@nishatmosphere I tries to understand this question in this way:

Stimulus:

1st sentence: Lucinda is an engineering student, so let's say she's a E

2nd sentence: WHR(West Hall Residents) -most→ Es (engineering students)

3rd sentence: a E (Lucinda) -likely→ WHR

AC A:

1st sentence: Our city is gonna have a shopping mall, so having a shopping mall is like a characteristic just like how Lucinda is an engineering student, so our city is a CwM (city with mall)

2nd sentence: CwMs -most→ REH

3rd sentence: a CwM -likely→ REH

is different from the stimulus, if we want it to be correct, the conclusion should be a REH -likely→ CwMs

AC E:

1st sentence: REH -most→ CwMs (just like WHR -most→ Es )

2nd sentence: Our city is a CwM (just like how Lucinda is an engineering student)

3rd sentence: a CwM → REH (just like a E (Lucinda) -likely→ WHR)

is exactly like the stimulus. You can see it more clearly if you flip the 1st and 2nd sentence.

Hope it helps!

I still don't feel like simply reading Passage A can get rid of A, but Passage B doesn't really talk about A, so I would choose E but not until I read Passage B

Why do I care about the differences among those countries??? I thought the passage just made them all "developing nations"???

The question that makes the least sense to me so far...

As a film studies student, I said to myself when I saw the stimulus: "If you can't get this right, drop out."

@priscillasoliz I got it wrong for knowing what epoch means since I thought C only talked about different cultures but not different epochs

I'm a bit confused by the context can make some excludes all... If we think reading is a challenge therefore all can be excluded, for a class of 20, we should also reasonably exclude those numbers that are close enough to all like 18 or 19, but I don't think we should do that since we are not drawing the line.