ACT STRATEGIESPass the test!

STRUCTURE

English: 45 minutes for 75 questions 36 seconds/question

Grammar skills, writing style

Writing: 30 minutes for full essay (handwritten)

ENGLISH FOCUS

Punctuation (10 questions) Grammar (12 questions) Sentence Structure (18 questions) Style (12 questions) Organization (11 questions) Strategy (12 questions)

HINTS

Use the answers to tell you what they’re looking for After the devastating hurricane, the Red

Cross offered food and medical aid to the Mexican government and they accepted.

A. NO CHANGEB. And they accept.C. And it accepted.D. And it accepts.

This one’s looking at pronoun and verb tense. Pronoun is referring to government (it) and verb tense is past (accepted). Thus, you choose answer C.

MORE HINTS

OMIT- if offered, the correct choice more than 50% of the time.

NO CHANGE- correct 20-25% of the time Not there just to throw you off.

Shortest answer is usually right with style, organization, or strategy Good writing is concise

IF YOU REALLY DON’T KNOW

Guess! No penalty for wrong answer= you have a

25% shot at the right one.

SCORINGNumber right out of 75

Scale Score

70 32

69 31

67-68 30

65-66 29

63-64 28

60-62 27

58-59 26

56-57 25

53-55 24

51-52 23

49-50 22

46-48 21

43-45 20

40-42 19

37-39 18

34-36 17

31-33 16

If the ACT were graded like your normal English tests, a 23 would be a 69%.

SCORING CON’T

The score that counts is your composite scoreEnglish/Writing Math Science Reading

÷ 4 = composite score

PRACTICE PRACTICE PRACTICE

Practice makes perfect!

Do sample questions Get used to timing

Look at your errors Learn from your mistakes!

ENGLISH FOCUS– TWO BLOCKS

ENGLISH BLOCK ONE

Punctuation Sentence

fragments Comma splices Semi-colon Colon Dash Apostrophe

Computer Lessons/Quizzes Common

Sentence Mistakes

Setting Off Phrases

Apostrophes

SENTENCE FRAGMENT– 21% WRONG ON PRETEST

Missing a subject, verb, or complete thought

Watch out for subordinate clauses standing alone

I knew I needed to get my work done. Even though I wanted to go to the party. I decided to stay home.

COMMA SPLICE– 51% WRONG

Occurs when two sentences are joined by a comma Creates a run on Needs to include conjunctions (FANBOYS) or

be replaced with a semi-colon

I took the ACT Prep class, I know I’ll get a high score. I took the ACT Prep class, so I know I’ll get a

high score.

SEMI-COLON– 34% WRONG

Used to join to complete sentences The setting sun caused the fields to take

on a special glow; all was bathed in a pale light.

Used with conjunctive adverbs transition words joining two complete

sentences SEMI-COLON first, then COMMA after

I used to play volleyball; however, after I hurt my knee, I had to quit.

SEMI-COLON CON’T

Used to separate a potentially confusing list that includes commas I wanted to visit Paris, France; Venice, Italy;

and Athens, Greece on our honeymoon. The old gentleman’s heirs were Margaret

Whitlock, his half-sister; James Bagley, the butler; William Frame, the companion to his late cousin, Robert Bone; and his favorite charity, the Salvation Army.

COLON– 34 % WRONG

Used to precede a list There are three branches of government:

executive, judicial, and legislative. Used to indicate an example from sentence

My freshman year gives me my best memory: football season.

NOT to be used to call attention to material already signaled by the rest of the sentence We did many different things on our trip, such

as hiking, biking, and canoeing.

DASH– 56% WRONG Used to set off explanatory set of words

The tools of his trade– probe, mirror, and cotton swabs– were neatly arraigned on the dentist’s tray.

Used to indicate a summary or reversal of what preceded it. Patience, sensitivity, understanding– these are the

marks of a good friend. He knew that he did a good job– he just didn’t feel

good about himself. Mark a sudden break in thought that leaves

sentence unfinished He was not pleased with– in fact, he was completely

hostile toward– the student.

APOSTROPHE- 44% WRONG

Used to form possessive forms of nouns Placed between the word and added “s” of a

singular word or plural word not ending in “s” Tony’s house Children’s music My student’s essay (just one kid’s paper)

Placed after “s” of plural word or word normally ending in “s”

Mrs. Wolters’ class My students’ essays (the whole class)

APOSTROPHE CON’T

Used to create contractions Don’t = do not Should’ve = should have

APOSTROPHE CON’T ACT test tricks

It’s vs. its It’s = it is

It’s hot in this room today.

Its = possessive form I need to know if the cat

got its medicine today. You’re vs. your

You’re = you are You’re welcome

Your = possessive form You need to get your

homework done

Who’s vs. whose Who’s = who is

Who’s going to rock the ACT test after this review?

Whose = possessive form Whose coat did I find on

the back of this chair? There vs. their vs. they’re

There = a place I met you there.

Their = possessive I know it’s their work

They’re = they are They’re happy to be

done

COMPUTER EXERCISES

Read through the lesson, complete the practice questions and the quizzes for: Common sentence mistakes Setting off phrases Apostrophes

We will discuss questions after all three exercises.

BREAK!!!!7 minutes

ENGLISH BLOCK TWO

Style Misplaced modifiers Redundancy Active vs. passive

voice Tone Placement Clinchers Transitions

Computer Exercises/Quizzes Style Organization Writer’s Aims What Makes a

Sentence

MISPLACED/DANGLING MODIFIERS- 20% WRONG

Phrases that give unintended meanings to the sentence Place phrases closest to the word that they

actually describe. Watch for phrases that begin the sentence

but don’t really modify the subject. Tired by all the travelling, Mitch’s delight was

palpable when his boss told him he would no longer have to attend the out-of-state conference.

HOW MIGHT YOU CORRECT THE FOLLOWING SENTENCE?

Jennifer called her adorable kitten opening the can of tuna and filled the food bowl.

Better: Opening the can of tuna, Jennifer called her adorable kitten and filled the food bowl.

HOW MIGHT YOU CORRECT THE FOLLOWING SENTENCE?

Portia rushed to the store loaded with cash to buy the birthday gift.

Better: Portia, loaded with cash, rushed to the store to buy the birthday gift.

REDUNDANCY – 48% WRONG

The best writing is usually short and straight to the point. Every day, I do my daily homework.

Every day, I do my homework. Sentences that are grammatically correct

can still be in need of correction in style

The giant condor is able to spread its wings up to 25 feet.

The giant condor has a wingspan of up to 25 feet.

ACTIVE VS. PASSIVE VOICE – 18% WRONG Passive verbs often create needlessly

long sentences Is, are, was, were, be, being, been, etc.

One-fourth of the market was captured by the new computer firm. The new computer firm captured one-

fourth of the market.

RHETORICAL SKILLS

Classify tone– 44% wrong Placement of New Ideas– 51% wrong Transitions- 15% wrong Adding elements/Clinchers– 17% wrong

Test strategy– skim passage while you read for the sentence level When you approach these questions, you need

to go back to that particular passage to read more closely.

TONE – 44% WRONG

Use context clues to help determine the author’s attitude toward the topic.

Pay special attention to adjectives used that carry emotion The author’s tone in this paragraph can best be

described as: Furious Amused Disillusioned Jealous

The tone is the overall feeling the author gives by the way he writes. This narrator starts out excited about his new job, but quickly discovers that he will not be as effective as he had hoped. By the end of the passage, he sounds disappointed. Disillusioned is the best match in meaning, making choice C correct.

PLACEMENT OF NEW IDEAS– 51% WRONG

Use the answers as clues Read just sentences 1-3, then make

judgment

Suppose the author wishes to add the following sentence to the second paragraph:These pesticides included DDT, as well as substances even stronger and more potentially devastating.This sentence would most logically be added

Right before Sentence 1Right before Sentence 2Right before Sentence 3 Right after Sentence 3

TRANSITIONS- 15% WRONG

Suppose the author plans to continue the passage by writing about environmentalists who have followed in Carson's footsteps. Which of the following sentences would most effectively signal this shift? The new sentence should function as a

transition from talking about Carson to talking about later environmentalists who were influenced by her work. So the new sentence should mention both Carson and later environmentalists.

CLINCHER-- 17% WRONG

The author wants to tell the reader that she and her sister have learned more about throwing children's parties since that first time. Which sentence, if added to the end of the paragraph, would best convey this point? The new sentence should get across the point in the

question stem: that the author and her sister have gotten better at throwing parties. The whole passage is written in the past, like the narrator is looking back at that first party. The new sentence should take you to the present, where the narrator says how much better they are at throwing parties now.

COMPUTER EXERCISES

Read through the lesson, complete the practice questions and the quizzes for: Style Organization Writer’s Aims What Makes a Sentence

We will discuss questions after all three exercises.

BREAK!!!!7 minutes

WRITING PORTION– ONE BLOCK

WRITING FOCUS

Persuasive writing School/teen’s life related prompt Given some background on two sides of

issue Asked to pick and defend one side

30 minutes-- handwritten

WRITING STYLE

Consider Structure/

organization Intro, body, conclusion Transitions

Support Specific examples

from own life Concession

statements Style

Strong verbs, word choice, spelling

Length Intro

Attention getter (2 sentences)

Background (2-3 sentences)

Thesis (1 sentence) Body

Two paragraphs Two supporting details in

each

Conclusion Restate thesis (1 sentence) Summary of reasons (2-3) Hook to intro (1 sentence)

WRITING SCORE

5 criteria Clear position Maintain focus Supported with logical reasoning and

supporting evidence Organized ideas in logical fashion Use language clearly and effectively

WRITING SCORE

Read by two trained readers Graded on a 1-6 scale More than one point difference, by a third

Sum of two scores is your writing score Highest possible is a 12

WILL get a zero if you write illegibly or fail to write about assigned topic

SAMPLE ESSAY (SCORE = 1)

Well I don't think they should have a dress code because, it takes away from the kids. We shouldn't be mindless drones. I thought this is America were you can exspece yourselfs. The government should stay out of it. Next they will be telling us what we should eat and think. I think if they look good they should be able to where what they want to. If they start control how we dress. Next, they will control everything. I for one want to think and dress for myself. If we let them tell us what to do slowly our freedoms will reduced to noting.

SAMPLE ESSAY (SCORE = 2)

I agree with parents and teachers who say dress codes is needed. Dress codes sets guidelines for what students wear and helps the learning environment.

Uniforms encourage equality. They sets guidelines for what students wear so everyone looks the same. Uniforms encourage people to be equal by setting what all students wear at school.

Uniforms helps stop rivalry between groups and "clicks." Uniforms put an end to groups at school because everyone looks the same. If everyone looks the same than groups won't divide people by how they look because uniforms makes everyone equal. All students would be the same if they wear uniforms.

These is just a few of the many benefits to wearing a uniform. A dress code is only one way of creating a good school environment, but it is a good one.

SAMPLE ESSAY (SCORE = 3)

Look for Position on issue Thesis Clear Intro, Body, Conclusion

Recognition of opposing viewpointsWell-developed explanationsTransitionsClinchersConsistent Third Person Point of View

Sample Essay 3

SAMPLE ESSAY (SCORE = 4)

Look for Position on issue Thesis Clear Intro, Body and Conclusion Recognition of opposing

viewpoints Well-developed explanations Transitions Clinchers

Consistent Third Person Point of View

Sample Essay 4

SAMPLE ESSAY (SCORE = 5)

Look for Position on issue Thesis Recognition of opposing viewpoints Well-developed explanations – moves

from general idea to specific example

Transitions Clinchers

Consistent Third Person Point of View Sentence Variation

Sample Essay 5

SAMPLE ESSAY (SCORE = 6) Look for

Position on issue Thesis Recognition of opposing viewpoints Well-developed explanations – moves

from general idea to specific example

Transitions Clinchers

Consistent Third Person Point of View Sentence Variation Sophisticated Word Choice

Sample Essay 6

COMPUTER EXERCISES

Complete the practice Writing Test prompt.

We will discuss your scores when you get the feedback.