PREPARING
for the
ACT
What’s Inside:
■ Full-Length Practice Tests, including
a Writing Test
■ Information about the
Optional Writing Test
■ Strategies to Prepare for the Tests
■ What to Expect on Test Day
Effective through the 2011
—
2012 testing year.
This booklet is provided free of charge.
Esta publicación también se puede ver o descargar en español en
www.actstudent.org/testprep/index.html.
Contents
1. General Preparation for the ACT
®
Tests . . . . . . . . . . . . 2
2. Strategies for Taking the ACT Tests . . . . . . . . . . . . . . . 5
3. What to Expect on Test Day . . . . . . . . . . . . . . . . . . . . 11
4. Taking the Practice Tests. . . . . . . . . . . . . . . . . . . . . . . 12
Practice Multiple-Choice Tests . . . . . . . . . . . . . . . 13
Practice Writing Test . . . . . . . . . . . . . . . . . . . . . . . 57
5. Scoring Your Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
How to Score the Multiple-Choice Tests . . . . . . . . 59
How to Score the Writing Test . . . . . . . . . . . . . . . . 67
6. Sample Answer Document . . . . . . . . . . . . . . . . . . . . . 73
Multiple-Choice Tests . . . . . . . . . . . . . . . . . . . . . . 73
Writing Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
A Message to Students
This booklet, which is provided free of charge, is intended
to help you do your best on the ACT. It summarizes general
test-taking strategies, describes the content of each test,
provides specific tips for each, and lets you know what to
expect on test day. Included in this booklet are complete
practice tests—“retired” ACT questions that were
administered to students on a national test date, including
a writing prompt—a sample answer document, answer
keys, and self-scoring instructions.
Read this booklet carefully and take the practice tests well
before test day so you will be familiar with the tests, what
they measure, and the strategies you can use to do your
best on test day.
ACT is committed to representing the diversity of our
society in all its aspects, including race, ethnicity, and
gender. Thus, test passages, questions, and writing
prompts are deliberately chosen to reflect the range of
cultures in our population.
We also are committed to ensuring that test questions and
writing prompts are fair—that they do not disadvantage any
particular group of examinees. Extensive reviews of the
fairness of test materials are rigorously conducted by both
ACT staff and external consultants. We also employ
statistical procedures to help ensure that our test materials
do not unfairly affect the performance of any group.
Additional ACT
Preparation Materials
• ACT Online Prep™: The only online test preparation
program designed exclusively by ACT test
development professionals. ACT Online Prep has
practice test questions, a practice essay with real-time
scoring, a diagnostic test, and a personalized Study
Path. You can access ACT Online Prep via
the Internet anywhere and at any time. Order at
www.actonlineprep.com.
• The
Real ACT Prep Guide
is the official print guide
to the ACT. This book includes three complete practice
tests previously used in actual administrations—each
with an optional Writing Test, with explanations for
all right and wrong answer choices. Order at
www.actstudent.org.
1
General Preparation
for the ACT
®
Tests
Choosing a Test Option
Students may register for one of two Test Options: the
ACT (No Writing), which includes the four required multiple-
choice tests, or the ACT Plus Writing, which also includes a
30-minute Writing Test. The optional ACT Writing Test
complements the ACT English Test. The combined results
from both tests provide information about your
understanding of the conventions of standard written
English and your ability to produce a direct sample of your
writing. Taking the ACT Plus Writing will provide you with
two
additional
scores: a Writing subscore and a Combined
English/Writing score. Taking the ACT Writing Test does not
affect your subject area scores or your Composite score.
Not all colleges require or recommend taking the ACT
Writing Test. Check directly with the colleges you are
considering to find out their requirements, or ask your high
school counselor which Test Option you should take. You
can also check www.actstudent.org for a searchable list
of colleges that have provided information to us about their
policies—whether they require, recommend, or do not need
results from the ACT Writing Test. Consult this list before
you register, so you will know which Test Option to select.
The ACT Plus Writing is available within the United States,
U.S. territories, and Canada on all established test dates
and for Special and Arranged Testing during designated
testing windows. The ACT Plus Writing is available
internationally on all test dates except February.
2
© 2010 by ACT, Inc. All rights reserved.
NOTE: This booklet is covered by federal copyright laws that prohibit the
reproduction of the test questions without the express, written permission of
ACT, Inc.
ACT endorses the
Code of Fair Testing Practices in Education
and the
Code of
Professional Responsibilities in Educational Measurement,
guides to the conduct
of those involved in educational testing. ACT is committed to ensuring that each
of its testing programs upholds the guidelines in each
Code.
A copy of each
Code
may be obtained free of charge from ACT Customer Services (68), P.O. Box
1008, Iowa City, IA 52243-1008, 319/337-1429.
Choosing a Test Date
Before you choose a test date, check the application
deadlines of the colleges and scholarship agencies you are
considering. It will normally take three to eight weeks after
a test date for ACT to mail your score report to you and to
your college or scholarship choices.
Many colleges and scholarship agencies recommend that
students take the ACT during the spring of their junior year.
By this time, students typically have completed most of the
coursework covered by the ACT. There are a number of
advantages in taking the ACT then:
• You will receive test scores and other information that
will help you plan your senior year of high school.
• Many colleges begin contacting prospective students
during the summer before their senior year.
• If you do not score as well as you believe you can,
there will be opportunities to retake the ACT in the fall of
your senior year and still have your new scores
available in time to meet admission and scholarship
deadlines.
NOTE: You cannot plan on receiving your scores
from one test date in time to register for the next.
General Test-Taking
Strategies for the ACT
The ACT contains multiple-choice tests in four areas:
English, Mathematics, Reading, and Science. Each of
these tests contains questions that offer either four or five
answer choices from which you are to choose the correct,
or best, answer. The following suggestions apply to all
four tests:
Pace yourself.
The time limits set for each test give nearly everyone enough
time to finish all the questions. However, because the
English, Reading, and Science Tests contain a considerable
amount of text, it is important to pace yourself so you will not
spend too much time on one passage. Similarly, try not to
spend too much time puzzling over an answer to a specific
problem in the Mathematics Test. Go on to the other
questions and come back if there is time. Your supervisor
will announce when you have five minutes remaining on
each test.
Read the directions for each test carefully.
Before you begin taking one of the tests, read the
directions carefully. The English, Reading, and Science
Tests ask for the “best” answer. Do not respond as soon as
you identify a correct answer. Read and consider all of the
answer choices and choose the answer that
best
responds
to the question.
The Mathematics Test asks for the “correct” answer. Read
each question carefully to make sure you understand the
type of answer required. Then, you may want to work out
the answer you feel is correct and look for it among the
choices given. If your answer is not among the choices
provided, reread the question and consider all of the
answer choices.
Read each question carefully.
It is important that you understand what each question
asks. Some questions will require you to go through several
steps to find the correct or best answer, while others can
be answered more quickly.
Answer the easy questions first.
The best strategy for taking the tests is to answer the easy
questions and skip the questions you find difficult. After
answering all of the easy questions, go back and answer
the more difficult questions if you have time.
Use logic on more difficult questions.
When you return to the more difficult questions, try to
use logic to eliminate incorrect answers to a question.
Compare the answer choices to each other and note how
they differ. Such differences may provide clues as to what
the question requires. Eliminate as many incorrect answers
as you can, then make an educated guess from the
remaining answers.
Answer every question.
Your score on the tests will be based only on the number of
questions that you answer correctly; there is no penalty
for guessing. Thus, you should answer every question
within the time allowed for each test, even if you have to
guess. Your supervisor will announce when you have five
minutes remaining on each test.
Review your work.
If there is time left after you have answered every question in
a test, go back and check your work on that test. Check to be
sure that you marked only one response to each question.
You will not be allowed to go back to any other test or mark
responses to a test after time has been called on that test.
Be precise in marking your answer document.
Be sure that you properly fill in the correct ovals on your
answer document. Check to be sure that the number of the
line of ovals on your answer document is the same as the
number of the question you are answering and that you
mark only one response for each question.
Erase completely.
If you want to change a multiple-choice answer, be sure to
use a soft eraser that will not leave smudges and erase the
unintended mark completely. Do not cross out answers or
use correction fluid or tape; you must erase. Correction
fluid/tape, smudges, or unintended marks may cause
errors in scoring.
To students approved to test at national test centers
with extended time:
You will be allowed up to 5 hours total to work on the
multiple-choice tests at your own pace, including breaks
between tests. If you are taking the ACT Plus Writing,
you will be allowed up to 5 hours and 45 minutes total to
work on all five tests. You will need to pace yourself
through each test in order to complete all tests within the
total time allowed. Your supervisor will provide time
updates every hour. When you complete each test, you
must notify your supervisor that you are ready to begin
the next test.
3
General Test-Taking Strategies
for the ACT Writing Test
The ACT Writing Test lets you show your skill in planning
and composing a short essay. It measures writing
proficiencies that are taught in high school and are
important for readiness to succeed in entry-level college
composition courses.
The following general strategies will help if you take the
ACT Writing Test.
Pace yourself.
You will have 30 minutes to write your essay. It is important
to pace yourself in the way that best suits your personal
writing strategy. Many writers do best when they spend part
of their time planning the essay, most of their time writing
the essay, and the last part of their time reviewing the essay
to make corrections and small revisions. There is no
formula for the best proportion of time to spend planning,
writing, and reviewing: writers, topics, and occasions differ
too widely for a universal rule to apply. Keep in mind,
however, that you are unlikely to have time to draft, revise,
and recopy your essay. Therefore, taking a few minutes to
plan your essay is a much better strategy than writing a
draft with the intent to copy it over for the final essay.
In general, budget your time in the way that feels best to
you based on your experience in taking essay tests in
school and in other circumstances when you’ve done
writing within a time limit. Your supervisor will announce
when you have five minutes remaining on the Writing Test.
Read the directions carefully.
Before you begin the Writing Test, read the directions
carefully. They tell you the aspects of writing on which your
essay will be evaluated and give instructions on how to
write your essay in the answer folder.
Read the writing prompt carefully.
It is important that you understand exactly what the writing
prompt asks you to do. A firm grasp of the assignment is as
crucial for the ACT Writing Test as it is for writing essays for
class. Be sure you have a clear understanding of the issue
in the writing prompt and of the question you must respond
to before you start to plan and write your essay.
Write (or print) legibly in the answer folder.
If your readers cannot read what you have written, they will
not be able to score your essay. You may write or print your
essay, whichever you prefer—but you must do so legibly.
You must write your essay using a soft lead No. 2 pencil
(not a mechanical pencil or ink pen) and only on the lined
pages in the answer folder. You may not need all the lined
pages, but to ensure you have enough room to finish, do
not skip lines.
Make corrections clear.
If you make corrections by using erasures or cross-outs,
do so thoroughly and legibly. You may write corrections or
additions neatly between the lines of your essay, but do not
write in the margins of the lined pages.
Preparing for Test Day
Although what you know will determine how well you do on
the ACT, your attitudes, emotions, and physical state may
also influence your performance. The following tips will help
you do your best:
• Be confident in your ability to do well on the ACT. You
can do well!
• Be prepared to work hard.
• Know what to expect on test day. Familiarize yourself
with the information in this booklet, and at
www.actstudent.org.
NOTE: Most procedures in this booklet refer to testing
on an established ACT test date at an ACT test center.
Procedures may differ slightly if you test at another
location. For example, for most administrations, you
won’t be allowed to use scratch paper because each
page of the Mathematics Test has a blank column that
you can use for scratch work.
• Take the practice tests in the exact order they are
presented. Review your responses so you will feel
comfortable about the approaching test day.
• Prepare well in advance for the tests. Do not leave
preparation to the last minute.
• Get plenty of rest the night before the tests so you will
be in good physical condition for taking them.
➤ Bring the following items with you to the test center:
1. Your admission ticket (if you test on a National or
International ACT Test Date).
2. Acceptable identification. Your admission ticket is
not identification. See details on your admission
ticket or at www.actstudent.org. If you do not
present acceptable identification at the time of
check-in, you will not be admitted to test. You will
have to pay a Test Date Change fee to transfer
your registration to a different test date if you
choose to reschedule. If you have any questions
about acceptable ID, call ACT Test Administration
(319/337-1510)
before
test day.
3. Sharpened soft lead No. 2 pencils with good
erasers (no mechanical pencils; no ink, ballpoint,
or felt-tip pens). Do not bring highlight pens or
any other writing instruments; you will not be
allowed to use them. If you have registered to take
the ACT Plus Writing, your essay must also be
completed with a soft lead No. 2 pencil.
4. A watch to pace yourself. Do not bring a watch
with an alarm. You will not be allowed to set an
alarm because it will disturb other students. If your
alarm sounds during testing, you will be dismissed
and your answer document will not be scored.
Your supervisor will announce when you have five
minutes remaining on each test.
5. A permitted calculator for the Mathematics Test,
if you wish to use one. (See shaded section on
page 5 and details about prohibited models and
features at www.actstudent.org.)
4
For students testing on National or International ACT Test Dates:
• If you register online, you must print your admission ticket
from your ACT Web account. If you submit a registration
folder, look for your admission ticket in the mail about
2 weeks after you mail your folder.
• If you misplace your admission ticket or have not
received it by 10 days before the test date, log in to
your ACT Web account to print a copy, or call ACT
Registration at 319/337-1270 for assistance
(8:00 a.m.–8:00 p.m., M–F, central time).
• Check your admission ticket for your Test Option and
the location of your assigned test center. Pay attention
to any special messages on your ticket such as what
building to go to, what entrance to use, where to park,
etc. If you are unfamiliar with the location, do a practice
run to see how to get there and how much travel time
you will need to arrive by the time shown on the ticket.
• If you are late, you may not be admitted to test. If you
arrive earlier than 7:45 a.m., you will probably have to
wait outside until testing personnel have completed
their arrangements.
• Be prepared for testing to start after all examinees
present at 8:00 a.m. have been checked in and seated.
• Dress comfortably. To conserve energy, your test center
may be considerably warmer or cooler on weekends
than during the week. Please dress so that you will be
comfortable in a variety of temperatures.
2
Strategies for Taking
the ACT Tests
The ACT measures the knowledge, understanding, and
skills that you have acquired throughout your education.
Although the sum total of what a person has learned cannot
easily be changed, your performance in a specific area can
be affected by adequate preparation, especially if it has
been some time since you have taken a course in that area.
There are three strategies that can help you to prepare
yourself for the content included in the ACT:
Familiarize yourself with the content of the ACT tests.
Review the information about the tests that is provided on
the following pages. Note which content areas make up a
large proportion of the tests and which do not. The specific
topics included in each content area are examples of
possible topics; they do not include all of the possibilities.
Refresh your knowledge and skills in the content areas.
Review those content areas you have studied but are not
fresh in your mind. Spend your time refreshing your
knowledge and skills in the content areas that make up
large portions of the tests.
5
Use of Calculators on the ACT Mathematics Test
It is your responsibility to bring a permitted calculator. We
regularly update information about which calculators are
prohibited and provide the most current information only
via the Web or phone.
To be certain your calculator will be permitted on test day,
check www.actstudent.org or call 800/498-6481 for the
most up-to-date information on permitted and prohibited
devices. If you use a prohibited calculator, you will be
dismissed and your answer document will not be scored.
You may use a calculator on the ACT Mathematics Test (but
not on any of the other tests in the ACT). You are not required
to use a calculator. All the problems can be solved without a
calculator. If you regularly use a calculator in your
mathematics work, you may wish to use one you are familiar
with as you take the Mathematics Test. Using a more
powerful, but unfamiliar, calculator is not likely to give you an
advantage over using the kind you normally use.
You may use any four-function, scientific, or graphing
calculator, unless it has features described in the current
list of prohibited devices at www.actstudent.org. Other
models may be permitted if you modify some of the
calculator’s features, such as removing paper tape, turning
off sounds, removing power cords, or covering infrared
data ports.
On Test Day
Be sure your calculator is working and has reliable
batteries. You may bring a backup calculator and extra
batteries to the test center. Testing staff will not supply
batteries or calculators. You will not be allowed to share
calculators during testing.
Testing staff will check your calculator to verify it is
permitted, and they will monitor your use of your calculator
to ensure that you:
• use it only during the Mathematics Test;
• use your backup calculator only after it has been
checked by a member of the testing staff;
• do not share your calculator; and
• do not store test materials in your calculator’s memory.
If your calculator has characters one inch high or larger, or
a raised display, testing staff may seat you where no other
examinee can see your calculator.
Identify the content areas you have not studied.
If unfamiliar content areas make up major portions of the
tests, consider taking coursework to help you gain
knowledge and skills in these areas before you take the
ACT. Because the ACT measures knowledge and skills
acquired over a period of time, it is unlikely that a “cram”
course covering material that is unfamiliar to you will help
you improve your scores. Longer-term survey courses will
be most helpful to you, because they aim to improve your
knowledge through sustained learning and practice.
ACT English Test
The ACT English Test is a 75-question, 45-minute test that
measures your understanding of the conventions of
standard written English (punctuation, grammar and usage,
and sentence structure) and of rhetorical skills (strategy,
organization, and style). Spelling, vocabulary, and rote
recall of rules of grammar are not tested. The test consists
of five essays, or passages, each of which is accompanied
by a sequence of multiple-choice test questions. Different
passage types are employed to provide a variety of
rhetorical situations. Passages are chosen not only for their
appropriateness in assessing writing skills but also to
reflect students’ interests and experiences.
Some questions refer to underlined portions of the passage
and offer several alternatives to the underlined portion. You
must decide which choice is most appropriate in the
context of the passage. Some questions ask about an
underlined portion, a section of the passage, or the
passage as a whole. You must decide which choice best
answers the question posed. Many questions offer “NO
CHANGE” to the passage as one of the choices. The
questions are numbered consecutively. Each question
number refers to a correspondingly numbered portion
underlined in the passage or to a corresponding numeral in
a box located at the appropriate point in the passage.
Three scores are reported for the ACT English Test: a total
test score based on all 75 questions, a subscore in
Usage/Mechanics based on 40 questions, and a subscore
in Rhetorical Skills based on 35 questions.
Tips for Taking the ACT English Test
Pace yourself.
The ACT English Test contains 75 questions to be
completed in 45 minutes. If you spend 1
1
⁄2 minutes
skimming through each passage before responding to the
questions, then you will have 30 seconds to answer each
question. If possible, spend less time on each question and
use the remaining time allowed for this test to review your
work and return to the questions on this test that were most
difficult for you.
Be aware of the writing style used in each passage.
The five passages cover a variety of topics and are written
in a variety of styles. It is important that you take into
account the writing style used in each passage when you
respond to the questions. In responding to a question, be
sure to understand the context of the question. Consider
how the sentence containing an underlined portion fits in
with the surrounding sentences and into the passage
as a whole.
Examine the underlined portions of the passage.
Before responding to a question with an underlined portion,
carefully examine what is underlined in the text. Consider
the elements of writing that are included in each underlined
portion. Some questions will ask you to base your decision
on some specific element of writing, such as the tone or
emphasis the text should convey. Some questions will ask
you to choose the alternative to the underlined portion that
is NOT or LEAST acceptable. The answer choices for each
question will contain changes in one or more of those
elements of writing.
Be aware of questions with no underlined portions.
You will be asked some questions about a section of the
passage or about the passage as a whole, in light of a
given rhetorical situation. Questions of this type are often
identified by a question number in a box located at the
appropriate point in the passage. Questions asking global
questions about the entire passage are placed at the end
of the passage and introduced by a horizontal box
enclosing the following instruction: “Questions ___ and ___
ask about the preceding passage as a whole.”
Note the differences in the answer choices.
Many of the questions in the test will involve more than one
aspect of writing. Examine each answer choice and how it
differs from the others. Be careful not to select an answer
that corrects one error but causes a different error.
Determine the best answer.
Two approaches can be taken to determine the best answer
to a question in which you are to choose the best alternative
to an underlined portion. In the first approach, you can
reread the sentence or sentences, substituting each of the
possible answer choices for the underlined portion to
determine the best choice. In the second approach, you can
decide how the underlined portion might best be phrased in
standard written English or in terms of the particular question
posed. If you think the underlined portion is the best answer,
you should select “NO CHANGE.” If not, you should check to
see whether your phrasing is one of the other answer
choices. If you do not find your phrasing, you should choose
the best of the answers presented. For questions cued by a
number in a box, you must decide which choice is most
appropriate in terms of the question posed or the stated
rhetorical situation.
Reread the sentence, using your selected answer.
Once you have selected the answer you feel is best, reread
the corresponding sentence(s) of the passage, inserting
your selected answer at the appropriate place in the text to
make sure it is the best answer within the context of the
passage.
Content Covered by the ACT English Test
Six elements of effective writing are included in the English
Test: punctuation, grammar and usage, sentence structure,
strategy, organization, and style. The questions covering
punctuation, grammar and usage, and sentence structure
make up the Usage/Mechanics subscore. The questions
covering strategy, organization, and style make up the
Rhetorical Skills subscore. A brief description and the
approximate percentage of the test devoted to each
element of effective writing are given on the next page.
6
USAGE/MECHANICS
Punctuation (13%).
Questions in this category test your
knowledge of the conventions of internal and end-of-
sentence punctuation, with emphasis on the relationship of
punctuation to meaning (for example, avoiding ambiguity,
indicating appositives).
Grammar and Usage (16%).
Questions in this category test
your understanding of agreement between subject and
verb, between pronoun and antecedent, and between
modifiers and the word modified; verb formation; pronoun
case; formation of comparative and superlative adjectives
and adverbs; and idiomatic usage.
Sentence Structure (24%)
. Questions in this category
test your understanding of relationships between
and among clauses, placement of modifiers, and shifts in
construction.
RHETORICAL SKILLS
Strategy (16%).
Questions in this category test how well
you develop a given topic by choosing expressions
appropriate to an essay’s audience and purpose; judging
the effect of adding, revising, or deleting supporting
material; and judging the relevancy of statements in
context.
Organization (15%).
Questions in this category test how
well you organize ideas and choose effective opening,
transitional, and closing sentences.
Style (16%).
Questions in this category test how well you
choose precise and appropriate words and images,
maintain the level of style and tone in an essay, manage
sentence elements for rhetorical effectiveness, and avoid
ambiguous pronoun references, wordiness, and
redundancy.
ACT Mathematics Test
You may use a calculator on the Mathematics Test.
See www.actstudent.org for details about prohibited
calculators.
The ACT Mathematics Test is a 60-question, 60-minute test
designed to assess the mathematical skills students have
typically acquired in courses taken up to the beginning of
grade 12. The test presents multiple-choice questions that
require you to use reasoning skills to solve practical
problems in mathematics. Most questions are discrete, but
on occasion some may belong to sets of several questions
(e.g., several questions based on the same graph or chart).
Knowledge of basic formulas and computational skills are
assumed as background for the problems, but recall of
complex formulas and extensive computation is not
required. The material covered on the test emphasizes the
major content areas that are prerequisites to successful
performance in entry-level courses in college mathematics.
Four scores are reported for the ACT Mathematics Test: a
total test score based on all 60 questions, a subscore in
Pre-Algebra/Elementary Algebra based on 24 questions, a
subscore in Intermediate Algebra/Coordinate Geometry
based on 18 questions, and a subscore in Plane
Geometry/Trigonometry based on 18 questions.
Tips for Taking the ACT Mathematics Test
Pace yourself.
The ACT Mathematics Test contains 60 questions to be
completed in 60 minutes. You have an average of 1 minute
per question. If possible, spend less time on each question
and use the remaining time allowed for this test to review
your work and return to the questions on this test that were
most difficult for you.
If you use a calculator, use it wisely.
Remember, all of the mathematics problems can be solved
without using a calculator. In fact, some of the problems are
best done without a calculator. Use good judgment in
deciding when, and when not, to use a calculator. For
example, for some problems you may wish to do scratch
work to clarify your thoughts on the question before you
begin using a calculator to do computations. For many
problems, you may not want to use a calculator.
Solve the problem.
For working out the solutions to the problems, you will
usually do scratch work in the space provided in the test
booklet, or you will be given scratch paper to use. You may
wish to glance over the answer choices after reading the
questions. However, working backwards from the answer
choices provided can take a lot of time and may not be
effective.
Locate your solution among the answer choices.
Once you have solved the problem, look for your answer
among the choices. If your answer is not included among
the choices, carefully reread the problem to see whether
you missed important information. Pay careful attention to
the question being asked. If an equation is to be selected,
check to see whether the equation you think is best can be
transformed into one of the answer choices provided.
Make sure you answer the question.
The solutions to many questions in the test will involve
several steps. Make sure your answer includes all of the
necessary steps. Frequently, questions include answer
choices that are based on incomplete solutions.
Make sure your answer is reasonable.
Sometimes an error in computation will result in an answer
that is not practically possible for the situation described.
Always think about your answer to determine whether it is
reasonable.
Check your work.
You may arrive at an incorrect solution by making common
errors in the problem-solving process. Thus, if there is time
available before the end of the Mathematics Test, it is
important that you reread the questions and check your
answers to make sure they are correct.
Content Covered by the ACT Mathematics Test
Six content areas are included in the Mathematics Test:
pre-algebra, elementary algebra, intermediate algebra,
coordinate geometry, plane geometry, and trigonometry.
The questions covering pre-algebra and elementary
algebra make up the Pre-Algebra/Elementary Algebra
subscore. The questions covering intermediate algebra
and coordinate geometry make up the Intermediate
Algebra/Coordinate Geometry subscore. The questions
7
covering plane geometry and trigonometry make up the
Plane Geometry/Trigonometry subscore. A brief description
and the approximate percentage of the test devoted to
each content area are given below.
PRE-ALGEBRA/ELEMENTARY ALGEBRA
Pre-Algebra (23%).
Questions in this content area are
based on basic operations using whole numbers,
decimals, fractions, and integers; place value; square roots
and approximations; the concept of exponents; scientific
notation; factors; ratio, proportion, and percent; linear
equations in one variable; absolute value and ordering
numbers by value; elementary counting techniques and
simple probability; data collection, representation, and
interpretation; and understanding simple descriptive
statistics.
Elementary Algebra (17%).
Questions in this content area
are based on properties of exponents and square roots,
evaluation of algebraic expressions through substitution,
using variables to express functional relationships,
understanding algebraic operations, and the solution of
quadratic equations by factoring.
INTERMEDIATE ALGEBRA/COORDINATE
GEOMETRY
Intermediate Algebra (15%).
Questions in this content area
are based on an understanding of the quadratic formula,
rational and radical expressions, absolute value equations
and inequalities, sequences and patterns, systems of
equations, quadratic inequalities, functions, modeling,
matrices, roots of polynomials, and complex numbers.
Coordinate Geometry (15%).
Questions in this content area
are based on graphing and the relations between equations
and graphs, including points, lines, polynomials, circles,
and other curves; graphing inequalities; slope; parallel and
perpendicular lines; distance; midpoints; and conics.
PLANE GEOMETRY/TRIGONOMETRY
Plane Geometry (23%).
Questions in this content area are
based on the properties and relations of plane figures,
including angles and relations among perpendicular and
parallel lines; properties of circles, triangles, rectangles,
parallelograms, and trapezoids; transformations; the
concept of proof and proof techniques; volume; and
applications of geometry to three dimensions.
Trigonometry (7%).
Questions in this content area are
based on understanding trigonometric relations in right
triangles; values and properties of trigonometric functions;
graphing trigonometric functions; modeling using
trigonometric functions; use of trigonometric identities; and
solving trigonometric equations.
ACT Reading Test
The ACT Reading Test is a 40-question, 35-minute test that
measures your reading comprehension. The test questions
ask you to derive meaning from several texts by
(1) referring to what is explicitly stated and (2) reasoning to
determine implicit meanings. Specifically, questions will ask
you to use referring and reasoning skills to determine main
ideas; locate and interpret significant details; understand
sequences of events; make comparisons; comprehend
cause-effect relationships; determine the meaning of
context-dependent words, phrases, and statements; draw
generalizations; and analyze the author’s or narrator’s voice
and method. The test comprises four prose passages that
are representative of the level and kinds of text commonly
encountered in first-year college curricula. Each passage is
preceded by a heading that identifies what type of passage
it is (for example, “Prose Fiction”), names the author, and
may include a brief note that helps in understanding the
passage. Each passage is accompanied by a set of
multiple-choice test questions. These questions do not test
the rote recall of facts from outside the passage, isolated
vocabulary items, or rules of formal logic.
Three scores are reported for the ACT Reading Test: a total
test score based on all 40 questions, a subscore in Social
Studies/Sciences reading skills (based on the 20 questions
on the social studies and natural sciences passages), and
a subscore in Arts/Literature reading skills (based on the
20 questions on the prose fiction and humanities
passages).
Tips for Taking the ACT Reading Test
Pace yourself.
The ACT Reading Test contains 40 questions to be
completed in 35 minutes. If you spend 2–3 minutes reading
each passage, then you will have about 35 seconds to
answer each question. If possible, spend less time on the
passages and the questions and use the remaining time
allowed for this test to review your work and return to the
questions on this test that were most difficult for you.
Read the passage carefully.
Before you begin answering a question, read the entire
passage thoroughly. It is important that you read every
sentence rather than skim the text. Be conscious of
relationships between or among ideas. You may want to
make notes about important ideas in the passage, either in
the test booklet, or on scratch paper if it is provided.
Refer to the passage when answering the questions.
Answers to some of the questions will be found by referring
to what is explicitly stated in the text. Other questions will
require you to determine implicit meanings and to draw
conclusions, comparisons, and generalizations. Refer to
the passage before you answer any question.
Content Covered by the ACT Reading Test
The Reading Test is based on four types of reading
selections: the social studies, the natural sciences, prose
fiction, and the humanities. A subscore in Social Studies/
Sciences reading skills is based on the questions on the
social studies and the natural sciences passages, and a
subscore in Arts/Literature reading skills is based on the
questions on the prose fiction and humanities passages.
A brief description and the approximate percentage of
the test devoted to each type of reading selection are given
below.
Social Studies (25%).
Questions in this category are based
on passages in the content areas of anthropology,
archaeology, biography, business, economics, education,
geography, history, political science, psychology,
and sociology.
8
Natural Sciences (25%).
Questions in this category are
based on passages in the content areas of anatomy,
astronomy, biology, botany, chemistry, ecology, geology,
medicine, meteorology, microbiology, natural history,
physiology, physics, technology, and zoology.
Prose Fiction (25%).
Questions in this category are based on
intact short stories or excerpts from short stories or novels.
Humanities (25%).
Questions in this category are based on
passages from memoirs and personal essays and in the
content areas of architecture, art, dance, ethics, film,
language, literary criticism, music, philosophy, radio,
television, and theater.
ACT Science Test
The ACT Science Test is a 40-question, 35-minute test that
measures the interpretation, analysis, evaluation,
reasoning, and problem-solving skills required in the
natural sciences.
The test presents seven sets of scientific information, each
followed by a number of multiple-choice test questions. The
scientific information is conveyed in one of three different
formats: data representation (graphs, tables, and other
schematic forms), research summaries (descriptions of
several related experiments), or conflicting viewpoints
(expressions of several related hypotheses or views that
are inconsistent with one another). The questions require
you to recognize and understand the basic features of, and
concepts related to, the provided information; to examine
critically the relationship between the information provided
and the conclusions drawn or hypotheses developed; and
to generalize from given information to gain new
information, draw conclusions, or make predictions.
You are not permitted to use a calculator on the ACT
Science Test.
One score is reported for the ACT Science Test: a total test
score based on all 40 questions.
Tips for Taking the ACT Science Test
Pace yourself.
The ACT Science Test contains 40 questions to be
completed in 35 minutes. If you spend about 2 minutes
reading each passage, then you will have about 30 seconds
to answer each question. If possible, spend less time on the
passages and the questions and use the remaining time
allowed for this test to review your work and return to the
questions on this test that were most difficult for you.
Read the passage carefully.
Before you begin answering a question, read the scientific
material provided. It is important that you read the entire text
and examine any tables, graphs, or figures. You may want
to make notes about important ideas in the information
provided, either in the test booklet, or on scratch paper if it
is provided. Some of the information sets will describe
experiments. You should consider the experimental design,
including the controls and variables, because questions are
likely to address this component of scientific research.
Note different viewpoints in passages.
Some material will present conflicting points of view, and
the questions will ask you to distinguish among the various
viewpoints. It may be helpful for you to make notes
summarizing each viewpoint, either next to that section in
the test booklet, or on scratch paper if it is provided. For
questions that ask you to compare viewpoints, these notes
will help you answer more quickly.
Content Covered by the ACT Science Test
The content of the Science Test includes biology, chemistry,
physics, and the Earth/space sciences (for example,
geology, astronomy, and meteorology). Advanced
knowledge in these subjects is not required, but knowledge
acquired in general, introductory science courses is
needed to answer some of the questions. The test
emphasizes scientific reasoning skills over recall of
scientific content, skill in mathematics, or reading ability.
The scientific information is conveyed in one of three
different formats.
Data Representation (38%).
This format presents graphic
and tabular material similar to that found in science journals
and texts. The questions associated with this format
measure skills such as graph reading, interpretation of
scatterplots, and interpretation of information presented in
tables.
Research Summaries (45%).
This format provides
descriptions of one or more related experiments. The
questions focus upon the design of experiments and the
interpretation of experimental results.
Conflicting Viewpoints (17%).
This format presents
expressions of several hypotheses or views that, being
based on differing premises or on incomplete data, are
inconsistent with one another. The questions focus upon
the understanding, analysis, and comparison of alternative
viewpoints or hypotheses.
ACT Writing Test (Optional)
If you register for the ACT Plus Writing, you will take the
ACT Writing Test (which must be completed in English)
after you complete the four multiple-choice tests. Taking
the Writing Test will not affect your scores on the multiple-
choice tests or your Composite score. Rather, you will
receive two
additional
scores: a Combined English/Writing
score on a scale of 1 through 36 and a Writing subscore on
a scale of 2 through 12. You will also receive some
comments on your essay.
The ACT Writing Test is a 30-minute essay test that
measures your writing skills—specifically those writing skills
emphasized in high school English classes and in entry-
level college composition courses. The test consists of one
writing prompt that will define an issue and describe two
points of view on that issue. You are asked to write in
response to a question about your position on the issue
described in the writing prompt. In doing so, you may
adopt either of the perspectives described in the prompt,
or present a different point of view on the issue. Your essay
score will not be affected by the point of view you take on
the issue. Prompts are designed to be appropriate for
response in a 30-minute timed test and to reflect students’
interests and experiences.
9
Your essay will be evaluated on the evidence it gives of
your ability to do the following:
• express judgments by taking a position on the issue in
the writing prompt;
• maintain a focus on the topic throughout the essay;
• develop a position by using logical reasoning and by
supporting your ideas;
• organize ideas in a logical way; and
• use language clearly and effectively according to the
conventions of standard written English.
Your essay will be scored holistically—that is, on the basis
of the overall impression created by all the elements of the
writing. Two trained readers will score your essay, each
giving it a rating from 1 (low) to 6 (high). The sum of those
ratings is your Writing subscore. If the readers’ ratings
disagree by more than one point, a third reader will
evaluate your essay and resolve the discrepancy.
Tips for Taking the ACT Writing Test
Pace yourself.
The ACT Writing Test gives you 30 minutes to read and
think about the issue in the prompt, and to plan and write
your essay. When asked to write a timed essay, most
writers find it useful to do some planning before they write
the essay, and to do a final check of the essay when it is
finished. It is unlikely that you will have time to draft, revise,
and recopy your essay. Therefore, taking a few minutes to
plan your essay is a much better strategy than writing a first
draft with the intent to copy it over for the final essay.
Prewrite.
Some writers like to plunge right in, but this is seldom a
good way to do well on a timed essay. Prewriting gets you
acquainted with the issue, suggests patterns for presenting
your thoughts, and gives you a little breathing room to
come up with interesting ideas for introducing and
concluding your essay. Before writing, then, carefully
consider the prompt and make sure you understand it—
reread it if you aren’t sure. Decide how you want to answer
the question in the prompt. Then jot down your ideas on the
topic: this might simply be a list of ideas, reasons, and
examples that you will use to explain your point of view on
the issue. Write down what you think others might say in
opposition to your point of view and think about how you
would refute their argument. Think of how best to organize
the ideas in your essay. Do your prewriting in your Writing
Test booklet. You can refer back to these notes as you write
your essay on the lined pages of your answer folder.
Write.
Once you’re ready to write your essay in the answer folder,
proceed with the confidence that you have prepared well
and that you will have attentive and receptive readers who
are interested in your ideas. At the beginning of your essay,
make sure readers will see that you understand the issue.
Explain your point of view in a clear and logical way. If
possible, discuss the issue in a broader context or evaluate
the implications or complications of the issue. Address
what others might say to refute your point of view and
present a counterargument. Use specific examples.
Vary the structure of your sentences, and use varied and
precise word choices. Make logical relationships clear by
using transitional words and phrases. Do not wander off the
topic. End with a strong conclusion that summarizes or
reinforces your position.
Is it advisable to organize the essay by using a formula, like
“the five-paragraph essay”? Points are neither awarded nor
deducted for following formulas, so feel free to use one or
not as best suits your preference. Some writers find
formulas stifling, while other writers find them vital. The
exact numbers of words and paragraphs in your essay are
less important than the clarity and development of your
ideas. Writers who have something to say can usually
express their ideas at reasonable length and in the right
number of paragraphs.
Review your essay.
Take a few minutes before time is called to read over your
essay. Correct any mistakes in grammar, usage,
punctuation, and spelling. If you find any words that are
hard to read, recopy them so your readers can read them
easily. Make any corrections and revisions neatly, between
the lines. Do not write in the margins. Your readers take into
account that you had only 30 minutes to compose and
write your essay. Within that time limit, try to make your
essay as polished as you can.
Practice.
There are many ways to prepare for the ACT Writing
Test. You may be surprised that these include reading
newspapers and magazines, listening to news analyses on
television or radio, and participating in discussions and
debates about issues and problems. These activities help
you become more familiar with current issues, with different
perspectives on those issues, and with strategies that
skilled writers and speakers use to present their points
of view.
Of course, one of the best ways to prepare for the ACT
Writing Test is to practice writing different kinds of texts, for
different purposes, with different audiences in mind. The
writing you do in your English classes will help you. So will
practice in writing essays, stories, poems, plays, editorials,
reports, letters to the editor, a personal journal, or other
kinds of writing that you do on your own. Because the ACT
Writing Test asks you to explain your perspective on an
issue in a convincing way, writing opportunities like
editorials or letters to the editor of a newspaper are
especially helpful. Practicing a variety of different kinds of
writing will help make you a versatile writer able to adjust to
different writing occasions and assignments.
It is also a good idea to practice writing within a time limit.
This will help build skills that are important in college-level
learning and in the world of work. Taking the practice ACT
Writing Test in this booklet will give you a good idea of what
timed writing is like and how much additional practice you
may need. You might want to take the practice ACT Writing
Test even if you do not plan to take the ACT Plus Writing,
because all the writing you do contributes to your skill in
expressing yourself.
10
Content Covered by the ACT Writing Test
Writing is where form and content come together. To state
that more precisely, writing is where
you
put form and
content together. On the ACT Writing Test, we provide the
“prompt”—a writing question about an issue that has been
chosen for its appropriateness in a 30-minute test and for
its relevance to students’ interests and experiences. The
prompt defines the topic and asks you to focus on that
topic in your essay. But the “content” of your essay—the
arguments and explanations, the analysis and examples, in
all their details—is provided by you. By applying your
writing skills to shaping that content, you also provide the
“form” of your essay. So, with regard to the content covered
by the Writing Test, you are the author.
3
What to Expect
on Test Day
Reporting Time
For National and International Test Dates, you must report
to the test center by the time stated on your admission
ticket, normally 8:00 a.m. If you are late, you may not be
admitted to test. If your admission ticket does not list a
specific room, test center staff or posted signs will direct
you to your test room.
Identification Required
At check-in, you will be required to show acceptable ID.
See ID requirements on your admission ticket or at
www.actstudent.org. You will also need to bring your
admission ticket to complete your answer document
correctly.
Dos and Don’ts
In the test room, the supervisor or proctor will direct you to a
seat. If you need a left-handed desk, tell your supervisor as
you enter. Do not leave the test room after you have been
admitted. Only pencils, erasers, a permitted calculator (for
the Mathematics Test only), and your admission ticket will be
allowed on your desk. You will be required to put all other
personal belongings away. You will not be allowed to have
scratch paper, books, dictionaries, notes or other aids,
highlighters, colored pens or pencils, mechanical pencils,
ink pens, correction fluid, reading material, or any electronic
devices other than a permitted calculator. Examples of
prohibited devices include: timer, cell phone, media player,
PDA, headphones, camera. You may not use tobacco in any
form or have food or drink (including water) in the test room.
You must abide by the rules of the test center.
Try to relax just before beginning the tests. Take a few deep
breaths, tense and relax your muscles, and think about
pleasant things.
Test Preliminaries
Testing will begin as soon as all examinees present at 8:00
a.m. are checked in and seated. Listen carefully to all
directions read by your supervisor. Ask questions if you do
not understand what you are to do. It is very important that
you
follow all directions
carefully. For instance, if you do not
copy the Matching Information from your admission ticket
onto your answer document accurately, or fill in the correct
ovals, your scores will be delayed up to 8 weeks.
You will receive a different answer document depending on
which Test Option you registered to take. Make sure the
answer document you receive matches the Test Option you
intend to take.
When you receive your test booklet, you will be told to read
the directions printed on the cover, then asked to write the
booklet number and test form on your answer document. It
is extremely important that you fill in the correct ovals for
your test booklet number and for the test form you are
taking because these determine which answer key will be
used to score your answer document. The supervisor will
then tell you when to break the seal, open your test booklet,
and begin work. If you are taking the ACT Plus Writing, you
will receive a Writing Test booklet only after you have
completed the four multiple-choice tests.
Taking the Tests
As you are working, keep your eyes on your own test
booklet and answer document. If you have a question,
raise your hand. Do not look around. Please remember that
as you take the tests you may not use information or
materials that cause you to obtain a test score that
misrepresents what you have learned.
It is important that you understand what is considered
prohibited behavior on the ACT. If you are involved in
any of the actions listed below, you will be dismissed and
your answer document will not be scored.
Prohibited behaviors include:
• filling in or altering ovals on a test or continuing to write
the essay after time is called on that test (You must put
your pencil down immediately when time is called.)
• looking at another examinee’s test booklet or answer
document
• giving or receiving assistance
• looking back at a test on which time has been called
• looking ahead in the test booklet
• using highlight pens, colored pens or pencils, notes,
dictionaries, or other aids
• using a prohibited calculator
• using a calculator on any test other than the
Mathematics Test
• sharing a calculator with another examinee
• using any device to share or exchange information at
any time during testing or during break (all electronic
devices, including cell phones, must be turned off from
the time you are admitted to test until you are dismissed
after testing concludes)
• attempting to remove test materials, including questions
or answers, from the test room by any means
• not following instructions or abiding by the rules of the
test center
• exhibiting confrontational, threatening, or unruly
behavior
• creating a disturbance or allowing an alarm or phone
to sound in the test room
11
If you engage in any of these prohibited behaviors, you
will be dismissed from the test center and your answer
document will not be scored.
If you finish a test before time is called, review your work on
that test. Do not return to a previous test and do not work
ahead. If you are satisfied with your responses, place your
answer document inside your test booklet and close the
cover. Sit quietly until your supervisor gives you additional
instructions.
You will have a 10- to 15-minute break after the first two
tests. Do not leave the building during the break because
some buildings have automatic locking doors, and you may
be locked out. You must ask permission to leave the room
during testing to go to the restroom; you will not be allowed
to make up lost time. If you are taking the ACT Plus Writing,
you will have time after Test 4 in which to sharpen your
pencils.
On certain test dates, ACT administers test questions for
developmental purposes. Your responses to these
questions do not affect your scores.
At the conclusion of testing, you will be asked to sign a
statement and copy a certification in your normal
handwriting to verify truthful identification of yourself. You
will be required to sit quietly until you are dismissed. After
all answer documents and test booklets have been
collected and counted, your supervisor will dismiss you.
Special Situations
If, for any reason, you have to leave the test center before
completing all your tests, you must decide whether or not
you want your answer document scored and inform your
supervisor of your decision. If you fail to do so, your answer
document will be scored. If you decide
after
you have
completed all your tests that you do not want your answer
document scored, tell your supervisor
before
you leave the
test center. You need not give a reason.
Once you break the seal on your multiple-choice test
booklet, you cannot request a Test Date Change. If you do
not complete all your tests and want to test again, you will
have to reregister and pay the basic fee for your test option
again. If you want to take the ACT again, you will have to
reregister. See www.actstudent.org or
Registering for the
ACT
. Once you begin filling out your answer document, you
cannot request a Test Option Change (i.e., you may not
change from ACT Plus Writing to the ACT [No Writing] or
the reverse, on test day).
You may not receive scores from more than one test taken
during a scheduled national or international test date. For
example, you may test on Saturday or on an authorized
non-Saturday date (e.g., because your religious beliefs
prohibit testing on Saturday) or on a rescheduled test date
arranged by ACT—but not on more than one of those days.
If you are admitted and allowed to test a second time, we
will report only the scores from the first test. The second set
of scores will be cancelled without refund.
Test Information Release
On certain national test dates, if you test at a national test
center, you may order (for an additional fee) a copy of the
test questions, a copy of your answers, a list of correct
answers, and scoring instructions. This service is not
available for all test dates or for other testing programs
(e.g., International, State). If you want it, check
www.actstudent.org or
Registering for the ACT
to see
which test dates offer this service and register for one of
those dates.
4Taking the Practice Tests
Taking the practice tests can help you become familiar with
the ACT. It will be most helpful if you take the tests under
conditions that are as similar as possible to those you will
experience on test day. The following tips will help you
make the most of the practice tests:
• The four multiple-choice tests require a total of 2 hours
and 55 minutes. Take them in order in one sitting, with a
10- to 15-minute break between Tests 2 and 3.
• Sit at a desk with good lighting. You will need
sharpened No. 2 pencils with good erasers. You may
not use highlight pens or correction fluid. Remove all
books and other aids from your desk. On test day, you
will not be allowed to use references or notes. For most
administrations, you won’t need scratch paper because
each page of the Mathematics Test has a blank column
that you can use for scratch work.
• If you plan to use a calculator on the Mathematics Test,
review the information about prohibited calculators at
www.actstudent.org.
• Use a digital timer or clock to time yourself on each
practice test. Set your timer for five minutes less than
the time allowed for each test so you can get used to
the verbal announcement of five minutes remaining.
(Students approved for extended time should set a
timer for 60-minute announcements up to the total time
allowed—5 hours for the ACT [No Writing], or 5 hours
and 45 minutes for the ACT Plus Writing, and an
announcement of five minutes remaining at the end.)
• Give yourself only the time allowed for each test.
• Detach and use the sample multiple-choice answer
document on pages 73–74.
• Read the general test directions on the first page of the
practice multiple-choice tests. These are the same
directions that will appear on your test booklet on test day.
After you have read the directions, start your timer and
begin with Test 1. Continue through Test 4, taking a 10- to
15-minute break between Tests 2 and 3. If you do not plan
to take the ACT Plus Writing, score your multiple-choice
tests using the information beginning on page 59.
• If you plan to take the ACT Plus Writing, read the
directions on the first page of the practice ACT Writing
Test (page 57). These are the same directions that will
appear on your test booklet on test day. After you have
read the directions, start your timer, then carefully read
the prompt on page 58. After you have considered what
the prompt is asking you to do, use scratch paper to
plan your essay and then write your essay in the lined
pages (75–78) on the answer document. When you
have finished, score your essay using the information
on pages 66–72.
12
Practice Multiple-Choice Tests
13
Form 0964E
This booklet contains tests in English,
Mathematics, Reading, and Science. These tests
measure skills and abilities highly related to high
school course work and success in college.
CALCULATORS MAY BE USED ON THE
MATHEMATICS TEST ONLY.
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 are lettered to correspond to the suggested
answers.
For each question, first decide which answer is
best. Next, locate on the answer document the row
of ovals numbered the same as the question. 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 marks heavy and black.
DO NOT USE INK OR A MECHANICAL PENCIL.
Mark only one answer to each question. If you
change your mind about an answer, erase your first
mark thoroughly before marking your new answer.
For each question, make certain that you mark in the
row of ovals with the same number as the question.
Only responses marked on your answer document
will be scored. Your score on each test will be
based only on the number of questions you answer
correctly during the time allowed for that test. You will
NOT be penalized for guessing.
IT IS TO YOUR
ADVANTAGE TO ANSWER EVERY QUESTION
EVEN IF YOU MUST GUESS.
You may work on each test ONLY when your test
supervisor tells you to do so. If 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 may NOT look back
to a test on which time has already been called, and
you may NOT go ahead to another test. To do so will
disqualify you from the examination.
Lay your pencil down immediately when time is
called at the end of each test. You may NOT for any
reason fill in or alter ovals for a test after time is
called for that test. To do so will disqualify you from
the examination.
Do not fold or tear the pages of your test booklet.
DO NOT OPEN THIS BOOKLET
UNTIL TOLD TO DO SO.
Directions
©2009 by ACT, Inc. All rights reserved.
NOTE: This booklet is covered by Federal copyright laws that prohibit the reproduction
of the test questions without the express, written permission of ACT, Inc.
P.O. BOX 168
IOWA CITY, IA 52243-0168
Your Signature (do not print):
Print Your Name Here:
Your Date of Birth:
Month Day Year
PASSAGE I
The Potter’s Kiln
Unbricking a kiln after a firing is like a person
uncovering buried treasure. As the potter takes bricks away
to create an opening into the oven, an expanding view
of gleaming shapes rewards the artist for months
of hard work.
The process of creating ceramics begins in a studio.
My friend Ellen is typical of many more potters in that
some pieces she shapes on a spinning potter’s wheel and
others she builds on a work table from coils or slabs of
clay. Over many weeks, as time goes by, her collection
slowly grows: clay bowls, cups, vases, and sculptures
fill the studio. She dries them on racks, dips them
in glazes, and dries them again.
1. A. NO CHANGE
B. someone
C. a potter
D. OMIT the underlined portion.
2. The writer would like to suggest the potter’s cautious
pace and sense of anticipation in opening the kiln.
Given that all the choices are true, which one best
accomplishes the writer’s goal?
F. NO CHANGE
G. removes bricks by hand
H. removes one brick at a time
J. experiences great anticipation and removes bricks
3. A. NO CHANGE
B. rewarding
C. reward
D. as a reward for
4. F. NO CHANGE
G. of many
H. mostly of
J. for most
5. A. NO CHANGE
B. with the passing of time,
C. gradually,
D. OMIT the underlined portion.
ENGLISH TEST
45 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 cases, 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 pas-
sage, or about the 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 consider
best and fill in the corresponding oval on your answer
document. Read each passage through once before you
begin to answer the questions that accompany it. For
many of the questions, you must read several sentences
beyond the question to determine the answer. Be sure
that you have read far enough ahead each time you
choose an alternative.
GO ON TO THE NEXT PAGE.
11
ACT-64E-PRACTICE
14
1
2
3
4
5
At last, Ellen will have enough pieces for a firing.
She then carries the assortment outside to the wood-fired
kiln, it is a brick structure designed to bake pottery to a
hardness and transform glazes to glorious colors that
drying alone won’t achieve. ' The chamber is just big
enough for her to crouch in as she carefully arranges the
pieces inside. When the objects are in place, she backs
out gingerly and seals the chamber shut with bricks.
The next morning, using twigs, for kindling she
starts a small blaze in the firebox, located directly below
the main chamber. The fire grows steadily throughout
the day as she feeds it lumber scraps and then logs.
By nightfall a controlled inferno roars
in the kiln.
Occasionally
, the fire chugs like a train engine, hungry
for more oxygen. Each time the fire is stoked, sparks
shoot from the chimney into
the night sky.
6. F. NO CHANGE
G. the brick structure is
H. a brick structure
J. brick
7. The writer is considering deleting the phrase “and
transform glazes to glorious colors” from the preced-
ing sentence. Should the phrase be kept or deleted?
A. Kept, because it emphasizes that painting pottery
is a time-consuming process.
B. Kept, because it is relevant to the essay’s focus on
the role of kilns in making pottery.
C. Deleted, because the appearance of the pottery is
not as important to the essay’s focus as how kilns
function.
D. Deleted, because this level of detail is not consis-
tent with the essay’s description of a kiln firing.
8. F. NO CHANGE
G. stoops to carefully arrange
H. bends over to arrange with care
J. carefully stoops over to arrange
9. A. NO CHANGE
B. morning, using twigs for kindling,
C. morning, using twigs for kindling;
D. morning using twigs, for kindling,
10. The writer would like to indicate that at this point the
fire is extremely intense. Given that all the choices are
true, which one best accomplishes the writer’s goal?
F. NO CHANGE
G. the fire is stronger than ever
H. there is more heat being produced
J. a kind of intense blaze takes place
11. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. On occasion,
B. Once in a while,
C. Now and then,
D. Time or again,
12. Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. at the chimney in
G. up the chimney toward
H. through the chimney up into
J. out the chimney into
ACT-64E-PRACTICE
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11
15
6
8
9
10
11
12
Periodically, Ellen looks through a porthole in the
wall of the kiln to determine the fire’s intensity. The clay
pieces gleam white-hot amid the flames. At last, when
the temperature soars out of sight, she knows the firing
is nearing its end.
Having died down, she bricks up the firebox as well,
sealing the remaining heat inside. In a few days, when the
kiln has cooled, Ellen opens the chamber, revealing the
results of her labor and of the fire’s magic. Each piece
shines as it meets the light of day.
PASSAGE II
A Family Heirloom
I live with my father in the summer, when I’m on
vacation from school. Last week, he told me he had to
go on a business trip in connection with his work and
that I’d be staying with his sister for three days. Although
I love my aunt, I wasn’t happy about the prospect of
three days at her house with nothing to do. It turns out
I was in for a surprise.
Soon after I arrived, my
aunt said
she had a gift for me. “It belonged
to my mother, your grandma. I’m sorry you
never had the chance to know her,” she told me.
13. Given that all the choices are true, which one provides
the most specific detail and maintains the style and
tone of the essay?
A. NO CHANGE
B. rises beyond belief,
C. soars well above a thousand degrees,
D. elevates in increments to the point that a tempera-
ture of more than one thousand degrees is reached,
14. F. NO CHANGE
G. Finally it dies
H. With a blaze that dies
J. Once the blaze dies
15. A. NO CHANGE
B. labor, which is the fire’s
C. labor, of which the fire is
D. labor, and the fire is
16. F. NO CHANGE
G. having something to do with his job
H. that involved traveling to another city
J. OMIT the underlined portion.
17. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. Not long
B. A short time
C. As soon
D. Shortly
18. F. NO CHANGE
G. aunt, said
H. aunt said,
J. aunt said;
GO ON TO THE NEXT PAGE.
ACT-64E-PRACTICE
11
16
13
14
15
16
17
18
I was expecting my aunt to hand me a ring or a bracelet, or
maybe an old book, but instead she led me outside. 3
[1] She pointed to a corner of the yard, where a
tortoise was calmly munching a dandelion. [2] Rosie must
have heard us talking, because she began to amble over to
us. [3] She was over a foot long and about seven inches
high. [4] As soon as my
aunt assured me that Rosie
wouldn’t snap or bite, I reached down to stroke her neck,
admiring her brown and tan carapace, or upper shell. 6
Rosie, it turns out is:
a desert tortoise that my
grandmother had started raising
over twenty years
ago. My aunt said that she would have checked
with
my parents, who each agreed that if I wanted to take
responsibility for Rosie, I could take her home with me.
19. The writer is considering deleting the first part of the
preceding sentence, so that the sentence would read:
She led me outside.
If the writer were to make this change, the essay would
primarily lose:
A. details that indicate to the reader what will eventu-
ally happen.
B. the contrast between the gift and what the narrator
had anticipated receiving.
C. examples of the kinds of gifts the narrator nor-
mally receives.
D. an indication of how close the narrator and her
aunt are.
20. F. NO CHANGE
G. have heard of
H. of heard about
J. of heard
21. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. After my
B. When my
C. My
D. Once my
22. Upon reviewing this paragraph and realizing that some
information has been left out, the writer composes the
following sentence:
“This is Rosie,” she announced.
This sentence should most logically be placed after
Sentence:
F. 1.
G. 2.
H. 3.
J. 4.
23. A. NO CHANGE
B. Rosie, it turns out, is
C. Rosie, it turns out is
D. Rosie it turns out, is
24. Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. begun to raise
G. started to raise
H. started up raising
J. begun raising
25. A. NO CHANGE
B. had checked
C. would check
D. must check
ACT-64E-PRACTICE
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11
17
20
21
23
24
25
It’
s interesting that Rosie is older than I am.
Tortoises are land-dwelling, vegetarian turtles. They can
experience the satisfaction of contentment through a diet
of grass clippings, lettuce, broccoli, melons, and other
vegetables and fruit. They like to warm themselves in the
sun but will burrow into the ground when they want to be
safe and cool. I learned that I should build plywood
enclosures in each of my parents’ backyards
so that
Rosie would be safe year-round.
I learned that tortoises are among the most
endangered families in reptiles. That means having a
tortoise is a privilege, and I’m proud that my family has
entrusted me with Rosie’s care. By caring for Rosie I’ll be
able to share something with the grandma I never knew.
PASSAGE III
A Thirst for Knowledge
[1]
Benjamin Banneker, African American
inventor and astronomer, grew up on his
familys’ farm in colonial Maryland. Though
26. Given that all the choices are true, which one most
effectively introduces the information that follows in
this paragraph?
F. NO CHANGE
G. I asked my aunt about Rosie’s needs and care.
H. Most tortoise species are now found only in
Africa.
J. Some giant tortoises weigh as much as
180 kilograms.
27. A. NO CHANGE
B. reap their necessary nutritional requirements from
C. be kept as happy as a clam with
D. be adequately nourished by
28. Which choice provides the most specific and precise
information?
F. NO CHANGE
G. things they could eat.
H. edible items.
J. fresh foods.
29. A. NO CHANGE
B. parent’s backyards
C. parents backyards
D. parents backyards,
30. F. NO CHANGE
G. families of
H. family in
J. family of
31. A. NO CHANGE
B. family’s
C. families’
D. families
GO ON TO THE NEXT PAGE.
ACT-64E-PRACTICE
11
18
26
27
28
29
30
The following paragraphs may or may not be
in the most logical order. Each paragraph is num-
bered in brackets, and question 45 will ask you to
choose where Paragraph 5 should most logically
be placed.
31
he had limited access to formal education,
Banneker
nevertheless demonstrated a keen curiosity and a
consuming interest in acquiring knowledge.
[2]
Banneker’s grandmother was an indentured
servant from England whom, after completing the term
of her contract, bought some land and then married a freed
slave. B Their daughter Mary—Benjamin’s mother—
also married a freed slave. Benjamin’s grandmother taught
him to read, and he attended a one-room Quaker school
when the farmwork slowed down during the winter.
[3]
In 1753, at the age of twenty-two, Banneker
constructed a clock out of hand-carved wooden parts,
displayed his mechanical skills, and displaying his interest
in learning. He had dismantled a pocket watch borrowed
from a traveling merchant, made detailed drawings of it’s
components, and returned it—fully functioning—to the
merchant. Based on those drawings, Banneker designed
the works for his own clock and carved the gears, wheels,
32. Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. limiting his access to formal education,
G. his access to formal education was limited,
H. it was difficult for him to acquire formal education,
J. having limited access to formal education,
33. A. NO CHANGE
B. who,
C. which,
D. OMIT the underlined portion.
34. At this point, the writer is considering adding the fol-
lowing true statement:
Indentured servants needed a master’s permis-
sion to leave their place of work, to perform
work for others, or to keep money for personal
use.
Should the writer add this sentence here?
F. Yes, because it shows the extent of control that
masters held over indentured servants.
G. Yes, because it is necessary to understanding the
essay as a whole.
H. No, because it provides information that is
included elsewhere in the essay.
J. No, because it would distract readers from the
main topic of the essay.
35. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. read; he
B. read, and he also
C. read he
D. read. He
36. Which choice provides the most logical arrangement of
the parts of this sentence?
F. NO CHANGE
G. displayed his skills when he constructed a clock
out of hand-carved wooden parts and displayed his
interest in mechanical skills.
H. displayed his interest in learning and his mechani-
cal skills when he constructed a clock out of hand-
carved wooden parts.
J. displayed his interest in mechanical skills by con-
structing a clock out of hand-carved wooden parts
and his interest in learning.
37. A. NO CHANGE
B. its’
C. its
D. their
ACT-64E-PRACTICE
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11
19
32
33
35
36
36
36
37
and other moving parts. The clock keeps
precise time
for—can you believe it?—over forty years.
[4]
Banneker lived and worked on the family farm.
After his father died in 1759, Banneker took over the
responsibility of the farm and the care of his mother and
younger sisters. In addition,
he pursued scientific studies
and taught himself to play the flute and violin. I
[5]
In 1788, a neighbor loaned Banneker some
astronomical instruments and four books on mathematics
and astronomy. Banneker quickly became engrossed in his
studies and began to calculate the paths of the Sun, Moon,
and other celestial bodies. Using them,
he predicted a
solar eclipse that occurred the next year. He also began to
calculate annual tables of yearly sets
of astronomical data,
which became the basis for almanacs published under
his name from 1792 through 1797.
[6]
Grandson of an indentured servant, Benjamin
Banneker liked to study music and astronomy.
38. F. NO CHANGE
G. has kept
H. kept
J. still keeps
39. A. NO CHANGE
B. for over forty years. Amazing!
C. for over forty unbelievable years.
D. for over forty years.
40. F. NO CHANGE
G. sisters. Therefore,
H. sisters, in addition,
J. sisters, therefore,
41. If the writer were to delete the last part of the preced-
ing sentence (ending the sentence with a period after
the word studies), the paragraph would primarily lose:
A. support for the essay’s point about Banneker’s
love of learning.
B. a direct link to the previous paragraph.
C. a humorous description of Banneker’s other
interests.
D. an extensive digression about music.
42. F. NO CHANGE
G. these calculations,
H. those,
J. these things,
43. A. NO CHANGE
B. covering a year’s worth
C. about twelve months
D. OMIT the underlined portion.
44. Given that all the choices are true, which one most
effectively concludes and summarizes this essay?
F. NO CHANGE
G. Calculator of the paths of the Sun and Moon,
Benjamin Banneker became interested in how
things work when he took apart a pocket watch
and made some drawings.
H. Clock designer and farmer, Benjamin Banneker
acquired responsibility for the farm at a young age
but retained an interest in learning.
J. Farmer, inventor, and self-taught mathematician
and astronomer, Benjamin Banneker took advan-
tage of every opportunity to learn and contribute
to the society of his time.
GO ON TO THE NEXT PAGE.
ACT-64E-PRACTICE
11
20
38
39
40
42
43
44
44
PASSAGE IV
Kayaks and Kayaking
Kayaks are lightweight canoes originally used for
hunting and fishing by the Inuit peoples of the northern
coasts of North America. Today, many people use kayaks
recreationally for white-water sports and for touring
wilderness areas that are extremely wild.
Most kayaks are made of rubberized cloth, molded
plastic, or fiberglass. It is covered except for the opening
in which the paddler or paddlers sit. P The two principal
types of kayaks are; the easily maneuverable white-water
kayak and the largest sea kayak.
[1] Kayaking in white
water the tumultuous rapids of swift-moving rivers
appeals to people seeking adventure and excitement.
45. For the sake of the logic and coherence of this essay,
Paragraph 5 should be placed:
A. where it is now.
B. after Paragraph 1.
C. after Paragraph 2.
D. after Paragraph 3.
46. F. NO CHANGE
G. of great remoteness.
H. that are uncivilized.
J. OMIT the underlined portion and end the sentence
with a period.
47. A. NO CHANGE
B. One is
C. They are
D. Which are
48. The writer is considering deleting the preceding sen-
tence. Should this sentence be kept or deleted?
F. Kept, because the reader needs to understand the
different types of kayaks.
G. Kept, because it helps the reader visualize the
kayak’s construction.
H. Deleted, because it is not relevant to the preceding
sentence.
J. Deleted, because it is unnecessarily wordy.
49. A. NO CHANGE
B. kayaks, are
C. kayaks are
D. kayaks—are
50. F. NO CHANGE
G. very biggest
H. more large
J. larger
51. A. NO CHANGE
B. water; the tumultuous rapids of swift-moving
rivers,
C. water, the tumultuous rapids of swift-moving
rivers,
D. water the tumultuous rapids of swift-moving
rivers,
ACT-64E-PRACTICE
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11
21
Question 45 asks about the preceding passage
as a whole.
46
47
49
50
51
[2] Designed to maneuver through rapids and around
treacherous rocks, many white-water kayaks are only six
to nine feet long. [3] Because the center of gravity of the
paddler rides low in the water, kayaks are stable boats not
easily capsized. [4] White-water kayakers are, at last,
advised to wear helmets and flotation vests to prevent
injury. [5] The longer sea kayaks are designed for
distance and speed rather than maneuverability.
[6] Some models have two or three seats. [7] Sea
or coastal kayaking offers easy access to wetlands,
marshes, and wildlife habitats along shores.
[8] Kayaks can float in less than a foot of water, so
a nature watcher
can quietly paddle through shallows
frequented by shorebirds and other wildlife. W
Equipment for both types of kayaks are
similar, and
fairly simple. Kayakers use a short, double-bladed paddle,
an elasticized sprayskirt fits snugly around the waist of
the seated paddler to keep water out of the boat. In fact,
a kayak can roll over and be brought back upright
without taking on water.
52. F. NO CHANGE
G. for example,
H. therefore,
J. nevertheless,
53. Which of the following alternatives to the underlined
portion would be LEAST acceptable?
A. water. Thus,
B. water. Consequently,
C. water, and, as a result,
D. water. Yet
54. Which choice fits most specifically with the informa-
tion at the end of this sentence?
F. NO CHANGE
G. person
H. paddler
J. fun seeker
55. If the writer were to divide the preceding paragraph
into two shorter paragraphs in order to differentiate
between the two types of kayaks discussed in the
essay, the new paragraph should begin with Sentence:
A. 3.
B. 4.
C. 5.
D. 6.
56. F. NO CHANGE
G. is
H. were
J. was
57. A. NO CHANGE
B. paddle, and
C. paddle, so
D. paddle
GO ON TO THE NEXT PAGE.
ACT-64E-PRACTICE
11
22
52
53
54
56
57
Propelling a kayak works the upper-body muscles.
The paddler pulls one end through the water of the paddle
on alternating sides of the boat. Skilled kayakers sense the
nuances of water movement by means of the kayak hull
and adjust their stroke force and pace to keep the kayak
on course. But all kayakers can appreciate the nuances
of nature as they travel on water in this simple,
but
versatile boat. \
PASSAGE V
Extremophiles: Amazing Microbial Survivors
[1]
Some live in airless seams of burning rock; miles
beneath Earth’s surface and around the hydrothermal
vents of deep-sea volcanoes. Others, salt-encrusted,
“sleep” in ancient caverns, waking after centuries
to feed and to be bred. Radioactive pools of toxic
waste are okay for others to live in;
even acid cannot
kill them. In lightless vacuums and locales once
thought to hot, to cold or to poisonous,
to sustain
life, there exists a wealth of microbial organisms.
58. The best placement for the underlined portion would
be:
F. where it is now.
G. after the word paddler.
H. after the word pulls.
J. after the word paddle.
59. A. NO CHANGE
B. simple
C. simple—
D. simple;
60. If the writer were to delete this final paragraph from
the essay, which of the following would be lost?
F. A detailed description of the muscles involved in
kayaking
G. A comment on the relationships among kayakers,
kayaks, and water
H. A scientific explanation of how water moves
around the hull of a kayak
J. A plea to kayakers to be careful of the environment
61. A. NO CHANGE
B. seams, of burning rock
C. seams of burning rock
D. seams, of burning rock,
62. Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. caverns. Then they wake
G. caverns and then wake
H. caverns, only to wake
J. caverns. Waking
63. A. NO CHANGE
B. for breeding.
C. to breed.
D. breeding.
64. F. NO CHANGE
G. are all right for others to live in;
H. are home to still others;
J. suit others to a tee;
65. A. NO CHANGE
B. too hot, too cold, or too poisonous
C. too hot, too cold, or too poisonous,
D. to hot, to cold, or to poisonous
ACT-64E-PRACTICE
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11
23
59
58
61
62
63
64
65
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These single-celled survivors called extremophiles,
don’t merely endure environments too severe for
other life forms; they thrive in them.
[2]
Heat-loving extremophiles, or
thermophiles, flourished
in temperatures over
150 degrees Celsius. Scientists have collected
them from the Yellowstone National Park’s thermal
pools, the park abounding with geysers like Old Faithful,
and from radioactive rock deep within South African
gold mines.
[3]
In the hot waters surrounding Juan de
Fuca Ridge in the Pacific Ocean, thermophiles
ensure the survival of other marine life. f
Here, the ocean floor is scarred by
earthquakes and underwater volcanoes.
66. F. NO CHANGE
G. survivors, called extremophiles,
H. survivors, called extremophiles
J. survivors called extremophiles;
67. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. forms; rather, they
B. forms—they
C. forms. They
D. forms they
68. F. NO CHANGE
G. were flourishing
H. had flourished
J. flourish
69. A. NO CHANGE
B. pools, in contrast to the cool depths of Scandina-
vian fjords,
C. pools, natural wonders formed by geologic magic,
D. pools
70. The writer is considering deleting the following phrase
from the preceding sentence (and revising the capital-
ization accordingly):
In the hot waters surrounding Juan de Fuca
Ridge in the Pacific Ocean,
Should this phrase be kept or deleted?
F. Kept, because it clarifies that thermophiles live in
both the Pacific Ocean and Juan de Fuca Ridge.
G. Kept, because it provides specific details about the
“Here” referred to in the next sentence.
H. Deleted, because it contradicts the preceding para-
graph, which makes it clear that thermophiles do
not live in water only.
J. Deleted, because this information is provided later
in this paragraph.
71. Given that all the choices are true, which one most
specifically and vividly describes the underwater
terrain?
A. NO CHANGE
B. there are signs of both seismic and volcanic
activity.
C. the results of earthquakes and volcanic eruptions
are evident.
D. the effect of earthquake and volcanic activity is
apparent.
ACT-64E-PRACTICE
11
24
66
67
68
69
71
71
Poisonous waters from cracks
at temperatures up to
360 degrees Celsius gush in the ocean floor, and
thermophiles convert the toxic chemicals into food
for crabs, giant worms, and other deep-sea life.
[4]
Psychrophiles live in harsh and inhospitable places
on our planet. One ancient breed of psychrophile lives
in million-year-old ice miles below an Antarctic glacier.
In the ice of the South Pole, psychrophiles survive
not only darkness and subzero temperatures but also
ultraviolet radiation.
[5]
If life can persist in extreme environments
on Earth, scientists speculate that life may endure
under similar conditions elsewhere, perhaps in the
frozen seas or the exploding volcanoes of Jupiter’s
moons, or beneath the barren landscape of Mars. j
Nevertheless, findings suggest that life—at least on the
microbial level—may flourish throughout the universe
in places we have yet to look.
72
73
73
75
END OF TEST 1
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
72. The best placement for the underlined portion would
be:
F. where it is now.
G. after the word temperatures.
H. after the word Celsius.
J. after the word gush.
73. Given that all the choices are true, which one would
LEAST effectively introduce the subject of Paragraph 4?
A. NO CHANGE
B. According to researchers, the environment of a
cold-loving extremophile, or psychrophile, is as
extreme as that of a heat-loving thermophile.
C. Certain extremophiles, called psychrophiles, thrive
in cold environments rather than hot ones.
D. Other types of extremophiles—cold-loving psy-
chrophiles—have been found in temperatures as
low as –17 degrees Celsius.
74. The writer is considering deleting the following clause
from the preceding sentence (revising the capitaliza-
tion accordingly):
If life can persist in extreme environments on
Earth,
Should this clause be kept or deleted?
F. Kept, because it clarifies for readers that life in
extreme environments on Earth may not exist.
G. Kept, because it makes the connection between
life on Earth and the possibility of life on other
planets.
H. Deleted, because it contradicts the essay’s main
point by implying that life may not exist in
extreme environments.
J. Deleted, because it misleads readers into thinking
the paragraph is about life on Earth rather than life
on other planets.
75. A. NO CHANGE
B. On the other hand,
C. However,
D. Indeed,
ACT-64E-PRACTICE
11
25
1.
⏐
7 − 3
⏐
−
⏐
3 − 7
⏐
= ?
A. −8
B. −6
C. −4
D. 0
E. 8
2. A consultant charges $45 for each hour she works on a
consultation, plus a flat $30 consulting fee. How many
hours of work are included in a $210 bill for a
consultation?
F. 2
G. 4
H. 4
J. 5
K. 7
3. Vehicle A averages 14 miles per gallon of gasoline,
and Vehicle B averages 36 miles per gallon of
gasoline. At these rates, how many more gallons of
gasoline does Vehicle A need than Vehicle B to make a
1,008-mile trip?
A. 25
B. 28
C. 44
D. 50
E. 72
4. t
2
− 59t + 54 − 82t
2
+ 60t is equivalent to:
F. −26t
2
G. −26t
6
H. −81t
4
+ t
2
+ 54
J. −81t
2
+ t + 54
K. −82t
2
+ t + 54
5. The figure below is composed of square BCDE and
equilateral triangle 䉭ABE. The length of CD
___
is
6 inches. What is the perimeter of ABCDE, in inches?
A. 18
B. 24
C. 30
D. 42
E. 45
6. The expression (4z + 3)(z − 2) is equivalent to:
F. 4z
2
− 5
G. 4z
2
− 6
H. 4z
2
− 3z − 5
J. 4z
2
− 5z − 6
K. 4z
2
+ 5z − 6
7. If 40% of a given number is 8, then what is 15% of the
given number?
A. 1.2
B. 1.8
C. 3.0
D. 5.0
E. 6.5
8. The 6 consecutive integers below add up to 447.
x − 2
x − 1
x
x + 1
x + 2
x + 3
What is the value of x ?
F. 72
G. 73
H. 74
J. 75
K. 76
A
B
CD
E
6
1
__
2
2
__
3
4
__
5
GO ON TO THE NEXT PAGE.
MATHEMATICS TEST
60 Minutes—60 Questions
22
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
Do not linger over problems that take too much time.
Solve as many as you can; then return to the others in
the time you have left for this test.
You are permitted to use a calculator on this test. You
may use your calculator for any problems you choose,
but some of the problems may best be done without
using a calculator.
Note: Unless otherwise stated, all of the following should
be assumed.
1. Illustrative figures are NOT necessarily drawn to scale.
2. Geometric figures lie in a plane.
3. The word
line
indicates a straight line.
4. The word
average
indicates arithmetic mean.
ACT-64E-PRACTICE
26
9. In the standard (x,y) coordinate plane, point M with
coordinates (5,4) is the midpoint of AB
___
, and B has
coordinates (7,3). What are the coordinates of A ?
A. (17,11)
B. (9,2)
C. ( 6, 3.5)
D. (3,5)
E. (−3,−5)
10. Rectangle ABCD has vertices A(4,5), B(0,2), and
C(6,−6). These vertices are graphed below in the
standard (x,y) coordinate plane. What are the
coordinates of vertex D ?
F. (10,−3)
G. (9,−2)
H. (8,2)
J. (7,1)
K. (2,−9)
11. Daisun owns 2 sportswear stores (X and Y). She stocks
3 brands of T-shirts (A, B, and C) in each store. The
matrices below show the numbers of each type of
T-shirt in each store and the cost for each type of
T-shirt. The value of Daisun’s T-shirt inventory is
computed using the costs listed. What is the total value
of the T-shirt inventory for Daisun’s 2 stores?
A B C Cost
X
冤
100 200 150
冥
A
冤
$5
冥
Y 120 50 100 B $10
C $15
A. $2,200
B. $2,220
C. $4,965
D. $5,450
E. $7,350
12. Given the triangle shown below with exterior angles
that measure x°, y°, and z° as shown, what is the sum
of x, y, and z ?
F. 180
G. 231
H. 309
J. 360
K. Cannot be determined from the given information
A poll of 200 registered voters was taken before the
election for mayor of Springdale. All 200 voters indicated
which 1 of the 4 candidates they would vote for. The
results of the poll are given in the table below.
Candidate Number of voters
Blackcloud 50
Lue 80
Gomez 40
Whitney 30
13. What percent of the voters polled chose Whitney in the
poll?
A. 15%
B. 20%
C. 25%
D. 30%
E. 40%
14. If the poll is indicative of how the 10,000 registered
voters of Springdale will actually vote in the election,
which of the following is the best estimate of the
number of votes Lue will receive in the election?
F. 1,500
G. 2,500
H. 4,000
J. 5,000
K. 8,000
15. If the information in the table were converted into a
circle graph (pie chart), then the central angle of the
sector for Gomez would measure how many degrees?
A. 54°
B. 72°
C. 90°
D. 108°
E. 144°
16. In square ABCE shown below, D is the midpoint of
CE
___
. Which of the following is the ratio of the area of
䉭ADE to the area of 䉭ADB ?
F. 1:1
G. 1:2
H. 1:3
J. 1:4
K. 1:8
A
C
D
E
B
72°
57°
y°
x°
z°
y
x
–2
O
6
4
2
–2
–4
–6
–8
–10
246810
GO ON TO THE NEXT PAGE.
22
ACT-64E-PRACTICE
27
Use the following information to answer
questions 13–15.
17. Which of the following is the slope of a line parallel to
the line y = x − 4 in the standard (x,y) coordinate
plane?
A. −4
B. −
C. 2
D.
E.
18. Janelle cut a board 30 feet long into 2 pieces. The ratio
of the lengths of the 2 pieces is 2:3. What is the length,
to the nearest foot, of the shorter piece?
F. 5
G. 6
H. 12
J. 15
K. 18
19. What is the smallest integer greater than
公僓僓僓
58 ?
A. 4
B. 7
C. 8
D. 10
E. 30
20. Sergio plans to paint the 4 walls of his room with 1 coat
of paint. The walls are rectangular, and, according to
his measurements, each wall is 10 feet by 15 feet. He
will not need to paint the single 3-foot-by-5-foot
rectangular window in his room and the 3 -foot-by-
7-foot rectangular door. Sergio knows that each gallon
of paint covers between 300 and 350 square feet. If
only 1-gallon cans of paint are available, which of the
following is the minimum number of cans of paint
Sergio needs to buy to paint his walls?
F. 1
G. 2
H. 3
J. 4
K. 5
21. What values of x are solutions for x
2
+ 2x = 8 ?
A. −4 and 2
B. −2 and 0
C. −2 and 4
D. 0 and 2
E. 6 and 8
22. For all a > 1, the expression equals:
F.
G. −a
2
H. a
2
J. −
K.
23. If point M has a nonzero x-coordinate and a nonzero
y-coordinate and the coordinates have opposite signs,
then point M must be located in which of the
4 quadrants labeled below?
A. I only
B. III only
C. I or III only
D. I or IV only
E. II or IV only
24. The fixed costs of manufacturing basketballs in a factory
are $1,400.00 per day. The variable costs are $5.25 per
basketball. Which of the following expressions can be
used to model the cost of manufacturing b basketballs in
1 day?
F. $1,405.25b
G. $5.25b − $1,400.00
H. $1,400.00b + $5.25
J. $1,400.00 − $5.25b
K. $1,400.00 + $5.25b
y
x
II I
III
IV
O
quadrants
of the
standard (x,y)
coordinate
plane
1
__
a
2
1
__
a
2
1
__
2
3a
4
____
3a
6
1
__
2
2
__
3
3
__
2
3
__
2
2
__
3
GO ON TO THE NEXT PAGE.
22
ACT-64E-PRACTICE
28
25. In the figure below, where 䉭ABC ∼ 䉭KLM, lengths
given are in centimeters. What is the perimeter, in
centimeters, of 䉭ABC ?
(Note: The symbol ∼ means “is similar to.”)
A. 12
B. 14
C. 21
D. 35
E. 71
26. If = is true, then a = ?
F. 1
G.
公僓
7
H. 7
J. 21
K. 49
27. A hot-air balloon 70 meters above the ground is falling
at a constant rate of 6 meters per second while another
hot-air balloon 10 meters above the ground is rising at
a constant rate of 15 meters per second. To the nearest
tenth of a second, after how many seconds will the
2 balloons be the same height above the ground?
A. 8.9
B. 6.7
C. 2.9
D. 0.4
E. 0.2
28. A hiking group will go from a certain town to a certain
village by van on 1 of 4 roads, from the village to a
waterfall by riding bicycles on 1 of 2 bicycle paths,
and then from the waterfall to their campsite by hiking
on 1 of 6 trails. How many routes are possible for the
hiking group to go from the town to the village to the
waterfall to their campsite?
F. 6
G. 12
H. 24
J. 48
K. 220
29. Cube A has an edge length of 2 inches. Cube B has an
edge length double that of Cube A. What is the
volume, in cubic inches, of Cube B ?
A. 4
B. 8
C. 16
D. 32
E. 64
30. A formula used to compute the current value of a
savings account is A = P(1 + r)
n
, where A is the current
value; P is the amount deposited; r is the rate of
interest for 1 compounding period, expressed as a
decimal; and n is the number of compounding periods.
Which of the following is closest to the value of a
savings account after 5 years if $10,000 is deposited at
4% annual interest compounded yearly?
F. $10,400
G. $12,167
H. $42,000
J. $52,000
K. $53,782
31. A right circular cylinder is shown in the figure below,
with dimensions given in centimeters. What is the total
surface area of this cylinder, in square centimeters?
(Note: The total surface area of a cylinder is given by
2πr
2
+ 2πrh where r is the radius and h is the height.)
A. ,300π
B. ,400π
C. ,500π
D. ,600π
E. 1,600π
32. Given f (x) = 4x + 1 and g(x) = x
2
− 2, which of the
following is an expression for f
冸
g(x)
冹
?
F. −x
2
+ 4x + 1
G. x
2
+ 4x − 1
H. 4x
2
− 7
J. 4x
2
− 1
K. 16x
2
+ 8x − 1
20
20
3
公僓
7
_______
7
3
公僓
7
_______
a
公僓
7
3
__
4
1
__
2
15
L
M
K12.5
7.5
B
C
A
3
GO ON TO THE NEXT PAGE.
22
ACT-64E-PRACTICE
29
33. The table below shows the total number of goals
scored in each of 43 soccer matches in a regional
tournament. What is the average number of goals
scored per match, to the nearest 0.1 goal?
Total number of Number of matches
goals in a match with this total
04
110
25
39
47
55
61
72
A. 1.0
B. 2.8
C. 3.0
D. 6.1
E. 17.1
34. Lines a, b, c, and d are shown below and a 储 b. Which
of the following is the set of all angles that must be
supplementary to ∠x ?
F. {1, 2}
G. {1, 2, 5, 6}
H. {1, 2, 9, 10}
J. {1, 2, 5, 6, 9, 10}
K. {1, 2, 5, 6, 9, 10, 13, 14}
35. (3x
3
)
3
is equivalent to:
A. x
B. 9x
6
C. 9x
9
D. 27x
6
E. 27x
9
36. Which of the following is equivalent to the inequality
4x − 8 > 8x + 16 ?
F. x <−6
G. x >−6
H. x <−2
J. x > 2
K. x < 6
37. As shown in the standard (x,y) coordinate plane below,
P(6,6) lies on the circle with center (2,3) and radius
5 coordinate units. What are the coordinates of the
image of P after the circle is rotated 90° clockwise ( )
about the center of the circle?
A. (2, 3)
B. (3, 2)
C. (5,−1)
D. (6, 0)
E. (7, 3)
38. For right triangle 䉭KLM below, what is sin,∠M ?
F.
G.
H.
J.
K.
39. In the figure below, B lies on AC
___
, BD
___
bisects ∠ABE,
and BE
___
bisects ∠CBD. What is the measure of ∠DBE ?
A. 90°
B. 60°
C. 45°
D. 30°
E. Cannot be determined from the given information
40. If there are 8
×
10
12
hydrogen molecules in a volume of
4
×
10
4
cubic centimeters, what is the average number
of hydrogen molecules per cubic centimeter?
F. 5
×
10
−9
G. 2
×
10
3
H. 2
×
10
8
J. 32
×
10
16
K. 32
×
10
48
A
C
DE
B
公僓僓
44
_____
12
10
_____
公僓僓
44
公僓僓
44
_____
10
12
___
10
10
___
12
12 cm
10 cm
ML
K
8
6
4
2
(2,3)
P(6,6)
–4–2 2468x
y
–2
O
x 89
10 11
1
23
a
b
c
d
4
5
12
13
6
7
14
15
GO ON TO THE NEXT PAGE.
22
ACT-64E-PRACTICE
30
41. In the figure below, a radar screen shows 2 ships.
Ship A is located at a distance of 20 nautical miles and
bearing 170°, and Ship B is located at a distance of
30 nautical miles and bearing 300°. Which of the
following is an expression for the straight-line
distance, in nautical miles, between the 2 ships?
(Note: For 䉭ABC with side of length a opposite ∠A,
side of length b opposite ∠B, and side of length c
opposite ∠C, the law of cosines states
c
2
= a
2
+ b
2
− 2ab cos,∠C.)
A.
B.
C.
D.
E.
42. What rational number is halfway between and ?
F.
G.
H.
J.
K.
43. In isosceles trapezoid ABCD, AB
___
is parallel to DC
___
,
∠BDC measures 25°, and ∠BCA measures 35°. What
is the measure of ∠DBC ?
A. 85°
B. 95°
C. 105°
D. 115°
E. 125°
44. In the figure below, the area of the larger square is
50 square centimeters and the area of the smaller
square is 18 square centimeters. What is x, in
centimeters?
F. 2
G. 2
公僓
2
H. 4
公僓
2
J. 16
K. 32
45. Which of the following is a rational number?
A.
公僓
2
B.
公僓
π
C.
公僓
7
D.
E.
46. If a < b, then
⏐
a − b
⏐
is equivalent to which of the
following?
F. a + b
G. −(a + b)
H.
J. a − b
K. −(a − b)
47. Tom has taken 5 of the 8 equally weighted tests in his
U.S. History class this semester, and he has an average
score of exactly 78.0 points. How many points does he
need to earn on the 6th test to bring his average score
up to exactly 80.0 points?
A. 90
B. 88
C. 82
D. 80
E. 79
公僓僓僓僓僓
a − b
64
___
49
5
___
25
x
C
D
B
A
25°
35°
8
___
15
4
___
15
2
___
15
1
__
4
1
__
2
1
__
3
1
__
5
公
僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓
20
2
+ 30
2
− 2(20)(30)cos 470°
公
僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓
20
2
+ 30
2
− 2(20)(30)cos 300°
公
僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓
20
2
+ 30
2
− 2(20)(30)cos 170°
公
僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓
20
2
+ 30
2
− 2(20)(30)cos 130°
公
僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓僓
20
2
+ 30
2
− 2(20)(30)cos 60°
B
170°
30
A
N
20
300°
?
GO ON TO THE NEXT PAGE.
22
ACT-64E-PRACTICE
31
48. In the complex plane, the horizontal axis is called the
real axis and the vertical axis is called the imaginary
axis. The complex number a + bi graphed in the
complex plane is comparable to the point (a,b) graphed
in the standard (x,y) coordinate plane. The modulus of
the complex number a + bi is given by .
Which of the complex numbers z
1
, z
2
, z
3
, z
4
, and z
5
below has the greatest modulus?
F. z
1
G. z
2
H. z
3
J. z
4
K. z
5
49. In the real numbers, what is the solution of the
equation 8
2x + 1
= 4
1 − x
?
A. −
B. −
C. −
D. 0
E.
50. The graph of the trigonometric function y = 2 cos
冢
x
冣
is shown below.
The function is:
F. even (that is, f(x) = f (−x) for all x).
G. odd (that is, f(−x) =−f(x) for all x).
H. neither even nor odd.
J. the inverse of a cotangent function.
K. undefined at x =π.
51. An integer from 100 through 999, inclusive, is to be
chosen at random. What is the probability that the
number chosen will have 0 as at least 1 digit?
A.
B.
C.
D.
E.
52. In the figure below, line q in the standard (x,y)
coordinate plane has equation −2x + y = 1 and
intersects line r, which is distinct from line q, at a
point on the x-axis. The angles, ∠a and ∠b, formed by
these lines and the x-axis are congruent. What is the
slope of line r ?
F. −2
G. −
H.
J. 2
K. Cannot be determined from the given information
53. In the right triangle below, 0 < b < a. One of the
angle measures in the triangle is tan
−1
冢冣
. What is
cos
冤
tan
−1
冢冣冥
?
A.
B.
C.
D.
E.
公
僓僓僓僓僓僓
a
2
+ b
2
__________
a
b
___________
公
僓僓僓僓僓僓
a
2
+ b
2
a
___________
公
僓僓僓僓僓僓
a
2
+ b
2
b
__
a
a
__
b
公僓僓僓僓僓僓
a
2
+ b
2
b
a
a
__
b
a
__
b
1
__
2
1
__
2
3
2
1
–1
O
–2 –1 1 x
y
∠a
qr
∠b
271
_______
1,000
171
____
900
90
____
900
81
____
900
19
____
900
2
–4
O
–2–6
4
6
–2
2
x
y
1
__
2
1
__
7
1
__
8
1
__
4
1
__
3
imaginary
axis
z
1
z
5
z
4
z
3
z
2
real axis
O
公
僓僓僓僓僓僓
a
2
+ b
2
GO ON TO THE NEXT PAGE.
22
ACT-64E-PRACTICE
32
The radio signal from the transmitter site of radio station
WGGW can be received only within a radius of 52 miles in
all directions from the transmitter site. A map of the region
of coverage of the radio signal is shown below in the
standard (x,y) coordinate plane, with the transmitter site at
the origin and 1 coordinate unit representing 1 mile.
54. Which of the following is closest to the area, in square
miles, of the region of coverage of the radio signal?
F. 2,120
G. 2,700
H. 4,250
J. 8,500
K. 16,990
55. Which of the following is an equation of the circle
shown on the map?
A. x + y = 52
B. (x + y)
2
= 52
C. (x + y)
2
= 52
2
D. x
2
+ y
2
= 52
E. x
2
+ y
2
= 52
2
56. The transmitter site of radio station WGGW and the
transmitter site of another radio station, WGWB, are
on the same highway 100 miles apart. The radio signal
from the transmitter site of WGWB can be received
only within a radius of 60 miles in all directions from
the WGWB transmitter site. For how many miles along
the highway can the radio signals of both stations be
received?
(Note: Assume the highway is straight.)
F. 8
G. 12
H. 40
J. 44
K. 48
57. The graphs of the equations y = x − 1 and y = (x − 1)
4
are shown in the standard (x,y) coordinate plane below.
What real values of x, if any, satisfy the inequality
(x − 1)
4
< (x − 1) ?
A. No real values
B. x < 0 and x > 1
C. x < 1 and x > 2
D. 0 < x < 1
E. 1 < x < 2
58. For every positive 2-digit number, x, with tens digit t
and units digit u, let y be the 2-digit number formed by
reversing the digits of x. Which of the following
expressions is equivalent to x − y ?
F. 9(t − u)
G. 9(u − t)
H. 9t − u
J. 9u − t
K. 0
59. In the figure below, the vertices of 䉭ABC have (x,y)
coordinates (4,5), (5,3), and (1,3), respectively. What
is the area of 䉭ABC ?
A. 4
B. 4
公僓
2
C. 4
公僓
3
D. 8
E. 8
公僓
2
60. The sum of an infinite geometric series with first term
a and common ratio r < 1 is given by . The sum
of a given infinite geometric series is 200, and the
common ratio is 0.15. What is the second term of this
series?
F. 25.5
G. 30
H. 169.85
J. 170
K. 199.85
a
_____
1 − r
O
x
y
C(1,3)
A(4,5)
B(5,3)
y
2
1
–1
–2
O
x2–1
1
y = (x – 1)
4
y = x – 1
O
y
x
52
52
N
S
EW
22
ACT-64E-PRACTICE
END OF TEST 2
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO THE PREVIOUS TEST.
33
Use the following information to answer
questions 54–56.
Passage I
PROSE FICTION: This passage is adapted from the short story
“The Threshold” by Cristina Peri Rossi (original Spanish ver-
sion ©1986 by Cristina Peri Rossi; translation ©1993 by Mary
Jane Treacy).
The woman never dreams and this makes her
intensely miserable. She thinks that by not dreaming
she is unaware of things about herself that dreams
would surely give her. She doesn’t have the door of
dreams that opens every night to question the certain-
ties of the day. She stays at the threshold, and the door
is always closed, refusing her entrance. I tell her that in
itself is a dream, a nightmare: to be in front of a door
which will not open no matter how much we push at the
latch or pound the knocker. But in truth, the door to that
nightmare doesn’t have a latch or a knocker; it is total
surface, brown, high and smooth as a wall. Our blows
strike a body without an echo.
“There’s no such thing as a door without a key,”
she tells me, with the stubborn resistance of one who
does not dream.
“There are in dreams,” I tell her. In dreams, doors
don’t open, rivers run dry, mountains turn around in cir-
cles, telephones are made of stone. Elevators stop in the
middle of floors, and when we go to the movies all the
seats have their backs to the screen. Objects lose their
functionality in dreams in order to become obstacles, or
they have their own laws that we don’t know anything
about.
She thinks that the woman who does not dream is
the enemy of the waking woman because she robs her
of parts of herself, takes away the wild excitement of
revelation when we think we have discovered some-
thing that we didn’t know before or that we had
forgotten.
“A dream is a piece of writing,” she says sadly, “a
work that I don’t know how to write and that makes me
different from others, all the human beings and animals
who dream.”
She is like a tired traveler who stops at the thresh-
old and stays there, stationary as a plant.
In order to console her, I tell her that perhaps she
is too tired to cross through the doorway; maybe she
spends so much time looking for her dreams before
falling asleep that she doesn’t see the images when they
appear because her exhaustion has made her close those
eyes that are inside of her eyes. When we sleep we have
two pairs of eyes: the more superficial eyes, which are
accustomed to seeing only the appearance of things and
of dealing with light, and dream’s eyes; when the
former close, the latter open up. She is the traveler on a
long trip who stops at the threshold, half dead with
fatigue, and can no longer pass over to the other side or
cross the river or the border because she has closed
both pairs of eyes.
“I wish I could open them,” she says simply.
Sometimes she asks me to tell her my dreams, and
I know that later, in the privacy of her room with the
light out, hiding, she’ll try to dream my dream. But to
dream someone else’s dream is harder than writing
someone else’s story, and her failures fill her with irri-
tation. She thinks I have a power that she doesn’t have
and this brings out her envy and bad humor. She thinks
that the world of dreams is an extra life that some of us
have, and her curiosity is only halfway satisfied when I
am finished telling her the last one. (To tell dreams is
one of the most difficult arts; perhaps only author Franz
Kafka was able to do so without spoiling their mystery,
trivializing their symbols or making them rational.)
Just as children can’t stand any slight change and
love repetition, she insists that I tell her the same dream
two or three times, a tale full of people I don’t know,
strange forms, unreal happenings on the road, and she
becomes annoyed if in the second version there are
some elements that were not in the first.
The one she likes best is the amniotic dream, the
dream of water. I am walking under a straight line that
is above my head, and everything underneath is clear
water that doesn’t make me wet or have any weight;
you don’t see it or feel it, but you know it is there. I am
walking on a ground of damp sand, wearing a white
shirt and dark pants, and fish are swimming all around
me. I eat and drink under the water but I never swim or
float because the water is just like air, and I breathe it
naturally. The line above my head is the limit that I
never cross, nor do I have any interest in going beyond
it.
She, in turn, would like to dream of flying, of slip-
ping from tree to tree way above the rooftops.
READING TEST
35 Minutes—40 Questions
DIRECTIONS: There are four passages in this test. Each
passage is followed by several questions. After reading
a passage, choose the best answer to each question
and fill in the corresponding oval on your answer
document. You may refer to the passages as often as
necessary.
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1. Which of the following best describes the structure of
the passage?
A. A dialogue between two people in which both
relate their dreams in an almost equal amount of
detail
B. An account of the narrator’s perspective on the
woman revealed primarily through the narrator’s
report of their conversations
C. A character sketch of two people as related by a
narrator who knows both of them and their
thoughts
D. A detailed narration of several of the narrator’s
dreams accompanied by a description of the
woman’s reactions to them
2. Based on the passage, which of the following state-
ments best describes the overall attitudes of the narra-
tor and the woman?
F. The woman is frustrated and despairing, while the
narrator is supportive and reassuring.
G. The woman is bitter and resentful, while the narra-
tor is detached and uninterested.
H. The woman is lonely and resigned, while the nar-
rator is optimistic and relaxed.
J. The woman is dismayed and miserable, while the
narrator is discontented and angry.
3. It can reasonably be inferred from the passage that the
woman most strongly desires to attain which of the fol-
lowing qualities from dreaming?
A. Relaxation
B. Self-awareness
C. Entertainment
D. Self-control
4. Throughout the passage, the image of the door is used
primarily as a metaphor for the boundary between:
F. alertness and fatigue.
G. dreams and nightmares.
H. wakefulness and sleeping.
J. not-dreaming and dreaming.
5. In relation to the first paragraph’s earlier description of
the nightmare, the narrator’s comments in lines 10–13
primarily serve to:
A. reveal how to alter a dream in progress.
B. explain what caused the nightmare.
C. intensify the sense of hopelessness.
D. suggest the possibility of escape.
6. Which of the following statements about the amniotic
dream is best supported by the passage?
F. It is the narrator’s favorite dream.
G. The woman is particularly fond of hearing it
related.
H. The narrator has dreamed this dream many times.
J. It is the dream the woman most strongly desires to
dream.
7. According to the passage, one of the woman’s worries
about her present situation is that she:
A. will begin to dream too much.
B. suspects the narrator will desert her.
C. will watch her dreams become nightmares.
D. stands out as different from others.
8. Based on the narrator’s account, the woman’s approach
to dreaming the narrator’s dreams is best described as:
F. confrontational and powerful.
G. enthusiastic and playful.
H. precise and confident.
J. self-conscious and secretive.
9. As it is used in line 58, the word
humor most nearly
means:
A. personality.
B. whim.
C. mood.
D. comedy.
10. In the passage, the narrator most nearly describes
Kafka as someone who:
F. diminished dreams by trying to unravel their
mysteries.
G. explained the underlying rationality of dream
symbols.
H. conveyed the essence of dreams in his writing.
J. found it too difficult to describe dreams artfully.
Passage II
SOCIAL SCIENCE: This passage is adapted from
The Little
Ice Age: How Climate Made History, 1300–1850
by Brian
Fagan (©2000 by Brian Fagan).
Speak the words “ice age,” and the mind turns to
Cro-Magnon mammoth hunters on windswept European
plains devoid of trees. But the Little Ice Age (approxi-
mately A.D. 1300–1850) was far from a deep freeze.
Think instead of an irregular seesaw of rapid climatic
shifts, driven by complex and still little understood
interactions between the atmosphere and the ocean. The
seesaw brought cycles of intensely cold winters and
easterly winds, then switched abruptly to years of
heavy spring and early summer rains, mild winters, and
frequent Atlantic storms, or to periods of droughts,
light northeasterly winds, and summer heat waves that
baked growing corn fields under a shimmering haze.
The Little Ice Age was an endless zigzag of climatic
shifts, few lasting more than a quarter century. Today’s
prolonged warming is an anomaly.
Reconstructing the climate changes of the past is
extremely difficult, because reliable instrument records
are but a few centuries old. For earlier times, we have
but what are called proxy records reconstructed from
incomplete written accounts, tree rings, and ice cores.
Country clergy and amateur scientists with time on
their hands sometimes kept weather records over long
periods. Chronicles like those of the eighteenth-century
diarist John Evelyn or monastery scribes are invaluable
for their remarks on unusual weather, but their useful-
ness in making comparisons is limited. Remarks like
“the worst rain storm in memory,” or “hundreds of fish-
ing boats overwhelmed by mighty waves” do not an
accurate meteorological record make, even if they made
a deep impression at the time. The traumas of extreme
weather events fade rapidly from human consciousness.
Many New Yorkers still vividly remember the great
heat wave of Summer 1999, but it will soon fade from
collective memory, just like the great New York bliz-
zard of 1888, which stranded hundreds of people in
Grand Central station and froze dozens to death in deep
snowdrifts.
A generation ago, we had a generalized impression
of Little Ice Age climate compiled with painstaking
care from a bewildering array of historical sources and
a handful of tree-ring sequences. Today, the scatter of
tree-ring records has become hundreds from throughout
the Northern Hemisphere and many from south of the
equator, too, amplified with a growing body of temper-
ature data from ice cores drilled in Antarctica, Green-
land, the Peruvian Andes, and other locations. We can
now track the Little Ice Age as an intricate tapestry of
short-term climatic shifts that rippled through European
society during times of remarkable change—centuries
that saw Europe emerge from medieval fiefdom and
pass by stages through the Renaissance, the Age of Dis-
covery, the Enlightenment, the French and Industrial
revolutions, and the making of modern Europe.
To what extent did those climatic shifts alter the
course of European history? Many archaeologists and
historians are suspicious of the role of climate change
in changing human societies—and with good reason.
Environmental determinism, the notion that climate
change was a primary cause of major developments
like, say, agriculture, has been a dirty word in academia
for generations. You certainly cannot argue that climate
drove history in a direct and causative way to the point
of toppling governments. Nor, however, can you con-
tend that climate change is something that you can
totally ignore. Throughout the Little Ice Age, into the
nineteenth century, millions of European peasants lived
at the subsistence level. Their survival depended on
crop yields: cycles of good and poor harvests, of cooler
and wetter spring weather, could make a crucial differ-
ence between hunger and plenty, life and death. The
sufficiency or insufficiency of food was a powerful
motivator of human action, sometimes on a national or
even continent-wide scale, with consequences that
could take decades to unfold.
Consider, for instance, the food crises that
engulfed Europe during the Little Ice Age—the great
hunger of 1315 to 1319, the food dearths of 1741, and
1816, “the year without a summer”—to mention only a
few. These crises in themselves did not threaten the
continued existence of Western civilization, but they
surely played an important role in the formation of
modern Europe. Some of these crises resulted from cli-
matic shifts, others from human ineptitude or disastrous
economic or political policy; many from a combination
of all three. Environmental determinism may be intel-
lectually bankrupt, but climate change is the ignored
player on the historical stage.
11. The author most nearly characterizes the role of cli-
mate change in the course of history as one that:
A. is neither all important nor safely disregarded.
B. is rightly ignored by archaeologists and scientists.
C. was greater in medieval Europe than it is today.
D. will eventually be seen as direct and causative.
12. The main idea of the first paragraph is that the Little
Ice Age:
F. was a period defined by prolonged global cooling.
G. occurred during the era of Cro-Magnon mammoth
hunters.
H. was marked by frequent and short-term climate
shifts.
J. resulted from interactions between the atmosphere
and ocean.
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13. The author uses the remark “the worst rain storm in
memory” (line 28) primarily as an example of:
A. the kind of well-meaning but ultimately useless
records of unusual weather that Evelyn kept.
B. how people in the eighteenth century were deeply
impressed by unusual weather.
C. people’s preoccupation with carefully rating and
comparing unusual weather events.
D. how notes people in the past kept about unusual
weather are of limited meteorological value today.
14. The author indicates that the common factor in the
events and periods listed in lines 50–54 is that they:
F. took place during the Little Ice Age.
G. were the result of the Little Ice Age.
H. were unaffected by the Little Ice Age.
J. occurred after the Little Ice Age.
15. By his statement in lines 71–75, the author most nearly
means that during the Little Ice Age:
A. food or the lack thereof could have far-reaching
and long-lasting effects.
B. the difference between hunger and plenty was a
very small one.
C. food shortages were relatively rare at the national
or continental level.
D. the insufficiency of food motivated peasant farm-
ers to work harder.
16. The author uses the events listed in lines 77–79 pri-
marily to:
F. show how weather-related disasters threatened the
survival of Western civilization.
G. criticize subsistence-level agriculture as being too
dependent on the weather.
H. illustrate how environmental determinism operated
in the Little Ice Age.
J. suggest the part that climate shifts may have had
in producing modern Europe.
17. The author cites all of the following as causes of the
European food crises during the Little Ice Age
EXCEPT:
A. human ineptitude.
B. bad economic policy.
C. poor political policy.
D. bankrupt intellectualism.
18. The author calls the interactions that produced the
Little Ice Age climate shifts:
F. powerful and relatively straightforward.
G. complex and not yet well understood.
H. frequent and not often studied today.
J. intricate and generally beneficial to humans.
19. Which of the following is NOT listed in the passage as
an element of the Little Ice Age?
A. Heavy spring and early summer rains
B. Intensely cold winters and easterly winds
C. Droughts and light northeasterly winds
D. Mild winters and an unusually calm ocean
20. The author calls which of the following an anomaly?
F. The daily weather of the Little Ice Age
G. Today’s prolonged warming
H. The climatic seesaw of the last hundred years
J. Little Ice Age corn yields
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Passage III
HUMANITIES: This passage is adapted from the article “Wher-
ever He Went, Joy Was Sure to Follow” by Stanley Crouch
(©2000 by The New York Times Company).
Tin Pan Alley
is a
district famous for its composers and publishers of popular
music.
As a jazz trumpeter and a singer, Louis Armstrong
asserted a level of individuality in musical interpreta-
tion, recomposition and embellishment far more radical
than any that had preceded it in Western music. When
faced with a musical theme, Armstrong improvised an
arrangement that boldly rephrased it, dropping notes he
didn’t want to play and adding others. His featured
improvisations brought the role of the jazz soloist to the
fore. The immaculate logic of his improvised melodies,
full of rhythmic surprises and virtuosic turns, influ-
enced show-tune writers, jazz composers, big band
arrangers and tap dancers. His harmonic innovations, as
fellow trumpeter Wynton Marsalis has noted, were the
most brilliant in the history of jazz: Armstrong figured
out how to articulate the sound of the blues through Tin
Pan Alley popular-music tunes without abandoning
their harmonic underpinnings. “Louis Armstrong took
two different musics and fused them so that they
sounded perfectly compatible,” Mr. Marsalis says.
It was during the 1920’s and 30’s that Armstrong’s
reputation took off. He set the music scene in his home
town of New Orleans on fire before traveling to
Chicago in 1921 to join his mentor, the cornetist King
Oliver. For a year he went to New York, where he
joined Fletcher Henderson’s jazz orchestra and turned
the rhythm of the music around with his conception of
playing with a swinging beat. Now almost a national
musical terror, Armstrong returned to Chicago, then
finally settled in New York in 1929.
From 1925 through the early 1930’s, he recorded
dozens of masterpieces with large and small bands,
popularized scat singing (jazz singing that uses non-
sense syllables) and took on Tin Pan Alley, introducing
one tune after another into jazz, where they became part
of his repertory. His tone could be broad, soft and lumi-
nous or vocal or comical, or suddenly and indelibly
noble, and when his music conquered Europe in the
30’s, it carried the tragic optimism of the American
sensibility into the world at large. Wherever he went,
swing was sure to follow. He almost single-handedly
began a new spirit of freewheeling but perfectly con-
trolled improvisation, tinged with playfulness, sorrow
and sardonic irony.
Like all innovators, Armstrong was also called
upon to perform superhuman feats. Armstrong had end-
less energy and could play and play and play with the
evangelical fire and charisma that brings a new art into
being. He extended the range of his instrument,
asserted unprecedented rhythmic fluidity and had the
greatest endurance of any trumpet player who ever
lived. As a young man, he could play five shows in a
theater a day, be the featured soloist on virtually every
piece and end each show with 100 high C notes. His
glissandos—rapid slides up or down a musical scale—
were so pronounced that trumpeters of the London Phil-
harmonic Orchestra had to inspect his horn to be
convinced that it was not made differently from theirs.
By his death in 1971, Armstrong had influenced
the entirety of American music, instrumentally and
vocally, inspiring his own generation and successive
ones. I can recall some 30 years ago talking with a con-
cert percussionist who knew Armstrong and the rest of
the people who were rising to the top during the middle
and late 20’s. Referring to a certain concert piece,
which had a more extensive drum part than usual, he
said, “When I get that going, I can put my Louis
Armstrong influence in and, without them even know-
ing it, the orchestra starts to swing for a bit.” On a more
recent occasion, unless I was imagining it, I even heard
rapper Heavy D slip a phrase over the mechanical hip-
hop beat that had an Armstrong arch to it.
To get right down to it, no one in jazz ever played
with greater emotional range than Armstrong, whose
New Orleans experiences meant that he worked every-
thing from christenings to funerals. In the streets, he
picked up all the folk chants and songs. While traveling
around town, he heard traces of French and Italian
opera that suffused his sensibility and his memory. But
beyond all that, what Armstrong wanted to give his lis-
teners was the kind of pleasure music gave him, which
is what most artists are after. When he wrote or talked
of New Orleans, of being out there with his horn or fol-
lowing the parades or listening to mentors like Joe
Oliver, Armstrong never failed to project a joy so pro-
found that it became an antidote to the blues of daily
living. He had a determination to swallow experience
whole and taste it all and only then to spit out the bitter
parts.
21. Which of the following statements best expresses the
main idea of the passage?
A. Armstrong was an exceedingly gifted musician
whose emotional range was nonetheless somewhat
narrow.
B. One of the greatest jazz trumpeters of all time,
Armstrong is best known for his soft and luminous
tone.
C. Armstrong has had a profound effect on music,
one that has been both wide ranging and long
lasting.
D. A pioneering jazz trumpeter and singer, Armstrong
recorded numerous masterpieces in the mid to late
1920s.
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22. Which of the following questions is NOT answered in
the passage?
F. In terms of Western music history, what was so
radical about Armstrong’s playing and singing?
G. What aspect of Armstrong’s music brought the
role of the jazz soloist to the fore?
H. What style of jazz singing did Armstrong popularize?
J. Which of Armstrong’s recorded masterpieces most
changed American music?
23. The passage suggests that Armstrong’s most important
contribution to jazz was his:
A. musical conquest of Europe.
B. emphasis on improvisation.
C. work with King Oliver.
D. invention of the blues sound.
24. The main function of the second paragraph (lines
20–29) is to:
F. identify some of Armstrong’s mentors, such as
King Oliver.
G. list some of the early events in Armstrong’s devel-
oping career.
H. contrast Armstrong’s opinions of King Oliver and
Fletcher Henderson.
J. describe the musical style Armstrong developed
jointly with Fletcher Henderson.
25. All of the following details are used in the passage to
demonstrate Armstrong’s endurance as a young musi-
cian EXCEPT that he:
A. would be the featured soloist on almost every
piece in a show.
B. ended shows with a long series of high notes.
C. once managed to play for an entire night.
D. could play five shows a day.
26. The last paragraph establishes all of the following
about Armstrong EXCEPT:
F. his strong desire to reshape American music.
G. his cheerful demeanor and sense of mission.
H. the range of influences on his music.
J. the varied settings in which he performed.
27. One of the main points in the last paragraph is that
through his music, Armstrong attempted to promote in
his listeners a sense of:
A. awe.
B. determination.
C. pleasure.
D. nostalgia.
28. According to the passage, which of the following cities
is the last one Armstrong is said to have lived in?
F. New Orleans
G. New York
H. Chicago
J. Paris
29. The author most likely includes the information in
lines 53–57 to suggest:
A. Armstrong’s highly developed skill.
B. Armstrong’s unease with orchestral music.
C. that Armstrong used an unusual trumpet.
D. that Armstrong invented the glissando.
30. Which of the following words best describes how the
orchestra referred to in the fifth paragraph (lines
58–71) is said to have started to swing?
F. Reluctantly
G. Intentionally
H. Unconsciously
J. Optimistically
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Passage IV
NATURAL SCIENCE: This passage is adapted from the article
“Needles & Nerves” by Catherine Dold (©1999 by The Walt
Disney Company).
Acupuncture and other forms of traditional
Chinese medicine have been around for more than
4,000 years. Yet the explanation for how acupuncture—
and Chinese medicine as a whole—works has long been
a mystery for most Western doctors. The basic theory is
outlined in a text from 200 B.C. It recognizes in people
and in nature a vital energy or life force known as qi.
Qi is the source of movements ranging from voluntary
muscle action to blood flow; it protects the body from
external influences, and it generates warmth. Qi flows
through the body and to the organs by way of an exten-
sive system of channels known as meridians. If the flow
of the force is disturbed, the theory goes, the resulting
deficiency, excess, or stagnation of qi causes bodily
malfunction and thus illness.
Acupuncture, in which needles are inserted into
specific points along the meridians and manipulated, is
said to restore the proper flow of qi and thereby return
the body to health. Practitioners recognize some
1,500 acupoints, most of which have no obvious rela-
tionship to their intended targets. For example, a point
on the second toe is used to treat headaches and
toothaches, while a point near the elbow enhances the
immune system.
Another integral concept is the tension between
two ever-present, complementary forces of nature, yin
and yang. When their balance is disturbed, the theory
goes, people get sick. Yin conditions reflect a lack of
qi: pale face, cold extremities, slow pulse, depression.
Yang conditions result from an excess of qi: red face,
fever, fast pulse, agitation.
Doctors and licensed practitioners administer
between 9 and 12 million acupuncture treatments each
year in the United States, commonly for pain control.
According to neuroscientist Bruce Pomeranz, of
the University of Toronto, numerous studies over the
past 20 years have shown that inserting needles into
acupoints stimulates nerves in the underlying muscles.
That stimulation, researchers believe, sends impulses
up the spinal cord to a relatively primitive part of the
brain known as the limbic system, as well as to the mid-
brain and the pituitary gland. Somehow this signaling
leads to the release of endorphins and monoamines,
chemicals that block pain signals in the spinal cord and
the brain.
“The endorphin story is really nailed down,” says
Pomeranz. “The acupoints that have been mapped over
thousands of years are likely the spots where nerves are
concentrated.” But the endorphin story “doesn’t explain
many of the other claims of acupuncture,” he continues.
“There have been a number of clinical trials showing
that acupuncture is extremely useful for the nausea
caused by chemotherapy and early pregnancy. That’s
not the endorphin system.”
Nor does the endorphin story explain what physi-
cist Zang-Hee Cho found when exploring acupoints that
are traditionally used to treat vision problems. The
points are not found near the eyes but on the outside of
the foot, running from the little toe to the ankle.
Acupuncturists hold that stimulation of these points
with needles will affect the eyes via the system of
meridians rather than through the central nervous
system.
To test that premise, Cho strapped student volun-
teers into an fMRI (functional magnetic resonance
imaging) machine, the results from which can be
viewed as colorful brain activation maps. Cho first
stimulated the eyes of the volunteers by flashing a light
in front of them. The resulting images, as expected,
showed a concentration of color—an increase in activ-
ity—in the visual cortex, the portion of the brain that is
known to be involved in eye function. Then Cho had an
acupuncturist stimulate one of the vision-related acu-
points. In one person after another, the very same
region of the brain lit up on the fMRI image. The mag-
nitude of brain activity seen on acupuncture stimulation
was nearly as strong as that elicited by the flash of
light. To eliminate the possibility of a placebo effect,
Cho also stimulated a nonacupoint, in the big toe. There
was no response in the visual cortex.
Like many preliminary scientific reports, Cho’s
study raises more questions than it answers. Still, he
has demonstrated new functional effects of acupunc-
ture. “Classically, acupuncture was the ultimate in
experimentation; people collected data for thousands of
years,” says Joie Jones, professor of radiological sci-
ences at the University of California at Irvine and
coauthor of the study. “With these studies, we’ve
demonstrated that for at least some acupuncture points
[a connection] goes through the brain.”
31. The passage mentions that the onset of illness would
be caused by any of the following EXCEPT:
A. a shortage of qi.
B. an excess of qi.
C. a change in the temperature of qi.
D. a disruption in the flow of qi.
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32. According to the fifth paragraph (lines 35–45), studies
have shown that the insertion of acupuncture needles
into acupoints causes nerve stimulation that results in:
F. signals being sent to the brain and pituitary gland,
which leads to the release of chemicals.
G. signals being sent to the spinal cord, which imme-
diately blocks the release of chemicals.
H. chemicals being released that amplify signals to
the spinal cord.
J. chemicals being released that numb the spinal cord
and prevent signals being sent to the brain and
pituitary gland.
33. The studies of acupuncture described in the fifth para-
graph (lines 35–45) can best explain the success of
acupuncture in treating which of the following
conditions?
A. Blurred vision
B. Nausea
C. Headaches
D. Impaired immune system
34. According to the passage, the study by Cho showed
that volunteers experienced an increase in visual
cortex activity when they:
F. viewed brain activation maps.
G. were exposed to high concentrations of color.
H. received acupoint stimulation to their big toes.
J. underwent acupoint stimulation of the outside of
the foot.
35. Information in the last paragraph indicates that
acupuncture research has given results that:
A. thoroughly explain the mechanisms by which
acupuncture functions.
B. explain some aspects of how acupuncture func-
tions while leaving other aspects open to further
study.
C. explain some aspects of how acupuncture func-
tions while questioning the methods used in previ-
ous studies.
D. do not explain any of the mechanisms by which
acupuncture functions.
36. The passage indicates that the balance between yin and
yang in a person depends on that person’s:
F. emotional state.
G. blood flow.
H. pulse.
J. level of qi.
37. According to the passage, a person with a yang condi-
tion might exhibit all of the following EXCEPT:
A. pale face.
B. agitation.
C. fast pulse.
D. fever.
38. As it is used in line 49, the word concentrated most
nearly means:
F. extracted.
G. paid attention to.
H. gathered together.
J. directed to one topic.
39. According to the passage, Cho would have determined
that volunteers had experienced a placebo effect if
which of the following procedures had created
increased activity in the visual cortex of the brain?
A. Flashing a light in front of them
B. Stimulating one of their vision-related acupoints
C. Having them read an eye-examination chart
D. Stimulating a place that was not a visual acupoint
40. In the last paragraph, the author expresses the belief
that scientists who open a new line of research on a
topic are likely to:
F. quickly discover the answers to the questions they
raise.
G. find that new questions arise as old ones are
answered.
H. receive answers far different than they anticipated.
J. learn that they have often asked the wrong
questions.
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41
END OF TEST 3
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO A PREVIOUS TEST.
Passage I
Earthquakes produce seismic waves that can travel
long distances through Earth. Two types of seismic waves
are p-waves and s-waves. P-waves typically travel
6−13 km/sec and s-waves typically travel 3.5−7.5 km/sec.
Figure 1 shows how p-waves and s-waves move and are
refracted (bent) as they travel through different layers of
Earth’s interior. Figure 2 shows a seismograph (an instru-
ment that detects seismic waves) recording of p-waves and
s-waves from an earthquake. Figure 3 shows, in general,
how long it takes p-waves and s-waves to travel given dis-
tances along the surface from an earthquake focus (point of
origin of seismic waves).
SCIENCE TEST
35 Minutes—40 Questions
DIRECTIONS: There are seven passages in this test.
Each passage is followed by several questions. After
reading a passage, choose the best answer 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 NOT permitted to use a calculator on this test.
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44
ACT-64E-PRACTICE
42
Figure 1
solid
inner
core
mantle
both p-waves and
s-waves received
at seismographs
103°
142° 142°
103°
0°
only p-waves received
at seismographs
shadow zone:
neither p-waves nor
s-waves received
at seismographs
shadow zone:
neither p-waves nor
s-waves received
at seismographs
crust
l
i
q
u
i
d
o
u
t
e
r
c
o
r
e
both p-waves and
s-waves received
at seismographs
Key
p-waves
s-waves
earthquake
focus
Note: The figure is not to scale.
Figure 3
1. Figure 1 shows that a seismograph located at a point
125° around Earth from an earthquake’s focus would
receive which type(s) of seismic waves, if either, from
that earthquake?
A. P-waves only
B. S-waves only
C. Both p-waves and s-waves
D. Neither p-waves nor s-waves
2. According to Figure 1, when p-waves encounter the
boundary between the mantle and the core, the
p-waves most likely:
F. stop and do not continue into the core.
G. enter the core and are refracted.
H. change to s-waves.
J. change to a third type of seismic wave.
3. Based on Figure 3, for a given seismograph, the time
elapsed between the arrival of the first p-waves and the
arrival of the first s-waves from an earthquake focus
10,500 km away would most likely be:
A. less than 5 min.
B. between 5 min and 7 min.
C. between 8 min and 10 min.
D. more than 10 min.
4. Based on the information provided, the “time earth-
quake starts at the focus” in Figure 2 corresponds to
which of the following points on Figure 3 ?
F. , 0 km, 0 min
G. 2,000 km, 5 min
H. 5,000 km, 12 min
J. 10,000 km, 20 min
5. According to Figure 2, which of the following state-
ments best describes the relative amplitudes of the first
p-waves to arrive at the seismograph and the first
s-waves to arrive at the seismograph? The amplitude of
the first p-waves to arrive at the seismograph is:
A. smaller than the amplitude of the first s-waves to
arrive at the seismograph.
B. larger than the amplitude of the first s-waves to
arrive at the seismograph.
C. nonzero, and the same as the amplitude of the first
s-waves to arrive at the seismograph.
D. zero, as is the amplitude of the first s-waves to
arrive at the seismograph.
22
20
18
16
14
12
10
8
6
4
2
0
time to reach seismograph from
earthquake focus (min)
distance along Earth’s surface from earthquake
focus to seismograph (km)
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
10,000
s-waves
p-waves
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44
ACT-64E-PRACTICE
43
Figure 2
1
minute
time
earthquake
starts at the
focus
first p-waves
arrive at
seismograph
first s-waves
arrive at
seismograph
Passage II
Lake Agassiz existed between 11,700 and 9,500 years
ago in North America (see Figure 1). The lake was formed
when a large glacier dammed several rivers. Groundwater
trapped in lake and glacial sediments provides information
about the climate at the time the sediments were deposited.
Figure 2 shows a cross section of the sediments (lake clay
and glacial till) and bedrock in the area. Figure 3 shows the
δ
18
O values of groundwater taken from samples of the top
40 m of sediment at 3 sites along the same cross section.
δ
18
O is calculated from a ratio of 2 oxygen isotopes (
18
O
and
16
O) in the groundwater. Smaller δ
18
O values indicate
cooler average temperatures.
Figure 1
Hudson
Bay
maximum
extent of
Lake
Agassiz
Manitoba
North
Dakota
Grand
Forks
Great
Lakes
•
•
•
•
Winnipeg
Site 2
Site 1
Site 3
•
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44
ACT-64E-PRACTICE
44
Figure 2
elevation (m above sea level)
Site 1
Site 2
Site 3
surface
surface
NS
250
200
150
250
200
150
Grand Forks,
North Dakota
Winnipeg,
Manitoba
Key
sediment/rock
lake clay
glacial till
bedrock
6. According to Figure 2, the lake clay deposit is thinnest
at which of the following cities or sites?
F. Winnipeg
G. Site 1
H. Site 2
J. Grand Forks
7. According to Figure 3, at Sites 1, 2, and 3, the smallest
δ
18
O value of the groundwater in the lake clay was
recorded at a depth between:
A. 0 m and 10 m.
B. 10 m and 20 m.
C. 20 m and 30 m.
D. 30 m and 40 m.
8. According to Figure 2, as the thickness of the lake clay
deposit increases from Grand Forks to Site 3, the
thickness of the glacial till beneath it:
F. increases.
G. remains the same.
H. first increases and then decreases.
J. decreases.
9. According to Figure 2, which of the following graphs
best represents the elevations, in m above sea level, of
the top of the glacial till layer at Sites 1, 2, and 3 ?
10. Precipitation that falls at Sites 1, 2, and 3 soaks into
the soil until it reaches the groundwater table about
3 m below the surface. Based on Figure 3, and assum-
ing no alteration of the precipitation, the δ
18
O value of
present-day precipitation in the study area is closest to:
F. −26.
G. −23.
H. −20.
J. −15.
225
200
175
150
elevation
(m above sea level)
321
A.
Site
225
200
175
150
321
C.
Site
225
200
175
150
321
B.
Site
225
200
175
150
321
D.
Site
elevation
(m above sea level)
elevation
(m above sea level)
elevation
(m above sea level)
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44
ACT-64E-PRACTICE
45
Figure 3
Figures adapted from V. H. Remenda, J. A. Cherry, and T. W. D. Edwards, “Isotopic Composition of Old Ground Water from Lake Agassiz:
Implications for Late Pleistocene Climate.” ©1994 by the American Association for the Advancement of Science.
(surface)
40
30
20
10
0
–26 –22 –18 –14
depth (m)
δ
18
O
glacial
till
lake
clay
Site 1
(surface)
40
30
20
10
0
–26 –22 –18 –14
depth (m)
Site 2
(surface)
40
30
20
10
0
–26 –22 –18 –14
depth (m)
lake
clay
Site 3
δ
18
O
δ
18
O
glacial
till
lake
clay
smaller larger smaller larger smaller larger
Note: δ
18
O =
冤冢
冣
–
1
冥
×
1,000
18
O/
16
O of groundwater sample
___________________________
18
O/
16
O of standard water sample
Passage III
Some students tested their hypothesis that the pres-
ence of bubbles in cans of various liquids would affect the
roll time (the time it took a can to roll, without slipping,
down an incline between 2 fixed points; see Figure 1).
Figure 1
Identical 1.2 L aluminum cans were used in the first two
experiments. The angle of inclination of the incline was
2.3° in all three experiments.
Experiment 1
The students added 1 L of a liquid—tap water contain-
ing no bubbles—to an empty can, sealed the can, and found
its roll time. Next, they added 1 L of the tap water to a
second empty can, sealed it, shook it, and immediately
found its roll time. They repeated these procedures using
soapy water containing many bubbles, and a carbonated
beverage that contained no bubbles and that tasted flat,
having lost most of its carbonation. The results are shown
in Table 1.
Table 1
Roll time
before shaking after shaking
Trial Liquid (sec) (sec)
1 tap water 1.75 1.75
2 soapy water 1.97 2.15
3 flat-tasting 1.75 1.96
beverage
Experiment 2
The students added 1 L of the flat-tasting beverage to
an empty can. They sealed the can, shook it, and set it
aside. Fifteen minutes later they found the roll time of the
can before and immediately after shaking it (Trial 4).
Again they set the can aside. Two hours later they found
the roll time of the can before and immediately after shak-
ing it (Trial 5). The results are shown in Table 2.
Table 2
Roll time
before shaking after shaking
Trial (sec) (sec)
4 1.86 1.96
5 1.75 1.93
Experiment 3
The students added 1 L of the flat-tasting beverage to
an empty 2 L clear plastic bottle and sealed the bottle.
When they rolled the bottle down the incline, no bubbles
formed. They shook the bottle, causing bubbles to form,
and set the bottle aside. Fifteen minutes later, some bub-
bles were still visible, but after 2 hours, no bubbles could
be seen.
Adapted from David Kagan, “The Shaken-Soda Syndrome.” ©2001
by The American Association of Physics Teachers.
11. In Experiment 3, what is the most likely reason the stu-
dents used the plastic bottle rather than an aluminum
can? Compared to an aluminum can, the plastic bottle:
A. rolled more rapidly down the incline.
B. made bubbles in the liquid easier to see.
C. contained a greater quantity of liquid.
D. had thicker walls and was less likely to break.
12. Based on the results of Experiments 1 and 2, in which
of the following trials, before shaking, were the aver-
age speeds of the cans the same?
F. Trials 1 and 2
G. Trials 2 and 3
H. Trials 2 and 4
J. Trials 3 and 5
angle of
inclination
inclinefixed points
can
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44
ACT-64E-PRACTICE
46
13. In Experiment 2, a result of shaking the can of flat-
tasting beverage was that the:
A. number of bubbles in the beverage immediately
decreased.
B. mass of the can of beverage increased.
C. roll time of the can of beverage decreased.
D. roll time of the can of beverage increased.
14. In Trial 5, is it likely that bubbles were present in large
numbers immediately before the can was shaken?
F. Yes; based on the results of Experiment 1, the bub-
bles produced in Trial 4 probably lasted for less
than 15 min.
G. Yes; based on the results of Experiment 1, the bub-
bles produced in Trial 4 probably lasted for more
than 2 hr.
H. No; based on the results of Experiment 3, the bub-
bles produced in Trial 4 probably lasted for less
than 2 hr.
J. No; based on the results of Experiment 3, the bub-
bles produced in Trial 4 probably lasted for more
than 3 hr.
15. Suppose that in Experiment 2, two hours after the com-
pletion of Trial 5, the students had measured the roll
time of the can of liquid without first shaking the can.
Based on the results of Trials 4 and 5, the roll time
would most likely have been:
A. less than 1.86 sec.
B. between 1.86 sec and 1.93 sec.
C. between 1.94 sec and 1.96 sec.
D. greater than 1.96 sec.
16. Based on the results of Trials 3−5 and Experiment 3, if
the students had added 1 L of the flat-tasting beverage
to one of the empty aluminum cans, sealed the can, and
shaken it, how long would it most likely have taken for
the number of bubbles in the beverage to become too
few to affect the roll time?
F. Less than 5 min
G. Between 5 min and 14 min
H. Between 15 min and 2 hr
J. Over 2 hr
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44
ACT-64E-PRACTICE
47
Passage IV
The chemical reactions associated with photosynthesis
can be summarized with the following chemical equation:
6,CO
2
+ 12,H
2
O + energy → C
6
H
12
O
6
+ 6,O
2
+ 6,H
2
O
Table 1 lists wavelength ranges for visible light and
the color frequently associated with each range.
Table 1
Wavelength
Color (nm)
Violet 380−430
Blue 430−500
Green 500−565
Yellow 565−585
Orange 585−630
Red 630−750
Table 1 adapted from Neil A. Campbell, Jane B. Reece, and Lawrence
G. Mitchell,
Biology
, 5th ed. ©1999 by Benjamin/Cummings.
Figure 1 shows the relative absorption of light by
chlorophyll a and chlorophyll b versus the wavelength of
light from 400 nm to 750 nm.
Figure 1
Figure 2 shows the average rate of photosynthesis at
various wavelengths as a percent of the average rate of
photosynthesis at 670 nm.
Figure 2
Figures 1 and 2 adapted from Peter H. Raven, Ray F. Evert, and
Susan E. Eichhorn,
Biology of Plants
, 4th ed. ©1986 by Worth Pub-
lishers, Inc.
17. Based on Table 1 and Figure 1, which color of light is
associated with the wavelength of light that results in
the greatest absorption by chlorophyll b ?
A. Blue
B. Green
C. Yellow
D. Red
rate of photosynthesis (as % of rate at 670 nm)
wavelength (nm)
400 440 480 520 560 600 640 720680
10
60
0
20
30
40
50
70
80
90
100
110
relative absorption
wavelength (nm)
400 450 500 550 600 650 700 750
10
60
0
20
30
40
50
70
80
90
100
chlorophyll a
chlorophyll b
Key
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44
ACT-64E-PRACTICE
48
18. In eukaryotic organisms, the chemical reactions associ-
ated with the chemical equation shown in the passage
typically occur within which of the following
structures?
F. Chloroplasts
G. Mitochondria
H. Lysosomes
J. Nuclei
19. In Figure 2, at which of the following wavelengths
does the rate of photosynthesis exceed the rate of pho-
tosynthesis at 670 nm ?
A. 400 nm
B. 430 nm
C. 630 nm
D. 700 nm
20. In the chemical equation shown in the passage, the
carbon in CO
2
becomes part of which of the following
types of molecules?
F. Fat
G. Sugar
H. Protein
J. Nucleic acid
21. Which of the following conclusions is best supported
by Figures 1 and 2 ? The wavelength that results in the
highest rate of photosynthesis also results in the:
A. lowest relative absorption by chlorophyll a.
B. lowest relative absorption by chlorophyll b.
C. highest relative absorption by chlorophyll a.
D. highest relative absorption by chlorophyll b.
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44
ACT-64E-PRACTICE
49
Passage V
Students performed the following experiments to
determine the density of common plastics.
Experiment 1
A dry 100 mL graduated cylinder was placed on an
electronic balance and tared (the balance was reset to
0.000 g). H
2
O was added to the graduated cylinder until a
certain mass was obtained. Ethanol was added to the gradu-
ated cylinder until the volume of liquid was 50.0 mL. The
density of the liquid was then calculated. The procedure
was repeated with different amounts of ethanol and H
2
O
(see Table 1).
Table 1
Mass of Mass of Total
H
2
O ethanol mass Density
Liquid (g) (g) (g) (g/mL)
1 0 39.67 39.67 0.793
2 10.24 32.43 42.67 0.853
3 19.79 25.23 45.02 0.900
4 35.42 12.47 47.89 0.958
5 49.96 0 49.96 0.999
Experiment 2
A known mass of potassium iodide (KI) was dissolved
in a known mass of H
2
O. A dry 100 mL graduated cylinder
was placed on the balance and tared. The solution was
added to the graduated cylinder until the volume was
50.0 mL. The density of the liquid was then calculated. The
procedure was repeated with different amounts of KI and
H
2
O (see Table 2).
Table 2
Mass of
Mass of Mass of solution in
H
2
O in KI in graduated
solution solution cylinder Density
Liquid (g) (g) (g) (g/mL)
6 97.66 7.36 52.51 1.05
7 95.41 15.52 55.70 1.11
8 94.38 20.68 57.53 1.15
9 92.18 29.08 60.63 1.21
10 87.77 41.31 64.64 1.29
Experiment 3
A solid plastic bead was placed at the bottom of a
sample of each of Liquids 1−10 from Experiments 1 and 2.
If the bead stayed at the bottom, “S” was recorded in
Table 3. If the bead rose, “R” was recorded in Table 3. The
procedure was repeated for various plastics.
Table 3
Liquid
Plastic 12345678910
Polybutylene RRRRRRRRRR
VLDPE S RRRRRRRRR
LDPE S S S RRRRRRR
HDPE SSSSRRRRRR
PA-11 SSSSSRRRRR
PA-6 SSSSSSSRRR
Polycarbonate SSSSSSSSRR
PVC SSSSSSSSSS
22. In Experiment 1, the density of ethanol was found to
be:
F. less than 0.793 g/mL.
G. 0.793 g/mL.
H. 0.999 g/mL.
J. greater than 0.999 g/mL.
23. Based on the results of Experiments 1−3, the density of
PA-11 is most likely:
A. less than 0.793 g/mL.
B. between 0.853 g/mL and 0.958 g/mL.
C. between 0.999 g/mL and 1.05 g/mL.
D. greater than 1.11 g/mL.
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44
ACT-64E-PRACTICE
50
24. Suppose that a sixth KI/H
2
O solution had been mea-
sured in Experiment 2 and the mass of the solution in
the graduated cylinder was 67.54 g. The density of this
solution would most likely have been closest to which
of the following?
F. 1.25 g/mL
G. 1.30 g/mL
H. 1.35 g/mL
J. 1.40 g/mL
25. A plastic bead was tested as in Experiment 3 using
Liquids 1−4. Which of the following is NOT a plausi-
ble set of results for the plastic?
Liquid
1234
A. RRRR
B. RRS S
C. SSRR
D. SSSS
26. In Experiments 1 and 2, the students tared the gradu-
ated cylinder in each trial so they could more easily
determine:
F. the mass of the substances added to the graduated
cylinder.
G. the density of the graduated cylinder.
H. when the total volume of the added substances was
equal to 50.0 mL.
J. when all of the KI was dissolved in the H
2
O.
27. A student claimed that polycarbonate is more dense
than PA-6. Do the results of Experiments 1−3 support
his claim?
A. No, because in Liquid 8, polycarbonate stayed at
the bottom and PA-6 rose.
B. Yes, because in Liquid 8, polycarbonate stayed at
the bottom and PA-6 rose.
C. No, because in Liquid 8, polycarbonate rose and
PA-6 stayed at the bottom.
D. Yes, because in Liquid 8, polycarbonate rose and
PA-6 stayed at the bottom.
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44
ACT-64E-PRACTICE
51
Passage VI
Bacteria break down sugars by fermentation. To study
2 fermentation pathways, researchers performed 2 experi-
ments using broth that contained either the sugar sucrose or
the sugar lactose. One of the fermentation pathways pro-
duces CO
2
gas and increases the acidity (lowers the pH) of
the solution. The other pathway produces acid but not CO
2
.
Experiment 1
Sucrose broth was added to 5 large test tubes. Next,
phenol red (a pH indicator that is yellow if pH < 7, red if
pH ≥ 7) was added to each large test tube. A Durham tube
(a small test tube) was placed, inverted, in each large test
tube to collect CO
2
(see Figure 1).
Figure 1
The large test tubes were capped, heated until the
solutions were sterile, then cooled. One of 4 bacterial
species (Species A−D) was added to each of 4 of the large
test tubes. The procedure was repeated using lactose broth
instead of sucrose broth. The 10 large test tubes (all con-
taining solutions at a pH of 7) were then incubated at 37°C
for 48 hr.
The large test tubes and Durham tubes were exam-
ined. If acid was produced, the solution was yellow. If no
acid was produced, the solution remained red. If CO
2
was
produced, a gas bubble was observed at the top of the
Durham tube (see Table 1).
Table 1
Sucrose broth Lactose broth
Species
added acid CO
2
acid CO
2
A −−−−
B −−++
C ++−−
D +−+−
None −−−−
Experiment 2
Synergism occurs when 2 bacterial species act
together to ferment a sugar by using a pathway that neither
species can use alone. To investigate synergism, Experi-
ment 1 was repeated, except that different pairs of bacterial
species were added to each large test tube (see Table 2).
Table 2
Sucrose broth Lactose broth
Species
added acid CO
2
acid CO
2
A and B −−++
A and C ++−−
B and D ++++
C and D ++++
28. In Experiment 1, which of the bacterial species fer-
mented lactose?
F. Species B only
G. Species C only
H. Species B and Species D only
J. Species C and Species D only
29. Suppose that in Experiment 2 both Species B and
Species C had been added to a large test tube contain-
ing sucrose broth and to a large test tube containing
lactose broth. Which of the following would most
likely depict the results?
Sucrose broth Lactose broth
acid CO
2
acid CO
2
A. ––++
B. ++––
C. ++++
D. ––––
Durham
tube
broth
(red)
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44
ACT-64E-PRACTICE
52
30. Suppose a scientist isolates a bacterial species that is
1 of the 4 species used in Experiment 1. She adds the
species to sucrose broth and observes that neither acid
nor CO
2
is produced. She then adds the species to lac-
tose broth and observes that both acid and CO
2
are pro-
duced. Based on the results of Experiment 1, the
species is most likely:
F. Species A.
G. Species B.
H. Species C.
J. Species D.
31. What is the evidence from Experiments 1 and 2 that
Species C and Species D acted synergistically in
Experiment 2 ?
A. No acid was produced when each species was
alone in the sucrose broth, but acid was produced
when the 2 species were together in the sucrose
broth.
B. No acid was produced when each species was
alone in the lactose broth, but acid was produced
when the 2 species were together in the sucrose
broth.
C. No CO
2
was produced when each species was
alone in the sucrose broth, but CO
2
was produced
when the 2 species were together in the sucrose
broth.
D. No CO
2
was produced when each species was
alone in the lactose broth, but CO
2
was produced
when the 2 species were together in the lactose
broth.
32. Which of the following figures best illustrates the
results of Experiment 1 for Species D in the sucrose
broth?
33. Is the hypothesis that Species A and Species C acted
synergistically supported by the results of Experi-
ment 2 ?
A. Yes, because both acid and CO
2
were produced
from sucrose.
B. Yes, because both acid and CO
2
were produced
from lactose.
C. No, because only acid, not CO
2
, was produced
from both sucrose and lactose.
D. No, because neither acid nor CO
2
was produced
from lactose.
G.
Durham
tube
Durham
tube
Durham
tube
gas
bubble
Durham
tube
gas
bubble
F.
J.
H.
broth
(red)
broth
(yellow)
broth
(yellow)
broth
(red)
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44
ACT-64E-PRACTICE
53
Passage VII
In the 1940s, scientists thought all genetic material
was contained in structures called chromosomes and that
chromosomes had been found only in the nucleus of a cell
(not in the cytoplasm):
Chromosomes are composed of 2 types of molecules, pro-
teins and deoxyribonucleic acid (DNA). Proteins are com-
posed of subunits called amino acids. DNA consists of
chains of subunits called nucleotides. The parts of chromo-
somes that are responsible for the transmission of genetic
information are called genes.
Two scientists in the 1940s debate whether genes are
made of proteins or DNA.
Protein Hypothesis
Genes are made only of proteins. Proteins make up
50% or more of a cell’s dry weight. Cells contain 20 differ-
ent amino acids that can be arranged in a virtually infinite
number of ways to make different proteins. The number
and arrangement of different amino acids within a protein
form the codes that contain hereditary information.
In contrast, only 4 different nucleotides make up the
DNA found in cells, and they are believed to form chains
only in certain ratios. As a result, the number of different
combinations that DNA can carry is much smaller than the
number that proteins can carry.
DNA Hypothesis
Genes are made only of DNA. DNA is found exclu-
sively in the cell’s nucleus, whereas proteins are found
throughout the nucleus and cytoplasm. Additionally, the
amount of protein in a cell varies from cell type to cell
type, even within the same animal.
Though DNA is less abundant than proteins, the
amount is consistent from cell type to cell type within the
same animal, except for the gametes (the reproductive
cells). Gametes have half the amount of DNA as other cells
in the body. Gametes also have half the typical number of
chromosomes. Thus, the amount of DNA in a cell is corre-
lated with the number of chromosomes in the cell. No such
correlation is found for proteins.
34. Which of the following statements is most consistent
with the DNA Hypothesis? The amount of DNA will
generally increase from cell type to cell type as the
number of:
F. amino acids in the nucleus increases from cell type
to cell type.
G. amino acids in the cytoplasm increases from cell
type to cell type.
H. chromosomes in the nucleus increases from cell
type to cell type.
J. chromosomes in the cytoplasm increases from cell
type to cell type.
35. By referring to the observation that DNA is found
exclusively in the nucleus while proteins are found
throughout the cell, the scientist supporting the DNA
Hypothesis implies that genes are made only of DNA
because which of the following are also found only in
the nucleus?
A. Amino acids
B. Proteins
C. Gametes
D. Chromosomes
36. According to the passage, a similarity between DNA
and proteins is that both types of molecules:
F. are found only in gametes.
G. are abundant in the cytoplasm.
H. contain 20 different amino acids.
J. are composed of smaller subunits.
37. According to the Protein Hypothesis, which of the fol-
lowing observations provides the strongest evidence
that genes are NOT composed of DNA ?
A. DNA is composed of only 4 types of nucleotides.
B. DNA is composed of smaller subunits than are
proteins.
C. DNA is abundant in both the nucleus and the
cytoplasm.
D. The concentration of DNA is generally consistent
from cell to cell.
38. Mitochondria are organelles located in the cytoplasm
that are responsible for energy transformation in a cell.
After the 1940s, it was observed that mitochondria
contain their own genes. This observation contradicts
evidence stated in which hypothesis?
F. The DNA Hypothesis, because if genes are made
of DNA, the observation would show that DNA is
present outside the nucleus.
G. The DNA Hypothesis, because if genes are made
of DNA, the observation would show that DNA is
present inside the nucleus.
H. The Protein Hypothesis, because if genes are made
of proteins, the observation would show that pro-
teins are present outside the nucleus.
J. The Protein Hypothesis, because if genes are made
of proteins, the observation would show that pro-
teins are present inside the nucleus.
cytoplasm
nucleus
chromosomes
GO ON TO THE NEXT PAGE.
44
ACT-64E-PRACTICE
54
39. The scientist who describes the DNA Hypothesis
implies that the Protein Hypothesis is weakened by
which of the following observations?
A. For a given organism, the amount of protein in the
gametes is half that found in other types of cells.
B. For a given organism, the amount of protein in dif-
ferent types of cells is not the same.
C. Protein molecules are composed of many subunits.
D. Proteins are found only in the nucleus.
40. Which of the following illustrations of a portion of a
DNA molecule is consistent with the description in the
passage?
F.
AA
N
N
N
N
N
N
AA
AA
AA
AA
AA
AA
AA
NN
G.
H.
J.
Key
AA - amino acid
N - nucleotide
44
END OF TEST 4
STOP! DO NOT RETURN TO ANY OTHER TEST.
ACT-64E-PRACTICE
55
[See Note on page 56.]
56
If you plan to take the ACT Plus Writing, sharpen your pencils and
continue with the Writing Test on page 57.
If you do not plan to take the ACT Plus Writing, skip to page 59 for
instructions on scoring your multiple-choice tests.
57
Practice Writing Test
Form 13G
Writing Test
Booklet
Your Signature (do not print):
Print Your Name Here:
Your Date of Birth:
Month Day Year
© 2009 by ACT, Inc. All rights reserved.
NOTE: This booklet is covered by Federal copyright laws that prohibit the
reproduction of the test questions without the express, written permission of ACT, Inc.
P.O. BOX 168
IOWA CITY, IA 52243-0168
Directions
This is a test of your writing skills. You will have thirty (30) minutes to write an
essay in English. Before you begin planning and writing your essay, read the
writing prompt carefully to understand exactly what you are being asked to do.
Your essay will be evaluated on the evidence it provides of your ability to
express judgments by taking a position on the issue in the writing prompt;
to maintain a focus on the topic throughout the essay; to develop a position by
using logical reasoning and by supporting your ideas; to organize ideas in a
logical way; and to use language clearly and effectively according to the
conventions of standard written English.
You may use the unlined pages in this test booklet to plan your essay. These
pages will not be scored. You must write your essay in pencil on the lined pages
in the answer folder. Your writing on those lined pages will be scored. You may
not need all the lined pages, but to ensure you have enough room to finish, do
NOT skip lines. You may write corrections or additions neatly between the lines
of your essay, but do NOT write in the margins of the lined pages. Illegible
essays cannot be scored, so you must write (or print) clearly.
If you finish before time is called, you may review your work. Lay your pencil
down immediately when time is called.
DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO.
You must take the multiple-choice tests before you take the Writing Test.
ACT Writing Test Prompt
Note
• Your test booklet will have blank space for you to plan your essay.
For this practice test, use scratch paper.
• You may wish to remove pages 75–78 to respond to this prompt.
• When you have completed your essay, read pages 66–72 for
information and instructions on scoring your practice Writing Test.
ACT-13G-PRACTICE
58
At some high schools, teachers have
considered allowing each student to choose
the books he or she will read for English
class rather than requiring all students in
class to read the same books. Some teachers
support such a policy because they think
students will greatly improve their reading
skills if they read books they find
interesting. Other teachers do not support
such a policy because they think that
students will learn more by participating in
class discussion with others who have read
the same books. In your opinion, should
each individual student be allowed to choose
the books he or she reads for English class?
In your essay, take a position on this
question. You may write about either one of
the two points of view given, or you may
present a different point of view on this
question. Use specific reasons and examples
to support your position.
59
5Scoring Your Tests
How to Score the
Multiple-Choice Tests
Follow the instructions below and on the following pages to
score your practice multiple-choice tests and to evaluate
your performance.
Raw Scores
The number of questions you answered correctly on each
test and in each subscore area is your raw score. Because
there are many forms of the ACT, each containing different
questions, some forms will be slightly easier (and some
slightly harder) than others. A raw score of 67 on one form
of the English Test, for example, may be about as difficult to
earn as a raw score of 70 on another form of that test.
To compute your raw scores, check your answers with the
scoring keys on pages 60–62. Count the number of correct
answers for each of the four tests and seven subscore
areas, and enter the number in the blanks provided on
those pages. These numbers are your raw scores on the
tests and subscore areas.
Scale Scores
To adjust for the small differences that occur among
different forms of the ACT, the raw scores for tests and
subscore areas are converted into
scale scores.
Scale
scores are printed on the reports sent to you and your
college and scholarship choices.
When your raw scores are converted into scale scores, it
becomes possible to compare your scores with those of
examinees who took different test forms. For example, a
scale score of 26 on the English Test has the same meaning
regardless of the form of the ACT on which it is based.
To determine the scale scores corresponding to your raw
scores on the practice test, use the score conversion tables
on pages 63–64. Table 1 on page 63 shows the raw-to-scale
score conversions for each test, and Table 2 on page 64
shows the raw-to-scale score conversions for the subscore
areas. Because each form of the ACT is unique, each form
has somewhat different conversion tables. Consequently,
these tables provide only approximations of the raw-to-scale
score conversions that would apply if a different form of the
ACT were taken. Therefore, the scale scores obtained from
the practice tests don’t match precisely the scale scores
received from an actual administration of the ACT.
Computing the Composite Score
The Composite score is the average of the four scale scores
in English, Mathematics, Reading, and Science. If you left
any of these tests blank, do not calculate a Composite score.
If you take the ACT Plus Writing, your Writing results do not
affect your Composite score.
Comparing Your Scores
Even scale scores don’t tell the whole story of your test
performance. You may want to know how your scores
compare to the scores of other students who took the ACT.
The multiple-choice norms table (Table 3A on page 65)
enables you to compare your scores on the practice
multiple-choice tests with the scores of recent high school
graduates who took the ACT. The numbers reported in
Table 3A are cumulative percents. A cumulative percent is
the percent of students who scored
at
or
below
a given
score. For example, a Composite score of 20 has a
cumulative percent of 48. This means that 48% of the ACT-
tested high school students had a Composite score of 20 or
lower.
Remember that your scores and percent at or below on the
practice test are only
estimates
of the scores that you will
obtain during an actual administration of the ACT. Test scores
are only one indicator of your level of academic knowledge
and skills. Consider your scores in connection with your
grades, your performance in outside activities, and your
career interests.
College Readiness Standards
™
To add to the information you receive about your
performance on the ACT, we have developed College
Readiness Standards. These standards help you to more
fully understand what your total test score means for each
academic area assessed: English, Mathematics, Reading,
Science, and Writing. The College Readiness Standards
describe the types of skills, strategies, and understandings
you will need to make a successful transition from high
school to college. For English, Mathematics, Reading, and
Science, standards are provided for six score ranges that
reflect the progression and complexity of the skills in each
of the academic areas measured by the ACT tests.
For Writing, standards are provided for five score ranges.
The College Readiness Standards and benchmark scores
for each test can be found at www.act.org/standard.
Reviewing Your
Performance on the Practice
Multiple-Choice Tests
After you have determined your scale scores, consider the
following as you evaluate your performance.
• Did you run out of time? If so, reread the information in
this booklet on pacing yourself. Perhaps you need to
adjust the way you used your time in responding to the
questions. It is to your advantage to answer every
question. There is no penalty for guessing.
• Did you spend too much time trying to understand the
directions for the tests? The directions for the practice
tests are the same directions that will appear in your test
booklet on test day. Make sure you understand them
now, so you won’t have to spend too much time studying
them on test day.
•
Review the questions that you missed. Did you select a
response that was an incomplete answer or that did not
directly respond to the question being asked? Try to figure
out what you overlooked in answering the questions.
• Did a particular type of question confuse you? Did the
questions you missed come from a particular subscore
area? In reviewing your responses, check to see whether
a particular type of question or a particular subscore
area was more difficult for you or took more time.
60
Scoring Keys for the ACT Practice Tests
Use the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in
the blank for each question you answered correctly. Add up the numbers in each subscore area and enter
the total number correct for each subscore area in the blanks provided. Also enter the total number correct
for each test in the blanks provided. The total number correct for each test is the sum of the number correct
in each subscore area.
Test 1: English—Scoring Key
Subscore
Area*
Key
UM RH
1. D _______
2. H _______
3. A _______
4. G _______
5. D _______
6. H _______
7. B _______
8. F _______
9. B _______
10. F _______
11. D _______
12. F _______
13. C _______
14. J _______
15. A _______
16. J _______
17. C _______
18. F _______
19. B _______
20. F _______
21. C _______
22. F _______
23. B _______
24. H _______
25. B _______
Subscore
Area*
Key
UM RH
26. G _______
27. D _______
28. F _______
29. A _______
30. G _______
31. B _______
32. F _______
33. B _______
34. J _______
35. C _______
36. H _______
37. C _______
38. H _______
39. D _______
40. F _______
41. A _______
42. G _______
43. D _______
44. J _______
45. A _______
46. J _______
47. C _______
48. G _______
49. C _______
50. J _______
Subscore
Area*
Key
UM RH
51. C _______
52. J _______
53. D _______
54. F _______
55. C _______
56. G _______
57. B _______
58. J _______
59. B _______
60. G _______
61. C _______
62. J _______
63. C _______
64. H _______
65. B _______
66. G _______
67. D _______
68. J _______
69. D _______
70. G _______
71. A _______
72. J _______
73. A _______
74. G _______
75. D _______
Number Correct (Raw Score) for:
Usage/Mechanics (UM) Subscore Area _______
(40)
Rhetorical Skills (RH) Subscore Area _______
(35)
Total Number Correct for English Test (UM + RH) _______
(75)
* UM = Usage/Mechanics
RH = Rhetorical Skills
0964E
Test 2: Mathematics—Scoring Key
Subscore
Area*
Key EA AG GT
1. D _______
2. G _______
3. C _______
4. J _______
5. C _______
6. J _______
7. C _______
8. H _______
9. D _______
10. F _______
11. E _______
12. J _______
13. A _______
14. H _______
15. B _______
16. G _______
17. E _______
18. H _______
19. C _______
20. G _______
21. A _______
22. K _______
23. E _______
24. K _______
25. B _______
26. G _______
27. C _______
28. J _______
29. E _______
30. G _______
Subscore
Area*
Key EA AG GT
31. D _______
32. H _______
33. B _______
34. H _______
35. E _______
36. F _______
37. C _______
38. K _______
39. B _______
40. H _______
41. B _______
42. J _______
43. B _______
44. G _______
45. E _______
46. K _______
47. A _______
48. F _______
49. C _______
50. F _______
51. D _______
52. F _______
53. D _______
54. J _______
55. E _______
56. G _______
57. E _______
58. F _______
59. A _______
60. F _______
Number Correct (Raw Score) for:
Pre-Alg./Elem. Alg. (EA) Subscore Area _______
(24)
Inter. Alg./Coord. Geo. (AG) Subscore Area _______
(18)
Plane Geo./Trig. (GT) Subscore Area _______
(18)
Total Number Correct for Math Test (EA + AG + GT) _______
(60)
* EA = Pre-Algebra/Elementary Algebra
AG = Intermediate Algebra/Coordinate Geometry
GT = Plane Geometry/Trigonometry
0964E
61
62
Test 3: Reading—Scoring Key
Subscore
Area*
Key SS AL
1. B _______
2. F _______
3. B _______
4. J _______
5. C _______
6. G _______
7. D _______
8. J _______
9. C _______
10. H _______
11. A _______
12. H _______
13. D _______
14. F _______
Subscore
Area*
Key SS AL
15. A _______
16. J _______
17. D _______
18. G _______
19. D _______
20. G _______
21. C _______
22. J _______
23. B _______
24. G _______
25. C _______
26. F _______
27. C _______
28. G _______
Subscore
Area*
Key SS AL
29. A _______
30. H _______
31. C _______
32. F _______
33. C _______
34. J _______
35. B _______
36. J _______
37. A _______
38. H _______
39. D _______
40. G _______
Number Correct (Raw Score) for:
Social Studies/Sciences (SS) Subscore Area _______
(20)
Arts/Literature (AL) Subscore Area _______
(20)
Total Number Correct for Reading Test (SS + AL) _______
(40)
* SS = Social Studies/Sciences
AL = Arts/Literature
Test 4: Science—Scoring Key
Key
1. D _______
2. G _______
3. D _______
4. F _______
5. A _______
6. F _______
7. C _______
8. J _______
9. C _______
10. J _______
11. B _______
12. J _______
13. D _______
14. H _______
K
ey
15. A _______
16. H _______
17. A _______
18. F _______
19. B _______
20. G _______
21. C _______
22. G _______
23. C _______
24. H _______
25. B _______
26. F _______
27. B _______
28. H _______
K
ey
29. C _______
30. G _______
31. D _______
32. G _______
33. D _______
34. H _______
35. D _______
36. J _______
37. A _______
38. F _______
39. B _______
40. J _______
Number Correct (Raw Score) for:
Total Number Correct for Science Test _______
(40)
0964E
63
TABLE 1
Explanation of Procedures Used to Obtain Scale Scores from Raw Scores
On each of the four multiple-choice tests on which you
marked any responses, the total number of correct
responses yields a raw score. Use the table below to convert
your raw scores to scale scores. For each test, locate and
circle your 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 score that
corresponds to that raw score. As you determine your scale
scores, enter them in the blanks provided on the right. The
highest possible scale score for each test is 36. The lowest
possible scale score for any test on which you marked any
responses is 1.
Next, compute the Composite score by averaging the four
scale scores. To do this, add your four scale scores and
divide the sum by 4. If the resulting number ends in a
fraction, round it off to the nearest whole number. (Round
down any fraction less than one-half; round up any fraction
that is one-half or more.) Enter this number in the blank. This
is your Composite score. The highest possible Composite
score is 36. The lowest possible Composite score is 1.
ACT Test 64E Your Scale Score
English _______________
Mathematics _______________
Reading _______________
Science _______________
Sum of scores _______________
Composite score (sum ÷ 4) _______________
NOTE: If you left a test completely blank and marked no
items, do not list a scale score for that test. If any test was
completely blank, do not calculate a Composite score.
Raw Scores
Scale Test 1 Test 2 Test 3 Test 4 Scale
Score English Mathematics Reading Science Score
0964E
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
60
59
58
56-57
55
54
52-53
50-51
48-49
45-47
42-44
40-41
37-39
35-36
33-34
31-32
29-30
26-28
24-25
21-23
17-20
14-16
11-13
09-10
7-8
6
5
4
3
—
2
—
1
—
—
0
40
39
38
37
36
35
34
32-33
31
30
29
27-28
26
24-25
23
22
20-21
19
18
16-17
15
14
12-13
11
09-10
8
6-7
—
5
4
3
—
2
—
1
0
40
39
—
38
37
—
36
35
33-34
32
30-31
28-29
26-27
25
23-24
21-22
19-20
18
16-17
15
14
13
12
11
10
9
7-8
6
5
4
3
—
2
1
—
0
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
75
73-74
71-72
70
69
67-68
66
65
63-64
62
60-61
58-59
56-57
54-55
52-53
49-51
46-48
43-45
41-42
39-40
36-38
33-35
30-32
28-29
26-27
24-25
22-23
20-21
17-19
14-16
11-13
08-10
6-7
4-5
3
0-2
64
Raw Scores
Test 1 English Test 2 Mathematics Test 3 Reading
Scale Usage/ Rhetorical Pre-Algebra/ Inter. Algebra/ Plane Geometry/ Social Studies/ Arts/ Scale
Subscore Mechanics Skills Elem. Algebra Coord. Geometry Trigonometry Sciences Literature Subscore
Explanation of Procedures Used to Obtain
Scale Subscores from Raw Scores
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
scores 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.
If you left a test completely blank and marked no responses, do not list
any scale subscores for that test.
ACT Test 64E Your Scale Subscore
English
Usage/Mechanics _______________
Rhetorical Skills _______________
Mathematics
Pre-Algebra/Elementary Algebra _______________
Intermed. Algebra/Coord. Geometry _______________
Plane Geometry/Trigonometry _______________
Reading
Social Studies/Sciences _______________
Arts/Literature _______________
TABLE 2
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
38-40
37
35-36
34
33
31-32
29-30
27-28
25-26
23-24
20-22
18-19
16-17
13-15
11-12
09-10
5-8
0-4
35
33-34
32
30-31
29
27-28
25-26
23-24
20-22
18-19
15-17
13-14
11-12
09-10
7-8
5-6
3-4
0-2
23-24
22
21
20
18-19
17
16
14-15
13
11-12
09-10
7-8
5-6
4
3
2
1
0
18
17
16
14-15
13
11-12
10
8-9
7
5-6
4
—
3
2
—
1
—
0
18
—
17
16
14-15
12-13
10-11
9
7-8
6
5
4
3
—
2
—
1
0
20
18-19
17
15-16
14
13
11-12
10
9
8
6-7
5
4
—
3
2
1
0
20
19
18
17
16
15
13-14
12
11
10
9
8
6-7
4-5
3
2
1
0
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0964E
National Distributions of Cumulative Percents for ACT Test Scores
ACT-Tested High School Graduates from 2007, 2008, and 2009
Score
ENGLISH
Usage/Mechanics
Rhetorical Skills
MATHEMATICS
Pre-Algebra/Elem. Alg.
Alg./Coord. Geometry
Plane Geometry/Trig.
READING
Soc. Studies/Sciences
Arts/Literature
SCIENCE
COMPOSITE
Score
36 99 99 99 99 99 36
35 99 99 99 99 99 35
34 99 99 99 99 99 34
33 97 98 97 99 99 33
32 96 97 95 98 99 32
31 95 96 93 97 97 31
30 93 95 91 97 96 30
29 91 93 88 95 94 29
28 89 91 85 94 91 28
27 86 88 81 92 88 27
26 83 84 78 89 84 26
25 79 79 74 85 80 25
24 74 74 70 78 75 24
23 69 68 65 72 69 23
22 64 62 59 65 62 22
21 57 57 54 56 55 21
20 50 52 47 48 48 20
19 42 47 41 38 40 19
18 36 99 99 40 99 99 99 34 99 99 30 33 18
17 32 97 99 33 96 99 99 30 98 97 22 26 17
16 27 93 97 24 92 98 98 24 93 92 17 20 16
15 22 89 93 14 87 96 95 19 88 85 13 14 15
14 16 84 86 06 81 92 90 14 82 77 10 09 14
13 12 78 80 02 74 84 83 09 76 70 07 05 13
12 10 72 71 01 66 75 73 06 69 64 05 02 12
11 07 64 60 01 57 66 63 03 59 55 03 01 11
10 05 55 48 01 48 53 52 01 50 46 01 01 10
09 03 44 36 01 39 36 37 01 39 38 01 01 09
08 02 34 26 01 31 23 25 01 28 29 01 01 08
07 01 26 16 01 19 13 15 01 17 21 01 01 07
06 01 18 10 01 08 08 09 01 10 15 01 01 06
05 01 11 06 01 03 05 06 01 05 09 01 01 05
04 01 06 03
01 01 02 03 01 03 03 01 01 04
03 01 03 01 01 01 01 02 01 01 01 01 01 03
02 01 01 01 01 01 01 01 01 01 01 01 01 02
01 01 01 01 01 01 01 01 01 01 01 01 01 01
Mean 20.6 10.3 10.7 21.0 11.0 10.5 10.5 21.4 10.8 11.0 20.9 21.1
S.D. 6.1 3.8 3.2 5.2 3.5 2.9 3.1 6.1 3.5 3.8 4.9 5.0
Note: These norms are the source of national and state norms, for multiple-choice tests, printed on ACT score reports
during the 2009–2010 testing year. Sample size: 4,188,909.
Combined
Score English/Writing Writing
36 99
35 99
34 99
33 99
32 99
31 97
30 95
29 93
28 90
27 87
26 83
25 78
24 73
23 67
22 59
21 53
20 44
19 38
18 31
17 26
16 21
15 16
14 12
13 9
12 699
11 499
10 398
9 291
8 181
7 147
6 133
5 110
4 16
3 12
2 11
1 1
Mean 21.1 7.3
S.D. 5.5 1.6
Note: These norms are the source of the Writing Test
norms printed on the ACT score reports of students who
take the optional Writing Test during 2009–2010. Sample
size: 2,116,524.
National Distributions of Cumulative Percents
for ACT Writing Test Scores
ACT-Tested High School Graduates
from 2007, 2008, and 2009
65
Use the norms tables below (3A and 3B) to determine
your estimated percent at or below for each of your
multiple-choice scale scores (3A), and for your Writing
scores (3B), if applicable.
In the far left column of the multiple-choice norms table
(3A), circle your scale score for the English Test (from page
63). Then read across to the percent at or below column for
that test; circle or put a check mark beside the
corresponding percent at or below. Use the same
procedure for each test and subscore area. Use the far
right column of scale scores in Table 3A, for your Science
Test and Composite scores. Follow the same procedure
on the Writing Test norms to get your estimated percent
at or below for your Writing subscore and Combined
English/Writing score.
As you mark your percents at or below, enter them in the
blanks provided at the right. You may also find it helpful to
compare your performance with the national mean (average)
score for each of the tests, subscore areas, and the
Composite as shown at the bottom of the norms tables.
Your Estimated
Percent At or Below
on Practice Test
English __________
Usage/Mechanics __________
Rhetorical Skills __________
Mathematics __________
Pre-Algebra/Elem. Alg. __________
Alg./Coord. Geometry __________
Plane Geometry/Trig. __________
Reading __________
Soc. Studies/Sciences __________
Arts/Literature __________
Science __________
Composite __________
Combined English/Writing __________
Writing __________
TABLES 3A and 3B
Norms Tables
3A
3B
66
Score = 6
Essays within this score range demonstrate effective
skill in responding to the task.
The essay shows a clear understanding of the task. The
essay takes a position on the issue and may offer a
critical context for discussion. The essay addresses
complexity by examining different perspectives on the
issue, or by evaluating the implications and/or
complications of the issue, or by fully responding to
counterarguments to the writer’s position. Development of
ideas is ample, specific, and logical. Most ideas are fully
elaborated. A clear focus on the specific issue in the
prompt is maintained. The organization of the essay is
clear: the organization may be somewhat predictable or it
may grow from the writer’s purpose. Ideas are logically
sequenced. Most transitions reflect the writer’s logic and
are usually integrated into the essay. The introduction and
conclusion are effective, clear, and well developed. The
essay shows a good command of language. Sentences
are varied and word choice is varied and precise. There
are few, if any, errors to distract the reader.
Score = 5
Essays within this score range demonstrate
competent skill in responding to the task.
The essay shows a clear understanding of the task. The
essay takes a position on the issue and may offer a broad
context for discussion. The essay shows recognition of
complexity by partially evaluating the implications and/or
complications of the issue, or by responding to
counterarguments to the writer’s position. Development of
ideas is specific and logical. Most ideas are elaborated,
with clear movement between general statements and
specific reasons, examples, and details. Focus on the
specific issue in the prompt is maintained. The
organization of the essay is clear, although it may be
predictable. Ideas are logically sequenced, although
simple and obvious transitions may be used. The
introduction and conclusion are clear and generally well
developed. Language is competent. Sentences are
somewhat varied and word choice is sometimes varied
and precise. There may be a few errors, but they are
rarely distracting.
Score = 4
Essays within this score range demonstrate adequate
skill in responding to the task.
The essay shows an understanding of the task. The essay
takes a position on the issue and may offer some context
for discussion. The essay may show some recognition of
complexity by providing some response to
counterarguments to the writer’s position. Development of
ideas is adequate, with some movement between general
statements and specific reasons, examples, and details.
Focus on the specific issue in the prompt is maintained
throughout most of the essay. The organization of the
essay is apparent but predictable. Some evidence of
logical sequencing of ideas is apparent, although most
transitions are simple and obvious. The introduction and
conclusion are clear and somewhat developed.
Language is adequate, with some sentence variety and
appropriate word choice. There may be some distracting
errors, but they do not impede understanding.
Score = 3
Essays within this score range demonstrate some
developing skill in responding to the task.
The essay shows some understanding of the task. The
essay takes a position on the issue but does not offer a
context for discussion. The essay may acknowledge a
counterargument to the writer’s position, but its
development is brief or unclear. Development of ideas is
limited and may be repetitious, with little, if any,
movement between general statements and specific
reasons, examples, and details. Focus on the general
topic is maintained, but focus on the specific issue in the
prompt may not be maintained. The organization of the
essay is simple. Ideas are logically grouped within parts
of the essay, but there is little or no evidence of logical
sequencing of ideas. Transitions, if used, are simple and
obvious. An introduction and conclusion are clearly
discernible but underdeveloped. Language shows a
basic control. Sentences show a little variety and word
choice is appropriate. Errors may be distracting and may
occasionally impede understanding.
Score = 2
Essays within this score range demonstrate
inconsistent or weak skill in responding to the task.
The essay shows a weak understanding of the task. The
essay may not take a position on the issue, or the essay
may take a position but fail to convey reasons to support
that position, or the essay may take a position but fail to
maintain a stance. There is little or no recognition of a
counterargument to the writer’s position. The essay is
thinly developed. If examples are given, they are general
and may not be clearly relevant. The essay may include
extensive repetition of the writer’s ideas or of ideas in the
prompt. Focus on the general topic is maintained, but
focus on the specific issue in the prompt may not be
maintained. There is some indication of an organizational
structure, and some logical grouping of ideas within
parts of the essay is apparent. Transitions, if used, are
simple and obvious, and they may be inappropriate or
misleading. An introduction and conclusion are
discernible but minimal. Sentence structure and word
choice are usually simple. Errors may be frequently
distracting and may sometimes impede understanding.
Score = 1
Essays within this score range show little or no skill
in responding to the task.
The essay shows little or no understanding of the task. If
the essay takes a position, it fails to convey reasons to
support that position. The essay is minimally developed.
The essay may include excessive repetition of the writer’s
ideas or of ideas in the prompt. Focus on the general
topic is usually maintained, but focus on the specific
issue in the prompt may not be maintained. There is little
or no evidence of an organizational structure or of the
logical grouping of ideas. Transitions are rarely used. If
present, an introduction and conclusion are minimal.
Sentence structure and word choice are simple. Errors
may be frequently distracting and may significantly
impede understanding.
No Score
Blank, Off-Topic, Illegible, Not in English, or Void
Six-Point Holistic Scoring Rubric for the ACT Writing Test
Papers at each level exhibit
all
or
most
of the characteristics described at each score point.
67
Example Essays and Scoring Explanations
Readers for the ACT Writing Test are trained by scoring many essays before they score “live” essays. Although we cannot
provide you with the same extensive training these readers receive, reading the example essays that follow will help you
better understand some of the characteristics of essays at each score point. You will also be able to read a brief explanation
of how each essay was scored. The example essays are in response to the practice prompt on page 58.
Score = 1
I think we should consider because not everybody likes
the same books. There are people who like, cartoon stories,
stories that talk about the olden days. We would not com-
plain so much if we actually had a book to read that we
enjoy. We could improve our reading skill if we could
choose the books we want to read. If we had the same book,
some people have already read in the past and they could
tell the ending. I think if we have to read books then we
should read books that we feel comfortable with.
Score Point 1
Scoring Explanation
Essays that earn a score of 1 show little or no skill in
responding to the writing task. This essay shows little
engagement with the prompt task. The writer takes a posi-
tion (
I think we should consider because not everybody likes
the same books
), but ideas are not developed beyond sin-
gle-sentence assertions and therefore remain unelaborated
and unexplained (
We would not complain so much if we
actually had a book to read that we enjoy. We could improve
our reading skill if we could choose the books we want to
read. If we had the same book, some people have already
read in the past and they could tell the ending
). There is no
discernible organization present. Transitions are not used,
and ideas are not logically grouped. No introduction or con-
clusion is present, unless the position statement is consid-
ered an introduction to the response. Sentence structure and
word choice are simple. Most sentences begin with a simple
subject-verb construction (
I think..., We would..., We
could...
). Errors, such as an unnecessary comma, are dis-
tracting but do not impede understanding.
How to Score the Writing Test
Two trained readers will score your essay on the actual
Writing Test. These readers are trained by reading
examples of papers at each score point and by scoring
many practice papers. They are given detailed feedback
on the correctness of their scores during practice. During
actual scoring, score differences of more than one point will
be evaluated by a third trained reader to resolve
discrepancies. This method is designed to be as objective
and impartial as possible. So—how can you rate your
own
practice Writing Test?
It is difficult to be objective about one’s own work, and you
have not had the extensive training provided to actual
readers of the ACT Writing Test. However, it is to your
advantage to read your own writing critically. Becoming
your own editor helps you grow as a writer and as a reader.
So it makes sense for you to evaluate your own practice
essay. It may also be helpful for you to give your practice
essay to another reader to get another perspective: perhaps
that of a classmate, a parent, or an English teacher, for
example. Thinking and talking with others about writing is
good preparation for the ACT Writing Test. To rate your
essay, you and your reader(s) should read the scoring
guidelines and example essays, which begin below and
continue through page 71, and then assign your practice
essay a score of 1 through 6.
For an actual administration, each essay will be scored on a
scale from 1 (low) through 6 (high). The score is based on
the overall impression that is created by all the elements of
the writing. The scores given by the two readers are added
together, yielding the Writing subscore range 2–12 shown in
Table 4 on page 72.
Scoring Guidelines (see page 66)
These are the guidelines that will be used to score your
essay. These guidelines are also called a “rubric.” Many
papers do not fit the exact description at each score point.
You should note that the rubric says: “Papers at each level
exhibit
all
or
most
of the characteristics in the descriptors.”
To score your paper, read your response and try to
determine which score point and paragraph in the rubric
best describes most of the characteristics of your essay.
Then (because your Writing Test subscore is the sum of two
readers’ ratings of your essay), you should multiply your
1–6 score by 2 when you use Table 4, on page 72, to find
your Combined English/Writing score. Or, if both you and
someone else read and score your practice essay, add
those scores together.
Comparing Your Scores
The Writing Test norms table (Table 3B on page 65) allows
you to compare your score on the practice Writing Test with
the scores of recent high school graduates who took the
ACT Plus Writing. The norms for the Writing Test are
reported the same way as the norms for the multiple-choice
tests (see page 59). For example, a Writing subscore of 8
has a cumulative percent of 81. This means that 81% of
students had a Writing subscore of 8 or lower. Remember
that your scores and percents at or below are only
estimates
of the scores you will obtain on an actual
administration of the ACT Plus Writing. They should be
considered in connection with your performance on other
essay tests and your planned college curriculum.
College Readiness Standards
The College Readiness Standards for Writing (see page 59)
can be found at www.act.org/standard.
68
Score = 3
It is a great idea for students to choose the books they
read. They will be more interested, more understanding, and
more reliable to do so.
The students will be more interested to read the books
they chose rather than a book they know nothing about.
They will also be interested in a book they actually like.
Students like the feeling that they can be trusted to do some-
thing right. People are often excited by reading a book on a
topic they like, however if it is a topic they care nothing
about, they will often put it off.
Also, the students will be more understanding of their
topic. If the student chooses their own book they are most
likely common with the story behind the book, or the mean-
ing of the story. Now days, many teenagers are reading
books about the war in Iraq and the economy, because it is
what they hear about everyday on the news, or local radio
station.
Students will also be more reliable of reading their
books if it is something they actually care about. The
teacher can actually rely on them to go home and read the
pages assigned for homework the night before. Rather than
giving them a book on a topic which they have no feelings
about, and expecting them to give up the time they have
away from school to actually work on it. Students who
chose their own books would be more likely to actually do
the assignment.
Students choosing their own books or topics for class is
a great idea. The student will be more reliable, more inter-
ested, and definetly more understanding of the book.
Score Point 3
Scoring Explanation
Essays that earn a 3 demonstrate some developing skill
in responding to the task. This essay opens with a position
statement that outlines the writer’s three supporting points,
but the writer does not provide any context for the discus-
sion. Development of the three ideas is limited, with little
movement between general statements and specific reasons
or examples (
The students will be more interested to read
the books they chose rather than a book they know nothing
about. They will also be interested in a book they actually
like. Students like the feeling that they can be trusted to do
something right. People are often excited by reading a book
on a topic they like, however if it is a topic they care nothing
about, they will often put it off
). Although the writer provides
specific examples in the third paragraph (
Now days, many
teenagers are reading books about the war in Iraq and the
economy, because it is what they hear about everyday on
the news, or local radio station
), more explanation is needed
to clearly connect these supporting examples to the writer’s
point. The essay is organized simply—the structure of the
essay follows the order of points in the writer’s opening
statement. Ideas are logically grouped, but there is little evi-
dence of logical sequencing of ideas. The writer uses a sin-
gle transition (
Also
) throughout the essay to connect ideas.
Although the introduction and conclusion are clearly dis-
cernible, they are underdeveloped and consist only of the
writer’s position statement as the introduction and a reitera-
tion of that position statement in the conclusion. Language
demonstrates a basic control. Sentence structure shows little
variety (for example, the repetition of the phrase
students
will be more...
throughout the essay). Word choice is also
usually simple and sometimes lacks clarity (for example,
using
common
when
familiar
would be clearer, and the mis-
use of the word
reliable
). Errors are occasionally distracting,
but generally do not interfere with meaning.
Score = 2
I think that students should not be allowed to pick there
own book out in class. I think that students would get alot
more out of reading the same book as everyone else in the
class. Some students I think would probably get easier
books to read then others and that wouldn’t be fair. It would
probably just cause conflict. What would they do in class
just sit and read there books!
I think that if they had the same books that they could
have discussions in class. It would keep the whole class
interested and they would probably keep reading. Then
maybe when they’re done reading the class can watch the
movie. I also think by keeping the class working on the
same book together that they will learn more and be able to
help each other out. I think if they read the same book they
will greatly improve there reading skills. Thats what my
policy would be.
Score Point 2
Scoring Explanation
Essays that earn a 2 demonstrate inconsistent or weak
skill in responding to the task. This writer takes a clear posi-
tion (
I think students should not be allowed to pick there own
book out in class
) and offers specific supporting reasons (
I
think that students would get alot more out of reading the
same book as everyone else in the class. Some students I
think would probably get easier books to read then others
and that wouldn’t be fair. It would probably just cause
conflict
), but development of these reasons is thin, and the
relevance of some of the ideas is not made clear (
What
would they do in class just sit and read there books!
and
Then maybe when they’re done reading the class can watch
the movie
). There is some indication of an organizational
structure, and ideas seem to be logically grouped—the first
paragraph briefly discusses why having students read differ-
ent books wouldn’t work and the second paragraph briefly
discusses the benefits of having students read the same
book. A few simple transitions are used (
Then maybe..., I
also think...
). However, the writer includes no discernible
introduction beyond the one-sentence position statement,
and the conclusion consists of only the essay’s final sen-
tence (
Thats what my policy would be
). Sentence structure
and word choice are simple, with an overreliance on the use
of
I think…
to open sentences. Errors are rarely distracting
(for example, using
there
for
their
) and do not interfere with
meaning.
69
Score = 4
At some high schools, teachers are now allowing stu-
dents to choose the books they want to read for class rather
than requiring that all students read the same book. These
teachers feel that students will be more likely to read the
book if they find the book interesting; and as a result,
increasing their reading skills. While some may believe this
is a good idea, I completely disagree. Allowing students to
choose their own books would not only create problems, but
it would be very hard for teachers to help students and it
would irradicate the whole idea of class discussion.
Allowing students to chose their own books could
create many problems. Some books may not be school
appropriate, or may contain information that is irrelevant to
the area of study. Question as to whether the book is appro-
priate would be up to the discretion of teacher. This may
lead to negative teacher-student interaction, and create an
even larger number of complications for a student choosing
his or her book.
If students were allowed to choose their own book,
teachers may not be able to guide the student through it
properly. Questions from students may be left unanswered if
the teacher is unfamiliar with the book or hasn’t read it at
all. If this were to be the scenario, the student might be
unable to complete an assignment; therefore, he or she
would be at a disadvantage compared to someone who
chose a book that the teacher was familiar with.
Allowing students to choose their books would also
eliminate class discussions. While class discussions con-
cerning works of literature are very important, these stu-
dents would be missing out. They would not receive the
input from the teacher that is needed to understand to full
meaning of a book. They may also not be able to discuss
points or topics among their classmates that may otherwise
be helpul if they were all reading the same book.
Although some of the books assigned by teachers may
seem boring, it is very beneficial to a student that everyone
is reading the same book at all times. This gives every stu-
dent a fair chance to obtain help from the teacher and
engage in helpul class discussions. It also eliminates prob-
lems associated with choosing a book. In the classroom set-
ting, the teacher should always assign the same book, and if
the student wishes to read another book than he or she may
do it on their own time.
Score Point 4
Scoring Explanation
Essays that earn a 4 demonstrate adequate skill in
responding to the task. This essay takes a clear position
(
Allowing students to choose their own books would not only
create problems, but it would be very hard for teachers to
help students and it would irradicate the whole idea of class
discussion
) and provides some context by reiterating a por-
tion of the prompt. The writer demonstrates some complexity
by briefly acknowledging counterarguments (
While some
may believe this is a good idea, I completely disagree
and
Although some of the books assigned by teachers may
seem boring, it is very beneficial to a student that everyone
is reading the same book at all times
). Development of the
writer’s three ideas is adequate, with some movement
between general statements and specific reasons (
Allowing
students to chose their own books could create many prob-
lems. Some books may not be school appropriate, or may
contain information that is irrelevant to the area of study.
Question as to whether the book is appropriate would be up
to the discretion of teacher. This may lead to negative
teacher-student interaction, and create an even larger num-
ber of complications for a student choosing his or her book
).
The organization of the essay is apparent, but predictable.
The writer uses a five-paragraph framework to organize the
three ideas mentioned in the introduction. Some evidence of
logically sequenced ideas is apparent, although the writer
does not use transitions to show the connection between
ideas. The introduction and conclusion are clear and some-
what developed—the introduction establishes some context
and the conclusion reaffirms the writer’s main points. Lan-
guage is adequate, with some sentence variety and mostly
appropriate word choice. The rare distracting errors
(
irradicate
,
Question as to whether,
and
helpul
) do not
impede understanding.
70
Score = 5
Reading is stressed as the most important requirement
during a child’s early years of development. From birth, the
ability to read is seen as both a mark of education and apti-
tude. By the time a student reaches the high school level
they have probably read a wide variety of novels, biogra-
phies, historical accounts, and other types of literature.
Many high school students, because of the excessive expo-
sure to literature, lose interest in reading because it has
become a common factor in their lives. For this reason high
school students should be allowed to choose which books
they wish to read, although it stands to reason that the
choices should be monitored by teachers.
In my life I have read about fifty to one hundred books,
from Reader Rabbit to The Scarlet Letter. In the books I
have read, those that I most enjoyed are those that I chose
for myself. While they may not have been the most provaca-
tive or best written books, I found them to be more valuable
than those that had been forced upon me. If I had been asked
to discuss or analyze the novel I would have done so will-
ingly and with more fervor than if I were asked to discuss a
book required for my English class. The fact is that students,
especially teens, don’t like to be told what to do. Teachers
should respect this and allow their students to select what
they want to read, knowing that consequences will insue if
the chosen book is inappropriate or poorly analyzed. By
doing this teachers will allow their pupils to gain a sense of
independence and also learn to teach themselves about a
book, instead of relying on the teacher to instruct them in
their learning.
Class discussion, although helpful, is not vital to a stu-
dents’ success. In fact, it may give lazier students an oppor-
tunity to sit back and copy all of the answers down from
more dedicated students as they tell what they’ve learned. If
each student read a different book, this problem would be
solved. Not only that, but if the student isn’t familiar with
what everyone else is reading, they will be more likely to
ask about the other books people are reading in class. If they
find them interesting, an opportunity to connect the concepts
from other stories to their own and draw paralells will be
opened up. Whereas if everyone reads exactly the same
thing, no parallels can be drawn.
While teaching a set curriculum and reading agenda for
students has succeeded in teaching certain principles to high
school students, the chances are that more students would be
willing to learn about a book if they chose it for themselves.
Hopefully, with this process, more students will read more
often and gain a better interest in literature and class discus-
sion, which would benefit both the student and the teachers.
Score Point 5
Scoring Explanation
Essays that earn a 5 demonstrate competent skill in
responding to the task. This writer begins by establishing a
broad context for the discussion (
Reading is stressed as the
most important requirement during a child’s early years of
development. From birth, the ability to read is seen as both a
mark of education and aptitude. By the time a student
reaches the high school level…
) and then takes a clear posi-
tion on the prompt’s issue (
For this reason high school stu-
dents should be allowed to choose which books they wish to
read, although it stands to reason that the choices should be
monitored by teachers
). The essay shows recognition of
complexity by weaving a response to counterarguments
through several parts of the essay (
In the books I have read,
those that I most enjoyed are those that I chose for myself.
While they many not have been the most provacative or best
written books, I found them to be more valuable than those
that had been forced upon me...
and
While teaching a set
curriculum and reading agenda for students has succeeded
in teaching certain principles to high school students, the
chances are that more students would be willing to learn
about a book if they chose it for themselves
). Development
of the writer’s ideas is specific, with clear movement
between general statements and specific supporting reasons
(
Class discussion, although helpful, is not vital to a students’
success. In fact, it may give lazier students an opportunity to
sit back and copy all of the answers down from more dedi-
cated students as they tell what they’ve learned
). Organiza-
tion of the essay is logical and clear, with some integrated
transitions (
For this reason…
,
Not only that…
) that show the
connection of ideas. The introduction and conclusion are
both clear and generally well developed. The introduction
offers context, and the conclusion adds emphasis to clarify
the writer’s argument. Language is competent. Sentences
are varied and word choice is varied and sometimes precise
(
a mark of education and aptitude
,
willingly and with more
fervor
). The few errors present (such as a misplaced apos-
trophe and a sentence fragment) do not distract.
Score = 6
The words “Crime and Punishment” glared at me from
the cover of my new book for English class. As my teacher
announced our new reading assignment, our class released a
simultaneous groan—no one wanted to read Doestoevsky.
Nevertheless, after spending my days delving into this dense
Russian literature, I unexpectedly found Doestoevsky’s
masterpiece to become one of my favorite books. If teachers
exclusively allow students to choose their own reading
material, students education will be impaired and progress
of their reading abilities stagnated. Students need a broad
foundation of literary works and therefore cannot be respon-
sible for determing the content of their education.
To begin, the literature selections of English class
should function, in effect, as a microcosm of the studies of
the school itself. Students are required to complete courses
not just in subjects that interest them, but instead in all areas
of study such as science, social studies, English, and math.
While it is true that permitting students to choose their own
book will allow them to choose books they wish to read, it
is detrimental to students’ education to assume that this
would be beneficial. Were students allowed to choose their
favorite novels or genres, they would perpetually fall back
on what they know, which would leave them utterly unpre-
pared to encounter the works of literature that they will be
asked to read in college, where students don’t have a say in
selecting the materials for their courses. To ensure that stu-
dents are able to persist through literary challenges, there
should be a diversity in the collection of literature students
read, which will not be achieved if a student only reads what
he or she desires.
Furthermore, the abundant rules and regulations present
in schools should serve as a blantent warning. Teens clearly
need to be guided to perform to the best of their abilities.
Even if many teens might benefit from their book selections,
an equal or greater number may not choose challenging lit-
erature. Reading only elementary literature stagnates the
progress of reading skills and would be deleterious to the
quality of students education. It is difficult enough to force
students to complete homework, allowing the student to
choose the difficulty of the homework would not produce
the desired results of learning and progress—the sole reason
students attend school to begin with. In addition, while
some students may select unchallenging books because they
are apathetic or lazy, others may choose certain books
because they do not know what else is out there. It is the
inherent responsibility of the teacher to expose their stu-
dents to all types of material, even unfamiliar works. This
way, other students too, have the opportunity to be pleas-
antly surprised by the intricacies of Doestoevsky. Thank-
fully, my teacher had the ability and wherewithal to provide
me with such new and exciting literature.
Thus, it is vital that students not be given the control
over their education in English class. This would proliferate
undiverse and single-minded teens who would likely not
choose challenging literature. Such a class would be devoid
of enlightening discussion and would not produce the
knowledgable and well-rounded individuals schools should
strive for. A better solution to this problem would be to
allow the class as a group to pick among a selection of
books proposed by the English teacher herself. This would
produce a more democratic medium and stimulate interest,
while avoiding the problems that would result from their
own selections.
Score Point 6
Scoring Explanation
Essays that earn a 6 demonstrate effective skill in
responding to the task. This essay opens with a broad con-
text (
The words “Crime and Punishment” glared at me from
the cover of my new book for English class. As my teacher
announced our new reading assignment, our class released
a simultaneous groan—no one wanted to read Doestoevsky
)
and then critically and persuasively argues that “
students
need a broad foundation of literary works and therefore can-
not be responsible for determing the content of their educa-
tion.
”
The essay demonstrates complexity by responding to a
counterargument to the writer’s position (
While it is true that
permitting students to choose their own book will allow them
to choose books they wish to read, it is detrimental to stu-
dents’ education to assume that this would be beneficial
).
The writer further demonstrates complexity by examining
some of the long-term implications of allowing students to
select their own novels (
Were students allowed to choose
their favorite novels or genres, they would perpetually fall
back on what they know, which would leave them utterly
unprepared to encounter the works of literature that they will
be asked to read in college, where students don’t have a say
in selecting the materials for their courses
).
Development of ideas is ample, specific, and logical.
The writer elaborates on general statements (
Teens clearly
need to be guided to perform to the best of their abilities
) by
supporting such statements with more specific reasons and
examples (
Even if many teens might benefit from their book
selections, an equal or greater number may not choose
challenging literature. Reading only elementary literature
stagnates the progress of reading skills and would be delete-
rious to the quality of students education. It is difficult
enough to force students to complete homework, allowing
the student to choose the difficulty of the homework would
not produce the desired results of learning and progress—
the sole reason students attend school to begin with
).
The organization of the essay is clear and grows from
the writer’s purpose instead of being predictable. Ideas are
logically sequenced, and transitions are used to show the
connection between ideas (
To begin..., Furthermore..., In
addition..., Thus...
). The introduction and conclusion are
effective, clear, and well developed. The introduction pro-
vides a narrative to establish context for the discussion, and
the conclusion goes beyond merely summarizing the essay’s
main points into a discussion of additional implications of the
prompt’s proposal (
This would proliferate undiverse and
single-minded teens who would likely not choose challeng-
ing literature. Such a class would be devoid of enlightening
discussion and would not produce the knowledgable and
well-rounded individuals schools should strive for
).
The essay shows a good command of language. Sen-
tences are varied and word choice is varied and precise
(
delving, microcosm, deleterious, apathetic
). Although there
are a few minor errors present in the essay (for example, a
comma splice and an occasional missing apostrophe), they
do not distract the reader.
71
72
Complete these steps to calculate your Combined English/
Writing score for your practice tests.
1. Locate your scale score for the English Test on page 63
and enter it here: ______.
2. Enter your Writing Test score (1–6) here ______ and
double it to get your Writing subscore (2–12): _____
(If two people read and scored your Writing Test, add
those two scores to get your Writing subscore.)
3. Use the table below to find your Combined
English/Writing score.
• First, circle your ACT English Test score in the left
column.
• Second, circle your ACT Writing subscore at the top
of the table.
• Finally, follow the English Test score row across and
the Writing subscore column down until the two meet.
Circle the Combined English/Writing score where the
row and column meet. (For example, for an English
Test score of 19 and a Writing subscore of 6, the
Combined English/Writing score is 18.)
4. Using the number you circled in the table below, write
your Combined English/Writing score here: ______.
(The highest possible Combined English/Writing score is
36 and the lowest possible score is 1.)
ACT English Test score _________________
Writing subscore _________________
Combined English/Writing Score _______________
(from table below)
TABLE 4
Calculating Your Combined English/Writing Score
Combined English/Writing Scale Scores
English Writing Subscore
Test
Score 23456789101112
1 1234567891011
2 2345667891011
3 23456789101112
4 345678910111213
5 4567891011121213
6 5677891011121314
7 56789101112131415
8 678910111213141516
9 7 8 9 10 11 12 13 13 14 15 16
10 8 9 9 10 11 12 13 14 15 16 17
11 8 9 10 11 12 13 14 15 16 17 18
12 910111213141516171819
13 10 11 12 13 14 14 15 16 17 18 19
14 10 11 12 13 14 15 16 17 18 19 20
15 11 12 13 14 15 16 17 18 19 20 21
16 12 13 14 15 16 17 18 19 20 20 21
17 13 14 15 16 16 17 18 19 20 21 22
18 13 14 15 16 17 18 19 20 21 22 23
19 14 15 16 17 18 19 20 21 22 23 24
20 15 16 17 18 19 20 21 21 22 23 24
21 16 17 17 18 19 20 21 22 23 24 25
22 16 17 18 19 20 21 22 23 24 25 26
23 17 18 19 20 21 22 23 24 25 26 27
24 18 19 20 21 22 23 23 24 25 26 27
25 18 19 20 21 22 23 24 25 26 27 28
26 19 20 21 22 23 24 25 26 27 28 29
27 20 21 22 23 24 25 26 27 28 28 29
28 21 22 23 24 24 25 26 27 28 29 30
29 21 22 23 24 25 26 27 28 29 30 31
30 22 23 24 25 26 27 28 29 30 31 32
31 23 24 25 26 27 28 29 30 30 31 32
32 24 25 25 26 27 28 29 30 31 32 33
33 24 25 26 27 28 29 30 31 32 33 34
34 25 26 27 28 29 30 31 32 33 34 35
35 26 27 28 29 30 31 31 32 33 34 35
36 26 27 28 29 30 31 32 33 34 35 36
73
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SERIAL #
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DATE OF
BIRTH
A B C D
E
MATCH NUMBER
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MATCH
NAME
(First 5 letters
of last name)
)laitinI elddiM( IMemaN tsaL First Name
House Number & Street (Apt. No.) or PO Box & No.; or RR & No.
edoC latsoP/PIZecnivorP/etatSytiC
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NAME, MAILING ADDRESS, AND TELEPHONE
(Please print.)
Read the directions below before you begin.
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STANDBY
TESTING
Fill in the oval below
ONLY if you turned in
a standby registration
at the test center today.
Ye s, I am testing
as a standby.
F
STANDBY TESTING ONLY
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USE A SOFT LEAD NO. 2 PENCIL ONLY.
(Do NOT use a mechanical pencil, ink,
ballpoint, correction fluid, or felt-tip pen.)
REGISTERED examinees MUST complete blocks A, B, C,
and D. Print the requested information in block A. Then, enter
the MATCHING INFORMATION in blocks B, C, and D EXACTLY
as it appears on your admission ticket, even if any of the
information is missing or incorrect. Fill in the corresponding
ovals. If you do not complete these blocks to match your
admission ticket EXACTLY, your scores will be delayed up to 8
weeks. Leave blocks E and F blank.
STANDBY examinees (U.S. and Canada only) MUST
complete blocks A, B, D, E, and F. Print the requested
information in block A. Then, enter your identifying information in
blocks B and D and fill in the corresponding ovals. Leave block C
blank. Enter your Social Security number (SSN) in block E and
fill in the corresponding ovals. The SSN will be
used to help match your answer document to the
registration folder you turned in today. It will be
included on reports issued to your college
choices. If you do not know your SSN or do
not wish to provide it, leave it blank. Fill in the
Standby Testing oval in block F.
Do NOT
mark in
this shaded
area.
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Read the following Statement: By submitting this answer folder, I agree to the terms and conditions set forth in the ACT
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understand that I cannot share any test questions, responses, or essay topics with anyone by any form of comm
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Copy the Certification shown below (only the text in italics) on the lines provided. Write in your normal handwriting.
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74
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Print your
3-character
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A B C D A B C D A B C D
A B C D A B C D A B C D
A B C D A B C D A B C D
A B C D A B C D A B C D
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A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E
A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E
A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E
A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E
A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E
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F G H J K F G H J K F G H J K F G H J K F G H J K F G H J K
F G H J K F G H J K F G H J K F G H J K F G H J K F G H J K
F G H J K F G H J K F G H J K F G H J K F G H J K F G H J K
F G H J K F G H J K F G H J K F G H J K F G H J K F G H J K
F G H J F G H J F G H J
F G H J F G H J F G H J
F G H J F G H J F G H J
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BOOKLET NUMBER
Marking Directions: Mark only one oval for
each question. Fill in response completely.
Erase errors cleanly without smudging.
FORM BE SURE TO FILL IN THE CORRECT FORM OVAL.
ACT STUDENT REVIEW: The test administrator will give you instructions for completing this section.
Student Review: Your responses to these items will assist ACT
and your test center in providing the best possible conditions for
testing and planning for the future. Fill in the oval indicating your
response to each item printed on the back of your test booklet.
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0964A
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75
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PAGE 4
13G
WRITING TEST FORM
WRITING TEST BOOKLET NUMBER
Print your 6-digit
Booklet Number
in the boxes at the
right.
Print your
3-character
Test Form in
the boxes above
and fill in the
corresponding
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If you need more space, please continue on the next page.
Begin WRITING TEST here.
IM-184274-001:6543211
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information at the
right before beginning
the Writing Test.
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WRITING TEST
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WRITING TEST
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