Wolves of the Sea

2026 Practice Tests (digital)

2026 Practice Test D English · Question 16 of 50

Passage Wolves of the Sea

Wolves of the Sea

The cool and misty landscape of the Great Bear Rainforest can be found along the coast of British Columbia, Canada, and its nearby islands, from Vancouver Island to the Alaskan border. Within this protected area, wolves roam the forests, islands, and beaches. When biologist Chris Darimont began to study these wolves, he wanted to confer with local First Nations groups, as aboriginal Canadians are known, in order to learn what they knew about these wolves. He spoke with Chester Starr, an elder of the Heiltsuk Nation that has occupied the Great Bear Rainforest for thousands of years. What Starr had to say about the wolves changed Darimont’s perception of the animals.

Starr asked Darimont which wolves he and his team were going to study—the timber wolves (mainland wolves) or the coastal wolves on the islands. The question took Darimont by surprise. Biologists had always believed that the wolves that are sometimes spotted swimming between islands and eating salmon are the same wolves that live on the mainland. Darimont was intrigued by Starr’s classification of the wolves as two different groups. At first, he was hesitant to accept the idea. The distances between the mainland and the islands are small, less than a mile. Why would the wolves on the islands be any different from the wolves on the mainland? To find out, Darimont and his research team studied the wolves on the islands and in the densely forested territory of the Great Bear Rainforest for ten years.

Throughout the study, Darimont recorded several significant, observable differences between the “sea wolves,” as they are nicknamed, and the mainland wolves. Compared with the mainland wolves, the sea wolves are smaller in size and are strong swimmers. In 1996 sea wolves were spotted on an island nearly eight miles from any other land formation. While mainland wolves almost exclusively eat meat, such as deer and elk, and teach their young to hunt for land animals, sea wolves get as much as 90 percent of their nutrition from the sea and teach their young to dig for clams and to catch fish. Sea wolves regularly swim between islands and have been known to sneak up on a seal sunning itself on a rock and make a leaping attack from the water. Some salmon-eating mainland wolves come and go from the islands with the fish-spawning season, but the sea wolves are full-time island residents. Darimont suspects that some sea wolves live their entire life on the islands.

The sea wolves displayed not only physical and behavioral differences but also genetic variations from the mainland wolves. After collecting and analyzing the DNA in 800 samples of gray fur and wolf waste, researchers could produce hard biological evidence that sea wolves had genetic markers that made them distinct from the mainland wolves. A genetic marker is a variation in a DNA sequence that can be used to identify individuals or a species because it is passed down to offspring. Darimont hypothesizes that a change in habitat led to the eventual genetic differences between sea wolves and mainland wolves. Many years ago, loss of habitat and food sources forced some mainland wolves out to the islands. They learned to eat everything from kelp and fish eggs to the remains of sea creatures that washed up on the beach. Wolves living on the islands and mainland wolves became more isolated and rarely mated with each other. Over time the two types of wolves became more distinct.

It turned out that Chester Starr was right all along. “It sounded totally bizarre at first,” admits Darimont, “that there could be two versions of the species.” But he now realizes that this skepticism “definitely reflected my ignorance of indigenous knowledge at the time.” Learning to trust the wisdom of the Heiltsuk people opened Darimont up to knowledge accumulated over millennia and positioned him so that he could gather new scientific evidence about one of British Columbia’s most elusive species, the sea wolf.

Question

Why does the author include details about the conversation between Starr and Darimont in paragraph 2?

  • Ato explain why Starr had closely observed the relationship between the two groups of wolves Darimont wanted to study
  • Bto show that Darimont was hoping to work with Starr and to study both groups of wolves in the area
  • Cto highlight that Darimont was unfamiliar with the area and expected Starr to help him find wolves to study
  • Dto emphasize that the question asked by Starr caused Darimont to review his initial assumption about the wolves
Show the answer

Correct answer: D

The question asks why the author includes details about the conversation between Starr and Darimont in paragraph 2.

A. Incorrect. The details in paragraph 2 do not explain why Starr had closely observed the two groups of wolves. Instead, they convey that Starr believed the wolves to be separate groups (“Starr asked Darimont which wolves he and his team were going to study—the timber wolves (mainland wolves) or the coastal wolves on the islands”), a supposition that intrigued Darimont and ultimately changed the course of his research study.

B. Incorrect. Although paragraph 1 indicates that Darimont did hope to work with Starr (“he wanted to confer with local First Nations groups, as aboriginal Canadians are known, in order to learn what they knew about these wolves”), Darimont did not initially plan to study both groups of wolves in the area because, as the conversation in paragraph 2 indicates, he did not initially know they were two distinct groups of wolves.

C. Incorrect. The details about the conversation in paragraph 2 highlight that Darimont was eager to learn from Starr’s knowledge of the wolves (“Darimont was intrigued by Starr’s classification of the wolves as two different groups”), but they do not indicate that Darimont expected Starr’s help to find the wolves.

D. CORRECT. According to paragraph 2, Starr wanted to know which group of wolves Darimont planned to study—“the timber wolves (mainland wolves) or the coastal wolves on the islands.” The author states that the question “took Darimont by surprise,” adding that “Darimont was intrigued by Starr’s classification of the wolves as two different groups.” The author adds that Darimont was initially “hesitant to accept the idea” that the wolves were separate groups but ultimately spent years studying the two groups of wolves. These details indicate that the question Starr posed to Darimont forced Darimont to reevaluate his initial assumption “that the wolves that are sometimes spotted swimming between islands and eating salmon are the same wolves that live on the mainland” and investigate Starr’s observation that the wolves had separated into two distinct groups.

Question analysis

In paragraph 2 of “Wolves of the Sea,” the Heiltsuk elder Chester Starr asks Darimont whether his team will study the timber wolves or the coastal wolves on the islands. This question asks why the author includes the details of that conversation, so students must explain what a short exchange does for the passage, not just what was said.

NYS standards
  • 7R5 structure and genre features
  • 7R3 plot elements and ideas
Grade level
Grade 7 reading and task
Compared with grade 7
At grade 7 Explaining why an author includes a detail is everyday grade 7 structure work. The paragraph in question is short and plainly written, and each choice can be checked against it directly, so the demand is typical of grade 7.
Estimated difficulty
Straightforward: two steps or one careful reading.
What makes it hard
Evidence
Answered from one paragraph or stanza
Reading level
Passage: about grade 10, 662 words; question and choices: about grade 10, 91 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 paragraph is short and the turn in it is clear: a question surprises Darimont, he doubts it, and he sets out to test it. The main risk is the choice that mixes a true fact from paragraph 1, that Darimont wanted to learn from Starr, with a plan to study two groups he did not yet know existed. Students who keep the order of events straight, what Darimont believed before and after Starr spoke, rule it out.

  1. How, not what moderate Working it out

    The stem asks why the conversation is there, so students must say what Starr’s question about “the timber wolves … or the coastal wolves” does to Darimont’s research, not just repeat it. (Anderson & Krathwohl, 2001)

  2. Reading between the lines minor Working it out

    Paragraph 2 never says Darimont rethought anything; the review of his assumption is pieced together from “took Darimont by surprise,” “hesitant to accept” and the ten-year study that followed. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)

Strategy: Read all of paragraph 2, not just Starr’s question, and say in your own words why the conversation matters to the research; then reject choices that add facts the paragraph never gives.

Traps

  • Half right: One half of a two-part choice is right and the other is not.
  • 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 purpose or structure: Names a purpose, structure or effect that the part does not serve, or describes what a part says when the question asks what it does.

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 asks about the author’s purpose. Why did the author put the talk between Starr and Darimont into paragraph 2? Don’t just retell the talk. Ask what it does to Darimont and his research.

  2. Find the conversation

    Paragraph 2 opens with Starr’s question. He asked which wolves the team would study, “the timber wolves (mainland wolves) or the coastal wolves on the islands.” Next, “The question took Darimont by surprise.” Why? “Biologists had always believed” that the island wolves were “the same wolves that live on the mainland.”

  3. Follow what happens next

    Darimont “was intrigued,” which means curious. Still, “At first, he was hesitant to accept the idea.” Hesitant means unsure and slow to agree. Then, “To find out,” his team studied the wolves for ten years. So Starr’s question made Darimont rethink his first belief. He had assumed, or believed without checking, that all the wolves were one group.

  4. Check each choice

    • A is wrong. The paragraph gives Starr’s question. It never says how or why Starr watched the wolves.
    • B is wrong. Darimont did hope to learn from Starr. But he could not plan to study both groups before he knew there were two.
    • C is wrong. Nothing says Darimont needed Starr to help him find wolves.
    • D is right. The question surprised Darimont and sent him to test his first idea. His initial assumption means that first idea.

    Watch out: B mixes a true fact from paragraph 1 with a plan Darimont did not have yet. Keep the order of events straight.

  5. Choose the answer

    The talk shows Starr’s question changing how Darimont thought about the wolves. So the answer is D, “to emphasize that the question asked by Starr caused Darimont to review his initial assumption about the wolves.”

Why this answer and not the closest wrong one

B is the closest wrong answer. It is true that Darimont wanted to work with Starr. But before Starr spoke, Darimont thought all the wolves were one group. So he had no plan to study two groups. D fits the order of events: Starr asks, Darimont is surprised, and then he tests his old idea.

The original DOE question

Question 16 as shown on the DOE’s digital test, page 26 of its printable version.
As printed in the DOE’s printable version of 2026 Practice Test D English, page 26, question 16.
The passage “Wolves of the Sea” as printed (pages 23–24)The passage “Wolves of the Sea” as printed on page 23 of the DOE handbook.The passage “Wolves of the Sea” as printed on page 24 of the DOE handbook.