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Parallel structure means items in a series share the same grammatical form. Option B presents three parallel noun phrases: “campus safety,” “advisor meetings,” and “course registration.” Each item is a concise noun-based unit, creating balanced rhythm and clarity. Option A mixes a noun phrase (“campus safety”), a gerund phrase that begins with a participle (“meeting advisors”), and an infinitive-like “how to register,” producing uneven structure. Option C combines a prepositional phrase (“safety on campus”), an infinitive with “to meet,” and a gerund “registering”—again nonparallel. Option D starts with an infinitive clause (“to be safe on campus”) and then shifts to mixed forms. On the PERT, quickly test parallelism by placing the verb in front of each item: “covered campus safety,” “covered advisor meetings,” “covered course registration.” The symmetry in B reads naturally. Parallelism isn’t just a stylistic nicety; it aids comprehension by signaling equivalence among items, which is essential in academic lists (methods, outcomes, requirements) and reduces processing load on readers.

The sentence contrasts high attendance (“record crowds”) with actions that promote accessibility (free tours, multilingual guides). The best inference is that inclusivity was a priority even amid success—option B. Options A, C, and D contradict or invent details not present. PERT Reading frequently asks you to infer values or priorities from concrete actions. Look for verbs that indicate deliberate choices (“emphasized,” “offering”) and details (free, multilingual) that reveal a purpose. Summarizing such intent prepares you to evaluate program descriptions, policy summaries, and case studies across disciplines.

Add 5 to both sides to isolate the fractional term: 3x4=12\frac{3x}{4} = 12. Multiply both sides by 4 to clear the denominator: 3x=483x = 48. Finally, divide by 3: x=16x = 16. Linear equations on the PERT often require careful, sequential operations—undo subtraction/addition, then undo multiplication/division. A common error is to multiply before isolating the fraction or to incorrectly distribute multiplication across both numerator and denominator. Keeping the balance principle in mind (apply the same operation to both sides) ensures correctness. It’s also good practice to check the solution: substitute x=16x = 16 back into the original: 3(16)4−5=12−5=7\frac{3(16)}{4} - 5 = 12 - 5 = 7, which verifies the result. Fluency with fractions, especially clearing denominators early, makes equation solving faster and reduces arithmetic mistakes under timed conditions.

Distribute 4 across (2x – 3): 4 × 2x = 8x, 4 × –3 = –12. Add 5: –12 + 5 = –7. Final result = 8x – 7, which is option A. On the PERT math section, simplifying expressions tests distributive property and combining like terms. Students must be careful to distribute correctly and handle both positive and negative numbers. These algebraic basics are stepping-stones for solving equations and working with functions, ensuring success in later math courses.

Option C is concise and avoids redundant pairs. Options A, B, and D contain redundant expressions (“climbed up,” “sat down,” “returned back”). PERT writing tests conciseness, which improves clarity in academic and professional writing.