Also in 2025 Practice Test B English, question 7.
Passage Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”
Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”
by Emma Marris
The author of this opinion article attended a symposium, or conference, in Missoula, Montana, at which biologists and other scientists discussed species of plants and animals that are not native to the areas in which they live.
Invasive species are scary. It was ecologist Charles Elton, back in the 1950s, who introduced the militaristic “invasion” metaphor to describe exotic plants and animals—but there’s no question some can be extremely destructive.
The brown tree snake has eaten a dozen kinds of forest birds in Guam to extinction; zebra mussels clog pipes around the Great Lakes; the common house cat turns out to be, in Australia, a mercilessly effective killer of cute, fluffy marsupials like the bilby and the numbat.
As scientists have sounded the alarm about these pests, the public has gotten the message. Citizen groups rip out non-native plants. Native gardens have become increasingly popular, both as ways to celebrate the unique flora of each region and as tiny hot spots of diversity. Native trees provide food for native bugs, which feed native birds. Food chains developed over thousands of years of co-evolution unfold in our backyards. . . .
So we’ve learned, scientists and laypeople alike, that native species are good and non-natives are bad.
Julian Olden, a biologist at the University of Washington, Seattle, who co-organized the symposium, recently polled nearly 2,000 ecologists. Among his findings: a substantial number of them said they would immediately eradicate a hypothetical non-native forest plant, even if it were shown to have no effect on the forest. Olden calls this the “guilty even when proven innocent” approach.
That kind of approach is not very useful on a rapidly changing planet.
Exotics Are Everywhere
Climate change is making it harder even to decide who the invaders are.
How, scientists at the symposium wondered, do you define “native” on a warming planet, when plants and animals are already moving toward the poles or up mountainsides in search of climate conditions they can tolerate? Should we consider them “invasive” in their new homes? Regardless of what we label them, conservationists will be reluctant to remove them from their new environs—to do so would stymie1 their chances of adapting to the warmer future we’re creating.
And then there are the non-natives that we actually like. Most domestic crops are exotic in most of the places they’re grown, but there are even wild exotics that “do good,” forming useful relationships with native species.
Edwin Grosholz of the University of California, Davis, told the recent symposium about one such relationship. On beaches in his state, non-native spartina grass has become important habitat for the endangered California clapper rail, a plump shorebird with a downward curving bill more at home on land than in the air. A project to rip out and poison the spartina—which grows in dense swaths that exclude many other shorebirds—saw clapper rail numbers go tumbling downward.
There are other examples like that. The endangered southwestern willow flycatcher nests in “invasive” tamarisk shrubs. Many native (and beautiful) Hawaiian flowers are now pollinated by the Japanese white-eye bird—because the native pollinators have been driven extinct by other non-native species.
Should we impose further risk on already endangered natives by severing these relationships? Or should we admire the resilience of nature and let such “well-behaved” exotics stay? . . .
Leave them alone, more and more conservationists are arguing, and stop focusing obsessively on categorizing species as native or non-native. Mark Davis, an ecologist at Macalester College in St. Paul, Minnesota, once considered himself an “invasion biologist”—but not anymore. “I am actively trying to get the field to retire the invader narrative,” he said in Missoula.
A Good Thing, Not the Only Thing
After all, nativeness is just one environmental value, and arguably not as important as preventing extinctions and preserving biodiversity. In some cases we can best serve biodiversity by leaving the non-natives alone or even—brace yourself, now—introducing them on purpose.
This is the thinking behind, for example, installing the Aldabra tortoise on the islands of Mauritius. The islands lost their own large tortoises, and the fruiting plants that formerly had their seeds moved around by these fruit-loving reptiles have been on the decline. A tortoise that’s related to the island’s large tortoises—a non-native from the Seychelles in the Indian Ocean that was intentionally introduced in 2004—is now handling some of that work.
Most of the time, for the time being, conserving species still means focusing on supporting them in their historical habitats, planting natives and removing non-natives. We can and should do that in places where it is feasible and important to us.
From “It’s Time to Stop Thinking That All Non-Native Species Are Evil” by Emma Marris from NATIONAL GEOGRAPHIC MAGAZINE, July 24, 2014. Copyright © 2014 by National Geographic Society.

1stymie: hinder or interfere with
Question
How does the chart provide additional support for a central idea of the excerpt?
- Aby implying that the public becomes aware of non-native species only after removal is impossible
- Bby showing that the complete removal of non-native species is usually not achievable after a certain period of time
- Cby demonstrating why non-native species can be destructive if they are not removed from an area immediately
- Dby explaining how some conservation groups have approached the removal of non-native species
Show the answer
Correct answer: B
The question asks how the chart provides additional support for a central idea of the excerpt.
A. Incorrect. The chart indicates that the public tends to become aware of non-native species once eradication is “unlikely or impossible,” not strictly impossible. Furthermore, this idea is not a central idea of the excerpt.
B. CORRECT. The chart strongly suggests that once “rapid increase in populations” of non-native species has occurred, eradication will be “unlikely or impossible.”
C. Incorrect. While the chart does show that non-native species can eventually be impossible to eradicate, it never addresses the issue of how the non-native species might be destructive to their new environments.
D. Incorrect. The chart shows how non-native species become harder and harder to remove as their population grows but does not explain how any conservation groups have approached their removal.
Question analysis
This question asks how a chart titled “Possible Management of Non-Native Species, Based on Extent of Invasion” supports a central idea of an article arguing that not all non-native species are harmful. Students must read the chart's stages, labels and curve, then decide which statement the chart actually shows and which also fits the article's argument.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- At grade 7 Grade 7 students connect graphics to a text, but this chart packs four stages, two arrows, a curve and several labels into one figure, and its pattern must be linked to an argument made in words, demanding but within upper grade 7.
- Estimated difficulty
- Moderate: several steps, or a close reading with one strong distractor.
- Thinking it demands
- Depth of knowledge 2, skills and concepts · mainly analyze
- What makes it hard
- Reading a figure, table or graph moderate
- A very close wrong answer moderate
- Combines ideas minor
- Evidence
- Answered from the whole text
- Reading level
- Passage: about grade 11, 815 words; question and choices: about grade 12, 78 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
The chart is easy to read in outline, simple management on the left and costly, likely failed eradication on the right, and the right choice restates that contrast. The pull comes from the “Public awareness begins” marker, placed at the border of the stage where eradication is no longer feasible, which makes a statement about public awareness look like a faithful reading. It is nearly faithful, but it describes one marker, not a central idea the article develops.
Reading a figure, table or graph moderate Understanding the question
The chart packs four shaded stages, two arrows, an S-shaped curve and three markers into one figure, and its message lies in the arrows: eradication “likely” early, “unlikely or impossible” later. (Lesh, Post & Behr, 1987; Kirsch & Mosenthal, 1990)
A very close wrong answer moderate Choosing the answer
The right choice and the public-awareness choice both read the late stages where removal fails; the awareness marker even sits on the border of “Eradication no longer feasible”, so only centrality separates them. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Combines ideas minor Working it out
The chart's pattern has to be matched to the article's argument that nativeness is one value among several and that removal makes sense only where “feasible and important to us”. (Embretson, 1998; Daniel & Embretson, 2010)
Strategy: Read the chart's title, axes and stage labels, say in one sentence what it shows happening over time, then ask which part of the article's argument that pattern supports.
Traps
- Too narrow: A single detail offered as the central idea or a summary, or a summary that keeps minor details and leaves out an essential part.
- Reads too much in: A reasonable-sounding conclusion that goes further than the text allows.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
A Too narrow (King et al., 2004)
Reads the “Public awareness begins” marker, which sits where eradication becomes unlikely or impossible, as the chart's point, though it is one label and public awareness is not a central idea.
C Reads too much in (Graesser, Singer & Trabasso, 1994)
Takes the rising curve of area affected as proof of damage, but the chart tracks spread and the difficulty of removal, never harm, and the article questions removing non-natives on reflex.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Credits the chart with the citizen groups of paragraph 3 and the spartina project of paragraph 10, but it shows general stages of possible management, not any group's actual approach.
Working it out, step by step
Know what the question asks
This asks how the chart supports a central idea, a main point of the article. First read the chart and say in your own words what it shows. Then link that to the article’s argument.
Read the chart from left to right
Time moves from left to right. The curve shows how much area a non-native species covers. Eradication means wiping a species out completely. Early on, the arrow says management is “simple” and eradication is “likely.” Then the species spreads fast. From there on, management is “difficult and costly,” and eradication is “unlikely or impossible.” In the last stage it is “no longer feasible,” or no longer possible.
Link the chart to the article
The article argues that we shouldn’t treat every non-native species the same way. Paragraph 16 says we should remove non-natives “in places where it is feasible and important to us.” The chart shows when removal is possible: mostly early, before the species spreads. After that, wiping it out usually can’t be done.
Check each choice
- B fits: complete removal is usually not possible after a certain time, which is the chart’s main message.
- A is wrong because the “Public awareness begins” marker is one small label, and the article never discusses when the public notices.
- C is wrong because the chart shows how far a species spreads, not how much damage it does.
- D is wrong because the chart shows general stages, not what any real group has done.
Watch out: A reads the marker correctly, since it does sit late, where removal is already hard. But it picks a detail, not the chart’s main point.
Choose the answer
The chart shows that removal works only early, which backs up the article’s argument. So the answer is B.
Why this answer and not the closest wrong one
A comes closest, since the chart does place “Public awareness begins” late, when removal is already hard. But that is one small marker, and the article never says when the public first notices a species. B states the chart’s main message, that removal works only early. That backs up the article’s point that removing non-natives isn’t always possible.
More questions like this
The original DOE question

The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed (pages 68–70)


