Passage 1:

Encouraging the participation of video games in children and teenagers is a dangerous practice. These video games are often violent and thus promote violence in everyday life. Such games have also been shown to encourage violence and anger problems in those already inclined toward violence. At an age at which it is important to foster cooperation among classmates and build friendships, the isolation that comes with excessive gaming makes students more likely to enter conflicts with other students and harms their ability to socialize.

Video games have also been shown to be addictive. This trait makes gaming all the more dangerous, as an exclusive focus on any one hobby can leave children without a well-rounded set of interests and skills. Those playing video games would benefit from other extracurriculars, such as arts or athletics. When children spend all their time playing video games, that leaves less time for more-productive tasks like joining a sport, learning to play an instrument, or picking up other more beneficial hobbies. Parents would be wise to discourage their children from playing video games and instead suggest they pick up a more constructive hobby.

Passage 2:

Video games are often (and unfairly) blamed for negatively impacting children, but in reality, they offer many benefits to those who choose “gaming” as a hobby. Studies show that children who play video games improve their motor skills, reasoning ability, and creative problem-solving when they do so. Additionally, evidence shows us that many find playing video games to be a way to socialize with friends and even build leadership skills, including how to delegate, work as a team, and prioritize tasks. Some have even linked these higher-order thinking skills to career success down the road.

People who would villainize gaming claim that violent games make kids more violent. However, there is little, if any, evidence to show any connection between actions performed in a simulated game and tendencies in real life. In fact, many report that they find playing such games to be stress-relieving, and say that these activities positively impact their mood.

While it is important to limit kids’ daily consumption of any hobby, video games can be a great way to encourage their creative problem solving, leadership, and other valuable life skills!

Which of the following would be the most appropriate term to replace the word “while” in paragraph three of Passage 2, without changing the tone or context?

As technology continues to advance, relics of much earlier innovations remain in the terms we use to describe today’s tech. These terms, often referred to as “technological fossil words,” have outlived their meaning, but are still used in conversation today.

Perhaps the most well-known example of a technological fossil word is the term “DJ” or “Disc Jockey.” The term originated in a time when a DJ actually “jockeyed,” the machine playing a disc or record. Nowadays, a Disc Jockey is almost never seen with an actual disc, but the name lives on!

Technological fossil words have also found their way into the language we use to describe phone use. When operators of the original phone that coined most of the terms we use today made a call, they would “dial” by turning an actual dial of rotating numbers. When they would “hang up,” they would physically hang the phone up on the wall, at which point the phone's pressure on the latch it hung on would end the call. Even the terms phone line and cell phone refer to aspects of telephone use that no longer apply today.

One of the most interesting and lesser-known of these technological fossil words is the term “soap opera.” Today, this term refers broadly to dramatic television programs. However, the history of the term comes from the radio dramas once sponsored by soap companies to entice housewives listening in during the day to purchase their products.

From typing messages to “pen pals,” to “filming” a video, technological fossil words give us a glimpse into the history behind the tech we use today!

In the context of the passage, “however” is used in paragraph four primarily in order to

Passage 1:

When schools prepare elective courses for their students (courses that provide an optional list of classes to suit different students’ interests), they should not comply with pressures to make those classes more “practical” or “career-driven.” Elective courses should be a way for students to express their creativity and interests in a format they enjoy and should provide students with a break from the mundane math and English topics they’ve spent the day learning about. Whether it’s painting, photography, dodgeball, or gardening, elective courses should be a way for students to establish and embrace hobbies and interests, a break from an otherwise full day of learning all are subjected to.

Passage 2:

Elective courses provide an opportunity for students to branch out and take different courses from those of their classmates. However, too much emphasis in school has been placed on topics that most students will never use as adults! Most students will not grow up to be artists or to use the Pythagorean Theorem in their day-to-day lives. So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults, such as personal finance and home economics. It’s never too early to build life skills that will make an individual more well-rounded as an adult!

Passage 3:

Core classes are fighting a losing battle against electives for middle and highschool-aged children. While schools mean well when they encourage students to express their creativity in class, emphasis on elective classes must come at the direct expense of more valuable core material. Schools should understand that their job is to prepare children and young adults for the workforce, and should place more emphasis on STEM (Science, technology, engineering, and mathematics) material. There is currently more demand for STEM workers than there are interested and qualified adults. Therefore, if we place more emphasis on STEM skills for students, we will encourage interest in the jobs most needed when those children grow up and plan for their careers.

“So, it’s only logical that elective courses should be focused on life skills students will find helpful as adults”

In the context of Passage 2, the above excerpt primarily serves to