ACT English : Writing and Revising Effectively
Study concepts, example questions & explanations for ACT English
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Example Questions
Example Question #3 : Introductions, Transitions, And Conclusions
Growing up, I used to find math very tedious. I abhorred algebra, couldn't stand geometry, and 1. was just hating trigonometry. I was sure calculus would be no different. 2. That was until I met, my calculus teacher, Ms. Sweed. 3. Calculus being the subject she taught, she used it to show me how 4. math makes our world go around.
5.Ms. Sweed was very educated, having two master’s and a PhD. 6. I can still remember one day that she talked to me after class after one of the first tests we took in class I had done not as well as I had wanted. When I went to talk to her after class, she told me that she thought I was very smart and could do better if I tried. I began to come to talk to her after class every day for extra study. 7.She only used these extra sessions to not help me understand the math, but showed how math can be used to apply to real life.She showed how math could be used to explain many natural phenomena. 8. However, she showed how math can be used to analyze patterns from studies. I never thought I would say math was my favorite subject, but with Ms. Sweed teaching, it was.
9. (1) Trying to use Mrs. Sweed’s wit, enthusiasm, and dedication, as I tried to inspire other students. (2) I even started to do well enough in math to start tutoring other students. (3) I never would have been able to do so without meeting Ms. Sweed. (4) I was soon one of the top tutors in our school, and I helped dozens of students increase their grades. [10] Thanks to her inspiration, I’ve decided to look into the field of engineering. 11. Now, an engineering major taking many math classes in college. I enjoy every single one of them. 12. Math is a subject everyone can enjoy.
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
Hence,
NO CHANGE
Contrastingly,
And,
Also,
Also,
The author is showing another aspect of math that Ms. Sweed taught him/her, which is an example of adding ideas. The transition word, "also," shows an addition of ideas. The original transition word, "however," or the word "contrastingly" is not the right word to use here, because the ideas are not contrasting. "Hence" shows a cause/effect relationship, which is also not applicable here. "And" is a conjunction, and can't be used to start a sentence.
Example Question #4 : Introductions, Transitions, And Conclusions
Growing up, I used to find math very tedious. I abhorred algebra, couldn't stand geometry, and 1. was just hating trigonometry. I was sure calculus would be no different. 2. That was until I met, my calculus teacher, Ms. Sweed. 3. Calculus being the subject she taught, she used it to show me how 4. math makes our world go around.
5.Ms. Sweed was very educated, having two master’s and a PhD. 6. I can still remember one day that she talked to me after class after one of the first tests we took in class I had done not as well as I had wanted. When I went to talk to her after class, she told me that she thought I was very smart and could do better if I tried. I began to come to talk to her after class every day for extra study. 7.She only used these extra sessions to not help me understand the math, but showed how math can be used to apply to real life.She showed how math could be used to explain many natural phenomena. 8. However, she showed how math can be used to analyze patterns from studies. I never thought I would say math was my favorite subject, but with Ms. Sweed teaching, it was.
9. (1) Trying to use Mrs. Sweed’s wit, enthusiasm, and dedication, as I tried to inspire other students. (2) I even started to do well enough in math to start tutoring other students. (3) I never would have been able to do so without meeting Ms. Sweed. (4) I was soon one of the top tutors in our school, and I helped dozens of students increase their grades. [10] Thanks to her inspiration, I’ve decided to look into the field of engineering. 11. Now, an engineering major taking many math classes in college. I enjoy every single one of them. 12. Math is a subject everyone can enjoy.
Which is the best concluding sentence for the passage?
NO CHANGE
And we all know that math is great.
I may have thought that math was tedious, but all it took was one inspirational teacher to show me that nothing is more interesting.
Ms. Sweed has one master's in engineering as well.
I am thinking of going to grad school.
I may have thought that math was tedious, but all it took was one inspirational teacher to show me that nothing is more interesting.
The correct answer maintains focus on how Ms. Sweed affected the narrator's interest in math, and it references the beginning.
Example Question #2 : Introductions, Transitions, And Conclusions
“Bach and German Hymnody”
[31] The great German composer, Johann Sebastian Bach was a member of a prodigiously talented musical family. [32] A significant number of Johann Sebastians ancestors and descendants were musicians of various levels of talent. [33] Although he was known for music of a variety of forms, one of his most enduring legacies is the repertoire of chorale music by which he improved and solidified the world of German congregational singing.
During the period after the Protestant Reformation, a number of hymns were written for use in the common worship of the Christians of the time. [34] The structured form of these compositions were well suited for congregational singing although they would sound strange to our contemporary ears. [35] The harmonies and meters of these hymns are very close in character to the music with which we are familiar. They lack some of the standard structural elements that we take for granted in this form of organized [36] Western music, these small differences would stand out to our sensibilities.
It was the great glory of Johann Sebastian Bach to have harmonized a great number of these hymns, often penning multiple such harmonies. [37] One solitary single melody might be made by Bach into three, four, or even five different harmonic compositions. [38] This amazing feat of musical prowess is no small addition to the original behest of Lutheran hymns that Bach had inherited from his fellow religious brethren. [39] Many of these harmonies remain to this day as classic renditions of these songs. [40] They are sung not only in the German world but in Protestant and Catholic services. [41] Indeed they are even sung in wholly secular concerts thanks to their great beauty!
Interestingly enough, Bach was more recognized as a talented performer, rather than composer, of music in his own lifetime. While he was still composing, knowledge of Bach’s work was limited to music connoisseurs who happened to be physically near places [42] he lived and worked. It was not until the early 19th century, when the first biography of Bach was published, that academic and popular interest [43] truly picked up steam. In the two centuries that followed, his works have continued to proliferate in both religious and purely musical contexts.
This great diffusion of one mans’ work is a testament to his prodigious talent. [44] It also stands as a testament to the fact that Bach’s work came at a pivotal time when the Protestant hymnody was crystallizing, as well as when Western harmonies were coming into a particular expression that is known as the Baroque. [45]
Choose the answer that would be a good addition at location [45].
This rupture in musical styles would set the stage for many new advances in years to come.
For this reason, the beauty of Bach's music remains a testimony to the greatness of his soul and the talents of all Western musicians who perform it.
The broad appeal of Bach's music is regularly recognized in concerts, ceremonies, and recitals.
This development of Western harmony structure would remain an important aspect in all of Western music for years to come.
This development of Western harmony structure would remain an important aspect in all of Western music for years to come.
The overall point of the passage is that Bach's work was a development that helped to carry forward certain developments in harmonies in Western music. As it is written, the closing paragraph is okay, though it trails off a little. Thus, the correct answer helps to "round out" the closing paragraph's reiteration of the main theme of the selection.
Example Question #5 : Introductions, Transitions, And Conclusions
There once was a shepherd boy whom sat on the hillside watching the village sheep. He was hot and exhausted fanning himself, rapidly in a feeble attempt to cool himself down. On top of that, he had never been so bored before.
To amuse himself, he decided to play a joke. He put his hands around his mouth and yelled in a loud voice, "Wolf! Wolf! A wolf is chasing the sheep!”
They came running. They asked the boy, “What’s going on? Did you yell ‘A wolf is chasing the sheep?’ ”
The boy laughed. “It was just a joke, everyone.”
The people fumed, but they all returned to their homes.
The next day, the boy bored again decided to amuse himself again. He bellowed, “Wolf! Wolf!”
Again, the townspeople came running. Once they arrived and witnessed the laughing boy, they realized they’d been tricked a second time. Nonetheless, they returned home and irritated resolved to never fall for the trick again for third time.
The next day, the boy was watching his sheep. Suddenly, out of nowhere, a wolf appeared from behind the bushes. With its teeth bared, the boy cowered as the wolf approached the sheep. Terrified, he called, “Help! A wolf! A wolf is here!”
The people ignored his cries. “That mischievous boy,” they all said to one another. “He must think he can fool us again.” But not one of them came running.
No one was there to witness as the wolf ate every last sheep on the hillside, as the boy helplessly cowered behind a bush. As the boy hid, he shook his head. “I shall never fib again,” he resolved to himself.
Which is the best alternative for the underlined word, "Nonetheless"?
Therefore
On the other hand
Likewise
NO CHANGE
Instead
Therefore
The sentence here is a cause-effect relationship. The townspeople left irritated because they realized that the boy had tricked them. "Nonetheless" and "on the other hand" show a contrast between ideas, which does not apply here. "Instead" shows one action replacing another, while "likewise" shows a similarity of ideas, both of which also don't apply here. "Therefore" is the best answer.
Example Question #21 : Revising Content
Josh and Mary, who have been married for several years, told us the story of the early years of their relationship. They first met on a cold day in December of 1993. They were very different--Josh was an artist and spent his days painting murals, and his nights bartending. Mary was on the fast track to a partnership at a law firm. At first, Josh was not sure he was interested. Mary felt it was love at first sight. Over time, as their relationship developed, Josh could not imagine his life without Mary anymore, so he suggested that they get married. They have been living happily in the country ever since.
The author is considering adding a concluding sentence to this paragraph. Which of the following sentences would provide the strongest conclusion?
I don't know why they moved out of the city.
Josh is no longer a bartender.
Josh is a better cook than Mary.
I also know another married couple that lives on their street.
Josh and Mary are proof that sometimes people can surprise you.
Josh and Mary are proof that sometimes people can surprise you.
This question asks you to select the best conclusion for the paragraph. The best option, "Josh and Mary are proof that sometimes people can surprise you," sums up the thesis of the paragraph--that a couple who did not initially seem like a good match ended up being happy together. The other options do not provide satisfying conclusions, but merely introduce new information.
Example Question #22 : Revising Content
Josh and Mary, who have been married for several years, told us the story of the early years of their relationship. They first met on a cold day in December of 1993. They were very different--Josh was an artist and spent his days painting murals, and his nights bartending. Mary was on the fast track to a partnership at a law firm. At first, Josh was not sure he was interested. Mary felt it was love at first sight. Over time, as their relationship developed, Josh could not imagine his life without Mary anymore, so he suggested that they get married. They have been living happily in the country ever since.
The author is considering adding an introductory sentence to the beginning of the paragraph. Which sentence would be the most effective introduction?
Most married couples end up living in the country.
People should not get married unless they are very similar, and here is one example.
NONE OF THESE
My friend Mary has many hobbies, including golfing and scrapbooking.
My friends seem like a perfect couple, but they almost didn't get together.
My friends seem like a perfect couple, but they almost didn't get together.
This question asks you to select the most appropriate introductory sentence for a paragraph. The best choice adds context and establishes the topic of the paragraph. The phrase "My friends seem like a perfect couple" explains how the narrator knows the characters, and the statement "but they almost didn't get together" foreshadows the story that expands this conflict. The other options are off topic for this paragraph or make sweeping generalizations that are not supported by the paragraph's content.
Example Question #1 : Analyzing Contextual Relevance
Which of the following edits best modifies the passage?
1.We had been searching for the treasure for months. 2. I had wanted to be the captain of a ship sailing the high seas since I was a child. 3. Our rations and clean water were running low, and, thus, so was our time. 4. I climbed to the crows nest to search the area again, and I hoped this time would not be in vain.
Sentence 3 should be the first sentence
NO CHANGE
Sentence 2 should be removed
Sentence 2 should be moved to after Sentence 4
Sentence 2 should be removed
Sentence 2 gives information that is irrelevant to the current paragraph, which is concerned with a search for treasure, not the speaker's childhood wishes. While the information may be relevant to the whole story that this paragraph belongs to, it is not relevant here, and, therefore, should be removed.
Example Question #81 : Writing And Revising Effectively
My lunch I had with my friend Gary (1) did not go very well. For one thing (2) he said he would come to pick me up (3) at noon. He normally texts me when he's outside, so I waited until 12:25. Finally, at 12:30, he sends (4) a text: "Left my phone at home and had to come back to get it since you weren't downstairs waiting."
When he came back to get me, he was mad, at me. (5) "I couldn't find your doorbell," he shouted, "because there was no name tag on it, so I had gone (6) all the way home to get my phone just to text you!" (7)
"Wait a minute," I said, starting to get angry myself, "you're mad at me because you left your phone at home and you couldn't find my doorbell?"
"That's right," he replied __________ (8). "If you had been waiting downstairs, I would have had to not go through all of this." (9)
"But you're the one who left your phone at home," I countered, "and you always text me when you get here. Never have you asked me (10) to wait outside for you."
"Well, you should have," he muttered.
The rest of the day goes (11) downhill from there, all because my former friend Gary is (12) too proud to admit when he makes a mistake.
Choose from the following four options the answer that best corrects the underlined mistake preceding the question number. If there is no mistake or the original text is the best option, choose "NO CHANGE."
he was mad, at me!
he was mad—at me.
he was mad at me!
NO CHANGE
he was mad—at me.
Using the hyphen and the italics best accentuates the speaker's disbelief at being the target of his friend's anger over his friend's mistake.
Example Question #2 : Word Choice, Style, And Tone
Adapted from Sozein ta Phainomena: An Essay Concerning Physical Theory from Plato to Galileo by Pierre Duhem (translated by Matthew Minerd)
What are physical theories’ value? What relation does it have with metaphysical explication? These are questions that are greatly stirred and raised in our days. However, as with other questions, they are in no manner completely new. It is a question that has been posed in all ages. As long as there has been a science of nature, they have been posed. Granted, the form that they assume changes somewhat from one age to another, for they borrow their various appearance from the scientific vocabularies of their times. Nevertheless, one need only dismiss this outer vestment in order to recognize that they remain essentially identical to each other.
The science of nature offers us up until the 17th century at least, very few parties that managed to create theories expressed in a mathematical language. . . . If we leave aside several exceptions, an historical investigation places before our eyes strong evidence of a type science that would indeed be a prediction of modern mathematical physics. This science is astronomy. That is, where we would say, “Physical theory,” the Greek, Muslim, Medieval, and early Renaissance sages would say, “Astronomy.” However, for these earlier thinkers, the other parts of the study of nature did not attain a similar degree of perfection. That is, they did not express the laws of experience in a mathematical manner similar to that found in astronomy. In addition, during this time, the study of the material realities generally were not separated from what we would call today, “metaphysics.”
Thus, you can see why the question that concerns us takes two related, though different forms. Today, we ask, “What are the relations between metaphysics and physical theory?” However, in past days; indeed, for nearly two thousand years; it was formulated instead as, “What are the relations between physics and astronomy?”
What is the best form of the underlined selection?
What are the values of physical theories?
What is the value of physical theories?
What is the value of physical theory?
What are physical theories' value?
What is the value of physical theory?
There are two facts to pay attention to in this question. First, note the agreement between "value" and the verb. If it is plural, the verb must be "are." If it is singular, the verb must be "is." Secondly, notice that in the next sentence, the author states, "What value does it have?" The author is asking two questions about a single thing, namely, physical theory: (1) What is its value? (2) What is its relation to metaphysical explication? So, the correct answer uses the singular "theory."
Example Question #82 : Writing And Revising Effectively
Adapted from The Varieties of Religious Experience by William James (1902)
In the matter of religions, it is particularly easy distinguishing the too orders of question. Every religious phenomenon has its history and its derivation from natural antecedents. What is nowadays called the higher criticism of the Bible are only a study of the Bible from this existential point of view, neglected to much by the earlier church. Under just what biographic conditions did the sacred writers bring forth their various contributions to the holy volume? What had they exactly in their several individual minds, when they delivered their utterances? These are manifestly questions of historical fact, and one does not see how the answer to it can decide offhand the still further question: of what use should such a volume, with its manner of coming into existence so defined, be to us as a guide to life and a revelation? To answer this other question we must have already in our mind some sort of a general theory as to what the peculiarities in a thing should be which give it value for purposes of revelation; and this theory itself would be what I just called a spiritual judgment. Combining it with our existential judgment, we might indeed deduce another spiritual judgment as to the Bibles’ worth. Thus, if our theory of revelation-value were to affirm that any book, to possess it, must have been composed automatically or not by the free caprice of the writer, or that it must exhibit no scientific and historic errors and express no local or personal passions, the Bible would probably fare ill at our hands. But if, on the other hand, our theory should allow that a book may well be a revelation in spite of errors and passions and deliberate human composition, if only it be a true record of the inner experiences of great-souled persons wrestling with the crises of his fate, than the verdict would be much favorable. You see that the existential facts by itself are insufficient for determining the value; and the best adepts of the higher criticism accordingly never confound the existential with the spiritual problem. With the same conclusions of fact before them, some take one view, and some another, of the Bible's value as a revelation, according as their spiritual judgment as to the foundation of values differ.
What is the sense of the underlined selection, "if only"?
as long as
if undoubtedly
instead that
limited to
as long as
The broader context helps to understand the author's meaning in this somewhat difficult sentence. In a more direct form, we could render what he is saying as: "If our theory could allow for errors (so long as the text is a record of the inner experiences of a great-souled person), then matters would be more favorable for retaining the meaningfulness of Bible."
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