passage provided. Here’s an example:
This passage is adapted from the novel Alice in Bloom by N. P. Sinclair.
Every morning, like clockwork, she walked into the café without fail. Her presence was a comforting constant amidst the ebb and flow of my morning routine. She always ordered the same black coffee, savoring it slowly as she settled into her favorite seat by the window, a well-worn paperback resting in her hands. For the past three years, as long as I’ve been here, her routine never wavered.
At first, it took me a few days to learn her name—Alice. But the moment I saw her, I noticed the way her green eyes sparkled with flecks of gold and the delicate dimple on her left cheek, revealed whenever she laughed. And oh, her laugh—a melodic sound that makes my knees feel weak, a sweet symphony to brighten even the dimmest of mornings.
But then Tuesday came, and Alice didn’t come in. I glanced around the café, hoping to glimpse her familiar silhouette, but she was nowhere to be found. Wednesday dawned just the same; the window seat remained empty, her favorite spot untouched. By Thursday, a flutter of hope stirred in my chest as a woman with the same short, brown hair walked through the door. My heart leaped, only to sink when I realized it wasn’t her.
Question: It can be most reasonably inferred that the narrator's feelings toward Alice's absence are:
A. relief that Alice has a predictable routine.
B. indifference to Alice's absence.
C. concern that Alice has found a new cafe.
D. longing for Alice’s return.
Correct Answer: D. Longing for Alice’s return.
Explanation: Option D is correct because the narrator's actions and feelings throughout the passage consistently reflect a longing for Alice to return to her usual routine at the café.
The passage vividly portrays the narrator's deep emotional connection to Alice. Phrases such as "hoping to glimpse her familiar silhouette," "a flutter of hope stirred in my chest," and "my heart leaped, only to sink" indicate that Alice's absence causes the narrator significant emotional turmoil. The consistent checking for Alice and the disappointment when someone else enters the café underscore a strong desire for her return.
Option A is incorrect because the narrator does not express any sense of relief.
Option B is incorrect as the narrator is actively searching for Alice each day.
Option C is incorrect because there is no indication that the narrator is concerned about Alice finding a new café; their concern is more about her absence altogether.
SAT® Reading and Writing Inference Questions
The SAT® Reading and Writing section will ask Inference questions about the provided text. Here’s an example:
Marie Curie was a trailblazing scientist whose groundbreaking research on radioactivity earned her two Nobel Prizes. Her relentless pursuit of knowledge and dedication to science not only advanced our understanding of atomic structures but also paved the way for significant medical advancements. Curie's work in isolating radioactive isotopes contributed to the development of X-ray machines, which have become indispensable tools in modern medicine. This can be seen in her creation of ____.
Question: Which choice most logically completes the text?
A. the first portable radiation detectors used by explorers.
B. guidelines for the safe handling of radioactive materials in laboratories.
C. portable X-ray devices for use in field hospitals during wartime.
D. consumer products that utilize radioactive elements for everyday use.
Correct Answer: C. Portable X-ray devices for use in field hospitals during wartime.
Explanation: Option C is correct because it ties Curie's work on radioactive isotopes to the development of portable X-ray devices, which are crucial in field hospitals, especially during wartime. This aligns with the passage's emphasis on medical advancements.
The passage discusses Marie Curie's contributions to radioactivity and the development of X-ray machines, highlighting their importance in modern medicine. The correct completion should directly relate to the practical application of X-ray technology in medical settings.
Option A is incorrect because the passage focuses on medical applications, not exploration tools.
Option B is incorrect as it pertains to safety guidelines rather than the creation of X-ray devices.
Option D is incorrect because the passage does not suggest that radioactive elements were used in consumer products; instead, it emphasizes their medical applications.
Key Takeaways
Practice Recognizing Clues: Encourage your students to familiarize themselves with keywords and phrases that signal Inference questions. Practice makes perfect, so encourage your students to exercise these skills in their everyday reading as well.
Stay Grounded in Evidence: Correct answers are always based on the information provided in the passage. Answer choices that present new or unrelated information are traps.
Eliminate Assumptions: Encourage your students to avoid selecting answers that introduce information beyond what is provided in the passage. Remind them that the correct answer is always directly supported by the text.
Stay Focused: Remind your students to stay focused on the information given; don’t overthink or let trick answers confuse them. With practice, they’ll learn to spot these traps and avoid them more easily.
Inference questions test your ability to read between the lines, but they don’t require leaps of logic. By following these steps and strategies and by avoiding common traps, your students will develop the certitude and skills to ace Inference questions on test day.
Unlock more comprehensive test-prep strategies, including expert guidance on tricky question types like Main Idea, Author’s Voice, and Logical Transitions, by exploring our blog.