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Passage
The US Department of Education reports that in 2019, college sports programs earned over $14 billion from selling tickets, merchandise, and broadcasting rights for their games. According to the governing agency for intercollegiate sports, the National Collegiate Athletic Association (NCAA), none of this money can end up in the hands of the athletes who play the games. After all, collegiate athletes are considered amateurs who play in return for glory, scholarships, and perhaps a shot at playing professionally after graduation. However, not all student-athletes receive generous scholarships, and many face financial difficulties while they help their schools rake in fortunes. In light of this disparity, athletes and their advocates are demanding that schools pay their players a salary.
Kathleen McNeely, the NCAA's chief financial officer, acknowledges that collegiate games do generate a lot of money, but she disagrees that this money should go to the players. McNeely explains, "The overwhelming majority of colleges and universities in the NCAA subsidize part or all of athletics with earnings from games." So, diverting cash to primarily basketball and football players could eliminate opportunities for young men and women to compete in non-revenue producing sports (e.g., swimming, wrestling, gymnastics, volleyball, and track and field).
Schools may struggle to come up with the funds to pay minimum wages to even one team. For example, if each member of a 124-member football team were be paid the federal minimum of $7.25 for each of the 20 official hours of weekly practice over a span of 22 weeks, the school would be paying out close to $395,000.
Convincing colleges to commit to such expenditures seems unrealistic. However, one recent development may offer a solution: allow players to profit from their own name, image, and likeness (NIL). Prior to July 2021, the NCAA forbade players from accepting money for nearly any reason related to their role as an athlete. Now, a new NCAA policy allows the enterprises that flourish around elite athletes to pay players for a number of activities, including promotional deals, public appearances, or the licensing of their image. Players who are talented and motivated can profit from their fame, and their increased publicity may actually help their schools by generating greater fan participation and alumni donations.
Question
The writer wants to add a concluding sentence after sentence 15 that brings the argument of the passage to a logical conclusion. Which of the following sentences best accomplishes this goal?
| A. Ultimately, sports fans may lose their enthusiasm for watching college sports altogether if they feel they are watching money-hungry athletes rather than amateurs who love the game. | |
| B. It is hard to fathom that revenue generating and non-revenue generating collegiate sports could benefit from simply allowing players to enter into NIL deals. | |
| C. Allowing private enterprises to compensate student-athletes, rather than stripping college athletic budgets bare, may be a win-win outcome for everyone who loves collegiate sports. | |
| D. Only by encouraging alumni support—especially through donations—can colleges continue to provide effective sports and educational programs for all students. | |
| E. Everyone can agree that student-athletes gain the most from their time in college if they complete their degree. |
Explanation
Note the passage's key points and then select the conclusion that best reflects these ideas.
| P1: | Players who bring in a lot of money to their schools are beginning to seek payment beyond athletic scholarships. |
| P2–P3: | Colleges may not be able to pay players without cutting some sports or devastating their financial health. |
| P4: | NIL agreements may be a solution, allowing outside sources to pay players. |
The best conclusion would address the needs of both student-athletes and colleges and affirm the solution of NIL agreements in addressing their concerns. The sentence that does so states: Allowing private enterprises to compensate student-athletes, rather than stripping college athletic budgets bare, may be a win-win outcome for everyone who loves collegiate sports.
(Choice A) The passage does not address how fans would feel about paying college athletes, so although this sentence relates to the topic, it would not make a logical conclusion to this argument.
(Choice B) P4 presents NIL agreements as a solution to the problems colleges would face in paying athletes, so doubting that they could work would undermine the argument.
(Choice D) P4 suggests that businesses could make both students and colleges happy by being the ones to pay athletes in NIL agreements. Since the passage never addressed the role alumni (former students) might play, this sentence would not be a logical conclusion.
(Choice E) Although colleges and student-athletes may agree with the claim in this sentence, the issue of whether student-athletes graduate was not addressed in the passage, so this sentence would not make a logical conclusion.
Things to remember:
When a passage presents a problem and a solution, the most logical conclusion will address how the proposed solution meets the needs described in the passage.
Passage
It's no secret that the best way to embed a brand into the mind of the consumer is through a catchy jingle. A movie that would never win an Oscar can nevertheless become a cultural touchstone because of its iconic theme song or musical score. But why does music finagle this access to our hearts and minds? One answer, according to neurological studies, is that music impacts numerous regions and processes in our brains.
Researchers believe songs are especially memorable because they are encoded primarily in the emotional areas of the brain, such as the limbic system and the orbitofrontal cortex. In addition, when we hear music we like, the reward centers of the brain become activated. A favorite song can immerse us in a highly pleasurable reverie or an intensely rewarding reflective state as the music washes over us. This pleasure center connects the reward system and the higher thinking regions of the brain, making it easy for us to recall melodies.
Another area of research explores how music is processed in the brain. For example, the neuroscientist Aniruddh Patel noted that music exhibits similarities to language: they both have a kind of syntax—or set of rules—that guides construction of basic elements (words combine to form sentences, and notes, chords, and key signatures combine to form melodies). Patel suggests that music and language share a basic brain resource that plays a role in generating these complex sentences and songs.
Initially, some scientists rejected Patel's theory as being incomplete because no one had yet been able to determine the location in the brain where such sharing would take place. Several scientists now believe that the main candidate for such a powerful shared resource is Broca's area, which appears to be a kind of syntax center. Now, research that examines how musical training helps the brain encode speech is leading to exciting new educational strategies that take advantage of this connection.
Question
Which of the following sentences, if placed before sentence 1, would best orient the audience and provide an engaging introduction to the topic of the first paragraph?
| A. Music is an important part of our lives every day. | |
| B. Many audiences will pay nearly any amount of money to see their favorite musical artist. | |
| C. A song may be panned by music critics but still be cherished by audiences. | |
| D. YouTube audiences will see over 20 commercials a day that incorporate music. | |
| E. As any music lover can attest, it's easy to forget facts and figures, but it's nearly impossible to forget a tune. |
Explanation
To select the best introductory sentence, identify the main idea of the paragraph. Then, determine which sentence relates to this idea and makes the topic engaging to the audience.
 |
Authors can engage audiences by showing how the topic relates to their experiences. |
| First paragraph | Main idea |
| (1) It's no secret that the best way to embed a brand into the mind of the consumer is through a catchy jingle. (2) A movie that would never win an Oscar can nevertheless become a cultural touchstone because of its iconic theme song or musical score. (3) But why does music finagle this access to our hearts and minds? (4) One answer, according to neurological studies, is that music impacts numerous regions and processes in our brains. | Music powerfully affects our hearts and minds. |
Many people identify themselves as "music lovers." Also, most people have forgotten information such as phone numbers yet easily remember the tune of an old song. Therefore, the sentence that relates these common experiences to the main idea of music's power to affect us is: As any music lover can attest, it's easy to forget facts and figures, but it's nearly impossible to forget a tune.
(Choice A) The idea that "music is an important part of our lives every day" is too general to help the audience focus on the topic of music's effect on us.
(Choices B and C) Although the audience may relate to the experience of paying a lot of money to see their favorite musical artist, or of disagreeing with critics who have panned (severely criticized) a cherished song, these sentences wouldn't relate to details in P1 about music's ability to affect us and stick in our memories.
(Choice D) The number of YouTube commercials that incorporate music wouldn't focus the audience on the topic of how music affects people.
Things to remember:
One way to engage the audience with the topic is to remind them of a related common experience.
Passage
With more people than ever now working from home (as I have been for the past year), holding video conferences on Zoom or other platforms has become an essential tool for meeting and collaborating in real time. It is not uncommon for such sessions to drag on for an hour or more and take place numerous times throughout the day. It should be no surprise, then, that many of us have begun to report feeling "Zoom fatigue" at the end of the workday. Mario Svirsky, professor of hearing science at NYU Langone Health Medical Center, confirms that this effect is the result of what audiologists refer to as "concentration fatigue." During video calls, auditory interference (e.g., background noise, pinging email alerts, or generally poor sound or connection quality) requires us to work harder to understand each other. Often this auditory overload is exacerbated by overwhelming visual stimuli. As we are working hard to listen and calculate the timing of our own comments, we are also processing multiple images of co-workers shifting about, making it difficult to determine where to focus in order to read facial expressions and body language.
Although Zoom fatigue is a relatively new phenomenon of our technological age, it is similar to what the deaf and hard of hearing communities experience regularly. These individuals expend extra mental energy in most interactions to focus on lipreading and reading sign language while still paying attention to facial expressions and body language. As they juggle all this complex input, bits of information inevitably get dropped; to the contrary, the brain must work harder to piece together a coherent message from what remains. Ariel Hight, a postdoctoral fellow at NYU Langone Health Center, who has hearing loss himself, explains that even if "you're just missing one or two words or a little bit of information, it can have a snowball effect" and can impact your ability to participate or contribute.
Some of the same techniques that the deaf and hard of hearing community use to address these challenges could work for anyone experiencing Zoom fatigue. Hight suggests being "proactive with the people you work with about communication." My colleagues and I have done this by discussing video conferencing etiquette and hashing out whether we really need to chat about business on camera. Finally, both Hight and Svirsky advise everyone to consider a very basic strategy: give yourself the time you need to unplug and recharge.
Question
The writer is considering deleting the underlined portion of sentence 5 (reproduced below).
During video calls, auditory interference (e.g., background noise, pinging email alerts, or generally poor sound or connection quality) requires us to work harder to understand each other.
Should the writer keep or delete the underlined text?
| A. Keep it, because it provides clarifying examples of auditory interference. | |
| B. Keep it, because it is essential to the audience's recognition of the importance of technology in society today. | |
| C. Keep it, because it is essential for the structure of the sentence to make sense. | |
| D. Delete it, because it does not contribute to the main idea of the sentence. | |
| E. Delete it, because it presents information that was previously introduced in the passage. |
Explanation
Note the underlined text's relationship to the surrounding ideas. Then, decide to keep or delete it based on whether it provides new, relevant information that helps develop the writer's ideas.
|
The abbreviation "e.g." stands for the Latin phrase exempli gratia, which means "for example." |
After the scientific term "auditory interference," the underlined text presents some common examples that help define and clarify the term. The underlined information supports the discussion about video calls. Therefore, the writer should keep it because it provides clarifying examples of auditory interference.
(Choice B) The underlined text presents examples of auditory interference that are related to technology, but it does not present information that relates to the importance of technology in our lives.
(Choice C) The underlined text strengthens the effectiveness of the sentence by clarifying a term through examples. Even so, the structure of the sentence would still make sense without it.
(Choices D and E) Since the main idea of the sentence is about the strain that results from auditory interference, the examples of this interference contribute to it. In addition, these examples have not been previously discussed.
Things to remember:
Parenthetical information may interrupt the sentence but should be kept if it is relevant and clarifies ideas.
Passage
Originally, herding dogs were bred for speed and agility, while dachshunds were engineered to have long, narrow bodies so that they could squeeze into holes and hunt vermin. Some traits that have more recently become standard for a breed actually serve no function except vanity.
For example, unusually short and upturned snouts may look cute, but they can prevent the animal from breathing properly. Eyes that bulge out are viewed by some as adorable, but they are highly vulnerable to injury. The corkscrew tail is unique, but it is associated with spinal deformities. Traits such as excess wrinkly skin, elongated ears, or extra-long and thick coats may win medals at the dog show but can make life quite uncomfortable for the dog.
Many professional breeders insist that their practices ensure the health of the breed and only unethical, backyard breeders and puppy mills are problematic. However, results from a survey performed by the American Kennel Club in 2014 indicate that purebreds are living shorter lives—often one or two years less than previously recorded for their breed. Obviously, breeders need to get on board with changing their evil ways. Veterinarians can help by consulting with breeders to screen mating pairs and select for traits that indicate health. As a veterinarian myself, I have seen the lengths to which dog lovers will go to make sure this valued member of the family is cared for.
Another solution is for organizations that regulate dog shows and influence breeders to discourage the breeding of "over-typed" dogs (those whose breeding led to an absurd change in a physical feature). The Fédération Cynologique Internationale, or FCI, is the international organization that sets the standards for each breed, and has decreed that in its dog shows, "Any dog clearly showing physical or behavioural abnormalities shall be disqualified," indicating that its traits should not be passed on. Although this move indicates some progress, it will take generations of conscientious, responsible breeding to eliminate the unhealthy traits that have been developed in so many breeds.
Question
The writer wants to add a transition to the beginning of sentence 2 (reproduced below), adjusting the capitalization and punctuation as needed, to show the relationship between sentences 1 and 2.
Some traits that have more recently become standard for a breed actually serve no function except vanity.
Which of the following choices best accomplishes this goal?
| A. Similarly | |
| B. However | |
| C. As a result | |
| D. Specifically | |
| E. Unsurprisingly |
Explanation
Examine how the key ideas in both sentences relate. Then, select the transition that best reflects this relationship.
| (1) | Originally, herding dogs were bred for speed and agility while dachshunds were engineered to have long, narrow bodies so that they could squeeze into holes and hunt vermin. |
| (2) | Some traits that have more recently become standard for a breed actually serve no function except vanity. |
The original purpose of breeding dogs for traits related to their function in (1) is contrasted with the way traits are now selected for "vanity" (pride in appearance) stated in (2). The word "however" best reflects this contrast, so the sentences should read:
| (1) Originally, herding dogs were bred for speed and agility while dachshunds were engineered to have long, narrow bodies so that they could squeeze into holes and hunt vermin. (2) However, some traits that have more recently become standard for a breed actually serve no function except vanity. |
(Choices A and D) The words "similarly" and "specifically" would be appropriate only if (2) continued the point made in (1) rather than contrasted it.
(Choice C) The change in how traits are selected happened recently but not "as a result" of the way they were originally selected.
(Choice E) The writer did not provide any context that would indicate the change in (2) was an expected development, so the ideas in (2) do not "unsurprisingly" follow from the ideas in (1).
Things to remember:
Writers use transitions to guide the reader in following a line of reasoning. Select the transition that clarifies the relationship among ideas.
Passage
According to the United States Department of Agriculture, in 2019 the US produced nearly 100 million metric tons of milk. Although milk has long been a staple in the American diet, people are beginning to replace it with "mylk," a milk-like liquid processed from nuts, legumes, or grains. Some consumers are ditching dairy because of concerns over the environmental impact of dairy farms. Others, despite the ads that depict milk as a health food, worry that antibiotics and hormones given to the cows are transferred to humans. Now, those who want to avoid dairy or who cannot digest the lactose in milk now have many new, nutritious alternatives. As Vasanti Malik, nutritionist and professor at the Harvard T.H. Chan School of Public Health, confirms, most mylks do a good job of delivering and, in some cases, exceeding the nutrition provided by dairy milk. In fact, because it is a plant-based food, mylk has several nutritional advantages over dairy milk. Nevertheless, mylk has become a major force in the market, generating 2 billion dollars in sales in 2019.
Malik and other nutritionists advise consumers to be mindful that most mylks mask unpleasant tastes by loading up on sugar. Furthermore, Malik notes that "soy-derived mylk contains phytic acid that interferes with the body's absorption of some vitamins and minerals." Also of concern, the profit incentive to plant more almond trees has worsened the drought conditions in California, where 80% of the world's almonds are grown. "It takes a bonkers 1,611 US gallons (6,098 litres) of water to produce 1 litre of almond mylk," says Peter Hemingway. So why not try other mylks? The production of coconuts is environmentally friendly, and the mylk they produce lacks protein, which is difficult to supplement. Another concern about mylk is the question of the energy costs involved. As the nonprofit environmentalist magazine Grist points out, "Alternative milks require lots of processing, and their primary ingredients may travel great distances to reach your refrigerator—whereas theoretically, you could buy a minimally processed gallon from a cow raised humanely right down the road." With so many factors to consider, the decision about what to pour into the cereal bowl every morning is more complicated than many people realize.
Question
In sentence 1 (reproduced below), the writer wants to provide statistical information that helps contextualize the argument of the passage for the audience.
According to the United States Department of Agriculture, in 2019 the US produced nearly 100 million metric tons of milk.
Which of the following versions of sentence 1 most effectively accomplishes this goal?
| A. (as it is now) | |
| B. the United States Department of Agriculture, between 2000 and 2020, annual rates of milk consumption have steadily declined, dropping from 24 to 17 gallons per capita | |
| C. data from the marketing research firm Mintel, the retail price of milk peaked in 2014 at 3.82 U.S. dollars per gallon and has since decreased to about 2.85 U.S. dollars per gallon in 2018 | |
| D. a Bloomberg News article, in 2014, plant-based products accounted for 31% of all new milk products introduced in North America, compared to 24% in Europe | |
| E. the United States Department of Agriculture, American dairy farmers maintain just over 9,000 dairy cows and produce over 200 billion pounds of milk annually |
Explanation
|
Since the context is being added at the beginning of the passage, it should connect to the argument introduced P1. |
Identify the main focus of the argument by restating the claims presented in P1. Then, select the statistics that provide context (relevant background) for this focus.
| (2) | Americans are switching from consuming dairy milk to plant-based "mylk." |
| (3) | Some stopped drinking milk because of environmental concerns. |
| (4) | Some stopped drinking milk because of safety concerns. |
Since (2–4) address the fact that people are drinking less milk than they used to, the best statistics to set up the background of the argument would illustrate how milk consumption has decreased.
Only one sentence presents statistics showing that fewer gallons of milk per capita (per person) are being consumed now compared with in the past. That sentence states that according to the United States Department of Agriculture, between 2000 and 2020, annual rates of milk consumption have steadily declined, dropping from 24 to 17 gallons per capita.
(Choices A and E) Statistics showing how much milk US dairy farms have produced or how many cows US farmers have raised are somewhat related to the topic of milk consumption. However, such figures do not illustrate the drop in milk consumption, which is the focus of the argument.
(Choice C) Statistics showing that milk prices have dropped in recent years may be related to a drop in milk consumption. However, this sentence does not make that link clear, so its statistics do not effectively introduce the argument.
(Choice D) Statistics illustrating the European and US markets for plant-based mylk show that many people buy mylk. However, these figures do not address the drop in American consumption of dairy milk.
Things to remember:
Writers should select statistics that provide background information that is most relevant to the main focus of the argument.
Passage
In the early 1980s, originating in Japan, a new cultural artifact was introduced to the personal entertainment industry: the Walkman1. Du Gay and others2 argue that the "Walkman" concept by itself had no meaning; however, the associations that were connoted by the "Walkman" gave it meaning. Du Gay et al. contend that "as well as being social animals, men and women are also [cultural] beings. They also assert that we use language and concepts to make sense of what is happening, even of events which may never have happened to us before, trying to 'figure out the world,' to make it mean something."
As a technological invention without functional value, the Walkman (or portable cassette player, until it gained wide following and recognition as the Walkman), was not transformative, but the connotations and interpretations that came attached to it were instrumental in its widespread use and acceptability across cultures. As Du Gay et al. suggest, notions associated with the Walkman included "Japanese", which stood for "superior, quality product," "technologically modern," "youth," "advancement" and other appeals that helped the "text"3 find its place and wide following. Its acceptability as a personalized, individualized means of listening to music, both including and excluding the surrounding environment, and therefore its popularity, also borrowed from concepts of mass information practices, i.e., advertising.
By constructing the ownership—promoting the concepts of enabling the individual to enjoy "private-listening-in-public-places" according to Du Gay et al., as well as reproduction and identification with the urban—the busy yet connected individual was propagated. The differences separating it from other forms of entertainment (for example, portable radios), and the specific market segment constructed through advertising (young, urban people) created a meaning for "the Walkman" and therefore transformed it from a simple technological device to a representation of a modern, "hip" urban youth. The role of advertising served to give it legitimacy, publicity and validity, and allowed individuals to conceptualize themselves as being part of that identity.
Personal preferences lead to personal choices, which in turn "globalize" works of art. In the age of mechanical production and globalization, art has begun to take on specific purposes: while the iPhone is a work of art, Apple must consider how the "text" will find a market niche and thereby be used all over the world, thereby altering the aura of an iPhone—or other similar phones—as a cultural object to emphasize its use. On the other hand, due to increasing globalization, the iPhone is a cultural text for the globalized, rather than just for the localized audience. Such artifacts then begin to enable us to conceptualize a truly global culture, since the iPhone is adaptable to different languages and uses in different parts of the world.
One other example deserves mention. The World Wide Web is, as far as cultural artifacts go, a "novel" invention, less than thirty years into its development, yet it has become one of the most visible "globalizers." The advent of Google has been one of the most technology-changing modern developments, redefining how communication affects transmission of specific and global cultural texts. One of its contributions to globalizing the local and localizing the global is scanning of out-of-print and non-copyrighted textbooks, journals and other media into a world-wide database, accessible by anyone who has a computer and an internet connection….
In developing the Google-Swahili language interface, Google collaborated with East African academics and Swahili scholars to verify maintenance of the language's integrity. The "global" came to the "local" to learn and adapt, and then the local became global after Google's interaction with the Swahili scholars. Suddenly, a language that was localized to Greater East Africa (in a few pockets of diasporic communities) found its way to global availability. Now, with a computer, one can learn Swahili from anywhere in the world, as is the case with many other languages. Thus, Swahili is re-defined through cultural artifacts that originated in the "West"—computers, internet, Google—and globalized to anyone that has access.
Does the global then affect the local and/or necessarily change the cultural purity of other cultures and their artifacts? While the Swahili language now "lives" in a different media, accessible to different people, the essence of the language and traditions has not changed; [this change] has, however, almost ensured longevity beyond the current speakers. This is illustrated by the case of preservation of the Latin language. Language preservation, especially for extinct and near-extinct language, ensures that they will be available in the future for study and/or re-introduction, even though some of the actual cultural practices may be lost forever.
Culture is not static; it is dynamic and adaptive. It "learns," "adapts" and "grows" to include "texts" that previously did not belong, integrating them and localizing their uses, thereby taking that which is global and localizing it and completing the circle. Similarly, the local often becomes globalized. In fact, tourists visiting foreign lands often visit the local markets in search of "texts" that are representative of the cultures in the foreign countries and bring them to their own foreign "local."
Question
At what point in the development of the passage's line of reasoning does the author arrive at his thesis?
| A. Lines 1–3 ("In the early…gave it meaning") | |
| B. Lines 3–6 ("Du Gay…mean something") | |
| C. Lines 7–9 ("As a technological…across cultures") | |
| D. Lines 45–47 ("Language preservation…lost forever") | |
| E. Lines 48–50 ("Culture is not…the circle") |
Explanation
|
A thesis may not preview the argument; instead, it may be a general hypothesis or conclusion. |
Note the author's main claims and any repeated ideas to identify the overall argument. Select the lines that express the argument and highlight his thesis.
| P1–P3: | The Walkman's invention helped to create the widespread cultural image of the "busy yet connected individual." |
| P4: | The iPhone's widespread use helped create the concept of a globalized culture. |
| P5–P7: | The World Wide Web and Google contributed to globalized communication, helping maintain and ensure the longevity of localized, "near extinct" languages and cultures. |
| P8: | Culture is impacted by new ideas and changes over time. |
| Overall argument: | Technological developments have played a key role in how culture has changed over time. |
P8 builds on the specific examples provided throughout the passage by drawing the general conclusion that culture is constantly changing as it integrates new cultural "texts," like the previously discussed technological advancements. Therefore, the author arrives at his thesis in Lines 48–50 ("Culture is not… the circle").
(Choices A and C) These sets of lines examine the Walkman as a cultural artifact but not its impact on cultural change. Therefore, they provide a supporting example that contributes to the larger discussion instead of representing the thesis.
(Choice B) These sentences assert that men and women are social, cultural beings that use language to understand the world. Because they do not address all the author's claims about how the Walkman, iPhone, World Wide Web, and Google changed culture, they do not represent his thesis.
(Choice D) This sentence states that the globalization of a language helps preserve it for future generations. Because this statement does not address the larger discussion of the developments that impacted culture, it does not present the author's thesis.
Things to remember:
Identify the author's main claims and note any repeated ideas to determine the author's overall argument. Then, select the lines that express that thesis.
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We simplify complex concepts with vivid illustrations and detailed answer explanations to boost your confidence for the AP Lang exam. Our scientifically backed exam simulations use active learning to develop your critical thinking skills, boost your retention rate, and instill confidence as you approach test day. Plus, our practice QBank mirrors the official AP Lang exam questions and is organized by unit, topic, and subtopic to help you master the material you need.
How is UWorld different from other AP Lang question banks?
Our AP English Language and Composition practice questions mirror the official exam questions. Detailed answer explanations help you learn from incorrect choices, clarify misconceptions, and understand how to approach questions rather than just answer them.