Key Takeaways
- Organizational patterns include chronological order, cause-and-effect, compare-and-contrast, problem-solution, and classification
- Transition words signal the organizational pattern: "first, next, then" (chronological), "because, therefore" (cause-effect), "however, on the other hand" (compare-contrast)
- Text features such as headings, bold terms, and bullet points help readers locate key information quickly
- Predicting content before reading activates background knowledge and improves comprehension
- The SQ3R method (Survey, Question, Read, Recite, Review) is an effective study reading strategy
- On the HESI A2, eliminate answer choices that are too broad, too narrow, or unsupported by the passage
- Time management is critical: spend about 1 minute per question and return to difficult items if time permits
- Drawing conclusions requires combining explicit information from the passage with logical reasoning
Passage Structure & Test-Taking Strategies
Beyond understanding individual sentences and paragraphs, skilled readers recognize how entire passages are organized. Recognizing text structure improves reading speed, comprehension, and your ability to answer HESI A2 questions accurately.
Organizational Patterns
Authors organize information using specific patterns. Recognizing these patterns helps you anticipate what comes next and locate key information.
| Pattern | Description | Signal Words |
|---|---|---|
| Chronological / Sequence | Events in time order | first, next, then, after, before, finally, during, meanwhile |
| Cause and Effect | One event leads to another | because, therefore, as a result, consequently, due to, since, leads to |
| Compare and Contrast | Similarities and differences between items | similarly, likewise, in contrast, however, on the other hand, whereas, unlike |
| Problem-Solution | A problem is presented, then solutions are offered | the problem is, the solution, one approach, to address this, resolved by |
| Classification | Items grouped into categories | types of, categories include, groups, classified as, can be divided into |
| Listing / Enumeration | Items presented in a list (no particular order) | for example, also, in addition, another, furthermore, moreover |
| Spatial / Descriptive | Physical arrangement or characteristics | above, below, beside, near, surrounding, adjacent to |
| Definition | A concept is defined and elaborated | defined as, means, refers to, is known as, consists of |
How to Identify the Pattern
Ask yourself these questions while reading:
- Is the passage describing events over time? → Chronological
- Is the passage explaining WHY something happened? → Cause-and-effect
- Is the passage showing how two things are alike or different? → Compare-contrast
- Is the passage presenting a challenge and how to fix it? → Problem-solution
- Is the passage sorting things into groups? → Classification
Transition Words and Their Functions
Transition words are critical clues to understanding passage organization and the relationship between ideas:
| Function | Transition Words |
|---|---|
| Addition | also, furthermore, moreover, in addition, additionally |
| Contrast | however, on the other hand, nevertheless, conversely, although, yet |
| Cause/Effect | therefore, consequently, as a result, thus, hence, because |
| Example | for instance, for example, such as, to illustrate, specifically |
| Summary | in conclusion, in summary, to sum up, overall, in brief |
| Time sequence | first, second, next, then, finally, subsequently, previously |
| Emphasis | indeed, certainly, in fact, above all, most importantly |
Text Features
Healthcare and academic passages often use text features to organize information visually:
- Headings and subheadings — indicate the topic of each section
- Bold or italicized terms — highlight important vocabulary or key concepts
- Bullet points and numbered lists — present sequential steps or related items
- Tables and figures — summarize data for quick reference
- Captions — explain images, diagrams, or charts
HESI A2 Tip: Skim headings and bold terms before reading the passage in detail. This gives you a mental framework that improves comprehension and helps you locate answers faster.
Active Reading Strategies
The SQ3R Method
| Step | Action | Purpose |
|---|---|---|
| Survey | Skim the passage — headings, bold terms, first/last sentences | Get an overview |
| Question | Turn headings into questions ("What is the main idea?") | Set a purpose for reading |
| Read | Read actively, looking for answers to your questions | Engage with the text |
| Recite | After each paragraph, summarize the key point in your own words | Check comprehension |
| Review | After the entire passage, review your summaries | Reinforce understanding |
Annotation Strategies (for practice — not available on test day)
- Underline the main idea and key supporting details
- Circle unfamiliar vocabulary and use context clues
- Number sequential steps or events
- Write brief notes in the margins summarizing each paragraph
Drawing Conclusions
A conclusion goes beyond what is directly stated — it requires combining textual evidence with logical reasoning:
- Identify the evidence presented in the passage
- Consider what the evidence implies or suggests
- Draw a conclusion that is logically supported by the evidence
- Verify that your conclusion does NOT contradict any information in the passage
Important: On the HESI A2, conclusions must be based ONLY on information in the passage, not on your personal knowledge or experience.
HESI A2 Reading Test-Taking Strategies
Before reading the passage:
- Read the questions first — know what to look for
- Skim the passage quickly — identify the topic, main idea, and structure
While reading: 3. Focus on the main idea of each paragraph 4. Note transition words that signal relationships between ideas 5. Pay attention to the author's tone and purpose
When answering questions: 6. Read all answer choices before selecting one 7. Eliminate obviously wrong answers first 8. For "main idea" questions — avoid answers that are too specific (detail) or too broad (topic) 9. For "inference" questions — choose the answer MOST supported by the passage 10. For "vocabulary in context" questions — substitute each answer choice into the sentence
Time management: 11. Spend approximately 1 minute per question 12. Do not spend too long on any single question — mark difficult ones and return 13. Answer every question — there is no penalty for guessing on the HESI A2
Common Question Stems and What They Ask
Understanding what HESI A2 questions are really asking helps you answer more accurately:
| Question Stem | What It Is Asking |
|---|---|
| "What is this passage mostly about?" | Main idea |
| "What is the best title for this passage?" | Main idea |
| "Which detail best supports the main idea?" | Major supporting detail |
| "Based on the passage, you can conclude that..." | Inference / drawing conclusions |
| "The word '___' in line X most likely means..." | Vocabulary in context |
| "What is the author's primary purpose?" | Author's purpose (inform, persuade, entertain) |
| "The author's tone in this passage is best described as..." | Tone |
| "Which statement is an OPINION?" | Fact vs. opinion |
| "What organizational pattern does the author use?" | Text structure |
| "According to the passage, which is true?" | Explicit detail (stated in text) |
| "Which would the author most likely agree with?" | Inference |
| "What can you infer from the passage?" | Inference |
Eliminating Wrong Answers
On the HESI A2, wrong answer choices typically fall into predictable categories:
| Wrong Answer Type | Description | Example |
|---|---|---|
| Too broad | Covers more than the passage discusses | "All healthcare should be free" when the passage only discusses nursing education costs |
| Too narrow | Focuses on a minor detail instead of the main point | Choosing a specific statistic when asked for the main idea |
| Not stated | Requires information not found in the passage | An answer based on your personal knowledge, not the text |
| Opposite | States the reverse of what the passage says | Saying the author opposes vaccination when the passage supports it |
| Distorted | Changes the meaning of what the passage says slightly | Changing "may reduce" to "will eliminate" |
Strategy: After reading all choices, categorize each as "possible" or "eliminate." Then choose the best among the possible answers.
A passage begins: "The discovery of penicillin in 1928 led to the development of antibiotics. As a result, bacterial infections that were once fatal became treatable." What organizational pattern is being used?
Which transition word signals a CONTRAST between two ideas?
When reading a HESI A2 passage, what should you do FIRST?
Match each organizational pattern to its signal words.
Match each item on the left with the correct item on the right
A passage about diabetes discusses the differences between Type 1 and Type 2 diabetes, noting how they are similar in some symptoms but different in their causes. What organizational pattern is this?
The reading strategy that stands for Survey, Question, Read, Recite, Review is called the _____ method.
Type your answer below
Which of the following are effective strategies for HESI A2 reading questions? (Select all that apply)
Select all that apply
A student reads a passage and concludes that the author supports increased funding for nursing education. This conclusion is valid ONLY if: