Passage The Best Laid Plans of Ravens
The Best Laid Plans of Ravens
In Edgar Allan Poe’s poem “The Raven,” a raven visits a lonely man’s home and responds to the man’s pleading questions with only the word “nevermore.” The poem’s narrator interprets the word as a prediction of doom for his future. A talking, prophetic raven may seem to be the wild imaginings of the poet, but a new study published in the journal Science hints that one particular idea behind the poem might not be as far-fetched as it seems. For most of human history, people assumed that animals do not understand the passage of time in the same way people do. Some people believed that animals might remember events from the past and that instinct might drive them to make preparations in order to guarantee survival, but most people did not think that animals had the ability to plan. At Lund University in Sweden, researchers argue that ravens may be able to think ahead and even plan for the future.
It can be difficult to test an animal’s ability to plan because human observers must be certain they are not mistaking instinctual behavior for intentional planning. For example, many animals hoard food so that they will not run out later, but scientists who study animals would not call hoarding a decision to plan for the future. This action is merely instinctual. Cognitive scientists argue that in order for an animal’s behavior to qualify as preparing for the future, the animal must use specific decision-making skills to solve a problem.
To avoid mistaking instinctual behavior for evidence of decision-making, the Lund University researchers designed two experiments to test ravens’ ability to plan. Ravens belong to the corvid family, a group of birds known for their intelligence. A study in 2007 showed that corvids have the tendency to save only certain types of food, which suggests that they are planning for the future rather than acting on instinct. In order to investigate that theory, the researchers had to design experiments that would achieve results that could not be explained by an instinctual behavior of food hoarding. Therefore, the ravens were taught two behaviors that they do not normally perform in the wild.
For the first experiment, the researchers showed the birds how to use a small stone to open a box and get treats. Once the ravens learned the behavior, the researchers presented the birds with four stones. Only one stone was the right size to open the box. The birds learned to select that stone and set it aside until the researchers presented the box. The second experiment involved bartering. A researcher would trade the ravens a large treat for a bottle cap. Later, the researchers presented the ravens with a group of items, including small treats and the bottle cap. The ravens chose the bottle cap over the treats and waited for the original researcher to trade with them again so that they could get more treats. In both experiments, the ravens waited patiently for up to seventeen hours for the researcher to return.
The results of these experiments are exciting, but more evidence needs to be gathered before scientists can fully conclude that ravens can plan for the future. Some scientists argue that the ravens might be choosing the stone and bottle cap because the ravens have been trained to do so, not necessarily because the ravens are thinking ahead. Regardless, like other recent advances in animal science, these experiments show that ravens could be much smarter than first believed, and scientists now believe that ravens do actually think about their own future.
Question
Read this sentence from paragraph 4.
In both experiments, the ravens waited patiently for up to seventeen hours for the researcher to return.
How does this sentence fit into the overall structure of the passage and contribute to the development of ideas?
- AIt concludes the description of the experiments, supporting the idea that ravens can make decisions for the future.
- BIt establishes the timeline required in experiments designed to determine learned behaviors in ravens.
- CIt reveals how the ravens solved the problems posed in the experiments, proving that ravens have the ability to plan ahead.
- DIt indicates that hoarding food is both an instinctual and a learned behavior among ravens.
Show the answer
Correct answer: A
The question asks how the sentence from paragraph 4 fits into the overall structure of the passage and contributes to the development of ideas.
A. CORRECT. The patience the ravens demonstrated in the sentence from paragraph 4 while waiting for the return of the researcher in both experiments shows their understanding that the researcher’s return holds a benefit for them.
B. Incorrect. The passage does not state that there was a set timeline for the researcher’s return; the seventeen hours, mentioned in the sentence from paragraph 4, was just the longest time measured.
C. Incorrect. The experiment did involve the ravens solving a problem. The ravens’ patience demonstrated an understanding that there would be future gain for them by waiting for the researcher, but the sentence from paragraph 4 does not demonstrate the ravens’ ability to plan.
D. Incorrect. The way the ravens obtained the food from the researcher required far more than instinct; in order to get the maximum amount of food, a number of learned skills, such as selecting a stone that would open the box and choosing the bottle cap over the immediate treat, were necessary. The ravens’ ability to wait, as demonstrated in the sentence from paragraph 4, does not influence or affect a learned behavior or a possible instinct to hoard food.
Question analysis
This text-structure question quotes a sentence from paragraph 4 of “The Best Laid Plans of Ravens” reporting that the ravens waited up to seventeen hours for a researcher to return. Students explain how the sentence fits the article’s structure and develops its ideas about whether ravens can plan. Each choice gives it a different role and draws a different conclusion from it, so careful wording matters.
- Grade level
- Grade 7 reading and task
- Compared with grade 7
- At grade 7 Saying how one sentence fits a passage’s structure is common grade 7 work, and this sentence is short and plain. Students must still relate it to both experiments and to what the article as a whole claims about ravens.
- 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
- A very close wrong answer moderate
- How, not what moderate
- Evidence in several places minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 11, 599 words; question and choices: about grade 10, 109 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 sentence is short and plain, so the difficulty lies in how strong a claim it can carry. A wait of up to seventeen hours looks like powerful evidence, and students impressed by it accept a choice that calls it proof, missing that the birds solved each task by choosing an object, not by waiting. The question rewards matching the claim to the article’s own caution: the wait supports the idea of planning, and paragraph 5 says the case is not yet closed.
A very close wrong answer moderate Choosing the answer
The choice about how the ravens solved the problems shares the key’s link between the wait and planning; it differs in calling the sentence proof and in making waiting the solution to the tasks. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
How, not what moderate Working it out
The sentence is the last of paragraph 4 and opens with “In both experiments,” so its job is to round off the account of the stone and bottle-cap tests before paragraph 5 weighs the results. (Anderson & Krathwohl, 2001)
Evidence in several places minor Working it out
Ruling out proof takes paragraph 5, where “more evidence needs to be gathered before scientists can fully conclude” that ravens plan, one paragraph after the quoted sentence. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Ask what waiting for hours suggests about the ravens, then check both the role and the claim in each choice against what paragraphs 4 and 5 actually say.
Traps
- Too broad or too strong: A choice overstates, generalizes, or uses absolute words the text does not support.
- Twists what the text says: Uses the text's topic and ideas but changes what it says: who did it, how much, when, or why.
- Wrong part of the text: A choice is true of another paragraph, stanza or speaker than the one asked about.
The wrong answers, classified
B Twists what the text says (King et al., 2004)
Treats “up to seventeen hours,” the longest wait, as a schedule the experiments required, and calls them tests of learned behavior, though they were designed to test the ability to plan.
C Too broad or too strong (King et al., 2004)
Takes the patient wait as proof that ravens plan, but the birds solved the tasks by picking the right stone and the bottle cap, and paragraph 5 says the case is not yet proven.
D Wrong part of the text (Kirsch & Mosenthal, 1990)
Draws on hoarding, which paragraph 2 calls instinct and paragraph 3 links to corvids saving only certain foods, though the quoted sentence is about waiting for a researcher, not storing food.
Working it out, step by step
Figure out what the question asks
This asks about one sentence from paragraph 4. It wants two things: the sentence’s job in the article, and the idea it helps build. The right choice must get both parts right.
Find where the sentence sits
The sentence is the last one in paragraph 4. That paragraph describes two tests. In one, the birds saved the right stone to open a box later. In the other, they chose a bottle cap to trade for more treats later. The sentence begins “In both experiments.” So it wraps up the account of both tests.
Work out what the waiting shows
The ravens “waited patiently for up to seventeen hours for the researcher to return.” Patiently means calmly, without giving up. The birds kept the stone or the cap until the researcher came back. They seemed to expect a reward later. That supports the article’s big idea, that ravens may make choices for the future.
Check each choice
- A fits. The sentence ends the account of the tests. The long wait supports the idea that ravens can plan ahead.
- B does not fit. “Up to seventeen hours” was the longest wait, not a set schedule. The tests were about planning, not learned behaviors.
- C does not fit. The birds solved the tasks by choosing the stone and the cap, not by waiting. Also, paragraph 5 says nothing is proven yet.
- D does not fit. Hoarding means storing up food. This sentence is about waiting for a person, not storing food.
Watch out: C is tempting because a wait of seventeen hours sounds like strong proof. But paragraph 5 says “more evidence needs to be gathered.”
Choose the answer
The sentence closes the description of both tests. It also adds support for the idea that ravens think about the future. So the answer is A.
Why this answer and not the closest wrong one
C is the closest wrong choice. Both A and C link the waiting to planning. But C says the sentence proves that ravens can plan. The article is more careful. Paragraph 5 says “more evidence needs to be gathered before scientists can fully conclude” that ravens plan. A says the sentence supports the idea, which is just right.
More questions like this
The original DOE question

The passage “The Best Laid Plans of Ravens” as printed (page 12)
