“It’s Time to Stop Thinking That All Non-Native Species Are Evil”

2025 Practice Tests (digital)

2025 Practice Test B English · Question 3 of 57

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.

Chart titled “Possible Management of Non-Native Species, Based on Extent of Invasion,” plotting Area Affected by Non-Native Species (vertical axis) against Time (horizontal axis) as an S-shaped curve that stays low, then rises steeply and levels off high, where it is labeled “Widespread and abundant throughout range.” The time line is divided into four shaded stages, left to right: Prevention, “Species absent”; Eradication, “Few, localized populations”; Containment, “Rapid increase in populations”; and Local Control and Management Only, “Eradication no longer feasible; can only protect small areas based on economic and ecological need.” Markers on the curve show “Species introduced” at the end of Prevention, “Detection” within Eradication and “Public awareness begins” near the end of Containment, and two large arrows read “Management = simple; eradication likely” across Prevention and Eradication and “Management = difficult and costly; eradication unlikely or impossible” across Containment and Local Control and Management Only.

1stymie: hinder or interfere with

Question

Which two phrases from paragraph 3 most affect the tone of the excerpt?

Move the two correct answers to the box.

Phrases That Most Affect the Tone of the Excerpt

On the test you drag tiles into the box; here, choose them below. The DOE has not published how answers with several parts are scored; this site counts one right only when every part is right.

  • A“sounded the alarm”
  • B“gotten the message”
  • C“rip out”
  • D“become increasingly popular”
  • E“provide food”
Show the answer

Correct answer: A and C

The question asks for the two phrases from paragraph 3 that most affect the tone of the excerpt.

A. “sounded the alarm”: CORRECT. This phrase affects the tone of the excerpt by conveying the stark sense of urgency surrounding the debate over the ecological impact of non-native species. The reference to an alarm sounding evokes the feeling of being on high alert.

B. “gotten the message”: Incorrect. This phrase does not most affect the tone of the excerpt.

C. “rip out”: CORRECT. This phrase affects the tone of the excerpt by vividly depicting the effect of widespread misunderstanding of non-native species.

D. “become increasingly popular”: Incorrect. This phrase does not most affect the tone of the excerpt.

E. “provide food”: Incorrect. This phrase does not most affect the tone of the excerpt.

Question analysis

This select-two tone question on Emma Marris’s opinion article about non-native species lists five short phrases from paragraph 3 and asks which two most affect the tone of the excerpt. On the test students move two tiles into a box, and both must be right. All five are common, everyday expressions, so students must weigh how strongly each one colors the excerpt.

NYS standards
  • 7R4 word meaning and choice
  • 7L5c connotation and denotation
Grade level
Grade 7 reading and task
Compared with grade 7
At grade 7 Typical grade 7 tone questions quote the words and ask what effect they have. Here students pick the two phrases themselves from five in one short paragraph and compare how much feeling each carries, which keeps the demand at grade level.
Estimated difficulty
Moderate: several steps, or a close reading with one strong distractor.
Evidence
Answered from one paragraph or stanza
Reading level
Passage: about grade 11, 815 words; question and choices: about grade 3, 42 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

Most students hear the urgency of “sounded the alarm” at once, and the point is lost on the second pick. The idiom that ends the same sentence sounds just as colorful, while “rip out” is a short, everyday verb whose force is easy to read past as plain weeding. Swapping each phrase for a neutral word and asking how much feeling is lost separates them, and credit comes only when both tiles are right.

  1. A very close wrong answer moderate Choosing the answer

    “Sounded the alarm” and “gotten the message” are paired idioms in the first sentence of paragraph 3, both about the warning passing from scientists to the public, and only the first carries urgency. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

  2. Figurative or literary language moderate Understanding the question

    The tone lives in connotation: “sounded the alarm” borrows the picture of a siren or bell, and “rip out” shows plants torn up by force where “remove” would sound flat. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

  3. Much to keep track of minor Working it out

    Five tiles compete for one box and both picks must be right, so each phrase’s charge has to be weighed against the other four, since the stem asks which affect the tone “most.” (Sweller, 1988; Carpenter, Just & Shell, 1990)

Strategy: Swap each phrase for a plain word with the same meaning, reread its sentence, and keep the two whose replacement changes the feeling of the passage the most.

Traps

The wrong answers, classified

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This is a tone question. Tone is the feeling or attitude that a writer’s words give a passage. You need the two phrases from paragraph 3 that carry the most feeling. Words can carry feeling beyond their plain meaning. On the test you drag two tiles into the box. On this site, you choose two of the five. Both must be right.

  2. Read paragraph 3 in its place

    The excerpt opens with “Invasive species are scary.” Paragraph 2 lists the harm some invaders do. Then paragraph 3 says “As scientists have sounded the alarm about these pests, the public has gotten the message. Citizen groups rip out non-native plants.” The rest of the paragraph is calm. It says native gardens are popular, and native trees feed bugs that feed birds.

  3. Swap each phrase for plain words

    A good test is to swap each phrase for plain words with the same meaning. Then ask how much feeling is lost.

    • “sounded the alarm” becomes warned. An alarm is a loud bell for danger, like a fire alarm. The sense of danger is lost.
    • “gotten the message” becomes understood. Little changes.
    • “rip out” becomes remove. To rip is to tear roughly and fast. The force is lost.
    • “become increasingly popular” becomes grown more common. Little changes.
    • “provide food” becomes feed. Nothing changes.
  4. See what the two phrases do

    Urgency is the feeling that something must be done right now. “Sounded the alarm” makes non-native species sound like an emergency. “Rip out” shows people tearing up plants with force. Together they make the fight against non-natives sound urgent and harsh. That matches paragraph 1, which calls the word “invasion” militaristic, or warlike. The author goes on to question treating every non-native as bad.

  5. Check each of the five tiles

    • A fits. It adds urgency.
    • B does not fit. It is an idiom, a saying whose meaning differs from its words. It only means the public understood.
    • C fits. It adds force.
    • D does not fit. It calmly reports a trend in gardening.
    • E does not fit. It is plain, factual wording.

    Watch out: B sits in the same sentence as A, and it sounds just as colorful. But it adds no danger and no force.

  6. Choose both answers

    So the answers are A and C. On the test, move the tiles “sounded the alarm” and “rip out” into the box Phrases That Most Affect the Tone of the Excerpt. You need both to get the point.

Why this answer and not the closest wrong one

B is the closest wrong choice. It is an idiom in the same sentence as A, so it seems just as strong. But swap in understood, and the feeling barely changes. C is easier to miss because it is short. Swap in remove, and the force is gone.

The original DOE question

Question 3 as shown on the screen of the DOE’s digital test.
As shown on the screen of the DOE’s digital test: 2025 Practice Test B English, question 3.
The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed (pages 68–70)The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed on page 68 of the DOE handbook.The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed on page 69 of the DOE handbook.The passage “Excerpt from “It’s Time to Stop Thinking That All Non-Native Species Are Evil”” as printed on page 70 of the DOE handbook.