2017l2018 FREE

Preparing for the ACT® TestSpecial Testing

www.actstudent.org

This booklet is provided free of charge specificallyfor students taking the ACT throughSpecial testing who plan to use an alternate format.

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NOTE: The word “read” in this booklet refers to any means authorized for you to test with oral presentation—listening to DVDs or having someone read the tests to you from a script.

© 2017 by ACT, Inc. All rights reserved. JA00005.OPS1915

NOTE: This booklet is covered by federal copyright laws that prohibit thereproduction of the test questions without the prior express, written permissionof ACT, Inc. No portion of this booklet may be copied or distributedwithout written permission of ACT.

ACT endorses the Code of Fair Testing Practices in Education and the Code ofProfessional Responsibilities in Educational Measurement, which guide the con-duct of those involved in educational testing. ACT is committed to ensuring thateach of its testing programs upholds the guidelines in each Code. You may locatecopies of these Codes through the following organizations:• Code of Fair Testing Practices in Education: American Psychological

Association (www.apa.org)• Code of Professional Responsibilities in Educational Measurement: National

Council on Measurement in Education (www.ncme.org)

Contents1. General Preparation for the ACT Tests . . . . . . . . . 32. Strategies for Taking the ACT Tests . . . . . . . . . . . . 53. What to Expect on Test Day . . . . . . . . . . . . . . . . . 124. Taking the Practice Tests . . . . . . . . . . . . . . . . . . . 13

Practice Writing Test . . . . . . . . . . . . . . . . . . . . . . . 145. Scoring Your Practice Tests . . . . . . . . . . . . . . . . . 17

How to Score the Multiple-Choice Tests . . . . . . . 17How to Score the Writing Test . . . . . . . . . . . . . . . 22

6. Sample Answer Document . . . . . . . . . . . . . . . . . . 24

A Message to StudentsThis booklet is for students with profes sionally diagnosed and documented disabilities who require test accommodations that cannot be provided at a testcenter and who plan to test with alternate test formats(braille, DVDs, or a reader). If you plan to test with aregular type test booklet, you should take the practice test in Preparing for the ACT (available for download atwww.actstudent.org), which includes a regular typepractice test, a practice ACT writing test, and scoring keys.

This booklet, which is provided free of charge, isintended to help you do your best on the ACT® test.Included in this booklet is a writing test (which may be readto you if you require oral presentation), a sample answerdocument, answer keys, and self-scoring instructions.Accompanying this booklet is a complete multiple-choicepractice test in the alternate test format you requested. Thescoring keys are in this booklet.

Read this booklet carefully and take the practice tests wellbefore test day so you will be familiar with the tests, whatthey measure, and the strategies you can use to do yourbest on test day.

ACT is committed to representing the diversity of society inall its aspects, including race, ethnicity, and gender. Thus,test passages, questions, and writing prompts aredeliberately chosen to reflect a range of cultures.

ACT is also committed to ensuring that test questions andwriting prompts are fair and that they do not disadvantageany particular group of examinees. Extensive reviews of thefairness of test materials are rigorously conducted by bothACT staff and external consultants. ACT also employsstatistical procedures to help ensure that our test materialsdo not unfairly affect the performance of any group.

Note: Since the ACT is a curriculum-based achievementtest, research is periodically conducted and tests areupdated accordingly to ensure test content continues toreflect classroom instruction and remains a relevantpredictor of college and career readiness. As a result, youmay notice subtle differences between this practice testand the test you actually take on test day.

Alternate Formats Available Along with this booklet, you received one or more of thefollowing alternate formats: • Large type—for students with visual impairments

(available in 18-point only). • Braille—for students with visual impairments. Also

includes raised line drawings for the mathematics andscience tests. You may also order DVDs if you typicallyreceive oral presentation in addition to braille in school.

• DVDs—for students requiring oral presentation of thetests. Also includes a regular type test booklet for you tofollow along. Check to make sure the discs will play inthe computer or other media player you plan to use. (Seewww.actstudent.org for more information.) To help withnavigation, track listings are included.

• Raised Line Drawings—a separate booklet of raisedline drawings for the mathematics and science tests forvisually impaired students requiring oral presentation.

1General Preparation for the ACT Tests

Your Test OptionWhen you requested Special testing, you chose one of two test options: the ACT (no writing) or the ACT withwriting. You cannot take the writing test without first takingall four multiple-choice tests.

Both test options are available through Special testing onlyduring the following designated three-week testingwindows. All tests must be completed within the designatedwindow or the answer documents will not be scored.

• September 9–October 1, 2017• October 28–November 19, 2017• December 9–31, 2017• February 10–March 4, 2018*• April 14–May 6, 2018• June 9–July 1, 2018• July 14–August 5, 2018

*Note: This window is not available outside the United Statesor Canada.

Your Testing WindowYou selected a three-week testing window in which youplan to complete all tests. Keep in mind that you are notguaranteed approval of your accommodations in time totest during your preferred window. Check with your testcoordinator for the specific date(s) and location of your testadministration as soon as you receive your approval letter.

Before your practice session, confirm with your testcoordinator the accommodations, including the maximumtime allowed for each test, for which you were approved.After your practice session, if you think you need additionalor different accommodations, or need to change yourtesting window, contact your test coordinator immediately.

Test-Taking StrategiesThe ACT contains multiple-choice tests in four areas:English, mathematics, reading, and science. Each of thesetests contains questions that offer either four or five answerchoices from which you are to choose the correct, or best,answer. The following suggestions apply to all four tests:

You may request extended time.The amount of time authorized for you on each test will becommunicated to your test coordinator. Confirm with yourtest coordinator how much time has been authorized foryou on each test. Most students finish before the maximumtime allowed by the guidelines.

Pace yourself.The time limits set for each test give nearly everyoneenough time to finish all questions. However, because theEnglish, reading, and science tests contain a considerableamount of text, it is important to pace yourself so you willnot spend too much time on one passage.

Similarly, try not to spend too much time puzzling over ananswer to a specific problem in the mathematics test. Goon to the other questions and come back if there is time.

Read the directions for each test carefully.Before you begin taking one of the tests, read thedirections carefully.

• The English, reading, and science tests ask for the“best” answer. Do not respond as soon as you identifya correct answer. Read and consider all of the answerchoices and choose the answer that best responds tothe question.

• The mathematics test asks for the “correct” answer.Read each question carefully to make sure youunderstand the type of answer required. Then, you maywant to work out the answer you feel is correct and lookfor it among the choices given. If your answer is notamong the choices provided, reread the question andconsider all of the answer choices.

Read each question carefully.It is important that you understand what each questionasks. Some questions will require you to go through severalsteps to find the correct or best answer, while others canbe answered more quickly.

Answer the easy questions first.The best strategy for taking the tests is to answer the easyquestions and skip the questions you find difficult. Afteranswering all of the easy questions, go back and answerthe more difficult questions if you have time.

Use logic on more difficult questions.When you return to the more difficult questions, try to uselogic to eliminate incorrect answers to a question. Comparethe answer choices to each other and note how they differ.Such differences may provide clues as to what thequestion requires. Eliminate as many incorrect answers asyou can, then make an educated guess from the remaininganswers.

Answer every question.Your score on the tests will be based only on the number ofquestions that you answer correctly; there is no penalty forguessing. Try to answer every question within the timeallowed for each test.

Review your work.If there is time left after you have answered every questionin a test, go back and check your work on that test. You willnot be allowed to go back to any other test or markresponses to a test after time has been called on that test.

Be precise in marking your answer document.If you are marking your answers on your answer documentyourself (or are using a large type worksheet), be sure thatthe ovals on your answer document are filled in correctly.Check that the number of the line of ovals on your answerdocument is the same as the number of the question youare answering and that you mark only one response foreach question.

All answers must be marked on the answer documentunless you were approved to mark them in the test bookletor use an alternate response mode (e.g., respondingorally).

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Erase completely.If you want to change a multiple-choice answer, be sure touse a soft eraser that will not leave smudges and erase theunintended mark completely. Do not cross out answers oruse correction fluid or tape; you must erase. Correctionfluid/tape, smudges, or unintended marks may causeerrors in scoring.

If you are approved to mark answers in the test booklet,make sure your final answer is clearly legible, so your testcoordinator can accurately transfer them to your answerdocument.

Beginning the next test.You may not go on to the next test until your testcoordinator instructs you to begin work on that test.

• If you were approved for self-paced testing, you mustnotify your test coordinator when you have completed atest before working on the next one.

• If you are testing with extended time, you do not have touse all of the time authorized for you on each test.

• If you are testing individually and you have checked yourwork on a test, you must notify your test coordinator thatyou are ready to begin the next test. Your testcoordinator will record the amount of time you used onthat test and then authorize you to begin the next test.

• If you are testing with a group of students authorized forthe same timing guidelines, you may not begin the nexttest until everyone is ready to proceed (unless you wereapproved for time-and-a-half, self-paced testing).

Preparing for Test Day• Prepare well in advance for the tests.• Know what to expect on test day. Familiarize

yourself with the information in this booklet, in Takingthe ACT Special or Arranged Testing, and onwww.actstudent.org.

• Contact your test coordinator if you are unclear aboutyour accommodations or what will happen on test day.

• Take the practice tests and review your answers.• Get plenty of rest the night before the tests.

Before Test Day

• If you want any optional services in Block P on page 4of your answer document, such as score reports to 5thand 6th college choices, you must submit a check* ormoney order made payable to ACT in US dollars anddrawn on a US or US affiliate bank for this additionalamount. Be sure your name is on the check or moneyorder. Bring your payment with you on test day or theseservices will not be provided. Do not bring cash.

• You must present acceptable identification before youwill be admitted to test. If your test coordinator does notknow you personally and you do not have current photoID, ask your counselor for an ACT Student IdentificationForm.

• If you currently use any testing aids (such as coloroverlays, highlight pens, or screen reader) as a testaccommodation in school and want to use one whenyou test, confirm with your test coordinator that youwere approved by ACT to use these aids.

• Contact your test coordinator for the date(s), time, andlocation of your test session(s).

Bring the following items with you on test day:

1. Universal Answer Folder with pages 1, 2, and 4completed.

2. Acceptable photo identification. See details atwww.actstudent.org.

3. Sharpened, soft lead No. 2 pencils and good erasers(no mechanical pencils or ink pens), if you arecompleting your own answer folder. Do not bring anyother unauthorized writing instruments; you will not beallowed to use them. If you take the ACT with writing,your essay must also be completed in pencil.

4. Testing aids specifically approved in advance by ACT.You will not be allowed to use any other aids.

5. A watch to pace yourself. Do not bring a watch with analarm, because it would disturb other students.• If you test with standard time limits, your test

coordinator will announce when you have 5minutes remaining on each test.

• If you test with extended time, your test coordinatorwill announce when you have 30 minutes and/or 5minutes remaining on each test.

• If you are approved to pace yourself through eachtest, your test coordinator will give hourly timeupdates and announce when you have 5 minutesremaining before the end of testing.

6. A permitted calculator may be used on themathematics test only. It is your responsibility to knowwhether your calculator is permitted. For the mostcurrent information on the ACT calculator policy, visitwww.actstudent.org or call 800.498.6481 for arecorded message. Note: Talking calculators must be approved in advanceby ACT.

Ask your test coordinator for a copy of Taking the ACTSpecial or Arranged Testing and a Universal AnswerFolder. Follow the instructions in Taking the ACT tocomplete pages 1, 2, and 4 of the answer folder, andthen bring the partially completed answer folder withyou on test day.

*NOTICE: This is notification that when you pay by check you are authorizingACT, Inc., to convert your check to an electronic entry. When we use thisinformation from your check to make an electronic funds transfer, funds maybe withdrawn from your account as soon as the same day you make yourpayment, and you will not receive your check back from your financial institution. If your check is returned to us due to insufficient or uncollectedfunds, it may be re-presented electronically and your account will bedebited.

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2Strategies for Taking the ACT Tests

The ACT measures the knowledge, understanding, andskills that you have acquired throughout your edu cation.Although the sum total of what a person has learnedcannot be changed, your performance in a specific areacan be affected by adequate preparation, especially if ithas been some time since you have taken a course in thatarea.

There are three strategies that can help you to prepareyourself 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 onthe following pages. Note which content areas make up alarge proportion of the tests and which do not. The specifictopics included in each content area are examples ofpossible 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 notfresh in your mind. Spend your time refreshing yourknowledge and skills in the content areas that make uplarge portions of the tests.

Identify the content areas you have not studied.If unfamiliar content areas make up major portions of thetests, consider taking coursework to help you gainknowledge and skills in these areas before you take the ACT.Because the ACT measures knowledge and skills acquiredover a period of time, it is unlikely that a “cram” coursecovering material that is unfamiliar to you will help youimprove your scores. Longer-term survey courses will bemost helpful to you, because they aim to improve yourknowledge through sustained learning and practice.

English TestThe English test is a 75-question, 45-minute test thatmeasures your understanding of the conventions ofstandard English (punctuation, usage, and sentencestructure), production of writing (topic development,organization, unity, and cohesion), and knowledge oflanguage (word choice, style, and tone).

The test consists of five essays, or passages, eachaccompanied by a sequence of multiple-choice testquestions.

• Some questions refer to underlined portions of thepassage and offer several alternatives to the underlinedportion. You decide which choice is most appropriate inthe context of the passage.

• Some questions ask about an underlined portion, asection of the passage, or the passage as a whole. Youdecide which choice best answers the question posed.

• Many questions offer “NO CHANGE” to the passage asone of the choices.

The questions are numbered consecutively. Each questionnumber refers to a correspondingly numbered portionunderlined in the passage or to a corresponding numeral ina box located at the appropriate point in the passage.

Different passage types are used to provide a variety ofrhetorical situations. Passages are chosen not only for theirappropriateness in assessing writing skills but also toreflect students’ interests and experiences. Spelling,vocabulary, and rote recall of grammar rules are not tested.

Four scores are reported for the English test: a total testscore based on all 75 questions, and three reportingcategory scores based on specific knowledge and skills.The reporting categories are Production of Writing,Knowledge of Language, and Conventions of StandardEnglish.

Tips for Taking the English Test

Pace yourself.If you spend 11⁄2 minutes skimming through each passagebefore responding to the questions, then you will have 30seconds to answer each question.

If you are approved for extended time, check with your testcoordinator to determine the time authorized for you on theEnglish Test. Subtract the number of minutes you estimateyou will spend skimming through the passages, then dividethe total number of remaining minutes allowed by thenumber of questions to determine the estimated time youshould spend on each question.

If possible, spend less time on each question and use theremaining time allowed to review your work and return tothe questions 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 writtenin a variety of styles. It is important that you take intoaccount the writing style used in each passage. Whenresponding to a question, be sure to understand thecontext of the question. Consider how the sentencecontaining an underlined portion fits in with the surroundingsentences 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. Considerthe elements of writing that are included in each underlinedportion.

• Some questions will ask you to base your decision onsome specific element of writing, such as the tone oremphasis the text should convey.

• Some questions will ask you to choose the alternative tothe underlined portion that is NOT or LEASTacceptable.

The answer choices for each question will contain changesin one or more of those elements of writing.

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Be aware of questions with no underlined portions.You will be asked some questions about a section of thepassage or about the passage as a whole, in light of agiven rhetorical situation. Questions of this type are oftenidentified by a question number in a box located at theappropriate point in the passage. Questions about theentire passage are placed at the end of the passage andintroduced by a horizontal box enclosing the followinginstruction: “Questions ___ and ___ ask about thepreceding passage as a whole.”

Note the differences in the answer choices.Many of the questions in the test will involve more than oneaspect of writing. Examine each answer choice and how itdiffers from the others. Be careful not to select an answerthat corrects one error but causes a different error.

Determine the best answer.When a question asks you to choose the best alternative toan underlined portion, you can take two approaches.

1. Reread the sentence or sentences, substituting each ofthe possible answer choices for the underlined portion.

2. Decide how the underlined portion might best bephrased in standard written English or in terms of theparticular question posed.

o If the underlined portion is the best answer, select “NOCHANGE.”

o If not, check to see whether your phrasing is one ofthe other answer choices. If you do not find yourphrasing, choose the best of the answers presented.

For questions cued by a number in a box, decide whichchoice is most appropriate in terms of the question posedor the stated rhetorical situation.

Reread the sentence, using your selected answer.Once you have selected the answer you feel is best, rereadthe corresponding sentence(s) of the passage, insertingyour selected answer at the appropriate place in the text tomake sure it is the best answer within the context of thepassage.

Content Covered by the English TestThree reporting categories are addressed in the Englishtest covering six elements of effective writing: topicdevelopment; organization, unity, and cohesion; knowledgeof language; punctuation; usage; and sentence structureand formation. A brief description of the elements ofeffective writing and the approximate percentage of thetest devoted to each reporting category are given below.

Production of Writing (29–32%)The questions in this category require you to apply yourunderstanding of the purpose and focus of a piece ofwriting.

• Topic Development: Demonstrate an understanding of,and control over, the rhetorical aspects of texts. Identifythe purposes of parts of texts, determine whether a textor part of a text has met its intended goal, and evaluatethe relevance of material in terms of a text’s focus.

• Organization, Unity, and Cohesion: Use variousstrategies to ensure that a text is logically organized,flows smoothly, and has an effective introduction andconclusion.

Knowledge of Language (13–19%)Demonstrate effective language use through ensuringprecision and concision in word choice and maintainingconsistency in style and tone.

Conventions of Standard English (51–56%)The questions in this category require students to apply anunderstanding of the conventions of standard Englishgrammar, usage, and mechanics to revise and edit text.• Sentence Structure and Formation: Apply

understanding of sentence structure and formation in atext and to make revisions to improve the writing.

• Punctuation: Recognize common problems withstandard English punctuation and to make revisions toimprove the writing.

• Usage: Recognize common problems with standardEnglish usage in a text and to make revisions toimprove the writing.

Mathematics TestYou may use a calculator on the mathe matics test. See www.actstudent.org for details about prohibitedmodels and features.

Note: Talking calculators must be approved in advance byACT.

The mathematics test is a 60-question, 60-minute testdesigned to assess the mathematical skills students havetypically acquired in courses taken up to the beginning ofgrade 12.

The test presents multiple-choice questions that requireyou to use reasoning skills to solve practical problems inmathematics. Most questions are self-contained. Somequestions may belong to a set of several questions (e.g.,each about the same graph or chart).

The material covered on the test emphasizes the majorcontent areas that are prerequisites to successfulperformance in entry-level courses in college mathematics.Knowledge of basic formulas and computational skills areassumed as background for the problems, but recall ofcomplex formulas and extensive computation is notrequired.

Nine scores are reported for the mathematics test: a totaltest score based on all 60 questions and eight reportingcategory scores based on specific mathematicalknowledge and skills. The reporting categories are:Preparing for Higher Mathematics which includes separatescores for Number & Quantity, Algebra, Functions,Geometry, and Statistics & Probability; Integrating EssentialSkills, and Modeling.

Tips for Taking the Mathematics Test

Pace yourself.You have an average of 1 minute per question understandard time limits. If you are approved for extended time,check with your test coordinator to determine the timeauthorized for you on the mathematics test. Then, dividethe total number of minutes allowed by the number ofquestions to determine the estimated time you shouldspend on each question. If possible, spend less time oneach question and use the remaining time allowed for thistest to review your work and return to the questions on thistest that were most difficult for you.

If you use a calculator, use it wisely.All of the mathematics problems can be solved withoutusing a calculator. Many of the problems are best donewithout a calculator. Use good judgment in deciding when,and when not, to use a calculator. For example, for someproblems you may wish to do scratch work to clarify yourthoughts on the question before you begin using acalculator to do computations.

Use the raised line drawings effectively.If you are testing with braille or oral presentation (reader or DVDs), you may request a set of raised line drawings.The drawings are representations of graphics in the testbooklet that may help you answer certain questions on the mathematics and science tests. The graphics are notnecessarily to scale and are not always precise. If you are testing with braille, the raised line drawings are in thebraille test form. Your test coordinator may also have a keyfor some graphics he or she will read aloud. Your testcoordinator is not permitted to explain or describe thedrawings in any way.

Solve the problem.For working out the solutions to the problems, you may doscratch work in the space provided in the test booklet, oryour test coordinator will provide you with scratch paper.You may wish to glance over the answer choices afterreading the questions. However, working backwards fromall five answer choices provided can take a lot of time andmay not be effective.

Locate your solution among the answer choices.Once you have solved the problem, look for your answeramong the choices. If your answer is not included amongthe choices, carefully reread the problem to see whetheryou missed important information. Pay careful attention tothe question being asked. If an equation is to be selected,check to see whether the equation you think is best can betransformed into one of the answer choices provided.

Make sure you answer the question.The solutions to many questions in the test will involveseveral steps. Make sure your answer accounts for all ofthe necessary steps. Frequently, questions include answerchoices that are based on incomplete solutions.

Make sure your answer is reasonable.Sometimes an error in computation will result in an answerthat is not practically possible for the situation described.Always think about your answer to determine whether it isreasonable.

Check your work.You may arrive at an incorrect solution by making commonerrors in the problem-solving process. Thus, if there is timeremaining on this test, it is important that you check youranswers to make sure they are correct.

Content Covered by the Mathematics TestEight reporting categories are addressed in themathematics test. A brief description and the approximatepercentage of the test devoted to each reporting categoryare given in the following information.

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Preparing for Higher Math (57–60%)This category captures the more recent mathematics thatstudents are learning, starting when students begin usingalgebra as a general way of expressing and solvingequations. This category is divided into the following fivesubcategories.

• Number & Quantity (7–10%)Demonstrate knowledge of real and complex numbersystems. You will understand and reason with numericalquantities in many forms, including integer and rationalexponents, and vectors and matrices.

• Algebra (12–15%)Solve, graph, and model multiple types of expressions.You will employ many different kinds of equations,including but not limited to linear, polynomial, radical,and exponential relationships. You will find solutions tosystems of equations, even when represented bysimple matrices, and apply your knowledge toapplications.

• Functions (12–15%)The questions in this category test knowledge offunction definition, notation, representation, andapplication. Questions may include but are not limitedto linear, radical, piecewise, polynomial, and logarithmicfunctions. You will manipulate and translate functions,as well as find and apply important features of graphs.

• Geometry (12–15%)Define and apply knowledge of shapes and solids,such as congruence and similarity relationships orsurface area and volume measurements. Understandcomposition of objects, and solve for missing values intriangles, circles, and other figures, including usingtrigonometric ratios and equations of conic sections.

• Statistics & Probability (8–12%)Describe center and spread of distributions, apply andanalyze data collection methods, understand andmodel relationships in bivariate data, and calculateprobabilities, including the related sample spaces.

Integrating Essential Skills (40–43%)These questions address concepts typically learned before8th grade, such as rates and percentages; proportionalrelationships; area, surface area, and volume; average andmedian; and expressing numbers in different ways. You willsolve problems of increasing complexity, combine skills inlonger chains of steps, apply skills in more varied contexts,understand more connections, and become more fluent.

Modeling (>25%)This category represents all questions that involveproducing, interpreting, understanding, evaluating, andimproving models. Each question is also counted in otherappropriate reporting categories above. This category isan overall measure of how well you use modeling skillsacross mathematical topics.

Reading TestThe reading test is a 40-question, 35-minute test thatmeasures your reading comprehension.

The test questions ask you to derive meaning from severaltexts by (1) referring to what is explicitly stated and (2)reasoning to determine implicit meanings.

Specifically, questions will ask you to use referring andreasoning skills to determine main ideas; locate andinterpret significant details; understand sequences ofevents; make comparisons; comprehend cause-effectrelationships; determine the meaning of context-dependentwords, phrases, and statements; draw generalizations; andanalyze the author’s or narrator’s voice and method.

The test comprises four sections, three of which containone long prose passage and one which contains twoshorter prose passages. The passages are representativeof the levels and kinds of text commonly encountered infirst-year college curricula.

Each passage is preceded by a heading that identifieswhat type of passage it is (e.g., “Literary Narrative”),names the author, and may include a brief note that helpsin understanding the passage. Each section contains a setof multiple-choice test questions. These questions do nottest the rote recall of facts from outside the passage,isolated vocabulary items, or rules of formal logic. Insections that contain two short passages, some of thequestions involve both of the passages in the section.

Four scores are reported for the reading test: a total testscore based on all 40 questions and three reportingcategory scores based on specific knowledge and skills.The reporting categories are Key Ideas and Details, Craftand Structure, and Integration of Knowledge and Ideas.

Tips for Taking the Reading Test

Pace yourself.If you spend 2 to 3 minutes reading the passage(s) in eachsection, then you will have about 35 seconds to answereach question under standard time limits. If you areapproved for extended time, check with your testcoordinator to determine the time authorized for you on thereading test. Determine the length of time you estimate it willtake to read the passages and then divide the remainingtime by the number of questions to determine the estimatedtime you should spend on each question. If possible, spendless time on the passages and the questions and use theremaining time allowed for this test to review your work andreturn to the questions on this test that were most difficult foryou.

Read each passage carefully.Before you begin answering a question, read the entirepassage (or two short passages) carefully. Be conscious ofrelationships between or among ideas. You may makenotes in the test booklet about important ideas in thepassages.

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Refer to the passages when answering the questions.Answers to some of the questions will be found by referringto what is explicitly stated in the text. Other questions willrequire you to determine implicit meanings and to drawconclusions, comparisons, and generalizations. Considerthe text before you answer any question.

Content Covered by the Reading TestThe reading test assesses skills in three reportingcategories: Key Ideas and Details, Craft and Structure, andIntegration of Knowledge and Ideas. A brief descriptionand the approximate percentage of the test devoted toeach reporting category are given below.

Key Ideas and Details (55–60%)Read texts closely to determine central ideas and themes.Summarize information and ideas accurately. Read closelyto understand relationships and draw logical inferencesand conclusions including understanding sequential,comparative, and cause-effect relationships.

Craft and Structure (25–30%)Determine word and phrase meanings, analyze an author’sword choice rhetorically, analyze text structure, understandauthorial purpose and perspective, and analyzecharacters’ points of view. You will interpret authorialdecisions rhetorically and differentiate between variousperspectives and sources of information.

Integration of Knowledge and Ideas (13–18%)Understand authors’ claims, differentiate between factsand opinions, and use evidence to make connectionsbetween different texts that are related by topic. Somequestions will require you to analyze how authors constructarguments, evaluating reasoning and evidence fromvarious sources.

Science TestThe science test is a 40-question, 35-minute test thatmeasures the interpretation, analysis, evaluation,reasoning, and problem-solving skills required in the natural sciences.

The test presents several sets of scientific information,each followed by a number of multiple-choice test questions. The scientific information is conveyed in one ofthree different formats: data representation (graphs, tables,and other schematic forms), research summaries(descriptions of several related experiments), or conflictingviewpoints (expressions of several related hypotheses orviews that are inconsistent with one another). Thequestions require you to recognize and understand thebasic features of, and concepts related to, the providedinformation; to examine critically the relationship betweenthe information provided and the conclusions drawn orhypotheses developed; and to generalize from giveninformation to gain new information, draw conclusions, ormake predictions. Some of the questions require that thestudents have discipline-specific content knowledge (e.g.,knowledge specific to an introductory high school biologycourse), but science content is always assessed in concertwith science skills and practices.

Note: You are not permitted to use a calculator on thescience test.

Four scores are reported for the science test: a total testscore based on all 40 questions and three reportingcategory scores based on scientific knowledge, skills, andpractices. The reporting categories are Interpretation ofData, Scientific Investigation, and Evaluation of Models,Inferences, and Experimental Results.

Tips for Taking the Science Test

Pace yourself.If you spend about 2 minutes reading each passage, thenyou will have about 30 seconds to answer each questionunder standard time limits. If you are approved forextended time, check with your test coordinator todetermine the time authorized for you on the science test.Subtract the number of minutes you estimate it will take toread each passage, then divide the remaining time by thenumber of questions to determine the estimated time youshould spend on each question. If possible, spend less time on the passages and thequestions and use the remaining time allowed for this testto review your work and return to the questions on this testthat were most difficult for you.

Read the passage carefully.Before you begin answering a question, read thescientific material provided. It is important that you readthe entire text and examine any tables, graphs, or figures.You may want to make notes about important ideas in theinformation provided in the test booklet (or on scratch paper,if provided). Some of the information sets will describeexperiments. You should consider the experimental design,including the controls and variables, because questions arelikely to address this component of scientific research.

Use the raised line drawings effectively.If you are testing with braille or oral presentation (reader or DVDs), you may request a set of raised line drawings.The drawings are representations of graphics in the testbooklet that may help you answer certain questions on themathematics and science tests. The graphics are notnecessarily to scale and are not always precise. If you aretesting with braille, the raised line drawings are in thebraille test form. Your test coordinator may also have a keyfor some graphics he or she will read aloud. Your testcoordinator is not permitted to explain or describe thedrawings in any way.

Note different viewpoints in passages.Some material will present conflicting points of view, andthe questions will ask you to distinguish among the variousviewpoints. It may be helpful for you to make notessummarizing each viewpoint next to that section in the testbooklet (or on scratch paper, if provided).

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Content Covered by the Science TestThe content of the science test includes biology, chemistry,Earth/space sciences (for example, geology, astronomy, andmeteorology), and physics. Advanced knowledge in theseareas is not required, but background knowledge acquiredin general, introductory science courses may be needed tocorrectly answer some of the questions.

The science test stresses science skills and practices overrecall of scientific content, complex mathematics skills, andreading ability.

A brief description and the approximate percentage of thetest devoted to each reporting category is given below.

Interpretation of Data (45–55%)Manipulate and analyze scientific data presented in tables,graphs, and diagrams (e.g., recognize trends in data,translate tabular data into graphs, interpolate andextrapolate, and reason mathematically).

Scientific Investigation (20–30%)Understand experimental tools, procedures, and design(e.g., identify variables and controls) and compare, extend,and modify experiments (e.g., predict the results ofadditional trials).

Evaluation of Models, Inferences, and ExperimentalResults (25–35%)Judge the validity of scientific information and formulateconclusions and predictions based on that information(e.g., determine which explanation for a scientificphenomenon is supported by new findings).

Passage Formats on the Science TestThe scientific information is conveyed in one of threedifferent formats.

• Data Representation (30–40%): This format presentsgraphic and tabular material similar to that found inscience journals and texts. The questions associated withthis format measure skills such as graph reading,interpretation of scatterplots, and interpretation ofinformation presented in tables.

• Research Summaries (45–55%): This format providesdescriptions of one or more related experiments. Thequestions focus upon the design of experiments and theinterpretation of experimental results.

• Conflicting Viewpoints (15–20%): This format presentsexpressions of several hypotheses or views that, beingbased on differing premises or on incomplete data, areinconsistent with one another. The questions focus uponthe understanding, analysis, and comparison of alternativeviewpoints or hypotheses.

Writing Test (Optional)If you register for the ACT with writing, you will take thewriting test after the four multiple-choice tests. Taking thewriting test will not affect your scores on the multiple-choicetests or your Composite score.

The writing test is a 40-minute essay test that measuresyour writing skills—specifically, those writing skills taught inhigh school English classes and in entry-level college composition courses.

The test describes an issue and provides three differentperspectives on the issue. You are asked to (1) analyze andevaluate the perspectives given, (2) state and develop yourown perspective on the issue, and (3) explain therelationship between your perspective and those given.

Note: Your score will not be affected by the perspectiveyou take on the issue.

You will receive a total of five scores for this test: a singlesubject-level writing score reported on a scale of 2–12, andfour domain scores based on an analytic scoring rubric.The four domain scores are: Ideas and Analysis,Development and Support, Organization, and LanguageUse and Conventions.

Note: The subject score is the rounded average of the fourdomain scores.

Tips for Taking the Writing Test

Pace yourself.Under standard time limits, you have 40 minutes tocomplete the writing test. If you are approved for extendedtime, check with your test coordinator to determine the timeauthorized for you on the writing test. If you have beenapproved to dictate your essay to a scribe, ask your testcoordinator about the procedures for dictating your essay,reviewing your work, and making corrections. If you areapproved to use a computer, computer voice-activatedsoftware, or brailler for the essay, ask your test coordinatorfor instructions and the time allowed.

Budget your time based on your experience in takingessay tests in school and in other circumstances whenyou’ve done writing within a time limit. It is unlikely that youwill have time to draft, revise, and recopy your essay.

Plan.Before writing, carefully read and consider all promptmaterial. Be sure you understand the issue, the differentperspectives on the issue, and your essay task.

The prewriting questions included with the prompt will helpyou analyze the different perspectives and develop yourown. Use these questions to think critically about theprompt and generate an effective response. How wouldyou best organize and support your ideas in a writtenargument? Use the prewriting space in your test booklet tostructure or outline your response.

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If you are using a scribe, he or she may write down yournotes or outlines, but you must clearly indicate what is andis not part of your final essay. You can refer back to thesenotes (or have them read to you) as you write the essay ordictate it to the scribe.

Write.Establish the focus of your essay by making clear yourargument and its main ideas.

• Explain and illustrate your ideas with sound reasoningand meaningful examples.

• Discuss the significance of your ideas: what are theimplications of what you have to say, and why is yourargument important to consider?

As you write, ask yourself if your logic is clear, if you havesupported your claims, and if you have chosen precisewords to communicate your ideas.

Note: Be sure to write (or print) legibly.

Review your essay.Take a few minutes before time is called to read over youressay (or have it read to you) and correct any mistakes.

• If you find words that are hard to read, recopy them.Make corrections and revisions neatly, between thelines.

• If you have been approved for a scribe, you areresponsible for dictating all corrections to the scribeand making sure they are made as requested. Thescribe will only make corrections dictated by you. Thescribe will read aloud what you dictated at your request.

Your readers take into account that you had a fixed amountof time to write your essay. Try to make your essay aspolished as you can.

Practice.There are many ways to prepare for the writing test. Readnewspapers and magazines, listen to news analyses ontelevision or radio, or participate in discussions anddebates.

One of the best ways to prepare for the writing test is topractice writing with different purposes for differentaudiences. The writing you do in your classes will help you,as will writing essays, stories, editorials, a personal journal,or other writing you do on your own.

It is also a good idea to practice writing within a time limit.Taking the practice writing test will give you a sense of howmuch additional practice you may need.

You might want to take the practice writing test even if youdo not plan to take the ACT with writing. This will help buildskills that are important in college-level learning and in theworld of work.

Check with your test coordinator for the time allowed andresponse mode approved for you on the writing test, andthen conduct your practice session using that time limitand response mode.

If you plan to take the ACT with writing and test with braille,a practice braille writing test booklet is available.

Writing Skills Measured by the Writing Test Students who take the writing test receive a subject-levelwriting score as well as four domain scores. The domainscores are based on the analytic rubric used to score theessays, whereas the overall score is calculated from thefour domain scores. The four domain scores correspond tothe following dimensions of writing competency:

Ideas and AnalysisScores in this domain reflect the ability to generateproductive ideas and engage critically with multipleperspectives on the given issue. Competent writersunderstand the issue they are invited to address, thepurpose for writing, and the audience. They generate ideasthat are relevant to the situation.

Development and SupportScores in this domain reflect the ability to discuss ideas,offer rationale, and bolster an argument. Competent writersexplain and explore their ideas, discuss implications, andillustrate through examples. They help the readerunderstand their thinking about the issue.

OrganizationScores in this domain reflect the ability to organize ideaswith clarity and purpose. Organizational choices areintegral to effective writing. Competent writers arrange theiressay in a way that clearly shows the relationship betweenideas, and they guide the reader through their discussion.

Language Use and ConventionsScores in this domain reflect the ability to use writtenlanguage to convey arguments with clarity. Competentwriters make use of the conventions of grammar, syntax,word usage, and mechanics. They are also aware of theiraudience and adjust the style and tone of their writing tocommunicate effectively.

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3What to Expect on Test Day

Complete pages 1, 2, and 4 of your answer document,following the instructions in Taking the ACT, before test day. Bring the answer document with you on testday.

Reporting TimeReport for testing at the time and test site scheduled byyour test coordinator. If you are late, you will not be admitted to test.

Identification RequiredBe prepared to present a valid official photo ID. If you donot have one, be prepared to present the ACT StudentIdentification Form available at www.actstudent.org.

In the Test Room• Your test coordinator will direct you to a seat. If you

need a left-handed desk, tell your test coordinator asyou enter.

• Do not leave the test room after you have beenadmitted.

• Only pencils, erasers, a permitted calculator, andtesting aids or food and drink approved in advance byACT will be allowed on your desk.

• Books, dictionaries, notes or other aids, colored pensor pencils, correction fluid, reading material, or anyelectronic devices other than a permitted calculator (orDVD player if using DVDs) are prohibited.

• If you are allowed to use scratch paper, your testcoordinator will provide it to you.

• You will be required to put all other personal belongingsaway.

• You may not use tobacco in any form in the test room. • You must abide by the rules of the test site.• Listen carefully to all directions read by your test

coordinator.• It is important that you follow all directions carefully.

Taking the TestsIf you finish before time is called, review your work on thattest. Do not return to a previous test and do not workahead. If you are satisfied with your responses, place youranswer document inside your test booklet and close thecover. If you are testing with a group, sit quietly until yourtest coordinator gives you additional instructions. If you aretesting individually, notify your test coordinator you areready to begin the next test.

If you are taking all the tests in one session, you may havea short break after the first two tests. If you are taking theACT with writing, you may have time after Test 4 to relaxand sharpen your pencils. Depending on your authorizedtiming guidelines, you may be approved for additional or stop-the-clock breaks. Check with your test coordinator. Donot leave the building during a break because somebuildings have automatic locking doors and you may belocked out. If you leave the room during testing, you will notbe allowed to make up lost time.

At the conclusion of testing, you will be asked to read andsign a statement certifying truthful identification of yourself.You will be required to sit quietly until you are dismissed.After all answer documents and test booklets have beencollected and counted, your test coordinator will dismissyou.

Prohibited Behavior at the TestCenterA complete list of the prohibited behaviors is lin the Termsand Conditions located at www.act.org/the-act/terms.Please be reminded of the following:

• You may not fill in or alter a response, or continuewriting, after time has been called on that test section.This includes fixing stray marks. You may not look atany section of the test booklet outside of thedesignated time for that test section.

• You may not give or receive assistance by any means.This includes looking at another person’s test booklet oranswer document.

• You are not allowed to use highlight pens, colored pensor pencils, notes, dictionaries, scratch paper, or otheraids.

• You may not allow an alarm to sound in the test room orcreate any other disturbance.

• The test is confidential and remains so even after theexam is complete. You may not remove any materialsfrom the test room. You may not discuss or share testcontent, test form identification numbers, or answersduring test administration, during breaks, after the test,or on social media.

• You may not access an electronic device such as cellphones, smart watches, and fitness bands, at any timeduring testing or during break. All devices must bepowered off and placed out of sight from the time youarrive at the test center until you are dismissed.

• Eating, drinking, and the use of tobacco or readingmaterials are not permitted in the test room.

• Finally, your test center may also have additionalprocedures with which you must comply.

If you are observed or suspected of engaging in prohibitedbehavior, you will be dismissed and your answer documentwill not be scored.

Voiding Your AnswerDocument on Test DayIf you have to leave the test center before completing all ofyour tests, you must decide whether or not you want youranswer document scored and inform your test coordinatorof your decision. If you do not, your answer document willbe scored.

Once you break the seal on your multiple-choice testbooklet, you cannot request a Test Date Change. If you donot complete all your tests and want to test again, you willhave to pay the full fee for your test option again. If youwant to retest, register for a new testing window throughyour account on www.actstudent.org and submit it to ACTwith the full test fee for your test option.

4 Taking the Practice TestsTake the practice tests under conditions as similar aspossible to those you will experience on test day. Thefollowing tips will help you:• If you test with standard time limits, the four multiple-

choice tests require 2 hours and 55 minutes (the writingtest will require an additional 40 minutes). If you areapproved for extended time, check with your testcoordinator to determine how much time ACT hasauthorized for you on each test. Try to take each testwithout interruption.

• You will need only sharpened No. 2 pencils and gooderasers. Remove all other items from your desk.Note: Only writing instruments and testing aidsapproved in advance by ACT will be allowed on testday.

• If you plan to use a permitted calculator on themathematics test, use the same one as you will on testday.

• Use a digital timer or a clock to time yourself on eachpractice test. o If you are testing with standard time limits, set

your timer for 5 minutes less than the time allowedfor each test so you can get used to theannouncement of 5 minutes remaining.

o If you are testing with extended time, set yourtimer for 5 minutes less than the time allowed foreach test depending on the timing guidelinesauthorized for you by ACT.

• If you have been approved to pace yourself througheach test, set your timer for hourly reminders of thetime remaining and for 5 minutes less than the totaltime allowed. o If you are taking the ACT (no writing), you will be

allowed up to 5 hours total to work on the multiple-choice tests at your own pace, including breaksbetween tests.

o If you are taking the ACT with writing, you will beallowed an additional hour to complete yourwriting test.

You may take a break between each test, but do notstop timing—breaks are included in your total testingtime.

• Use only the time authorized for you on each test.• Detach and use the sample answer document on

the back of this booklet (if you will be marking yourresponses in your answer document yourself).

• Read the test directions on the first page of eachmultiple-choice test. These are the same directions thatwill appear on your test booklet on test day.

• Start your timer and begin with Test 1. Score yourmultiple-choice tests using the information starting onpage 17.

• If you plan to take the ACT with writing, read thedirections on the first page of the practice ACT writingtest (page 14). These are the same directions that willappear on your test booklet on test day. Start your timer,then read the prompt on page 15. After you understandwhat the prompt is asking you to do, plan your essayand then write it on lined paper. (On test day, youranswer document will have lined pages for you to writeyour essay.) Score your essay using the information onpages 22–23.

• Take only the breaks authorized for you. If you havebeen authorized for stop-the-clock breaks, stop timingeach time you take a break.

• If you are approved to mark responses in the testbooklet, do so during your practice session as well(use scratch paper if there is not enough room).

• If approved for an alternate response mode for themultiple-choice tests and/or writing test, conduct yourpractice session using that response mode.

• If approved for a reader or scribe, or to have yourresponses transferred to the answer document, or touse DVDs, ask your counselor or your parent/guardianto assist with your practice session.

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14

Practice Writing Test

Directions

This is a test of your writing skills. You will have forty (40) minutes to read the prompt, plan your response, and write an essay in English. Before you begin working, read all material in this test booklet carefully to understand exactly what you are being asked to do.

You will write your essay on the lined pages in the answer document provided. Your writing on those pages will be scored. You may use the unlined pages in this test booklet to plan your essay. Your work on these pages will not be scored.

Your essay will be evaluated based on the evidence it provides of your ability to:

• clearly state your own perspective on a complex issue and analyze the relationship between your perspective and at least one other perspective

• develop and support your ideas with reasoning and examples • organize your ideas clearly and logically• communicate your ideas effectively in standard written English

Lay your pencil down immediately when time is called.

DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO.

WRITING TEST BOOKLET

©2015 by ACT, Inc. All rights reserved.NOTE: This test material is the con�dential copyrighted property of ACT, Inc., and may not be copied, reproduced, sold, or otherwise transferred without the prior express written permission of ACT, Inc. Violators of ACT’s copyrights are subject to civil and criminal penalties.

PO Box 168Iowa City, IA 52243-0168

Your Signature: __________________________________________________________________ (Do not print.)

Print Your Name Here: ____________________________________________________________

Your Date of Birth:

– –

Month Day Year

Form 15AA51

You must take the multiple-choice tests before you take the writing test.

15Form 15AA51

Public Health and Individual FreedomMost people want to be healthy, and most people want as much freedom as possible to do the things they want. Unfortunately, these two desires sometimes conflict. For example, smoking is prohibited from most public places, which restricts the freedom of some individuals for the sake of the health of others. Likewise, car emissions are regulated in many areas in order to reduce pollution and its health risks to others, which in turn restricts some people’s freedom to drive the vehicles they want. In a society that values both health and freedom, how do we best balance the two? How should we think about conflicts between public health and individual freedom?

Read and carefully consider these perspectives. Each suggests a particular way of thinking about the conflict between public health and individual freedom.

Perspective One Perspective Two Perspective Three

Our society should strive to achieve the greatest good for the greatest number of people. When the freedom of the individual interferes with that principle, freedom must be restricted.

Nothing in society is more valuable than freedom. Perhaps physical health is sometimes improved by restricting freedom, but the cost to the health of our free society is far too great to justify it.

The right to avoid health risks is a freedom, too. When we allow individual behavior to endanger others, we’ve damaged both freedom and health.

Essay TaskWrite a unified, coherent essay about the conflict between public health and individual freedom. In your essay, be sure to:

• clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective

• develop and support your ideas with reasoning and examples• organize your ideas clearly and logically• communicate your ideas effectively in standard written English

Your perspective may be in full agreement with any of those given, in partial agreement, or completely different.

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16

Planning Your EssayYour work on these prewriting pages will not be scored.

Use the space below and on the back cover to generate ideas and plan your essay. You may wish to consider the following as you think critically about the task:

Strengths and weaknesses of the three given perspectives • What insights do they offer, and what do they fail to consider?• Why might they be persuasive to others, or why might they fail to persuade?

Your own knowledge, experience, and values • What is your perspective on this issue, and what are its strengths and weaknesses?• How will you support your perspective in your essay?

Note

• For your practice essay, you will need scratch paper to plan your essay and four lined sheetsof paper for your response.

• On test day, you will receive a test booklet with space to plan your essay and four linedpages on which to write your response.

• Read pages – for information and instructions on scoring your practice writing test.

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5 Scoring Your Practice Tests

How to Score the Multiple-Choice TestsFollow the instructions below and on the following pages toscore your practice multiple-choice tests and to reviewyour performance.

Raw ScoresThe number of questions you answered correctly on eachtest and in each subscore area is your raw score. Becausethere are many forms of the ACT, each with differentquestions, some forms will be slightly easier (and someslightly harder) than others. A raw score of 67 on one formof the English Test, for example, may be about as difficultto earn as a raw score of 70 on another form of that test.

To compute your raw scores, check your answers with thescoring keys on pages 18–20. Count the number of correctanswers for each of the four tests and seventeen reportingcategories and enter the number in the blanks provided onthose pages. These numbers are your raw scores on thetests and reporting categories.

Scale ScoresTo adjust for the small differences that occur amongdifferent forms of the ACT, the raw scores for tests areconverted into scale scores. Scale scores are reported onthe reports sent to you and your college and scholarshipchoices.

When your raw scores are converted into scale scores, itbecomes possible to compare your scores with those ofexaminees who took different test forms. For example, ascale score of 26 on the English test has the samemeaning regardless of the form of the ACT on which it isbased.

To determine the scale scores corresponding to your rawscores on the practice test, use Table 1, explainingprocedures used to obtain scale scores from raw scores onpage 21. This table shows the raw-to-scale scoreconversions for each test.

Because each form of the ACT is unique, each form hasdifferent conversion tables. Consequently, this tableprovides only approximations of the raw-to-scale scoreconversions that would apply if a different form of the ACTwere taken. Therefore, the scale scores obtained from thepractice tests don't match precisely the scale scoresreceived from an actual administration of the ACT.

Computing the Composite ScoreThe Composite score is the average of the four scalescores in English, mathematics, reading, and science. If you left any of these tests blank, do not calculate aComposite score. If you take the ACT with writing, yourwriting results do not affect your Composite score.

Comparing Your ScoresInformation about comparing your scores on the practicemultiple-choice tests with the scores of recent high schoolgraduates who took the ACT can be found atwww.actstudent.org.

Your scores and percent at or below are only estimates ofthe scores that you will receive during an actualadministration of the ACT. Test scores are only oneindicator of your level of learning. Consider your scores inconnection with your grades, your performance in outsideactivities, and your career interests.

College and Career Readiness StandardsThe ACT College and Career Readiness Standardsdescribe the types of skills, strategies, and understandingsyou will need to make a successful transition from highschool to college. For English, mathematics, reading, andscience, standards are pro vided for six score ranges thatreflect the progression and complexity of the skills in eachof the academic areas measured by the ACT tests. Forwriting, standards are provided for five score ranges.The ACT College and Career Readiness Standards andbenchmark scores for each test can be found atwww.act.org.

Reviewing Your Performance on the Practice Multiple-Choice TestsConsider the following as you review your scores.

• Did you run out of time? Reread the information in thisbooklet on pacing yourself. You may need to adjust theway you use your time in responding to the questions.

• Did you spend too much time trying to understand thedirections for the tests? The directions for the practicetests are the same directions that will appear in yourtest booklet on test day. Make sure you understandthem before test day.

• Review the questions that you missed. Did you select a response that was an incomplete answer or that didnot directly respond to the question being asked? Try tofigure out what you overlooked in answering thequestions.

• Did a particular type of question confuse you? Did thequestions you missed come from a particular reportingcategory? In reviewing your responses, check to seewhether a particular type of question or a particularreporting category was more difficult for you or tookmore of your time.

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Scoring Keys for the ACT Practice TestsUse the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in theblank for each question you answered correctly. Add up the numbers in each reporting category and enter the totalnumber correct for each reporting category in the blanks provided. Also enter the total number correct for each testin the blanks provided. The total number correct for each test is the sum of the number correct in each reportingcategory.

Test 1: English—Scoring Key 1572CPRE

Number Correct (Raw Score) for:

Production of Writing (POW) _______(24)

Knowledge of Language (KLA) _______(11)

Conventions of Standard English (CSE) _______(40)

Total Number Correct for English Test _______(POW + KLA + CSE) (75)

Key

Reporting Category*

POW KLA CSE

1. A ___2. J ___3. D ___4. H ___5. B ___6. J ___7. B ___8. J ___9. C ___10. J ___11. B ___12. G ___13. A ___14. H ___15. D ___16. H ___17. B ___18. J ___19. C ___20. H ___21. A ___22. F ___23. B ___24. H ___25. C ___26. F ___27. D ___28. G ___29. A ___30. F ___31. B ___32. H ___33. B ___34. H ___35. A ___36. F ___37. A ___38. F ___

Key

Reporting Category*

POW KLA CSE

39. C ___40. J ___41. C ___42. G ___43. D ___44. J ___45. C ___46. J ___47. D ___48. H ___49. B ___50. F ___51. D ___52. J ___53. A ___54. F ___55. B ___56. G ___57. C ___58. F ___59. D ___60. G ___61. C ___62. G ___63. D ___64. F ___65. C ___66. H ___67. D ___68. G ___69. D ___70. J ___71. A ___72. F ___73. B ___74. H ___75. D ___

*Reporting CategoriesPOW = Production of WritingKLA = Knowledge of LanguageCSE = Conventions of Standard English

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Number Correct (Raw Score) for:

Preparing for Higher Math (PHM) _______(N + A + F + G + S) (35)

Integrating Essential Skills (IES) _______(25)

Total Number Correct for Mathematics Test _______(PHM + IES) (60)

Modeling (MDL) _______(Not included in total number correct for (22)mathematics test raw score)

*Reporting CategoriesPHM = Preparing for Higher MathN = Number & QuantityA = AlgebraF = FunctionsG = GeometryS = Statistics & Probability

IES = Integrating Essential SkillsMDL = Modeling

Test 2: Mathematics—Scoring Key 1572CPRE

Key

Reporting Category*

PHM

IES MDLN A F G S

1. D ___2. H ___3. E ___4. F ___5. E ___6. H ___ ___7. E ___ ___8. H ___9. A ___ ___10. K ___11. C ___ ___12. K ___13. B ___14. H ___ ___15. B ___ ___16. H ___ ___17. D ___18. F ___19. D ___20. F ___ ___21. B ___ ___22. H ___23. A ___24. H ___ ___25. B ___26. G ___ ___27. E ___28. H ___ ___29. C ___30. G ___ ___

Key

Reporting Category*

PHM

IES MDLN A F G S

31. D ___32. K ___33. B ___34. H ___35. D ___36. J ___37. A ___38. F ___39. B ___40. F ___41. E ___42. K ___ ___43. D ___ ___44. G ___45. D ___46. J ___ ___47. B ___48. G ___49. A ___50. F ___ ___51. E ___52. H ___53. B ___54. K ___ ___55. E ___ ___56. K ___57. A ___ ___58. K ___ ___59. E ___ ___60. J ___5

Combine the totals of these columns and put in the blank for PHM in the box below.

5

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Test 3: Reading—Scoring Key 1572CPRE

Number Correct (Raw Score) for:

Key Ideas & Details (KID) _______(23)

Craft & Structure (CS) _______(14)

Integration of Knowledge & Ideas (IKI) _______(3)

Total Number Correct for Reading Test _______(KID + CS + IKI) (40)

Test 4: Science—Scoring Key 1572CPRE

Number Correct (Raw Score) for:

Interpretation of Data (IOD) _______(16)

ScientiRc Investigation (SIN) _______(11)

Evaluation of Models, Inferences & Experimental Results (EMI) _______

(13)Total Number Correct for Science Test _______(IOD + SIN + EMI) (40)

Key

Reporting Category*

IOD SIN EMI

1. C ___2. G ___3. D ___4. G ___5. C ___6. F ___7. A ___8. F ___9. D ___10. J ___11. C ___12. F ___13. B ___14. F ___15. C ___16. F ___17. B ___18. H ___19. B ___20. J ___

Key

Reporting Category*

IOD SIN EMI

21. D ___22. F ___23. B ___24. J ___25. B ___26. H ___27. A ___28. J ___29. C ___30. F ___31. B ___32. G ___33. D ___34. J ___35. A ___36. H ___37. B ___38. F ___39. D ___40. J ___

*Reporting CategoriesIOD = Interpretation of DataSIN = ScientiRc InvestigationEMI = Evaluation of Models,

Inferences & Experimental Results

Key

Reporting Category*

KID CS IKI

1. A ___2. J ___3. C ___4. H ___5. B ___6. J ___7. A ___8. H ___9. B ___10. J ___11. A ___12. J ___13. C ___14. J ___15. B ___16. H ___17. B ___18. F ___19. D ___20. F ___

Key

Reporting Category*

KID CS IKI

21. A ___22. G ___23. D ___24. J ___25. C ___26. G ___27. C ___28. J ___29. C ___30. G ___31. A ___32. G ___33. A ___34. J ___35. D ___36. H ___37. B ___38. J ___39. A ___40. H ___

*Reporting CategoriesKID = Key Ideas & DetailsCS = Craft & StructureIKI = Integration of Knowledge & Ideas

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TABLE 1Explanation of Procedures Used to Obtain Scale Scores from Raw Scores

On each of the four multiple-choice tests on which youmarked any responses, the total number of correctresponses yields a raw score. Use the table below to convertyour raw scores to scale scores. For each test, locate andcircle your raw score or the range of raw scores that includesit in the table below. Then, read across to either outsidecolumn of the table and circle the scale score thatcorresponds to that raw score. As you determine your scalescores, enter them in the blanks provided on the right. Thehighest possible scale score for each test is 36. The lowestpossible scale score for any test on which you marked anyresponses is 1.

Next, compute the Composite score by averaging the fourscale scores. To do this, add your four scale scores anddivide the sum by 4. If the resulting number ends in afraction, round it to the nearest whole number. (Round downany fraction less than one-half; round up any fraction that isone-half or more.) Enter this number in the blank. This is yourComposite score. The highest possible Composite score is36. The lowest possible Composite score is 1.

ACT Test 1572CPRE Your Scale Score

English ________

Mathematics ________

Reading ________

Science ________

Sum of scores ________

Composite score (sum ÷ 4) ________

NOTE: If you left a test completely blank and marked noitems, do not list a scale score for that test. If any test wascompletely blank, do not calculate a Composite score.To calculate your writing score, use the rubric on pages – .

1572CPRE

ScaleScore

Raw Scores

ScaleScore

Test 1English

Test 2Mathematics

Test 3Reading

Test 4Science

363534333231302928272625242322212019181716151413121110987654321

7572-74

7170

68-69676665

63-6462

60-6158-5956-5753-5551-5248-5045-4743-4441-4239-4036-3832-3529-3127-2825-2623-2420-2218-1915-1712-1410-118-96-74-52-30-1

6058-59

5755-56

5452-5350-5148-4945-4743-4440-4238-3936-3734-3532-3330-31

2927-2824-2621-2317-2013-1611-1208-10

75-64—3—2—1——0

40393837

35-363433323130292827

25-2624

22-2321

19-201817

15-1614

12-1311

09-108

6-7—543—2—10

40393837—3635343332

30-3128-2926-2724-2522-23

2119-2017-18

1614-15

13121110987

5-6—432—1—0

363534333231302928272625242322212019181716151413121110987654321

22

How to Score the Writing TestIt is difficult to be objective about one’s own work. However, it is to your advantage to read your own writing critically, asdoing so can help you grow as a writer and as a reader. It mayalso be helpful for you to give your practice essay to anotherreader, such as a classmate, parent, or teacher. To rate youressay, you and your reader(s) should review the guidelinesand sample essays at www.actstudent.org and then use thescoring rubric below to assign your practice essay a score of 1 (low) through 6 (high) in each of the four writing domains(Ideas and Analysis, Development and Support, Organization,Language Use).

Scoring Rubric (below)The rubric presents the standards by which your essay will beevaluated. Readers will use this rubric to assign your essayfour unique scores, one per writing domain. To score youressay, determine which scorepoint, in each domain, bestdescribes the features of your writing. Because each domainreceives its own score, the four scores you assign need not beidentical. For example, you may find that your essay exhibitsstronger skill in organization than in the development of ideas.In this case, you may determine that your essay shouldreceive a higher score in Organization than in Developmentand Support.

The ACT Writing Test Scoring RubricIdeas and Analysis Development and Support Organization Language Use

Score 6:

Responses atthis scorepointdemonstrateeffective skill in writing anargumentativeessay.

The writer generates anargument that criticallyengages with multipleperspectives on the givenissue. The argument’sthesis reflects nuance andprecision in thought andpurpose. The argumentestablishes and employs aninsightful context foranalysis of the issue and itsperspectives. The analysisexamines implications,complexities and tensions,and/or underlying valuesand assumptions.

Development of ideas andsupport for claims deepeninsight and broadencontext. An integrated lineof skillful reasoning andillustration effectivelyconveys the significance ofthe argument. Qualificationsand complications enrichand bolster ideas andanalysis.

The response exhibits askillful organizationalstrategy. The response isunified by a controlling ideaor purpose, and a logicalprogression of ideasincreases the effectivenessof the writer’s argument.Transitions between andwithin paragraphsstrengthen the relationshipsamong ideas.

The use of languageenhances the argument.Word choice is skillful andprecise. Sentencestructures are consistentlyvaried and clear. Stylisticand register choices,including voice and tone,are strategic and effective.While a few minor errors ingrammar, usage, andmechanics may be present,they do not impedeunderstanding.

Score 5:

Responses atthis scorepointdemonstratewell-developedskill in writing anargumentativeessay.

The writer generates anargument that productivelyengages with multipleperspectives on the givenissue. The argument’sthesis reflects precision inthought and purpose. Theargument establishes andemploys a thoughtfulcontext for analysis of theissue and its perspectives.The analysis addressesimplications, complexitiesand tensions, and/orunderlying values andassumptions.

Development of ideas andsupport for claims deepenunderstanding. A mostlyintegrated line of purposefulreasoning and illustrationcapably conveys thesignificance of theargument. Qualificationsand complications enrichideas and analysis.

The response exhibits aproductive organizationalstrategy. The response ismostly unified by acontrolling idea or purpose,and a logical sequencing ofideas contributes to theeffectiveness of theargument. Transitionsbetween and withinparagraphs consistentlyclarify the relationshipsamong ideas.

The use of language worksin service of the argument.Word choice is precise.Sentence structures areclear and varied often.Stylistic and registerchoices, including voiceand tone, are purposefuland productive. While minorerrors in grammar, usage,and mechanics may bepresent, they do not impedeunderstanding.

Score 4:

Responses atthis scorepointdemonstrateadequate skillin writing anargumentativeessay.

The writer generates anargument that engages withmultiple perspectives on thegiven issue. The argument’sthesis reflects clarity inthought and purpose. Theargument establishes andemploys a relevant contextfor analysis of the issue andits perspectives. Theanalysis recognizesimplications, complexitiesand tensions, and/orunderlying values andassumptions.

Development of ideas andsupport for claims clarifymeaning and purpose.Lines of clear reasoningand illustration adequatelyconvey the significance ofthe argument. Qualificationsand complications extendideas and analysis.

The response exhibits aclear organizationalstrategy. The overall shapeof the response reflects anemergent controlling idea orpurpose. Ideas are logicallygrouped and sequenced.Transitions between andwithin paragraphs clarifythe relationships amongideas.

The use of languageconveys the argument withclarity. Word choice isadequate and sometimesprecise. Sentencestructures are clear anddemonstrate some variety.Stylistic and registerchoices, including voiceand tone, are appropriatefor the rhetorical purpose.While errors in grammar,usage, and mechanics arepresent, they rarely impedeunderstanding.

23

The ACT Writing Test Scoring RubricIdeas and Analysis Development and Support Organization Language Use

Score 3:

Responses atthis scorepointdemonstratesomedeveloping skillin writing anargumentativeessay.

The writer generates anargument that responds tomultiple perspectives on thegiven issue. The argument’sthesis reflects some clarityin thought and purpose.The argument establishes alimited or tangential contextfor analysis of the issue andits perspectives. Analysis issimplistic or somewhatunclear.

Development of ideas andsupport for claims aremostly relevant but areoverly general or simplistic.Reasoning and illustrationlargely clarify the argumentbut may be somewhatrepetitious or imprecise.

The response exhibits abasic organizationalstructure. The responselargely coheres, with mostideas logically grouped.Transitions between andwithin paragraphssometimes clarify therelationships among ideas.

The use of language isbasic and only somewhatclear. Word choice isgeneral and occasionallyimprecise. Sentencestructures are usually clearbut show little variety.Stylistic and registerchoices, including voiceand tone, are not alwaysappropriate for therhetorical purpose.Distracting errors ingrammar, usage, andmechanics may be present,but they generally do notimpede understanding.

Score 2:

Responses atthis scorepointdemonstrateweak orinconsistentskill in writing anargumentativeessay.

The writer generates anargument that weaklyresponds to multipleperspectives on the givenissue. The argument’sthesis, if evident, reflectslittle clarity in thought andpurpose. Attempts atanalysis are incomplete,largely irrelevant, or consistprimarily of restatement ofthe issue and itsperspectives.

Development of ideas andsupport for claims areweak, confused, ordisjointed. Reasoning andillustration are inadequate,illogical, or circular, and failto fully clarify the argument.

The response exhibits arudimentary organizationalstructure. Grouping of ideasis inconsistent and oftenunclear. Transitionsbetween and withinparagraphs are misleadingor poorly formed.

The use of language isinconsistent and oftenunclear. Word choice isrudimentary and frequentlyimprecise. Sentencestructures are sometimesunclear. Stylistic andregister choices, includingvoice and tone, areinconsistent and are notalways appropriate for therhetorical purpose.Distracting errors ingrammar, usage, andmechanics are present, andthey sometimes impedeunderstanding.

Score 1:

Responses atthis scorepointdemonstratelittle or no skillin writing anargumentativeessay.

The writer fails to generatean argument that respondsintelligibly to the task. Thewriter’s intentions aredifficult to discern. Attemptsat analysis are unclear orirrelevant.

Ideas lack development,and claims lack support.Reasoning and illustrationare unclear, incoherent, orlargely absent.

The response does notexhibit an organizationalstructure. There is littlegrouping of ideas. Whenpresent, transitional devicesfail to connect ideas.

The use of language fails to demonstrate skill inresponding to the task.Word choice is impreciseand often difficult tocomprehend. Sentencestructures are often unclear.Stylistic and registerchoices are difficult toidentify. Errors in grammar,usage, and mechanics arepervasive and often impedeunderstanding.

Calculating Your Writing Subject ScoreComplete these steps to calculate your Writing Subject Score (2–12 score range).

Score Calculation Steps DomainRubricScore

DomainScore

1. Determine Rubric Score for each Domain

2. Multiply each Rubric Score by 2 to get Domain Score

Ideas and Analysis ____ x 2 = ______

Development and Support ____ x 2 = ______

Organization ____ x 2 = ______

Language Use and Conventions ____ x 2 = ______

3. Find the Sum of all Domain Scores (range 8–48) Sum of Domain Scores ______

4. Divide Sum by 4 (range 2–12)* Writing Subject Score ______

*Round value to the nearest whole number. Round down any fraction less than one-half; round up any fraction that isone-half or more.

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PAGE 2

BOOKLET NUMBER

TEST 1

TEST 2

TEST 3

TEST 4

ACT STUDENT REVIEW: The test administrator will give you instructions for completing this section.

FORM

Print your 3-characterTest Form inthe boxesabove andfill in thecorrespondingoval at theright.

Marking Directions: Mark only one oval foreach question. Fill in response completely.Erase errors cleanly without smudging.

Do NOT use these incorrect or badmarks.

Correct mark:

BE SURE TO FILL IN THE CORRECT FORM OVAL.

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41424344454647484950

51525354555657585960

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1234567

891011121314

15161718192021

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29303132333435

3637383940

15161718192021

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29303132333435

3637383940

Student Review: Your responses to these items will assist ACT and your test center in providing the best possible conditions fortesting and planning for the future. Fill in the oval indicating yourresponse to each item printed on the back of your test booklet.

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Yes No Yes No Yes No

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ACT Sample Answer Document