- Home
- LSAT explanations
- PrepTest 135
- Section 3, Passage 1
The full passage is in your LawHub copy of PrepTest 135.
Reading the passage
Latina writers are publishing poetry, stories, and novels in the United States during the 1980s. By the end of the decade, three autobiographical collections have become prominent too. We have the subject, but not the point yet. What makes these particular autobiographies worth discussing?
The next paragraph answers that question: they are innovative. They mix English and Spanish, explore overlapping cultural identities, and combine different forms of writing. Don't let generically mixed slow you down. Genre means a type of writing. An essay, a poem, a short story, and a journal entry can all appear in the same collection.
Picture a collage rather than one continuous narrative. A life doesn't have to be presented as page after page of the same kind of prose. These writers bring different forms together to express the relationships among ethnicity, gender, and language. The mix isn't an unrelated stylistic trick; it connects to what they are trying to say about themselves.
The third paragraph gives examples. In Borderlands/La Frontera, Gloria Anzaldúa combines narrative and poetry to present her own history and that of her Mexican American community. This illustrates the mixture we were just told about. We don't need to memorize the title before we understand its job in the argument.
Cherríe Moraga's Loving in the War Years also mixes genres, but it adds another departure: the events are organized around her political development rather than their dates. Imagine discussing an important experience at thirteen, then returning to an experience at four because the two help explain the same political idea. That's an illustration of how a thematic arrangement could work, not a claim about the actual ages in her book. The organizing question becomes how her outlook developed, rather than simply what happened next.
The critic's comment helps place that choice in context. Departing from chronology distinguishes these approaches from the traditional male autobiographical model being discussed. We don't need to turn that comparison into a rule that every man writes chronologically or that no woman does.
Getting Home Alive pushes the experimentation further. A mother and daughter both write parts of it, and their contributions are woven together. One person's piece can comment on the other's. This is more than putting two separate autobiographies between the same covers: the voices interact within the work.
That organization could look fragmentary. Why switch between people and forms instead of keeping everything neatly separated? The author gives a clear answer: the structure is carefully designed to express the complexity of the writers' identities. A mixture of forms and voices suits lives shaped by overlapping experiences. Recognizing that purpose lets us see organization where we might otherwise see disorder.
The final paragraph pulls the examples together. These writers don't force their lives into the existing shape of an autobiography. They reshape the form to fit their lives, taking control over how they speak about their experiences. The author calls that a revolution in the genre.
Our main-point prediction should capture that change and its purpose: these Latina writers expand the conventions of autobiography so the form can better express their personal histories. Mixing genres is one part of that change; nonchronological organization and interacting voices matter too.
Latina autobiographers expanded the conventions of autobiography to better express the complexity of their identities and personal histories.
Questions on this passage
Learn the LSAT our way
Our platform drills Reading Comprehension questions at your level and adjusts as you improve.