Read across disciplines: passage pair 3

Read across disciplines: passage pair 3: original cases with explanations after your first response.

Paper packet. Every task here also exists on screen, where it is checked automatically; answers written on paper are not assessed by Nydus. When you are back at a device, enter your answers there.

1. What you will learn

Choose a method from the question's conditions before opening feedback. Work without notes first, then explain which restriction or evidence determined your answer. These are original instructional questions, not an adaptive test or a predictor of an official score.

2. Practice

Read the shared passage and answer every question. Each question is graded separately; select-all questions require the exact set.

A linguist documented a village where speakers used one form of address with close friends and another in formal meetings. Younger speakers used the informal form more frequently than older speakers. This difference was initially described as the loss of a grammatical distinction. Recordings showed, however, that younger speakers still switched forms when a meeting became ceremonial. The distinction had not disappeared; its social boundary had shifted. Counting total uses without examining the situations in which they occurred would miss that change in function.

Which statement best expresses the passage's main point?

A change in frequency can reflect a shift in social use rather than the disappearance of a linguistic distinction.
Younger speakers never use formal address.
The village has lost its ability to hold formal meetings.
Grammar can be studied without observing context.
Older speakers use only one form of address.

Which conclusion is best supported by the passage?

Ceremonial recordings provide evidence that younger speakers retain access to both forms.
Informal address is grammatically incorrect.
The earlier distinction had no social role.
Every village shows the same generational pattern.
Total frequency alone locates the new social boundary.

Select all statements supported by the passage.

Younger speakers used informal address more often overall.
Younger speakers switched forms in ceremonial circumstances.
The recordings show that both generations use the forms at identical rates.

3. Practice

Read the shared passage and answer every question. Each question is graded separately; select-all questions require the exact set.

A river-restoration project removed barriers to fish movement. Fish were soon observed upstream, and the project was declared a success. Yet the stated goal was to establish a self-sustaining population, not merely to permit adults to enter. Surveys in the following spring found few juveniles. This does not erase the achievement of restored passage, but it suggests that spawning habitat or juvenile survival may remain limiting. A useful evaluation separates intermediate accomplishments from the ultimate ecological objective rather than treating either as a substitute for the other.

Which statement best expresses the passage's main point?

Restored access is an intermediate achievement that does not alone demonstrate a self-sustaining population.
Barrier removal prevented adults from moving upstream.
Adult fish observations prove that juveniles cannot survive.
A restoration project has value only if every objective is met immediately.
The project's stated goal was solely to count adult fish.

Which conclusion is best supported by the passage?

Evidence of successful reproduction and survival would be relevant to the ultimate goal.
Spawning habitat was conclusively identified as the sole problem.
No adult fish reached the restored area.
The project cannot ever reach its goal.
Juvenile surveys are irrelevant to population persistence.

Select all statements supported by the passage.

Adults were observed upstream after barrier removal.
Later surveys found few juveniles.
The passage identifies juvenile survival as the proven cause.

4. What you can do now

Classify each error as interpretation, method, execution or response format. Revisit the relevant worked lesson, then retry after a study gap. A remembered item is review, not fresh assessment evidence.