YOU WERE LOOKING FOR: Act English Test Answers
For every test you take, review all of your mistakes as well as every question you got right. If you don't know why you missed a question, don't gloss over it! Doing this means you won't learn from your mistakes and will keep making them over and...
While you can definitely take more than four tests if you want, you'll need to balance this practice with some focused prep on your weaknesses so that you can make faster progress. Supplement Your Practice Tests Some students are great at using...
Some questions refer to underlined portions of the passage and offer several alternatives to the underlined portion. You decide which choice is most appropriate in the context of the passage. Some questions ask about an underlined portion, a section of the passage, or the passage as a whole. You decide which choice best answers the question posed. The English test puts you in the position of a writer who makes decisions to revise and edit a text. Short texts and essays in different genres provide a variety of rhetorical situations. Four scores are reported for the English test: a total test score based on all 75 questions, and three reporting category scores based on specific knowledge and skills. The approximate percentage of the test devoted to each reporting category is: 1. Topic Development: Demonstrate an understanding of, and control over, the rhetorical aspects of texts.
Organization, Unity, and Cohesion: Use various strategies to ensure that a text is logically organized, flows smoothly, and has an effective introduction and conclusion. Sentence Structure and Formation: Apply understanding of sentence structure and formation in a text and make revisions to improve the writing. Punctuation: Recognize common problems with standard English punctuation and make revisions to improve the writing. Usage: Recognize common problems with standard English usage in a text and make revisions to improve the writing.
Some questions refer to underlined portions of the passage and offer several alternatives to the underlined portion. You decide which choice is most appropriate in the context of the passage. Some questions ask about an underlined portion, a section of the passage, or the passage as a whole. You decide which choice best answers the question posed. The English test puts you in the position of a writer who makes decisions to revise and edit a text. Short texts and essays in different genres provide a variety of rhetorical situations. Four scores are reported for the English test: a total test score based on all 75 questions, and three reporting category scores based on specific knowledge and skills. The approximate percentage of the test devoted to each reporting category is: 1. Topic Development: Demonstrate an understanding of, and control over, the rhetorical aspects of texts. Organization, Unity, and Cohesion: Use various strategies to ensure that a text is logically organized, flows smoothly, and has an effective introduction and conclusion.
Sentence Structure and Formation: Apply understanding of sentence structure and formation in a text and make revisions to improve the writing. Punctuation: Recognize common problems with standard English punctuation and make revisions to improve the writing. Usage: Recognize common problems with standard English usage in a text and make revisions to improve the writing.
The test is periodically reviewed and updated to ensure that the content represents classroom instruction and is an accurate predictor of college and career readiness. These updates may result in slight differences between the actual ACT English test and the test materials you use to prepare for the test, including ACT English practice tests and study guides. What to Expect on Test Day The ACT English test is a minute test with 75 multiple-choice questions designed to assess your understanding of critical English concepts by measuring your mastery of the six elements of effective writing: knowledge of language; organization, unity and cohesion; punctuation; sentence structure and formation; topic development; usage. These concepts will be distributed randomly throughout the test with questions that are in reference to one of five passages.
As you respond to each of the questions, you will need to fill in the respective oval on your answer sheet. Going through the test you may find yourself skipping questions to return to later as a time-saving strategy, so be sure to check the line number on your answer sheet with every question to make sure you are filling in the correct corresponding oval. If you fill in an incorrect oval, erase it completely taking care not to leave smudges, which may result in errors when the test is scored. Print or eBook. Guaranteed to raise your score. Get started today! Topic Development — Demonstrate both understanding and control of the rhetorical aspects of a text, identify the purpose of a text, evaluate the relevance of materials and determine whether a text meets its intended goal. Sentence Structure and Formation — Understand and revise sentence structure and formation in a text.
Get a taste of the ACT test with practice questions and answers found in this free study guide. Here's what you'll get: An overview of the ACT test and what to expect on test day A full-length practice ACT test including writing prompt Answers and a scoring key for each test section A breakdown of the content covered in each test section General test-taking strategies Ways to approach each section of the ACT Simply complete the form and start practicing today! The ACT English test consists of five passages, each followed by a set of multiple-choice test questions. This test puts you in the position of the writer who makes decisions to revise and edit a passage. You will be asked questions regarding selected sections of the passage. Sometimes the question will be focused on a specific selection that will be underlined.
Other questions will refer to the entire passage. Scores are based on specific knowledge and skills including: production of writing the ability to apply your understanding of the purpose and focus of a piece of writing ; knowledge and language ability to demonstrate effective language use ; and conventions of Standard English ability to use correct grammar, usage, and mechanics to revise and edit text. Test-Taking Tips: Be aware of the writing style used in each passage.
When responding to a question, be sure to understand the context of the question. Consider how the sentence containing an underlined portion fits in with the surrounding sentences and into the passage. Examine the underlined portions of the passage. Consider the elements of writing included in each underlined portion. Note the questions with no underlined portions. Some questions will refer to the whole passage, so make sure you are paying attention to the overall message and writing style. Reread the sentence, using the answer you selected. Does the answer you selected make the most sense within the context of the passage?
This question asks for which word best emphasizes the complexity of the sculptures. However, they do not indicate anything about the complexity of the sculptures. This sentence describes how the staff gave the tree a nickname. However, the previous sentence does not detail a specific reason why the total number of sculptures reached ten. However, the previous sentence and current sentence are tied together because they are both describing the sculptures that have appeared in libraries and museums. However, this entire passage has not used second person pronouns, and it would not make sense to start in the middle of the passage.
However, the author of the passage has made it clear that they are simply describing a story and they personally did not collaborate or participate in the creation of the sculptures. In addition, a note that expresses both gratefulness and thanks is redundant because these two things mean virtually the same thing. The other answer choices can be examined to make sure that we have the correct answer. However, the artist has already been proven to be a woman, and the fact that she left thank-you notes for libraries does not mean that she is a librarian. The sentence is trying to say that the creator destroyed books in order to express her appreciation of books. The other answer choices do not make this distinction. These phrases are not independent clauses or appositives that need to be separated.
The other answer choices all have commas that are unnecessary to the sentence. The questions asks which sentence best introduces the paragraph. From this, we know that the introduction sentence must describe how he developed this successful strategy. The questions asks which answer choice provides the most specific description of the assembled corks. The other answer choices contain verbs whose tenses are not parallel. The question asks which word indicates that the boat construction was challenging. None of these options properly describe a challenging process. Therefore, the correct tense is past perfect. None of the other answer choices contain past perfect tense. This sentence does not contain two independent clauses. To answer this question, we must understand the difference between a defining clause and a non-defining clause. A defining clause gives essential information to a sentence; if removed, the sentence no longer makes sense.
Meanwhile, non-defining clauses do not change the meaning of a sentence. Thus, this must be a defining clause. The sentence that is being added talks about the process of Pollack collecting corks for his boat. We must find the place in the passage where this context makes sense. However, it does not mention Pollack gathering the corks for the boat. Point B in Paragraph 2 is the correct answer. The preceding sentence talks about the lengths that Pollack went to in order to collect all of the corks for his boat. Point C and Point D can be ruled out because Point C talks about the construction process of the boat, not the cork collection process, while Point D talks about the cork boat after it has been completed. Because the sentence previously stated that the writer was in the sand dunes of southeastern New Mexico, it is redundant to restate this fact.
The phrase cannot be deleted because then the reader will not know what the fulgurite is being compared to. However, the following phrase does not contain both a subject and a verb, so it is not an independent clause. Therefore, the comma should be removed. Parentheses are used to indicate information that is not entirely pertinent to the sentence, typically as an explanation or an afterthought. Using commas to set a phrase aside indicates that the phrase is not essential to the sentence.
This question can be answered by determining which phrases or words are essential to the sentence. If the phrase that is contained by commas can be removed from the sentence, then it is non-essential, and the use of commas in this case is correct. Therefore, the placement of commas is correct. Otherwise, the sentence makes no sense. This question asks which statement is most relevant to this specific point in the essay. This question asks which statement would best connect the preceding sentence with the information that follows.
The preceding sentence talks about how strong winds can reveal unbroken fulgurite tubes in the ground. The following sentence talks about how the writer was hopeful as they looked for tubes that were newly uncovered. Why would the writer be hopeful to see newly uncovered tubes? There must have been winds to shift the sand that day. It talks about how the winds were moving the sands, which relates to the preceding sentence while explaining why the writer was hopeful to find fulgurites that had been revealed by the moving sands.
When you first read this sentence, it makes sense with the current word that is underlined. Upon looking at the other answer choices, they all appear to have the meaning, but they all contain extraneous words and phrases. Additionally, the writer had already previously mentioned that they had scanned the area, which implies that they looked at sands in the distance. Therefore, this answer choice is redundant. The writer had scanned the area, implying that they had looked closely. This question asks which phrase best concludes the sentence and provides a smooth transition into the following paragraph.
However, the following paragraph contrasts their unique interior with this tree-like exterior. The other answer choices do not detail the appearance of the fulgurites, so they cannot be correct. The bubbles are formed by air and moisture, so this phrase should be immediately after the word bubbles. It still makes sense that these bubbles were then trapped as the melted sand cooled. This question is asking you to interpret the meaning of the preceding sentence.
The third answer choice is correct. The sentence states that Anna laughed and told a joke about how to easily find fulgurites. This question asks which answer choice would provide new information for the reader. This question is asking which verb tense is correct. Because the parentheses already function to separate this information from the rest of the sentence, there is no need for a comma right in front of the open parenthesis symbol. By comparing Mount Washington to Antarctica, this sentence effectively portrays how severe the weather is. This sentence refers to the fastest wind speed ever recorded, which was mph. This sentence contains a list which should contain parallel structure. The other answer choices also contain unnecessary words that interrupt the parallel structure of the list. This sentence should contain one independent clause.
Right now, there is only a subject without a corresponding verb. This means that there is still no verb in the sentence to create an independent clause. However, nothing in the preceding sentence talks about changing personnel. Also, there is no need to contrast the bold interns in this sentence because the preceding sentence does not mention the opposite. The question asks which phrase contrasts the most with the paragraph.
The paragraph talks about people who want to visit Mount Washington, love weather, or enjoy being outside and taking trips to the summit and how they can be involved at the observatory. Point A in Paragraph 1 does not make sense because the preceding sentence does not mention weather information at all and instead serves to introduce the observatory to the reader. Point B in Paragraph 2 is not correct because the following sentence does not relate to weather information at all and the preceding sentence does not provide much information about the weather except that the weather is bad. Point C in Paragraph 4 is correct because the preceding sentence talks about how weather data is collected and sent to the National Weather Service.
It makes sense for this to be the information that is used to create weather forecasts. Point D in Paragraph 5 is not correct because this paragraph is only talking about ways that people can interact with the observatory, and the preceding sentence does not mention weather data collection. Looking back at the passage, it does not give much information about how mountains can affect weather patterns. Rather, it describes the Mount Washington Observatory and how scientists and the general public can research weather.
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