ACT Strategies

1. Pass the test! ACT Strategies

2. English: 45 minutes for 75 questions • 36 seconds/question • Grammar skills, writing style • Writing: 30 minutes for full essay (handwritten) Structure

3. Punctuation (10 questions) Grammar (12 questions) Sentence Structure (18 questions) Style (12 questions) Organization (11 questions) Strategy (12 questions) English Focus

4. 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. • NO CHANGE • And they accept. • And it accepted. • And it accepts. Hints 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.

5. 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 More Hints

6. Guess! • No penalty for wrong answer= you have a 25% shot at the right one. If you really don’t know

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

8. The score that counts is your composite score English/Writing • Math • Science • Reading ÷ 4 = composite score Scoring con’t

9. Practice makes perfect! • Do sample questions • Get used to timing • Look at your errors • Learn from your mistakes! Practice practice practice

10. English focus– two blocks

11. Punctuation • Sentence fragments • Comma splices • Semi-colon • Colon • Dash • Apostrophe English Block one • Computer Lessons/Quizzes • Common Sentence Mistakes • Setting Off Phrases • Apostrophes

12. 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. Sentence fragment– 21% wrong on pretest

13. 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. Comma splice– 51% wrong

14. 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– 34% wrong

15. 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. Semi-colon con’t

16. 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. Colon– 34 % wrong

17. 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. Dash– 56% wrong

18. 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- 44% wrong

19. Used to create contractions • Don’t = do not • Should’ve = should have Apostrophe con’t

20. 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 Apostrophe con’t

21. 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. Computer exercises

22. 7 minutes Break!!!!

23. Style • Misplaced modifiers • Redundancy • Active vs. passive voice • Tone • Placement • Clinchers • Transitions English Block two • Computer Exercises/Quizzes • Style • Organization • Writer’s Aims • What Makes a Sentence

24. 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. Misplaced/dangling modifiers- 20% wrong

25. 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.

26. 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.

27. 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.

28. 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. Active vs. passive voice – 18% wrong

29. 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. Rhetorical skills

30. 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 Tone – 44% wrong

31. Use the answers as clues Read just sentences 1-3, then make judgment Placement of new ideas– 51% wrong 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 1 Right before Sentence 2 Right before Sentence 3 Right after Sentence 3

32. 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. Transitions- 15% wrong

33. 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. Clincher-- 17% wrong

34. 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. Computer exercises

35. 7 minutes Break!!!!

36. Writing Portion– one block

37. 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 focus

38. 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)

39. 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

40. 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 Writing Score

41. 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 exspeceyourselfs. 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.

42. 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.

43. Sample Essay (Score = 3) • Look for • Position on issue • Thesis • Clear Intro, Body, Conclusion Recognition of opposing viewpoints Well-developed explanations Transitions Clinchers Consistent Third Person Point of View Sample Essay 3

44. 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

45. 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

46. 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

47. Complete the practice Writing Test prompt. We will discuss your scores when you get the feedback. Computer exercises