ACT Form 61C!
61C
Preparing for the ACT 2007-2008!
2007-2008
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0000
This booklet is provided
free of charge.
2007 l 2008
P
REPARING
PREPARING
FOR
F O R THE
T H E ACT
ACT
What’s Inside:
■ Full-Length Practice Tests,
including Writing
■ Information about the
Optional Writing Test
■ Strategies to Prepare for the Tests
■ What to Expect on Test Day
IC
IC 080192080
080192080
P
REPARING FOR
PREPARING
F O R THE
T H E ACT
ACT
Contents
Contents
Additional
A d d i t i o n a l ACT
ACT
Preparation
P r e p a r a t i o n Materials
Materials
1.
1.
2.
2.
3.
8.
4.
4.
®
General
General Preparation
Preparation for
for the
the ACT
ACT® Tests
Tests .. .. .. .. .. .. .. .. .. .. .. .. 2
2
Strategies
Strategies for
for Taking
Taking the
the ACT
ACT Tests
Tests .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 5
5
What
What to
to Expect
Expect on
on Test
Test Day
Day .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11
11
Taking
Taking the
the Practice
Practice Tests
Tests .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 12
12
Practice
Practice Multiple-Choice
Multiple‐Choice Tests
Tests .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 13
18
Practice
Practice Writing
Writing Test
Test .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 57
57
5.
5. Scoring
Scoring Your
Your Tests
Tests .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 5599
How
How to
to Score
Score the
the Multiple-Choice
Multiple‐Choice Tests.
Tests . .. .. .. .. .. .. .. 5599
How
How to
to Score
Score the
the Writing
Writing Test.
Test . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 67
67
6.
6. Sample
Sample Answer
Answer Document
Document .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 73
73
Multiple-Choice
Multiple‐Choice Tests
Tests .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 73
73
Writing
Writing Test
Test .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 75
75
•0
•-
1
General
General Preparation
Preparation
for
for the
the ACT
ACT Tests
Tests
A
A Message
M e s s a g e to
t o Students
Students
Choosing
Choosing a
a Test
Te s t Option
Option
This
free of
This booklet,
booklet, which
which is
is provided
provided free
of charge,
charge, is
is intended
intended
to
to help
help you
you do
do your
your best
best on
on the
the ACT.
ACT. ItIt summarizes
summarizes general
general
test-taking
test‐taking strategies,
strategies, describes
describes the
the content
content of
of each
each test,
test,
provides
what
provides specific
specific tips
tips for
for each,
each, and
and lets
lets you
you know
know what
you
you can
can expect
expect on
on test
test day.
day. Included
Included in
in this
this booklet
booklet are
are
complete
tests—“retired” ACT
complete practice
practice tests‐“retired”
ACT questions
questions that
that
were
were administered
administered to
to students
students on
on a
a national
national test
test date,
date,
including
including a
a writing
writing prompt—a
p r o m p t ‐ a sample
sample answer
answer document,
document,
and
and scoring
scoring instructions.
instructions.
Students
Students may
may register
register for
for one
one of
of two
two Test
Test Options:
Options: the
the
ACT,
ACT, or
or the
the ACT
ACT Plus
Plus Writing,
Writing, which
which includes
includes a
a 30-minute
80‐minute
Writing
Writing Test
Test for an
an additional
additional fee. The
The ACT Writing
Writing Test
Test
complements
complements the
the ACT
ACT English
English Test.
Test. The
The combined
combined
results
results from
from both
both tests
tests provide
provide information
information about
about your
your
understanding
understanding of
of the
the conventions
conventions of
of standard
standard written
written
English
English and
and your
your ability
ability to
to produce
produce a
a direct
direct sample
sample of
of your
your
writing.
writing. Taking
Taking the
the ACT Plus
Plus Writing
Writing will
will provide
provide you
you with
two
two additional
additional scores:
scores: a
a Writing
Writing Test
Test subscore
subscore and
and a
a
Combined
Combined English/Writing
English/Writing score.
score. Taking
Taking the
the Writing
Writing Test
Test
does
does not
not affect
affect your
your subject
subject area
area scores
scores or
or your
your
Composite
Composite score.
score.
Read
Read this
this booklet
booklet carefully
carefully and
and take
take the
the practice
practice tests
tests well
well
before
before test
test day
day so
so you
you will
will be
be familiar
familiar with
with the
the tests,
tests, what
what
they
to do
they measure,
measure, and
and the
the strategies
strategies you
you can
can use
use to
do your
your
best
best on
on test
test day.
day.
Not
ACT
Not all
all institutions
institutions require
require or
or recommend
recommend taking
taking the
the ACT
Writing
Writing Test.
Test. Check directly
directly with the
the institutions
institutions you
you are
are
considering
considering to
to find
find out
out their
their requirements,
requirements, or
or ask
ask your
your high
high
school
school counselor
counselor which
which Test
Test Option
Option you
you should
should take.
take. You
You
can
www.actstudent.org for
can also
also check
check www.actstudent.org
for aa list
list of
of institutions
institutions
that
that have
have provided
provided information
information to
to us
us about
about their
their policies—
policies‑
whether
whether they
they require,
require, recommend,
recommend, or
or do
do not
not need
need results
results
from the
the ACT Writing
Writing Test.
Test. Consult this
this list
list before you
you
register,
register, so
so you
you will
will know
know which
which Test
Test Option
Option to
to select.
select.
ACT
ACT is
is committed
committed to
to representing
representing the
the diversity
diversity of
of our
our
society
society in
in all
all its
its aspects,
aspects, including
including race,
race, ethnicity,
ethnicity, and
and
gender.
gender. Thus,
Thus, test
test passages,
passages, questions,
questions, and
and writing
writing
prompts
prompts are
are deliberately
deliberately chosen
chosen to
to reflect
reflect the
the range
range of
of
cultures
cultures in
in our
our population.
population.
We
We also
also are
are committed
committed to
to ensuring
ensuring that
that test
test questions
questions and
and
writing
writing prompts
prompts are
are fair—that
fair‐that they
they do
do not
not disadvantage
disadvantage
any
any particular
particular group
group of
of examinees.
examinees. Extensive
Extensive reviews
reviews of
of
the
the fairness
fairness of
of test
test materials
materials are
are rigorously
rigorously conducted
conducted by
by
both
both ACT
ACT staff
staff and
and external
external consultants.
consultants. We
We also
also employ
employ
statistical
statistical procedures
procedures to
to help
help ensure
ensure that
that our
our test
test materials
materials
do
do not
not unfairly
unfairly affect
affect the
the performance
performance of
of any
any group.
group.
The
The ACT
ACT Plus
Plus Writing
Writing is
is available
available on
on established
established test
test dates
dates
and
for Special
and for
Special and
and Arranged
Arranged Testing
Testing within
within the
the United
United
States
States during
during designated
designated testing
testing windows.
windows. This
This Test
Test Option
Option
is
is also
also available
available on
on two
two international
international test
test dates.
dates.
ACT endorses
the Code
endorses the
Code of
of Fair
Fair Testing
Testing Practices
Practices in
in Education
Education and
and the
the Code
Code of
of
the conduct
Professional
Professional Responsibilities
Responsibilities in Educational
Educational Measurement,
Measurement, guides to the
of those involved in educational testing. ACT is committed to ensuring that each
of its
its testing programs upholds the
the guidelines in each
each Code.
Code. A copy of each
each Code
Code
may be obtained free of charge from ACT Customer Services (68), P.O.
PO. Box
1008,
1008, Iowa
Iowa City, IA
IA 52243-1008, 319/337-1429.
9577
9577
ACT
ACT Online Prep™:
PrepT'V': The
The only
only online
online test
test preparation
preparation
program
program designed
designed by
by ACT
ACT test
test development
development
professionals. ACT Online Prep
Prep has
has practice
practice test
test
questions,
questions, a
a practice
practice essay
essay with
with real-time
real‐time scoring,
scoring, a
a
diagnostic
diagnostic test,
test, and
and personalized
personalized Study
Study Path.
Path. You
You can
can
access
access ACT
ACT Online
Online Prep
Prep via
via the
the Internet
Internet anywhere
anywhere and
and
at
www.actonlineprep.com.
at any
any time.
time. Visit
Visit www.acton|ineprep.com.
The
ACT Prep
The Real
ReaIACT
Prep Guide
Guide is the
the official print
print guide
guide to
the
the ACT.
ACT. This
This book
book includes
includes three
three practice
practice tests
tests
previously
previously used
used in
in actual
actual administrations—each
administrations‐each with
with
an
an optional
optional Writing
Writing Test,
Test, with
with explanations
explanations for
for all
all right
right
and
www.actstudent.org
and wrong
wrong answer
answer choices.
choices. Go
Go to
to www.actstudent.org
to
to order.
order.
© 2007 by
©
by ACT,
ACT, Inc.
Inc. All
All rights
rights reserved.
reserved.
NOTE: This booklet is covered by federal copyright laws that prohibit the
reproduction of the
the express, written
the test questions without
without the
written permission of
ACT, Inc.
2
Choosing
Choosing a
a Test
Te s t Date
Date
Read
Read each
each question
question carefully.
carefully.
ItIt is
is important
important that
that you
you understand
understand what
what each
each question
question
asks.
asks. Some
Some questions
questions will
will require
require you
you to
to go
go through
through
several
several steps
steps to
to find
find the
the correct
correct or
or best
best answer,
answer, while
while
others
others can
can be
be answered
answered more
more quickly.
quickly.
Before
Before you
you choose
choose a
a test
test date,
date, consider
consider the
the application
application
deadlines
deadlines of
of the
the colleges
colleges and
and scholarship
scholarship agencies
agencies that
that
are
are of
of interest
interest to
to you.
you. ItIt will
will take
take three
three to
to seven
seven weeks
weeks after
after
a
a test
test date
date for
for ACT
ACT to
to mail
mail your
your score
score report
report to
to you
you and
and to
to
your
your college
college or
or agency
agency choices.
choices.
Answer
Answer the
the easy
easy questions
questions first.
first.
The
The best
best strategy
strategy for
for taking
taking the
the tests
tests is
is to
to answer
answer the
the easy
easy
questions
questions and
and skip
skip the
the questions
questions you
you find
find difficult.
difficult. After
After
answering
answering all
all of
of the
the easy
easy questions,
questions, go
go back
back and
and answer
answer
the
the more
more difficult
difficult questions.
questions.
Many
Many college
college and
and scholarship
scholarship agencies
agencies recommend
recommend that
that
students
junior year.
students take
take the
the ACT
ACT during
during the
the spring
spring of
of their
their junior
year.
By
By this
this time,
time, students
students typically
typically have
have completed
completed most
most of
of the
the
coursework
coursework covered
covered by
by the
the ACT.
ACT. There
There are
are a
a number
number of
of
advantages
advantages in
in taking
taking the
the ACT
ACT then:
then:
•0 You
You will
will receive
receive test
test scores
scores and
and other
other information that
that
will
will help
help you
you plan
plan your
your senior
senior year
year of
of high
high school.
school.
•0 Many
Many colleges
colleges begin
begin contacting
contacting prospective
prospective students
students
during
during the
the summer
summer before
before their
their senior
senior year.
year.
•0 IfIf you
you do
do not
not score
score as
as well
well as
as you
you believe
believe you
you can,
can,
there
there will
will be
be opportunities
opportunities to
to retake
retake the
the ACT
ACT in
in the
the fall
fall
of
your new
of your
your senior
senior year
year and
and still
still have
have your
new scores
scores
available
available in
in time
time to
to meet
meet admission
admission and
and scholarship
scholarship
deadlines.
deadlines.
Use
Use logic
logic on
on more
more difficult
difficult questions.
questions.
When
When you
you return
return to
to the
the more
more difficult questions,
questions, try
try to
to
use
use logic
logic to
to eliminate
eliminate incorrect
incorrect answers
answers to
to a
a question.
question.
Compare
Compare the
the answer
answer choices
choices to
to each
each other
other and
and note
note how
how
they
they differ. Such
Such differences
differences may
may provide
provide clues
clues as
as to
to what
what
the
the question
question requires.
requires. Eliminate
Eliminate as
as many
many incorrect
incorrect answers
answers
as
as you
you can,
can, then
then make
make an
an educated
educated guess
guess from
from the
the
remaining
remaining answers.
answers.
General
G e n e r a l Test-Taking
Te s t - Ta k i n g
Strategies
S t r a t e g i e s ffor
o r the
t h e ACT
ACT
Answer
Answer every
every question.
question.
Your
Your score
score on
on the
the tests
tests will
will be
be based
based on
on the
the number
number of
of
questions
there is
questions that
that you
you answer
answer correctly;
correctly; there
is no
no penalty
penalty
for guessing.
for
guessing. Thus,
Thus, you
you should
should answer
answer every
every question
question
within
test, even
within the
the time
time allowed
allowed for
for each
each test,
even ifif you
you have
have to
to
guess.
guess. Your
Your supervisor
supervisor will
will announce
announce when
when you
you have
have five
five
minutes
minutes remaining
remaining on
on each
each test.
test.
The
The ACT contains
contains multiple-choice
multiple‐choice tests
tests in
in four areas:
areas:
English,
English, Mathematics,
Mathematics, Reading,
Reading, and
and Science.
Science. Each
Each of
of
these
these tests
tests contains
contains questions
questions that
that offer
offer either
either four
four or
or five
five
answer
answer choices
choices from which
which you
you are
are to
to choose
choose the
the correct,
correct,
or
or best,
best, answer.
answer. The
The following
following suggestions
suggestions apply
apply to
to all
all
four
four tests:
tests:
Review
Review your
y o u r work.
work.
IfIf there
there is
is time
time left
left after
after you
you have
have answered
answered every
every question
question in
in
a
a test,
test, go
go back
back and
and check
check your
your work
work on
on that
that test.
test. Check
Check to
to
be
be sure
sure that
that you
you marked
marked only
only one
one answer
answer to
to each
each question.
question.
You
You will
will not
not be
be allowed
allowed to
to go
go back
back to
to any
any other
other test
test or
or mark
mark
answers
answers to
to a
a test
test after
after time
time has
has been
been called
called on
on that
that test.
test.
Pace
Pace yourself.
yourself.
The
The time limits
limits set
set for each
each test
test give
give nearly
nearly everyone
everyone
enough
enough time
time to
to finish all
all the
the questions.
questions. However,
However, because
because
the
the English,
English, Reading,
Reading, and
and Science
Science Tests
Tests contain
contain a
a
considerable
considerable amount
amount of
of text,
text, itit is
is important
important to
to pace
pace yourself
yourself
so
too much
so you
you will
will not
not spend
spend too
much time
time on
on one
one passage.
passage.
Similarly,
Similarly, try
try not
not to
to spend
spend too
too much
much time
time puzzling
puzzling over
over an
an
answer
answer to
to a
a specific
specific problem
problem in
in the
the Mathematics
Mathematics Test.
Test. Go
Go
on
time.
on to
to the
the other
other questions
questions and
and come
come back
back ifif there
there is
is time.
Be
Be precise
precise in
in marking
marking your
y o u r answer
answer document.
document.
Be
ovals on
Be sure
sure that
that you
you fill
fill in
in the
the correct
correct ovals
on your
your answer
answer
document.
document. Check
Check to
to be
be sure
sure that
that the
the number
number of
of the
the line
line of
of
ovals
ovals on
on your
your answer
answer document
document is
is the
the same
same as
as the
the number
number
of
of the
the question
question you
you are
are answering
answering and
and that
that you
you mark
mark only
only
one
one response
response for
for each
each question.
question.
NOTE:
NOTE: You
You cannot
cannot plan
plan on
on receiving
receiving your
your scores
scores from one
one
test
test date
date in
in time
time to
to register
register for
for the
the next.
next.
Erase
Erase completely.
completely.
IfIf you
you want
want to
to change
change a
a multiple-choice
multiple‐choice answer,
answer, be
be sure
sure to
to
use
use a
a soft
soft eraser
eraser that
that will
will not
not leave
leave smudges
smudges and
and erase
erase the
the
unintended
unintended mark completely.
completely. Do
Do not
not cross
cross out
out answers
answers or
or
use
use correction
correction fluid
fluid or
or tape;
tape; you
you must
must erase.
erase. Correction
Correction
fluid/tape,
fluid/tape, smudges,
smudges, or
or unintended
unintended marks
marks may
may cause
cause
errors
errors in
in scoring.
scoring.
Your
Your supervisor
supervisor will
will announce
announce when
when you
you have
have five minutes
minutes
remaining
remaining on
on each
each test.
test.
Read
Read the
the directions
directions for
f o r each
each test
test carefully.
carefully.
Before
the tests,
Before you
you begin
begin taking
taking one
one of
of the
tests, read
read the
the
directions
directions carefully.
carefully. The
The English,
English, Reading,
Reading, and
and Science
Science
Tests
Tests ask
ask for
for the
the “best”
“best” answer.
answer. Do
Do not
not respond
respond as
as soon
soon as
as
you
you identify
identify a
a correct
correct answer.
answer. Read
Read and
and consider
consider all
all of
of the
the
answer
answer choices
choices and
and choose
choose the
the answer
answer that
that best
best responds
responds
to
to the
the question.
question.
To students
to test
test at
test centers
To
students approved
approved to
at national
national test
centers
with extended time:
with
You
You will
will be
be allowed
allowed up
up to
to five
five hours
hours total
total to
to work
work on
on the
the
multiple-choice
multiple‐choice tests
tests at
at your
your own
own pace,
pace, including
including breaks
breaks
between
between tests.
tests. IfIf you
you are
are also
also taking
taking the
the Writing
Writing Test,
Test,
you
you will
will be
be allowed
allowed up
up to
to 5
5 hours
hours and
and 45
45 minutes.
minutes. You
You
will
will need
need to
to pace
pace yourself
yourself through
through each
each test
test in
in order
order to
to
complete
complete all
all tests
tests within
within the
the time
time allowed.
allowed. When
When you
you
complete
complete each
each test,
test, notify
notify the
the supervisor
supervisor that
that you
you are
are
ready
ready to
to go
go on
on to
to the
the next
next test.
test.
The
The Mathematics
Mathematics Test
Test asks
asks for
for the
the “correct”
“correct” answer.
answer. Read
Read
each
each question
question carefully
carefully to
to make
make sure
sure you
you understand
understand the
the
type
type of
of answer
answer required.
required. Then,
Then, you
you may
may want
want to
to work
work out
out
the
the answer
answer you
you feel
feel is
is correct
correct and
and look
look for
for itit among
among the
the
choices
choices given.
given. IfIf your
your answer
answer is
is not
not among
among the
the choices
choices
provided,
provided, reread
reread the
the question
question and
and consider
consider all
all of
of the
the
answer
answer choices.
choices.
3
General
G e n e r a l Test-Taking
Te s t - Ta k i n g Strategies
Strategies
Writing
ffor
o r the
t h e ACT
ACT W
r i t i n g Test
Te s t
Preparing
P r e p a r i n g ffor
o r Test
Te s t Day
Day
Although
you do
Although what
what you
you know
know will
will determine
determine how
how well
well you
do on
on
the
the ACT,
ACT, your
your attitudes,
attitudes, emotions,
emotions, and
and physical
physical state
state may
may
also
also influence
influence your
your performance.
performance. The
The following
following tips
tips will
will
help
help you
you do
do your
your best:
best:
•0 Be
Be confident
confident in
in your
your ability
ability to
to do
do well
well on
on the
the ACT.
ACT. You
You
can
can do
do well!
well!
•0 Be
Be prepared
prepared to
to work
work hard.
hard.
•0 Know
Know what
what to
to expect
expect on
on test
test day.
day. Familiarize
Familiarize yourself
yourself
with the
the information in this
this booklet,
booklet, and
and on
www.actstudent.org. NOTE:
www.actstudent.org.
NOTE: Most
Most procedures
procedures in
in this
this
booklet
booklet refer
refer to
to testing
testing on
on an
an established
established ACT
ACT test
test
date.
date. Procedures
Procedures may
may differ
differ slightly
slightly ifif you
you test
test through
through
another
another type
type of
of testing.
testing. For
For example,
example, for
for most
most
administrations,
administrations, you
you won’t
won‘t need
need scratch
scratch paper
paper because
because
each
each page
page of
of the
the Mathematics
Mathematics Test
Test will
will provide
provide a
a blank
blank
column
work. Otherwise,
column that
that you
you can
can use
use for
for scratch
scratch work.
Otherwise,
you
you will
will be
be provided
provided with
with scratch
scratch paper.
paper.
•0 Take
Take the
the practice
practice tests
tests and
and review
review your
your responses
responses so
so
you
you will
will feel
feel comfortable
comfortable about
about the
the approaching
approaching test
test
day.
day.
•0 Prepare
Prepare well
well in
in advance
advance for
for the
the tests.
tests. Do
Do not
not leave
leave
preparation
preparation to
to the
the last
last minute.
minute.
•0 Get
Get plenty
plenty of
of rest
rest the
the night
night before
before the
the tests
tests so
so you
you will
will
be
be in
in good
good physical
physical condition
condition for
for taking
taking them.
them.
•0 Bring
Bring the
the following
following items
items with
with you
you to
to the
the test
test center:
center:
1.
1. Your
Your test
test center
center admission
admission ticket
ticket (if
(if you
you are
are
testing
testing on
on an
an established
established ACT
ACT test
test date).
date).
2.
2. Acceptable
Acceptable identification.
identification. Your
Your admission
admission ticket
ticket is
is
not
not identification.
identification. See
See details
details on
on your
your admission
admission
ticket
www.actstudent.org. IfIf you
ticket or
or on
on www.actstudent.org.
you do
do not
not
present
present acceptable
acceptable identification
identification at
at the
the time
time of
of
check-in,
check‐in, you
you will
will not
not be
be admitted
admitted to
to test
test (you
(you will
will
then
fee to
then have
have to
to pay
pay a
a Test
Test Date
Date Change
Change fee
to
transfer
transfer your
your registration
registration to
to a
a different
different test
test date).
date).
IfIf you
you have
have any
any questions
questions about
about acceptable
acceptable ID,
ID,
call
call ACT Test
Test Administration
Administration (319/337-1510)
(819/887‐1510)
before
before test
test day.
day.
3.
8. Sharpened
Sharpened soft
soft lead
lead No.
No. 2
2 pencils
pencils with
with good
good
erasers
erasers (no
(no mechanical
mechanical pencils;
pencils; no
no ink,
ink, ballpoint,
ballpoint,
or
or felt-tip
felt‐tip pens).
pens). Do
Do not
not bring
bring highlight
highlight pens
pens or
or
any
any other
other writing
writing instruments;
instruments; you
you will
will not
not be
be
allowed
allowed to
to use
use them.
them. IfIf you
you have
have registered
registered to
to take
take
the
the ACT Writing
Writing Test,
Test, your
your essay
essay must also
also be
be
completed
completed in
in pencil.
pencil.
4.
4. A
A watch
watch so
so that
that you
you can
can pace
pace yourself
yourself during
during the
the
tests.
tests. Do
Do not
not bring
bring a
a watch
watch that
that has
has an
an alarm
alarm
function. You
You will
will not
not be allowed
allowed to set
set an alarm
alarm
because
because itit will
will disturb
disturb other
other students.
students. Your
Your
supervisor
supervisor will
will announce
announce when
when you
you have
have five
five
minutes
minutes remaining
remaining on
on each
each test.
test.
5.
5. A
A permitted
permitted calculator
calculator for
for use
use on
on the
the Mathematics
Mathematics
Test,
Test, ifif you
you wish
wish to
to use
use one.
one. (See
(See shaded
shaded section
section
on
on page
page 5.)
5.)
The
The ACT
ACT Writing
Writing Test
Test lets
lets you
you show
show your
your skill
skill in
in planning
planning
and
and composing
composing a
a short
short essay.
essay. ItIt measures
measures writing
writing
proficiencies
proficiencies that
that are
are taught
taught in
in high
high school
school and
and are
are
important
important for
for readiness
readiness to
to succeed
succeed in
in entry-level
entry‐level college
college
composition
composition courses.
courses.
The
The following
following general
general strategies
strategies will
will help
help ifif you
you take
take the
the
ACT
ACT Writing
Writing Test.
Test.
Pace
Pace yourself.
yourself.
You
You will
will have
have 30
80 minutes
minutes to
to write
write an
an essay
essay for
for the
the ACT
ACT
Writing
that
Writing Test.
Test. ItIt is
is important
important to
to pace
pace yourself
yourself in
in the
the way
way that
best
best suits
suits your
your personal
personal writing
writing strategy.
strategy. Many
Many writers
writers do
do
best
best when
when they
they spend
spend part
part of
of their
their time
time planning
planning their
their
essay,
essay, most
most of
of their
their time
time writing
writing the
the essay,
essay, and
and the
the last
last part
part
of
of their
their time
time reviewing
reviewing the
the essay
essay to
to make
make corrections
corrections and
and
small
small revisions.
revisions. There
There is
is no
no formula
formula for
for the
the best
best proportion
proportion
of
of time
time to
to spend
spend planning,
planning, writing,
writing, and
and reviewing:
reviewing: writers,
writers,
topics,
topics, and
and occasions
occasions differ
differ too
too widely
widely for
for a
a universal
universal rule
rule
to
to apply.
apply. Keep
Keep in
in mind,
mind, however,
however, that
that you
you are
are unlikely
unlikely to
to
have
have time
time to
to draft,
draft, revise,
revise, and
and recopy
recopy your
your essay.
essay.
Therefore,
Therefore, taking
taking a
a few
few minutes
minutes to
to plan
plan your
your essay
essay is
is a
a
much
much better
better strategy
strategy than
than writing
writing a
a first
first draft
draft with
with the
the intent
intent
to
to copy
copy itit over
over for
for the
the final
final essay.
essay.
In
In general,
general, budget
budget your
your time
time in
in the
the way
way that
that feels best
best to
to
you
you based
based on
on your
your experience
experience in
in taking
taking essay
essay tests
tests in
in
school
school and
and in
in other
other circumstances
circumstances when
when you’ve
you‘ve done
done
writing
writing within
within a
a time
time limit.
limit. Your
Your supervisor
supervisor will
will announce
announce
when
when you
you have
have five minutes remaining
remaining on
on the
the Writing
Writing Test.
Read
Read the
the directions
directions carefully.
carefully.
Before you
you begin
begin taking
taking the
the Writing
Writing Test,
Test, read
read the
the
directions
directions carefully.
carefully. They
They tell
tell you
you the
the aspects
aspects of
of writing
writing on
on
which
which your
your essay
essay will
will be
be evaluated
evaluated and
and give
give instructions
instructions on
on
how
how to write
write in the
the answer
answer folder.
Read
Read the
the writing
writing prompt
prompt carefully.
carefully.
ItIt is
is important
important that
that you
you understand
understand exactly
exactly what
what the
the writing
writing
prompt
prompt asks
asks you
you to
to do.
do. A
A firm
firm grasp
grasp of
of the
the assignment
assignment is
is
as
as crucial
crucial for
for the
the Writing
Writing Test
Test as
as itit is
is for
for writing
writing essays
essays for
for
class.
class. Be
Be sure
sure you
you have
have a
a clear
clear understanding
understanding of
of the
the issue
issue
in
in the
the writing
writing prompt
prompt and
and of
of the
the question
question you
you must
must respond
respond
to
to before
before you
you start
start to
to plan
plan and
and write
write your
your essay.
essay.
Write
Write (or
(or print)
print) legibly
Iegibly in
in the
the answer
answer folder.
folder.
IfIf your
your readers
readers cannot
cannot make
make out
out what
what you
you have
have written,
written,
they
they cannot
cannot appreciate
appreciate what
what you
you have
have said,
said, and
and they
they will
will
not
not be
be able
able to
to score
score your
your essay.
essay. You
You may
may write
write or
or print
print
your
your essay,
essay, whichever
whichever you
you prefer—but
prefer‐but you
you must
must do
do so
so
clearly.
clearly. You
You must
must write
write your
your essay
essay using
using a
a soft
soft lead
lead No.
No. 2
2
pencil
pencil (not
(not a
a mechanical
mechanical pencil)
pencil) and
and on
on the
the lined
lined pages
pages in
in
the
the answer
answer folder. You
You may
may not
not need
need all
all the
the lined
lined pages,
pages,
but
but to
to ensure
ensure you
you have
have enough
enough room
room to
to finish,
finish, do
do not
not skip
skip
lines.
Make
Make corrections
corrections clear.
clear.
If you
you make corrections by using
using erasures
erasures or cross-outs,
cross‐outs,
do
do so
so thoroughly.
thoroughly. You
You may
may write
write corrections
corrections or
or additions
additions
neatly
neatly between
between the
the lines
lines of
of your
your essay,
essay, but
but do
do not
not write
write in
in
the
the margins
margins of
of the
the lined
lined pages.
pages.
4
2
For
For students
students testing
testing on
on established
established ACT
ACT test
test dates:
dates:
• IfIf you
you submit
submit a
a registration
registration folder,
folder, look
look for
for your
your
admission
admission ticket
ticket about
about 2
2 weeks
weeks later.
later. IfIf you
you register
register
online,
online, print
print your
your ticket
ticket from
from your
your student
student Web
Web account.
account.
• IfIf you
you misplace
misplace your
your admission
admission ticket
ticket or
or have
have not
not
received
received itit by
by 10
10 days
days before
before the
the test
test date,
date, sign
sign on
on to
to
your
your student
student Web
Web account
account to
to print
print a
a copy,
copy, or
or call
call ACT
ACT
Registration
Registration at
at 319/337-1270
819/887-1270 for
for assistance.
assistance.
• Check
Check your
your admission
admission ticket
ticket for
for your
your Test
Test Option
Option and
and
the
the location
location of
of the
the test
test center
center to
to which
which you
you have
have been
been
assigned.
assigned. IfIf you
you are
are unfamiliar
unfamiliar with
with the
the location,
location, do
do a
a
practice
practice run
run to
to see
see how
how to
to get
get there
there and
and how
how much
much
time
time you
you will
will need
need to
to arrive
arrive on
on time.
time.
• Plan to
to arrive
arrive by
by the
the time
time stated
stated on
on your
your admission
admission
ticket.
ticket. IfIf you
you arrive
arrive earlier
earlier than
than 7:45
7:45 a.m.,
a m , you
you will
will
probably
probably have
have to
to wait
wait outside
outside until
until testing
testing personnel
personnel
have
have completed
completed their
their arrangements.
arrangements.
• Be
Be prepared
prepared for
for testing
testing to
to start
start after
after all
all examinees
examinees
present
present at
at 8:00
8:00 a.m.
a m . have
have been
been checked
checked in
in and
and
assigned
assigned seats.
seats.
• Dress
Dress comfortably.
comfortably. To
To conserve
conserve energy,
energy, your
your test
test
center
center may
may be
be considerably
considerably warmer
warmer or
or cooler
cooler on
on
weekends
weekends than
than during
during the
the week. Please
Please dress
dress so
so that
that
you
you will
will be
be comfortable
comfortable in
in a
a variety
variety of
of temperatures.
temperatures.
Strategies
Strategies for
for Taking
Taking
the
the ACT
ACT Tests
Tests
The
The ACT
ACT measures
measures the
the knowledge,
knowledge, understanding,
understanding, and
and
skills
skills that
that you
you have
have acquired
acquired throughout
throughout your
your education.
education.
Although
Although the
the sum
sum total
total of
of what
what a
a person
person has
has learned
learned
cannot
cannot easily
easily be
be changed,
changed, your
your performance
performance in
in a
a specific
specific
area
area can
can be
be affected
affected by
by adequate
adequate preparation,
preparation, especially
especially
ifif itit has
has been
been some
some time
time since
since you
you have
have taken
taken a
a course
course in
in
that
that area.
area.
There
There are
are three
three strategies
strategies that
that can
can help
help you
you to
to prepare
prepare
yourself
yourself for
for the
the content
content included
included in
in the
the ACT:
ACT:
Familiarize
Familiarize yourself
yourself with
with the
the content
content of
of the
the ACT
ACT tests.
tests.
Review
Review the
the information
information about
about the
the tests
tests that
that is
is provided
provided on
on
the
the following
following pages.
pages. Note
Note which
which content
content areas
areas make
make up
up a
a
large
large proportion
proportion of
of the
the tests
tests and
and which
which do
do not.
not. The
The specific
specific
topics
topics included
included in
in each
each content
content area
area are
are examples
examples of
of
possible
possible topics;
topics; they
they do
do not
not include
include all
all of
of the
the possibilities.
possibilities.
Refresh
Refresh your
y o u r knowledge
knowledge and
a n d skills in
in the
the content
content areas.
areas.
Review
those
content
areas
you
have
studied
but
are
Review those content areas you have studied but are not
not
fresh
fresh in
in your
your mind.
mind. Spend your
your time refreshing
refreshing your
your
knowledge
knowledge and
and skills
skills in
in the
the content
content areas
areas that
that make
make up
up
large
large portions
portions of
of the
the tests.
tests.
Use
the ACT
Use of
of Calculators
Calculators on
on the
ACT Mathematics
Mathematics Test
Test
ItIt is
is your
your responsibility
responsibility to
to bring
bring a
a permitted
permitted calculator.
calculator.
We regularly
regularly update
update information about
about which
which calculators
calculators
are
To be
are prohibited.
prohibited. To
be certain
certain your
your calculator
calculator will
will be
be
permitted
www.actstudent.org or
permitted on
on test
test day,
day, visit
visit www.actstudent.org
or call
call
800/498-6481 for
for a
a recorded
recorded message.
message. IfIf you
you use
use a
a
prohibited
prohibited calculator,
calculator, you
you will
will be
be dismissed
dismissed and
and your
your
answer
answer document
document will
will not
not be
be scored.
scored.
••-
calculators
calculators built
built into
into cell
cell phones
phones or
or other
other electronic
electronic
communication
communication devices
devices
calculators
calculators with
with a
a typewriter
typewriter keypad
keypad (keys
(keys in
in
Calculators with
QWERTY
QWERTY format)—
format)‐Calculators
with letter
letter keys
keys not
n o t in
in
QWERTY
QWERTY format
format are
are permitted
permitted..
Calculators
Calculators Permitted
Permitted with
with Modification
Modification
The following
The
following types
types of
of calculators
calculators are
are permitted,
permitted, but
only
they are modified
only after
after they
modified as
as noted:
noted:
Remove the
•- calculators
calculators with
with paper
paper tape—
tape‐Remove
the tape
tape..
Turn off
•- calculators
calculators that
that make
make noise—
noise‐Turn
off the
the sound
sound..
•- calculators
calculators that
that can
can communicate
communicate wirelessly
wirelessly with
with
other
Completely cover
other calculators—
calculators‐Completely
cover the
the infrared
infrared
data
data port
port with
with heavy
heavy opaque
opaque material,
material, such
such as
as duct
duct
tape
tape or
or electrician’s
electricians tape
tape..
Remove all
•- calculators
calculators that
that have
have power
power cords—
cords‐Remove
all
power/electrical
power/electrical cords.
cords.
You
Test
You may
may use
use a
a calculator
calculator on
on the
the ACT
ACT Mathematics
Mathematics Test
(but
(but not
not on
on any
any of
of the
the other
other tests
tests in
in the
the ACT).
ACT). You
You are
are
not
not required
required to
to use
use a
a calculator.
calculator. All
All the
the problems
problems can
can
be
be solved
solved without
without aa calculator.
calculator. IfIf you
you regularly
regularly use
use a
a
calculator
calculator in
in your
your mathematics
mathematics work,
work, you
you may
may wish
wish to
to use
use
one
one you
you are
are familiar with
with as
as you
you take
take the
the Mathematics
Mathematics
Test. Using
Test.
Using a
a more
more powerful,
powerful, but
but unfamiliar,
unfamiliar, calculator
calculator is
is
not
not likely
likely to
to give
give you
you an
an advantage
advantage over
over using
using the
the kind
kind
you
you normally
normally use.
use.
You
You may
may use
use any
any four-function,
four‐function, scientific,
scientific, or
or graphing
graphing
calculator,
calculator, unless
unless itit has
has features
features described
described in
in the
the
Prohibited list.
with
list. For
For models
models on
on the
the Permitted with
Modification
Modification list,
list, you
you will
will be
be required
required to
to modify
modify some
some of
of
the
the calculator’s
calculator‘s features.
features.
On
Test Day
On Test
Day
Be
Be sure
sure your
your calculator
calculator is
is working
working and
and has
has reliable
reliable
batteries.
batteries. You
You may
may bring
bring a
a backup
backup calculator
calculator and
and extra
extra
batteries
Testing staff
will not
batteries to
to the
the test
test center.
center. Testing
staff will
not supply
supply
batteries
batteries or
or calculators.
calculators. You
You will
will not
not be
be allowed
allowed to
to share
share
calculators
calculators during
during testing.
testing.
Prohibited Calculators
The following
The
following types
types of
of calculators
calculators are
are prohibited:
•- calculators
calculators with
with built-in
built‐in computer
computer algebra
algebra systems—
systems‑
Prohibited
Prohibited calculators
calculators in
in this
this category
category include:
include:
Texas Instruments:
that begin
‐– Texas
Instruments: All
All model
model numbers
numbers that
begin
with Tl-89
TI-89 or
TI-92
or Tl-92
‐– Hewlett-Packard:
Hewlett-Packard: hp 48GII
486" and
and all
all model
model numbers
numbers
that
that begin
begin with
with hp
hp 40G,
406, hp
hp 49G,
496, or
or hp
hp 50G
SOG
‐– Casio:
Casio: Algebra
Algebra fx 2.0, ClassPad
ClassPad 300,
300, and
and all
all
model
model numbers
numbers that
that begin
begin with
with CFX-9970G
CFX-997OG
•- pocketorganizers
pocket organizers
•- handheld
handheld or
or laptop
laptop computers
computers
•0 electronic
electronic writing
writing pads
pads or
or pen-input
pen‐input devices—The
devices‐The
Sharp
Sharp EL
EL 9600
9600 is
is permitted.
permitted.
Testing staff
Testing
staff will
will check
check your
your calculator
calculator to
to verify
verify itit is
is a
a
permitted
permitted type,
type, and
and they
they will
will monitor
monitor your
your use
use of
of your
your
calculator
calculator to
to ensure
ensure that
that you:
you:
•0
•0
••0
use
Test;
use itit only
only during
during the
the Mathematics
Mathematics Test;
use
use your
your backup
backup calculator
calculator only
only ifif your
your primary
primary
calculator
calculator fails;
fails;
do
do not
not share
share your
your calculator;
calculator; and
and
do
do not
not store
store test
test materials
materials in
in your
your calculator’s
calculator‘s
memory.
memory.
IfIf your
your calculator
calculator has
has characters
characters one
one inch
inch high
high or
or larger,
larger,
or
or a
a raised
raised display,
display, testing
testing staff
staff may
may seat
seat you
you where
where no
no
other
other examinee
examinee can
can see
see your
your calculator.
calculator.
5
Identify
Identify the
the content
content areas
areas you
y o u have
have not
n o t studied.
studied.
Iflf unfamiliar content
content areas
areas make up major
major portions
portions of the
the
tests,
tests, consider
consider taking
taking coursework
coursework to
to help
help you
you gain
gain
knowledge
knowledge and
and skills
skills in
in these
these areas
areas before you
you take
take the
the
ACT.
ACT. Because
Because the
the ACT
ACT measures
measures knowledge
knowledge and
and skills
skills
acquired
acquired over
over a
a period
period of
of time,
time, itit is
is unlikely
unlikely that
that a
a “cram”
“cram”
course
course covering
covering material
material that
that is
is unfamiliar
unfamiliar to
to you
you will
will help
help
you
you improve
improve your
your scores.
scores. Longer-term
Longer‐term survey
survey courses
courses will
will
be
be most
most helpful
helpful to
to you,
you, because
because they
they aim
aim to
to improve
improve your
your
knowledge
knowledge through
through sustained
sustained learning
learning and
and practice.
practice.
Examine
Examine the
the underlined
underlined portions
portions of
of the
the passage.
passage.
Before
with an
Before responding
responding to
to a
a question
question with
an underlined
underlined
portion,
portion, carefully
carefully examine
examine what
what is
is underlined
underlined in
in the
the text.
text.
Consider
Consider the
the elements
elements of
of writing
writing that
that are
are included
included in
in each
each
underlined
underlined portion.
portion. Some
Some questions
questions will
will ask
ask you
you to
to base
base
your
your decision
decision on
on some
some specific
specific element
element of
of writing,
writing, such
such as
as
the
the text
the tone
tone or
or emphasis
emphasis the
text should
should convey.
convey. Some
Some
questions
questions will
will ask
ask you
you to
to choose
choose the
the alternative
alternative to
to the
the
underlined
underlined portion
portion that
that is
is NOT
NOT or
or LEAST
LEAST acceptable.
acceptable. The
The
answer
answer choices
choices for
for each
each question
question will
will contain
contain changes
changes in
in
one
one or
or more
more of
of those
those elements
elements of
of writing.
writing.
ACT
A C T English
E n g l i s h Test
Te s t
Be
Be aware
aware of
of questions
questions with
with no
no underlined
underlined portions.
portions.
You
You will
will be
be asked
asked some
some questions
questions about
about a
a section
section of
of the
the
passage
passage or
or about
about the
the passage
passage as
as a
a whole,
whole, in
in light
light of
of a
a
given
given rhetorical
rhetorical situation. Questions
Questions of
of this
this type
type are
are often
identified
the
identified by
by aa question
question number
number in
in a
a box
box located
located at
at the
appropriate
appropriate point
point in
in the
the passage.
passage. Questions
Questions asking
asking global
global
questions
questions about
about the
the entire
entire passage
passage are
are placed
placed at
at the
the end
end
of
of the
the passage
passage and
and introduced
introduced by
by a
a horizontal
horizontal box
box
enclosing
___ and
enclosing the
the following
following instruction:
instruction: “Questions
“Questions _
and ___
ask
ask about
about the
the preceding
preceding passage
passage as
as a
a whole.”
whole."
The
The English
English Test
Test is
is a
a 75-question,
75‐question, 45-minute
45‐minute test
test that
that
measures
measures your
your understanding
understanding of
of the
the conventions
conventions of
of
standard
standard written
written English
English (punctuation,
(punctuation, grammar
grammar and
and
usage,
usage, and
and sentence
sentence structure)
structure) and
and of
of rhetorical
rhetorical skills
skills
(strategy,
(strategy, organization,
organization, and
and style).
style). Spelling,
Spelling, vocabulary,
vocabulary,
and
and rote
rote recall
recall of
of rules
rules of
of grammar
grammar are
are not
not tested.
tested. The
The test
test
consists
consists of
of five
five essays,
essays, or
or passages,
passages, each
each of
of which
which is
is
accompanied
accompanied by
by a
a sequence
sequence of
of multiple-choice
multiple‐choice test
test
questions.
questions. Different
Different passage
passage types
types are
are employed
employed to
to
provide
provide a
a variety
variety of
of rhetorical
rhetorical situations.
situations. Passages
Passages are
are
chosen
chosen not
not only
only for
for their
their appropriateness
appropriateness in
in assessing
assessing
writing
writing skills
skills but
but also
also to
to reflect students’
students‘ interests
interests and
and
experiences.
experiences.
Note
Note the
the differences
differences in
in the
the answer
answer choices.
choices.
Many
than one
Many of
of the
the questions
questions in
in the
the test
test will
will involve
involve more
more than
one
aspect
aspect of
of writing.
writing. Examine
Examine each
each answer
answer choice
choice and
and how
how itit
differs from the
the others.
others. Be careful not
not to select
select an answer
answer
that
that corrects
corrects one
one error
error but
but causes
causes a
a different
different error.
error.
Some
Some questions
questions refer
refer to
to underlined
underlined portions
portions of
of the
the passage
passage
and
and offer
offer several
several alternatives
alternatives to
to the
the portion
portion underlined.
underlined. You
You
must
must decide
decide which
which choice
choice is
is most
most appropriate
appropriate in
in the
the
context
context of
of the
the passage.
passage. Some
Some questions
questions ask
ask about
about an
an
underlined
underlined portion,
portion, a
a section
section of
of the
the passage,
passage, or
or the
the
passage
passage as
as a
a whole.
whole. You
You must
must decide
decide which
which choice
choice best
best
answers
answers the
the question
question posed.
posed. Many
Many questions
questions offer
offer “NO
“NO
CHANGE”
CHANGE" to
to the
the passage
passage as
as one
one of
of the
the choices.
choices. The
The
questions
questions are
are numbered
numbered consecutively.
consecutively. Each
Each question
question
number
number refers
refers to
to a
a correspondingly
correspondingly numbered
numbered portion
portion
underlined
underlined in
in the
the passage
passage or
or to
to a
a corresponding
corresponding numeral
numeral
in
in aa box
box located
located at
at the
the appropriate
appropriate point
point in
in the
the passage.
passage.
Determine
Determine the
the best
best answer.
answer.
Two
Two approaches
approaches can
can be
be taken
taken to
to determine
determine the
the best
best answer
answer
to
to a
a question
question in
in which
which you
you are
are to
to choose
choose the
the best
best alternative
alternative
to
to an
an underlined
underlined portion.
portion. In
In the
the first approach,
approach, you
you can
can
reread
reread the
the sentence
sentence or
or sentences,
sentences, substituting
substituting each
each of
of the
the
possible
to
possible answer
answer choices
choices for
for the
the underlined
underlined portion
portion to
determine
determine the
the best
best choice.
choice. In
In the
the second
second approach,
approach, you
you can
can
decide
decide how
how the
the underlined
underlined portion
portion might
might best
best be
be phrased
phrased in
in
standard
the particular
standard written
written English
English or
or in
in terms
terms of
of the
particular question
question
posed.
posed. IfIf you
you think
think the
the underlined
underlined portion
portion is
is the
the best
best answer,
answer,
you
you should
should select
select “NO
“NO CHANGE.”
CHANGE." IfIf not,
not, you
you should
should check
check
to
to see
see whether
whether your
your phrasing
phrasing is
is one
one of
of the
the other
other answer
answer
choices.
choices. IfIf you
you do
do not
not find
find your
your phrasing,
phrasing, you
you should
should choose
choose
the
the best
best of
of the
the answers
answers presented.
presented. For
For questions
questions cued
cued by
by a
a
number
number in
in a
a box,
box, you
you must
must decide
decide which
which choice
choice is
is most
most
appropriate
appropriate in
in terms
terms of
of the
the question
question posed
posed or
or the
the stated
stated
rhetorical
rhetorical situation.
situation.
Three
Three scores
scores are
are reported
reported for
for the
the ACT
ACT English
English Test:
Test: a
a total
total
test
test score
score based
based on
on all
all 75
75 questions,
questions, a
a subscore
subscore in
in
Usage/Mechanics
Usage/Mechanics based
based on
on 40
40 questions,
questions, and
and a
a subscore
subscore
in
in Rhetorical
Rhetorical Skills
Skills based
based on
on 35
85 questions.
questions.
Tips
for Taking the
the ACT English
Tips for
English Test
Pace
Pace yourself.
yourself.
The
Test contains
The ACT
ACT English
English Test
contains 75
75 questions
questions to
to be
be
1
completed
⁄2 minutes
completed in
in 45
45 minutes.
minutes. IfIf you
you spend
spend 11V2
minutes
skimming
skimming through
through each
each passage
passage before responding
responding to
to the
the
questions,
questions, then
then you
you will
will have
have 30
80 seconds
seconds to
to answer
answer each
each
question.
question. IfIf possible,
possible, spend
spend less
less time
time on
on each
each question
question
and
and use
use the
the remaining
remaining time
time allowed
allowed for
for this
this test
test to
to review
review
your
that were
your work
work and
and return
return to
to the
the questions
questions on
on this
this test
test that
were
most
most difficult
difficult for
for you.
you.
Reread
Fieread the
the sentence,
sentence, using
using your
your selected
selected answer.
answer.
Once
Once you
you have
have selected
selected the
the answer
answer you
you feel
feel is
is best,
best,
reread
reread the
the corresponding
corresponding sentence(s)
sentence(s) of
of the
the passage,
passage,
inserting
inserting your
your selected
selected answer
answer at
at the
the appropriate
appropriate place
place in
in
the
the text
text to
to make
make sure
sure itit is
is the
the best
best answer
answer within
within the
the
context
context of
of the
the passage.
passage.
Content
the ACT
Content Covered
Covered by
by the
ACT English
English Test
Test
Six
Six elements
elements of
of effective
effective writing
writing are
are included
included in
in the
the English
English
Test:
Test: punctuation,
punctuation, grammar
grammar and
and usage,
usage, sentence
sentence structure,
structure,
strategy,
strategy, organization,
organization, and
and style.
style. The
The questions
questions covering
covering
punctuation,
punctuation, grammar
grammar and
and usage,
usage, and
and sentence
sentence structure
structure
make
make up
up the
the Usage/Mechanics
Usage/Mechanics subscore.
subscore. The
The questions
questions
covering
covering strategy,
strategy, organization,
organization, and
and style
style make
make up
up the
the
Rhetorical
Rhetorical Skills
Skills subscore.
subscore. A
A brief
brief description
description and
and the
the
approximate
approximate percentage
percentage of
of the
the test
test devoted
devoted to
to each
each
element
element of effective writing
writing are
are given
given on the
the next
next page.
page.
Be
Be aware
aware of
of the
the writing
writing style
style used
used in
in each
each passage.
passage.
The
The five
five passages
passages cover
cover a
a variety
variety of
of topics
topics and
and are
are written
written
in
in aa variety
variety of
of styles.
styles. ItIt is
is important
important that
that you
you take
take into
into
account
account the
the writing
writing style
style used
used in
in each
each passage
passage when
when you
you
respond
respond to
to the
the questions.
questions. In
In responding
responding to
to a
a question,
question, be
be
sure
sure to
to understand
understand the
the context
context of
of the
the question.
question. Consider
Consider
how
how the
the sentence
sentence containing
containing an
an underlined
underlined portion
portion fits
fits in
in
with the
the surrounding
surrounding sentences
sentences and
and into
into the
the passage
passage as
as a
a
whole.
whole.
6
USAGE/MECHANICS
USAGE/MECHANICS
Tips for Taking the ACT Mathematics Test
Punctuation
Punctuation (13%).
(73%). Questions
Questions in
in this
this category
category test
test your
your
knowledge
knowledge of
of the
the conventions
conventions of
of internal
internal and
and end-ofend‐of‑
sentence
sentence punctuation,
punctuation, with
with emphasis
emphasis on
on the
the relationship
relationship of
of
punctuation
punctuation to
to meaning
meaning (for
(for example,
example; avoiding
avoiding ambiguity,
ambiguity,
indicating
indicating appositives).
appositives).
Pace
Pace yourself.
yourself.
The
The ACT
ACT Mathematics
Mathematics Test
Test contains
contains 60
60 questions
questions to
to be
be
completed
completed in
in 60
60 minutes.
minutes. You
You have
have an
an average
average of
of 11 minute
minute
per
per question.
question. IfIf possible,
possible; spend
spend less
less time
time on
on each
each question
question
and
and use
use the
the remaining
remaining time
time allowed
allowed for
for this
this test
test to
to review
review
your
your work
work and
and return
return to
to the
the questions
questions on
on this
this test
test that
that were
were
most
most difficult
difficult for
for you.
you.
Grammar
Grammar and
and Usage
Usage (16%).
(76%). Questions
Questions in
in this
this category
category test
test
your
your understanding
understanding of
of agreement
agreement between
between subject
subject and
and
verb,
verb; between
between pronoun
pronoun and
and antecedent,
antecedent; and
and between
between
modifiers
modifiers and
and the
the word
word modified;
modified; verb
verb formation;
formation; pronoun
pronoun
case;
case; formation
formation of
of comparative
comparative and
and superlative
superlative adjectives
adjectives
and
and adverbs;
adverbs; and
and idiomatic
idiomatic usage.
usage.
If
If you
y o u use
use a
a calculator,
calculator, use
use it
it wisely.
wisely.
Remember,
Remember; all
all of
of the
the mathematics
mathematics problems
problems can
can be
be solved
solved
without
without using
using a
a calculator.
calculator. In
In fact,
fact; some
some of
of the
the problems
problems
are
judgment in
are best
best done
done without
without a
a calculator.
calculator. Use
Use good
good judgment
in
deciding
deciding when,
when; and
and when
when not,
not; to
to use
use a
a calculator.
calculator. For
For
example,
example; for some
some problems
problems you
you may
may wish
wish to
to do
do scratch
scratch
work
work to
to clarify
clarify your
your thoughts
thoughts on
on the
the question
question before
before you
you
begin
begin using
using a
a calculator
calculator to
to do
do computations.
computations. For
For many
many
problems,
problems; you
you may
may not
not want
want to
to use
use a
a calculator.
calculator.
Sentence
Sentence Structure
Structure (24%)
(24%).. Questions
Questions in
in this
this category
category
test
test your
your understanding
understanding of
of relationships
relationships between
between
and
and among
among clauses,
clauses; placement
placement of
of modifiers,
modifiers; and
and shifts
shifts in
in
construction.
construction.
RHETORICAL
RHETORICAL SKILLS
SKILLS
Solve
Solve the
the problem.
problem.
For
For working
working out
out the
the solutions
solutions to
to the
the problems,
problems; you
you may
may
usually
usually do
do scratch
scratch work
work in
in the
the space
space provided
provided in
in the
the test
test
booklet,
booklet; or
or you
you will
will be
be given
given scratch
scratch paper
paper to
to use.
use. You
You may
may
wish
wish to
to glance
glance over
over the
the answer
answer choices
choices after
after reading
reading the
the
questions.
questions. However,
However; working
working backwards
backwards from
from the
the answer
answer
choices
choices provided
provided can
can take
take a
a lot
lot of
of time
time and
and may
may not
not be
be
effective.
effective.
Strategy
Strategy (16%).
(76%). Questions
Questions in
in this
this category
category test
test how
how well
well
you
you develop
develop a
a given
given topic
topic by
by choosing
choosing expressions
expressions
appropriate
judging
appropriate to
to an
an essay’s
essay‘s audience
audience and
and purpose;
purpose; judging
the
the effect
effect of
of adding,
adding; revising,
revising; or
or deleting
deleting supporting
supporting
material;
judging the
the relevancy
material; and
and judging
relevancy of
of statements
statements in
in
context.
context.
Organization
Organization (15%).
(75%). Questions
Questions in
in this
this category
category test
test how
how
well
well you
you organize
organize ideas
ideas and
and choose
choose effective
effective opening,
opening;
transitional,
transitional; and
and closing
closing sentences.
sentences.
Locate
Locate your
your solution
solution among
among the
the answer
answer choices.
choices.
Once
Once you
you have
have solved
solved the
the problem,
problem; look
look for
for your
your answer
answer
among
among the
the choices.
choices. IfIf your
your answer
answer is
is not
not included
included among
among
the
the problem
whether
the choices,
choices; carefully
carefully reread
reread the
problem to
to see
see whether
you
you missed
missed important
important information.
information. Pay
Pay careful
careful attention
attention to
to
the
the question
question being
being asked.
asked. IfIf an
an equation
equation is
is to
to be
be selected,
selected;
check
check to
to see
see whether
whether the
the equation
equation you
you think
think is
is best
best can
can be
be
transformed
transformed into
into one
one of
of the
the answer
answer choices
choices provided.
provided.
Style
Style (16%).
(76%). Questions
Questions in
in this
this category
category test
test how
how well
well you
you
choose
choose precise
precise and
and appropriate
appropriate words
words and
and images,
images;
maintain
maintain the
the level
level of
of style
style and
and tone
tone in
in an
an essay,
essay; manage
manage
sentence
sentence elements
elements for
for rhetorical
rhetorical effectiveness,
effectiveness; and
and avoid
avoid
ambiguous
ambiguous pronoun
pronoun references,
references; wordiness,
wordiness; and
and
redundancy.
redundancy.
ACT
A C T Mathematics
M a t h e m a t i c s Test
Te s t
Make
Make sure
sure you
y o u answer
answer the
the question.
question.
The
The solutions
solutions to
to many
many questions
questions in
in the
the test
test will
will involve
involve
several
several steps.
steps. Make
Make sure
sure your
your answer
answer includes
includes all
all of
of the
the
necessary
necessary steps.
steps. Frequently,
Frequently; questions
questions include
include answer
answer
choices
choices that
that are
are based
based on
on incomplete
incomplete solutions.
solutions.
You
the Mathematics
Test.
You may
may use
use a
a calculator
calculator on
on the
Mathematics Test.
See
for details
See page
page 5
5 for
details about
about permitted
permitted and
and prohibited
prohibited
calculators.
calculators.
The
The ACT Mathematics
Mathematics Test
Test is
is a
a 60-question,
60‐question; 60-minute
60‐minute test
test
designed
designed to
to assess
assess the
the mathematical
mathematical skills
skills students
students have
have
typically
the beginning
typically acquired
acquired in
in courses
courses taken
taken up
up to
to the
beginning of
of
grade
grade 12.
12. The
The test
test presents
presents multiple-choice
multiple‐choice questions
questions that
that
require
require you
you to
to use
use reasoning
reasoning skills
skills to
to solve
solve practical
practical
problems
problems in
in mathematics.
mathematics. Most
Most questions
questions are
are discrete,
discrete; but
on
on occasion
occasion some
some may
may belong
belong to
to sets
sets of
of several
several questions
questions
(e.g.,
(e.g.; several
several questions
questions based
based on
on the
the same
same graph
graph or
or
chart).
chart). Knowledge
Knowledge of
of basic
basic formulas and
and computational
computational
skills
skills are
are assumed
assumed as
as background
background for
for the
the problems,
problems; but
but
recall
recall of
of complex
complex formulas
formulas and
and extensive
extensive computation
computation is
is
not
not required.
required. The
The material
material covered
covered on
on the
the test
test emphasizes
emphasizes
the
the major
major content
content areas
areas that
that are
are prerequisites
prerequisites to
to successful
successful
performance
performance in
in entry-level
entry‐level courses
courses in
in college
college mathematics.
mathematics.
Make
Make sure
sure your
your answer
answer is
is reasonable.
reasonable.
Sometimes
Sometimes an
an error
error in
in computation
computation will
will result
result in
in an
an answer
answer
that
that is
is not
not practically
practically possible
possible for
for the
the situation
situation described.
described.
Always
Always think
think about
about your
your answer
answer to
to determine
determine whether
whether itit is
is
reasonable.
reasonable.
Check
Check your
y o u r work.
work.
You
You may
may arrive
arrive at
at an
an incorrect
incorrect solution
solution by
by making
making common
common
errors
errors in
in the
the problem-solving
problem‐solving process.
process. Thus,
Thus; ifif there
there is
is time
time
available
available before
before the
the end
end of
of the
the Mathematics
Mathematics Test,
Test; itit is
is
important
important that
that you
you reread
reread the
the questions
questions and
and check
check your
your
answers
answers to
to make
make sure
sure they
they are
are correct.
correct.
Content
the ACT
Content Covered
Covered by
by the
ACT Mathematics
Mathematics Test
Test
Six
Six content
content areas
areas are
are included
included in
in the
the Mathematics
Mathematics Test:
Test:
pre-algebra,
pre‐algebra; elementary
elementary algebra,
algebra; intermediate
intermediate algebra,
algebra;
coordinate
trigonometry.
coordinate geometry,
geometry; plane
plane geometry,
geometry; and
and trigonometry.
The
The questions
questions covering
covering pre-algebra
pre‐algebra and
and elementary
elementary
algebra
algebra make
make up
up the
the Pre-Algebra/Elementary
Pre‐Algebra/Elementary Algebra
Algebra
subscore.
subscore. The
The questions
questions covering
covering intermediate
intermediate algebra
algebra
and
and coordinate
coordinate geometry
geometry make
make up
up the
the Intermediate
Intermediate
Algebra/Coordinate
Algebra/Coordinate Geometry
Geometry subscore.
subscore. The
The questions
questions
Four
Test: a
Four scores
scores are
are reported
reported for
for the
the ACT
ACT Mathematics
Mathematics Test:
a
total
total test
test score
score based
based on
on all
all 60
60 questions,
questions; a
a subscore
subscore in
in
Pre-Algebra/Elementary
Pre‐Algebra/Elementary Algebra
Algebra based
based on 24 questions,
questions; a
subscore
subscore in
in Intermediate
Intermediate Algebra/Coordinate
Algebra/Coordinate Geometry
Geometry
based
based on
on 18
18 questions,
questions; and
and a
a subscore
subscore in
in Plane
Plane
Geometry/
Geometry/ Trigonometry
Trigonometry based
based on
on 18
18 questions.
questions.
7
comprehend
comprehend cause-effect
cause‐effect relationships;
relationships; determine
determine the
the
meaning
meaning of
of context-dependent
context‐dependent words,
words, phrases,
phrases, and
and
statements;
statements; draw
draw generalizations;
generalizations; and
and analyze
analyze the
the author’s
author‘s
or
or narrator’s
narrator‘s voice
voice and
and method.
method. The
The test
test comprises
comprises four
four
prose
prose passages
passages that
that are
are representative
representative of
of the
the level
level and
and
kinds
kinds of
of text
text commonly
commonly encountered
encountered in
in first-year
first‐year college
college
curricula.
curricula. Each
Each passage
passage is
is preceded
preceded by
by a
a heading
heading that
that
identifies
identifies what
what type
type of
of passage
passage itit is
is (for
(for example,
example, “Prose
“Prose
Fiction”),
Fiction"), names
names the
the author,
author, and
and may
may include
include a
a brief
brief note
note
that
that helps
helps in
in understanding
understanding the
the passage.
passage. Each
Each passage
passage is
is
accompanied
accompanied by
by a
a set
set of
of multiple-choice
multiple‐choice test
test questions.
questions.
These
These questions
questions do
do not
not test
test the
the rote
rote recall
recall of
of facts
facts from
from
outside
outside the
the passage,
passage, isolated
isolated vocabulary
vocabulary items,
items, or
or rules
rules of
of
formal logic.
logic.
covering
covering plane
plane geometry
geometry and
and trigonometry
trigonometry make up
up the
the
Plane
Plane Geometry/Trigonometry
GeometryfTrigonometry subscore.
subscore. A
A brief description
description
and
and the
the approximate
approximate percentage
percentage of
of the
the test
test devoted
devoted to
to
each
each content
content area
area are
are given
given below.
below.
PRE-ALGEBRA/ELEMENTARY
PRE-ALGEBRA/ELEMENTARY ALGEBRA
ALGEBRA
Pre-Algebra
Pre-Algebra (23%).
(23%). Questions
Questions in
in this
this content
content area
area are
are
based
based on
on basic
basic operations
operations using
using whole
whole numbers,
numbers,
decimals,
decimals, fractions,
fractions, and
and integers;
integers; place
place value;
value; square
square roots
roots
and
and approximations;
approximations; the
the concept
concept of
of exponents;
exponents; scientific
scientific
notation;
notation; factors;
factors; ratio,
ratio, proportion,
proportion, and
and percent;
percent; linear
linear
equations
equations in
in one
one variable;
variable; absolute
absolute value
value and
and ordering
ordering
numbers
numbers by
by value;
value; elementary
elementary counting
counting techniques
techniques and
and
simple
simple probability;
probability; data
data collection,
collection, representation,
representation, and
and
interpretation;
interpretation; and
and understanding
understanding simple
simple descriptive
descriptive
statistics.
statistics.
Three
Three scores
scores are
are reported
reported for
for the
the ACT
ACT Reading
Reading Test:
Test: a
a total
total
test
test score
score based
based on
on all
all 40
40 questions,
questions, a
a subscore
subscore in
in Social
Social
Studies/Sciences reading
reading skills
skills (based
(based on the
the 20
20 questions
questions
in
in the
the social
social studies
studies and
and natural
natural sciences
sciences sections
sections of
of the
the
test),
test), and
and a
a subscore
subscore in
in Arts/Literature reading
reading skills
skills
(based
(based on
on the
the 20
20 questions
questions in
in the
the prose
prose fiction
fiction and
and
humanities
humanities sections
sections of
of the
the test).
test).
Elementary
Elementary Algebra
Algebra (17%).
(77%). Questions
Questions in
in this
this content
content area
area
are
are based
based on
on properties
properties of
of exponents
exponents and
and square
square roots,
roots,
evaluation
evaluation of
of algebraic
algebraic expressions
expressions through
through substitution,
substitution,
using
using variables
variables to
to express
express functional
functional relationships,
relationships,
understanding
understanding algebraic
algebraic operations,
operations, and
and the
the solution
solution of
of
quadratic
quadratic equations
equations by
by factoring.
factoring.
Tips for
for Taking
Taking the ACT Reading
Reading Test
INTERMEDIATE
INTERMEDIATE ALGEBRA/COORDINATE
GEOMETRY
GEOMETRY
Pace
Pace yourself.
yourself.
The
The ACT Reading
Reading Test
Test contains
contains 40
40 questions
questions to
to be
be
completed
completed in
in 35
85 minutes.
minutes. IfIf you
you spend
spend 2–3
2‐8 minutes
minutes reading
reading
each
each passage,
passage, then
then you
you will
will have
have about
about 35
85 seconds
seconds to
to
answer
answer each
each question.
question. IfIf possible,
possible, spend
spend less
less time
time on
on the
the
passages
passages and
and the
the questions
questions and
and use
use the
the remaining
remaining time
time
allowed
allowed for
for this
this test
test to
to review
review your
your work
work and
and return
return to
to the
the
questions
questions on
on this
this test
test that
that were
were most
most difficult
difficult for
for you.
you.
Intermediate
Intermediate Algebra
Algebra (15%).
(75%). Questions
Questions in
in this
this content
content area
area
are
are based
based on
on an
an understanding
understanding of
of the
the quadratic
quadratic formula,
formula,
rational
rational and
and radical
radical expressions,
expressions, absolute
absolute value
value equations
equations
and
and inequalities,
inequalities, sequences
sequences and
and patterns,
patterns, systems
systems of
of
equations,
equations, quadratic
quadratic inequalities,
inequalities, functions,
functions, modeling,
modeling,
matrices,
matrices, roots
roots of
of polynomials,
polynomials, and
and complex
complex numbers.
numbers.
Coordinate
Coordinate Geometry
Geometry (15%).
(75%). Questions
Questions in
in this
this content
content area
area
are
are based
based on
on graphing
graphing and
and the
the relations
relations between
between equations
equations
and
and graphs,
graphs, including
including points,
points, lines,
lines, polynomials,
polynomials, circles,
circles,
and
and other
other curves;
curves; graphing
graphing inequalities;
inequalities; slope;
slope; parallel
parallel and
and
perpendicular
perpendicular lines;
lines; distance;
distance; midpoints;
midpoints; and
and conics.
conics.
Read
Read the
the passage
passage carefully.
carefully.
Before
Before you
you begin
begin answering
answering a
a question,
question, read
read the
the entire
entire
passage
passage thoroughly.
thoroughly. ItIt is
is important
important that
that you
you read
read every
every
sentence
sentence rather
rather than
than skim
skim the
the text.
text. Be
Be conscious
conscious of
of
relationships
relationships between
between or
or among
among ideas.
ideas. You
You may
may want
want to
to
make
make notes
notes about
about important
important ideas
ideas in
in the
the passage
passage either
either in
in
the
the test
test booklet
booklet or
or on
on scratch
scratch paper,
paper, ifif provided.
provided.
PLANE
PLANE GEOMETRY/TRIGONOMETRY
Plane
Plane Geometry
Geometry (23%).
(23%). Questions
Questions in
in this
this content
content area
area are
are
based
based on
on the
the properties
properties and
and relations
relations of
of plane
plane figures,
figures,
including
including angles
angles and
and relations
relations among
among perpendicular
perpendicular and
and
parallel
parallel lines;
lines; properties
properties of
of circles,
circles, triangles,
triangles, rectangles,
rectangles,
parallelograms,
parallelograms, and
and trapezoids;
trapezoids; transformations;
transformations; the
the
concept
concept of
of proof
proof and
and proof
proof techniques;
techniques; volume;
volume; and
and
applications
applications of
of geometry
geometry to
to three
three dimensions.
dimensions.
Refer
Refer to
to the
the passage
passage when
when answering
answering the
the questions.
questions.
Answers
Answers to
to some
some of
of the
the questions
questions will
will be
be found
found by
by referring
referring
to
to what
what is
is explicitly
explicitly stated
stated in
in the
the text.
text. Other
Other questions
questions will
will
require
require you
you to
to determine
determine implicit
implicit meanings
meanings and
and to
to draw
draw
conclusions,
conclusions, comparisons,
comparisons, and
and generalizations.
generalizations. Refer
Refer to
to
the
the passage
passage before
before you
you answer
answer any
any question.
question.
Trigonometry
Trigonometry (7%).
(7%). Questions
Questions in
in this
this content
content area
area are
are
based
based on
on understanding
understanding trigonometric
trigonometric relations
relations in
in right
right
triangles;
triangles; values
values and
and properties
properties of
of trigonometric
trigonometric functions;
functions;
graphing
graphing trigonometric
trigonometric functions;
functions; modeling
modeling using
using
trigonometric
trigonometric functions;
functions; use
use of
of trigonometric
trigonometric identities;
identities; and
and
solving
solving trigonometric
trigonometric equations.
equations.
Content
the ACT
Content Covered
Covered by
by the
ACT Reading
Reading Test
Test
The
The Reading
Reading Test
Test is
is based
based on
on four
four types
types of
of reading
reading
selections:
selections: the
the social
social studies,
studies, the
the natural
natural sciences,
sciences, prose
prose
fiction,
fiction, and
and the
the humanities.
humanities. A
A subscore
subscore in
in Social
Social Studies/
Studiesl
Sciences
Sciences reading
reading skills
skills is
is based
based on
on the
the questions
questions in
in the
the
social
social studies
studies and
and the
the natural
natural sciences
sciences sections
sections of
of the
the test,
test,
and
and a subscore
subscore in Arts/Literature reading
reading skills
skills is based
based on
the
the questions
questions in
in the
the prose
prose fiction
fiction and
and humanities
humanities sections
sections
of
of the
the test.
test. A
A brief
brief description
description and
and the
the approximate
approximate
percentage
percentage of
of the
the test
test devoted
devoted to
to each
each type
type of
of reading
reading
selection
selection are
are given
given below.
below.
ACT
A C T Reading
R e a d i n g Test
Te s t
The
The Reading
Reading Test
Test is
is a
a 40-question,
40‐question, 35-minute
85‐minute test
test that
that
measures
measures your
your reading
reading comprehension.
comprehension. The
The test
test questions
questions
ask
ask you
you to
to derive
derive meaning
meaning from
from several
several texts
texts by
by
(1)
(1) referring
referring to
to what
what is
is explicitly
explicitly stated
stated and
and (2)
(2) reasoning
reasoning to
to
determine
determine implicit
implicit meanings.
meanings. Specifically,
Specifically, questions
questions will
will
ask
ask you
you to
to use
use referring
referring and
and reasoning
reasoning skills
skills to
to determine
determine
main
main ideas;
ideas; locate
locate and
and interpret
interpret significant
significant details;
details;
understand
understand sequences
sequences of
of events;
events; make
make comparisons;
comparisons;
Social
Social Studies
Studies (25%).
(25%). Questions
Questions in
in this
this category
category are
are based
based
on
on passages
passages in
in the
the content
content areas
areas of
of anthropology,
anthropology,
archaeology,
archaeology, biography,
biography, business,
business, economics,
economics, education,
education,
geography,
geography, history,
history, political
political science,
science, psychology,
psychology, and
and
sociology.
sociology.
8
Natural
Natural Sciences
Sciences (25%).
(25%). Questions
Questions in
in this
this category
category are
are
based
based on
on passages
passages in
in the
the content
content areas
areas of
of anatomy,
anatomy,
astronomy,
astronomy, biology,
biology, botany,
botany, chemistry,
chemistry, ecology,
ecology, geology,
geology,
medicine,
medicine, meteorology,
meteorology, microbiology,
microbiology, natural
natural history,
history,
physiology,
physiology, physics,
physics, technology,
technology, and
and zoology.
zoology.
viewpoints.
viewpoints. ItIt may
may be
be helpful for you
you to
to make notes
notes
summarizing
summarizing each
each viewpoint,
viewpoint, either
either next
next to
to that
that section
section in
in
your
your test
test booklet
booklet or
or on
on scratch
scratch paper,
paper, ifif provided.
provided. For
For
questions
questions that
that ask
ask you
you to
to compare
compare viewpoints,
viewpoints, these
these notes
notes
will
will help
help you
you answer
answer more
more quickly.
quickly.
Prose
Prose Fiction
Fiction (25%).
(25%). Questions
Questions in
in this
this category
category are
are based
based
on
on intact
intact short
short stories
stories or
or excerpts
excerpts from
from short
short stories
stories or
or
novels.
novels.
Content
the ACT
Content Covered
Covered by
by the
ACT Science
Science Test
Test
The
The content
content of
of the
the Science
Science Test
Test includes
includes biology,
biology,
chemistry,
chemistry, physics,
physics, and
and the
the Earth/space
Earth/space sciences
sciences (for
(for
example,
example, geology,
geology, astronomy,
astronomy, and
and meteorology).
meteorology).
Advanced
Advanced knowledge
knowledge in
in these
these subjects
subjects is
is not
not required,
required, but
but
knowledge
knowledge acquired
acquired in
in general,
general, introductory
introductory science
science
courses
courses is
is needed
needed to
to answer
answer some
some of
of the
the questions.
questions. The
The
test
test emphasizes
emphasizes scientific
scientific reasoning
reasoning skills
skills over
over recall
recall of
of
scientific
scientific content,
content, skill
skill in
in mathematics,
mathematics, or
or reading
reading ability.
ability.
The
The scientific
scientific information
information is
is conveyed
conveyed in
in one
one of
of three
three
different formats.
Humanities
Humanities (25%).
(25%). Questions
Questions in
in this
this category
category are
are based
based on
on
passages
passages from
from memoirs
memoirs and
and personal
personal essays
essays and
and in
in the
the
content
content areas
areas of
of architecture,
architecture, art,
art, dance,
dance, ethics,
ethics, film,
film,
language,
language, literary
literary criticism,
criticism, music,
music, philosophy,
philosophy, radio,
radio,
television,
television, and
and theater.
theater.
ACT
A C T Science
S c i e n c e Test
Te s t
The
The Science
Science Test
Test is
is a
a 40-question,
40‐question, 35-minute
85‐minute test
test that
that
measures
measures the
the interpretation,
interpretation, analysis,
analysis, evaluation,
evaluation,
reasoning,
reasoning, and
and problem-solving
problem‐solving skills
skills required
required in
in the
the
natural
natural sciences.
sciences.
Data
Data Representation
Representation (38%).
(38%). This
This format
format presents
presents graphic
graphic
and
and tabular
tabular material
material similar
similar to
to that
that found
found in
in science
science
journals and
journals
and texts.
texts. The
The questions
questions associated
associated with
with this
this
format
format measure
measure skills
skills such
such as
as graph
graph reading,
reading, interpretation
interpretation
of
of scatterplots,
scatterplots, and
and interpretation
interpretation of
of information
information presented
presented
in
in tables.
tables.
The
The test
test presents
presents seven
seven sets
sets of
of scientific
scientific information,
information, each
each
followed by
by a
a number
number of
of multiple-choice
multiple‐choice test
test questions.
questions.
The
The scientific information is conveyed
conveyed in one
one of three
three
different formats: data
data representation
representation (graphs,
(graphs, tables,
tables, and
and
other
other schematic
schematic forms),
forms), research
research summaries
summaries (descriptions
(descriptions
of
of several
several related
related experiments),
experiments), or
or conflicting
conflicting viewpoints
viewpoints
(expressions
(expressions of
of several
several related
related hypotheses
hypotheses or
or views
views that
that
are
are inconsistent
inconsistent with
with one
one another).
another). The
The questions
questions require
require
you
you to
to recognize
recognize and
and understand
understand the
the basic
basic features
features of,
of, and
and
concepts
concepts related
related to,
to, the
the provided
provided information;
information; to
to examine
examine
critically
critically the
the relationship
relationship between
between the
the information provided
provided
and
and the
the conclusions
conclusions drawn
drawn or
or hypotheses
hypotheses developed;
developed; and
and
to generalize
generalize from given
given information to gain
gain new
new
information,
information, draw
draw conclusions,
conclusions, or
or make
make predictions.
predictions. You
You
may
may not
not use
use a
a calculator
calculator on
on the
the Science
Science Test.
Test.
Research
Research Summaries
Summaries (45%).
(45%). This
This format
format provides
provides
descriptions
descriptions of
of one
one or
or more
more related
related experiments.
experiments. The
The
questions
questions focus
focus upon
upon the
the design
design of
of experiments
experiments and
and the
the
interpretation
interpretation of
of experimental
experimental results.
results.
Conflicting
Conflicting Viewpoints
Viewpoints (17%).
(77%). This
This format presents
presents
expressions
expressions of
of several
several hypotheses
hypotheses or
or views
views that,
that, being
being
based
based on
on differing
differing premises
premises or
or on
on incomplete
incomplete data,
data, are
are
inconsistent
inconsistent with one
one another.
another. The
The questions
questions focus upon
upon
the
the understanding,
understanding, analysis,
analysis, and
and comparison
comparison of
of alternative
alternative
viewpoints
viewpoints or
or hypotheses.
hypotheses.
ACT
Writing
ACT W
r i t i n g Test
Te s t (Optional)
(Optional)
One
One score
score is
is reported
reported for
for the
the ACT
ACT Science
Science Test:
Test: aa total
total test
test
score
score based
based on
on all
all 40
40 questions.
questions.
IfIf you
you register
register for the
the ACT
ACT Plus
Plus Writing,
Writing, you
you will
will take
take the
the
ACT
ACT Writing
Writing Test
Test (which
(which must
must be
be completed
completed in
in English)
English)
after
after you
you complete
complete the
the four
four multiple-choice
multiple‐choice tests.
tests. Taking
Taking
the
the Writing
Writing Test
Test will
will not
not affect
affect your
your scores
scores on
on the
the multiplemultiple‑
choice
choice tests
tests or
or the
the Composite
Composite score
score for
for those
those tests.
tests. Rather,
Rather,
you
you will
will receive
receive two
two additional
additional scores:
scores: a
a Combined
Combined
English/Writing
English/Writing score
score on
on a
a scale
scale of
of 11 through
through 36
86 and
and aa
Writing
Writing subscore
subscore on
on a
a scale
scale of
of 2
2 through
through 12.
12. You
You will
will also
also
receive
receive some
some comments
comments on
on your
your essay.
essay. And
And an
an image
image of
of
your
your essay
essay will
will be
be available
available to
to your
your high
high school
school and
and the
the
colleges
colleges to
to which
which we
we report
report your
your scores
scores from
from that
that test
test date.
date.
Tips for
for Taking
Taking the ACT Science Test
Pace
Pace yourself.
yourself.
The
The ACT Science
Science Test
Test contains
contains 40
40 questions
questions to
to be
be
completed
completed in
in 35
85 minutes.
minutes. IfIf you
you spend
spend about
about 2
2 minutes
minutes
reading
30 seconds
reading each
each passage,
passage, then
then you
you will
will have
have about
about 80
seconds
to
to answer
answer each
each question.
question. IfIf possible,
possible, spend
spend less
less time
time on
on the
the
passages
passages and
and the
the questions
questions and
and use
use the
the remaining
remaining time
time
allowed
allowed for
for this
this test
test to
to review
review your
your work
work and
and return
return to
to the
the
questions
questions on
on this
this test
test that
that were
were most
most difficult
difficult for
for you.
you.
The
The Writing
Writing Test
Test is
is a
a 30-minute
80‐minute essay
essay test
test that
that measures
measures
your
your writing
writing skills—specifically
skills‐specifically those
those writing
writing skills
skills
emphasized
emphasized in
in high
high school
school English
English classes
classes and
and in
in entryentry‑
level
level college
college composition
composition courses.
courses. The
The test
test consists
consists of
of one
one
writing
writing prompt
prompt that
that will
will define an
an issue
issue and
and describe
describe two
two
points
points of
of view
view on
on that
that issue.
issue. You
You are
are asked
asked to
to write
write in
in
response
response to
to a
a question
question about
about your
your position
position on
on the
the issue
issue
described
described in
in the
the writing
writing prompt.
prompt. In
In doing
doing so,
so, you
you may
may
adopt
adopt one
one or
or the
the other
other of
of the
the perspectives
perspectives described
described in
in the
the
prompt,
prompt, or
or you
you may
may present
present a
a different
different point
point of
of view
view on
on the
the
issue.
issue. Your
Your essay
essay score
score will
will not
not be
be affected
affected by
by the
the point
point of
of
view
view you
you take
take on
on the
the issue.
issue. Prompts
Prompts are
are designed
designed to
to be
be
appropriate
appropriate for response
response in
in a
a 30-minute
80‐minute timed
timed test
test and
and to
to
reflect
reflect students’
students‘ interests
interests and
and experiences.
experiences.
Read
Read the
the passage
passage carefully.
carefully.
Before
Before you
you begin
begin answering
answering a
a question,
question, read
read the
the scientific
scientific
material
material provided.
provided. ItIt is
is important
important that
that you
you read
read the
the entire
entire
text
text and
and examine
examine any
any tables,
tables, graphs,
graphs, or
or figures.
figures. You
You may
may
want
want to
to make
make notes
notes about
about important
important ideas
ideas in
in the
the information
information
provided,
provided, either
either in
in the
the test
test booklet
booklet or
or on
on scratch
scratch paper,
paper, ifif
provided.
provided. Some
Some of
of the
the information
information sets
sets will
will describe
describe
experiments.
experiments. You
You should
should consider
consider the
the experimental
experimental design,
design,
including
including the
the controls
controls and
and variables,
variables, because
because questions
questions are
are
likely
likely to
to address
address this
this component
component of
of scientific
scientific research.
research.
Note
Note different
different viewpoints
viewpoints in
in passages.
passages.
Some
Some material
material will
will present
present conflicting
conflicting points
points of
of view,
view, and
and
the
the questions
questions will
will ask
ask you
you to
to distinguish
distinguish among
among the
the various
various
9
precise
precise word
word choices.
choices. Make
Make logical
logical relationships
relationships clear
clear by
by
using
using transitional
transitional words
words and
and phrases.
phrases. Do
Do not
not wander
wander off
off
the
the topic.
topic. End
End with
with aa strong
strong conclusion
conclusion that
that summarizes
summarizes or
or
reinforces your
your position.
position.
Your
Your essay
essay will
will be
be evaluated
evaluated on
on the
the evidence
evidence itit gives
gives of
of
your
your ability
ability to
to do
do the
the following:
following:
•- express
judgments by
express judgments
by taking
taking a
a position
position on
on the
the issue
issue in
in
the
the writing
writing prompt;
prompt;
•- maintain a
a focus on
on the
the topic
topic throughout
throughout the
the essay;
essay;
•0 develop
develop a
a position
position by
by using
using logical
logical reasoning
reasoning and
and by
by
supporting
supporting your
your ideas;
ideas;
•- organize
organize ideas
ideas in
in a
a logical
logical way;
way; and
and
•0 use
use language
language clearly
clearly and
and effectively
effectively according
according to
to the
the
conventions
conventions of
of standard
standard written
written English.
English.
Is
Is itit advisable
advisable to
to organize
organize the
the essay
essay by
by using
using a
a formula,
formula,
like
like “the
“the five-paragraph
five‐paragraph essay”?
essay"? Points
Points are
are neither
neither awarded
awarded
nor
nor deducted
deducted for
for following
following familiar
familiar formulas,
formulas, so
so feel
feel free
free to
to
use
use one
one or
or not
not as
as best
best suits
suits your
your preference.
preference. Some
Some writers
writers
find formulas stifling,
stifling, other
other writers
writers find them
them vital,
vital, and
and still
still
other
just keep
other writers
writers just
keep them
them handy
handy in
in the
the toolbox
toolbox to
to use
use
when
when needed.
needed. The
The exact
exact numbers
numbers of
of words
words and
and
paragraphs
paragraphs in
in your
your essay
essay are
are less
less important
important than
than the
the clarity
clarity
and
and development
development of
of your
your ideas.
ideas. Writers
Writers who
who have
have
something
something to
to say
say usually
usually find
find that
that their
their ideas
ideas have
have a
a way
way of
of
sorting
sorting themselves
themselves out
out at
at reasonable
reasonable length
length and
and in
in the
the right
right
number
number of
of paragraphs.
paragraphs.
Your
Your essay
essay will
will be
be scored
scored holistically—that
holistically‐that is,
is, on
on the
the basis
basis
of
of the
the overall
overall impression
impression created
created by
by all
all the
the elements
elements of
of the
the
writing.
writing. Two
Two trained
trained readers
readers will
will score
score your
your essay,
essay, each
each
giving
giving itit a
a rating
rating from
from 11 (low)
(low) to
to 66 (high).
(high). The
The sum
sum of
of those
those
ratings
ratings is
is your
your Writing
Writing subscore.
subscore. IfIf the
the readers’
readers‘ ratings
ratings
disagree
disagree by
by more
more than
than one
one point,
point, a
a third
third reader
reader will
will
evaluate
evaluate your
your essay
essay and
and resolve
resolve the
the discrepancy.
discrepancy.
Review
Review your
your essay.
essay.
Take
Take a
a few
few minutes
minutes before
before time
time is
is called
called to
to read
read over
over your
your
essay.
essay. Correct
Correct any
any mistakes
mistakes in
in grammar,
grammar, usage,
usage,
punctuation,
punctuation, and
and spelling.
spelling. IfIf you
you find
find any
any words
words that
that are
are
hard
hard to
to read,
read, recopy
recopy them
them so
so your
your readers
readers can
can read
read them
them
easily.
easily. Make
Make any
any corrections
corrections and
and revisions
revisions neatly,
neatly, between
between
the
the lines
lines (but
(but not
not in
in the
the margins).
margins). Your
Your readers
readers take
take into
into
account
account that
that you
you had
had merely
merely 30
80 minutes
minutes to
to compose
compose and
and
write your
your essay.
essay. Within that
that time limit,
limit, try
try to
to make your
your
essay
essay as
as polished
polished as
as you
you can.
can.
Tips for Taking the ACT Writing Test
Pace
Pace yourself.
yourself.
The
The ACT
ACT Writing
Writing Test
Test gives
gives you
you 30
80 minutes
minutes to
to read
read and
and
think
think about
about the
the issue
issue in
in the
the prompt,
prompt, and
and to
to plan
plan and
and write
write
your
your essay.
essay. When
When asked
asked to
to write
write aa timed
timed essay,
essay, most
most
writers
writers find
find itit useful
useful to
to do
do some
some planning
planning before
before they
they write
write
the
the essay,
essay, and
and to
to do
do a
a final
final check
check of
of the
the essay
essay when
when itit is
is
finished.
finished. ItIt is
is unlikely
unlikely that
that you
you will
will have
have time
time to
to draft,
draft, revise,
revise,
and
your essay.
and recopy
recopy your
essay. Therefore,
Therefore, taking
taking a
a few
few minutes
minutes to
to
plan
than writing
plan your
your essay
essay is
is a
a much
much better
better strategy
strategy than
writing a
a
first draft with the
the intent
intent to
to copy
copy itit over
over for the
the final essay.
essay.
Practice.
Practice.
There
There are
are many
many ways
ways to
to prepare
prepare for
for the
the ACT
ACT Writing
Writing Test.
Test.
You
You may
may be
be surprised
surprised that
that these
these include
include reading
reading
newspapers
newspapers and
and magazines,
magazines, listening
listening to
to news
news analyses
analyses on
on
television
television or
or radio,
radio, and
and participating
participating in
in discussions
discussions and
and
debates
debates about
about issues
issues and
and problems.
problems. These
These activities
activities help
help
you
you become
become more
more familiar
familiar with
with current
current issues,
issues, with
with different
different
perspectives
perspectives on
on those
those issues,
issues, and
and with
with strategies
strategies that
that
skilled
skilled writers
writers and
and speakers
speakers use
use to
to present
present their
their points
points of
of
view.
V i e w.
Prewrite.
Prewrite.
Some
Some writers
writers like
like to
to plunge
plunge right
right in,
in, but
but this
this is
is seldom
seldom a
a
good
good way
way to
to do
do well
well on
on a
a timed
timed essay.
essay. Prewriting
Prewriting gets
gets you
you
acquainted
acquainted with
with the
the issue,
issue, suggests
suggests patterns
patterns for
for presenting
presenting
your
your thoughts,
thoughts, and
and gives
gives you
you a
a little
little breathing
breathing room
room to
to
come
come up
up with
with interesting
interesting ideas
ideas for
for introducing
introducing and
and
concluding
concluding your
your essay.
essay. Before
Before writing,
writing, then,
then, carefully
carefully
consider
consider the
the prompt
prompt and
and make
make sure
sure you
you understand
understand it—
it‑
reread
reread itit ifif you
you aren’t
aren‘t sure.
sure. Decide
Decide how
how you
you want
want to
to answer
answer
the
jot down
the question
question in
in the
the prompt.
prompt. Then
Then jot
down your
your ideas
ideas on
on
the
the topic:
topic: this
this might
might simply
simply be
be a
a list
list of
of ideas,
ideas, reasons,
reasons, and
and
examples
examples that
that you
you will
will use
use to
to explain
explain your
your point
point of
of view
view on
on
the
the issue.
issue. Write
Write down
down what
what you
you think
think others
others might
might say
say in
in
opposition
opposition to
to your
your point
point of
of view
view and
and think
think about
about how
how you
you
would
would refute
refute their
their argument.
argument. Think
Think of
of how
how best
best to
to organize
organize
the
the ideas
ideas in
in your
your essay.
essay. You
You will
will be
be instructed
instructed to
to do
do your
your
prewriting
prewriting in
in your
your Writing
Writing Test
Test booklet.
booklet. You can
can refer back
back
to
to these
these notes
notes as
as you
you write
write the
the essay
essay itself
itself on
on the
the lined
lined
pages
pages in
in your
your answer
answer folder.
folder.
Of
Of course,
course, one
one of
of the
the best
best ways
ways to
to prepare
prepare for
for the
the ACT
ACT
Writing
Writing Test
Test is to practice
practice writing.
writing. Practice
Practice writing
writing different
kinds
kinds of
of texts,
texts, for
for different
different purposes,
purposes, with
with different
different
audiences
your English
audiences in
in mind.
mind. The
The writing
writing you
you do
do in
in your
English
classes
classes will
will help
help you.
you. So
So will
will practice
practice in
in writing
writing essays,
essays,
stories,
stories, poems,
poems, plays,
plays, editorials,
editorials, reports,
reports, letters
letters to
to the
the
editor,
journal, or
editor, a
a personal
personal journal,
or other
other kinds
kinds of
of writing
writing that
that you
you
do
do on
on your
your own.
own. Because
Because the
the ACT
ACT Writing
Writing Test
Test asks
asks you
you to
to
explain
explain your
your perspective
perspective on
on an
an issue
issue in
in a
a convincing
convincing way,
way,
writing
writing opportunities
opportunities like
like editorials
editorials or
or letters
letters to
to the
the editor
editor of
of
a
a newspaper
newspaper are
are especially
especially helpful.
helpful. Practicing
Practicing a
a variety
variety of
of
different
different kinds
kinds of
of writing
writing will
will help
help make
make you
you a
a versatile
versatile
writer
writer able
able to
to adjust
adjust to
to different
different writing
writing occasions
occasions and
and
assignments.
assignments.
Write.
Write.
Once
Once you’re
you‘re ready
ready to
to write
write your
your essay
essay in
in the
the answer
answer folder,
folder,
proceed
proceed with
with the
the confidence
confidence that
that you
you have
have prepared
prepared well
well
and
and that
that you
you will
will have
have attentive
attentive and
and receptive
receptive readers
readers who
who
are
are interested
interested in
in your
your ideas.
ideas. At
At the
the beginning
beginning of
of your
your
essay,
essay, make
make sure
sure readers
readers will
will see
see that
that you
you understand
understand the
the
issue.
issue. Explain
Explain your
your point
point of
of view
view in
in a
a clear
clear and
and logical
logical way.
way.
IfIf possible,
possible, discuss
discuss the
the issue
issue in
in a
a broader
broader context
context or
or
evaluate
evaluate the
the implications
implications or
or complications
complications of
of the
the issue.
issue.
Address
Address what
what others
others might
might say
say to
to refute
refute your
your point
point of
of view
view
and
and present
present a
a counterargument.
counterargument. Use
Use specific
specific examples.
examples.
Vary
Vary the
the structure
structure of
of your
your sentences,
sentences, and
and use
use varied
varied and
and
ItIt is
is also
also a
a good
good idea
idea to
to get
get some
some practice
practice writing
writing within
within aa
time
time limit.
limit. This
This will
will help
help build
build skills
skills that
that are
are important
important in
in
college-level
Taking the
college‐level learning
learning and
and in
in the
the world
world of
of work.
work. Taking
the
practice
practice ACT Writing
Writing Test in
in this
this booklet
booklet will
will give
give you
you a
a
good
good idea
idea of
of what
what timed
timed writing
writing is
is like
like and
and how
how much
much
additional
additional practice
practice you
you may
may need.
need. You
You might
might want
want to
to take
take
the
the practice
practice ACT
ACT Writing
Writing Test
Test even
even ifif you
you do
do not
not plan
plan to
to
register
register for
for it,
it, because
because all
all the
the writing
writing you
you do
do contributes
contributes to
to
your
your skill
skill in
in expressing
expressing yourself.
yourself.
10
TO
Content
the ACT
Content Covered
Covered by
by the
ACT Writing
Writing Test
Test
registration
registration record—and
record‐and the
the reporting
reporting of
of your
your scores
scores will
will
take
take three
three to
to five
five weeks
weeks longer
longer than
than usual
usual to
to process.
process.
Writing
Writing is
is where
where form and
and content
content come
come together.
together. To
To state
state
that
that more
more accurately,
accurately, writing
writing is
is where
where you
you put
put form
form and
and
content
content together.
together. On
On the
the ACT
ACT Writing
Writing Test,
Test, we
we provide
provide the
the
“prompt”—an
“prompt"‐an issue
issue that
that has
has been
been chosen
chosen for
for its
its
appropriateness
appropriateness in
in a
a 30-minute
80‐minute test
test and
and for
for its
its relevance
relevance to
to
students’
students‘ interests
interests and
and experiences.
experiences. The
The prompt
prompt defines
defines
the
the topic
topic and
and sets
sets you
you the
the task
task of
of focusing
focusing on
on that
that topic
topic in
in
your
your essay.
essay. But
But the
the “content”—the
“content"‐the arguments
arguments and
and
explanations,
explanations, the
the analysis
analysis and
and examples,
examples, in
in all
all their
their
details—is
details‐is provided
provided by
by you.
you. By
By applying
applying your
your writing
writing skills
skills
to
to shaping
shaping that
that content,
content, you
you also
also provide
provide the
the “form”
“form” of
of your
your
essay.
essay. So,
So, with
with regard
regard to
to the
the content
content covered
covered by
by the
the
Writing
Writing Test,
Test, you
you are
are the
the author.
author.
3
You
You will
will receive
receive a different answer
answer document
document depending
depending
on
on which
which Test
Test Option
Option you
you have
have registered
registered to
to take.
take. Make
Make
sure
sure the
the answer
answer document
document you
you receive
receive matches
matches the
the Test
Test
Option
Option you
you intend
intend to
to take.
take.
After
After you
you have
have completed
completed page
page 11 of
of the
the answer
answer document,
document,
you
You will
you will
will receive
receive a
a test
test booklet.
booklet. You
will be
be told
told to
to read
read the
the
directions
directions printed
printed on
on the
the cover,
cover, then
then asked
asked to
to write
write the
the
booklet
booklet number
number and
and test
test form
form at
at the
the top
top of
of page
page 2
2 of
of the
the
answer
answer document.
document. ItIt is
is extremely
extremely important
important that
that you
you fill
fill in
in
the
the correct
correct ovals
ovals for
for your
your test
test booklet
booklet number
number and
and for
for the
the
test
test form
form you
you are
are taking
taking because
because these
these determine
determine which
which
answer
answer key
key will
will be
be used
used to
to score
score your
your answer
answer document.
document.
The
The supervisor
supervisor will
will then
then tell
tell you
you when
when to
to open
open your
your test
test
booklet
booklet and
and begin
begin work.
work. IfIf you
you are
are taking
taking the
the ACT
ACT Plus
Plus
Writing,
Writing, you
you will
will receive
receive a
a Writing
Writing Test
Test booklet
booklet only
only after
after
you
you have
have completed
completed the
the four
four multiple-choice
multiple‐choice tests.
tests.
What
What to
to Expect
Expect
on
on Test
Test Day
Day
Taking
Ta k i n g the
t h e Tests
Te s t s
Identification
Required
I d e n t i fi c a t i o n R
equired
As
As you
you are
are working,
working, keep
keep your
your eyes
eyes on
on your
your own
own test
test
booklet
booklet and
and answer
answer document.
document. IfIf you
you have
have a
a question,
question,
raise
raise your
your hand,
hand, but
but do
do not
not look
look around.
around. Please
Please remember
remember
that
that as
as you
you take
take the
the tests
tests you
you may
may not
not use
use information
information or
or
materials
materials that
that cause
cause you
you to
to obtain
obtain a
a test
test score
score that
that
misrepresents
misrepresents what
what you
you have
have learned.
learned.
You
time stated
You are
are to
to report
report to
to the
the test
test center
center by
by the
the time
stated on
on
your
your admission
admission ticket,
ticket, normally
normally 8:00
8:00 a.m.
a m . IfIf your
your admission
admission
ticket
ticket does
does not
not list
list a
a specific
specific room,
room, test
test center
center staff
staff or
or
posted
to the
posted signs
signs will
will direct
direct you
you to
the test
test room.
room. At
At check-in,
check-in,
you
will be
to show
you will
be required
required to
show BOTH
BOTH your
your admission
admission
ticket and
your
ticket
and acceptable
acceptable ID.
ID. See
See ID
ID requirements
requirements on
on your
admission
www.actstudent.org, or
admission ticket,
ticket, at
at www.actstudent.org,
or in
in Registering
Registering
for
for the
the ACT
ACT..
ItIt is
is important
important that
that you
you understand
understand what
what is
is considered
considered
prohibited
prohibited behavior
behavior on
on the
the ACT.
ACT. IfIf you
you are
are involved
involved in
in any
any
of
of the
the actions
actions listed
listed below,
below, you
you will
will be
be dismissed
dismissed and
and your
your
answer
answer document
document will
will not
not be
be scored.
scored. Prohibited
Prohibited behaviors
behaviors
include:
include:
•- filling
filling in
in or
or altering
altering any
any ovals
ovals or
or continuing
continuing to
to write
write the
the
essay
essay after
after time
time is
is called
called on
on each
each test
test (You
(You must
must put
put
your
your pencil
pencil down
down when
when time
time is
is called.)
called.)
•0 looking
looking at
at another
another examinee’s
examinee‘s test
test booklet
booklet or
or answer
answer
document
document
•0 giving
giving or
or receiving
receiving assistance
assistance
•0 looking
looking back
back at
at a
a test
test on
on which
which time
time has
has been
been called
called
•0 looking
looking ahead
ahead in
in the
the test
test booklet
booklet
•- using
using highlight
highlight pens,
pens, colored
colored pens
pens or
or pencils,
pencils, notes,
notes,
dictionaries,
dictionaries, or
or other
other aids
aids
•- using
using an
an unauthorized
unauthorized calculator
calculator
•- using
using any
any device
device to
to share
share or
or exchange
exchange information
information at
at
any
any time
time during
during testing
testing or
or during
during breaks
breaks (all
(all electronic
electronic
devices,
devices, including
including cell
cell phones
phones and
and pagers,
pagers, must
must be
be
turned
turned off
off from
from the
the time
time you
you are
are admitted
admitted to
to test
test until
until
you
you are
are dismissed
dismissed after
after testing
testing concludes)
concludes)
•0 sharing
sharing a
a calculator
calculator with
with another
another examinee
examinee
•- using
using a
a calculator
calculator on
on any
any test
test other
other than
than the
the
Mathematics
Mathematics Test
Test
•- attempting
attempting to
to remove
remove test
test materials,
materials, including
including
questions
questions or
or answers,
answers, from
from the
the test
test room
room by
by any
any means
means
•0 not
not following
following instructions
instructions or
or abiding
abiding by
by the
the rules
rules of
of the
the
test
test center
center
•0 exhibiting
exhibiting confrontational,
confrontational, threatening,
threatening, or
or unruly
unruly
behavior
behavior
•0 creating
creating a
a disturbance
disturbance or
or allowing
allowing an
an alarm,
alarm, pager,
pager, or
or
phone
phone to
to sound
sound in
in the
the test
test room
room
Dos
D o s and
a n d Don’ts
Don’ts
In
In the
the test
test room,
room, the
the supervisor
supervisor or
or proctor
proctor will
will direct
direct you
you to
to
a
a seat.
seat. IfIf you
you need
need a
a left-handed
left‐handed desk,
desk, tell
tell your
your supervisor
supervisor
as
as you
you enter.
enter. Do
Do not
not leave
leave the
the test
test room
room after
after you
you have
have
been
been admitted.
admitted. Only
Only pencils,
pencils, erasers,
erasers, a
a permitted
permitted
calculator
calculator (for
(for the
the Mathematics
Mathematics Test
Test only),
only), and
and your
your
admission
admission ticket
ticket will
will be
be allowed
allowed on
on your
your desk.
desk. You
You will
will be
be
required
required to
to put
put all
all other
other personal
personal belongings
belongings away.
away. You
You will
will
not
not be
be allowed
allowed to
to have
have scratch
scratch paper
paper (unless
(unless provided
provided by
by
the
the test
test supervisor
supervisor for
for certain
certain types
types of
of testing),
testing), books,
books,
dictionaries,
dictionaries, notes
notes or
or other
other aids,
aids, highlighters,
highlighters, colored
colored pens
pens
or
or pencils,
pencils, mechanical
mechanical pencils,
pencils, ink
ink pens,
pens, correction
correction fluid,
fluid,
reading
reading material,
material, or
or any
any electronic
electronic devices
devices other
other than
than
permitted
permitted calculators
calculators (examples
(examples include
include pager,
pager, timer,
timer,
beeper,
beeper, cell
cell phone,
phone, media
media player,
player, PDA,
PDA, headphones,
headphones,
camera).
camera). You
You may
may not
not use
use tobacco
tobacco in
in any
any form
form or
or have
have
food or
or drink
drink (including
(including water)
water) in
in the
the test
test room.
room. You
You must
must
abide
abide by
by the
the rules
rules of
of the
the test
test center.
center.
Try
just before
Try to
to relax
relax just
before the
the tests.
tests. Take
Take a
a few
few deep
deep breaths,
breaths,
tense
tense and
and relax
relax your
your muscles,
muscles, and
and think
think about
about pleasant
pleasant
things.
things.
Test
Te s t Preliminaries
Preliminaries
The
The test
test session
session will
will begin
begin as
as soon
soon as
as all
all examinees
examinees
present
present at
at 8:00
8:00 a.m.
a m . are
are checked
checked in.
in. Listen
Listen carefully
carefully to
to all
all
directions
directions read
read by
by the
the supervisor.
supervisor. Ask
Ask questions
questions ifif you
you do
do
not
not understand
understand what
what you
you are
are to
to do.
do. ItIt is
is very
very important
important that
that
you
you follow
fol/ow all
all directions
directions carefully.
carefully. For
For instance,
instance, ifif you
you do
do
not
not copy
copy the
the matching
matching information
information from
from your
your admission
admission
ticket
ticket onto
onto your
your answer
answer document
document accurately,
accurately, or
or fill
fill in
in the
the
correct
correct ovals,
ovals, your
your answer
answer document
document will
will not
not match
match your
your
11
11
IfIf you
you engage
engage in
in any of
of these
these prohibited
prohibited behaviors,
behaviors, your
your
answer
answer document
document will
will not
not be
be scored
scored and
and you
you will
will be
be
dismissed
dismissed from
from the
the test
test center.
center.
request
request must
must be
be postmarked
postmarked no
no later
later than
than three
three months
months
after
after the
the test
test date.)
date.) The
The information
information will
will be
be mailed
mailed about
about
4
4 weeks
weeks after
after your
your score
score report
report is
is mailed.
mailed.
IfIf you
you finish before time
time is
is called,
called, review
review your
your work
work on
on the
the
test
just finished.
test you
you have
have just
finished. Do
Do not
not return
return to
to an
an earlier
earlier test
test
and
and do
do not
not work
work ahead.
ahead. IfIf you
you are
are satisfied
satisfied with
with your
your
responses,
responses, place
place your
your answer
answer document
document inside
inside your
your test
test
booklet
booklet and
and close
close the
the cover.
cover. Sit
Sit quietly
quietly until
until the
the supervisor
supervisor
gives
gives you
you additional
additional instructions.
instructions.
4
4
Taking
the Practice
Tests
Taking the
Practice Tests
Taking
Taking the
the practice
practice tests
tests can
can help
help you
you become
become familiar
familiar
with the
you take
the ACT. ItIt will
will be most
most helpful if you
take the
the tests
tests
under
under conditions
conditions that
that are
are as
as similar
similar as
as possible
possible to
to those
those
you
The following
you will
will experience
experience on
on test
test day.
day. The
following tips
tips will
will help
help
you
you make
make the
the most
most of
of the
the practice
practice tests:
tests:
•0 The
The four multiple-choice
multiple‐choice tests
tests require
require a
a total
total of
of 2
2 hours
hours
and
and 55
55 minutes.
minutes. Try
Try to
to take
take them
them in
in one
one sitting,
sitting, with
with
only
only a
a short
short break
break between
between Tests
Tests 2
2 and
and 3.
8. (If
(If you
you are
are
taking
taking the
the Writing
Writing Test,
Test, you
you may
may also
also take
take a
a short
short break
break
after
after Test
Test 4.)
4.)
•0 Sit
Sit at
at a
a desk
desk with
with good
good lighting.
lighting. You
You will
will need
need
sharpened
sharpened No.
No. 2
2 pencils
pencils with good
good erasers.
erasers. You
You may
may
not
not use
use highlight
highlight pens
pens or
or correction
correction fluid.
fluid. Remove
Remove all
all
books
books and
and other
other aids
aids from
from your
your desk.
desk. On
On test
test day,
day, you
you
will
will not
not be
be allowed
allowed to
to use
use references
references or
or notes.
notes. For
For most
most
administrations,
administrations, you
you won’t
won‘t need
need scratch
scratch paper
paper because
because
each
each page
page of
of the
the Mathematics
Mathematics Test
Test has
has a
a blank
blank column
column
that
that you
you can
can use
use for
for scratch
scratch work.
work. Otherwise,
Otherwise, you
you will
will
be
be provided
provided with
with scratch
scratch paper.
paper.
•0 IfIf you
you plan
plan to
to use
use a
a calculator
calculator on
on the
the Mathematics
Mathematics Test,
Test,
review
review the
the information about
about permitted
permitted and
and prohibited
prohibited
calculators
calculators on
on page
page 5.
5.
•0 Use
Use a
a digital
digital timer
timer or
or clock
clock to
to time
time yourself
yourself on
on each
each
test.
test. Set
Set your
your timer
timer for
for five
five minutes
minutes less
less than
than the
the
allotted
allotted time
time for
for each
each test
test so
so you
you can
can get
get used
used to
to the
the
announcement
announcement of
of five minutes
minutes remaining.
remaining. (Students
(Students
approved
approved for
for extended
extended time
time should
should set
set a
a timer
timer for
for
60-minute
60‐minute warnings
warnings up
up to
to the
the total
total time
time allowed—
allowed‑
5
5 hours
hours for
for multiple-choice
multiple‐choice tests,
tests, or
or 5
5 hours
hours and
and
45
45 minutes
minutes ifif also
also taking
taking the
the Writing
Writing Test).
Test).
•0 Allow
Allow yourself
yourself only
only the
the time
time permitted
permitted for
for each
each test.
test.
•0 Detach
Detach and
and use
use the
the sample
sample multiple-choice
multiple‐choice answer
answer
document
document on
on pages
pages 73–74.
78‐74.
•0 Read
Read the
the general
general test
test directions
directions on
on the
the first
first page
page of
of the
the
practice
practice multiple-choice
multiple‐choice tests.
tests. These
These are
are the
the same
same
directions
test booklet
directions that
that will
will appear
appear on
on your
your test
booklet on
on test
test
day.
timer
day. After
After you
you have
have read
read the
the directions,
directions, start
start your
your timer
and
and begin
begin with
with Test
Test 1.
1. Continue
Continue through
through Test
Test 4,
4, taking
taking
a
a short
short break
break between
between Tests
Tests 2
2 and
and 3.
8. IfIf you
you do
do not
not plan
plan
to
to take
take the
the ACT
ACT Writing
Writing Test,
Test, score
score your
your multiple-choice
multiple‐choice
tests
tests using
using the
the information
information beginning
beginning on
on page
page 59.
59.
•o IfIf you
you plan
plan to
to take
take the
the Writing
Writing Test,
Test, take
take aa short
short break
break
after
after Test
Test 4.
4. Then
Then read
read the
the directions
directions on
on the
the first
first page
page
of
of the
the practice
practice ACT
ACT Writing
Writing Test
Test (page
(page 57).
57). These
These are
are
the
the same
same directions
directions that
that will
will appear
appear on
on your
your test
test
booklet
booklet on
on test
test day.
day. After
After you
you have
have read
read the
the directions,
directions,
start
start your
your timer,
timer, then
then carefully
carefully read
read the
the prompt
prompt on
on
page
page 58.
58. After
After you
you have
have considered
considered what
what the
the prompt
prompt is
is
asking
asking you
you to
to do,
do, use
use scratch
scratch paper
paper to
to plan
plan your
your essay
essay
and
and then
then write
write your
your essay
essay on
on the
the answer
answer document,
document,
pages
pages 75–78.
75‐78. When
When you
you have
have finished,
finished, score
score your
your
essay
essay using
using the
the information
information on
on pages
pages 66–72.
66‐72.
You
You will
will have
have a
a short
short break
break after the
the first
first two
two tests.
tests. Do
Do not
not
leave
leave the
the building
building during
during the
the break
break because
because some
some
buildings
buildings have
have automatic
automatic locking
locking doors,
doors, and
and you
you may
may be
be
locked
locked out.
out. You
You must
must ask
ask permission
permission to
to leave
leave the
the room
room
during
during testing
testing to
to go
go to
to the
the restroom;
restroom; you
you will
will not
not be
be allowed
allowed
to
to make
make up
up the
the time
time you
you miss.
miss. IfIf you
you are
are taking
taking the
the Writing
Writing
Test,
Test, you
you will
will also
also have
have a
a brief
brief break
break after
after Test
Test 4
4 in
in which
which
to
to relax
relax and
and to
to sharpen
sharpen your
your pencils.
pencils.
On
On certain
certain test
test dates,
dates, ACT
ACT administers
administers test
test questions
questions for
for
developmental
developmental purposes.
purposes. Responses
Responses to
to such
such questions
questions are
are
not
not counted
counted toward
toward your
your scores.
scores.
At
At the
the conclusion
conclusion of
of the
the test
test session,
session, you
you will
will be
be asked
asked to
to
sign
sign a
a statement
statement and
and copy
copy a
a certification
certification in
in your
your own
own
handwriting
handwriting to verify truthful identification of yourself. You
You
will
will be
be required
required to
to sit
sit quietly
quietly until
until you
you are
are dismissed.
dismissed. After
After
all
all answer
answer documents
documents and
and test
test booklets
booklets have
have been
been
collected
collected and
and counted,
counted, the
the supervisor
supervisor will
will dismiss
dismiss you.
you.
Special
S p e c i a l Situations
Situations
If,
If, for any
any reason,
reason, you
you have
have to
to leave
leave the
the center
center before
finishing
or not
finishing the
the ACT,
ACT, you
you must
must decide
decide whether
whether or
not you
you
want
want your
your answer
answer document
document scored
scored and
and inform
inform the
the
supervisor
supervisor of
of your
your decision.
decision. IfIf you
you fail
fail to
to do
do so,
so, your
your answer
answer
document
you have
document will
will be
be scored.
scored. Or,
Or, ifif you
you decide
decide after
afteryou
have
finished the
the ACT
ACT that
that you
you do not
not want
want it scored,
scored, tell
tell the
the
supervisor
supervisor before
before you
you leave
leave the
the test
test center.
center. You
You need
need not
not
give
give a
a reason.
reason.
Once
Once you
you break
break the
the seal
seal on
on your
your multiple-choice
multiple‐choice test
test
booklet,
booklet, you
you cannot
cannot later
later request
request a
a Test
Test Date
Date Change.
Change. IfIf
you
you want
want to
to take
take the
the ACT
ACT again,
again, you
you will
will have
have to
to reregister.
reregister.
See
www.actstudent.org or
See www.actstudent.org
or Registering
Registering for
for the
the ACT
ACT.. Once
Once
you
filling out
you begin
begin filling
out your
your answer
answer document,
document, you
you cannot
cannot
request
request a
a Test
Test Option
Option Change
Change on
on that
that test
test date
date (i.e.,
(i.e., you
you
may
may not
not change
change from ACT Plus Writing
Writing to
to the
the ACT or
or the
the
reverse).
reverse).
You
You may
may not
not receive
receive scores
scores from more
more than
than one
one test
test date
date
per
per national
national or
or international
international administration
administration (Saturday,
(Saturday, nonnon‑
Saturday,
Saturday, or
or rescheduled
rescheduled test
test date
date arranged
arranged by
by ACT).
ACT). IfIf
you
you are
are admitted
admitted and
and allowed
allowed to
to test,
test, you
you will
will receive
receive
ONLY
ONLY the
the scores
scores from
from your
your first
first test
test administration.
administration.
Test
Te s t Information
I n f o r m a t i o n Release
Release
On
On certain
certain national
national test
test dates,
dates, you
you may
may obtain
obtain (for
(for an
an
additional
additional fee)
fee) a
a copy
copy of
of the
the test
test questions,
questions, a
a copy
copy of
of your
your
answers,
answers, a
a list
list of
of correct
correct answers,
answers, and
and scoring
scoring instructions.
instructions.
This
or for other
This service
service is
is not
not available
available for all
all dates
dates or
other
types
types of
of testing,
testing, so
so ifif you
you want
want it,
it, be
be sure
sure to
to check
check
www.actstudent.org or
www.actstudent.org
or Registering
Registering for
for the
the ACT,
ACT, and
and
register
register for
for aa test
test date
date on
on which
which itit is
is available.
available. (Your
(Your
12
12
Practice
Multiple-Choice
P r a c t i c eM
u l t i p l e -C h o i c e T
Teests
sts
Your
Your Date
Date of
of Birth:
Birth:
Your Signature (do not print):
Month
Print Your Name Here:
Day
Year
Form
F o r m 0661C
0 6 6 1C
2007 lI 2008
2008
ACT
ACT
SSESSMENT
A
ASSESSMENT®
®
"
I ThACT®
Directions
Directions
This
English,
T h i s bbooklet
o o k l e t ccontains
o n t a i n s ttests
e s t s i in
n En
glish,
Mathematics, Reading, and Science. These tests
measure
measure skills
skills and
and abilities
abilities highly
highly related
related to
to high
high
school
school course
course work
work and success
success in
in college.
college.
CALCULATORS
CALCULATORS MAY
M A Y BE USED
USED ON
ON THE
THE
MATHEMATICS
MA THEMA TICS TEST
TEST ONLY.
ONL Y.
Only responses marked on your answer document
will be scored. Your score on each test will be
based
based only
only on the
the number
number of questions you
you answer
answer
correctly
correctly during
during the time
time allowed for
for that
that test. You
Yo u will
will
NOT be penalized for
for guessing. IT
IT IS
IS TO
TO YOUR
YOUR
ADVANTAGE
ADVANTAGE TO
TO ANSWER EVERY
E V E RY QUESTION
OUESTION
EVEN
E V E N IF YOU
YOU MUST
M U S T GUESS.
The questions in each test are numbered, and the
suggested answers for each question are lettered.
On the answer document, the rows of ovals are
numbered to match the questions, and the ovals in
each row
row are
are lettered to correspond to the suggested
suggested
answers.
answers.
You
Yo u may work on each test ONLY when your test
supervisor tells you
you to do so.
so. If you
you finish a test
before time is called for that test, you should use the
time remaining to reconsider questions you are
uncertain about in that test. You
Yo u may NOT look back
to a test on which time has already been called, and
you may NOT go ahead to another test. To
To do so will
disqualify
disqualify you
you from
from the
the examination.
examination.
For each question, first decide which answer is
best.
best. Next,
Next, locate
locate on
on the
the answer
answer document
document the
the row
row
of ovals numbered the same
same as the question. Then,
Then,
locate the oval in that row lettered the same as your
answer. Finally, fill in the oval completely. Use a soft
lead pencil and make your
your marks heavy and black.
DO NOT
A BALLPOINT
N O T USE
U S EA
BALLPOINT PEN.
PEN.
Lay your
your pencil down immediately when time is
called at the end of each test. You
Yo u may
may NOT for any
any
reason fill in or alter ovals for a test after time is
called for that test. To
To do so will disqualify you from
the examination.
Mark only one answer to each question. If you
change
change your
your mind about an
an answer,
answer, erase
erase your
your first
first
mark thoroughly before marking your new answer.
For each question, make certain that you
you mark in the
row of ovals with the same number as the question.
o
g a
g
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13
1 l l l l l l l l l 11
ENGLISH
TEST
ENGUSHTEST
45
45 Minutes—75
Minutes‐75 Questions
DIRECTIONS: In the five passages that follow, certain
words and phrases are underlined and numbered. In
the right-hand column, you will find alternatives for the
underlined part. In most cases, you are to choose the
one that best expresses the idea, makes the statement
appropriate for standard written English, or is worded
most consistently with the style and tone of the passage
as a whole. If you think the original version is best,
choose “NO CHANGE.” In some
some cases,
cases, you
you will find in
the right-hand column a question about the underlined
part. You are to choose the best answer to the question.
You will also find questions about a section of the paspas‑
sage,
sage, or about the passage
passage as a whole. These questions
do not refer to an underlined portion of the passage, but
rather are identified by a number or numbers in a box.
For each question, choose the alternative you
you consider
best and fill in the corresponding oval on your answer
document. Read each passage
passage through
through once
once before
before you
you
begin
begin to answer
answer the questions that accompany
accompany it.
it. For
many of the questions, you must read several sentences
beyond the question to determine the answer.
answer. Be sure
sure
that you have read far enough ahead each time you
choose an alternative.
PASSAGE II
The
The Music of
of the
the O’odham
O’odham
[1]
[1]
For
For some
some people, traditional
traditional American
American Indian
Indian music
music
is associated
associated and
and connected
connected with high penetrating vocals
vocals
1
accompanied bly
by aa steady drumbeat.
drumbeat. In tribal
tribal communities
communities
in
in the
the southwestern
southwestern United
United States,
States, however, one
one is
is likely to
to
1. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
connected
by some
connected by
some of
of them
them
linked
by association
linked by
association
associated
associated
2. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
popular, one
one might say,
say, for
for
really quite popular for
for
popular for
for the
the duration
duration of
of
hear
hear something similar
similar to the
the polka-influenced dance
dance
music
music of
of northern
northern Mexico.
Mexico. The
The music
music is
is called
called “waila.”
“waila.”
Among the
been
the O’odham
O’odham tribes
tribes of Arizona, waila
waila has
has been
popular for
for more
m o r e than
than aa century.
century. The
The music
music is
is mainly
2
3.
Which of
3. Which
of the
the following alternatives
alternatives to
to the
the underlined
underlined
portion would
would NOT
N O T be acceptable?
A. instrumental; in general, the
bands
the bands
B. instrumental, the
bands generally
the bands
C. instrumental. The bands
bands generally
D. instrumental; the
bands generally
the bands
instrumental—the
bands generally consist
bass
instrumental‐the bands
consist of
of guitar, bass
33
guitar, saxophones, accordion, and drums.
[2]
[2]
Unlike some
some traditional
traditional tribal
tribal music, waila
waila does
does
not
purpose. It is aa social
n o t serve
serve aa religious or spiritual purpose.
4. F.
G.
H.
J.
music
performed at
music that performed
at weddings, birthday parties,
4
ACT-61C-PRACTICE
14
M
NO
NO CHANGE
CHANGE
music
music in which it is performed
music, performing
performing
music, performed
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
1 l l l l l l l l l 11
5. A.
B.
C.
D.
and feasts.
feasts. The word
word itself
itself comes
comes from
from the Spanish
55
6. F. NO
NO CHANGE
CHANGE
G. Couples dance
dance cheek
cheek to cheek
cheek to the
the relaxed
relaxed twotwo‑
step
step tempo,
tempo,
H. A
relaxed two-step
A relaxed
two-step tempo,
tempo, the
the couples dance
dance
cheek
cheek to cheek,
J. Cheek
relaxes dancCheek to
to cheek, the
the two-step
two-step tempo
tempo relaxes
danc‑
ing couples,
word
word for
for dance, baile. Cheek
Cheek to cheek, the
the dance
dance is
66
relaxed two-step
bands
performed to the
the relaxed
two-step tempo,
tempo, and
and the
the bands
66
often
past midnight. As the
often play long past
the dancers
dancers step
step to the
the
77
music, they were
were also
also stepping in time
time to aa sound
sound that
that
88
embodies their unique history and
and suggests
suggests the influence
influence
99
of
of outside
outside cultures
cultures on
on their
their music.
music.
NO
NO CHANGE
CHANGE
word, itself,
word, itself
itself
word
word itself,
7. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
play long, past,
past,
play
past,
play, long past,
past
play, long past
8. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
are
are also
also stepping
have also stepped
have
will
w i l l also
also step
step
9. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
they’re
it’s
it’s
its’
10.
10. At
At this
this point, the
the writer
writer is considering adding the
the folfol‑
lowing true
t r u e statement:
statement:
The
The agricultural practices of the
the O’odham
O’odham are
are
similar
similar to
to those
those of
of the
the Maya.
Should
here?
Should the
the writer
writer make
make this
this addition
addition here?
F.
because the
F. Yes, because
the sentence
sentence establishes
establishes that
that the
the
O’odham
borrowed ideas
O’odham often
often borrowed
ideas from
from other
other groups.
groups.
G.
because the
the sentence
sentence provides important
G. Yes, because
information
information about
about the
the O’odham
O’odham people.
H.
because the
H. No, because
the sentence
sentence is not
n o t supported by evieVi‑
dence
between the
dence of
of aa connection
connection between
the O’odham and
and
the
the Maya.
J. No, because
because the
parathe sentence
sentence distracts
distracts from
from the
the para‑
graph’s focus
focus on
on waila’s
waila’s uses
uses and
and influences.
influences.
10
[3]
[3]
11.
11. All
A l l of the following would be acceptable placements
for
portion EXCEPT:
for the
the underlined
underlined portion
A. where it
it is now.
n o w.
B. at
at the
the beginning of the
the sentence
sentence (revising the
the capicapi‑
talization
talization accordingly).
C. after the word guitars.
D. after
after the
the word
word missionaries (ending the
the sentence
sentence
with
with aa period).
The O’odham in the 1700s
1700s first
first encountered the
11
11
guitars of
of Spanish missionaries.
missionaries. In
In the
the 1850s
1850s the
the O’odham
O’odham
12.
12. F.
G.
H.
J.
have borrowed
borrowed from
have
from the
the waltzes
waltzes and
and mazurkas
mazurkas of
of
12
12
people of European
European descent
descent on their
their way
way to California.
ACT-61C-PRACTICE
15
NO
NO CHANGE
CHANGE
have been
been borrowing
borrowing
have
were
borrowed
were borrowed
borrowed
borrowed
GO
G O ON
O N TO
T O THE
T H ENEXT
N B U TPAGE.
MGE
1 l l l l l l l l l 11
In the early 1900s
became acquainted
1900s the O’odham became
with
bands and
with marching
marching bands
and woodwind
woodwind instruments
instruments
13.
13. Given
Given that
that all
a l l of
of the
the choices
choices are
are true,
true, which
which one
one is
is
most
relevant to the
paragraph?
m o s t relevant
the focus
focus of this
this paragraph?
A. NO
NO CHANGE
CHANGE
B. (although fiddles
fiddles were
were once
once widely used
used in waila
waila
bands).
bands).
C. (even
(even though they’re
they’re now
n o w often
often constructed
constructed of
of
metal).
metal).
D. (which
bands also).
(which are
are frequently found
found in jazz bands
also).
(which
presence of saxophones in waila).
(which explains the
the presence
waila).
13
13
Around
button accordion
Around this
this time the
the polka music
music and
and button
accordion
14. F.
G.
H.
J.
by German
railroad workers; left
played by
German immigrant railroad
left their
their
14
mark
mark on
on waila.
waila.
14
[4]
[4]
It should be
be no surprise that musicians these days are
are
NO
NO CHANGE
CHANGE
workers
workers
workers:
workers:
workers,
Question
Question 15
15 asks about the preceding
preceding passage
passage
as
as a
a whole.
whole.
adding touches
rock, country,
reggae to
touches of
of rock,
country, and
and reggae
to waila.
waila. Some
Some
listeners
be
listeners fear
fear that
that an
an American
American musical
musical form
form may
may soon
soon be
15.
15. Upon reviewing this
this essay
essay and finding that some
some inforinfor‑
mation
has been
been left
mation has
left out,
out, the
the writer
writer composes
composes the
the folfol‑
lowing sentence
sentence incorporating
incorporating that
that information:
information:
Those
helped spawn
Those same
same German influences
influences helped
spawn
aa similar
similar musical
musical form
f o r m in
in northern
northern Mexico
Mexico
known as
as norteño.
known
nortefio.
This
be placed after
This sentence
sentence would
would most
m o s t logically be
after the
the
last
last sentence
sentence in Paragraph:
A. 1.
1.
B. 2.
B.
C.
C. 3.
3.
D.
D. 4.
lost. But the O’odham are
playing waila with as
are playing
as much
energy
blend of traditions,
energy and
and devotion
devotion as
as ever.
ever. A unique blend
waila
waila will
w i l l probably continue
continue changing for
for as
as long
long as
as the
the
O’odham use
use it to express
express their
their own
o w n sense
sense of harmony and
and
tempo.
tempo.
PASSAGE
PASSAGE IIII
How
Am 1?
I?
How Old
Old Am
Many people might be surprised to learn
learn that
that the
the
American
American way
way of computing aa person’s age
age differs
differs from
from
the
person is
the traditional
traditional Korean
Korean way.
way. In
In Korean
Korean tradition, aa person
is
considered to be
be already one
his or
one year old at the time of his
her birth.
birth.
her
As aa child
child growing up in two
t w o cultures, I found
found
16.
16. F.
F. NO CHANGE
G.
G. change
H.
H. dispute
difference
J. difference
this
bit
When I was
this contest
contest a
ab
i t confusing. When
was in the
the fifth
fi f t h
16
16
grade, was
was I ten
t e n or eleven
eleven years
years old?
old? To
To add
add to the
the
17.
A.
17. A.
B.
B.
C.
C.
D.
D.
confusion,
person according
confusion, every
every New
New Year’s
Year’s Day aa person
17
17
to this Korean
becomes aa year
Korean counting system,
system, becomes
year
ACT-61C-PRACTICE
16
16
NO
NO CHANGE
CHANGE
person,
person,
person;
person;
person who,
who,
person
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
1 l l l l l l l l l 11
older, regardless of his
his or her
her actual birthday.
Birthdays are
person
are important throughout the
the world.
world. A person
18
18
who
his or her
her birthday in March
who is sixteen
sixteen years
years old
old on his
March
would
become seventeen
would become
seventeen years
years old
old on
on the
the following New
18. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
Most cultures celebrate
celebrate birthdays.
Birthdays focus
focus attention
attention on aa culture’s
culture’s youth.
DELETE
DELETE the
the underlined
underlined portion.
19.
19. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
raised
raised
lifted
lifted
lighted
Year’s
Year’s Day,
Day, even
even though he or she
she isn’t
isn’t expected to turn
turn
seventeen
seventeen (in
( i n “American”
“American” years) until
until that
that next
n e x t birthday
in
in March.
March. Perhaps the
the celebration
celebration of
of New
New Year’s
Year’s Day in
in
Korean
heightened because
because it
Korean culture
culture is heightened
it is thought of as
as
19
19
everyone’s birthday party.
party.
20. Upon reviewing this
this paragraph, the
the writer
writer considers
considers
deleting the preceding
preceding sentence.
sentence. If
If the writer were
were to
delete
delete the
the sentence,
sentence, the
the paragraph would
would primarily
lose:
lose:
F. aa comment
the
c o m m e n t on the
the added
added significance of the
Korean
Korean New
New Year
Year celebration.
celebration.
G. aa repetitive reminder
reminder of what happens every
birthevery birth‑
day.
H. aa defense
birthdefense of the
the case
case for
for celebrating every
every birth‑
day.
J. an
an illustration
illustration of
of the
the Korean
Korean counting system.
system.
20
Today, after
after many
many birthdays and
and New
New Year’s
Year’s
Days, I now
n o w find
find meaningful the
the difference
difference I once
once
found
found confusing. Otherwise, this
this difference
difference points
21
21
to
significant underlying cultural
Losignificant
cultural values.
values. The
The practice of
22
reflect the
advancing aa person’s age
age seems
seems to me to reflect
the value
value aa
23
23
society places on life
l i f e experience and
and longevity. Their
Their idea
idea
24
24
was
was demonstrated
demonstrated often
often when my
my elderly relatives, who
25
25
took
reminding younger
took pride in reminding
younger folk
f o l k of their
their “Korean
“Korean
21. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
Though,
In
In fact,
fact,
Then,
22. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
on
on
at
at
DELETE
DELETE the
the underlined
underlined portion.
23. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
persons’ age
age
persons age
persons
age
person’s age,
age,
24. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
One’s
One’ s
Its
This
This
25. A.
B.
C.
D.
by
W
NO
NO CHANGE
CHANGE
while
while
as
as ifif
26. W
Which
h i c h choice
choice would
would most
m o s t clearly
clearly communicate
communicate the
the
elderly relatives’
relatives’ positive attitude
attitude toward
toward this
this practice?
F.
F. NO
NO CHANGE
CHANGE
G.
Duplicating an
an accepted practice,
G. Duplicating
H.
H. Living with
with two
t w o birthdays themselves,
J. Obligingly,
Obligingly,
J.
age.” With
With great
great enthusiasm, they added
added on aa year
year every
every
26
26
ACT-61C-PRACTICE
17
17
GO
ON
TO T
THE
NEXT
GOO
N TO
HEN
E X TPAGE.
WKE.
1 l l l l l l l l l 11
New Year’s Day. By
has often
By contrast
contrast American society has
often
27. A.
A.
B.
B.
C.
C.
D.
D.
been described
been
described as
as one
one that
that values
values the
the vibrant
vibrant energy
energy of
of
7 27
youth over
over the
the wisdom
wisdom and
and experience gained with age.
age.
NO
NO CHANGE
CHANGE
whose
whose
tthis
his
whom
w
hom
28. If
If the
the writer
writer were
w e r e to delete
delete the
the phrases “the
“the vibrant
vibrant
energy
energy of”
o f ” and
and “the
“the wisdom
wisdom and
and experience gained
with” from
from the
the preceding sentence,
sentence, the
the sentence
sentence would
would
primarily lose:
lose:
F. its
personal and
reflective tone.
its personal
and reflective
tone.
G. an
humor.
an element
element of
of humor.
H. details
details that
that illustrate
illustrate the
the contrast.
contrast.
J. the
the preference expressed by the
the writer.
writer.
28
After
know would
After aa certain
certain age,
age, many
many Americans
Americans II know
would
balk, refuse,
refuse, and
hesitate at
balk,
and hesitate
at the
the idea
idea of
of adding aa year
year or
or
29
29
two
t w o to what
what they regard as
as their
their actual
actual age.
age.
Even
Even something as
as visibly simple or natural
natural as
as
30
30
computing aa person’s age
prove to
be not
age can
can prove
to be
n o t so
so clear-cut.
clear-cut.
Traditions
reveal how
how deeply we
Traditions like celebrating birthdays reveal
29. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
balk and
hesitate
balk
and hesitate
refuse and
balk
refuse
and balk
balk
balk
30. F.
G.
H.
J.
NO CHANGE
CHANGE
apparently
entirely
fully
are
by the
are affected
affected by
the culture
culture we
we live
live in.
PASSAGE
PASSAGE III
|||
Wearing
Wearing Jeans in
in School
School
In
board in
In 1970,
1970, the
the school
school board
in Pittsfield,
Pittsfield,
New
New Hampshire, approved aa dress
dress code
code that
that
prohibited students
students from
from wearing certain
certain types
types
31. Given
Given that
that all
all of the
the choices
choices are
are true,
true, which
which one
one would
would
best
t e r m dress code as
as it is used
used in this
this
best illustrate the term
sentence?
sentence?
A. NO
NO CHANGE
CHANGE
A.
B.
B. clothing that
that was
was inappropriate.
C.
bell-bottom pants,
pants, and
C. clothing, including
including sandals, bell-bottom
“dungarees” (blue
(blue jeans).
D.
D. clothing that is permitted in some
some schools
schools today.
of clothing. The
board members
believed that
The school
school board
members believed
that
31
31
wearing “play clothes”
clothes” to
to school
school made
made the
the students
students
32. F.
F.
G.
G.
H.
H.
J.
J.
inefficient
inefficient toward
toward their
their school
school work, while
while more
m o r e formal
formal
32
32
attire established
When
established aa positive educational
educational climate. When
twelve-year-old Kevin
blue jeans
Kevin Bannister
Bannister wore
w o r e aa pair of blue
NO
NO CHANGE
tears with
lazy and bored
bored to tears
blow off
blow
off
lax
lax and
and indifferent
indifferent toward
toward
to school, he
he was
home for
was sent
sent home
for violating the
the dress
dress code.
code.
ACT-61C-PRACTICE
18
18
GO ON TO THE NEXT PAGE.
1 l l l l l l l l l 11
33. Given that all of
of the choices
choices are
are true,
true, which one
one would
would
most
param o s t effectively introduce
introduce the
the main
main idea
idea of this
this para‑
graph?
A. NO
NO CHANGE
CHANGE
A.
B.
blue jeans were
B. The
The principal said
said dungarees and
and blue
were
the
have kknown
the same
same thing, so
so Kevin
K e v i n should
should have
nown
better.
better.
C. If
had been
been dirty and
prinIf Kevin’s
Kevin’s jeans had
and torn,
torn, the
the prin‑
cipal might have
have been
been justified in expelling him.
D. These
These events
events occurred
occurred in
in aa time
time of
of social
social unrest,
unrest,
and
running high.
high.
and emotions
emotions were
were running
Kevin and his
his parents
parents believed
believed that his
his constitutional
33
33
rights had
had been
been violated.
rights
violated. The
The United States
States District
District
33
33
Court
New Hampshire; agreed to hear
hear Kevin’s
Court of New
Kevin’s case.
case.
34
His
based on
personal liberty—the
His claim
claim was
w2314s based
on the
the notion
notion of personal
liberty‐the
right of
his or
her own
right
of every
every individual
individual to
to the
the control
control of
of his
or her
own
34.
34. F.
G.
H.
J.
NO CHANGE
NO
CHANGE
Court,
New Hampshire
Court, of New
Court of New
New Hampshire
Court
New Hampshire,
Court of New
35. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
of wearing
36.
36. F.
G.
H.
J.
NO CHANGE
NO
CHANGE
court
c o u r t noted, however,
court,
court, noted
noted however,
court
however,
c o u r t noted
noted however,
person—protected by the
person‐protected
the Constitution’s
Constitution’s Fourteenth
Fourteenth
Amendment.
Amendment. The
The court
c o u r t agreed with Kevin
Kevin that
that aa person’s
his or her
her own
right for
for wearing clothing of his
o w n choosing is,
35
35
in
by the
in fact,
fact, protected by
the Fourteenth
Fourteenth Amendment.
Amendment.
The
however that
restrictions may
be justified
The court
c o u r t noted, however
that restrictions
may be
36
in some
some circumstances,
circumfistances, such
such as
as in the
the school
school setting.
So
have aa right to wear
blue jeans to
So did Kevin have
wear blue
to
t o wear
wear
wearing
school?
board had
had
school? The
The court
c o u r t determined
determined that
that the
the school
school board
failed
failed to
to show
show that
that wearing jeans actually inhibited
inhibited the
the
37. A. NO
NO CHANGE
CHANGE
B. process,
process, which
has undergone changes since
which has
since the
the
1970s.
1970s.
C. process,
process, aa process
process we
know well.
we all
all know
well.
D. process.
process.
educational
process, which is
by authority figures.
educational process,
is guided by
37
37
Furthermore, the
board offered
back up it’s
the board
offered no evidence
evidence to back
it’s
38
38
claim that such clothing created aa negative educational
39
39
environment.
board would
environment. Certainly
Certainly the
the school
school board
would
be justified in prohibiting students
be
students from
from wearing
38. F.
G.
H.
J.
NO CHANGE
NO
CHANGE
they’re
its
39. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
where
where
which
which
in which
ones
ones
clothing that was
was unsanitary, revealing, or obscene.
obscene.
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THE NEXT
NEXT PAGE.
PAGE.
1 . . . .l l l l l 1
The court
remained unconvinced, therefore, that
c o u r t remained
40
40
when
when wearing jeans would
would actually impair the
the learning
learning
41
41
process of
his fellow
process
of Kevin
Kevin or
or of
of his
fellow classmates.
classmates.
40. F.
G.
H.
J.
NOO CHANGE
N
CHANGE
thus,
moreover,
moreover,
however,
41. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
by wearing
wearing
having worn
having
worn
42. Which
Which choice
parachoice would
would most
m o s t effectively open
open this
this para‑
graph and
and convey
convey the
the importance of this
this case?
case?
F.
CHANGE
F. NNO
O C
HANGE
G.
reminds us
G. Therefore,
Therefore, Kevin’s
K e v i n ’s case
case reminds
us that
that you
you
should
how old
should stand
stand up for
for your
your rights, no matter
m a t t e r how
old
you
you are.
are.
H. The
right to
The case
case for
f o r personal liberty means
means the
the right
speak up must
m u s t be taken
taken seriously by the
the courts.
courts.
J. All
part of our
A l l in all, clothing is an
an important part
o u r ideniden‑
tity.
t1ty.
Kevin
Kevin Bannister’s
Bannister’s case
case was
was significant
significant in
in that
that it
it
42
42
was
was the
the first
first in the
the United
United States to address
address clothing
42
42
prohibitions of aa school
school dress
dress code.
code. His
His challenge
42
42
initiated
review, of
initiated aa review,
of students’
students’ rights and
and administrative
administrative
43
43
responsibility in public education.
education.
44
44
43. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
review, of students’ rights,
review of
review
of students’
students’ rights
review of
rights,
review
of students’
students’ rights,
44. F.
G.
H.
J.
NOO CHANGE
N
CHANGE
on
on
with
about
about
Question
Question 45
45 asks about the preceding
preceding passage
passage
as a whole.
45. Suppose the
had been
been to
brief per‑
perthe writer’s
writer’s goal had
to write
write aa brief
suasive
exercise their
suasive essay
essay urging
urging students
students to
to exercise
their consticonsti‑
tutional
Would this
tutional rights. Would
this essay
essay fulfill
f u l fi l l that
that goal?
A. Yes, because
because the
how
A.
the essay
essay focuses
focuses on
on h
o w Kevin
Kevin
encouraged other
other students
students to exercise
exercise their
their consticonsti‑
tutional
rights.
tutional rights.
B.
because the
B. Yes, because
the essay
essay focuses
focuses on
on various
various types
types of
of
clothing historically worn
w o r n by students
students as
as aa freefree‑
dom of expression.
C.
because the
C. No, because
the essay
essay suggests
suggests that
that the
the right to
to
wear
blue jeans was
w e a r blue
was not
not a
a substantial
substantial constituconstitu‑
tional right in the 1970s.
1970s.
D. No, because
because the
reports on one
D.
the essay
essay objectively reports
one
case
case of a
a student
student exercising aa particular constituconstitu‑
tional right.
ACT-61C-PRACTICE
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THE NEXT
NEXT PAGE.
PAGE.
1 l l l l l l l l l 11
PASSAGE
PASSAGE IV
IV
The
The Case
Case of
of the
the Trick
Tr i c k Photographs
Photographs
You
Yo u might think that
that Sir
Sir Arthur
Arthur Conan
Conan Doyle,
Doyle, the
the
writer who
who invented
invented Sherlock Holmes, the
the most
m o s t logical
logical
of detectives, would
have harbored
harbored strictly logical
beliefs
would have
logical beliefs
himself. But
himself.
But the
the author
author entertained
entertained aa variety of
of fanciful
fanciful
ideas, including aa belief
belief in the
known as
the mythical beings known
as
46. F.
G.
H.
J.
fairies.
belief, he
he was
by two
fairies. Since
Since that
that belief,
was fooled
fooled in
in 1920
1920 by
two
46
46
schoolgirl cousins.
cousins.
NO
NO CHANGE
CHANGE
Because
Because of
of
Concerning
For
For
47. If
If the
the writer
writer were
were to
to delete
delete the
the opening sentence
sentence of
of this
this
essay with “Sir Arthur Conan
paragraph (beginning the essay
Doyle entertained
the essay
entertained aa variety of
of fanciful…”),
fanciful...”), the
essay
would
would primarily lose:
lose:
A. information
information that
that sets
sets up
up aa contrast
contrast that
that follows.
follows.
B. an
but humorous
humorous digression.
an irrelevant
irrelevant but
C. information
information that explains Doyle’s motivations.
D. an
an important description of the
the setting.
47
One day, Elsie
Wright and
returned
Elsie Wright
and Frances
Frances Griffiths returned
from
from aa walk in the English
English countryside with news
news that they
had seen
had even
photographs that
had
seen fairies.
fairies. They had
even taken
taken photographs
that
showed
showed several
several of the
the tiny sprites, some
some dancing in aa ring
in the
the grass,
grass, some
some fluttering in front
front of the
the girl’s faces.
faces.
48
48
Many people were
heard about
were excited
excited when
when they heard
about
this
proof of the
this seemingly true
t r u e and
and factual
factual proof
the existence
existence of
49
49
fairies, but
but Conan
Conan Doyle was
was more
m o r e excited
excited than
than most.
most.
To
To make
make sure
sure that
that he wasn’t
wasn’t being deceived,
48. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
girls’ faces.
faces.
girls faces.
faces.
girls face’s.
49. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
this
but apparent
this seemingly evident
evident but
apparent
what
be an
what seemed
seemed to
to be
an apparent
apparent
this apparent
50. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
who
who
which
which
they
51. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
in which
which the
the magazine where
where
in which
being where
where
Conan
had the
photographic plates
Conan Doyle had
the original photographic
examined
by experts,
however, they found
examined by
experts, however,
found no
no evidence
evidence of
of
50
50
double
double exposures.
exposures. He
He then
then wrote
w r o t e an
an enthusiastic
enthusiastic article
article
for
his
for Strand
Strand magazine, being the
the place in which
which most
m o s t of his
51
51
Sherlock Holmes stories had
had first
first appeared, and later wrote
wrote
aa book
book on
Fairies.
on the
the subject titled
titled The
The Coming of the
the Fairies.
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1 l l l l l l l l l 11
Conan Doyle sent
sent a
a copy
copy of one
one of the photographs
to his
his friend
friend Harry Houdini, the
the famous
famous magician and
and
escape
escape artist.
artist. Houdini, who
who devoted
devoted considerable
considerable effort
effort
52. F.
F.
G.
G.
H.
H.
J.
J.
to exposing hoaxes
hoaxes involving spiritualism and
and was
was
52
52
skeptical about
beings.
about the
the existence
existence of supernatural beings.
CHANGE
NNO
O C
HANGE
spiritualism, being
being
spiritualism, was
was
spiritualism and
and
53.. If
preceding sentence,
If the
the writer
writer were
were to delete
delete the
the preceding
sentence, the
the
paragraph would
would primarily lose:
lose:
A. details
A.
details that
that provide an
an explanation for
for the
the friendfriend‑
ship between
between Conan Doyle and
and Houdini.
Houdini.
B. information
hapinformation that
that helps set
set the
the stage
stage for
for what
what hap‑
pens next
pens
n e x t in
in the
the essay.
essay.
C. aa description of the
reasons behind
behind Houdini’s
the reasons
Houdini’s
skepticism about
about the
the supernatural.
D. nothing
nothing at
at all, since this sentence
sentence provides irreleirrele‑
vant
v a n t information.
information.
53
When Houdini
remained unconvinced
by the
When
Houdini remained
unconvinced by
the evidence,
Conan Doyle became
became angry.
angry. Though the
the two
two
remained cordial, but
but their friendship was
remained
was damaged
54
54
due
had the
due to the
the fact
fact that
that they had
the disagreement.
55
Some
Some sixty years
years later, an
an elderly Frances
Frances Griffiths
Griffiths
56
56
her and
her cousin
had staged
publicly admitted
admitted that
that her
and her
cousin had
57
57
the
photographs as
her
the photographs
as aa practical joke. Shortly
Shortly after
after her
revealed the
revelation, computer
computer enhancement
enhancement revealed
the hatpins
54. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
cordial
cordial and
and
cordial
cordial that
that
cordial,
55. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
because of
had aa
because
of the
the fact
fact that they had
due
due to
to the
the fact
fact of
of their
their
by the
56. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
(Do
begin new
paragraph) After
( D o NOT
N O T begin
n e w paragraph)
After some
some
(Begin
(Begin new
n e w paragraph) Since some
some
(Begin
paragraph) Some
(Begin new
n e w paragraph)
Some
57. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
her cousin
herself
her
cousin and
and herself
she
her cousin
she and
and her
cousin
her cousin
her
her
cousin and
and her
58. Which
Which of
to the
of the
the following alternatives
alternatives to
the underlined
underlined
portion would
would NOT
N O T be acceptable?
F.
had been
been used
F. that
that had
used
G.
G. the
the girls
girls used
used
H.
H . uusing
sing
used
J. used
that
prop up
that were
were used
used to
to prop
up the
the cardboard-cutout
cardboard-cutout fairies.
fairies.
58
58
59. W
Which
best tie the conclusion of this
h i c h choice would best
this
essay
essay to
to its
its opening sentence?
sentence?
A. NO
NO CHANGE
CHANGE
A.
B.
kind aa modern-day Sherlock
B. of the
the kind
Sherlock Holmes
Holmes might
use,
use,
C.
himself
have
C . which the
the great
great Houdini
Houdini h
i m s e l f would
would have
appreciated,
D.
D. aa methodology that
that was
was still
still in its
its infancy,
Scientific analysis, since photography was
was a
a new
n e w art,
art,
59
59
finally closed
closed the
the Case
Case of the
the Trick
Trick Photographs.
ACT-61C-PRACTICE
22
22
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T H ENEXT
N B U TPAGE.
MGE
1 l l l l l l l l l 11
Question
Question 60
60 asks about the preceding
preceding passage
passage
as a whole.
60. Suppose the
had decided
the writer
writer had
decided to write
write an essay
essay that
that
summarizes
how beliefs
beliefs in the
have influsummarizes how
the supernatural have
i n fl u ‑
enced
Would this
enced the
the writing of
of famous
famous authors.
authors. Would
this essay
essay
fulfill
f u l fi l l the
the writer’s
writer’s goal?
F.
because the
F. Yes, because
the essay
essay makes
makes the
the point that
that Conan
Conan
Doyle’s
belief
his
Doyle’s b
e l i e f in
in fairies
fairies clearly influenced
influenced his
Sherlock Holmes
Holmes stories.
stories.
G.
because the
G. Yes, because
the essay
essay indicates
indicates that
that Conan
Conan
Doyle’s disagreement with
him
with Houdini
Houdini motivated
motivated h
im
to write
write about
about the
the supernatural.
H.
No,
because the
H. N
o , because
the essay
essay argues
argues that
that the
the author’s
author’s
belief in fairies
belief
fairies and
and the
the supernatural did
did not
n o t in any
any
way
his writing.
way affect
affect his
J. No, because
because the
particJ.
the essay
essay limits
limits its
its focus
focus to
to the
the partic‑
ular events
reaction to
events surrounding one
one author’s reaction
evidence
evidence of the
the supernatural.
PASSAGE V
Her
H e r Letters
Letters to
to the
the World
World
Emily Dickinson, one
one of America’s
America’s great
great
nineteenth-century poets,
poets, was
was a
a prolific letter
letter writer.
writer.
Although her
her physical
physical contact
contact with the
the world
world was
was
limited
by caring for
her invalid
by her
her
limited by
for her
invalid mother
mother and
and by
own
poor health, whose
o w n poor
whose correspondence was
was
61
61
extensive:
extensive: over
o v e r one
one thousand
thousand letters
letters to
to upwards of
of one
one
62
62
hundred correspondents. These
hundred
These letters
letters provide insight
into
her daily life
her poetry.
poetry.
into her
l i f e and
and her
61.
61. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
their
their
Dickinson’s
Dickinson’s
who’s
who’s
62. F.
G.
H.
J.
NO CHANGE
NO
CHANGE
extensive, and
and over
over
extensive; over
over
extensive.
extensive. Over
Dickinson’s
range from
Dickinson’s lifetime
lifetime of
of letters
letters range
from playful to
to
63. A. NO
NO CHANGE
CHANGE
B. (Do
NOT
paragraph) As aa young
(Do N
O T begin new
n e w paragraph)
young
woman,
woman, she
she wrote
wrote
C. (Begin new
n e w paragraph) As a
a young
young woman,
woman, she
she
wrote,
wrote,
D. (Begin new
paragraph) As aa young
n e w paragraph)
young woman,
woman, she
she
wrote
wrote
serious. As a young
young woman
w o m a n she wrote,
wrote, of pining for
for aa
63
63
64.
64. F.
G.
H.
J.
valentine
Museum in
valentine and
and of
of visiting the
the Chinese
Chinese Museum
in Boston.
Boston.
64
64
Her
reveal that
Her letters
letters in
in later
later years
years reveal
that she
she missed
missed friends
friends and
and
ACT-61C-PRACTICE
23
NO CHANGE
NO
CHANGE
visiting to
of her
her visiting to
of her
her visiting at
at
GO
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THE NEXT
NEXT PAGE.
PAGE.
1 l l l l l l l l l 11
65. Given that all of
the choices
which one
best
of the
choices are
are true,
true, which
one best
develops the paragraph’s focus
roles that
focus on the roles
that letters
letters
played in
in Emily Dickinson’s
Dickinson’s life?
life?
A. NO
NO CHANGE
CHANGE
B. Her
personal interests
keen observaHer personal
interests also
also included
included keen
observa‑
tion of the
her.
the natural world
world around
around her.
C. Though she
she produced volumes
volumes of letters, none
none
were
her death.
were shared
shared publicly until
until after
after her
death.
D. She enjoyed hearing their
reflecting with
their news
news and
and reflecting
them
them on
on political events.
events.
encouraged them to visit. Dickinson
Dickinson stayed in contact
contact with
65
65
correspondents for
her
for many
many years.
years. In aa teasing letter
letter to her
65
65
bemoaned the
barn fire
brother, she
she bemoaned
the fact
fact that
that aa big barn
fire couldn’t
couldn’t
have waited
he returned
returned to
he “enjoyed
have
waited until he
to see
see it,
i t , since
since he
such
such things so
so much.” Other letters
letters are
are solemn; speaking
66
66
of
relatives and
had died.
of relatives
and friends
friends whom
whom had
died.
67
67
Perhaps the
know
the correspondent who
who came
came to know
Dickinson
best through their
Dickinson best
their thirty-six-year
thirty-siX-year exchange
66. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
solemn
solemn they speak
solemn, speaking
solemn.
solemn. Speaking
67.
67. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
who
who
who
who they
of
of whom
whom
68. F.
G.
H.
J.
NO
NO CHANGE
CHANGE
was
was that
that Susan
Susan
was,
was, that
that Susan
Susan
was
was that
that Susan,
69. A.
B.
C.
D.
NO
NO CHANGE
CHANGE
her feedback
her
feedback on
on Emily’s
Emily feedback
her
feedback on
on her
her feedback
her
her
feedback on
on her
of letters was
was Emily’s friend, sister-in-law, and neighbor,
Susan
Susan Gilbert
Gilbert Dickinson.
Dickinson. Susan
Susan was
was a
a spiritual, social, and
and
intellectual
intellectual companion for
for Emily. In
In fact, in
in one
one letter,
Emily stated
person who
stated that Shakespeare was
was the
the only person
who
had taught her
her more
had.
had
m o r e than
than Susan
Susan had.
One
One significant aspect
aspect of this
this relationship
was:
reader of
was: that
that Susan was
was perhaps the
the only reader
68
Emily’s
poems-in-progress. Letters
between the
Emily’gspoems-in-progress.
Letters between
the
two
have given
t w o suggest
suggestthat
that Susan
Susan might frequently have
feedback
her work, including some
her most
feedback on her
some of her
m o s t famous
famous
69
69
70. F. NO
NO CHANGE
CHANGE
G. poems,
poems, which
which varied
varied in
in form, style, and
and line
line
length.
H. poems,
poems, most
m o s t without obvious rhyme.
J. poems.
poems.
poems, composed at her
her home
home in Amherst, Massachusetts.
poems,
70
70
At one
her poem
poem “Safe
one point, Emily sent
sent a
a draft
draft of her
“Safe in Their
Their
71. Given that all
a l l the choices
choices are
are true,
true, which one
one would
most
between Susan
m o s t clearly describe
describe an
an interaction
interaction between
Susan and
and
Emily during Emily’s writing process?
A. NO
NO CHANGE
CHANGE
B. liked
poem tremendously.
liked the
the poem
C. considered
poem.
considered and
and thought about
about the
the poem.
D. praised the
poem but
but suggested revisions.
revisions.
the poem
Alabaster
read the poem.
poem. As
Alabaster Chambers” to
to Susan, who read
As
71
71
ACT-61C-PRACTICE
24
m
GO
ON
TO T
THE
NEXT
GOO
N TO
HEN
E X TPAGE.
WKE.
1 l l l l l l l l l 11
a result, Emily wrote
w r o t e two
t w o other
other versions of the second
second
stanza.
stanza.
72
72
Dickinson’s
Dickinson’s last
last twenty
twenty years
years of letters—many
letters‐many over
over
breadth and
1,500 words
words in length—reveals
length‐reveals the
the breadth
and depth of
73
73
one’s
one’s connection
connection to
to the
the world
world through aa wide
wide circle
circle of
of
74
74
correspondents. Perhaps, this
this legacy of letters, explains
75
what
her friends were
her
what she
she meant
m e a n t when
when she
she said
said that
that her
were her
“estate.”
“estate.”
72. F.
G.
H.
J.
NO CHANGE
NO
CHANGE
rrewrote
e w r o t e two
t w o other
other alternate
alternate
rrewrote
e w r o t e two
t w o additional
additional alternate
alternate
wrote
revised
w r o t e two
t w o alternate revised
73. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
reveal
reveal
will
revealed
w i l l of
of revealed
would
revealed
would of
of revealed
74. F.
G.
H.
J.
NOO CHANGE
N
CHANGE
people’ss
people’
her
her
their
their
75. A.
B.
C.
D.
NO CHANGE
NO
CHANGE
Perhaps this, legacy of letters,
Perhaps this
this legacy of letters,
Perhaps this
this legacy of letters
letters
END
END OF
OF TEST
TEST 11
STOP!
STOP! DO
DO NOT
NOT TURN
TURN THE
THE PAGE
PAGE UNTIL
UNTIL TOLD
TOLD TO
TO DO
DO SO.
SO.
ACT-61C-PRACTICE
25
25
2
MATHEMATICS TEST
60
60 Minutes—60
Minutes‐60 Questions
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
but some of the problems may best be done without
using a calculator.
Note: Unless otherwise stated,
stated, all of the following
following should
be assumed.
Do not linger over problems that take too much time.
Solve as many
many as you
you can;
can; then return to the others in
the time you have left for this test.
1. Illustrative figures are NOT necessarily drawn to scale.
2. Geometric figures lie in a plane.
3. The word line
line indicates a straight line.
4. The word average
average indicates arithmetic mean.
You are
are permitted
permitted to use
use a calculator on this
this test. You
may
may use
use your
your calculator for
for any
any problems
problems you
you choose,
choose,
1.
1. Two
Tw o enterprising college students decide
decide to start
s t a r t aa
business. They will
balbusiness.
w i l l make
make up
up and
and deliver
deliver helium
helium bal‑
loon
loon bouquets for
for special occasions.
occasions. It
It will
w i l l cost
cost them
them
$39.99 to buy
buy aa machine to fill
balloons with
fi l l the balloons
with
helium.
helium. They estimate
estimate that
that it
it will
w i l l cost
cost them
them $2.00
$2.00 to
to
balloons, helium, and
ribbons needed
buy the
the balloons,
and ribbons
needed to make
make
each balloon
balloon bouquet. Which of the following expresexpres‑
sions
be used
producsions could
could be
used to model
model the
the total
total cost
cost for
for produc‑
ing b!) balloon
balloon bouquets?
A.. $$ 2.00b
A
2.00!) +
+ $39.99
$39.99
B.
B $ 3$37.99b
7.99!)
C.
C. $39.99b
$39.99!) +
+ $
$ 2.00
D.
D . $$41.99b
41.99!)
E.
E $ 7$79.98b
9.98!)
5.
5. Which of the following lists all the positive factors
factors of
8?
A. 1, 8
B. 2, 4
C. 2, 4,,66
D. 8, 16,
32
6,32
E. 1, 2,’ 4
4,’ 8
)
)
)
)
)
6.. Which
Which of the following is an
an equivalent simplified
expression for
for 2(4x
2(4x + 7) ‐– 3(2x
3(2x ‐– 4) ??
F. x+
x+ 2
G.
G . 2x
2x+
+ 22
H.
H . 22xx + 2266
J. 3x+
3x + 10
10
J.
K.
3xx ++ 1
111
K. 3
2.
y)2 when
2. What
What is the
the value of the
the expression (x ‐– y)2
when x = 5
and
and yy == –1
‐1 ?
F. 4
G. 6
H. 16
16
J. 24
K. 36
7. To0 determine
determine aa student’s
student’s overall
overall test
t e s t score
score for
f o r the
the
semester,
semester, Ms.
M s . Lopez throws
throws out
o u t the
the lowest
lowest test
test score
score
and
remaining test
and takes
takes the
the average
average of the
the remaining
test scores.
scores.
Victor
Victor earned
earned the
the following test
test scores
scores in Ms.
M s . Lopez’s
class
class this
this semester:
semester: 62, 78, 83, 84, and
and 93. What
What ooverver‑
all
all test
test score
score did
did Victor
Victor earn
earn in Ms.
Ms. Lopez’s class
class this
this
semester?
semester?
A. 67.6
B. 80.0
80.0
C. 83.0
D. 83.5
E. 84.5
3.
third3. On the
the first
first day of school, Mr.
M r . Vilani gave
gave his
his third‑
grade students
students 5
5 new
n e w words
words to
to spell. On
On each
each day of
of
school
school after
after that, he
he gave
gave the
the students
students 3
3 new
n e w words
words to
to
spell. In the
the first
first 20 days of school, how
how many
many new
new
words
words had
had he
he given the
the students
students to
to spell?
A. 28
B.
B. 62
C.
C. 65
65
D. 68
E.
E. 152
8.. Uptown
Uptown Cable, aa cable TV provider, charges each cuscus‑
tomer
per month
t o m e r $120
$120 for
f o r installation, plus $25
$25 per
month for
for
cable
cable programming. Uptown’s competitor, Downtown
Downtown
Cable, charges each customer
customer $60 for
for installation, plus
$35
per month
$35 per
month for
f o r cable
cable programming. A customer
customer
who
pay the
who signs up with
w i t h Uptown
Uptown will
w i l l pay
the same
same total
total
amount
with
a m o u n t for
for cable
cable TV
TV as
as a
a customer
customer who
who signs up
up with
Downtown
pays for
proDowntown if
if each
each pays
for installation
installation and
and cable
cable pro‑
gramming for
for how
how many
many months?
months?
F.
F. 3
G.
G. 6
6
H.
H . 1100
J. 18
J.
18
K.
K . 3300
2 3
4. Which of the
) ??
the following is equivalent to (4x
(4x2)3
F.
G.
H.
J.
K.
2
64x
64x88
6
64x
64x6
12x
12x66
12x
12x55
4x6
4x6
ACT-61C-PRACTICE
ACT-61C-PRACTICE
26
26
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
2
2
9.. In the 8-sided figure below, adjacent sides
sides meet
m e e t at
What
right angles and
and the
the lengths given are
are in meters.
meters. What
is the
the perimeter of the
the figure, in meters?
meters?
14.
What is the length, in feet, of the hypotenuse of aa right
14. What
triangle with legs that are
are 6 feet
feet long
long and
and 7 feet
feet long,
respectively?
respectively?
"
F.
F. !""
V13
B
G.
G . !""
V855"
H.
13
13
J.
21
J.
21
K.
K.
42
8
A. 40
B. 80
80
C. 120
D. 160
E. 400
400
12
12
15.
ABCDEF shown
below was
15. Hexagon
Hexagon ABCDEF
shown below
was drawn
drawn on aa grid
with unit squares.
squares. Each
Each vertex
vertex is
is at
at the
the intersection
intersection of
of
2 grid lines.
What is the
lines. What
the area
area of the
the hexagon, in square
square
units?
units?
I I I I
F
E
F
20
20
10.
real numbers
10. The
The sum
s u m of
of the
the real
numbers xx and
and yy is
is 11.
11. Their
Their difdif‑
ference
What is
xy ??
ference is
is 5.
5. What
is the
the value
value of
of xy
F. 3
G. 5
H. 8
J. 24
K. 55
A.
B.
C.
D.
E.
66xx + 114
4
2
6x
+ 14
6x2+14
2
9x
+ 49
9x2+49
2
9x
+ 21x + 49
9x2+21x+49
2
9x
+ 42x + 49
9x2+42x+49
12.
What is the
12. What
the slope of the
the line
line through (–5,2)
(‐5,2) and
and (6,7)
(6,7) in
the
the standard
standard (x,y) coordinate
coordinate plane?
F.
9
G.
G.
55
H.
–5
‐5
J.
5
i__
K. ‐H
C.
C.
D.
"
"
"
"
C
"
2 2
. . . .
.
.
i
18.
below, A,
A, D,
D, B,
B, and
18. In
In the
the figure below,
and G are
are collinear.
collinear. If
If
∠CAD
Z C A D measures
measures 76°, ∠BCD
ABCD measures
measures 47°, and
and ∠CBG
ZCBG
measures
measures 140°,
140°, what is
is the degree measure
measure of
of ∠ACD
Z A C D ??
C
C
_1_ k +
_1_ k =
13.
When %k
13. When
+ %k
= 1,
1, what
what is
is the
the value
value of
o f kk ??
3
4
B.
0
17.
17. Leticia
Leticia went
w e n t into
i n t o Discount
Discount Music
Music to
to price CDs. All
All
CDs
CDs were
were discounted
discounted 23% off
o f f the
the marked
marked price. Leticia
Leticia
wanted
program her
wanted to
to program
her calculator
calculator so
so she
she could
could input the
the
marked
price and
price would
be the
marked price
and the
the discounted
discounted price
would be
the
output.
Which of the
output. Which
the following is an
an expression for
for the
the
discounted
discounted price on
on aa marked
marked price of
of pp dollars?
dollars?
A. p ‐– 0.23p
A.
B. p ‐– 0.23
C.
C. p ‐– 23p
D.
23
D. pp ‐– 23
E. 0.23p
11
11
5
K. – __
11
A.
2
A : E E E :3
B
A:
___
___ ___
16.
AD is___
to E,
BD , E
AC is
16. In the figure below,
perpendicular
___ E
___
BC
AD E
≅ 1%.
BC . Which
Which of the folperpendicular to B
C , and E
fol‑
lowing congruences
congruences is
is NOT
N O T necessarily true?
true?
___ ___
F.
F E
.AC ≅g BDfi
D
D
C
___ ___
E
G.
AD
AE
G 5
. 2≅ ___
E
E
___
H.
H . AEE≅ 2BE5
J. ∠DAB
≅ ∠CBA
J.
ZDAB E
ZCBA
A
B
K.
K. ∠EAB
AEAB ;≅ ∠EBA
AEBA
B
11.
x, (3x
11. For all x,
(3x + 7)
7)22 = ?7
A..
A
B.
B
C.
C.
D.
D.
E.
E
D
18
18
19
19
20
22
25
_1_
%
7
12
__
%
7
7_
_
%
2
F.
F.
G.
G.
H.
H.
J.
J.
K.
K.
6
E.
E 12
12
ACT-61C-PRACTICE
ACT-61C-PRACTICE
27
12°
12°
14°
14°
17°
17°
36°
43°
A
A
D
D
B G
B
G
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
2
2
19.
19. Ms.
M s . Lewis plans to drive 900 miles to her vacation
destination, driving an
per hour.
an average
average of 50 miles
miles per
hour.
How
per hour
H o w many
many miles
miles per
hour faster
faster must
m u s t she
she average,
average,
while
reduce her
her total driving time by
while driving, to reduce
33 hours?
hours?
A. 5
B. 8
C. 10
10
D. 15
15
E. 18
18
25. W
Which
h i c h of the following trigonometric equations is
valid
valid for
for the
the side
side measurement
measurement xx inches, diagonal meamea‑
surement
surement yy inches, and
and angle measurement
measurement w°
w° in
in the
the
below?
rectangle shown
shown below?
y
A. cos
cos w°
A.
w°==_xy_i
y
20. For
For all
a l l positive integers x, what is the
the greatest
greatest common
common
factor
factor of
of the
the 2
2 numbers
numbers 216x and
and 180x
180x ??
F. 6
G.
G . 772
2
H.
H.
x
J. 12x
J.
12x
K.
K. 36x
B.
cot w°
B. cot
w°==_x_i
yy
C.
sec w°
C. sec
w°==_x_l
yy
x
D.
D. sin
sin w°
w° =
= i__
yy
E.
tan w°
E. tan
w°==_x_i
21. The
below shows
The table
table below
shows the
the price of different
different quantities
of
What is
of standard-sized
standard-sized lemons
lemons at
at Joe’s Fruit
Fruit Stand.
Stand. What
is
the least amount
a m o u n t of money
money needed to purchase exactly
20
lemons if
be sold
20 standard-sized
standard-sized lemons
if the
the bags must
m u s t be
sold
intact
intact and
and there
there is no tax
t a x charged for
for lemons?
lemons?
Number
Number of
of lemons:
lemons:
Total
Total price:
11
bag of 6
bag
bag of 12
bag
12
$0.30
$0.30
$1.20
$1.20
$2.10
$2.10
yy
26. The
The slope of the
the line
line with
with equation y = ax + b is greater
greater
than the slope of the line w
with
i t h equation y = cx + b.
[2.
Which of
be true
Which
of the
the following statements
statements must
m u s t be
true about
about
the
between a and
the relationship between
and c ??
F.
F . a0 ≤
3 c6
G.
G . aa << c
H.
H . aa == c
JJ.. a > c
K.
K . aa ≥
Z cC ++ 11
A. $ $3.60
A
3.60
B.
B . $$3.90
3.90
C.
C . $$4.20
4.20
D.
D . $$4.50
4.50
E.
E . $$6.00
6.00
27. Minh
board in the
M i n h cuts
cuts a
a board
the shape of aa regular hexagon
and
and pounds in
in aa nail
n a i l at
at an
an equal distance
distance from
f r o m each
each
vertex,
below. How
vertex, as
as shown
shown in
in the
the figure below.
H o w many
many
rubber bands
bands will
rubber
w i l l she
she need
need in
in order
order to
to stretch
stretch aa differdiffer‑
ent
rubber band
band across
ent rubber
across every
every possible pair of nails?
nails?
22. The
The diameter, d centimeters, of the metal
metal poles
Goodpole Manufacturing
Manufacturing produces must
m u s t satisfy the
inequality ⏐Idd ‐– 33|⏐ ≤
What is the
S 0.001. What
the maximum
maximum
diameter, in centimeters, such
such aa metal
metal pole may
may have?
have?
F. 1.4995
G. 1.5005
H. 2.999
J. 3.000
K. 3.001
A. 15
15
B.
B. 14
14
C.
C. 12
12
D. 9
E.
E. 6
23. W
Which
h i c h of the
the following is aa factored
factored form
f o r m of the
the
expression 5x
5x22 ‐– 13x
13x ‐– 6 ??
A.( x(x‐ –3 )3)(5x
2))
A
( 5 x ++ 2
B.
B . ( (x
x ‐– 22)(5x
) ( 5 x –‐ 3)
3)
C.
(x ‐–2)(5x
2)(5x ++ 3)
C. (x
3)
D.
(x ++ 2)(5x
2)(5x –‐ 3)
D. (x
3)
E.
E . ( x(x ++ 33)(5x
) ( 5 x –‐ 2)
2)
28. There
runners registered
registered for
race, and
the
There are
are 280 runners
f o r aa race,
and the
runners are
runners
are divided
divided into
into 4 age
age categories, as
as shown
shown in
the
below.
the table
table below.
Age category:
category:
Number
Number of
of
runners:
runners:
24. A
bag contains 6 red
red marbles, 5 yellow marbles, and
A bag
and
77 green
red marbles
green marbles.
marbles. How
H o w many
many additional
additional red
marbles
must
be added
the 18
bag so
m u s t be
added to
to the
18 marbles
marbles already in
in the
the bag
so
that
that the
the probability of randomly drawing aa red
red marble
marble
' 2_3_‘ ?)
is
135.
under
under
16
16
16–25
16‐25
26–35
26‐35
over
over
35
35
40
40
76
76
112
112
52
52
The
The prize committee
committee has
has 60
60 prizes to
to award
award and
and wants
wants
the
be awarded
the prizes to be
awarded in proportion to the
the number
number of
runners registered
registered in each
runners
each category.
category. How
H o w many
many prizes
should be designated for
for the 26–35
26‐35 age
age category?
F. 15
15
G. 17
17
H. 24
J. 36
K. 40
5
F.
G.
H.
J.
K.
xx
W0
w°
12
16
18
24
36
ACT-61C-PRACTICE
ACT-61C-PRACTICE
28
28
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NEXT PAGE.
PAGE.
2
2
The
has installed
pool on
The youth center
center has
installed aa swimming pool
on level
level
ground. The
pool is
diameter
The pool
is aa right circular
circular cylinder with
with aa diameter
of 24 feet
feet and aa height of 6 feet.
feet. A diagram of the pool and
its
below.
its entry
entry ladder
ladder is
is shown
shown below.
A.
A.
ladder
height
of water
(in feet)
31. Two
Tw o hoses
hoses are
are used
used to
to fill
fi l l the pool. Twice as
as many
many galgal‑
lons
per minute
lons of water
w a t e r per
minute flow
fl o w through one
one of the
the hoses
hoses
as
been on for
as through the
the other.
other. Both
B o t h hoses
hoses had
had been
for
12
4-foot mark
1 2 hours
hours and
and had
had filled
fi l l e d the
the pool to
t o the
the 4-foot
when
when the
the hose
hose with the
the faster
faster flow
fl o w stopped working.
The
The hose
hose with
with the
the slower
slower flow
fl o w then
then finished
finished filling the
the
pool to the
Which of the
pool
the 5-foot mark. Which
the following graphs
shows
between the
shows the
the relationship between
the time
time spent
spent filling
the
the pool and
and the
the height of the
the water
w a t e r in the
the pool?
Use the following information to answer
questions 29–32.
29‐32.
6 feet
24 feet
C.
29. To
To the
the nearest
nearest cubic
cubic foot, what
what is
is the
the volume
volume of
of water
water
that
be in
that will
w i l l be
in the
the pool when
when it
it is
is filled
filled with
with water
w a t e r to
to aa
depth of 5 feet?
feet?
2
(Note:
h,
(Note: The
The volume of aa cylinder is given by πr
nrzh,
where
where r is the
the radius and
and h is the
the height.)
A.
942
A.
B.
1,885
B
1,885
C.
C. 2,262
2,262
D.
D. 9,047
E.
E 11,310
height
of water
(in feet)
time
time (in
(in hours)
hours)
D.
height
of water
(in feet)
time
time (in
(in hours)
hours)
time (in
(in hours)
hours)
E.
height
of water
(in feet)
75°
B.
height
of water
(in feet)
time
t1me (in
(in hours)
hours)
time
time (in
(in hours)
hours)
30.
c o v e r is made
made for
f o r the
the pool. The
The cover
c o v e r will
will
30. A plastic cover
rrest
e s t on
on the
the top
top of
of the
the pool and
and will
w i l l include
include aa
wedge-shaped flap that
that forms
forms aa 45° angle at the
the center
center
of
of the cover,
cover, as
as shown in
in the figure below.
below. A
A zipper
will
w i l l go along 11 side
side of the
the wedge-shaped flap and
and
around
Which of the
around the
the arc.
arc. Which
the following is closest
closest to the
the
length, in feet, of the zipper?
32.
pool state
The directions
directions for
for assembling the
the pool
state that
that the
the
32. The
ladder
be placed at
relative to
ladder should
should be
at an
an angle of
of 75° relative
to
level
Which
level ground. W
h i c h of the
the following expressions
involving tangent
tangent gives the
the distance, in feet, that
that the
the
bottom of
be placed away
bottom
of the
the ladder
ladder should
should be
away from
from the
the
bottom edge of
bottom
of the
the pool in
in order
order to
to comply with the
the
directions?
directions?
F. fl
.&
F.
45°
6 __
_ ___
tan 75°
75°
___
__
G. _tan
6
1 ___
H. _ ____
H 66 tan
tari 75°
F.
G.
H.
J.
K.
JJ..
17
22
24
29
57
66 tan
t a n 75°
K.
K. tan(6
tan(6 ·' 75°)
75°)
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PAGE.
2
2
33. For aa population that grows
per
grows at
at aa constant
constant rrate
a t e of r% per
36. The inequality 3(x
4(x ‐– 3) is equivalent to
3(x + 2) > 4(x
which
which of the
the following inequalities?
F. x < ‐–6
6
G. x<
x< 5
H. x<
x< 9
J. x << 114
4
K. x << 118
8
t
r I
year,
P(t)
po 1 +
popuyear, the
the formula
formula P
(t) =
= p0(1
+ _ __ models
models the
the popu‑
100
lation
po people is
lation t2‘years
years after
after an
an initial
initial population of pa
!
"
counted.
counted.
The
Jose was
The population of the
the city of San
San Jose
was 782,000 in
1990.
1990. Assume
Assume the
the population grows
grows at
at aa constant
constant rrate
ate
of 5% per
per year.
year. According to this
this formula, which
which of
the
population of
the following is an
an expression for
f o r the
the population
San Jose in
in the
the year
year 2000 ??
37.
lithe
standard (x,y) coordinate
coordinate plane, the
the midpoint of
of
37. In
___the standard
AB is
A is
AB
is (4,–3)
(4,‐3) and
and A
is located
located at
at (1,–5).
(1,‐5). If
If (x,y)
(x,y) are
are the
the
coordinates
B, what
coordinates of
of B,
what is
is the
the value
value of
of xx +
+ yy ??
A. 19
19
B.
B. 8
C.
C. 6
D.
D . ‐–1.5
1.5
E.
E . –3
‐3
10
A. 782,000(6)
782,000(6)10
B.
C.
D.
E.
10
782,000(1.5)
782000(15Y0
10
782,000(1.05)
782900(L05Y°
10
(782,000
( 7 8 1 0 0 0 ×x 1.5)
rsro
10
(782,000
( 7 8 1 0 0 0 ×x 1.05)
1.05)10
34. Tom’s
per minute
Tom’s long-distance service
service charges $0.10
$0.10 per
minute
from
M .. to 7:00 A
M .. on weekdays, all
from 7:00 PP.M
A .M
all day on
Saturdays, and all day on holidays; $0.05 per
per minute
all
per minute
a l l day on Sundays; and
and $0.25
$0.25 per
minute at all
all other
other
times.
below gives his
times. The
The table
table below
his long-distance calls
calls for
for
11 week, including the date and day of each call, the
time
time it was
was placed, and
and the
the number
number of minutes
minutes it lasted.
lasted.
Time
Time
Number
Number of
of
minutes
minutes
5:00 PP.M
M ..
8
11/23
11/23 Wednesday
10:30
M ..
10:30 A
A .M
10
10
11/24
11/24 Thursday
Thanksgiving holiday
11:30
M ..
11:30 A
A .M
15
15
9:30 A
M ..
A .M
17
17
12:15
M ..
12:15 PP.M
22
22
Date
Date and
and day
11/22
11/22 Tuesday
11/26
11/26 Saturday
Saturday
11/27
11/27 Sunday
Sunday
x ++ 1l
38. For
,, this
For all
all xx in
in the
the domain
domain of
of the
the function
function _____
this funcfunc‑
33
11 – __
11
F.
F . __
2 ‐ ‐ 3‐
x
x
X2
X3
G. x i3‐ix
1 – _1_
G. __
3
X
X
11
H.
H. _____
x2 –‐1l
xz
1
J. _____
L
x2 – x
XZ‐X
11
K.
K . __
‐
X}
x3
39. In the
the figure below, line
line lI is parallel to line
line m.
m. TransTrans‑
versals
A on
versals t and
and u intersect
intersect at
at point A
on lI and
and intersect
intersect m
at
at points C and
and B, respectively. Point
Point X is on m,
m, the
the
measure
measure of
of ∠ACX
AACX is
is 130°,
130°, and
and the
the measure
measure of
of ∠BAC
ABAC is
is
80°. How
rays of l, m, t,
H o w many
many of the
the angles formed
formed by rays
and uu have measure
measure 50° ??
What did
What
did Tom’s
Tom’s long-distance service
service charge him for
for
the calls in
in the table?
table?
F.
G.
H.
J.
K.
x ‐– xX
X
tion
tion is equivalent to:
to:
$7.30
$7.30
$7.60
$7.60
$7.95
$7.95
$8.80
$8.80
$9.90
$9.90
t
u
A
80°
35. The
parallel sides
The parallel
sides of
of the
the isosceles
isosceles trapezoid
trapezoid shown
shown
below are
below
are 10
10 feet long and
and 16
16 feet long, respectively.
What is the
between these
What
the distance, in feet, between
these 2 sides?
sides?
B
l
130°
C
X
m
10
10 ftft
A. 3
B.
B. 4
C.
C. 5
D.
D. 10
10
E, 16
E.
5 ft
A. 4
B. 6
C. 8
D. 10
E. 12
5 ft
16
16 ft
ft
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PAGE.
2
2
H.
J.
J.
600
400
200
0
0O 200 400 600 x
adult tickets sold
sold
y
K.
600
400
200
0
student tickets sold
yy
0 200 400 600 x
adult
adult tickets
tickets sold
sold
student tickets sold
student tickets sold
G.
student tickets sold
F.
F.
student tickets sold
40. Tickets for the Senior Talent Show
WashingShow at George
George Washing‑
ton
ton Carver
Carver High School
School are
are $3
$3 for adults
adults and
and $2
$2 for
students.
be
students. To
To cover
cover expenses,
expenses, aa total
total of
of $600
$600 must
must be
collected
collected from ticket sales for the show.
show. One
One of
of the folfol‑
lowing
lowing graphs in the standard (x,y) coordinate plane,
where x is the number of adult tickets sold and y is the
number
represents all the
possnumber of
of student
student tickets sold,
sold, represents
the poss‑
ible combinations of ticket sales that cover
cover at least
$600
Which graph
$600 in
in expenses.
expenses. Which
graph is
is it?
it?
43. The point (2,5)
(2,5) is shown in the standard (x,y) coordicoordi‑
nate
plane below.
below. Which of the
nate plane
the following is another
another
point on the line through the point (2,5)
(2,5) with a slope of
2_ 9
_
_
l
– 3 ?.
3
y
B
yy
A
600
400
A.
B.
C.
D.
E.
200
0O
0 200 400 600 x
adult
adult tickets
tickets sold
sold
y
C
D
x
O
A ((–1,3)
A
‐1,3)
B (( 00,8)
B
,8)
C(
C ( 44,2)
,2)
D(( 55,3)
D
,3)
E (( 55,7)
E
,7)
44. For the triangles in the figure below, which of the folfol‑
lowing ratios of side lengths is equivalent to the ratio
of the
the perimeter of !ABC
AABC to the
the perimeter of !DAB
ADAB ??
D
D
600
400
200
0
(2,5) E
0 200 400 600 x
adult
adult tickets
tickets sold
sold
30°
y
600
C
400
F.
G.
H.
J.
K.
200
0
x
0 200 400 600 )6
adult tickets sold
AB:AD
AB:BD
AD:BD
BC:AD
BC2AD
BC:BD
BC:BD
E
A
60°
B
45. In the figure below, 2 nonadjacent sides of aa regular
pentagon (5
pentagon
(5 congruent
congruent sides and
and 5
5 congruent
congruent interior
angles)
until they meet
What
angles) are
are extended until
meet at point X. What
is
is the
the measure
measure of
of ∠X
AX ??
41. What
What is the
the median of the
the following 7 scores?
scores?
42, 67, 33, 79, 33, 89, 21
A. 42
B. 52
C. 54.5
D. 56
E. 79
A.
B.
C.
D.
E.
42. What
What are
real solutions to the
are the
the real
the equation
x⎪2 + 2⎪x⎪ ‐– 33 == 00 ??
⎪IxI2+2IxI
F. i1
±1
G. i3
±3
H. 11 and 3
J. ‐1
–1 and ‐3
–3
K. i1
±1 and i3
±3
18°
18°
30°
36°
45°
72°
X
46. The
What is the
The edges
edges of aa cube
cube are
are each
each 3 inches long.
long. What
the
surface
surface area,
area, in
in square
square inches, of
of this cube?
cube?
F. 9
G. 18
18
H. 27
J. 36
36
K. 54
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PAGE.
2
2
47. A
by 25% and the resulting
A number is
is increased
increased by
number
by 20%. The
number is
is then
then decreased
decreased by
The final
final number
number is
is
what
percent of the
what percentof
the original number?
number?
A. 90%
A.
B.
B. 95%
C.
C. 100%
D.
D. 105%
E.
E. 120%
51. In teaching aa lesson on the concept
concept of thirds, Ms. Chu
48. Two
Tw o numbers
numbers are
are reciprocals if
if their
their product is equal
to 1.
1. If
If x and
and y are
are reciprocals and
and x > 1,
1, then
then y must
must
be:
be:
F.
F. less
less than
than ‐–1.
1.
G.
between 00 and
G. between
and ‐–1.
1.
H.
H. equal to 0.
J. between
between 00 and
J.
and 1.
1.
K.
K. greater
greater than
than 1.
1.
setting 11 of these
these groups
groups aside.
aside. If
If Ms.
Ms. Chu wants
wants to be
uses
uses aa divide-and-set-aside
divide-and-set-aside procedure. She
She starts
starts with a
a
certain
certain number
number of
of colored
colored disks, divides
divides them
them iinto
nto
33 equal groups,
groups, and
and sets
sets 11 group
group aside
aside to
to illustrate
illustrate _1_ .
3
She
repeats the
She repeats
the procedure by taking the
the disks
disks she
she had
had
NOT
N O T set
set aside, dividing them
them into
into 3 equal groups,
groups, and
and
able
able to
to complete the
the divide-and-set-aside
divide-and-set-aside procedure at
at
least
4 times
breaking any
disks into
least 4
times (without
(without breaking
any of
of the
the disks
into
pieces), which of the
the following is the
the minimum
minimum
number
number of
of colored
colored disks
disks she
she can
can start
start with?
with?
A.
B.
C.
D.
E.
49. The number line graph below
below is the graph of which of
the
the following inequalities?
3
C
–1
‐1
A..
A
B.
B.
C.
C.
D.
D.
E.
E.
3
x
‐–1
1 S≤ xxaand
n d 33 ≤
Sx
≤ xx aand
‐–1
1S
n d33 ≥2 x
–1
orr 33 ≤
‐1≤
Sx o
Sx
–1
orr 33 ≤S x
‐ 1 ≥2 x o
–1
‐ 1 ≥2 x or
o r 33 ≥2 x
52. Which
Which of
of the
the following is
is true
true for
for all
all consecutive
consecutive inteinte‑
gers
gers m
m and n
n such
such that m
m<
<n
n ??
F.
odd
F. mmisis odd
G.
is odd
odd
G. nn is
H.
even
H. nn‐–mmisis even
2
2
m is
is odd
odd
J. n2n ‐ –m2
K.
m2 ++nn122.siseeven
K. m
ven
50. All
A l l of the
the following graphs have
have equal scales
scales on the
the
axes.
axes. One of the
the graphs shows
shows only points for
for which the
the
x-coordinate.
y-coordinate is
is 11 less
less than
than the
the square
square of
of the
the x-coordinate.
Which one?
Which
one?
F.
F.
yy
O
G.
J.
x
y
O
O
K.
x
53. A
P is
A function
function P
is defined
defined as
as follows:
follows:
for
x5 + x4 – 36x
– 36
f o r xx >>00,, PP(x)
(x) =
= x5+x4‐
3636‐36
for
P(x) =
–x5 +
x4 +
for xx <
< 0,
0, P(x)
= ‐x5
+ x4
+ 36x ‐– 36
36
What is
P(–1)
What
is the
the value
value of
of P
( ‐ 1 ) ??
A.. ‐–70
A
70
B.
B . ‐–36
36
C.
00
C.
D.
D. 36
E. 70
y
x
y
O
54. For
project in
F o r aa project
in Home
Home Economics
Economics class, Kirk
K i r k is
is
making
making aa tablecloth
tablecloth for
f o r aa circular
circular table
table 3
3 feet
feet in
in
diameter. The finished
finished tablecloth needs to hang down
55 inches
inches over
o v e r the
the edge of
of the
the table
table all
all the
the way
way around.
around.
To
To finish
finish the
the edge of the
the tablecloth, Kirk
K i r k will
w i l l fold
fold
under and sew
sew down 11 inch of the material
material all around
the
is going to
rectanthe edge. Kirk
K i r k is
to use
use aa single piece of
of rectan‑
gular fabric
is 60
What is
fabric that
that is
60 inches
inches wide.
wide. What
is the
the shortest
shortest
length of fabric, in inches, Kirk
K i r k could
could use
use to make the
the
tablecloth
tablecloth without
without putting any
any separate
separate pieces of
of fabric
fabric
together?
F. 15
15
G. 24
H. 30
J. 42
K. 48
x
y
H.
O
12
12
15
15
27
54
81
x
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PAGE.
2
2
55. The equations of the 2 graphs shown
below are
shown below
are
y1(t) = a01
sin(b
t)
and
y
(t)
=
a
cos(b
t),
where
the
cony1(t)
sin(b1t)
and
y2(t)
02cos(b2t),
where
the
con1
1
2
2
2
stants
both positive real
real numbers.
stants b
b1
and b
[22
are both
numbers.
1 and
2 are
y
58. The triangle, !XYZ,
below has
AXYZ, that is shown
shown below
has side
side
lengths of x, y,
y, and
and z inches
inches and
and is not
not a
a right triangle.
Let X’
X′ be
be
reflected
the image of X when
when the
the triangle is reflected
___the
across
across YZ
W. . Which of the
the following is an
an expression for
for
the
X′YXZ ??
the perimeter, in inches, of quadrilateral X’YXZ
X
X
zz
yy
YY
xx
y2(t)
Z
Z
> tt
O
F.
F.
G.
G.
H.
H.
J.
J.
K.
K.
y1(t)
59. A
A function
function ff is
is an
an odd function
function if
if and
and only if
if
f.
ff((–x)
‐ x ) = ‐–ff ((x)
x ) for
for every value of xx in the domain of
off.
One
One of
of the
the functions
functions graphed in
in the
the standard
standard (x,y)
coordinate
below is
coordinate plane below
is an
an odd
odd function.
function. Which
Which one?
one?
_ .
Which
Which of
of the
the following statements
statements is
is true
t r u e of
of the
the conconstants
stants a
al1 and a
02
?
2 ?
A.
< a1 < a2
A. 00<a1<a2
B. 00<az<al
< a2 < a1
C. aal<0<az
1 < 0 < a2
D. aal<az<0
1 < a2 < 0
E. aaz<al<0
2 < a1 < 0
y
3’
$90 x
D.
yy
%0 x
x
O
x
O
B.
_π_ , the
56. For
For x such
such that
that 0 < x < %,
the expression
2
#x
yy
O
2
2""
""
""
""
!
!""""
– cos
x + ________
– sin
x
\/11""""
‐cos2x
________
____
____
+ \/ 1l ‐sin2x
is equivalent to:
to:
sin x
2(y
z) +
2(y +
+ z)
+ xx
2(x ++ yy ++ z)
z)
2(x
2(x ++ y)
2(x
2(x
z)
2(x +
+ Z)
2(y ++ z)
2(y
cos
cos x
C.
C.
F.
0
F.
G.
G. 11
H.
H. 2
–tan x
J. ‐tan
K.
sin
K.
sin 2x
2x
E.
x
y
3’
7|;x
O
x
y
y
L
0
O
57. Consider the
x and g(x) =
the functions
functions ff((x)
x) =
= !"
Wand
= 7x
7x +
+ b. In
In
the
plane, 3’
y =
f ! g(x)" Passes
passes
the standard
Standard (x,y)
( x i ) coordinate
coordinate Plane,
= “800)
through (4,6).
(4,6). What
What is the
the value
value of b ??
8
A.
B.
–8
B. ‐8
C.
–25
C. ‐25
D.
D . ‐–26
26
E.
4 – 7!"
6
E. 4‐7\/6
xx
60. What is the real value of x in the equation
log
log224
log23
log5x
?
2 24 ‐– log
2 3 = log
5x ?
F.
33
G.
G. 21
H.
H. 72
72
JJ.. 125
125
K.
K. 243
END OF TEST 2
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
S0.
DO
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TO THE
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PREVIOUS TEST.
TEST.
ACT-61C-PRACTICE
ACT-61C-PRACTICE
33
33
3
3
READING
READING TEST
35
35 Minutes—40
Minutes‐40 Questions
Questions
DIRECTIONS: There are four passages in this test. Each
passage
passage is followed by several questions. After reading
a passage,
choose the best
answer to each question
passage,choosethe
bestanswerto
quesfion
and fill
the corresponding
fl“ in
Withe
conespondmg oval
o v a l oon
n your answer
document. You may refer to the passages
passages as often as
necessary.
Passage
P a s s a g eIl
Once school
him
school started
started II looked
looked for
for h
i m in
in all
a l l my
my
classes, but
but P. S. 13
13 was
was aa huge place and
and itit took
took me
45 days and
and many
many discreet
discreet questions to discover
discover Eugene.
After
him”
After much
much maneuvering I managed “to
“ t o rrun
u n into
into h
im”
in the
where his
his locker
the hallway where
locker was—on
w a s ‐ o n the
the other
other side
side
of the building
building from
hall
f r o m mine—and
m i n e ‐ a n d in study h
a l l at
at the
library where
he first
but did
where he
first seemed
seemed to notice
notice me,
me, but
did not
not
50
home after
and finally, on
on the
the way
way home
after school
school one
one
5O speak; and
day when I decided to approach h
him
i m directly, though
my
my stomach
stomach was
was doing somersaults.
somersaults.
PROSE FICTION: This passage is adapted from the short story
story
“American History” by Judith Ortiz-Cofer (©1992 by Judith
Ortiz-Cofer). The story appeared in the anthology Iguana
Iguana
Dreams:
Dreams: New
New Latino
Latino Fiction.
There
There was
was only one
one source
source of
of beauty and
and light for
for
me
had anticime my
my ninth
ninth grade year.
year. The
The only
only thing II had
antici‑
That was
pated at
at the
the start
start of
of the
the semester.
semester. That
was seeing
Eugene. In August, Eugene and
his family had
had moved
and his
moved
5 into
house on
block that
had aa yard and
into the
the only house
on the
the block
that had
and
trees.
his place from
bedroom window
trees. II could
could see
see his
from my
my bedroom
window in
in
El Building. In fact, if
i f II sat
sat on the
the fire
fire escape
escape I was
was literliter‑
ally suspended above
above Eugene’s backyard. It
It was
was my
favorite
read my
books in
favorite spot
spot to
to read
my library
library books
in the
the summer.
summer.
10
house had
had been
been occupied by an
10 Until
Until that
that August the
the house
an old
old
couple. Over
had become
become part
part of their
Over the
the years
years I had
their
family, without their knowing it, of course.
had aa view
course. I had
of their
kitchen and
their kitchen
and their
their backyard, and
and though I could
could
not
hear what
knew when
n o t hear
what they said, I knew
when they were
were arguing,
15
15 when one
one of them was
was sick, and many
many other things. I
knew all
by watching them
knew
all this
this by
them at
at mealtimes.
mealtimes. II could
could see
see
their
kitchen table, the
their kitchen
the sink, and
and the
the stove.
stove. During
During good
times, he
he sat
read his
his newspapers
sat at
at the table and read
newspapers while
she
she fixed
fixed the
the meals.
meals. If
If they argued, he would
would leave
leave and
and
20 the
the old
old woman
w o m a n would
would sit
sit and
and stare
stare at
at nothing for
for aa long
time. When
When one
one of them
them was
was sick, the
the other
other would
would come
come
and
kitchen and
and get
get things from
from the
the kitchen
and carry
carry them
them out
o u t on
on aa
tray.
had died
June. The
house had
had stood
tray. The
The old
old man
m a n had
died in
in June.
The house
stood
empty
had had
had to resist
resist the
empty for
for weeks.
weeks. I had
the temptation to
25 climb
climb down
down into
into the
the yard and
and water
w a t e r the
the flowers
flowers the
the old
old
lady had
had taken
taken such
such good care
care of.
of.
I was
was ready for
for rejection, snobbery, the worst.
w o r s t . But
when
him
blurted out:
when II came
came up
up to
to h
i m and
and blurted
o u t : “You’re
“ Yo u ’ r e
55 Eugene. Right?” he smiled, pushed his
his glasses up on
his nose,
he was
blushing
his
nose, and
and nodded.
nodded. I saw
saw then
then that he
was blushing
deeply. Eugene liked
but he was
liked me,
me, but
was shy. I did
did most
m o s t of
the
nodded and
the talking that
that day. He nodded
and smiled
smiled aa lot.
lot. In the
the
weeks
home together. He
weeks that
that followed, we walked home
60
would linger at
at the
the corner
corner of El Building for
for aa few minmin‑
6O would
utes
his house.
house.
utes then
then walk
walk down
down to
to his
I did
d i d not
n o t tell
tell Eugene that
that I could
could see
see inside
inside his
his
kitchen from
bedroom. I felt
but I liked
kitchen
from my bedroom.
felt dishonest, but
liked
my secret
his evenings, especially now
secret sharing
sharing of his
n o w that
that I
65
knew what
what he was
was reading since
since we chose
chose our
o u r books
books
65 knew
together at the
the school
school library.
I also
knew my mother
also knew
mother was
was unhappy in Paterson,
New
but my father
had aa good
good job at the
blueNew Jersey, but
father had
the blue‑
jeans factory in Passaic
Passaic and
and soon,
soon, he kept assuring us,
us,
70
be moving to our
house there.
had
7O we would
would be
o u r own
o w n house
there. I had
learned to listen to my parents’ dreams, which were
were
spoken in Spanish, as
as fairy tales, like
like the
the stories
stories about
about
life
before II was
born. II had
had been
been to
l i f e in
in Puerto
Puerto Rico
Rico before
was born.
to the
the
island once
We had
had not
been back
back there
once as
as aa little girl. We
n o t been
75 since
parents talked
since then, though my parents
talked constantly about
about
buying aa house
house on the
beach someday, retiring
retiring on the
buying
the beach
the
island—that
residents
i s l a n d ‐ t h a t was
was a
a common
c o m m o n topic among
among the residents
of El Building. As for
for me,
me, I was
was going to go to college
and
become aa teacher.
and become
teacher.
By the
the time
time Eugene’s family moved
moved in, the
the yard
was
had spent
was a
a tangled mass
mass of weeds.
weeds. The
The father
father had
spent sevsev‑
eral
he finished, from
eral days mowing, and
and when he
from where
where I
30
red, yellow, and
sat, II didn’t
didn’t see
see the
the red,
and purple clusters
clusters that
that
30 sat,
meant
m e a n t flowers
flowers to
to me.
m e . II didn’t
didn’t see
see this
this family
family sit
sit down
down at
at
the
kitchen table
redthe kitchen
table together. It was
was just the
the mother, aa red‑
headed tall
headed
t a l l woman
w o m a n who wore
wore a
a white uniform; the
the
father
before I got
father was
was gone
gone before
got up in the
the morning and
and was
was
35 never
him
never there
there at
at dinner
dinner time.
time. II only saw
saw h
i m on
on weekends
weekends
when
when they sometimes
sometimes sat
sat on
on lawn-chairs
lawn-chairs under
under the
the oak
oak
tree,
hidden behind
behind aa section of
tree, each hidden
of the newspaper;
newspaper;
and
and there
there was
was Eugene. He was
was tall
tall and
and blond, and
and he
wore
him
because he sat
w o r e glasses. I liked
liked h
i m right away
away because
sat at
40 the kitchen
kitchen table and read
read books
books for
hours. That
f o r hours.
summer,
before we
had even
summer, before
we had
even spoken one
one word
word to
to each
each
other, II kept h
him
i m company
company on
on my
my fire
fire escape.
escape.
But
But after
after meeting Eugene I began to think of the
the
present more
What II wanted
present
m o r e than
than of
of the
the future.
future. What
wanted now
n o w was
was
to
house II had
had watched
to enter
enter that
that house
watched for
for so
so many
many years.
years. II
wanted
had
wanted to
to see
see the
the other
other rooms
r o o m s where
where the
the old
old people had
lived, and
the boy spent
his time.
and where
where the
spent his
time. Most
Most of all, I
85 wanted
kitchen table
wanted to
to sit
sit at
at the
the kitchen
table with Eugene like ttwo
wo
adults, like
his wife
had done, maybe
like the
the old
old man
m a n and
and his
wife had
drink
books.
drink some
some coffee
coffee and
and talk
talk about
about books.
80
80
ACT-61C-PRACTICE
34
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GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
3
3
1.. The main theme of
passage concerns
of this
this passage
concerns the:
A. difficulty of first
A.
first starting and
and then
then maintaining aa
friendship.
B. process
process of
how
of making aa new
n e w friend
friend and
and h
o w the
the
friendship changes the
the narrator.
n a r r a t o r.
C.
has dealing with the
the narrator
n a r r a t o r has
the loss
loss of
C. problems the
her former
her
former neighbors.
D.
by two
D. differences
differences in
in the
the lives
lives led
led by
t w o pairs of
of adults
adults
who
house.
who at
at different
different times
times lived
lived in
in the
the same
same house.
6. According to the narrator,
n a r r a t o r, which of the following
statements
statements was
was true
t r u e about
about Eugene at
at the
the moment
m o m e n t when
when
she
him?
she first
first talked
talked to
to him?
F.
had not
F. Due
Due to the
the size
size of the
the school, he had
n o t even
even
noticed
him.
noticed the
the narrator
narrator until
until she
she started
started talking to
to him.
G.
had searched
searched unsuccessfully for
for the
the narrator’s
narrator’s
G. He had
locker
had been
been too
locker several
several different
different times
times and
and had
t o o shy
to
to ask
ask someone
someone where
where it
it was.
was.
H. He
had first
hall but
but
H e had
first noticed
noticed the
the narrator
n a r r a t o r in
i n study hall
had been
been uninterested
her until
had
uninterested in
in her
until she
she introduced
introduced
herself.
herself.
J. He had
had apparently taken
notice of the
J.
taken notice
the nnarrator
a r r a t o r at
school
had come
her but
but felt
school and
and had
come to
to like
like her
felt nervous
nervous
about
himself.
about introducing
introducing himself.
2.. Which
Which of the
by
the following questions is NOT
N O T answered
answered by
information
information in
in the passage?
F.
F. Has
Has the
the narrator
n a r r a t o r ever
e v e r walked
walked around
around inside
inside
Eugene’s house?
G.
What hobby or
or interest
interest do
do Eugene and
and the
the narrator
narrator
G. What
share?
share?
H. What
What makes Eugene’s house
house different
different from
from other
other
houses on
block?
houses
on the
the block?
J. What
What careers
has the
careers other
other than
than teaching has
the narrator
narrator
J.
considered
considered pursuing?
7. When
When the
prethe narrator
n a r r a t o r says,
says, “I
“ I began to
t o think
think of
o f the
the pre‑
sent
most
sent more
m o r e than
than of
of the
the future”
future” (lines
(lines 80–81),
80‐81), she
she m
ost
likely means
her to:
means that
that meeting Eugene led
led her
to:
A. shift
her attention
her career
A.
shift some
some of
of her
attention away
away from
from her
career
plans and
and onto
o n t o the
the developing friendship.
B.
her own
B. think more
m o r e about her
o w n work interests than
about
her parents
parents thought she
about the
the career
career her
she should
should
pursue.
pursue.
C.
put off
her plans of returning
returning to Puerto Rico
Rico for
C. put
o f f her
for aa
visit
prepare for
visit in favor
favor of continuing to prepare
for college.
D.
him
helpD. want
w a n t to
to spend more
m o r e time
time with
with h
i m instead
instead of
of help‑
ing her
her parents
parents plan aa vacation to Puerto Rico.
3.. The
The narrator
n a r r a t o r draws
draws which of the
the following comparcompar‑
isons between
between the old couple and Eugene’s parents?
A. The
A.
The old
old couple were
were more
m o r e socially outgoing and
and
had many
parents.
had
many more
m o r e friends
friends than Eugene’s parents.
B.
parents are
B Eugene’s parents
are just as
as interested
interested in
in tending
the
the lawn
lawn and
and flowers
flowers as
as the
the old
old couple were.
were.
C.
parents are
C. Eugene’s parents
are less nurturing of each
each other
other
and
and spend less
less time
time together than
than the
the old
old couple did.
did.
D.
Just like
both of
D. Just
l i k e the
the old
o l d man
m a n and
and old
o l d woman,
woman, both
of
Eugene’s parents
parents appear
have jobs outside
appear to have
outside the
the
home.
home.
8. The
portrays her
her parents’ dreams
The narrator
n a r r a t o r most
m o s t nearly portrays
dreams
as:
as:
F.
realized because
because of
her father’s
F. close
close to
to being realized
of her
father ’s
good job.
G.
residents of
somewhat uncommon
u n c o m m o n among
among the
the other
other residents
of
G. somewhat
the
the family’s building.
H.
has heard
heard about
but that
H. ones
ones she
she has
about many
many times
times but
that seem
seem
far
her.
far off
o f f and
and rremote
e m o t e to
t o her.
J. ones
her parents
parents and
to ful‑
fulJ.
ones she
she shares
shares with her
and longs to
fill.
fi l l .
4.. In terms
last two
paraterms of developing the narrative, the last
t w o para‑
graphs (lines
(lines 67–87)
67‐87) primarily serve
serve to:
to:
F.
F. provide background details
details about the narrator
n a r r a t o r and
her family in
her
in order
order to
to highlight the
the narrator’s
narrator’s
unique and
and shifting perspective.
G.
narrator’s family in order
describe the narrator’s
order to establish
establish aa
G. describe
contrast
between her
her parents
parents and
parents.
contrast between
and Eugene’s parents.
H. portray
portray the
how
the narrator’s
narrator’s family in
in order
order to
to show
show how
her friendship with Eugene affected
her
affected the
the various
members
her family.
members of
of her
J. depict the
parJ.
the hopes and
and dreams
dreams of
of the
the narrator’s
narrator’s par‑
ents
how her
her parents’ aspirations
ents in order
order to show
show how
changed over
o v e r time.
time.
9. The
The narrator
n a r r a t o r claims
claims that
that she
she felt
felt close
close to
t o the
the old
old couple
because she had:
had:
because
A. listened
A.
listened in
in on
on so
so many
many of
of their
their conversations
conversations over
over
the years.
years.
B.
B helped take
take care
care of
of the
the old
old woman’s
woman’s flowers
flowers after
after
the
husband had
had died.
the woman’s
woman’s husband
died.
C.
been able to watch them as
C. been
as they moved through
their
house.
their entire
entire house.
D.
regularly observed
D. regularly
observed them
them during their
their mealtimes.
mealtimes.
5.. It
passage
It can
c a n most
m o s t reasonably be inferred
inferred from
f r o m the passage
that
that when
when the
the narrator
n a r r a t o r says,
says, “I
“ I didn’t
d i d n ’ t see
see the
the red,
yellow, and
clusters that
and purple clusters
that meant
m e a n t flowers
flowers to
to me”
me”
(lines
(lines 30–31),
30‐31), she
she is most
m o s t nearly indicating
indicating that:
A. from
her current
A.
from her
current position, she
she couldn’t
couldn’t see
see the
the old
old
woman’s flowers, which were
w e r e still growing near
near
the
house.
the house.
B. the
by the
had died
the flowers
flowers grown
g r o w n by
the old
o l d woman
w o m a n had
died
because the
had stopped watering them.
because
the narrator
n a r r a t o r had
them.
C.
by the
had been
been cut
C. the
the flowers
flowers grown
grown by
the old
old woman
w o m a n had
cut
down
down when
when Eugene’s father
father mowed
mowed the
the lawn.
lawn.
D.
had grown
old couple’s
D. the
the weeds
weeds that
that had
grown up in the
the old
lawn
had intertwined
lawn had
intertwined with
with the
the flowers, making the
the
flowers
hard to
flowers hard
to see.
see.
10.
Which of
best describes
the narrator’s
narrator’s
10. Which
of the
the following best
describes the
feelings about
his home?
home?
about secretly observing Eugene at his
F.
F. Joy tinged with
with suspicion
G.
G. Enjoyment mixed
mixed with guilt
H.
by aa sense
betrayal
H. Happiness overwhelmed
overwhelmed by
sense of
of betrayal
J. Pleasure
by having
having actually met
him
J.
Pleasure lessened
lessened by
met h
im
ACT-61C-PRACTICE
35
35
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THE NEXT
NEXT PAGE.
PAGE.
3
3
Passage
Passage IIll
As fascism
fascism and communism triumphed in Europe
and
and Asia,
Asia, ER
ER and
and FDR were
w e r e certain
certain that
that there
there was
was aa
middle
middle way,
way, what
what ER
ER called
called an
an American
American “revolution
“revolution
55 without
bloodshed.” Her abiding conviction, however,
without bloodshed.”
was
happen to promote
was that
that nothing good would
would happen
promote the
the
people’s interest
interest unless
unless the
the people themselves
themselves orgaorga‑
nized
responses. A
nized to
to demand
demand government
government responses.
A people’s
movement
required active
m o v e m e n t required
active citizen
citizen participation, and
and
60
E R ’s self-appointed task
task was
w a s to agitate and
and inspire
6O ER’s
community action, encourage
encourage united
united democratic
democratic movemove‑
ments
m e n t s for
for change.
SOCIAL
SOCIAL SCIENCE:
SCIENCE: This
This passage
passage is adapted
adapted from
from volume
volume 2 of
Blanche Wiesen Cook’s biography Eleanor Roosevelt (©1999
by
by Blanche
Blanche Wiesen
Wiesen Cook).
Cook).
5
Eleanor
Eleanor Roosevelt
Roosevelt [ER]
[ER] is
is the
the most
m o s t controversial
controversial
First
First Lady in United
United States
States history. Her
H e r journey to
greatness,
her voyage
greatness, her
voyage out
o u t beyond the
the confines
confines of
of good
wife
involved determination
wife and
and devoted
devoted mother, involved
determination and
and
amazing courage.
courage. It also
also involved
involved one
one of history’s most
most
unique partnerships. Franklin
Franklin Delano
Delano Roosevelt
Roosevelt [FDR]
admired
his wife, appreciated her
her strengths, and
admired his
and
depended on her
her integrity.
Between
Depression
Between 1933
1933 and
and 1938,
1938, while
while the
the Depression
raged and
and the
the New
New Deal
Deal unfolded, ER worked
worked with
with the
the
65
popular front.
to
front. She
She called
called for
f o r alliances
alliances of
of activists
activists to
65 popular
fight
poverty and
racism at
fight poverty
and racism
at home, and
and to
to oppose
oppose isolaisola‑
tionism
tionism internationally.
However,
had different
However, ER and
and FDR
F D R had
different priorities,
10
10 occasionally competing goals, and
and often
often disagreed. In
the
White House
the White
House they rran
a n two
t w o distinct
distinct and
and separate
separate
courts.
courts.
By 1933
1933 [her
[her first
first year
year as
as First
First Lady], ER was
was an
an
accomplished woman
had achieved
her
w o m a n who
who had
achieved several
several of her
15
With her
her partners,
partners, ER was
businesswoman
15 life’s
life’s goals. With
was a businesswoman
who co-owned
co-owned the
the Val-Kill
Va l - K i l l crafts
crafts factory, aa political
leader
leader who
who edited
edited and
and copublished the Women’s
Democratic News,
News, and an
Democratic
an educator who co-owned and
taught at aa New
New York
Yo r k school
school for
for girls.
70
7O
75
As First Lady, Eleanor Roosevelt did
did things that
had never
been done
before. She
race traditions,
had
never been
done before.
She upset
upset race
championed aa New
New Deal
Deal for
f o r women,
women, and
and on certain
certain
issues
parallel administration.
issues actually rran
a n aa parallel
administration. On
On
housing and
and the
the creation
creation of model
model communities, for
for
25 example, ER made
made decisions
decisions and
and engineered policy.
20
80
80
At
At the
the center
center of
of aa network
network of
of influential
influential women
women
who
Women’s Committee
who rran
a n the
the Women’s
Committee of
of the
the Democratic
Democratic
Party led
led by Molly Dewson, ER worked
worked closely with
the
had dominated
the women
w o m e n who
who had
dominated the
the nation’s
nation’s social
social
30
reform struggles for
With
for decades.
decades. W
i t h FDR’s
FDR’s election, the
the
30 reform
goals of the
the great
great progressive pioneers, Jane Addams,
Florence
Wald, were
Florence Kelley, and
and Lillian
L i l l i a n Wald,
were at
at last
last at
at the
the
forefront
forefront of
of the
the country’s agenda. ER’s
ER’s mentors
mentors since
since
1903,
had battled
battled on
poli1903, they had
on the
the margins of
of national
national poli‑
35
health, universal
tics since
since the
the 1880s for
f o r public health,
universal eduedu‑
35 tics
cation, community centers,
programs, and
centers, sanitation programs,
government
government responsibility for
f o r the
the welfare
welfare of the
the
nation’s
poor and
nation’s poor
and neglected
neglected people.
Active
peace movement,
A c t i v e with
w i t h the
the women’s
women’s peace
m o v e m e n t , ER
ER
spoke regularly at
Women’s Interat meetings of the
the Women’s
Inter‑
national League for
Peace and Freedom, and the Confor Peace
Con‑
ference
War. She departed,
ference on the
the Cause and
and Cure of War.
however, from
however,
f r o m pacifist and
and isolationist
isolationist positions and
and
encouraged military preparedness, collective security,
and
and ever-widening alliances.
alliances.
Between 1933
1933 and
and 1938
1938 ER published countless
articles
books. She
part for
herself, to
articles and
and six
six books.
She wrote
w r o t e in
in part
for herself,
to
clear
her mind
her thoughts. B
But
clear her
m i n d and
and focus
focus her
u t she
she also
wrote
her husband.
husband. From
w r o t e to disagree with her
From that time to
this, no other
has actually rushed
rushed for
her pen
pen
other First
First Lady has
for her
to
her husband’s
husband’s public decisions.
to jab her
decisions. But
B u t ER
ER did
did so
so
her 1938
routinely, including
including in her
1938 essay
essay This Troubled
Troubled
World, which
which was
was aa point-by-point rejection of FDR’s
FDR’s
major international
international decisions.
decisions.
To
responsiTo contemplate ER’s
ER’s life
l i f e of example and
and responsi‑
85
forestall gloom. She
She understood, above
above all,
85 bility is to forestall
that
that politics is
is not
n o t an
an isolated
isolated individualist
individualist adventure.
adventure.
She
She sought alliances, created
created community, worked
worked with
with
movements
peace. Against great
m o v e m e n t s for
for justice and
and peace.
great odds,
and
pressure, she
refused to
and under
under terrific
terrific pressure,
she refused
to withdraw
withdraw
90
her network
from controversy.
controversy. She
She brought her
network of
of agitators
90 from
and
White House, and
and activists
activists into
into the
the White
and never
never considconsid‑
ered
permanent defeat.
ered aa political setback
setback aa permanent
defeat. She
enjoyed the
the game,
game, and
and weathered
weathered the
the abuse.
abuse.
Now
N o w their
their views were
w e r e brought directly into
i n t o the
the
40 White
White House.
with her
her
House. ER lobbied
lobbied for
for them
them personally with
new
n e w administrative
administrative allies, in
in countless auditoriums, as
as aa
radio broadcaster, and
radio
and in monthly, weekly, and, by
1936,
1936, daily columns.
columns. Called
Called “Eleanor
“Eleanor Everywhere,” she
she
was
was interested
interested in
in everyone.
everyone.
Every life
be improved
l i f e was
was sacred
sacred and
and worthy, to be
health care,
by education, employment, health
care, and
and affordable
affordable
housing. Her
Her goal was
w a s simple, a
a life
l i f e of dignity and
and
decency for
for all.
all. She
She was
was uninterested
uninterested in
in complex theotheo‑
ries, and
betterment. She feared
ries,
and demanded
demanded action for
for betterment.
feared
50
but was
violent revolution, but
was not
n o t afraid
afraid of
of socialism—and
socialism‐and
50 violent
she
radicals.
she courted
courted radicals.
45
11.
11. As
As
as:
as:
A.
B.
C.
D.
ACT-61C-PRACTICE
36
she
revealed in
passage, ER
best described
she is
is revealed
in the
the passage,
ER is
is best
described
socially controversial
but quietly
controversial but
quietly cooperative.
politically courageous
courageous and
and socially concerned.
concerned.
morally strong
strong and
and deeply traditional.
traditional.
but calmly moderate.
personally driven
driven but
moderate.
GO
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PAGE.
3
3
12.
presents ER’s accomplishments as
12. The author
author presents
as excepexcep‑
tional
because ER:
tional because
F.
F. brought politically unpopular views to the
the forefore‑
front
front of the
the nation’s
nation’s politics.
G.
public figure
G. was
was the
the first
first public
figure to
to introduce
introduce political
roles for
roles
f o r women.
women.
H.
H. was
was a
a political pioneer struggling alone
alone for
for social
social
reform.
reform.
J. replaced community action
J.
action with
w i t h more
m o r e powerful
White House
White
House networks.
networks.
17.
passage as
17. In
In terms
terms of
of the passage
as aa whole, one
one of
of the
the main
functions
functions of
of the
the third
third paragraph (lines
(lines 13–19)
1 3 ‐ 1 9 ) is
is to
to
suggest
suggest that:
that:
A. ER’s
A.
ER’s successes
successes in various
various professional pursuits
helped prepare
prepare her
her to take
helped
take action
action in the
the political
world.
world.
B. ER had
had avoided
political spotlight in her
her per‑
peravoided the
the political
sonal
sonal pursuits.
C.
had competing and
C. ER had
and conflicting interests
interests during
her first
her
first year
year as
as first
first lady.
D. while
had many
while ER had
many personal accomplishments,
little
have prepared her
her for
little could
could have
for life
l i f e as
as the
the first
first
lady.
13.
passage, ER believed
believed that
13. According to the
the passage,
that social
social
reform should
reform
should include
include all
a l l of the
the following EXCEPT:
A. promoting community action.
A.
action.
B.
B. developing universal
universal education.
education.
C.
housing.
C. supporting affordable
affordable housing.
D. establishing involved
D.
involved theories.
theories.
14.
passage, ER’s approach to
reform
14. Based
Based on
on the passage,
to social reform
can
best be
be characterized
can best
characterized as:
as:
F.
F. passionate and theoretical.
G.
G. patient and
and flexible.
flexible.
H.
H. simplistic and
and isolationist.
isolationist.
J. progressive and determined.
J.
18.
passage, the
18. According to the
the passage,
the primary principle underunder‑
lying ER’s
ER’s goals was
was that:
that:
F.
person deserved
F. every
every person
deserved aa dignified and
and decent
decent life.
life.
G.
had
G. as
as first
first lady, she
she could
could talk
talk about
about things that
that had
never
been discussed
before.
never been
discussed before.
H.
radio and
H. through radio
and columns, she
she could
could show she
she
was
person.
was interested
interested in
in every
every person.
J. she
bloodless American
revolution.
she must
m u s t lead
lead aa bloodless
American revolution.
J.
15.
passage that
15. It
It can
can reasonably be inferred
inferred from
from the
the passage
that at
the time ER began working ffor
reform, the
o r social reform,
United
United States
States was:
was:
A. deeply committed
reforms in
in education
A.
committed to
to reforms
education and
and
health care.
health
care.
B.
prosperity that
B. experiencing aa time
time of national
national prosperity
contributed
public
contributed to
to ER’s
ER’s ideals
ideals concerning the
the public
welfare.
welfare.
C.
home due
C. concentrating on affairs
affairs at home
due to isolationist
isolationist
policies and
and the
the spread of democracy overseas.
overseas.
D. unsupportive of the
D.
the idea
idea that
that the
the government
government was
was
poor and
responsible for
for the
the welfare
welfare of its
its poor
and neglected.
19.
passage states
believed the
19. The
The passage
states that
that ER believed
the relationship
between aa people and
be:
between
and their
their government
government should
should be:
A. begun and
A.
and carried
carried out
o u t as
as if
if it were
w e r e an
an isolated,
individualist
individualist adventure.
adventure.
B.
by the
White House.
B formed
formed and
and modeled
modeled by
the White
House.
C.
based on organized, widespread citizen
participaC. based
citizen participa‑
tion.
tion.
D. controlled
radio broadcasts
broadcasts and
D
controlled through radio
and formal
formal
channels.
channels.
16.
16. According to the
the last
last paragraph, which
which of the
the folfol‑
lowing statements
statements would
would the
the author
author most
m o s t likely make
make
with regard
regard to
to ER’s
ER’s vision
vision and
and ideals?
ideals?
F.
played only
F. ER
ER considered
considered politics aa game
game and
and played
when
knew she
when she
she knew
she could
could win.
G.
remained dedicated
G. ER worked
worked with
with agitators and
and remained
dedicated
to the pursuit of justice and peace
peace in victory and
defeat.
defeat.
H.
H. ER placed herself
herself in the
the position of president,
making decisions that determined White
White House
policy.
J. ER saw
herself as
role model
J.
saw herself
as the
the country’s role
model and
and
personally responsible for
for bringing about change.
20. In
passage, the
In the
the context
c o n t e x t of
of the
the passage,
the author’s
author’s statement
statement
that
that ER
ER “enjoyed the
the game,
game, and
and weathered
weathered the
the abuse”
abuse”
(line
(line 93)
93) most
m o s t nearly means
means that
that ER:
ER:
F.
her individualist
F. enjoyed her
individualist adventure
adventure in
in politics
even
even if
if criticized.
G.
rather than
G. preferred to be aa team
t e a m player rather
than take
take the
the
lead.
lead.
H. embraced the political life
l i f e and accepted criticism
as
part of
her work.
aspart
of her
work.
J. understood
political games
polJ.
understood political
games and
and so
so did
did not
n o t take
take pol‑
itics or criticism very
very seriously.
ACT-61C-PRACTICE
37
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PAGE.
3
3
Passage
III
PassagelH
himself hand
hand over
hand up
he meets
himself
o v e r hand
up an
an anchor
anchor chain till
t i l l he
meets
the
bursts through it;
the ocean’s
ocean’s sparkling membrane
membrane and
and bursts
he sights the
becalmed hhull
his boat,
boat, which
he
the sunlit, becalmed
u l l of
of his
which
had bulked
bulked so
below.
had
so ominously from
from below.
HUMANITIES: This passage is adapted from the essay “The
Interior Life” by Annie Dillard, which appeared in her book An
American Childhood
Childhood (©1987 by Annie Dillard).
5
55
The
blinds it
The interior
interior life
life is
is often
often stupid. Its
Its egoism blinds
it
and
and deafens
deafens it; its
its imagination spins out
o u t ignorant tales,
fascinated.
blows on
fascinated. It
It fancies
fancies that
that the
the western
western wind
wind blows
on the
the
Self,
reason,
Self, and
and leaves
leaves fall
fall at
at the
the feet
feet of
of the
the Self
Self for
for aa reason,
and
risks real
real ignorance
and people are
are watching. A mind
mind risks
for
f o r the
the sometimes
sometimes paltry prize of an
an imagination
enriched.
reason is to get
enriched. The
The trick
trick of reason
get the
the imagination to
seize
seize the
the actual
actual world—if
w o r l d ‐ i f only from
from time
time to
t o time.
time.
60
6O
When I was
bed willingly
When
was five, I would
would not
n o t go
go to bed
10
because something came
came into
10 because
into my rroom.
o o m . My
My sister
sister Amy,
two
bed. What
What did
t w o years
years old, was
was asleep in the
the other
other bed.
did
she
know? She
she know?
She was
w a s innocent
innocent of
of evil.
evil. There
There was
was no
no
Night after
after night II labored
labored up
up the
the same
same long chain
chain
65
burst into
as night after
after night the
the thing burst
into the
the
65 of reasoning, as
rroom
o o m where
where II lay awake.
awake.
messiness in
in her, no roughness for
for things to cling to,
to,
only aa charming
charming and
and charmed
charmed innocence
innocence that
that seemed
seemed
15
protect her,
her, an
but couldn’t
15 then
then to
to protect
an innocence
innocence II needed
needed but
couldn’t
muster.
m u s t e r. Since Amy was
was asleep, furthermore, and since
when
when II needed
needed someone
someone most
m o s t II was
was afraid
afraid to
to stir
stir
enough to
her, she
to wake
wake her,
she was
was useless.
useless.
There
There was
was aa world
world outside
outside my
my window
window and
and concon‑
tiguous to it.
have to keep learning
i t . Why did I have
learning this same
same
thing over
For II had
had learned
it aa summer
o v e r and
and over?
over? For
learned it
summer ago,
ago,
70
men
broke up Edgerton
7O when
when m
e n with
w i t h jackhammers broke
Edgerton
Avenue. I had
had watched them from
When I lay
from the yard. When
to
restless afternoon
to nap,
nap, II listened.
listened. One
One restless
afternoon II connected
connected
the
bedroom with
the new
n e w noise
noise in my bedroom
with the
the jackhammer men
men
II had
had been
been seeing outside.
outside. II understood
understood abruptly that
75 these
these worlds
worlds met,
met, the
the outside
outside and
and the
the inside.
inside. “Outside,”
then, was
was conceivably just beyond my windows.
windows.
II lay alone
alone and
and was
was almost
almost asleep when
when the
the thing
20 entered
by flattening itself
entered the
the rroom
o o m by
itself against the
the open
open
door
transparent, luminous
door and
and sliding in.
i n . It
It was
was a
a transparent,
oblong. I could
could see
see the
the door
door whiten
whiten at
at its
its touch; I could
could
see
blue wall
it raced
raced over
see the
the blue
wall turn
t u r n pale where
where it
o v e r it, and
and
see
headboard of
bed glow. It
see the
the maple headboard
of Amy’s bed
It was
was aa
25 swift
had
swift spirit; it
it was
was an
an awareness.
awareness. It
It made
made noise.
noise. It
It had
two
parts, aa head
head and
t w o joined parts,
and aa tail.
tail. It found
found the
the door,
80
80
wall, and
and headboard; and
and it swiped them, charging them
them
with
paswith its
its luminous
luminous glance. After
After its
its fleet, searching pas‑
sage,
but weren’t.
sage, things looked
looked the
the same,
same, but
weren’t.
30
30
I recognized
recognized the
the noise
noise it made
made when
when it left.
left. That
That is,
the
the noise
noise it made
made called
called to mind, at last, my daytime
sensations
passed—the sight and
sensations when
when aa car
c a r passed‐the
and noise
noise
together. A car
roaring down
hushed Edgerton
c a r came
came roaring
down hushed
Edgerton
Avenue
Avenue in front
front of our
o u r house, stopped, and
and passed on
shrieking as
preas its
its engine shifted
shifted up the
the gears.
gears. What, pre‑
cisely, came
bedroom? A
reflection from
came into
into the
the bedroom?
A reflection
f r o m the
the
car’s
car’s oblong windshield.
windshield. Why did
did it
it travel
travel in
in two
t w o parts?
The
The window
window sash
sash split the
the light and
and cast
cast a
a shadow.
shadow.
II dared
blink
breathe. If
dared not
not b
l i n k or
or breathe.
If it
it found
found another
another
awareness,
awareness, it
it would
would destroy it.
it.
85
85
Every night
before it
hit
night before
it got
got to
to me
me it
it gave
gave up.
up. It
It h
it
my
past. It
my wall’s
wall’s corner
corner and
and couldn’t
couldn’t get
get past.
It shrank
shrank comcom‑
heard the
rising rroar
pletely into
into itself
itself and
and vanished.
vanished. II heard
the rising
o a r it
it
35
breathe. II
made when
when it
it died
died or
or left.
l e f t . II still
s t i l l couldn’t
couldn’t breathe.
35 made
knew that it
knew
i t could rreturn
e t u r n again alive that same
same night.
Sometimes
back, sometimes
Sometimes it
it came
came back,
sometimes it
it didn’t.
didn’t.
Most
back. The light stripe
M o s t often, restless, it
it came
c a m e back.
slipped in the
the door, rran
a n searching over
o v e r Amy’s wall,
40 stopped, stretched
raced
stretched lunatic
lunatic at
at the
the first
fi r s t corner,
corner, raced
wailing toward my
my wall, and vanished
vanished into the second
second
corner
bed.
corner with aa cry.
cry. So
So II wouldn’t
wouldn’t go
go to
to bed.
The
have me
The world
world did
did not
n o t have
me in
in mind.
mind. It
It was
was a
a coincoin‑
cidental
cidental collection
collection of
of things and
and people, of
of items, and
and II
myself
myself was
was one
one such
such item—a
i t e m ‐ a child
child walking up the
the sideside‑
walk, whom
whom anyone
anyone could
could see
see or ignore. The
The things in
the
the world
world did
did not
n o t necessarily cause
cause my overwhelming
feelings; the
beneath my skin,
the feelings were
were inside
inside me,
me, beneath
behind my
ribs, within
within my
behind
my ribs,
my skull.
skull. They were
were even,
even, to
to
some
some extent,
extent, under
under my
my control.
control.
II could
be connected
the oouter
by reason,
reason,
could be
connected to
to the
u t e r world
world by
if
i f II chose, or
or II could
could yield to
to what
what amounted
amounted to
to aa narranarra‑
tive
room’s
tive fiction, to aa show
show in light projected on the
the room’s
blue walls.
blue
walls.
21. Which
Which of
best describes the
of the following statements
statements best
structure
structure of
of this
this passage?
A. It
A.
It begins and ends
ends with aa series of assertions that
surround
by the
surround aa story
story used
used by
the narrator
n a r r a t o r to
to support
support
and
and elaborate
elaborate on
on those
those assertions.
assertions.
B.
B. It
It contains a highly detailed anecdote
anecdote that the narnar‑
how the
rrator
a t o r uses
uses to
to show
show how
the claims
claims she
she makes
makes in
in the
the
first
paragraph are
first paragraph
are wrong.
wrong.
C.
perspecC. It compares
compares and
and contrasts
contrasts the
the narrator’s perspec‑
tive
her life
tive on an
an incident
incident in her
l i f e with the
the perspectives
of
her parents.
parents.
of several
several other
other people, such
such as
as her
D.
recent event
D. It
It consists
consists mainly of
of aa story
story about
about aa recent
event in
in
the
her an
the narrator’s
narrator’s life
l i f e that
that she
she feels
feels taught her
an interinter‑
esting but
but ultimately insignificant lesson.
lesson.
It
reflected
It was
was a
a passing car
c a r whose
whose windshield
windshield reflected
the
the corner
corner streetlight outside.
outside. I figured it out
o u t one
one night.
Figuring
Figuring it
it out
o u t was
was as
as memorable
memorable as
as the
the oblong
oblong
itself.
itself. Figuring
Figuring it out
o u t was
was aa long
long and
and forced
forced ascent
ascent to
the
being, to
both
the very
very rrim
i m of
of being,
to the
the membrane
membrane of
of skin
skin that
that both
separates
separates and
and connects
c o n n e c t s the
the inner life
l i f e and
and the
the outer
outer
world.
world. I climbed
climbed deliberately from
f r o m the
the depths like
l i k e aa
50
releases the
his arms
hauls
diver who
who releases
the monster
m o n s t e r in
in his
arms and
and hauls
50 diver
45
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38
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3
3
22. In terms
best
t e r m s of mood, which
which of the following best
describes
describes lines
lines 9–44?
9‐44?
F. A steadily increasing feeling of tension
G. A consistently high level
level of tension
tension
H. A growing feeling of tension
broken
tension that
that is finally broken
J. A feeling of tension
tension frequently undermined
undermined by the
the
narrator’s
humor
narrator’s use
use of
of irony and
and humor
26. It can
that for
can most
m o s t reasonably be inferred
inferred that
for the narrator,
narrator,
the
bursting through “the
the image of the
the diver
diver bursting
“the ocean’s
ocean’s
sparkling membrane”
her:
membrane” (line
(line 52)
52) symbolizes her:
F.
her bedroom.
bedroom.
F. fear
fear of
of monsters
monsters and
and of
of the
the object in
in her
G.
her inner
G. crossing of the
the boundary separating her
inner and
and
outer
o u t e r lives.
lives.
H.
between her
her
H. struggle to maintain
maintain the
the separation between
inner
inner and
and outer
o u t e r worlds.
worlds.
J. bitterness
bitterness at
behind
J.
at entering reality and
and leaving
leaving behind
her comforting memories.
her
memories.
23. The
paragraph (lines
The narrator
narrator develops the
the third
third paragraph
(lines 19–29)
19‐29)
mainly through:
A. detached
A.
detached philosophical musings on the
the nature
n a t u r e of
the object she
she sees.
sees.
B.
B. aa detailed
detailed description of what
what she
she did
d i d to try
t r y to
her rroom.
keep the
the object out
o u t of her
oom.
C.
C. sensory
sensory details
details vividly depicting the
the object and
and its
movements.
movements.
D. imaginative speculation on what
what might be
be causing
D.
the
the object to
to appear.
appear.
27. As it
it is used
used in line
line 87, the
the phrase “a show
show in light”
most
refers to:
m o s t nearly refers
to:
A. aa fictional
has read.
read.
A.
fictional story
story the
the narrator
n a r r a t o r has
B.
B. a
a movie
movie the
the narrator
n a r r a t o r saw
saw at
a t aa theater.
theater.
C.
reason in linking aa person
person to
to the
C. the
the work of reason
the outer
outer
world.
world.
D. aa fantasy created
D.
created by the
the mind.
mind.
28. The
The narrator
n a r r a t o r uses
uses the
the images in lines
lines 3–5
3‐5 primarily to
depict the
the interior
interior life’s
life’s tendency to
to engage
engage in:
F.
F. deceptive self-absorption.
G.
G. vital
vital self-examination.
self-examination.
H.
H. useful
useful analysis of nature.
nature.
J. fierce
J.
fierce debates
debates with itself.
itself.
24. The
reason she
The narrator
n a r r a t o r indicates
indicates that
that one
one reason
she did
did not
n o t wake
wake
her sister
her
sister Amy when
when “something” came
came into
into their
their rroom
oom
was
because:
was because:
F.
had previously asked
F. Amy had
asked the
the narrator
n a r r a t o r to stop
stop
waking her
her up during the
the night.
G.
knew she
her own
G . the
the narrator
n a r r a t o r knew
she could
could muster
m u s t e r her
own
charmed
charmed innocence.
innocence.
H.
had already figured out
H. Amy had
o u t what
what the
the thing was
was
before going
before
going to
to sleep.
her
JJ.. the
the narrator
n a r r a t o r was
was afraid
afraid of
o f alerting the
the thing to
t o her
own
presence.
o w n presence.
29. Which
Which of the following statements
best paraphrases
statements best
lines
lines 5–8?
5‐8?
A. The
A.
The imagination lacks
lacks value and
and should
should be ignored
in
paying attention
in favor
favor of
of paying
attention to
to the
the actual
actual world.
world.
B.
but at
the
B. Reason
Reason can
c a n enhance
enhance the
the imagination but
at the
expense
expense of experience in the
the actual world.
world.
C.
become isolated, the
C. Rather
Rather than
than become
the imagination
should
should connect
connect to
to the
the actual
actual world
world at
at least
least occaocca‑
sionally.
D. Reason, not
best way
D.
n o t the
the imagination, is the
the best
way to
appreciate and
and enrich
enrich the
the actual
actual world.
world.
25. It
passage that
It can
can reasonably be inferred
inferred from
from the
the passage
that the
the
narrator
her initial
n a r r a t o r regards her
initial discovery of the
the truth
truth about
about
the
her bedroom
bedroom as:
the object entering her
as:
A. deflating, because
because the
be so
A.
the object turned
turned out
o u t to be
so
ordinary.
B.
because she
have
B disappointing, because
she felt
felt she
she should
should have
solved
solved the
the mystery
mystery many
many years
years ago.
ago.
C.
because she could at
C. satisfying, because
at last ignore the
object and
and go to sleep.
D. significant, because
because solving the
D
the mystery
mystery lled
e d to
important insights.
30.
her statements
By her
statements in
in lines
lines 77–80,
77‐80, the
the narrator
n a r r a t o r is
is most
most
30. By
nearly asserting that:
that:
F.
her world, adults
F. in
in her
adults are
are generally considered
considered more
more
important than
than children.
children.
G.
G. she, like
like everyone
everyone and
and everything else, was
was aa small
small
part of aa larger world.
part
world.
H.
H. it still
s t i l l mattered greatly whether people saw
s a w or
ignored
her.
ignored her.
J. she
her
J.
she was
w a s less
less valuable
valuable than
than other
other people in
in her
world.
ACT-61C-PRACTICE
39
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
3
3
Passage
Passage IV
IV
Try as
plausias they did, the scientists couldn’t
couldn’t find
find any
any plausi‑
ble explanation of the
pattern of dark
ble
the pattern
dark spots
spots that
that
55 appeared on their
their images. The
The notion
notion that
that the
the equipequip‑
ment
picking up small amounts
m e n t was
was picking
amounts of water
w a t e r entering
Earth’s
Earth’s upper
upper atmosphere kept presenting itself
itself as
as the
the
most
m o s t likely answer.
answer.
NATURAL
NATURAL SCIENCE: This passage is adapted from “Publish
and Punish: Science’s Snowball Effect” by Jon Van (©1997 by
The Chicago Tribune Company).
5
It’s
I t ’s aa scientific
scientific finding so
so fundamental
fundamental that
that it
it cercer‑
tainly will
books and
w i l l make
make the
the history books
and maybe snag
snag aa
Nobel
pans out,
but the
Nobel Prize if
if it
it pans
out, but
the notion
notion that
that cosmic
cosmic
snowballs
pelting Earth
snowballs are
are constantly pelting
Earth is something
something
Louis
just as
have ducked.
Louis Frank
Frankjust
as soon
soon would
would have
ducked.
Based
Based on
on their
their images, the
the Iowa
I o w a scientists
scientists estiesti‑
60
hour—each
mated 20
2 0 comets
c o m e t s an
an h
o u r ‐ e a c h about
about 30
3 0 feet
feet or
o r so
so
6O mated
across
bombardacross and
and carrying 100
100 tons
tons of
o f water—were
w a t e r ‐ w e r e bombard‑
ing the
rate, they would
the Earth.
Earth. At
At that
that rate,
would produce water
water
vapor
vapor that
that would
would add
add about
about an
an inch
inch of
of water
w a t e r to
to the
the
Frank
whose
Frank is the
the University of Iowa
Iowa physicist whose
research led
him
research
led h
i m to
to declare
declare more
m o r e than
than aa decade
decade ago
ago that
that
Earth
bombarded by
by hundreds
hundreds of
house-sized
Earth is
is being bombarded
of house-sized
comets
rain water
comets day after
after day that
that rain
w a t e r on
on our
o u r planet and
and
10
have oceans.
report
10 are
are the
the rreason
e a s o n we
we have
oceans. That
That weather
weather report
caused
caused the
the widely respected scientist
scientist to acquire aa cercer‑
tain
his colleagues as
bit
unstable,
tain reputation among
among his
as aa b
i t unstable,
an
hard work
work may
an otherwise estimable fellow
fellow whose hard
may
have pushed h
him
have
i m over
o v e r the
the edge.
planet every
every 10,000
10,000 years,
years, Frank
Frank concluded.
concluded. That
That may
may
65
but when
n o t seem
seem like
like much, but
when talking about
about aa planet
65 not
billions of
billions
of years
years old, it
it adds
adds up.
up.
Such
between Earth
Such intimate
intimate interaction
interaction between
Earth and
and space
space
suggests
human
suggests aa fundamentally different
different picture of human
evolution—which
e v o l u t i o n ‐ w h i c h depends on
o n water—than
w a t e r ‐ t h a n is
i s comcom‑
70
presented by
by scientists.
had great
7O monly presented
scientists. Frank
Frank had
great diffid i f fi ‑
culty getting his
his ideas into aa physics journal 11
11 years
years
ago
hooted from
he pre‑
preago and
and was
was almost
almost hooted
from the
the rroom
o o m when
when he
sented
his theory at
sented his
at scientific
scientific meetings. Despite the
the
derision, colleagues continued to respect
respect Frank’s mainmain‑
75 stream
stream work
work on electrically charged particles in space
space
and
he designed that
and the
the imaging cameras
cameras he
that were
were taken
taken
aboard rrecent
e c e n t NASA
N A S A spacecraft to explore Earth’s
Earth’s polar
regions.
Frank and his
his associate, John Sigwarth, probably
went
w e n t aa way
way toward
toward salvaging their
their reputations when
when
they presented new
n e w evidence
evidence that
that leaves
leaves little
l i t t l e doubt
doubt
Earth is indeed being bombarded
bombarded by
by something in aa
manner
m a n n e r consistent
consistent with
w i t h Frank’s
Frank’s small-comet
small-comet theory.
theory.
20 Rather
Rather than
than gloating or anticipating glory, Frank
Frank
seemed
relieved that part
part of
seemed relieved
of aa long
long ordeal
ordeal was
was ending.
“I
knew we’d
be in
put forth
“I knew
we’d be
in for
for it
it when
when we
we first
first put
forth the
the
small-comet
small-comet theory,” Frank
Frank conceded, “but
“but II was
was naive
naive
about
just how
how bad
bad it
be. We
We were
by
about just
it would
would be.
were outvoted
outvoted by
25 about
about 10,000
10,000 to 11 by our
o u r colleagues. I thought it would
would
have been
been more
have
m o r e like
like 1,000
1,000 to 1.”
1.”
15
15
Unbeknown
Unbeknown to most,
m o s t , in addition
addition to gathering
80
information on
on the
the northern
northern lights, Frank
Frank and
and Sigwarth
80 information
To
bit
To the
the non-scientist
non-scientist this
this may
may seem
seem aa b
i t strange.
strange.
After
After all, the
the point of
of science
science is
is to
to discover
discover information
information
and
how nature
and insights about
about how
nature works. Shouldn’t every
every
30
be eager
scientist be
eager to
to overturn
o v e r t u r n existing ideas
ideas and
and replace
30 scientist
them
his or her
her own?
them with
with his
own? In theory, that
that is the
the case,
case,
but in
but
in practice, scientists
scientists are
are almost
almost as
as loath
loath to
to embrace
embrace
radically new
n e w ideas
ideas as
as the
the rrest
e s t of us.
us.
85
designed the
better
the equipment to be able
able to snatch
snatch better
views
happen
views of any
any small
small comets
comets the
the spacecraft might happen
upon.
upon. It
It was
was those
those images from
from the
the latest
latest flights that
that
caused
harsh critics
caused even
even harsh
critics of
of the
the small-comet
small-comet theory to
to
concede
concede that
that some
some water-bearing objects appear
appear to be
entering Earth’s
Earth’s atmosphere with
with regularity.
To be
be sure,
has not
been proved that
sure, it has
n o t been
that they are
are
comets,
have anything to do with
comets, let
let alone
alone that
that they have
with the
the
oceans.
oceans. But
B u t Frank’s
Frank’s evidence
evidence opens
opens the
the matter
m a t t e r up
up to
to
90 study. Had
he been
been aa researcher
his
Had he
researcher of
of lesser
lesser standing, his
theory probably would
have died
would have
died long ago.
ago.
“Being aa scientist
puts you
scientist puts
you into
into aa constant
constant schizoschizo‑
35
contends Richard
Richard Zare, chairman
chairman of
35 phrenic existence,” contends
the National
have to believe
believe and
National Science Board. “You
“ Yo u have
yet
beliefs at the
you are
yet question beliefs
the same
same time.
time. If
If you
are aa ccomom‑
believe nothing, you
plete cynic and
and believe
you do nothing and
and get
get
nowhere, but
but if
believe too
yourif you
you believe
t o o much, you
you fool
f o o l your‑
40 self.”
self.”
It
It was
was in the early 1980s
1980s when the small-comet
theory started
haunt Frank
started to haunt
Frank and
and Sigwarth, who
who was
was
Frank’s
Frank’s graduate student
student studying charged particles
called plasmas, which erupt
cause the
erupt from
from the sun
sun and cause
45 aurora
borealis (northern
a u r o r a borealis
(northern lights).
lights). As
As they analyzed
photos of
of the
the electrical
electrical phenomena that
that accompany
accompany
sunspots,
sunspots, they noted
noted dark
dark specks appearing in
in several
images from
f r o m NASA’s
N A S A’ s Dynamics Explorer
Explorer 11 satellite.
satellite.
They assumed
by static
assumed these
these were
were caused
caused by
static in
in the
the transtrans‑
50 mission.
mission.
31. Which
Which of the following conclusions about new
n e w theories
theories
in science
science can
can reasonably be drawn
drawn from
from the
the passage?
A. Important new
A.
n e w theories
theories will
w i l l eventually be accepted,
no
how controversial
prono matter
m a t t e r how
controversial they are
are or
or who
who pro‑
poses them.
poses
them.
B.
but unusual new
have aa better
better
B. Important but
n e w theories
theories have
chance
by
chance at
at acceptance
acceptance when
when they are
are proposed by
well-respected scientists.
scientists.
C.
C. Research
Research on
on new,
new, nontraditional
nontraditional theories
theories is
is widely
respected within
respected
within the
the scientific
scientific community.
D.
D. Scientists
Scientists welcome
welcome the
the opportunity to overturn
overturn
existing ideas
ideas in
in favor
favor of
of useful
useful new
n e w theories.
theories.
After
After aa while
while their
their curiosity about
about the
the dark
dark spots
spots
grew
bordered on obsession.
grew into
into aa preoccupation, then
then bordered
obsession.
ACT-61C-PRACTICE
40
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
3
3
32. W
Which
best describes
how
h i c h of the following best
describes h
o w Frank’s
colleagues perceived h
him
i m after
after he first
first presented the
the
small-comet
small-comet theory?
F.
F. Their
Their doubts
doubts about
about the
the theory led
led them
them to
to also
also
question his
his work
work on particles in space.
space.
G.
his theory had
had ruined
ruined his
G. They felt
felt his
his reputation as
as aa
widely respected scientist.
scientist.
H.
H. He acquired aa reputation among
among them
them as
as someone
someone
who
had worked
hard to develop his
his theory.
who had
worked hard
J. They still
his traditional
research but
but felt
J.
still respected his
traditional research
felt
he was
was overly committed
committed to an
an improbable theory.
37. It can
passage that
c a n reasonably be inferred
inferred from
f r o m the passage
within the
the year
passage
the scientific
scientific community the
year the
the passage
was
was published, the
the small-comet
small-comet theory was:
was:
A. tremendously unpopular and
A.
and condemned
condemned for
f o r its
its
incompleteness.
B.
B. widely accepted and
and seen
seen as
as conclusive.
conclusive.
C.
regarded as
but deemed
C. regarded
as tentative
tentative but
deemed worthy of
of concon‑
sideration.
sideration.
D.
by most
but was
D. seen
seen as
as correct
c o r r e c t by
m o s t scientists
scientists but
was highly
criticized
by some.
criticized by
some.
33.
passage indicates
The passage
indicates that
that at
at the
the time
time Frank
Frank and
and
33. The
Sigwarth
Sigwarth presented new
n e w evidence
evidence supporting the
the smallsmall‑
comet
c o m e t theory, Frank
Frank most
m o s t nearly felt:
felt:
A. relieved
relieved but
but bitter
bitter about
how he
he had
had been
been treated.
A.
about how
treated.
B.
ridicule of his
his work
B. grateful that
that ridicule
work would
would end.
end.
C.
had been
been proved right.
C. proud that he had
D. satisfied
satisfied and filled
filled with anticipation of glory.
38. The
The author
author italicizes
italicizes the
the word
word something in
in line
line 18
18
most
m o s t likely to emphasize the:
the:
F.
F. great
great skepticism with which
which critics
critics regard Frank
Frank
and
and Sigwarth’s new
n e w evidence.
evidence.
G.
bomG. remaining uncertainty about what exactly is bom‑
barding Earth.
barding
Earth.
H.
H. lack
lack of
of doubt
doubt among
among scientists
scientists about
about the
the smallsmall‑
comet
practical value.
c o m e t theory’s practical
value.
JJ. concern
concern among
among scientists
scientists about
about the
the usefulness
usefulness of
of
Frank
eviFrank and
and Sigwarth’s
Sigwarth’s methods
methods of
of collecting
collecting evi‑
dence.
34.
priThe author
author uses
uses the
the fourth
fourth paragraph (lines
(lines 27–33)
27‐33) pri‑
34. The
marily to:
to:
F. continue
his earlier
continue his
earlier criticisms
criticisms of
of scientists.
scientists.
G. reveal
reveal the role
role science serves
serves in society.
H. present
present then
then undermine
undermine common
c o m m o n perceptions of
scientists.
scientists.
J. explain the difference
between theoretical
difference between
theoretical and
research.
practical scientific
scientific research.
39.
When Richard
Zare says
Richard Zare
says that
that scientists
scientists lead
lead aa “con“con‑
39. When
stant
stant schizophrenic existence” (lines
(lines 34–35),
34‐35), he most
most
nearly means
means that
that they:
A. often
often suffer
suffer psychologically from
from the
the demands
demands of
their
their work.
work.
B.
B. tend
tend to be either
either complete cynics or people who
who
believe too
believe
t o o much.
C.
C. are
are often
often guilty of either
either doing nothing or of foolfool‑
ing themselves.
themselves.
D.
have to maintain aa balance
balance between
between accepting and
D. have
and
challenging ideas.
ideas.
35. According to the
passage, the
research that led
the passage,
the research
led to the
the
development of the
the small-comet
small-comet theory began with aa
project originally intended
intended to study:
A. the
A.
the electrical
electrical activity accompanying sunspots.
sunspots.
B.
B. water
w a t e r entering Earth’s
Earth’s upper
upper atmosphere.
C.
C. static
static in
in satellite
satellite transmissions.
transmissions.
D.
D. specks in
in satellite
satellite images.
36. The
The main
main function
function of
of lines
lines 64–66
64‐66 in
in tterms
e r m s of
of the
the
eighth paragraph (lines
(lines 59–66)
59‐66) as
as aa whole
whole is to:
to:
F.
F. give aa sense
sense of proportion to the
the numbers
numbers provided
earlier
earlier in the
the paragraph.
G.
G. point out
o u t the
the limitations
limitations of
of the
the evidence
evidence provided
by the
by
the Iowa
Iowa scientists.
scientists.
H.
H. supplement the
the paragraph’s description of the
comets
comets with additional details about their size and
capacity.
J. provide readers
readers with
how old
J.
with aa sense
sense of how
old the
the planet
really is.
40. It can
can reasonably be inferred
inferred that
that Frank
Frank and
and Sigwarth
conducted
conducted the
the study of
of the
the dark
dark specks they found
found with
with
a:
F. detached, scientific
scientific mindset.
mindset.
G. casual interest that developed into aa mild
m i l d curiosity.
H. steadily increasing level
level of
of involvement.
involvement.
J. great
great intensity
intensity that
that began when
when they discovered
discovered
the specks.
END
END OF
OF TEST
TEST 3
3
STOP!
STOP! DO
DO NOT
NOT TURN
TURN THE
THE PAGE
PAGE UNTIL
UNTIL TOLD
TOLD TO
TO DO
DO SO.
SO.
DO NOT RETURN
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ACT-61C-PRACTICE
41
4 0 0 0 0 0 0 0 0 0 4
SCIENCE
SCIENCE TEST
TEST
35
35 Minutes—40
Minutes‐40 Questions
DIRECTIONS: There are seven passages in this test.
Each passage
passage is followed by several questions. After
reading a
a passage,
passage, choose the best answer
answer to
to each
question and fill in the corresponding oval on your
answer document. You may refer to the passages as
often as necessary.
You are
are NOT permitted to use
use a calculator on this test.
Passage
P a s s a g eIl
Student
Student 1I
Replication
between Gene F and
Replication always begins between
and
Gene
replicated
Gene X. Gene
Gene X is replicated first
first and
and Gene
Gene F is replicated
last.
Many bacteria
bacteria contain
contain plasmids (small,
(small, circular
circular DNA
DNA
molecules).
be transferred
bacterium
molecules). Plasmids
Plasmids can
can be
transferred from
from 11 bacterium
to another. For this to occur,
occur, the plasmid replicates (pro(pro‑
duces
relative position of
duces aa linear
linear copy
copy of
of itself).
itself). The
The relative
of the
the
genes
genes is the
the same
same on the
the original plasmid and
and on the
the linear
linear
copy,
the 22 ends
of the linear copy
c o p y, except
except that the
ends of
copy do
do not
not
immediately connect.
connect.
Student
Student 2
2
Replication
between Gene F and
Replication always begins between
and
Gene
Gene X. However, the
the direction
direction of replication varies.
varies. If
If
Gene F is replicated first, Gene X
X is replicated last. ConCon‑
versely, if
X is replicated first, Gene F is replicated
replicated
if Gene X
last.
last.
While
W
h i l e replication is occurring, 11 end
end of the
the linear
linear
copy
bacterium and
copy leaves
leaves the
the donor
donor bacterium
and enters
enters the
the recipient
bacterium. Thus, the
replibacterium.
the order
order in
in which
which the
the genes
genes are
are repli‑
cated is
is the same
same as
as the order in
in which they are
are transferred.
transferred.
Unless this
process is interrupted, the
this process
the entire
entire plasmid is
transferred, and
bacand its
its 2 ends
ends connect
c o n n e c t in the
the recipient bac‑
terium.
Student
Student 3
3
Replication
between any
Replication can
c a n begin between
any 2 genes.
genes. ReplicaReplica‑
tion
plasmid in
tion then
then proceeds around
around the
the plasmid
in aa clockwise
clockwise direcdirec‑
tion
respect to the
tion (with
( w i t h respect
the figure). Thus, if
if Gene
Gene S
S is
replicated first, Gene A is replicated
replicated second, and
replicated
and Gene R is
replicated last.
replicated
last.
Student
Student 4
4
Replication
begin between
between any
Replication can
can begin
any 2 genes.
genes. Likewise,
replication can
replication
can proceed in either
either direction.
direction. So
So the
the order
order of
replication varies.
replication
varies.
Four
X,
Four students
students studied
studied the
the way
way in
in which
which 6
6 genes
genes (F,
( F, X,
R, S,
S, A, and
and G) on aa specific plasmid were
were donated
donated by aa
type
bacterium (see
type of
of bacterium
(see the
the figure). The
The students
students determined
determined
that
min and
that the
the entire
entire plasmid is
is transferred
transferred in
in 90
90 min
and that
that the
the
rrate
a t e of
of transfer
transfer is
is constant.
constant. They also
also determined
determined that
that the
the
genes
genes are
are evenly spaced around
around the
the plasmid, so
so 11 gene
gene is
transferred
transferred every
every 15
15 min. They disagreed, however, about
about
the order in which the genes
replicated and thus transgenes are
are replicated
trans‑
ferred.
ferred. Four
Four models
models are
are presented.
ne
Ge
A
Gen
e
1.
1. Based on
on the information
information presented, if
if the transfer
transfer of
of
the
min
the linear
linear copy
copy was
was interrupted 50 m
i n after
after transfer
transfer
been
began, how
h o w many
many complete genes
genes would
would have
have been
transferred
bacterium?
transferred to
to the recipient bacterium?
A. 2
B. 3
C.
4
C. 4
D.
D. 5
G
G e ne S
Gene F
2.
if all
2. Based
Based on the
the model
model presented by Student
Student 3, if
all
6 genes
gene replicated is
genes are
are replicated and
and the
the first
first gene
Gene G, the
be:
the third
third gene
gene replicated would
would be:
F.
F. Gene
Gene F.
F.
G.
G. Gene
Gene A.
A.
H.
H. Gene
Gene S.
S.
J. Gene
X.
J.
Gene X.
ne
Ge
X
Gen
e
R
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3.
Which students
believe that any
3. Which
students believe
any of
of the 6
6 genes
genes on
on the
be the
plasmid can
can be
the first
first gene
gene transferred
transferred to
to aa recipient
bacterium?
bacterium?
A. Students
A.
Students 2
2 and
and 33
B.
4
B. Students
Students 2
2 and
and 4
C.
4
C. Students
Students 33 and
and 4
D.
4
D. Students
Students 2,
2, 3,
3, and
and 4
6. Suppose that all
all 6
6 genes
genes are
are transferred
transferred from
from aa donor
donor
bacterium to
bacterium. Under this
bacterium
to aa recipient bacterium.
this condicondi‑
tion, which
that Gene
which student(s)
student(s) would
would argue
argue that
Gene A
A could
could
be the
be
the last gene
gene transferred?
transferred?
F.
F. Student
Student 2
2 only
G.
4 only
G. Student
Student 4
H.
4 only
H. Students
Students 2
2 and
and 4
J. Students
4 only
J.
Students 3
3 and
and 4
only
4.. Suppose that
that the
the model
model presented by Student 11 is corcor‑
that the
between 22 bacteria
bacteria
rrect
e c t and
and that
the transfer
transfer of
of genes
genes between
was
was interrupted
interrupted after
after 45 min. Based
Based on the
the information
information
genes would
provided, which of the
the following genes
would NOT
NOT
have
been transferred
bacterium to
have been
transferred from
from the
the donor
donor bacterium
to the
the
bacterium?
recipient bacterium?
F.
F. GGene
e n eG
G
G.
X
G. Gene
Gene X
H.
H. Gene
Gene R
R
Gene S
J. GeneS
7. Suppose that the transfer
between 22 bacteria
transfer of
of genes
genes between
was
w a s interrupted, that
that the
the last
last gene
gene transferred
transferred was
was
Gene
Gene A, and
and that
that no incomplete copies of aa gene
gene were
were
transferred.
transferred. Based on
on this
this information, Student 11
would
would say
say that transfer
transfer was
was most
m o s t likely interrupted
interrupted
how
began?
how many
many minutes
minutes after
after the
the transfer
transfer began?
A. 15
15
B.
B. 30
C.
C . 445
5
D.
D . 6600
5.. Suppose that
that the
that Student 2’s
2’s model
model is correct
c o r r e c t and
and that
the
transfer
between 2 bacteria
bacteria was
transfer of genes
genes between
was interrupted
after
after 30 min. Under these conditions, which of the folfol‑
lowing
be transferred
lowing genes
genes would
would definitely NOT
N O T be
transferred
from
bacterium to
bacterium?
from the
the donor
donor bacterium
to the
the recipient bacterium?
A. Gene
A.
Gene A
A
B.
B. Gene
Gene R
R
C.
C. Gene
Gene G
G
D.
X
D. Gene
Gene X
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whole-disk
whole-disk data
data and
and
computer
computer model
model
Passage
Passage IIll
1.0
1.0
Color
Color images of the
the surface
surface of Io,
l o , one
one of Jupiter’s
moons,
resemble Earth’s
moons, show
show plumes of
of gas
gas that
that resemble
Earth’s geysers
geysers
and
and active
active volcanoes
volcanoes that
that emit
emit flows
flows of
of molten
molten material.
material.
The
The materials
materials ejected from
f r o m Io’s
10’s volcanoes
volcanoes and
and plumes
rapidly solidify at
at Io’s
Io’s cold
cold surface
surface temperatures.
temperatures. Scientists
believe that
be one
believe
that these
these materials
materials may
may be
one of
of several
several
allotropes (forms)
(forms) of sulfur
sulfur (S),
(S), or aa sulfur
sulfur compound. The
The
following studies
performed to determine
studies were
were performed
determine the
the compocompo‑
sition
sition of
of these
these materials.
materials.
_
Key
Key
0 8_
‐
0.8
--‐
Io Observation
Observation 11
Io
................10
Observation 2
2
Io Observation
computer model
computer
model
reflectance
0
g 0.6 ‑
S
U
_
é’
o 0.4 ‑
H
0.2 ‑
I
I
I
I
0
0.35 0.40 0.45 0.50 0.55 0.60
wavelength (µm)
(um)
Figure 2
Study
Study 11
In aa laboratory, scientists
scientists measured
measured the
the reflectances
reflectances
(the
reflected by
by
(the fraction
fraction of
of light striking aa surface
surface that
that is
is reflected
that surface)
surface) of 4 allotropes of S
S (red,
(red, white, orange,
orange, and
brown) and
brown)
and of aa sulfur
sulfur compound (sulfur
(sulfur dioxide
dioxide [SO
[S02]).
2]).
Reflectances
Reflectances were
w e r e measured
measured at
at visible-light wavelengths
between 0.35 µm
between
gm (micrometers)
(micrometers) and 0.60 µm.
gm. Figure 11
shows
shows the
the data
data for
for the
the various
various S
S allotropes and
and for
for SO
S02.
2.
Study 2
2
At
reflectances were
At 2
2 different
different times, reflectances
w e r e measured
measured of
of
the
the crater
c r a t e r floors
floors of
of 2
2 volcanoes
volcanoes on
on Io:
I o : Pele
Pele and
and Surt.
Figure 33 shows
reflectance data.
shows the
the reflectance
data.
10
1.0
white S
SO2
S
0.6
ge
0.2
Time 1
------ -- Time
Time 2
2
0.6 ‑
0.4
0.4 ‑
0.2
0.2‑
an
0.4
or
reflectance
0.8
Key
Key
0.8 ‑
laboratory data
data
reflectance
1.0
Pele
Pele crater
crater floor
floor data
data
S
red
0
|
|
I
|
0.35 0.40 0.45 0.50 0.55 0.60
wavelength (µm)
(um)
nS
brow
0
|
|
I
I
0.35 0.40 0.45 0.50 0.55 0.60
wavelength (µm)
(um)
1.0
Surt
Surt crater
crater floor
floor data
data
0.8
reflectance
Figure
Figure 11
Io’s
reflectance of Io’s
10’s whole-disk reflectance
reflectance (the
(the reflectance
10’s
entire
entire visible
visible surface
surface measured
measured all
all at
at once)
once) was
was measured
measured
at
data along with
at 2
2 different
different times.
times. Figure 2
2 shows
shows these
these data
reflectance data
reflectance
data calculated
calculated using aa computer
computer model.
model. This
This
model
from Figure 11
model shows
shows what
what combination
combination of
of materials
materials from
would
would produce the
the closest
closest match
match to
to the
the measured
measured
reflectance data.
reflectance
data. According
According to
to the
the model, the
the overall
overall comcom‑
position of Io’s
10’s surface
surface is 15% SO
S02,
orange S,
S, 20%
2, 50% orange
red S,
red
S, and
and 15%
15% white
white S.
S.
0.6
0.4
0.2
0
|
|
I
|
0.35 0.40 0.45 0.50 0.55 0.60
wavelength (µm)
(um)
Figure 3
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9. According to Study 3, compared with the correspondcorrespond‑
ing average
reflectance for
average reflectance
for small
small plumes, large plumes
on
reflectance at
on Io
Io have
have an
an average
average reflectance
at aa given
given wavewave‑
length that is:
A. always higher.
A.
B.
B. always the
the same.
same.
C.
C. always
always lower.
lower.
D.
D. sometimes
sometimes higher and
and sometimes
sometimes lower.
lower.
Study 3
Reflectance
Reflectance data
data were
w e r e taken
taken from
f r o m several
several large
plumes and
and several small plumes on Io.
I o . The
The averaged data
data
are
are in Figure 4.
average reflectance
1.0
1.0
plume data
_
0.8 _
0.8
Key
Key
..........."
.r'
large plumes
large plumes
............... small
small plumes
plumes
10.
reflectance of
of white
white S
10. According
According to
to Study
Study 1,
1, the
the reflectance
S at
at aa
wavelength of 0.40 µm
pm is closest
closest to which of the
the folfol‑
lowing?
F.
F. 0.0
G.
G . 00.1
.1
H.
H. 0.2
0.2
J. 0.3
J.
0.3
0.6 ‑
0.4 ‑
0.2 ‑
0
I
I
'
'
0.35 0.40 0.45 0.50 0.55 0.60
wavelength (µm)
(um)
11.
11. According to Study 11 and
and Study 2, the
the crater
crater floor
fl o o r of
the
reflectances most
the volcano
volcano Pele
Pele has
has reflectances
m o s t similar
similar to
to
which of the following S
S allotropes?
A. White
White S
S
A.
B.
B. Orange S
C.
Red S
S
C. Red
D.
S
D BBrown
rown S
Figure 4
Figures 1, 3, and 4 adapted from
from Alfred McEwen and Laurence
Soderblom, “Two Classes of Volcanic Plumes on Io.” ©1983 by
Academic Press, Inc.
12.
reflectances for
12. If
If the
the averaged reflectances
for large plumes and
and for
for
small plumes had
been measured
had been
measured at aa wavelength of
0.61 µm
reflectances would
gm in
in Study 3,
3, those
those reflectances
would have
have
been closest
been
closest to which
which of the
the following?
Large plumes Small
Small plumes
F.
0.2
0.5
F.
G.
0.5
0.2
G.
H.
0.5
0.9
H.
J.
0.9
0.5
J.
0.9
0.5
Figure 2 adapted from
from Julianne Moses and Douglas Nash, “Phase
Transformations and the Spectral Reflectance of Solid Sulfur: Can
Metastable Sulfur Allotropes Exist on Io?”
Io?” ©1991 by Academic
Press, Inc.
Inc.
13.
reflectance of
13. According
According to
to Study 1,
1, white
white S
S has
has aa reflectance
of 0.98
at aa wavelength of 0.60 µm.
pm. This
This means
means that
that white
white S
S
reflects:
reflects:
A. 2% of the
A.
the 0.60 µm
pm wavelength light that
that strikes
strikes its
its
surface.
surface.
B.
B 98% of
of the
the 0.60 µm
pm wavelength
wavelength light
light that
that strikes
strikes
its
its surface.
surface.
C.
2% of
of all the visible light that strikes its surface.
surface.
C. 2%
D.
D 98% of
of all
all the
the visible
visible light that
that strikes
strikes its
its surface.
surface.
8. At
At the
the wavelengths used
used in Study 1,
1, as
as the
the wavelength
of
reflectances of
of the
the light increases, the
the reflectances
of the
the S
S
allotropes and
and of SO
S022 do which
which of the
the following?
following?
S
SO
S allotropes
S022
F. Increase
Increase
Increase only
Increase only
G. Increase
Increase,
Increase only
Increase, then
then decrease
decrease
H. Decrease only Decrease only
J. Decrease
Decrease only Increase, then
then decrease
decrease
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Passage
III
PassagelH
Experiment 2
7
Using
resistor and
Using the
the 11 ×X 10
107 Ω
S2resistor
and several
several different
different
capacitors, the
the students
students determined
determined the
the length
length of time from
from
when
closed u
until
the
when the
the switch
switch was
was closed
n t i l the
the voltage across
across the
capacitor reached
reached 6 V.
results are
V. Their
Their results
are shown
shown in Table
Table 2.
An
An electrical
electrical circuit
circuit contained
contained aa 12-volt
12-volt (V)
( V ) battery, aa
resistor
resists the
resistor (a
(a device
device that resists
the flow
fl o w of electricity), aa
capacitor (a
that stores
(a device
device that
stores electrical
electrical charge and
and electrielectri‑
cal
cal energy), aa voltmeter (an
(an instrument
instrument for
for measuring voltvolt‑
age), and
and aa switch, as
as shown
shown in Figure 1.
1.
Table
Table 2
2
capacitor
switch
switch
I |
I |
12V
___
voltmeter
m/xvoltmeter
12 V
battery
b
attery‐‐
V
\VJ
W
Capacitance
–6
((x× 10
F)
10‘6
F)
Time
reach 66 V
Time to
to reach
V
across
across capacitor
(sec)
(sec)
1.2
1.2
0.6
0.3
0.1
0.1
8.3
4.2
2.1
0.7
Experiment 3
The
The students
students conducted
conducted the
the same
same procedure described
described
in Experiment 2, except
except that
that they used
used aa constant
constant capacicapaci‑
–6
tance
F
resistors. Their
tance of
of 11 ×X 10
10'6
F and
and several
several different
different resistors.
Their
results are
results
are shown
shown in
in Table
Table 3.
3.
resistor
resistor
Figure
Figure 11
Some
behavior of
Some students
students studied
studied the
the behavior
of the
the circuit.
circuit.
Table 33
Experiment 1I
Experiment
The
resistor and
The students
students used
used aa 11 ×X 10
1077 ohm
ohm (Ω)
(S2) resistor
and aa
–6
capacitor with
farad
with aa capacitance of 11 ×X 10
10'6
farad (F).
(F). (Capaci(Capaci‑
tance
tance is
is aa measure
measure of
of the
the maximum
maximum amount
a m o u n t of
of electrical
electrical
charge and
and electrical
electrical energy
energy aa capacitor can
c a n store.)
store.) The
The
capacitor was
was initially uncharged. At
At time
time zero,
zero, the
the stustu‑
dents simultaneously closed the switch and started aa stopstop‑
watch.
watch. At
At time
time zero
zero and
and at 12
12 sec
sec intervals
intervals thereafter, they
recorded the
results are
recorded
the voltage across
across the
the capacitor. Their
Their results
are
shown in Table 1.
1.
Voltage
across
across capacitor
(V)
(V)
0
12
12
24
36
48
60
0.0
8.4
10.9
10.9
11.7
11.7
11.9
11.9
12.0
12.0
Time
reach 66 V
Time to
to reach
V
across
across capacitor
(sec)
(sec)
0.75
0.50
0.25
5.2
3.5
1.7
1.7
14.
14. In Experiment 1,
1, the time
time constant
constant of the circuit was
was
the
required for
the time
time required
for the
the voltage across
across the
the capacitor to
reach approximately 7.6 V.
reach
V. The
The time
time constant
constant of the
the
circuit used
used in Experiment 11 was:
was:
F.
F. less
less than
than 12
12 sec.
sec.
G.
between 12
G. between
12 sec
sec and 24 sec.
sec.
H.
between 24
H. between
24 sec
sec and
and 36
36 sec.
sec.
J. greater
J.
greater than
than 36
36 sec.
sec.
Table 1
Time
Time
(sec)
(sec)
Resistance
Resistance
7
((x× 10
107 Ω)
9)
–6
15.
F capacitor had
been
15. If,
I f , in Experiment 2, aa 1.5
1.5 ×X 10
10'6
had been
used, the
required for
the time
time required
f o r the
the voltage across
across the
the
capacitor to reach
reach 6 V would
been closest
would have
have been
closest to:
to:
A. 4.2 sec.
A.
sec.
B.
7.0 sec.
B.
sec.
C.
C. 10.5
10.5 sec.
sec.
D.
D. 15.0
15.0 sec.
sec.
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16.
purpose of Experiment 3 was
16. The main purpose
was to determine
how
how varying the:
the:
F.
resistor’s resistance
resistance
F. battery’s voltage affected
affected the
the resistor’s
at aa given time.
time.
G.
G. capacitor’s capacitance affected
affected the
the time
time required
for
reach aa set
for the
the voltage across
across the
the capacitor to reach
set
value.
value.
H.
H. capacitor’s capacitance affected
affected the
the voltage across
across
the
the battery at aa given time.
J. resistor’s
resistor’s resistance
resistance affected
required for
J.
affected the
the time
time required
for
the
reach aa set
the voltage across
across the
the capacitor to reach
set
value.
value.
18.
18. Consider aa circuit like that shown
shown in Figure 1.
1. Based
Based
on Experiments 2 and
and 3, the
the voltage across
across the
the capacicapaci‑
tor
reach aa given value
t o r will
w i l l reach
value in
in the
the shortest
shortest amount
a m o u n t of
of
time if the
the circuit
circuit contains which of the
the following
capacitances and
and resistances, respectively?
F.
G.
G.
H.
J.
19.
19. Consider the
the following hypothesis: In aa circuit
arranged as
as in Figure 11 containing aa battery, aa capacicapaci‑
tor,
resistance, as
tor, and
and aa constant
constant resistance,
as capacitance increases,
the
reach aa given voltage across
the time
time required to reach
across the
the
capacitor increases.
increases. Do the
the experiments support
support this
this
hypothesis?
A. Yes; in Experiment 1,
A.
1, as
as capacitance increased, the
the
time required to reach
reach a given voltage increased.
B.
B. Yes; in Experiment 2, as
as capacitance increased, the
the
time
reach aa given voltage increased.
time required to
to reach
increased.
C. No; in Experiment 1,
1, as
as capacitance increased, the
time
required to
reach aa given voltage decreased.
time required
to reach
decreased.
D.
D. No; in Experiment 2, as
as capacitance increased, the
the
time required
required to
reach aa given voltage decreased.
to reach
decreased.
17.
17. Based
Based on
on Figure 1,
l, to
to measure
measure the
the voltage across
across the
the
resistor only, which of the
resistor
the following circuits
circuits should
should
one
one use?
use?
A.
I I
I |
:
®
V
W
B.
× 10 –6 F, 0.3 × 10 7 Ω
0.1
0.1X10'6F,0.3X107S2
× 10 –6 F, 1.0 × 10 7 Ω
0.1
0.1X10‘6F,1.0X107Q
× 10 –6 F, 0.3 × 10 7 Ω
1.2
1.2X10'6F,0.3X107S2
× 10 –6 F, 1.0 × 10 7 Ω
1.2
1.2X10'6F,1.0X107S2
I I
| |
V
C.
C.
I I
I I
__
V
CV)
“
A
N
D.
D-
;
I I
V
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4 0 0 0 0 0 0 0 0 0 4
Passage
Passage IV
IV
Table
Table 2
2
A
A bomb
bomb calorimeter is
is used
used to
to determine
determine the
the amount
amount
of
released when
burned in
of heat
heat released
when aa substance
substance is
is burned
in oxygen
oxygen
(Figure
(Figure 1).
1). The
The heat, measured
measured in kilojoules (kJ),
( M ) , is calcucalcu‑
lated
lated from
from the
the change in
in temperature
temperature of
of the
the water
w a t e r in
in the
the
bomb calorimeter. Table
heat
bomb
Table 11 shows
shows the
the amounts
a m o u n t s of heat
released when
burned in
bomb
released
when different
different foods
foods were
w e r e burned
in aa bomb
calorimeter.
released
calorimeter. Table
Table 2
2 shows
shows the
the amounts
amounts of
of heat
heat released
when
when different
different amounts
a m o u n t s of
of sucrose
sucrose (table
(table sugar) were
were
burned. Table
released when
burned.
Table 33 shows
shows the
the amounts
amounts of
of heat
heat released
when
various
burned.
various chemical
chemical compounds were
were burned.
Amount
Amount of
of sucrose
sucrose
(g)
(2;)
Heat
released
Heat released
(kJ)
(k1)
0.1
0.5
1.0
1.0
2.0
4.0
1.6
1.6
8.0
16.0
16.0
32.1
64.0
Table 3
(‐
( ‐ i ninsulated
sulated
outer
outer
. .
firing
f1r1ng
element
>
sample
Ail‑
.
stirrer
st1rrer
thermometer
Chemical
compound
Molecular
formula
formula
Mass
(g)
Heat released
released
(kJ)
(M)
Methanol
Methanol
Ethanol
Ethanol
Benzene
Benzene
Octane
Octane
CH
CH3OH
3OH
C
C2H50H
2H 5OH
C
C6H6
6H 6
C
C8nHg18g
0.5
0.5
0.5
0.5
11.4
11.4
14.9
14.9
21.0
23.9
container
4
steel bomb
‘
water
water
‐ 4 >
I
Figure
Figure 11
Figure 1 adapted from Antony C. Wilbraham, Dennis D. Staley, and
Michael S. Matta, Chemistry
Chemistry.. ©1995 by Addison-Wesley Publishing
Company, Inc.
Inc.
Table 1
Food
Food
Mass
Mass
(g)
Change in water
water
temperature
temperature
(°C)
(C)
Heat
released
Heat released
(kJ)
(U)
Bread
Bread
Cheese
Cheese
Egg
Egg
Potato
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
8.3
14.1
14.1
5.6
2.7
10.0
10.0
17.0
17.0
6.7
3.2
20. According to Tables
Tables 11 and
and 2, as
as the
the mass
mass of successive
sucrose
sucrose samples increased, the
the change in the
the water
water
temperature
burned
temperature produced when
when the
the sample was
w a s burned
most
m o s t likely:
F.. increased
increased only.
G.
G. decreased
decreased only.
H.
H. increased, then
then decreased.
decreased.
J. remained
remained the
J.
the same.
same.
Table 1 adapted
from American Chemical Society, ChemCom:
adapted from
ChemCom:
Chemistry
Chemistry in the Community
Community.. ©1993 by American Chemical Society.
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4 0 0 0 0 0 0 0 0 0 4
heat released (kJ)
change in
temperature
temperature (°C)
(°C)
change in
temperature
temperature (°C)
(°C)
D.
D.
change in
temperature
temperature (°C)
(°C)
heat released (kJ)
B.
B.
C.
C
heat released (kJ)
A.
23. Which
Which of the following lists the foods
foods from
from Tables
Tables 11
and
and 2 in increasing order
order of the
the amount
a m o u n t of heat
heat
released per
per gram
released
gram of food?
food?
A. Potato,
A.
Potato, egg,
egg, bread, sucrose,
sucrose, cheese
cheese
B.
bread, egg,
potato
B. Sucrose,
Sucrose, cheese, bread,
egg, potato
C.
potato, sucrose
C. Bread, cheese, egg,
egg, potato,
sucrose
D.
potato, egg,
D. Sucrose,
Sucrose, potato,
egg, bread, cheese
cheese
heat released (kJ)
21. Which
Which of the following graphs best
best illustrates the relarelationship between
between the
released by the
the heat
heat released
the foods
foods listed
listed
in Table
Table 11 and
and the
the change in water
w a t e r temperature?
change in
temperature
temperature (°C)
(°C)
22. Based
Based on
on the
the data
data in
in Table
Table 2,
2, one
one can
can conclude
conclude that
that
when
mass of
by one-half, the
when the
the mass
of sucrose
sucrose is
is decreased
decreased by
the
amount
released when
burned in aa bomb
bomb
a m o u n t of heat
heat released
when it is burned
calorimeter
calorimeter will:
F.
by one-half.
F. increase
increase by
one-half.
G.
by one-half.
G. decrease
decrease by
one-half.
H.
by one-fourth.
H. increase
increase by
one-fourth.
J. decrease
by one-fourth.
J.
decrease by
one-fourth.
24. Based
Based on
on the
the information
information in
in Tables
Tables 11 and
and 2,
2, the
the heat
heat
released from
burning of
g of
potato in
bomb
released
from the
the burning
of 5.0 g
of potato
in aa bomb
calorimeter would
be closest to which of the
the followwould be
follow‑
ing?
F.
55 k]
kJ
F.
G.
kJ
G. 10
10 k]
H.
kJ
H. 15
15 M
J. 20
kJ
J.
20 kJ
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4 0 0 0 0 0 0 0 0 0 4
Passage
Passage V
V
Figure 2 shows
shows how
h o w the density of solid
solid water
w a t e r changes
with temperature.
temperature.
density (g/cm3)
Density is
Density
is defined
defined as
as the
the mass
mass of
of aa substance
substance divided
divided
by its volume:
by
mass
mass
___
density = ____
volume
volume
Table
per
Table 11 lists
lists the
the phases and
and the
the densities, in grams
grams per
3
cubic
), of
pure substances
cubic centimeter
centimeter (g/cm
(g/cm3),
of various
various pure
substances at
at
25°C
pressure.
25°C and
and 11 atmosphere (atm)
(atm) of pressure.
0.9180 ‑
0.9170 ‑
\
‐–88 –6
‐ 6 –4
‐ 4 –2
‐ 2 0
2
|
4
6 88 1 10
0
temperature
temperature (°C)
(°C)
Table
Table 11
Figure 2
Substance
Substance
Phase
Phase
Density
3
(g/cm
)
(g/cm3)
Arsenic
Arsenic
Glucose
Iron
Iron
Lead
Lead
Zinc
Zinc
solid
solid
solid
solid
solid
solid
solid
solid
solid
5.73
1.56
1.56
7.86
11.34
11.34
7.14
Ethanol
Ethanol
Ethyl
Ethyl ether
ether
Glycerol
Mercury
liquid
liquid
liquid
liquid
0.79
0.71
1.26
1.26
13.59
13.59
Freon-12
Freon- 12
Krypton
Krypton
Methane
Methane
gas
gas
gas
gas
gas
gas
Figures
Figures adapted
adapted from
from John
John C.
C. Kotz
Kotz and
and Keith
Keith F.
F. Purcell,
Purcell, Chemistry
Chemistry
& Chemical
Chemical Reactivity
Reactivity.. ©1987 by CBS College Publishing.
Publishing.
0.00495
0.00343
0.00065
25. According to
to Figure 1,
1, as
as the
the temperature
temperature of
of liquid
water
w a t e r decreases
decreases from
from 10°C
10°C to
to 0°C,
0°C, the
the density:
A. increases
A.
increases only.
B.
B. decreases
decreases only.
C.
C. decreases, then
then increases.
increases.
D.
D. increases, then
then decreases.
decreases.
Figure 11 shows
shows how
how the density of liquid
liquid water
w a t e r changes
with temperature.
temperature.
26. A
the masses
of 11 cm
A student
student claimed
claimed that
that “If
“ I f the
masses of
cm33 of
of any
any
3
solid
solid and
and 11 cm
cm3 of any
any liquid
liquid are
are compared, the
the mass
mass
of the
be greater.” Do the
in Table
the solid
solid will
w i l l be
the data
data in
Table 11
support
support his
his claim?
claim?
F.
F. No; lead has aa higher density than any
any of the liqliq‑
uids
uids listed.
listed.
G.
G. No; mercury
mercury has
has aa higher density than
than any
any of
of the
the
solids listed.
H.
H. Yes; lead
lead has
has aa higher density than
than any
any of the
the liqliq‑
uids
uids listed.
listed.
J. Yes; mercury
J.
mercury has
has aa higher density than any
any of
of the
solids
solids listed.
listed.
density (g/cm3)
1.0000
1.0000 ‑
0.9999 ‑
0.9998 ‑
0.9997
0.9997
I I I I
‐–88 ‐–66 ‐–44 ‐–2
2 0
I
2
I
4
I
6
27. Which
Which of the
relationthe following hypotheses about
about the
the relation‑
ship between
between the
the temperature
temperature and
and the
the density of
of aa solid
solid
is best
best supported by the
the data
data in Figure 2 ?? As the
the temtem‑
perature of aa solid
perature
solid increases, the
the density of the
the solid:
solid:
A. increases
increases only.
B. decreases
decreases only.
C. increases, then
then decreases.
decreases.
D. decreases, then
then increases.
increases.
I I
8 110
0
temperature
temperature (°C)
Figure
Figure 11
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4 0 0 0 0 0 0 0 0 0 4
28. Equal
Equal amounts
a m o u n t s of ethyl ether, mercury,
mercury, and water
water
3
(density =
) at
poured into
= 0.9971
0.9971 g/cm
g/cm3)
at 25°C are
are poured
i n t o aa
single beaker.
beaker. Three
Three distinct
distinct layers of
of liquid form
form in
in
the
beaker. Based
the beaker.
Based on
on the
the data
data in
in Table
Table 1,
l, which of
of the
the
following diagrams represents
represents the
the order, from
f r o m top
top to
to
bottom, of the
beaker?
bottom,
the liquids in the
the beaker?
F
F.
'
29. According to Figure 1,
l, 100
100 g of water
w a t e r at
at 4°C would
would
exactly fill
which of
fi l l aa container
container having which
of the
the following
volumes?
volumes?
3
3
11 cm
cm
3
10 cm
01113
B.
10
3
C.
100
C.
100 cm
cm3
D 1,000
1 000 cm
cm33
D.
A.
A-
Ethyl
Ethyl ether
ether
Water
Water
Mercury
G.
G.
Ethyl
Ethyl ether
ether
Mercury
Water
Water
H.
H.
Mercury
Water
Water
Ethyl
Ethyl ether
ether
J.
J.
Water
Water
Ethyl
Ethyl ether
ether
Mercury
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4 0 0 0 0 0 0 0 0 0 4
E 00
–2
so -2
–4
average cumulative
percent change in AGTB
Passage
Passage VI
VI
The
rain forests
results in forest
forest fragmen‑
fragmenThe clearing of rain
forests results
tation
tation (the
(the breakup of large forest
forest tracts
t r a c t s into
i n t o small
patches). Researchers
Researchers predicted that
that fragmentation would
would
result in aa decrease
result
decrease in animal
animal populations and
and aboveground
aboveground
tree
tree biomass (AGTB)
( A G T B ) in the
the resulting fragments. They did
did
4 studies
studies to test
test this prediction.
a: -4
–6
5 ..‐i
a
5 bol ) -6
o g ‐8
–8
–10
go: ‐10
–12
E§‐12
–14
g‐14
–16
‐16
average change in AGTB (t/yr)
Study 1
The researchers
researchers monitored
monitored the AGTB of
of twenty-five
100 m ×X 100
100 m forest
forest plots near
near areas
areas that
that had
had recently
been cleared
been
cleared of vegetation. The
The distance
distance from
from the center
center of
each
each plot to
to the
the nearest
nearest clearing was
was measured.
measured. Figure 11
shows
per plot in
shows the
the average
average change per
in AGTB
AGTB in
in metric
metric tons
tons
per year
per
year (t/yr) over
o v e r 17
17 yr.
yr.
0
1
2
3
4
5
Year
Year
6
7
8
9
Figure 2
Study
4
Study 4
Researchers
released birds
birds in
forest
Researchers trapped and
and released
in 10
10 forest
fragments adjacent to areas
been cleared
areas that
that had
had recently been
cleared
of vegetation. Three
birds were
Three types
types of birds
were monitored:
monitored: insectiinsecti‑
vores,
vores, frugivores (fruit
( f r u i t eaters),
eaters), and
and hummingbirds.
Figure 33 shows
per 1,000
shows the
the number
number of
of captures
captures per
1,000 hours
hours (hr)
(hr)
of
represents results
results prior to
of trapping. (Note:
(Note: Year
Year 0
0 represents
to fragfrag‑
mentation.)
mentation.)
0
–1
–2
–3
–4
insectivores
insectivores
frugivores
+ hummingbirds
–5
+
‐ I ‐
–6
40
50
60
70
80
90
100
40
50
6'0
76
8'0
96
100
distance
distance from
from center
center of
of plot to
to nearest
nearest clearing (m)
(m)
captures/1,000 hr
Figure
Figure 11
Study 2
2
Twenty-five 100 m ×X 100
100 m forest
forest plots were
were monimoni‑
tored
tored as
as in
in Study 1.
1. The
The center
center of
of each
each of
of these
these plots was
was at
at
least
least 500 m from
from the
the nearest
nearest clearing. The
The average
average change
in
in AGTB
AGTB over
o v e r 17
17 yr
yr for
for these
these 25
25 plots was
was 0
0 t/yr.
180
180
160
160
140
140
120
120
100
100
80
80
60
40
20
0
0
1
2
3
Year
4
5
6
7
Figure 3
Study 3
Researchers
Researchers monitored
monitored sixteen
sixteen 100
100 m
m ×X 100
100 m
m forest
forest
been cleared
plots near
near areas
areas that
that had
had recently been
cleared of vegetavegeta‑
tion.
bordered on 11 side
by aa clearing.
tion. Each
Each plot was
w a s bordered
side by
Figure 2 shows
cumulative percent
percent change in
shows the
the average
average cumulative
AGTB
plots following fragmentation. (Note:
A G T B at these
these plots
(Note:
Year
represents results prior to fragmentation.)
Year 0 representsresults
Figures adapted from
from William F. Laurance et al., “Biomass Collapse
in Amazonian Forest Fragments.” ©1998 by the American AssociaAssocia‑
tion for
for the Advancement of Science.
tion
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4 0 0 0 0 0 0 0 0 0 4
30. In
4, as
In Study 4,
as time increased
increased from
from Year 0
0 to
to Year 6,
6,
the
the captures/1,000 hr of frugivores:
F.
F. decreased
decreased only.
G.
G. increased
increased only.
H.
H. decreased, then
then increased.
increased.
J. increased, then
J.
then decreased.
decreased.
33. After
results of Study 2, aa student
After examining the results
student concon‑
cluded
remained
cluded that
that the
the AGTB at
at each
each of
of the
the 25
25 plots remained
constant.
Which of
constant. Which
of the
the following alternative
alternative explanaexplana‑
tions is also consistent with the
results?
the results?
A. The
A
The AGTB
AGTB at
at all
all 25
25 plots increased.
increased.
B. The
The AGTB at
at all 25
25 plots decreased.
decreased.
C.
plots increased
The AGTB
AGTB at
at some
some of
of the
the plots
increased and
and the
the
C. The
AGTB
AGTB at
at some
some of
of the
the plots decreased.
decreased.
D. The
plots bounded
bounded by
by forest
The AGTB
A G T B at
at plots
forest increased
increased
and
bounded by clearings
and the
the AGTB
A G T B at plots bounded
remained constant.
remained
constant.
B.
31.
results of
of Study 4,
4, how
Based on the
the results
how did
did fragmentation
31. Based
most
m o s t likely affect
affect the
the population sizes
sizes of
of insectivores
insectivores
and
and hummingbirds in the
the fragments studied?
studied?
A. Fragmentation increased
A.
increased the
the population sizes
sizes of
both insectivores
both
insectivores and
and hummingbirds.
B.
B. Fragmentation decreased
decreased the
the population sizes
sizes of
both insectivores
both
insectivores and
and hummingbirds.
C.
C. Fragmentation increased
increased the
the population size
size of
insectivores
insectivores and
and decreased
decreased the
the population size
size of
of
hummingbirds.
D.
D. Fragmentation
Fragmentation decreased
decreased the
the population size
size of
insectivores and increased the population
population size of
hummingbirds.
34. Which
Which of the following sets
results from
sets of results
from the studies
studies
is
by the
is least consistent
consistent with the
the prediction proposed by
the
researchers?
researchers?
F.. The
results of
The results
of Study 11 for
for AGTB
AGTB
G.
results of
The results
of Study 3
3 for
for AGTB
AGTB
G. The
H. The
results of Study 4 for
The results
for frugivores
J. The
results of Study 4 for
The results
for hummingbirds
J.
32. Based on the results
results of Study 1,
1, if
if the distance from
from
the
the center
center of
of aa 100
100 m
m ×
X 100
100 m
m plot were
were 75
75 m
m from
from the
the
nearest
n e a r e s t clearing, the
the expected average
average change in
AGTB at the plot over
be closest to which
o v e r 17
17 yr would be
of the
the following values?
values?
F.
F. ‐–1.1
1 . 1 tt/yr
/yr
G.
–2.6 t/yr
G. ‐2.6
H.
H . ++1.1
1 . 1 tt/yr
/yr
J. +2.6 t/yr
J.
35.
4, the
researchers trapped birds
birds for
In Study 4,
the researchers
for 10,000
10,000 hr
hr
35. In
per year.
per
year. Thus, how many
many insectivores were
were trapped in
Year
?
Year 22 ?
80
A.
80
B.
100
100
C.
800
C.
D. 1,000
1,000
ACT-61C-PRACTICE
ACT-61C-PRACTICE
53
53
GO
GO ON
ON TO
TO THE
THE NEXT
NEXT PAGE.
PAGE.
4 0 0 0 0 0 0 0 0 0 4
Passage
Passage VII
VII
Glaciers
Glaciers deposit till
t i l l (a
(a poorly sorted
sorted sediment).
sediment). If
If
glaciers repeatedly advance
advance over
o v e r an
an area
area and
and then
then melt
back, thick
thick till
t i l l deposits may
may form.
form. Figure 11 shows
shows aa vertiverti‑
cal
cal core
core taken
taken through layers of till, non-glacial
non-glacial sediments,
and
bedrock at aa site
in Canada. The
and bedrock
site in
The resistivity (an
(an electrielectri‑
cal
property of
cal property
of a
a material)
material) and
and CO
C022 measurements
measurements taken
taken
along the
related to aa
the core
core are
are also
also shown.
shown. Resistivity is related
sediment’s
sediment’s particle sizes, compaction, and
and mineral
mineral compocompo‑
sition.
percent sand, silt,
sition. Table
Table 11 shows
shows the
the average
average percent
silt, and
and
clay contents
contents and
and descriptions of the
the various
various till
t i l l layers.
Depth
Depth in core
core
(m)
(m)
00 (surface)
(surface)
_
10 _
20
0
cooler
cooler
climate
climate
150
10
150 0
10
_
_
30
30 _
20
i
brown
brown till
till
2‘3;
gray
A
gray till A
yellow
yellow till
till
gray
gray till
till B
B
olive
olive green
green
and
and gray
gray till
till
2%:
--
- - - - - - as- - - - - - - - - - ‑
E;
:38
2%,
_
.6: _____2F__________
E";
40 ‐
40
.3)
_
50
50
‐
60
60
‐
gray
gray till
till C
C
is
80
35°
8%
3%
____
__________
gig
‑
70 _
70
80
80 ‐
gray
gray till
till D
D
g?
op
“
3:;
90
90 ‐
‐
sand
sand and
and
gravel
gravel
No
No data
data
100
100 ‐
110
110
warmer
warmer
climate
climate
30
40
’
No
data
No gdata
surface
surface sediments
sediments
10
20
Resistivity
(ohms)
(ohms)
50
100
CO
C022
(mL/g)
(mL/g)
'
bedrock
bedrock
'
"
"
"
'
"
"
"
"
"
"
"
"
No Hét'a'
data
"NB
1
"
"
"
"
Figure 11
ACT-61C-PRACTICE
54
54
GO ON TO THE NEXT PAGE.
4 0 0 0 0 0 0 0 0 0 4
Table
Table 11
Average percent
percent by volume
volume of:
of:
larger particle →
‐> smaller
smaller particle
Depth
Depth of
till
t i l l layer
(m)
(m)
Description
Description of till
till
sand
sand
silt
silt
clay
4−9
4
‐9
9−14
9‐14
14−19
14‐19
19−24
19‐24
24−35
24‐35
35−55
35‐55
55−85
55‐85
brown (oxidized*)
brown
(oxidized*)
gray A
gray
yellow (oxidized)
(oxidized)
gray B
gray
olive green
olive
green and
and gray
gray
gray C
gray
gray D
gray
54.1
54.1
44.8
43.5
37.4
25.5
31.7
37.5
31.7
36.6
31.7
34.3
34.3
33.6
31.7
14.2
14.2
18.6
18.6
24.8
28.3
40.2
34.7
30.8
*Oxidized
been exposed to
*Oxidized sediments
sediments have
have at
at some
some time
time been
to the
the air.
air. SediSedi‑
ments
been deprived
be gray
ments that have
have been
deprived of oxygen
oxygen will
w i l l be
gray or green.
green.
Figure 11 and Table 11 adapted from
from E. A. Christiansen, “Pleistocene Stratigraphy of the Saskatoon Area, Saskatchewan, Canada: An Update.”
Update.”
©1992 by the Geological Association of Canada.
@1992
36. A
recovered from
A sample of gray
gray till
t i l l was
was recovered
from another core
core
taken
below shows
taken from
from aa nearby area.
area. The
The table
table below
shows the
the
results of an
results
an analysis of the
the sample.
Percent
by volume
Percent by
volume of:
of:
. . .
sand
sand
silt
silt
clay
Resistivity
Res1st1v1ty
(ohms)
(ohms)
31.5
33.7
34.8
85
CO
C022 content
content
(mL/g)
22
38. According to Figure 1,
1, which of the following statestate‑
ments
best describes
m e n t s best
describes how
how the
the resistivity of the
the sand
sand
and
and gravel layer compares
compares to the
the resistivity of the
the till
till
layers? The
The resistivity measured
measured in the
the sand
sand and
and gravel
layer is:
is:
F.
resistivities measured
in any
F. lower than the
the resistivities
measured in
any of the
the
till
t i l l layers.
G.
resistivities measured
G. higher than
than the
the resistivities
measured in
in any
any of
of the
the
till
t i l l layers.
H.
resistivities measured
H. the
the same
same as
as the
the resistivities
measured in
in the
the sursur‑
face
face sediments.
sediments.
J. lower
resistivities measured
bedJ.
lower than
than the
the resistivities
measured in
in the
the bed‑
rock.
rock.
Based
Based on these
these data
data and
and the
the data
data provided in Figure 11
and
and Table
Table 1,
1, the
the sample of gray
gray till
t i l l corresponds most
most
closely with which till
t i l l from
from Figure 11 ??
F.
F. Gray
Gray till
till A
A
G.
G. Gray
Gray till
till B
B
H.
H. Gray till
till C
J. Gray
J.
Gray till
till D
D
39. The
bedrock in the
The average
average resistivity of the
the bedrock
the core
core is
most
m o s t similar
similar to the
the average
average resistivity of which
which of the
the
following
following till
t i l l layers?
A. Yellow
A.
Yellow till
till
B.
B. Gray
Gray till
till B
B
C.
C. Olive
Olive green
green and
and gray
gray till
till
D.
D. Gray till
till C
40. The
present time
The sediments
sediments being deposited at
at the
the present
time at
at
the
the site
site where
where the
the core
core was
was taken
taken have
have aa much
much higher
CO
CO22 content
c o n t e n t than any
any of
of the tills. Given this
this informainforma‑
tion
tion and
and the
the information
information in
in Figure 1,
1, the
the CO
C022 content
content
of
of sediments
sediments recently deposited at
at the
the site
site would
would most
most
likely be
be in which
which of the following ranges?
F.
F. Less
Less than
than 10
10 mL/g
G.
G. Between 10
10 mL/g and
and 25 mL/g
H.
H. Between
Between 25
25 mL/g and
and 35
35 mL/g
J. Greater
J.
Greater than
than 35
35 mL/g
mL/g
37.
1, the
the oldest glacial advance
advance in
37. According to Figure 1,
this
this area
area deposited which of the following till
t i l l layers?
A. Gray
A.
Gray till
till A
A
B.
B. Yellow
Ye l l o w till
till
C.
C. Olive
Olive green
green and
and gray
gray till
till
D.
D. Gray
Gray till
till D
D
END
END OF
OF TEST
TEST 4
4
STOP! DO NOT RETURN
RETURN TO ANY OTHER TEST.
[See
[See Note
Note on
on page
page 56.]
56.]
ACT-61C-PRACTICE
ACT-61C-PRACTICE
55
Note:
Note: If you plan to take the ACT Writing Test, take a short break and then
continue testing on page 57.
If you do not plan to take the ACT Writing Test, turn to page 59 for instructions
on scoring your multiple-choice tests.
56
56
Practice
est
P r a c t i c e Writing
Writing T
Te
st
Your Date of Birth:
Your Signature
Signature (do not print):
_
Month
Print Your Name Here:
_
Day
Year
Form
F o r m 06A
06A
ACT
SSESSMENT
A C TA
ASSESSMENT®
I
®
W
RITING
EST B
OOKLET
WR
ITINGT
TEST
BO
OKLET
“AC1?
"’
Directions
Directions
This is aa test
your writing skills. You will have
test of your
have thirty (30)
(30) minutes to write an
an
essay
begin planning and
read the
essay in English.
English. Before you
you begin
and writing your
your essay,
essay, read
the
writing prompt
prompt carefully to
to understand
understand exactly what
what you
you are
are being asked
asked to
to do.
do.
Your
be evaluated
provides of
to
Your essay
essay will be
evaluated on
on the
the evidence
evidence it
it provides
of your
your ability to
express
judgments by
position on
express judgments
by taking aa position
on the
the issue
issue in
in the
the writing prompt;
prompt;
to maintain
the essay;
maintain aa focus
focus on the
the topic throughout the
essay; to develop
develop aa position by
using logical reasoning
reasoning and
and by supporting your
your ideas;
ideas; to organize
organize ideas
ideas in aa
logical way;
way; and
and to use
use language
language clearly and
and effectively according to the
the
conventions
conventions of
of standard
standard written English.
You
unlined pages
pages in this
this test
booklet to
to plan your
your essay.
These
You may
may use
use the
the unlined
test booklet
essay. These
pages will not
be scored.
must write
write your
your essay
essay in
in pencil
pencil on
on the
the lined
lined pages
pages
pages
not be
scored. You
You must
in the
the answer
answer fohler.
folder. Your
pages will be
be scored.
may
Your writing on
onthose
those lined
lined pages
scored. You
You may
not
pages, but
but to
room to
not need
need all the
the lined
lined pages,
to ensure
ensure you
you have
have enough
enough room
to finish,
finish, do
do
NOT
between the
NOT skip
skip lines. You
You may
may write corrections or additions neatly between
the lines
of your
your essay,
but do
lined pages.
pages. Illegible
Illegible
essay, but
do NOT
NOT write in the
the margins
margins of the
the lined
essays cannot
cannot be
be scored,
scored, so
so you
you must
must write
print) clearly.
clearly.
essays
write (or
(or print)
If
before time is called, you
you may
If you
you finish before
may review your
your work. Lay your
your pencil
down immediately when
when time is called.
DO
DO NOT
NOT OPEN
OPEN THIS
THIS BOOKLET
BOOKLET UNTIL
UNTIL TOLD
TOLD TO
TO DO
DO SO.
SO.
© 2007 by ACT,
©2007
ACT, Inc. All rights reserved.
NOTE:
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the
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ég
I
:l
I
I
ACT
Test
A C T Assessment
A s s e s s m e n t Writing
W r i t i n g Te
s t Prompt
Prompt
Many high
high school libraries use
use some
some of their
limited
limited funding to subscribe to popular magazines
with
With articles that are
are interesting to students.
Despite limited
limited funding, some
some educators support
support
this practice because
because they think having
haVing these
these
magazines available encourages
encourages students to
to read.
Other
Other educators think school libraries should not
not
use
use limited
limited funds
funds to subscribe to these
these magazines
because they may
be related
related to academic
because
may not
not be
subjects. In your
your opinion, should high
high school
libraries
libraries subscribe
subscribe to popular magazines?
In your
your essay,
essay, take aa position on this question. You
You
may
may write about
about either
either one
one of
of the
the two
two points of
of
view
present aa different
View given, or
or you
you may
may present
different point of
of
view
reasons and
View on this question. Use
Use specific reasons
examples to support
support your
your position.
Note
•0 Your actual test booklet will have blank space for you to plan your
essay. For this practice test, you can use scratch paper.
•0 You may wish to remove pages 75–78
75‐78 to respond to this prompt.
•- When you have finished, read pages 66–72
66‐72 for information and
instructions on scoring your practice Writing Test.
ACT-06A-PRACTICE
ACT-OBA-PRACTICE
58
58
5
5
The
The norms
norms table
table (Table
(Table 3
8 on
on page
page 65)
65) enables
enables you
you to
to
compare
the scores
compare your
your scores
scores on
on the
the sample
sample test
test with
with the
scores of
of
recent
recent high
high school
school graduates
graduates who
who tested
tested as
as sophomores,
sophomores,
juniors, or
juniors,
or seniors.
seniors. The
The numbers
numbers reported
reported in
in Table
Table 3
8 are
are
cumulative
cumulative percents.
percents. A
A cumulative
cumulative percent
percent is
is the
the percent
percent
of
or below
a given
of students
students who
who scored
scored at
ator
be/owa
given score.
score. For
For
example,
example, a
a Composite
Composite score
score of
of 20
20 has
has a
a cumulative
cumulative
percent
percent of
of 50.
50. This
This means
means that
that 50%
50% of
of the
the ACT-tested
ACT‐tested high
high
school
school students
students had
had aa Composite
Composite score
score of
of 20
20 or
or lower.
lower.
Scoring
Scoring Your
Your Tests
Tests
How
H o w to
t o Score
S c o r e the
the
Multiple-Choice
M u l t i p l e - C h o i c e Tests
Te s t s
Follow
Follow the
the instructions
instructions below
below and
and on
on the
the following
following pages
pages to
to
score
score the
the practice
practice multiple-choice
multiple‐choice tests
tests and
and to
to review
review your
your
performance.
performance.
Remember
Remember that
that your
your scores
scores and
and percent
percent at
at or
or below
below on
on the
the
practice
practice test
test are
are only
only estimates
estimates of
of the
the scores
scores that
that you
you will
will
obtain
obtain on
on an
an actual
actual form
form of
of the
the ACT.
ACT. Test
Test scores
scores are
are only
only one
one
indicator
indicator of
of your
your level
level of
of academic
academic knowledge
knowledge and
and skills.
skills.
Consider
Consider your
your scores
scores in
in connection
connection with
with your
your grades,
grades, your
your
performance
performance in
in outside
outside activities,
activities, and
and your
your career
career interests.
interests.
Raw Scores
Scores
The
The number
number of
of questions
questions you
you answered
answered correctly
correctly on
on each
each
test
test and
and in
in each
each subscore
subscore area
area is
is your
your raw
raw score.
score. Because
Because
there
there are
are many
many forms
forms of
of the
the ACT,
ACT, each
each containing
containing different
different
questions,
questions, some
some forms
forms will
will be
be slightly
slightly easier
easier (and
(and some
some
slightly
slightly harder)
harder) than
than others.
others. A
A raw
raw score
score of
of 67
67 on
on one
one form
of the
the English
English Test,
Test, for example,
example, may
may be about
about as difficult
to
to earn
earn as
as a
a raw
raw score
score of
of 70
70 on
on another
another form
form of
of that
that test.
test.
™
College
College Readiness
Readiness Standards
StandardsTM
To
To add
add to
to the
the information
information you
you receive
receive about
about your
your
performance
performance on
on the
the ACT,
ACT, we
we have
have developed
developed College
College
Readiness
Readiness Standards.
Standards. These
These Standards
Standards help
help you
you to
to more
more
fully
fully understand
understand what
what your
your total
total test
test score
score means
means for
for each
each
academic
academic area
area assessed:
assessed: English,
English, Mathematics,
Mathematics, Reading,
Reading,
Science,
Science, and
and Writing.
Writing. The
The College
College Readiness
Readiness Standards
describe
describe the
the types
types of
of skills,
skills, strategies,
strategies, and
and understandings
understandings
you
you will
will need
need to
to make
make a
a successful
successful transition
transition from
from high
high
school
school to
to college.
college. For
For English,
English, Mathematics,
Mathematics, Reading,
Reading, and
and
Science,
Science, standards
standards are
are provided
provided for
for six
six score
score ranges
ranges that
that
reflect
reflect the
the progression
progression and
and complexity
complexity of
of the
the skills
skills measured
measured
by
by the
the ACT
ACT tests.
tests. For
For Writing,
Writing, standards
standards are
are provided
provided for
for five
five
score
score ranges.
ranges. The
The College
College Readiness
Readiness Standards
Standards can
can be
be
found
www.act.org/standards.
found at
at www.act.orglstandards.
To
To compute
compute your
your raw
raw scores,
scores, check
check your
your answers
answers with
with the
the
scoring
scoring keys
keys on
on pages
pages 60–62.
60‐62. Count
Count the
the number
number of
of correct
correct
answers
answers for
for each
each of
of the
the four
four tests
tests and
and seven
seven subscore
subscore
areas,
areas, and
and enter
enter the
the number
number in
in the
the blanks
blanks provided
provided on
on
those
those pages.
pages. These
These numbers
numbers are
are your
your raw
raw scores
scores on
on the
the
tests
tests and
and subscore
subscore areas.
areas.
Scale
Scale Scores
Scores
To
that occur
To adjust
adjust for
for the
the small
small differences
differences that
occur among
among
different forms of the
the ACT,
ACT, the
the raw
raw scores
scores for tests
tests and
and
subscore
subscore areas
areas are
are converted
converted into
into scale
scale scores.
scores. Scale
Scale
scores
scores are
are printed
printed on
on the
the reports
reports sent
sent to
to you
you and
and your
your
college
college and
and scholarship
scholarship choices.
choices.
Reviewing
R e v i e w i n g Your
Yo u r
Performance
P e r f o r m a n c e on
o n the
t h e Practice
Practice
Multiple-Choice
M u l t i p l e - C h o i c e Tests
Te s t s
When
When your
your raw
raw scores
scores are
are converted
converted into
into scale
scale scores,
scores, itit
becomes
becomes possible
possible to
to compare
compare your
your scores
scores with
with those
those of
of
examinees
examinees who
who completed
completed different
different test
test forms.
forms. For
For
example,
example, a
a scale
scale score
score of
of 26
26 on
on the
the English
English Test
Test has
has the
the
same
same meaning
meaning regardless
regardless of
of the
the form
form of
of the
the ACT
ACT on
on which
which
itit is
is based.
based.
After
After you
you have
have determined
determined your
your scale
scale scores,
scores, consider
consider the
the
following
following as
as you
you evaluate how
how you
you did
did on
on the
the practice
practice
multiple-choice
multiple‐choice tests.
tests.
•0 Did
Did you
you run
run out
out of
of time
time before
before you
you completed
completed aa test?
test? IfIf
so,
so, reread
reread the
the information
information in
in this
this booklet
booklet on
on pacing
pacing
yourself.
yourself. Perhaps
Perhaps you
you need
need to
to adjust
adjust the
the way
way you
you used
used
your
your time
time in
in responding
responding to
to the
the questions.
questions. ItIt is
is to
to your
your
advantage
advantage to
to answer
answer every
every question
question and
and pace
pace yourself
yourself
so
so that
that you
you can
can do
do so.
so. Remember
Remember there
there is
is no
no penalty
penalty
for
for guessing.
guessing.
•- Did
Did you
you spend
spend too
too much
much time
time trying
trying to
to understand
understand the
the
directions
directions to
to the
the tests?
tests? IfIf so,
so, read
read the
the directions
directions for
for each
each
test
test again
again thoroughly.
thoroughly. The
The directions
directions for
for the
the practice
practice
tests
tests are
are exactly
exactly like
like the
the directions
directions that
that will
will appear
appear in
in
your
your test
test booklet
booklet on
on test
test day.
day. Make
Make sure
sure you
you understand
understand
them
them now,
now, so
so you
you won’t
won‘t have
have to
to spend
spend too
too much
much time
time
studying
studying them
them when
when you
you take
take the
the actual
actual tests.
tests.
•0 Review
Review the
the questions
questions that
that you
you missed.
missed. Did
Did you
you select
select aa
response
response that
that was
was an
an incomplete
incomplete answer
answer or
or that
that did
did not
not
directly
directly respond
respond to
to the
the question
question being
being asked?
asked? Try
Try to
to figure
figure
out
out what
what you
you overlooked
overlooked in
in answering
answering the
the questions.
questions.
•0 Did
Did a
a particular
particular type
type of
of question
question confuse
confuse you?
you? Did
Did the
the
questions
questions you
you missed
missed come
come from
from aa particular
particular subscore
subscore
area? In
In reviewing
reviewing your
your responses
responses to
to the
the practice
practice tests,
tests,
check
check to
to see
see whether
whether aa particular
particular type
type of
of question
question or
or a
a
particular
particular subscore
subscore area
area was
was more
more difficult
difficult for
for you
you or
or
took
took more
more of
of your
your time.
time.
To
To determine
determine the
the scale
scale scores
scores corresponding
corresponding to
to your
your raw
raw
scores
scores on
on the
the practice
practice test,
test, use
use the
the score
score conversion
conversion tables
tables
on
on pages
pages 63–64.
68‐64. Table
Table 11 on
on page
page 63
68 shows
shows the
the raw-to-scale
raw‐to‐scale
score
score conversions
conversions for
for the
the total
total tests,
tests, and
and Table
Table 2
2 on
on page
page 64
64
shows
shows the
the raw-to-scale
raw‐to‐scale score
score conversions
conversions for
for the
the subscore
subscore
areas.
areas. Because
Because each
each form
form of
of the
the ACT
ACT is
is unique,
unique, each
each form
form
has
has somewhat
somewhat different
different conversion
conversion tables.
tables. Consequently,
Consequently,
these
these tables
tables provide
provide only
only approximations
approximations of
of the
the raw-to-scale
raw‐to‐scale
score
score conversions
conversions that
that would
would apply
apply ifif a
a different
different form
form of
of the
the
ACT
ACT were
were taken.
taken. Therefore,
Therefore, the
the scale
scale scores
scores obtained
obtained from
from
the
the practice
practice tests
tests would
would not
not be
be expected
expected to
to match
match precisely
precisely
the
of
the scale
scale scores
scores received
received from
from a
a national
national administration
administration of
the
the ACT.
ACT.
Computing the Composite Score
The
The Composite
Composite score
score is
is the
the average
average of
of the
the four
four scale
scale scores
scores
in
in English,
English, Mathematics,
Mathematics, Reading,
Reading, and
and Science.
Science. IfIf you
you left
any
any of
of these
these tests
tests blank,
blank, a
a Composite
Composite score
score cannot
cannot be
be
calculated.
calculated. IfIf you
you take
take the
the ACT
ACT Plus
Plus Writing,
Writing, your
your Writing
Writing
Test
Test results
results do
do not
not affect
affect your
your Composite
Composite score.
score.
Percent
Percent At
At or
or Below
Below
Even
Even scale
scale scores
scores don’t
don‘t tell
tell the
the whole
whole story
story of
of your
your test
test
performance.
performance. You
You may
may want
want to
to know
know how
how your
your scores
scores
compare
the scores
compare to
to the
scores of
of other
other students
students who
who take
take the
the ACT.
ACT.
59
59
Scoring Keys ffor
o r the ACT Practice Tests
Use
Use the
the scoring
scoring key
key for
for each
each test
test to
to score
score your
your answer
answer document
document for
for the
the multiple-choice
multiple‐choice tests.
tests. Mark
Mark a
a “1”
“1"
in
in the
the blank
blank for
for each
each question
question you
you answered
answered correctly.
correctly. Add
Add up
up the
the numbers
numbers in
in each
each subscore
subscore area
area and
and
enter
enter the
the total
total number
number correct
correct for
for each
each subscore
subscore area
area in
in the
the blanks
blanks provided.
provided. Also
Also enter
enter the
the total
total number
number
correct
total number
correct for
for each
each test
test in
in the
the blanks
blanks provided.
provided. The
The total
number correct
correct for
for each
each test
test is
is the
the sum
sum of
of the
the
number
number correct
correct in
in each
each subscore
subscore area.
area.
Test
Test 1:
1 : English—Scoring
E n g l i s h ‐ S c o r i n g Key
Key
Key
1.
2.
3.
4.
5.
6.
6.
7.
8.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
D
F
B
J
A
G
G
A
G
G
A
J
C
J
A
G
C
J
B
J
A
F
C
F
A
J
B
Subscore
Subscore
Area*
UM
RH
UM
RH
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Key
26.
27.
28.
29.
30.
31.
31.
32.
33.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
F
A
H
D
G
C
C
J
A
A
H
C
G
D
H
A
J
C
F
C
F
D
G
A
G
D
G
Subscore
Area*
UM
RH
UM
m
Key
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
51.
52.
52.
53.
53.
54.
55.
56.
56.
57.
58.
58.
59.
60.
61.
62.
62.
63.
63.
64.
64.
65.
66.
67.
67.
68.
68.
69.
69.
70.
71.
72.
73.
74.
75.
C
H
B
J
D
J
C
H
B
J
C
F
B
F
D
H
B
G
C
J
D
F
B
H
D
Subscore
Subscore
Area*
UM
RH
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Number
for:
Number Correct
Correct (Raw
(Raw Score)
Score) for:
_______
(40)
_______
(35)
_______
(75)
Usage/Mechanics (UM) Subscore Area
Rhetorical Skills (RH) Subscore Area
for English
Total Number
Number Correct for
English Test (UM + RH)
* UM = Usage/Mechanics
RH = Rhetorical Skills
0661C
60
60
Test 2: Mathematics—Scoring
Mathematics‐Scoring Key
Key
Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
26.
27.
28.
29.
30.
A
K
B
G
E
H
E
G
B
J
E
J
B
G
C
G
G
A
H
C
K
B
K
A
F
D
JJ
A
H
C
G
EA
EA
Subscore
Subscore
Area*
AG
GT
AG
GT
Key
Key
_______
_______
_______
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
56.
57.
58.
59.
60.
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
E
F
C
J
B
K
C
J
C
H
A
F
D
F
C
K
K
C
J
D
J
E
J
A
K
B
H
H
A
K
E
J
EA
EA
Subscore
Subscore
Area*
AG
GT
GT
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Number
for:
Number Correct
Correct (Raw Score)
Score) for:
Pre-Alg./Elem.
Pre-AIg./E|em. Alg. (EA) Subscore Area
Inter. Alg./Coord. Geo. (AG) Subscore Area
Plane Geo./Trig.
G e o f f rig. (GT) Subscore Area
Total Number Correct for Math Test (EA + AG + GT)
* EA = Pre-Algebra/Elementary Algebra
AG = Intermediate Algebra/Coordinate Geometry
GT
GT =
= Plane Geometry/Trigonometry
GeometryfTrigonometry
_______
(24)
(24)
_______
(18)
(18)
_______
(18)
(18)
_______
(60)
(60)
0661C
06610
61
61
Test
Test 3:
3: Reading—Scoring
Reading‐Scoring Key
Key
Key
@
1.
2.
3.
4.
5.
5.
6.
6.
7.
8.
9.
10.
11.
12.
13.
14.
B
J
C
F
C
C
JJ
A
H
D
G
B
F
D
J
Subscore
Subscore
Area*
SS
AL
SS
AL
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Key
@
15.
16.
17.
18.
19.
19.
20.
20.
21.
22.
23.
24.
25.
26.
27.
28.
D
G
A
F
C
C
H
H
A
H
C
J
D
G
D
F
Subscore
Subscore
Area*
SS
AL
SS
AL
Key
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
29.
30.
31.
32.
33.
33.
34.
34.
35.
36.
37.
38.
39.
40.
C
G
B
J
B
H
A
F
C
G
D
H
Subscore
Subscore
Area*
Area*
SS
AL
SS
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Number
for:
Number Correct
Correct (Raw
(Raw Score)
Score) for:
_______
(20)
(20)
_______
(20)
(20)
_______
(40)
(40)
Social Studies/Sciences (SS) Subscore Area
Arts/Literature (AL) Subscore Area
Total Number Correct for Reading
Reading Test (SS + AL)
* SS = Social Studies/Sciences
AL = Arts/Literature
Test
Test 4:
4: Science—Scoring
Science‐Scoring Key
Key
m
m
Key
Key
1.
2.
3.
4.
5.
6.
6.
7.
8.
9.
10.
11.
12.
13.
14.
B
J
C
F
A
JJ
D
G
C
H
D
H
B
F
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
15.
15.
16.
16.
17.
17.
18.
18.
19.
19.
20.
20.
21.
22.
23.
24.
25.
26.
27.
28.
C
J
A
F
B
F
F
B
G
A
H
D
G
B
F
Key
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
29.
30.
31.
32.
33.
34.
34.
35.
36.
37.
38.
39.
40.
C
F
D
G
C
J
C
H
D
G
C
J
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Number
for:
Number Correct
Correct (Raw
(Raw Score)
Score) for:
_______
(40)
(40)
Total Number Correct for Science Test
62
62
0661C
06610
TABLE
TA B L E 1
1
Procedures
to Obtain
the ACT
Procedures Used
Used to
Obtain Scale
Scale Scores
Scores From
From Raw
Raw Scores
Scores ffor
o r the
ACT Practice
Practice Tests
Tests
On
tests on
On each
each of
of the
the four
four multiple-choice
multiple‐choice tests
on which
which you
you
marked
marked any
any responses,
responses, the
the total
total number
number of
of correct
correct
responses
responses yields
yields a
a raw
raw score.
score. Use
Use the
the table
table below
below to
to
convert
convert your
your raw
raw scores
scores to
to scale
scale scores.
scores. For
For each
each test,
test,
locate
locate and
and circle
circle your
your raw
raw score
score or
or the
the range
range of
of raw
raw scores
scores
that
that includes
includes itit in
in the
the table
table below.
below. Then,
Then, read
read across
across to
to
either
either outside
outside column
column of
of the
the table
table and
and circle
circle the
the scale
scale score
score
that
that corresponds
corresponds to
to that
that raw
raw score.
score. As
As you
you determine
determine your
your
scale
scale scores,
scores, enter
enter them
them in
in the
the blanks
blanks provided
provided on
on the
the right.
right.
The
The highest
highest possible
possible scale
scale score
score for
for each
each test
test is
is 36.
36. The
The
lowest
lowest possible
possible scale
scale score
score for
for any
any test
test on
on which
which you
you
marked
marked any
any response
response is
is 1.
1.
Your
Your Scale
Scale Score
Score
Next,
four
Next, compute
compute the
the Composite
Composite score
score by
by averaging
averaging the
the four
scale
scale scores.
scores. To
To do
do this,
this, add
add your
your four
four scale
scale scores
scores and
and
divide
divide the
the sum
sum by
by 4.
4. IfIf the
the resulting
resulting number
number ends
ends in
in a
a
fraction,
fraction, round
round itit off
off to
to the
the nearest
nearest whole
whole number.
number. (Round
(Round
down
down any
any fraction
fraction less
less than
than one-half;
one‐half; round
round up
up any
any fraction
fraction
that
that is
is one-half
one‐half or
or more.)
more.) Enter
Enter this
this number
number in
in the
the blank.
blank. This
This
is
is your
your Composite
Composite score.
score. The
The highest
highest possible
possible Composite
Composite
score
score is
is 36.
36. The
The lowest
lowest possible
possible Composite
Composite score
score is
is 1.
1.
English
_______________
Mathematics
_______________
Reading
Reading
_______________
Science
_______________
Sum
Sum of
of scores
scores
_______________
Composite
÷ 4)
Composite score
score (sum
(sum +
4)
_______________
NOTE:
you left a
NOTE: IfIf you
a test
test completely
completely blank
blank and
and marked
marked no
no
items,
for that
was
items, do
do not
not list
list a
a scale
scale score
score for
that test.
test. IfIf any
any test
test was
completely
completely blank,
blank, do
do not
not calculate
calculate a
a Composite
Composite score.
score.
Raw Scores
Scale
Scale
Score
Test 11
Test
English
Test 2
Test
2
Mathematics
Test 3
Test
3
Reading
Test 4
Test
4
Science
Scale
Scale
Score
36
36
35
35
34
34
33
32
32
31
31
30
30
29
29
28
28
27
27
26
26
25
25
24
24
23
23
22
22
21
20
20
19
19
18
18
17
17
16
16
15
15
14
14
13
12
12
11
11
10
9
9
8
8
7
6
6
5
5
4
4
3
3
2
2
11
75
73-74
71-72
71-72
70
7O
69
68
68
67
65-66
65-66
64
62-63
60-61
57-59
57-59
55-56
53-54
53-54
50-52
50-52
47-49
44-46
42-43
39-41
37-38
34-36
34-36
30-33
28-29
26-27
24-25
22-23
20-21
18-19
18-19
15-17
15-17
13-14
13-14
10-12
10-12
08-09
08-09
06-07
04-05
04-05
02-03
02-03
00-01
60
58-59
58-59
56-57
55
54
52-53
52-53
50-51
48-49
48-49
46-47
43-45
41-42
41-42
39-40
39-40
37-38
35-36
35-36
33-34
33-34
31-32
30
27-29
25-26
22-24
18-21
18-21
15-17
15-17
12-14
12-14
09-11
08
06-07
05
04
O4
‐—
03
02
‐—
‐—
01
01
‐—
00
38-40
37
36
35
34
‐—
33
32
32
30-31
29
28
27
27
26
25
25
24
24
23
22
21
20
19
17-18
17-18
16
14-15
12-13
12-13
10-11
10-11
08-09
07
O7
06
06
05
‐—
04
O4
03
O3
02
‐—
01
01
00
40
‐—
39
‐—
38
‐—
37
36
36
35
34
32-33
30-31
30-31
29
27-28
27-28
25-26
25-26
23-24
21-22
21 -22
18-20
16-17
14-15
13
13
12
10-11
09
08
07
06
05
05
04
O4
03
‐—
02
O2
‐—
01
01
‐—
00
36
36
35
35
34
34
33
32
32
31
31
30
30
29
29
28
28
27
27
26
26
25
25
24
24
23
23
22
22
21
21
20
20
19
19
18
18
17
17
16
16
15
15
14
14
13
12
12
11
11
10
9
9
8
8
7
6
6
5
5
4
4
3
3
2
2
11
0661C
0661 C
63
63
Procedures Used to Obtain Scale Subscores
from Raw Scores for the ACT Practice Tests
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For each of the seven subscore areas, the total number of correct
responses yields a raw score. Use the table below to convert your raw
score to scale subscores. For each of the seven subscore areas,
locate and circle either the raw score or the range of raw scores that
includes it in the table below. Then, read across to either outside
column of the table and circle the scale subscore that corresponds to
that raw score. As you determine your scale subscores, enter them in
the blanks provided on the right. The highest possible scale subscore
is 18. The lowest possible scale subscore is 1.
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64
64
39-40
38
36-37
35
33-34
31-32
29-30
27-28
25-26
23-24
20-22
17-19
15-16
13-14
10-12
08-09
05-07
00-04
35
33-34
31-32
30
28-29
26-27
24-25
21-23
19-20
16-18
14-15
12-13
10-11
08-09
06-07
04-05
02-03
00-01
23-24
22
21
20
18-19
17
16
14-15
13
12
09-11
07-08
05-06
03-04
02
—
01
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18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
18
17
16
14-15
13
11-12
10
09
07-08
06
05
04
03
02
—
01
—
00
18
17
16
14-15
13
11-12
10
09
07-08
06
05
04
03
—
02
—
01
00
Plane Geometry/
Trigonometry
eaeeémz
:5
Inter. Algebra/
Coord. Geometry
19-20
17-18
16
15
13-14
12
—
11
10
09
07-08
06
05
04
03
02
01
00
Social Studies/
Sciences
20
19
18
17
16
15
14
13
12
11
10
09
07-08
05-06
04
03
01-02
00
Arts/
Literature
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Scale
Subscore
_______________
Arts/Literature (AL)
snow
8828365
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_______________
Social Studies/Sciences (SS)
Reading
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Pre-Algebra/
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_______________
Plane Geometry/Trigonometry (GT)
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Usage/
Mechanics
_______________
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_______________
Rhetorical Skills (RH)
23m
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Your Scale Subscore
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English
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scale subscores for that test.
Raw Scores
TABLE 2
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TABLE
TA B L E 3
3
Norms
Norms Table
Table
Use
Use the
the norms
norms table
table below
below to
to determine
determine your
your estimated
estimated
percent
percent at
at or
or below
below for
for each
each of
of your
your multiple-choice
multiple‐choice scale
scale
scores.
scores.
Your
Your Estimated
Estimated
Percent
Percent At
At or
or Below
Below
on
Test
on Practice
Practice Test
In
In the
the far
far left
left column,
column, circle
circle your
your scale
scale score
score for
for the
the English
English
Test
Test (from
(from page
page 63).
68). Then
Then read
read across
across to
to the
the percent
percent at
at or
or
below
below column
column for
for that
that test;
test; circle
circle or
or put
put a
a check
check mark
mark
beside
beside the
the corresponding
corresponding percent
percent at
at or
or below.
below. Use
Use the
the
same
same procedure
procedure for
for each
each test
test (from
(from page
page 63)
68) and
and
subscore
subscore area
area (from
(from page
page 64).
64). You
You may
may find
find itit easier
easier to
to
use
Test
use the
the right
right column
column of
of scale
scale scores
scores for
for your
your Science
Science Test
.
and
and Composite
Com osite scores.
scores.
p
As
As you
you mark
mark your
your percents
percents at
at or
or below,
below, enter
enter them
them in
in the
the
blanks
blanks provided
provided at
at the
the right.
right.
English
English
Usage/Mechanics
Rhetorical Skills
Mathematics
Mathematics
Pre-Algebra/Elem. Alg.
Alg./Coord. Geometry
Plane Geometry/Trig.
GeometryfT rig.
Reading
Soc. Studies/Sciences
Arts/Literature
Science
You
You may
may also
also find
find itit helpful
helpful to
to compare
compare your
your performance
performance
with
with the
the national
national mean
mean (average)
(average) score
score for each
each of
of the
the four
tests,
tests, subscore
subscore areas,
areas, and
and the
the Composite
Composite as
as shown
shown at
at the
the
bottom
bottom of
of the
the norms
norms table.
table.
composite
Composite
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Table 1.2
3
99
99
98
98
94
94
90
90
85
85
79
79
73
73
65
65
55
55
45
45
35
35
25
25
17
17
10
10
06
06
02
02
01
01
01
01
.C
Mean
Mean
20.5
20.5 10.2
10.2 10.6
10.6
S.D.
SD.
5.9
5.9 3.7
3.7 3.1
m
“xi
5
g
‘5.
E
8
99
99
99
99
99
99
96
96
91
91
84
84
75
75
63
63
54
54
37
37
25
25
15
15
09
09
05
05
04
04
02
02
01
01
01
01
99
99
99
99
98
98
97
97
95
95
94
94
92
92
89
B9
87
B7
83
83
79
79
75
75
70
70
64
64
59
59
53
53
48
48
41
41
35
35
30
30
25
25
19
19
15
15
10
1O
05
O5
02
02
01
O1
01
O1
01
O1
01
O1
01
O1
01
01
01
O1
01
O1
01
O1
01
O1
E
0
8
I 2' o
o
\E
'<
E
9
D.
99
99
97
97
94
94
89
89
83
83
75
75
66
66
57
57
48
48
39
39
31
31
19
19
08
08
03
03
01
01
01
01
01
01
01
01
2‘
<
99
99
99
99
98
98
96
96
93
93
85
85
78
78
66
66
54
54
40
40
24
24
15
15
10
10
05
05
03
03
01
01
01
01
01
01
E
20.7
20.7 10.9
10.9 10.3
10.3 10.4
10.4
5.0
5.0 3.4
2.9 3.0
(5
Z
R
%
a
g
7??
i3
o w.a
o
w
<
Lu
D:
0
U)
t
<
a
Lu
o
E
‐
0
U)
7)
o
“
E
O
0
99
99
97
97
92
92
86
86
79
79
73
73
66
66
55
55
47
47
38
38
29
29
22
22
15
15
08
08
03
03
01
01
01
01
01
01
99
99
99
99
99
99
99
99
98
98
98
98
97
97
96
96
95
95
93
93
90
90
85
B5
80
80
73
73
66
66
58
58
48
48
38
38
29
29
22
22
16
16
11
11
08
O8
05
O5
03
O3
02
02
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
99
99
99
99
99
99
99
99
99
99
98
98
97
97
95
95
93
93
90
90
86
B6
81
B1
76
76
70
70
64
64
56
56
49
49
41
41
33
33
26
26
19
19
13
13
08
O8
05
05
02
02
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
21.3
21.3 10.8
10.8 10.9
10.9
20.9
20.9
21.0
21.0
6.0
6.0 3.5 3.8
4.6
4.6
4.8
4.3
99
99
99
99
93
93
89
89
83
83
76
76
68
68
59
59
50
50
39
39
27
27
17
17
10
10
05
05
03
03
01
01
01
01
01
01
E
Score
Lu
m
E
COMPOSITE
Z
F
SCIENCE
.2
Arts/Literature
99
99
99
99
98
98
94
94
88
88
81
81
73
73
62
62
50
50
38
38
26
26
16
16
10
10
06
06
03
03
01
01
01
01
01
01
99
99
99
99
99
99
99
99
98
9B
97
97
96
96
95
95
92
92
90
9O
85
85
80
80
75
75
69
69
64
64
59
59
54
54
48
4B
41
41
34
34
24
24
14
14
07
07
03
O3
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
O1
01
01
01
O1
01
O1
01
O1
01
O1
E
Soc. Studies/Sciences
DE
'5
- s:5 5a:
C2
READING
ENGLISH
99
99
99
99
99
99
98
9B
97
97
96
96
95
95
93
93
90
9O
87
87
84
B4
80
BO
75
75
70
7O
65
65
59
59
52
52
44
44
38
3B
32
32
27
27
21
21
15
15
11
11
08
08
06
06
04
04
03
03
02
02
01
O1
01
O1
01
01
01
01
01
O1
01
O1
01
O1
0
MATHEMATICS
Score
36
36
35
35
34
34
33
33
32
32
31
31
30
30
29
29
28
28
27
27
26
26
25
25
24
24
23
23
22
22
21
21
20
20
19
19
18
18
17
17
16
16
15
15
14
14
13
13
12
12
11
11
10
10
09
09
08
O8
07
O7
06
O6
05
05
04
04
03
O3
02
02
01
O1
e
0
8
8 E EE
Rhetorical Skills
U)
I
<2 E
n.
2, % g
g s
3
w
Plane Geometry/Trig.
Usage/Mechanics
0:
Alg./Coord. Geometry
Pre-Algebra/Elem. Alg.
National
for ACT
Test Scores
National Distributions
Distributions of
of Cumulative Percents
Percents for
ACT Test
Scores
ACT-Tested
2005, and
ACT-Tested High
High School
School Graduates
Graduates of
of 2004,
2004,2005,
and 2006
2006
o
u
U)
36
36
35
35
34
34
33
33
32
32
31
31
30
30
29
29
28
28
27
27
26
26
25
25
24
24
23
23
22
22
21
21
20
20
19
19
18
18
17
17
16
16
15
15
14
14
13
13
12
12
11
11
10
10
09
O9
08
O8
07
O7
06
O6
05
O5
04
O4
03
O3
02
02
01
01
Note:
for multiple-choice tests,
Note: These
These norms
norms are
are the
the source
source of national
national and
and state
state norms,
norms, for
tests, printed on ACT
ACT score
score reports
during the
the 2006–2007
2006‐2007 testing year. Sample
Sample size:
size: 3,540,499.
65
65
Six-Point
Writing
S i x - P o i n t Holistic
H o l i s t i c Scoring
S c o r i n g Rubric
R u b r i c ffor
o r the
t h e ACT
ACT W
r i t i n g Test
Te s t
Papers at each level exhibit all
a l l or most
most of the characteristics described at each score point.
Score
=6
Score =
6
Essays within
within this score range
range demonstrate effective
effective
skill
to the
the task.
skill in
in responding
responding to
The
The essay
essay shows
shows a
a clear
clear understanding
understanding of
of the
the task.
task. The
The
essay
essay takes
takes a
a position
position on
on the
the issue
issue and
and may
may offer
offer aa
critical
critical context
context for discussion.
discussion. The
The essay
essay addresses
addresses
complexity
the
complexity by
by examining
examining different
different perspectives
perspectives on
on the
issue,
issue, or
or by
by evaluating
evaluating the
the implications
implications and/or
complications
complications of
of the
the issue,
issue, or
or by
by fully
fully responding
responding to
to
counterarguments
counterarguments to
to the
the writer’s
writer‘s position.
position. Development
Development of
of
ideas
ideas is
is ample,
ample, specific,
specific, and
and logical.
logical. Most
Most ideas
ideas are
are fully
fully
elaborated.
elaborated. A
A clear
clear focus
focus on
on the
the specific
specific issue
issue in
in the
the
prompt
prompt is
is maintained.
maintained. The
The organization
organization of
of the
the essay
essay is
is
clear:
clear: the
the organization
organization may
may be
be somewhat
somewhat predictable
predictable or
or itit
may
may grow
grow from the
the writer’s
writer‘s purpose.
purpose. Ideas
Ideas are
are logically
logically
sequenced.
writer’s logic
sequenced. Most
Most transitions
transitions reflect
reflect the
the writer‘s
logic and
and
are
are usually
usually integrated
integrated into
into the
the essay.
essay. The
The introduction
introduction
and
and conclusion
conclusion are
are effective,
effective, clear,
clear, and
and well
well developed.
developed.
The
The essay
essay shows
shows a
a good
good command
command of
of language.
language.
Sentences
Sentences are
are varied
varied and
and word
word choice
choice is
is varied
varied and
and
precise.
precise. There
There are
are few,
few, ifif any,
any, errors
errors to
to distract
distract the
the reader.
reader.
Score
=3
Score =
3
Essays within
within this score
score range
range demonstrate some
some
developing
to the
the task.
task.
developing skill
skill in
in responding
responding to
The
The essay
essay shows
shows some
some understanding
understanding of
of the
the task.
task. The
The
essay
essay takes
takes a
a position
position on
on the
the issue
issue but
but does
does not
not offer
offer a
a
context
context for
for discussion.
discussion. The
The essay
essay may
may acknowledge
acknowledge a
a
counterargument
counterargument to
to the
the writer’s
writer‘s position,
position, but
but its
its
development
development is
is brief or
or unclear.
unclear. Development
Development of
of ideas
ideas is
is
limited
limited and
and may
may be
be repetitious,
repetitious, with
with little,
little, ifif any,
any,
movement
movement between
between general
general statements
statements and
and specific
specific
reasons,
reasons, examples,
examples, and
and details.
details. Focus
Focus on
on the
the general
general
topic
topic is
is maintained,
maintained, but
but focus
focus on
on the
the specific
specific issue
issue in
in the
the
prompt
prompt may
may not
not be
be maintained.
maintained. The
The organization
organization of
of the
the
essay
essay is
is simple.
simple. Ideas
Ideas are
are logically
logically grouped
grouped within
within parts
parts
of
of the
the essay,
essay, but
but there
there is
is little
little or
or no
no evidence
evidence of
of logical
logical
sequencing
sequencing of
of ideas.
ideas. Transitions,
Transitions, ifif used,
used, are
are simple
simple and
and
obvious.
obvious. An
An introduction
introduction and
and conclusion
conclusion are
are clearly
clearly
discernible
discernible but
but underdeveloped.
underdeveloped. Language
Language shows
shows a
a
basic
basic control.
control. Sentences
Sentences show
show a
a little
little variety
variety and
and word
word
choice
choice is
is appropriate.
appropriate. Errors
Errors may
may be
be distracting
distracting and
and
may
may occasionally
occasionally impede
impede understanding.
understanding.
Score
=5
Score =
5
Essays within
within this score range
range demonstrate
competent skill in
to the
the task.
in responding
responding to
Score
Score = 2
2
Essays within
within this score range
range demonstrate
inconsistent or weak skill in responding
responding to the task.
The
The essay
essay shows
shows a
a weak
weak understanding
understanding of
of the
the task.
task. The
The
essay
essay may
may not
not take
take a
a position
position on
on the
the issue,
issue, or
or the
the essay
essay
may
may take
take aa position
position but
but fail
fail to
to convey
convey reasons
reasons to
to support
support
that
to
that position,
position, or
or the
the essay
essay may
may take
take a
a position
position but
but fail
fail to
maintain
maintain aa stance.
stance. There
There is
is little
little or
or no
no recognition
recognition of
of a
a
counterargument
counterargument to
to the
the writer’s
writer‘s position.
position. The
The essay
essay is
is
thinly
thinly developed.
developed. IfIf examples
examples are
are given,
given, they
they are
are general
general
and
and may
may not
not be
be clearly
clearly relevant.
relevant. The
The essay
essay may
may include
include
extensive
extensive repetition
repetition of
of the
the writer’s
writer‘s ideas
ideas or
or of
of ideas
ideas in
in the
the
prompt.
prompt. Focus
Focus on
on the
the general
general topic
topic is
is maintained,
maintained, but
but
focus
focus on
on the
the specific
specific issue
issue in
in the
the prompt
prompt may
may not
not be
be
maintained.
maintained. There
There is
is some
some indication
indication of
of an
an organizational
organizational
structure,
structure, and
and some
some logical
logical grouping
grouping of
of ideas
ideas within
within
parts
parts of
of the
the essay
essay is
is apparent.
apparent. Transitions,
Transitions, ifif used,
used, are
are
simple
simple and
and obvious,
obvious, and
and they
they may
may be
be inappropriate
inappropriate or
or
misleading.
misleading. An
An introduction
introduction and
and conclusion
conclusion are
are
discernible
discernible but
but minimal.
minimal. Sentence
Sentence structure
structure and
and word
word
choice
choice are
are usually
usually simple.
simple. Errors
Errors may
may be
be frequently
frequently
distracting
distracting and
and may
may sometimes
sometimes impede
impede understanding.
understanding.
The
The essay
essay shows
shows a
a clear
clear understanding
understanding of
of the
the task.
task. The
The
essay
essay takes
takes a
a position
position on
on the
the issue
issue and
and may
may offer
offer aa
broad
broad context
context for
for discussion.
discussion. The
The essay
essay shows
shows
recognition
recognition of
of complexity
complexity by
by partially
partially evaluating
evaluating the
the
implications
implications and/or complications
complications of
of the
the issue,
issue, or
or by
by
responding
responding to
to counterarguments
counterarguments to
to the
the writer’s
writer‘s position.
position.
Development
Development of
of ideas
ideas is
is specific and
and logical.
logical. Most
Most ideas
ideas
are
are elaborated,
elaborated, with
with clear
clear movement
movement between
between general
general
statements
statements and
and specific
specific reasons,
reasons, examples,
examples, and
and details.
details.
Focus
Focus on
on the
the specific
specific issue
issue in
in the
the prompt
prompt is
is maintained.
maintained.
The
The organization
organization of
of the
the essay
essay is
is clear,
clear, although
although itit may
may be
be
predictable.
predictable. Ideas
Ideas are
are logically
logically sequenced,
sequenced, although
although
simple
The
simple and
and obvious
obvious transitions
transitions may
may be
be used.
used. The
introduction
introduction and
and conclusion
conclusion are
are clear
clear and
and generally
generally well
well
developed.
developed. Language
Language is
is competent.
competent. Sentences
Sentences are
are
somewhat
somewhat varied
varied and
and word
word choice
choice is
is sometimes
sometimes varied
varied
and
and precise.
precise. There
There may
may be
be aa few
few errors,
errors, but
but they
they are
are
rarely
rarely distracting.
distracting.
Score
=4
Score =
4
Essays within
within this score range
range demonstrate adequate
skill in
to the
the task.
in responding
responding to
Score
Score =
=1
1
Essays
within this
this score
Essays within
score range
range show
show little
little or
or no
no skill
skill
in
to the
the task.
in responding
responding to
The
The essay
essay shows
shows little
little or
or no
no understanding
understanding of
of the
the task.
task. IfIf
the
the essay
essay takes
takes a
a position,
position, itit fails
fails to
to convey
convey reasons
reasons to
to
support
support that
that position.
position. The
The essay
essay is
is minimally
minimally developed.
developed.
The
The essay
essay may
may include
include excessive
excessive repetition
repetition of
of the
the
writer’s
writer‘s ideas
ideas or
or of
of ideas
ideas in
in the
the prompt.
prompt. Focus
Focus on
on the
the
general
general topic
topic is
is usually
usually maintained,
maintained, but
but focus
focus on
on the
the
specific
specific issue
issue in
in the
the prompt
prompt may
may not
not be
be maintained.
maintained.
There
There is
is little
little or
or no
no evidence
evidence of
of an
an organizational
organizational
structure
structure or
or of
of the
the logical
logical grouping
grouping of
of ideas.
ideas. Transitions
Transitions
are
are rarely
rarely used.
used. IfIf present,
present, an
an introduction
introduction and
and
conclusion
conclusion are
are minimal.
minimal. Sentence
Sentence structure
structure and
and word
word
choice
choice are
are simple.
simple. Errors
Errors may
may be
be frequently
frequently distracting
distracting
and
and may
may significantly
significantly impede
impede understanding.
understanding.
The
task. The
The essay
essay shows
shows an
an understanding
understanding of
of the
the task.
The
essay
essay takes
takes a
a position
position on
on the
the issue
issue and
and may
may offer
offer some
some
context
context for
for discussion.
discussion. The
The essay
essay may
may show
show some
some
recognition
recognition of
of complexity
complexity by
by providing
providing some
some response
response to
to
counterarguments
counterarguments to
to the
the writer’s
writer‘s position.
position. Development
Development of
of
ideas
ideas is
is adequate,
adequate, with
with some
some movement
movement between
between general
general
statements
statements and
and specific
specific reasons,
reasons, examples,
examples, and
and details.
details.
Focus
Focus on
on the
the specific
specific issue
issue in
in the
the prompt
prompt is
is maintained
maintained
throughout
The organization
throughout most
most of
of the
the essay.
essay. The
organization of
of the
the
essay
essay is
is apparent
apparent but
but predictable.
predictable. Some
Some evidence
evidence of
of
logical
logical sequencing
sequencing of
of ideas
ideas is
is apparent,
apparent, although
although most
most
transitions
transitions are
are simple
simple and
and obvious.
obvious. The
The introduction
introduction and
and
conclusion
conclusion are
are clear
clear and
and somewhat
somewhat developed.
developed.
Language
Language is
is adequate,
adequate, with
with some
some sentence
sentence variety
variety and
and
appropriate
There may
appropriate word
word choice.
choice. There
may be
be some
some distracting
distracting
errors,
errors, but
but they
they do
do not
not impede
impede understanding.
understanding.
No Score
Score
Blank, Off-Topic, Illegible,
Illegible, Not
Not in English,
English, or Void
Void
66
66
How
Writing
H o w to
to Score
S c o r e the
the W
r i t i n g Test
Te s t
Scoring
(see page
66)
Scoring Guidelines
Guide’ineslsee
P a g e 66)
These
are
the
guidelines
that
should
These are the ggidelines that ShOUId be
be used
“Sued to
t9 score
Sucore your
your
essay.
called a
essay. These
These guidelines are
are also
alsocalled
a “rubric.”
rubric. Many
papers
papers do
do not
not fit the
the exact
exact description at
at each
each score
score point.
pornt.
You
You should note
note that
that the
the rubric
rubric says:
says; “Papers
Papers at
at each level
level
al/ormost
descriptors."
exhibit all
or most of the characteristics in the descriptors.”
To
you should read it and try to
To score
score your
your. paper,
p a p e r i you ShQU'd read it and try to I
determine
which
paragraph
determ'ne Wh'Ch paragraph in
m the
the rubric
mbr'c best
beSt describes
descr'bes
most
of
the
characteristics
of
your
essay.
mOSt Of the CharaCter'St'Cs Of your e s s a y '
Two
Two trained
trained readers
readers will
will score
score each
each essay
essay on
on the
the actual
actual
Writing Test.
Test These
These readers
readers are
are trained
trained by
by reading
reading
Writing
examples of
of papers
papers at
at each
each score
score point
point and
and by
by scoring
scoring
examples
many
practice
papers
They
are
given
detailed
feedback
many practice papers. They are given detailed feedback
on the
the correctness
correctness of
of their
their scores
scores during
during practice.
practice During
During
on
actual
actual scoring,
scoring, score
score differences
differences of
of more
more than
than one
one point
point
will
will be
be evaluated
evaluated by
by a
a third
third trained
trained reader
reader to
to resolve
resolve
discrepancies.
discrepancies. This
This method
method is
is designed
designed to
to be
be as
as objective
objective
and
and impartial
impartial as
as possible.
DOSSib'e- So—how
50‐hOW can
can you
YOU rate
rate your
your own
OWN
practice
plaCtiCG Writing
Writing Test?
TeSt?
Then (because your Writing Test subscore is the sum of
readers‘ ratings of your essay), you should multiply
two readers’
your
your 1–6
1‐6 score
score by
by 2
2 when
when you
you use
use Table
Table 4,
4, on
on page
page 72,
72, to
to
find
find your
your Combined
Combined English/Writing
English/Writing score.
score. Or,
Or, ifif both
both you
you
and
and someone
someone else
else read
read and
and score
score your
your practice
practice essay,
essay,
you
you could
could add
add those
those scores
scores together.
together.
ItIt is
is difficult
difficult to
to be
be objective
objective about
about one’s
one‘s own
own work,
work, and
and you
you
have
have not
not had
had the
the extensive
extensive training
training provided
provided to
to actual
actual
readers
readers of
of the
the ACT
ACT Writing
Writing Test.
Test. However,
However, itit is
is to
to your
your
advantage
advantage to
to read
read your
your own
own writing
writing critically.
critically. Becoming
Becoming
your
your own
own editor
editor helps
helps you
you grow
grow as
as a
a writer
writer and
and as
as a
a
reader.
reader. So
So itit makes
makes sense
sense for
for you
you to
to evaluate
evaluate your
your own
own
practice
practice essay.
essay. That
That having
having been
been said,
said, itit may
may also
also make
make
sense
sense for
for you
you to
to give
give your
your practice
practice essay
essay to
to another
another reader
reader
to
to get
get another
another perspective:
perspective: perhaps
perhaps that
that of
of a
a classmate,
classmate, a
a
parent,
parent, or
or an
an English
English teacher,
teacher, for
for example.
example. Thinking
Thinking and
and
talking
talking with
with others
others about
about writing
writing is
is good
good preparation
preparation for the
the
Writing
Writing Test.
Test. To
To rate
rate your
your essay,
essay, you
you and
and your
your reader(s)
reader(s)
should
should read
read the
the scoring
scoring guidelines
guidelines and
and examples,
examples, which
which
begin
below
and
continue
through
page
71,
and
then
begin below and continue through page 71 and the“
assign
1 through
aSSign your
your practice
plaCtiCG essay
essay a
a score
score of
Of1
through 6.
6-
p e r c e n t s At
A t or
o r Below
Below
Percents
Norms
Norms (cumulative
(cumulative percents)
percents) were
were not
not yet
yet available
available for
for the
the
Practice
Practice Writing
Writing Test
Test at
at the
the time
time this
this booklet
booklet was
was printed.
printed.
However,
However, ifif you
you register
register for
for and
and take
take the
the ACT
ACT Plus
Plus Writing,
Writing,
a
Writing Test
a cumulative
cumulative percent
percent for
for your
your Writing
Test scores
scores will
will be
be
included
included on
on your
your Student
Student Report
Report and
and will
will be
be available
available on
on
www.actstudent.org.
www.actstudent.org.
College
College Readiness
Readiness Standards
Standards
The
College
Readiness
The College Readiness Standards
Standards for
for Writing
Writing (see
(see
page
www.act.org/standards.
page 59)
59) can
can be
be found
found at
at www.act.org/standards.
In
from
In an
an actual
actual test,
test, each
each essay
essay will
will be
be scored
scored on
on a
a scale
scale from
11 (low)
(low) through
through 6
6 (high).
(high). The
The score
score is
is based
based on
on the
the overall
overall
impression
impression that
that is
is created
created by
by all
all the
the elements
elements of
of the
the writing.
writing.
The
The scores
scores given
given by
by the
the two
two readers
readers are
are added
added together,
together,
yielding
yielding the
the score
score range
range 2–12
2‐12 shown
shown in
in Table
Table 4
4 on
on page
page 72.
72.
Example
E x a m p l e Essays
E s s a y s and
a n d Scoring
S c o r i n g Explanations
Explanations
Readers
Readers for
for the
the ACT
ACT Writing
Writing Test
Test practice
practice by
by scoring
scoring many
many essays
essays before
before they
they score
score “live”
“live” essays.
essays. Although
Although we
we cannot
cannot
provide
provide you
you with
with the
the same
same extensive
extensive training
training these
these readers
readers receive,
receive, reading
reading the
the example
example essays
essays that
that follow
follow will
will help
help you
you
better
better understand
understand some
some of
of the
the characteristics
characteristics of
of essays
essays at
at each
each score
score point.
point. You
You will
will also
also be
be able
able to
to read
read a
a brief
brief explanation
explanation
of
of how
how each
each essay
essay was
was scored.
scored. The
The example
example essays
essays are
are in
in response
response to
to the
the practice
practice prompt
prompt given
given on
on page
page 58.
58.
Score
Score =
= 11
Score
Score Point
Point 11
Scoring
Scoring Explanation
Explanation
The
The funding should
should be used
used to buy magazines.
Some magazines are
are only for
for entertainment but some
some
talk
politics and
popular
talk about
about pontics
and the
the world.
world' Even
Even the
the more
m o r e popular
magazine
for
kids
will
be
chosen,
its
still
the
best
magazme for kids Will be Chosen’ its Still the best thing
thing
to do.
read about
do. Students like
llke to read
about what tells them what
movie stars
stars lives are like.
movie
lives are like.
ThiS
essay shows
ShOWS little
little engagement
engagement with
With the
prompt
This essay
the prompt
task. The
The writer
take a
The funding
task.
writer does
does take
a clear
clear position
position ((The
funding
should be used
used to buy
buy magazines
magazines)) but little is developed
should
.
..
.
in
Some
in support of
of that position.
position. Two ideas
Ideas are offered ((Some
magazines
magazmes are
are only for
for entertainment
entertainment but
b u t some talk
about
about politics
politics and
and the
the world
world and Students
Students like
like to
to read
read
about
).
about what
What tells them
them what
What movie
movie stars
stars lives
lives are like
like).
Both ideas are left unexplored and unexplained. No
organization is evident. Transitions ((even,
even, still
still)) are used
but are unclear. No introduction or conclusion is present,
unless the statement of position is considered an introintro‑
duction. The essay’s
the beginning,
essay’s language
language is
is clear at
at the
beginning,
but
to understand.
but later
later becomes
becomes hard
hard to
understand. Errors
Errors and
and a
a lack
lack
of logical sequencing also are problems.
67
67
Score
Score =
= 22
Score
Score Point
Point 2
2
Scoring
Scoring Explanation
Explanation
Popular magazines would
would be aa good thing, it
it would
would
pull students
pull
students into
into the
the library and
and encourage
encourage them
them to
to
read. Some articles
read.
articles in magazines have
have nothing to do
with
but it
read
with school, but
it still
still encourages
encourages students
students to
to read
more.
m o r e . Reading
Reading is education, no matter
m a t t e r if
if its talking
about
about academics
academics or
or not.
not.
Many of the
the subjects in the
the magazine are
are school
school
related. If
related.
If an
an article is about a girl from
from another country
country
talking about
related
about how
how she
she lives, that’s
that’s school
school related
because it has
because
has to do with
with geography. If
If it’s
it’s an
an article
article
about some
part of the body, then that has
some part
has to do with
science.
science.
Essays
Essays that earn a score
score of 2 demonstrate either
weak or inconsistent skill in responding to the issue. In
Popular
this essay, the writer takes a clear position ((Popular
magazines
magazines would
would be
be a
a good
good thing
thing)) and offers specific
reasons ((it
it would
would pull
p u l l students
students into
into the
the library
library and
and
encourage
encourage them
them to
to read
read and Many
Many of
of the
the subjects
subjects in
in the
the
magazine
these
magazine are
are school
school related
related)) but development
development of
of these
reasons is thin. The writer does attempt to explain the
second claim with examples ((If
If an
an article is
is about
about a
a girl
girl
from another country
country.. . . that’s
that’s.. . . geography. If it’s
it’s . . .
the body, then . . . science
), but much more is needed.
science),
The second paragraph might be understood to be
responding
to a
from the prompt
responding to
a counterargument
counterargument from
prompt that
the magazines aren’t related to academic subjects. If so,
it is a faint reference that should be clearer. The essay
indicates organizational
organizational structure by
by separating
separating the two
ideas into two separate
separate paragraphs.
paragraphs. However,
However, there is
is
no discernible introduction or conclusion. Language use
in
the essay
that distract
the
in the
essay contains
contains a
a variety
variety of
of errors
errors that
distract the
reader,
reader, including a run-on sentence,
sentence, disagreements of
subject
subject and verb,
verb, and several misspellings.
misspellings.
Score
Score =
= 33
Score
Score Point
Point 3
3
Scoring
Scoring Explanation
Explanation
II feel
feel that schools
schools should
should not
n o t subscribe
subscribe to
to popular
magazines. Sometimes
Sometimes the
the magazine articles
articles are
are
misleading and
and don’t
don’t tell
tell the
the truth.
truth. And
And some
some students
students
may
know between
between right and
may not
n o t know
and wrong.
wrong. I get
get Seventeen
magazine every
every month.
month. There
There are
are some
some subjects in the
the
articles
be allowed,
articles that
that II feel
feel should
should not
n o t be
allowed, or
or maybe
edited.
put in
edited. They put
in college searches
searches which are
are helpful,
but other
but
other articles
articles have
have girls talking about
about things that
that are
are
not
right. Not
reading them.
n o t right.
N o t everybody should
should be reading
them. Why
should
should schools
schools subscribe
subscribe to
to magazines that
that have
have articles
articles
that
that are
are not
n o t right. These
These articles
articles could
could make
make teenagers
teenagers
spend too
t o o much
much time thinking about
about things that
that are
are
misleading or not
n o t right or aa waist
waist of time.
time. Teenagers are
are
sometimes
read some
sometimes too
t o o young
young to
to read
some of
of the
the articles
articles that
that
the
the popular magazines have.
have.
Also, popular magazines will
w i l l not
n o t help students
students to
read. Popular magazines have
be encouraged to read.
have short
short
articles
based on
articles that
that are
are based
on opinion
opinion and
and gossip and
and they
are
are filled
filled with quizzes and
and advertisements
advertisements and
and how
how to
to
loose
loose weight. The
The advertisements
advertisements show
show skinny girls and
and
the articles about loosing weight are
are not
n o t good. They are
are
bad for
read. And
bad
for teenagers
teenagers to
to see
see and
and to
to read.
And the
the other
other
articles
because they are
articles are
are aa waist
waist of
of time
time too
t o o because
are full
f u l l of
of
gossip and mostly pictures. If
If school libraries really
want
w a n t to help students, they need
need to subscribe
subscribe to
magazines that
that are
are academic, like
like Time
Time and
and National
National
Geographic.
There
reason to
kind of
There is
is no
no reason
to subscribe
subscribe to
to any
any other
other kind
of
popular magazines. If
If schools
schools libraries
libraries did, they would
would
find
fi n d that popular magazines give students
students something to
do
research they should
do instead
instead of
of the
the research
should use
use the
the library
for.
for. It would
would be aa perfect excuse
excuse for
for hanging
hanging out
o u t to just
look at magazines with their
their friends.
friends. School libraries
libraries
should
should not
n o t subscribe
subscribe to popular magazines, especially
when
when funding is
is limited.
limited.
Essays that earn a score point of 3 show developing
skill in responding to the task. This essay takes a clear
position but does not provide any
any context for
for the discusdiscus‑
sion. A
from the
the prompt
A counterargument
counterargument taken from
prompt is
is
vaguely
popular magazines
vaguely referenced
referenced and
and refuted
refuted ((popular
magazines will
will
not
), but further
not help
help students to
to be
be encouraged
encouraged to
to read
read),
clarification is needed to explain why short, gossipy artiarti‑
cles are of
to read. The
of no
no use in
in encouraging
encouraging students to
essay
essay contains limited movement between general
general statestate‑
ments
They put
ments and
and specific
specific examples
examples ((They
p u t in
in college
college
searches
). Focus
searches which
which are
are helpful
helpful).
Focus on the specific
specific issue
issue
in the prompt wavers because of the somewhat vague
discussion the writer gives
gives on the general,
general, negative
negative
aspects
These articles
aspects of
of popular
popular magazines
magazines ((These
articles could
could
make
make teenagers
teenagers spend
spend too
too much
much time
time thinking
thinking about
about
things
).
things that
that are
are misleading
misleading or
or not
not right
right or
or a
a waist
waist of
of time
time).
All the ideas would benefit from more development. This
writer’s ideas are grouped logically throughout the
essay.
Also).
essay. There is only a single
single use of a transition ((Also).
The opening
opening and closing
closing sentences clearly signal
signal an
introduction and conclusion,
they lack development.
conclusion, but they
development.
The language
this essay
The
language usage
usage in
in this
essay demonstrates
demonstrates basic
basic
control. Sentences are somewhat varied in length and
structure,
structure, and
and words are used
used correctly.
correctly. Errors are at
at
times distracting.
68
68
Score
Score =
=4
4
Score
Score Point
Point 4
4
Scoring
Scoring Explanation
Explanation
High school
school libraries
libraries have
have only aa very
very limited
limited fund.
fund.
The
big question is how
The big
how do they spend the
the fund.
fund. Some
Some
people think only the
the magazines that
that are
are about
about academics
academics
should
be bought, but
but others
should be
others point out
out that
that if
if students
students are
are
interested in what is being read, they will
read more,
w i l l read
more, learn
more
more and
and like
like school
school more.
more. This
This second
second group
group is exactly
right.
First,
First, anytime someone
someone reads, their learning. Studies
show
read thirty minutes
show that
that students
students who
who read
minutes aa day in
in their
their
free
better than
free time
time perform better
than those
those who
who don’t.
don’t. Students
Students are
are
not
n o t going to want
want to pick up Shakespeare in their study hall,
theyre going to
to pick up
up “Seventeen.”
“Seventeen.” If
If you
you want
want them
them to
to
get
get in that
that thirty minutes, you
you have
have to give them
them something
they will
w i l l actually open
open and
and look at.
at. Remember
Remember its not
n o t what
we’re
reading that
we’re reading, its
its just the
the reading
that counts.
counts.
Also, popular magazines can
can help students
students learn
learn about
about
current
current events.
events. Its
Its important to
to keep up
up with information
information
that
that hasn’t
hasn’t had
had time
time to
to get
get in
in the
the textbooks
textbooks yet.
yet. Many
popular magazines contain
contain articles
articles about
about new
n e w health
health
discoveries, wars
wars and
and events
events in other
other countries, and
and can
can
even
resources for
research papers.
papers. This
even provide resources
for research
This is
is
important for
for our
our education.
education.
Most
break
Most importantly, popular magazines offer
offer aa break
from
from the
the stress
stress of
of schoolwork.
schoolwork. After
After hours
hours of
of listening to
to
lectures
relax by
by reading
reading
lectures and
and taking tests,
tests, people need
need to
to relax
something fun.
bad attitude
fun. If
If their
their is nothing fun
fun to read, aa bad
attitude
could
could develop toward
toward libraries
libraries and
and school.
school. This
This could
could hurt
hurt
students
read about
students much
much more
more than
than it
it would
would “hurt”
“hurt” us
us to
to read
about
movie
movie stars
stars and
and new
n e w music
music during study hall.
hall.
In conclusion, for
for student’s
student’s mental
mental health, knowledge,
and love of reading, popular magazines should stay
stay in our
our
library. While
While some
some people may
may want
want to debate
debate the
the issue,
the
the right decision
decision is clear.
clear. Interesting
Interesting magazines are
are
important for
for students in lots of ways.
ways.
Essays
Essays that earn a score
score of 4 demonstrate adequate
adequate
skill in responding to the task. This essay takes a position on
the issue presented in the prompt, but first offers a context
for the discussion,
discussion, and
and recognizes two different perspecperspec‑
tives. The essay
essay offers three ideas to support the writer’s
position ((anytime
anytime someone reads,
reads, their
their learning;
learning; popular
popular
magazines
magazines can
can help
help students
students learn
learn about
about current
current events;
events;
and
and popular
popular magazines
magazines offer
offer a
a break
break)) with
with adequate
adequate develdevel‑
opment of each. The writer moves ably between general
statements and some specific details ((Shakespeare/“Seven‑
Shakespeare/“Seventeen”,
teen”, health
health discoveries,
discoveries, wars,
wars, hours
hours listening
listening to
to lectures
lectures
and
and taking
taking tests
tests)) and maintains focus throughout the discusdiscus‑
sion.
sion. The essay
essay is
is clearly
clearly organized
organized around
around a
a simple
simple 5-para5-para‑
graph framework. The sequencing of ideas is logical, though
predictable, and indicated by transitions ((First,
First, Also,
Also, Most
Most
importantly, In conclusion
). While the transitions are simple
conclusion).
and obvious,
they are at
obvious, they
at least effective
effective in
in moving
moving the reader
through the essay systematically. The introduction and concon‑
clusion
the introclusion are
are clear
clear and
and somewhat
somewhat developed,
developed, with
with the
intro‑
duction offering much necessary information to set up the
discussion. The conclusion makes very clear the writer’s
position and reasoning.
reasoning. Language
Language is
is adequate, with
with a
a variety
of sentence
sentence constructions and correct word usage.
usage. LanLan‑
guage
guage errors—mostly
errors‐mostly spelling—are
spelling‐are somewhat
somewhat distracting.
distracting.
69
69
Score
Score =
=5
5
Score
Score Point
Point 5
5
Scoring
Scoring Explanation
Explanation
High
High school
school libraries
libraries have
have aa dilemma
dilemma on
on their
their
hands.
hands. Should
Should they buy popular magazines as
as well
well as
as
academic
books and
academic books
and publications? In aa perfect world,
our
o u r school
school library would
would be able
able to offer
offer everything
that’s
budget limits
that’s possible and
and appropriate. But
But with
with budget
limits
throughout the
the school
school system,
system, the
the administration
administration must
must
best choices
books and
be sure
sure they’re making the
the best
choices of books
and
magazines, so
so magazines like
like “Teen
“Teen People” and
and “YM”
“YM”
should
be paid
paid for
books and
should not
n o t be
for instead
instead of
of educational
educational books
and
publications.
The
purpose of school, and
The purpose
and school
school libraries, is
learning. Supporters of popular magazines argue
argue that
that
there
reading
there is something to be learned
learned from
from any
any reading
material, but
but I believe
believe some
kinds of learning are
some kinds
are more
more
important to students
kinds. If
students futures
futures than
than other
other kinds.
If the
the
school
between teaching teenage
school library has
has to choose
choose between
teenage
girls about the achievements of Harriet Tubman and
letting
read about
know
letting them
them read
about their
their favorite
favorite movie
movie star,
star, II know
which
which one
one II would
would vote
v o t e for.
for.
Furthermore, one
one of the school library’s most
most
important functions
functions is offering students
students the
the learning
resources they might not
be able
resources
n o t be
able to
to find
fi n d or
or afford
afford on
on
their own.
o w n . Everybody would agree
agree the school
school library
should
should have
have Internet
Internet access
access for
for the
the people who
who don’t
don’t
have
have aa computer
computer at
at home.
home. Shouldn’t
Shouldn’t the
the library also
also
offer
books and
offer full
f u l l sets
sets of encyclopedia, hard
hard cover
c o v e r books
and
high quality magazines like
like “National
“National Geographic” to
students
students who
who can’t
can’t buy all
all these
these materials, especially
when
paper all year?
when they may
may only need
need them
them for
for one
one paper
On the
the other
other hand, anybody can
can spend $3.99
$3.99 at the
the
drugstore to
Justin Timberlake’s
to find
fi n d out
o u t about
about Justin
Timberlake’s love
love life
life
if
if they want
w a n t to.
t o . The
The school
school library shouldn’t
shouldn’t have
have to
to
finance
finance that.
that. If
If you’re in
in study hall
hall and
and you
you have
have an
an
urgent
urgent celebrity trivia
trivia question that
that just can’t
can’t wait, you
you
can
can always use
use the
the Internet, at no extra
e x t r a cost
cost to the
the
school.
school.
Reading
Reading for
for pleasure is aa great
great thing, and
and one
one of my
personal favorite
but magazines just
favorite leisure
leisure activities, but
for
be aa priority for
for entertainment
entertainment shouldn’t
shouldn’t be
for school
school
libraries.
reason for
libraries. Learning
Learning is
is the
the reason
for school, and
and should
should
be first
When funding
be
first in
in mind
mind as
as this
this decision
decision is
is made.
made. When
is so
put
so limited, the
the school
school library must
m u s t always put
learning materials first.
first.
This essay
essay shows a
a clear understanding
understanding of
of the task.
“Teen People”
The writer takes a position ((“Teen
People” and
a n d “YM”
“YM”
should
should not
not be paid
paid for
for instead
instead of educational
educational books
books and
and
publications
publications)) after establishing
establishing a broad context for disdis‑
cussion ((In
In a
a perfect
perfect world,
world, our
our school
school library
library would
would be
be
able to offer
offer everything
everything that’s possible
possible and
and appropriate.
But
But with
with budget
budget limits
limits throughout
throughout the
the school
school system,
system, the
administration must
must be sure they’re
they’re making
making the best
best
choices
). The essay shows recognition of complexity by
choices).
responding
to counterarguments
to the
the
responding succinctly to
counterarguments to
writer’s position ((Supporters
Supporters of popular
popular magazines
magazines argue
argue
that
that there
there is
is something
something to
to be
be learned
learned from any
any reading
reading
material,
material, but
but II believe
believe some
some kinds
kinds of
of learning
learning are
are more
more
important
). Developimportant to
to students futures than other
other kinds
kinds).
Develop‑
ment of the discussion is specific, with
with clear movement
between claims and the details that explain and support
them. Development is also logical, assisted by strong,
integrated transitions ((Furthermore,
Furthermore, On
On the
the other
other hand
hand))
and
The introduction
and carefully
carefully sequenced
sequenced ideas.
ideas. The
introduction and
and
conclusion are both clear and generally well developed,
offering necessary context and adding emphasis to clarclar‑
ify the argument. Language is highly competent and
engaging, with a lot of sentence variety and some word
precision ((urgent
urgent celebrity
). Errors are
celebrity trivia question
question).
minimally distracting.
70
70
Score
Score =
=6
6
Score
Score Point
Point 6
6
Scoring
Scoring Explanation
Explanation
High
High schools
schools nowdays are
are struggling to draw
draw the
the
line
between what
line between
what is
is “educational”
“educational” and
and what
what is
is not.
not.
School programs
programs are
based on
are cut
c u t based
on how
how much
much
educational
educational content
content they’re perceived to
to have.
have. Now
N o w the
the
administration is trying to purge
purge the libraries of popular
magazines because
because they contain
contain non
n o n academic
academic subjects.
It’s
I t ’s important that
that the
the library buy dictionaries
dictionaries and
and
encyclopedias, but
but education purists need to be
reminded that
reminded
that if
if you
you separate
separate “academic”
“academic” from
from “non“non‑
academic”
real
academic” too
t o o strictly, you
you separate
separate school
school from
from the
the real
world it’s supposed to prepare
prepare us for.
for.
Educators
Educators are
are the
the ones
ones who
who tell
tell us
us we
we should
should spend
more
reading. The
build the
reading
m o r e time
time reading.
The only way
way to build
the reading
comprehension and
and vocabulary skills so
so important for
for
getting into
into and
and through college is to practice, and
and that
that
means
reading things other
means reading
other than
than school
school assignments. No
one
one ever
ever gained reading proficiency from
from daily
struggles through their
their Chemistry or
or History textbooks.
textbooks.
We read
read these
because we
but we
We
these because
we have
have to,
to, but
we would
would
continue
reading—even during precious homework
continue reading‐even
homework free
free
moments—if
m o m e n t s ‐ i f we had
had something interesting to turn
t u r n to.
to.
The
reading are
The magazines that
that teenagers
teenagers enjoy reading
are the
the ones
ones
that
that cover
c o v e r our
o u r interests
interests and
and address
address our
o u r concerns,
concerns, like
like
“Seventeen”
“Seventeen” or
or “Teen
“Teen People”.
People”. These
These are
are the
the magazines
that
banish from
that some
some would
would banish
from the
the library.
It’s
page in youth magazines is
I t ’s true
t r u e that
that not
n o t every
every page
an
pages show
an intellectual
intellectual challenge. Many pages
show models
models
selling zit
zit cream,
cream, or contain
contain “dream
“dream date”
date” quizzes. But
But
the
the critics
critics of popular magazines should
should take
take aa closer
closer
look
look at them.
them. These
These same
same magazines have
have articles
articles on
suicide prevention, the spread of AIDS among
among teens,
teens,
and
and college comparisons—subjects
comparisons‐subjects that
that the
the adult
adult
oriented
oriented news
news media
media doesn’t
doesn’t cover.
c o v e r.
Even
Even the frivolous
frivolous features
features have something to
to teach
the
reader who
the reader
who wants
wants to
to learn.
learn. All
A l l those
those “Great Looks
Looks
Cheap” may
be aa first
becoming aa smarter
may be
first step
step toward
toward becoming
smarter
consumer.
consumer. The silly quiz may
may open
open up
up questions about
the
proof” or
the nature
nature of
of “scientific
“scientific proof”
or lead
lead to
to more
m o r e selfself‑
knowledge.
knowledge.
Learning
Learning is where
where you
you find
find it, and
and students
students may
may
find
find it
it in
in places administrators
administrators and
and librarians
librarians might not
not
think
be found
think to look.
look. Learning
Learning can
c a n be
found in popular
magazines as
as well as
as approved academic
academic texts.
texts. There
There
should
be rroom
both.
should be
o o m in the
the school
school library for
for both.
Essays
Essays that earn a score
score point of 6 demonstrate a
clear
clear understanding
understanding and
and effective
effective performance
performance of
of the
persuasive task. The writer takes a clear position, develdevel‑
ops itit throughout
throughout the
the essay, and
the
and states it
it directly in
in the
conclusion ((Learning
Learning can
can be
be found
found in
in popular
popular magazines
magazines
as
). This position is
as well
well as
as approved
approved academic
academic texts
texts).
placed in a wider context without disrupting the essay’s
focus ((High
High schools
focus
schools nowdays
nowdays are
are struggling
struggling to
to draw
draw the
the
line
line between what
What is “educational”
“educational” and
a n d what
What is not.
School
School programs
programs are
are cut
out based
based on
on how
how much
much educaeduca‑
tional
).
tional content
content they’re perceived
perceived to
to have
have).
The essay
essay addresses complexity
complexity by
by anticipating
anticipating
counterarguments
to the writer’s
It’s true
counterarguments to
writer’s position
position ((It’s
true that
that
not
n o t every
every page
p a g e in youth magazines
magazines is an intellectual
intellectual
challenge
challenge)) and fully responding to those counterargucounterargu‑
ments by showing specifically where they are weak
((These
These same
same magazines
magazines have
have articles
articles on
on suicide
suicide prepre‑
vention,
vention, the spread
spread of
of AIDS
AIDS among
among teens,
teens, and
and college
college
comparisons—subjects
comparisons‐subjects that
that the
the adult
adult oriented
oriented news
news
media
).
media doesn’t
doesn’t cover
cover).
The writer’s ideas may not be developed evenly
over all the paragraphs, but their development is suc‑
succinct and logical. The essay elaborates general statestate‑
ments ((Even
Even the frivolous
frivolous features
features have
have something
something to
to
teach the reader
reader who
Who wants
wants to
to learn
learn)) by moving
moving to more
specific details and examples ((All
All those
those “Great
“Great Looks
Looks
Cheap”
Cheap” may
may be
be a
a first
first step
step toward
toward becoming
becoming a
a smarter
smarter
consumer
).
consumer).
The organization of the essay is clear and the logilogi‑
cal
the writer’s
to
cal sequence
sequence of
of ideas
ideas grows
grows out
out of
of the
writer’s intent
intent to
persuade. Transitions help the essay flow smoothly from
one paragraph to the next ((It’s
It’s true that
that not
not every
every page
page
in youth magazines
magazines is an intellectual
intellectual challenge....
challenge... Even
Even
the frivolous features have
have something
something to
to teach the
reader
). The introduction is clear and
reader who
Who wants
wants to learn
learn).
especially well developed, connecting the writer’s posiposi‑
if you
tion to a strong critical claim ((if
you separate “academic”
“academic”
from “non-academic”
“non-academic” too strictly, you
you separate school
school
from the real
).
real world
world it’s
it’s supposed
supposed to
to prepare
prepare us
us for
for).
This essay
This
essay shows
shows a
a good
good command of
of language.
language.
Word
purge the
Word choice
choice is
is precise
precise and
and persuasive
persuasive ((purge
the
libraries, frivolous features
). Facility with words and senfeatures).
sen‑
tence structure enables the writer to maintain a light,
light,
amused tone ((The
The silly
silly quiz
quiz may
m a y open
open up
up questions
questions
about
about the
the nature
nature of
of “scientific
“scientific proof”
proof” or
or lead
lead to
to more
more selfself‑
knowledge
). There are few errors in this essay, and they
knowledge).
scarcely distract the reader.
71
71
TABLE
TA B L E 4
4
Calculating
Calculating Your
Your ACT
ACT Combined
Combined English/Writing
English/Writing Score
Score
•0 Finally,
Finally, follow the
the English
English Test row
row across
across and
and the
the
Writing
Writing Test
Test row
row down
down until
until the
the two
two meet.
meet. Circle the
the
Combined
Combined score
score where
where the
the two
two columns
columns meet.
meet. (For
(For
example,
Test score
example, ifif an
an English
English Test
score were
were 19
19 and
and a
a
Writing
Writing Test
Test subscore
subscore were
were 6,
6, the
the Combined
Combined
English/Writing score
score would
would be 18.)
18.)
4.
4. Using
Using the
the number
number you
you circled
circled in
in the
the table
table below,
below, write
write
your
your Combined
Combined English/Writing
English/Writing score
score here:
here: ______.
(The
(The highest
highest possible
possible Combined English/Writing score
score is
36
36 and
and the
the lowest
lowest possible
possible score
score is
is 1.)
1.)
Complete
Complete these
these steps
steps to
to calculate
calculate your
your Combined
Combined English/
English/
Writing
Writing score
score for your
your practice
practice test.
test.
1.
1. Locate
Locate your
your scale
scale score
score for
for the
the English
English Test
Test on
on page
page 63
63
and
______.
and enter
enter itit here:
here: _
2. Enter
Enter your
your Writing
Writing Test
Test score
score (1–6)
(1‐6) here
here ______ and
and
double
double itit to
to get
get your
your Writing
Writing Test
Test subscore
subscore (2–12):
(2‐12): _____
(If
(If two
two people
people read
read and
and scored
scored your
your Writing
Writing Test,
Test, you
you
should
to get
should add
add those
those two
two scores
scores to
get your
your Writing
Writing Test
Test
subscore.)
subscore.)
3. Use
Use the
the table
table below
below to
to find
find your
your Combined
Combined
English/Writing
English/Writing score.
score.
•0 First,
the left
First, circle
circle your
your ACT
ACT English
English Test
Test score
score in
in the
left
column.
column.
•0 Second,
Test subscore
the
Second, circle
circle your
your ACT
ACT Writing
Writing Test
subscore at
at the
top
top of
of the
the table.
table.
ACT
ACT English
English Test
Test score
score
_________________
ACT
ACT Writing
Writing Test
Test subscore
subscore
_________________
Combined English/Writing Score
(from
(from table
table below)
below)
_______________
Combined English/Writing Scale Scores
English
Test
Score
Writing Test Subscore
2
3
4
5
6
7
8
9
10
1O
11
11
12
12
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
1O
11
12
13
14
15
16
17
18
19
20
2O
21
22
23
24
25
26
27
28
29
30
3O
31
32
33
34
35
36
1
2
2
2
2
3
3
4
4
5
5
5
5
6
6
7
7
8
8
8
9
10
1O
10
1O
11
11
12
13
13
14
15
15
16
16
17
18
18
19
20
2O
21
21
22
22
23
24
24
25
26
26
2
3
3
3
3
4
4
5
5
6
6
6
6
7
7
8
8
9
9
9
10
1O
11
11
12
12
13
14
14
15
16
16
17
17
18
19
19
20
2O
21
22
22
23
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26
27
27
3
4
4
4
4
5
5
6
6
7
7
7
7
8
8
9
9
9
9
10
1O
11
12
12
13
13
14
15
15
16
17
17
17
18
19
20
2O
20
2O
21
22
23
23
24
24
25
25
26
27
28
28
4
5
5
5
5
6
6
7
7
7
7
8
8
9
9
10
1O
10
1O
11
12
13
13
14
14
15
16
16
17
18
18
18
19
20
2O
21
21
22
23
24
24
25
25
26
26
27
28
29
29
5
6
6
6
6
7
7
8
8
8
8
9
9
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11
11
11
11
12
13
14
14
15
15
16
16
17
18
19
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21
22
22
23
24
24
25
26
26
27
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28
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30
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30
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6
6
6
7
7
8
8
9
9
9
9
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11
11
12
12
12
12
13
14
14
15
16
16
17
17
18
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20
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21
22
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31
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7
7
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8
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9
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10
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11
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13
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13
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14
15
15
16
17
17
18
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21
21
21
22
23
23
24
25
26
26
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28
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31
31
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8
8
8
9
9
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11
11
11
11
12
12
13
13
13
13
14
14
15
16
16
17
18
18
19
19
20
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21
21
21
22
23
24
24
25
26
27
27
28
29
29
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30
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31
32
32
33
9
9
9
10
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11
11
12
12
12
12
13
13
14
14
14
14
15
15
16
17
17
17
18
19
19
20
2O
20
2O
21
22
22
22
23
24
25
25
26
27
28
28
29
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30
3O
31
32
33
33
34
10
10
10
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11
11
12
12
12
12
13
13
14
14
15
15
15
15
16
16
17
18
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20
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21
22
23
23
23
24
25
26
26
27
28
28
29
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31
31
31
32
33
34
34
35
11
11
11
11
12
12
13
13
13
13
14
14
15
15
16
16
16
16
17
17
18
18
19
19
19
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21
21
22
23
24
24
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25
26
27
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29
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31
32
32
32
33
34
35
35
36
72
72
You
You may
may wish
wish to
to remove
remove this
this sample
sample answer
answer document
document from
from the
the booklet
booklet to
to use
use in
in a
a practice
practice test
test session
session for
for the
the four
four multiple-choice
multiple‐choice tests.
tests.
Printed
Printed in
in U.S.A.
U.S.A.
© 2007
ACT, Inc.
©
2007 by
by ACT,
Inc. All rights reserved.
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IM-(A)
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174256-001:654321
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BE SURE TO FILL
FILL IN THE
THE CORRECT FORM OVAL.
D11
|
TEST 1
TEST1
1
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ACT
ACT STUDENT
STUDENT REVIEW: The test supervisor will give you instructions for completing this section.
Student Review:
Review: Your responses to these items will assist ACT
and your test center in providing the best possible
possible conditions for
for
for the future. Fill in the oval indicating your
testing and planning for
response to each item printed
printed on the back of your test booklet.
Yes
E
1
10
2
20
3
30
4
40
5
50
74
74
No
M
C)
O
C)
C)
C)
Yes
E
6
60
7
70
8
80
9
90
10
100
No
M
C)
O
C)
O
C)
Yes
E
11
110
12
120
13
130
14
140
15
15C)
No
M
C)
O
C)
O
C)
You
Test.
You may
may wish
wish to
to remove
remove these
these sample
sample answer
answer document
document pages
pages to
to respond
respond to
to the
the practice
practice ACT Writing
Writing Test.
PAGE 4
Please
the
Please enter
enter the
information
information at
at the
the
right
right before
before beginning
beginning
the Writing
Writing Test.
WRITING TEST BOOKLET NUMBER
NUMBER
Print
your 6-digit
Printyour6-digit
‘
Booklet
Booklet Number
Number
in the boxes at the
right.
l
l
l
l
‘
WRITING TEST FORM
‘
‘
‘
‘
Print your
3-character
3-character
Test
in
Test Form
Form in
the boxes above
and
the
Q fill
fill in
in the
corresponding
oval at the right.
Use
Use a
a soft
soft lead
lead No.
No. 2
2
pencil
pencil only.
only. Do
Do NOT
NOT
use
use a
a mechanical
mechanical
pencil,
pencil, ink,
ink, ballpoint,
ballpoint,
or felt-tip pen.
0
06A
11K
11P
11Q
11T
11U
11W
11X
11Y
12A
12E
12X
12Y
13A
13B
13C
13D
13E
13F
13G
13H
13J
13K
13L
13M
13N
13P
13Q
13R
13S
13T
13U
13V
13X
13Y
88A
88B
88C
88D
88E
88F
Cut Here
Begin WRITING TEST here.
1
If
the next
If you
you need
need more
more space,
space, please
please continue
continue on
on the
next page.
page.
Do not write in this shaded area.
75
IM-174256-001:654321
IM-174256-001:654321
WRITING
WRITING TEST
TEST
2
If
the back
this page.
If you
you need
need more
more space,
space, please
please continue
continue on
on the
back of
of this
page.
Do not write in this shaded area.
76
76
Cut Here
WRITING TEST
3
If you
you need more space,
space, please
please continue on the next page.
page.
PLEASE
THIS AREA.
PLEASE DO
DO NOT
NOT WRITE
WRITE IN
INTHIS
AREA.
mooooooooooooooooollllll
77
77
SERIAL
SERIAL #
#
WRITING
WRITING TEST
TEST
4
STOP
STOP here with
with the Writing
Writing Test.
Do not write in this shaded area.
78
78
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