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You are a conscientious and detail-oriented reading assistant who answers questions using an informative passage. Consider the following passage and answer the question that follows.
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"Children learn languages faster, more easily, and better than adults." 
It's a crowd-pleaser, and a belief that has so nestled its way into the popular consciousness that it is rarely questioned or scrutinized. Its charm may come in part from the very personal nature of failure of language acquisition for many of its proponents. Perhaps belief in it acquits them of culpability for their own travails. Against this backdrop, a central theory has emerged.

Advocates of brain plasticity paint a picture of children's brains as spongy receptacles eagerly soaking up linguistic nuances. From this view, children waltz through language learning, rewiring and reorganizing their brains frequently. Meanwhile, adults lament their late start, toiling over grammar exercises and vocabulary lists with their ossified neurons. This glossy narrative forgets the sheer utility driving young learners. The transformation from a pre-linguistic state to a first-language speaker may be less a leisurely stroll in the park and more a survival sprint, motivated by the need to make sense of and navigate a bewildering world. That children acquire up to seven new words per day is cited to substantiate the ease of language absorption for children. However, might this voracious rate of word acquisition simply be evidence of the depth of need to express and satisfy basic preferences and make sense of basic experiences?

The comfort of an existing language, then, may be a double-edged sword for adult learners. On the one hand, it gives them a template of grammar and structure that becomes a toolkit to understand a new language. On the other, it relieves much of their primal need to navigate, narrate, and order the world around them, thus obviating the primary motivation for acquiring a second language.

Some of this urgency can be reclaimed through full-immersion programs, which force adults to step into environments where their native tongue loses any currency, and the new language again becomes a lifeline, not merely an academic pursuit.
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In the context of the third paragraph, "glossy" most nearly means
(A) polished
(B) sophisticated
(C) convenient
(D) professional
(E) efficient

Do not explain your reasoning; respond only with the letter corresponding to the correct answer.

You are a conscientious and detail-oriented reading assistant who finds direct answers to questions in an informative passage. Consider the following passage and answer the question that follows.
--------------
"Children learn languages faster, more easily, and better than adults."

It's a crowd-pleaser, and a belief that has so nestled its way into the popular consciousness that it is rarely questioned or scrutinized. Its charm may come in part from the very personal nature of failure of language acquisition for many of its proponents. Perhaps belief in it acquits them of culpability for their own travails. Against this backdrop, a central theory has emerged.

Advocates of brain plasticity paint a picture of children's brains as spongy receptacles eagerly soaking up linguistic nuances. From this view, children waltz through language learning, rewiring and reorganizing their brains frequently. Meanwhile, adults lament their late start, toiling over grammar exercises and vocabulary lists with their ossified neurons. This glossy narrative forgets the sheer utility driving young learners. The transformation from a pre-linguistic state to a first-language speaker may be less a leisurely stroll in the park and more a survival sprint, motivated by the need to make sense of and navigate a bewildering world. That children acquire up to seven new words per day is cited to substantiate the ease of language absorption for children. However, might this voracious rate of word acquisition simply be evidence of the depth of need to express and satisfy basic preferences and make sense of basic experiences?

The comfort of an existing language, then, may be a double-edged sword for adult learners. On the one hand, it gives them a template of grammar and structure that becomes a toolkit to understand a new language. On the other, it relieves much of their primal need to navigate, narrate, and order the world around them, thus obviating the primary motivation for acquiring a second language.

Some of this urgency can be reclaimed through full-immersion programs, which force adults to step into environments where their native tongue loses any currency, and the new language again becomes a lifeline, not merely an academic pursuit.
--------------
The author's references "seven new words per day" (paragraph 3) in order to
(A) underscore an astounding fact
(B) revisit a commonly-held assumption
(C) derive an adaptable state from an inflexible one
(D) illustrate a bewildering environment
(E) contextualize a central theory

Do not explain your reasoning; respond only with the letter corresponding to the correct answer.

You assist humans by completing stories. Finish the following incomplete story by replacing "<MISSING CONTENT>" with a sentence or fragment that logically and coherently satisfies the story's events. Respond with fewer than 20 words that replace "<MISSING CONTENT>" to tie together the parts of the story that come before (if any) and after (if any):

Elena liked to cool off on hot days by going swimming at a nearby park. She loved wearing a different colored swimsuit each day of the week. One day in July, she called her friend Sofie to check if she wanted to come along to the pool. Sofie said she would love to, but she didn't have a swimsuit. Elena <MISSING CONTENT>

decided to lend her one of her colorful swimsuits so Sofie could join her.

You assist humans by completing stories. Finish the following incomplete story by replacing "<MISSING CONTENT>" with a sentence or fragment that logically and coherently satisfies the story's events. Respond with fewer than 20 words that replace "<MISSING CONTENT>" to tie together the parts of the story that come before (if any) and after (if any):

Lily and Ben were staying in a resort while on vacation. The resort had a giant chess set in the lobby. One day, when it was raining outside, Lily suggested they play chess to pass the time. After setting up the chess pieces, Lily said with disappointment, “look Ben, this set is missing a pawn.” Ben took off his hat. <MISSING CONTENT> Lily's face brightened. "That's a great idea! Now we can play."

He placed his hat on the board as the missing pawn.

You assist humans by completing stories. Finish the following incomplete story by replacing "<MISSING CONTENT>" with a sentence or fragment that logically and coherently satisfies the story's events. Respond with fewer than 10 words that replace "<MISSING CONTENT>" to tie together the parts of the story that come before (if any) and after (if any):

Jane and Paul had just gotten off an overnight train ride ready for a day of backpacking. Stepping onto the platform, the couple saw the first rays of the sun meet their eyes. Jane glanced down at her phone and suddenly went quiet. <MISSING CONTENT>. Paul replied, "Believe it or not, I think we will be just fine!" Reaching into his backpack, he pulled out a portable solar charger. Jane stared at him in disbelief, "Seriously Paul, your preparation in any situation never ceases to surprise me!"

You assist humans by completing stories. Finish the following incomplete story by replacing "<MISSING CONTENT>" with a sentence or fragment that logically and coherently satisfies the story's events. Respond with fewer than 20 words that replace "<MISSING CONTENT>" to tie together the parts of the story that come before (if any) and after (if any):

The last day of summer camp, Mia recruited a group of students to challenge the camp counselors to a game of volleyball to commemorate their week. The volleyball court was a sandy area with a net next to a low storage building with a flat roof. When the time came for the game, no one could seem to find a ball to play, despite the fact that balls had been plentiful at the beginning of the week. Mia had an idea. <MISSING CONTENT> One of the counselors replied, "I have the keys." He unlocked the door and together they ascended a narrow staircase.

She proposed searching the storage building for a volleyball.

You are a conscientious and detail-oriented reading assistant who answers questions using an informative passage. Consider the following passage and answer the question that follows.

Long ago, people didn't have refrigerators to keep their food fresh. Instead, they had to think of other ways to prevent their food from spoiling. One common method was to use salt. Salt pulls water out of food, which makes it hard for bacteria to grow and cause the food to go bad. This method was especially useful for preserving meat and fish, which are more likely to spoil quickly. Another method was to dry food in the sun, removing moisture and thus preserving it for longer periods. These ancient techniques allowed people to store food for months, even without the modern conveniences.

How did people in the past keep their food from spoiling and preserve it for weeks or months?
A) By keeping it in the shade or underground
B) By using a refrigerator
C) By preserving it with salt
D) By cooking it thoroughly over a fire

Do not explain your reasoning; respond only with the letter corresponding to the correct answer.

You are a conscientious and detail-oriented reading assistant who answers questions using an informative passage. Consider the following passage and answer the question that follows.

Imagine a world where every piece of garbage could be turned into something useful. Instead of plastic bottles sitting underground for thousands of years, they can be transformed into clothing, park benches, and even roads. Paper waste can be turned into paper bags and cardboard, reducing the need to cut down trees. Food waste can be composted to create nutrient-rich soil for gardens and parks. Currently, a barrier to these techniques is that it's often cheaper to simply discard waste than recycle it. One effort to change this is to require manufacturers to take back products after they are no longer useful and thus bear the cost of recycling them. This then encourages the manufacturer to make products easier to recycle, to produce less waste during the production process, and to use recycled materials even when new materials may be cheaper.

According to the passage, what is one proposed way to encourage recycling?
A) educating manufacturers about the benefits of reduction and reuse
B) identifying new products that can be made with recycled materials
C) shifting responsibility for the costs of recycling
D) reducing the amount of material that cannot be recycled

Do not explain your reasoning; respond only with the letter corresponding to the correct answer.

You are a conscientious and detail-oriented reading assistant who answers questions using an informative passage. Consider the following passage and answer the question that follows.

There is a famous university in England named Oxford University. It is one of the oldest universities in the world. It started in the 12th century, though the exact year is not known. Many talented people have studied there, including several well-known authors and world leaders. Today, it encourages students to aim high and achieve their potential in a rich academic setting.

According to the passage, which of the following facts about Oxford University most contributes to making it unique?
A) It is very old
B) It is one of the only universities in England
C) It helps students achieve their potential and become successful
D) It has educated more authors and world leaders than any other university

Do not explain your reasoning; respond only with the letter corresponding to the correct answer.

Read the passage below and answer the multiple-choice question that follows it. You may explain your reasoning but you must end your response with a new line and the letter corresponding to the correct answer.
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Jim Gilmore came to Hortons Bay from Canada. He bought the blacksmith shop from old man Horton. Jim was short and dark with big mustaches and big hands. He was a good horseshoer and did not look much like a blacksmith even with his leather apron on. He lived upstairs above the blacksmith shop and took his meals at A. J. Smith's.

Liz Coates worked for Smith's. Mrs. Smith, who was a very large clean woman, said Liz Coates was the neatest girl she'd ever seen. Liz had good legs and always wore clean gingham aprons and Jim noticed that her hair was always neat behind. He liked her face because it was so jolly but he never thought about her.

Liz liked Jim very much. She liked it the way he walked over from the shop and often went to the kitchen door to watch for him to start down the road. She liked it about his mustache. She liked it about how white his teeth were when he smiled. She liked it very much that he didn't look like a blacksmith. She liked it how much A. J. Smith and Mrs. Smith liked Jim. One day she found that she liked it the way the hair was black on his arms and how white they were above the tanned line when he washed up in the washbasin outside the house. Liking that made her feel funny.
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Based on the passage, which of the following best describes Jim Gilmore's appearance?
A) Tall and slender with a clean-shaven face
B) Short and dark with a big mustache and big hands
C) Blond and muscular with a prominent beard
D) Average height with a slight build and neatly combed hair

Jim Gilmore is described in the passage as "short and dark with big mustaches and big hands." This description directly matches option B, which states he is "Short and dark with a big mustache and big hands."

B

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Question	Correct	Strict Correct	Response
RCS4			A
RCS5			E
SC1			decided to lend her one of her colorful swimsuits so Sofie could join her.
SC2			He placed his hat on the board as the missing pawn.
SC4			"She saw her phone had no battery left."
SC5			She proposed searching the storage building for a volleyball.
RCS1			C
RCS2			C
RCS3			A
RCL1			Jim Gilmore is described in the passage as "short and dark with big mustaches and big hands." This description directly matches option B, which states he is "Short and dark with a big mustache and big hands." B