{"id":486,"date":"2016-05-06T07:53:30","date_gmt":"2016-05-06T14:53:30","guid":{"rendered":"https:\/\/magoosh.com\/praxis\/?p=486"},"modified":"2019-02-26T16:19:36","modified_gmt":"2019-02-27T00:19:36","slug":"praxis-core-reading-structure-questions-part-2","status":"publish","type":"post","link":"https:\/\/magoosh.com\/praxis\/praxis-core-reading-structure-questions-part-2\/","title":{"rendered":"Praxis Core Reading: Dual Passage Questions Part 2"},"content":{"rendered":"

 
\nSome Praxis Core Reading passages are dual, with two separate readings on the same topic. With this unique structure comes some unique structure questions, as well as some unique questions on the integration of knowledge and ideas.<\/p>\n

The actual\u00a0types\u00a0<\/em>of structure questions<\/a> and integration of knowledge and idea questions<\/a> you see in Praxis Core Reading are the same for dual passages and single passages. However, because dual passage readings are structured a lot differently than single passages, there are two\u00a0question types that look very different when they follow dual passages.<\/p>\n

Structure questions about\u00a0organization\u00a0<\/em>look at the way the two passages are organized in relation to each other, instead of asking about how a single passage is organized from beginning to end. And under the “integration” category of Praxis Core Reading questions, function-of-information questions will usually ask about how an idea or concept is used in\u00a0both<\/em> passages.<\/p>\n

In this post, I’ll give you a practice dual passage to read. This dual passage is an adaptation of the two Praxis Core Reading passages that I showed you here<\/a> and here<\/a>. After the dual passage, there is one practice organization question and one practice function-of-information question. An answer key appears at the bottom. Enjoy!<\/p>\n

Praxis Core Reading Dual Passage<\/h2>\n

Passage 1<\/strong><\/p>\n

Twice a year, many Western nations change their clocks in observation of Daylight Savings Time (DST), setting timetables an hour forward in the spring and an hour back in autumn. The history of this important and valuable practice starts over 200 years ago.<\/p>\n

In 1784, Benjamin Franklin, a well-respected United States scientist and writer, suggested seasonal time changes as a way to save money on candles for lighting. Franklin\u2019s suggestion was not taken seriously at the time, although other scholars continued to discuss the idea.<\/p>\n

In the late 1800s, after a century of industrialization and increasingly strict consciousness of time, the very real need for Daylight Savings Time\u00a0was finally recognized. Within the next twenty years, European industrialists and politicians implemented Franklin\u2019s ideas across the Western world. Today, DST facilitates modern efficiency and productivity around the world.<\/p>\n

Passage 2<\/strong><\/p>\n

Daylight Saving\u2019s Time (DST), was originally introduced in the nineteenth century, with the goal of reducing energy costs and increasing efficiency by keeping daylight hours in line with work hours. In its early days, DST was a very beneficial practice.<\/p>\n

In the modern era however, this practice seems to have outlived its usefulness, and may even be harmful. Today, DST can cause traffic accidents. When clocks are set forward in the spring, there is a spike in traffic accidents, as drivers are exhausted from the lost hour of sleep. DST practices can also lead to scheduling problems for multinational companies. Because not all countries observe DST, it can be difficult for international businesspeople to properly schedule and keep international phone and webconference appointments.<\/p>\n

Praxis Core Reading practice question: organization<\/h2>\n
    \nWhich best describes the relationship between Passage 1 and Passage 2?<\/em><\/ul>\n
      \nA)\u00a0Passage 1 defines a term that is discussed in greater depth in Passage 2.<\/ul>\n
        \nB)\u00a0Passage 1 presents a viewpoint that is undermined by the argument in Passage 2.<\/ul>\n
          \nC) Passage\u00a01 provides a concrete example of a trend that is mentioned in Passage 2.<\/ul>\n
            \nD) Passage\u00a02 disagrees about the reliability of the evidence discussed in Passage 1.<\/ul>\n
              \nE)\u00a0Passage 2 recounts a personal experience to challenge a claim made in Passage 1.<\/ul>\n

              Praxis Core Reading practice question: function-of-information<\/h2>\n
                \nBoth authors do which of the following?<\/em><\/ul>\n
                  \nA) Acknowledge historical precedents<\/ul>\n
                    \nB) Explain the disadvantages of a trend<\/ul>\n
                      \nC) Reference an authority figure<\/ul>\n
                        \nD) Present a personal experience\n<\/ul>\n
                          \nE) Weaken a claim<\/ul>\n

                          Answer Key<\/h2>\n
                            1) B<\/ul>\n
                              2) A<\/ul>\n","protected":false},"excerpt":{"rendered":"

                              Some Praxis Core Reading passages are dual, with two separate readings on the same topic. With this unique structure comes some unique structure questions.<\/p>\n","protected":false},"author":80,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"footnotes":""},"categories":[2439],"tags":[],"ppma_author":[4914],"class_list":["post-486","post","type-post","status-publish","format-standard","hentry","category-praxis-reading-practice"],"acf":[],"yoast_head":"\nPraxis Core Reading: Structure Practice Questions, Part 2<\/title>\n<meta name=\"description\" content=\"Some Praxis Core Reading passages are dual, with two separate readings on the same topic. 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Additionally, he's helped students with TOEIC, PET, FCE, BULATS, Eiken, SAT, ACT, GRE, and GMAT. David has a BS and MA from the University of Wisconsin-Eau Claire and an MA from the University of Wisconsin-River Falls.","sameAs":["https:\/\/www.facebook.com\/MagooshEnglishLearning","https:\/\/www.linkedin.com\/in\/david-recine\/","https:\/\/www.youtube.com\/channel\/UCra3KQoJlOP7RYwaCyH2qew"],"knowsAbout":["TOEFL","IELTS","TOEIC","PET","FCE","BULATS","Eiken","SAT","ACT","GRE","GMAT"],"knowsLanguage":["English","Italian"],"jobTitle":"Content Creator","worksFor":"Magoosh","url":"https:\/\/magoosh.com\/praxis\/author\/davidr\/"}]}},"authors":[{"term_id":4914,"user_id":80,"is_guest":0,"slug":"davidr","display_name":"David Recine","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/b70c17ee6f3ef87dc4cc5dbdebda911d6dd30dfe15845e4b1d459a3e1b33ef98?s=96&d=mm&r=g","user_url":"","last_name":"Recine","first_name":"David","description":"David is a Test Prep Expert for Magoosh TOEFL and IELTS. Additionally, he's helped students with TOEIC, PET, FCE, BULATS, Eiken, SAT, ACT, GRE, and GMAT.\r\n\r\nDavid has a BS from the University of Wisconsin-Eau Claire and an MA from the University of Wisconsin-River Falls. His work at Magoosh has been cited in<a href=\"https:\/\/scholar.google.com\/scholar?hl=en&as_sdt=0%2C50&q=Recine+magoosh&btnG=\" rel=\"noopener noreferrer\"> many scholarly articles<\/a>,<a href=\"https:\/\/minds.wisconsin.edu\/handle\/1793\/65479\" rel=\"noopener noreferrer\"> his Master's Thesis<\/a> is featured on the<a href=\"https:\/\/www.readingwithpictures.org\/2013\/09\/research-highlight-teaching-english-language-learners-with-comics\/\" rel=\"noopener noreferrer\"> Reading with Pictures<\/a> website, and he's presented at the<a href=\"https:\/\/www.witesol.com\/wp-content\/uploads\/2014\/11\/2014-WITESOL-Program-FINAL-10-28-14.pdf\" rel=\"noopener noreferrer\"> WITESOL (link to PDF)<\/a> and<a href=\"https:\/\/issuu.com\/interoff\/docs\/nafsaregionv_2014conference\" rel=\"noopener noreferrer\"> NAFSA<\/a> conferences. David has taught K-12 ESL in South Korea as well as undergraduate English and MBA-level business English at American universities. 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