ACT Writing Question and Answers 1 — Questions and Answers

Question 1: Which of the following does NOT give your writing tone and voice?

Punctuation. (Correct answer)
Spelling.
The breadth or depth you go through to make your point.
Your word choice.

Correct answer: Punctuation.

Punctuation primarily serves to clarify meaning, structure sentences, and indicate pauses or emphasis within writing. While it contributes to readability, it does not directly convey the writer's unique tone or voice. Tone and voice are more strongly shaped by elements like word choice, sentence structure, and the overall attitude conveyed by the language.

Question 2: You should ____ if you find that one of your body paragraphs has veered off course and does not support your thesis.

change your concluding paragraph to explain that the ideas in that paragraph are important
move the body paragraph to the end of the paper
change your concluding paragraph to explain that the ideas in that paragraph are important
rewrite your thesis statement so that it fits with that one paragraph
delete the paragraph (Correct answer)

Correct answer: delete the paragraph

If a body paragraph deviates from the essay's thesis, it weakens the argument's coherence and focus. The most effective solution is to delete the irrelevant paragraph, ensuring that all remaining content directly supports and strengthens the central thesis. Attempting to force an off-topic paragraph into the essay by altering the thesis or conclusion undermines the paper's overall purpose and clarity.

Question 3: After drafting your essay, you can benefit from ____ by outlining the key topics.

change your essay topic
strengthen your thesis statement
draw a more logical conclusion
spot ideas that are out of place (Correct answer)

Correct answer: spot ideas that are out of place

Creating an outline of key topics after drafting an essay, often called a reverse outline, is a powerful revision strategy. This process allows you to visually map out the main point of each paragraph and quickly identify any ideas or sections that are off-topic, redundant, or do not logically contribute to your overall thesis. It helps ensure the essay maintains focus and coherence.

Question 4: You are making the case in an essay for a standardized test that not everyone always receives what they deserve. What one of the following would make a strong piece of evidence?

Once you got in trouble for something your sister did. (Correct answer)
Once in elementary school, you stole your friend's lunch.
You have never done anything mean or cruel to your dog.
At your school, detention is the most common punishment for students.

Correct answer: Once you got in trouble for something your sister did.

To argue that 'not everyone always receives what they deserve,' a strong piece of evidence would be a clear instance of undeserved consequence. Getting in trouble for something your sister did (Option A) perfectly illustrates receiving an outcome that was not merited by your own actions, directly supporting the claim of inequity or injustice. The other options are either irrelevant or do not demonstrate this principle as clearly.

Question 5: To convince the teacher and other readers of the merits of utilizing recycled paper, you are composing a paper for a class. What kind of appeal should you use in the paper to accomplish your objective?

A combination of all approaches
An ethical appeal
A logical appeal (Correct answer)
An emotional appeal

Correct answer: A logical appeal

To convince readers of the merits of utilizing recycled paper, a logical appeal (logos) is the most effective approach. This involves presenting factual data, statistics, environmental benefits, and economic arguments to rationally persuade the audience. While ethical or emotional appeals can supplement, a strong foundation of logical reasoning is crucial for convincing readers about a practical and policy-oriented issue.

Question 6: Daniel thinks that the minimum wage needs to be raised. Although some believe that a higher minimum wage will reduce company hiring, a 2016 study of retail stores in Canada has shown otherwise, demonstrating hiring levels that remained the same in the wake of rising wages. In his argumentative essay, he responds to opponents' claims that a higher wage will result in companies hiring fewer workers. Daniel is employing what is referred to as a/an ____ in this situation.

reason
position
evidence
counter (Correct answer)

Correct answer: counter

Daniel is employing a 'counter' by acknowledging an opposing viewpoint (that a higher minimum wage reduces hiring) and then directly refuting it with evidence (the Canadian study). This strategy involves anticipating and addressing potential objections to one's own argument, thereby strengthening the overall persuasive power of the essay.

Question 7: Where in a paper might you select to address probable contrarian viewpoints?

Where you can create a separate section only dealing with that point of view.
Where they might arise naturally in the course of your argument. (Correct answer)
Only at the end of the body of your essay.
Only at the start of the body of your essay.

Correct answer: Where they might arise naturally in the course of your argument.

Addressing probable contrarian viewpoints as they naturally arise within the course of your argument is the most effective strategy. This demonstrates a thorough understanding of the topic, allows for a more nuanced discussion, and proactively addresses reader objections before they fully form, thereby strengthening your credibility and persuasive power. Integrating them organically makes the argument flow more smoothly.

Question 8: You have written an essay in which you claim that 'Southern Georgia was once the home to an underground civilization.' Which of the following best supports your argument and persuades your reader? Why?

This is obvious to anyone who has been to Georgia;' It explains why everyone should know this, no evidence is needed.
We know this because many of the current citizens don't appear to like bright light;' It explains how modern day preferences point to past experiences.
We know this because underground road systems have been found there;' It gives relevant information of specific evidence found underground. (Correct answer)
We know this because peach trees are often found in abundance there;' It gives evidence in a description of the landscape in Georgia.

Correct answer: We know this because underground road systems have been found there;' It gives relevant information of specific evidence found underground.

To support the claim of an 'underground civilization,' the most compelling evidence would be direct, tangible proof of subterranean structures. Option C, 'underground road systems have been found there,' provides specific and relevant physical evidence that directly supports the existence of a society living beneath the surface. The other options are either vague, speculative, or irrelevant to the claim.

Question 9: In an argumentative essay, facts and statistics are referred to as .

reason
position
counter
evidence (Correct answer)

Correct answer: evidence

In an argumentative essay, facts and statistics are referred to as evidence. Evidence comprises the factual information, data, examples, or expert opinions used to support a claim or reason, making the argument credible and persuasive. It provides the necessary backing for the assertions made in the essay.

Question 10: In her article, Mae makes the following claim: I think college students should be in charge of all of their financial decisions since they have the mental capacity and emotional maturity to do so. This is Mae's ____ statement.

counter
reason
evidence
position (Correct answer)

Correct answer: position

Mae's statement, 'I think college students should be in charge of all of their financial decisions since they have the mental capacity and emotional maturity to do so,' clearly articulates her stance or belief on the issue. This is her main argument or central claim, which is referred to as her position in an argumentative essay. It's the point she intends to prove.

Question 11: Which of the following is NOT a component of good diction?

Eliminate confusing words
Repeating yourself often to make a point (Correct answer)
Using specific, descriptive words
Using interesting words

Correct answer: Repeating yourself often to make a point

Good diction involves using precise, clear, and engaging language that is appropriate for the audience and purpose. Repeating yourself often to make a point generally detracts from good diction, as it can make writing redundant, verbose, and less impactful. Effective writing aims for conciseness and varied expression to maintain reader engagement.

Question 12: The following statement has a comparison error; please indicate what kind it is (if any). Mustache Dad is the best character in the Twilight series.

This sentence does not have an error. (Correct answer)
Ambiguous comparison error
The comparison doesn't exist (no comparison error).
Misused comparative or superlative form
Illogical comparison

Correct answer: This sentence does not have an error.

The statement uses the superlative adjective 'best' to compare 'Mustache Dad' to all other characters in the Twilight series. This is a grammatically correct and logically sound way to express that one item is superior within a defined group. There is no ambiguity, missing comparison, or misuse of comparative/superlative forms present in the sentence.

Question 13: What is a strategy for improving a voice as a writer?

try to imitate a writer you admire
practice writing in various voices
create a writing personality that is different from your regular personality
focus on communicating strong feelings that you have (Correct answer)

Correct answer: focus on communicating strong feelings that you have

A writer's voice is deeply connected to their unique perspective and personality. By focusing on communicating strong feelings, a writer taps into their authentic self and passion, which naturally strengthens and clarifies their individual voice. This genuine expression makes the writing more distinctive, engaging, and reflective of the writer's true self.

Question 14: Being able to scan your own work for ambiguous words is a skill that will help you write better. Which of the following homophone pairings belongs in the next sentence? boys walked school today, and they walked home, .

To, two, too
Too, to, two
Two, to, too (Correct answer)
To, too, two

Correct answer: Two, to, too

This question tests the correct usage of homophones. 'Two' (a number) correctly fills the first blank, indicating the quantity of boys. 'To' (a preposition indicating direction) correctly fills the second blank, showing movement towards the school. 'Too' (an adverb meaning 'also' or 'in addition') correctly fills the final blank, indicating that they also walked home.

Question 15: Please indicate the sort of flawed comparison error, if any, that the following statement contains: Doing what you love will make you happier.

Ambiguous comparison error
No comparison error. The comparison is missing. (Correct answer)
Misused comparative or superlative form
Illogical comparison

Correct answer: No comparison error. The comparison is missing.

The statement 'Doing what you love will make you happier' implies a comparison but doesn't explicitly state what the subject will be happier *than*. For a complete comparison, it needs a clear point of reference, such as 'happier than doing what you don't love.' Without this explicit comparison, the statement is missing its comparative element rather than being ambiguous or illogical.

Question 16: To find any grammatical, use, punctuation, and style mistakes in the chosen sentences, please refer to the following passage. (1) It was my first day of high school and I have couldn’t been more nervous. (2) The bus ride in the morning was the scariest part for me because I didn't know where freshmen should seat. (3) Although the vast majority of juniors and seniors didn't need to travel the bus because they normally had automobiles, there were still many older students nearby who had more clout to seat where they wished. I took a seat next to an old classmate who I knew was my age since I wanted to avoid any potential controversy. (5) I reasoned that he knew more about bus regulations than I did. (6) Despite sitting in the back of each classroom in the hopes that the teacher wouldn't call on me, my morning classes weren't as horrible as I had anticipated. (7) I only raised my voice when attendance was called. (8) I didn't say anything else. (9) I was finally relieved to see my buddies when lunchtime came. (10) Seeing them provided me a sense of security that my classes had failed to provide. (11) We were also pleased to learn that a couple of us shared some afternoon lessons. (12) I was ecstatic to spend the rest of the day with some familiar faces. (13) I felt much more at ease than when I first arrived that morning as the last bell signaled the end of the school day. (14) As I reflected on the past, I saw I didn't need to be so anxious about high school. Sentence 1

I couldn’t have been more nervous, it was my first day of high school.
It was my first day of high school, so then I couldn’t have been more nervous.
It was my first day of high school and I couldn’t have been more nervous. (Correct answer)
It was my first day of high school and I have couldn’t been more nervous.

Correct answer: It was my first day of high school and I couldn’t have been more nervous.

The original sentence contains a grammatical error in the verb phrase 'have couldn’t been.' The correct idiomatic expression for expressing the highest degree of a past feeling or state is 'couldn’t have been.' Option C correctly uses this standard English idiom, making the sentence grammatically sound and natural-sounding.

Question 17: To find any grammatical, use, punctuation, and style mistakes in the chosen sentences, please refer to the following passage. (1) I couldn't have been more anxious on my first day of high school. (2) The bus ride in the morning was the scariest part because I had no idea where it was acceptable to sit for freshmen. (3) Although the vast majority of juniors and seniors didn't need to travel the bus because they normally had automobiles, there were still many older students nearby who had more clout to seat where they wished. I took a seat next to an old classmate who I knew was my age since I wanted to avoid any potential controversy. (5) I reasoned that he knew more about bus regulations than I did. (6) Despite sitting in the back of each classroom in the hopes that the teacher wouldn't call on me, my morning classes weren't as horrible as I had anticipated. (7) I only raised my voice when attendance was called. (8) I didn't say anything else. (9) I was finally relieved to see my buddies when lunchtime came. (10) Seeing them provided me a sense of security that my classes had failed to provide. (11) We were also pleased to learn that a couple of us shared some afternoon lessons. (12) I was ecstatic to spend the rest of the day with some familiar faces. (13) I felt much more at ease than when I first arrived that morning as the last bell signaled the end of the school day. (14) As I reflected on the past, I saw I didn't need to be so anxious about high school. Sentence 2

The bus ride in the morning was the scariest part because I had no idea where it was acceptable to sit for freshmen.
I had no idea where it was acceptable to sit for freshmen so the bus ride in the morning was the scariest part.
I had no idea where it was acceptable for freshmen to sit so the bus ride in the morning was the scariest part.
The bus ride in the morning was the scariest part so I had no idea where it was acceptable for freshmen to sit.
The bus ride in the morning was the scariest part because I had no idea where it was acceptable for freshmen to sit. (Correct answer)

Correct answer: The bus ride in the morning was the scariest part because I had no idea where it was acceptable for freshmen to sit.

The original phrasing 'where it was acceptable to sit for freshmen' is slightly awkward. Option E improves clarity and natural flow by rephrasing it to 'where it was acceptable for freshmen to sit.' This places the subject 'freshmen' more directly with the infinitive 'to sit,' making the sentence grammatically more precise and easier to understand.

Question 18: To find any grammatical, use, punctuation, and style mistakes in the chosen sentences, please refer to the following passage. (1) I couldn't have been more anxious on my first day of high school. (2) The bus ride in the morning was the scariest part for me because I didn't know where freshmen should seat. (3) Although the vast majority of juniors and seniors didn't need to travel the bus because they normally had automobiles, there were still many older students nearby who had more clout to seat where they wished. (4) Avoiding any possible conflict was what I wanted, so I grabbed an empty seat next to an old classmate who I knew was my age. (5) I reasoned that he knew more about bus regulations than I did. (6) Despite sitting in the back of each classroom in the hopes that the teacher wouldn't call on me, my morning classes weren't as horrible as I had anticipated. (7) I only raised my voice when attendance was called. (8) I didn't say anything else. (9) I was finally relieved to see my buddies when lunchtime came. (10) Seeing them provided me a sense of security that my classes had failed to provide. (11) We were also pleased to learn that a couple of us shared some afternoon lessons. (12) I was ecstatic to spend the rest of the day with some familiar faces. (13) I felt much more at ease than when I first arrived that morning as the last bell signaled the end of the school day. (14) As I reflected on the past, I saw I didn't need to be so anxious about high school. 4th sentence

Avoiding any possible conflict was what I wanted, so I grabbed an empty seat next to an old classmate who I knew was my age.
Avoiding any possible conflict was what I was wanting, so I grabbed an empty seat next to an old classmate who I knew was my age.
Wanting to avoid any possible conflict, I grabbed an empty seat next to an old classmate who I knew was my age. (Correct answer)
Wanting to be avoiding any possible conflict, I grabbed an empty seat next to an old classmate who I knew was my age.
Want to avoiding any possible conflict, I grabbed an empty seat next to an old classmate who I knew was my age.

Correct answer: Wanting to avoid any possible conflict, I grabbed an empty seat next to an old classmate who I knew was my age.

The original sentence uses a wordy and somewhat clunky noun phrase, 'Avoiding any possible conflict was what I wanted.' Option C uses a more concise and active participial phrase, 'Wanting to avoid any possible conflict,' to introduce the reason for the action. This revision improves the sentence's conciseness, flow, and overall style by making the introductory clause more direct.

Question 19: To find any grammatical, use, punctuation, and style mistakes in the chosen sentences, please refer to the following passage. (1) I couldn't have been more anxious on my first day of high school. (2) The bus ride in the morning was the scariest part for me because I didn't know where freshmen should seat. (3) Although the vast majority of juniors and seniors didn't need to travel the bus because they normally had automobiles, there were still many older students nearby who had more clout to seat where they wished. I took a seat next to an old classmate who I knew was my age since I wanted to avoid any potential controversy. (5) He understood, I figured, more about the rules of the bus than I did. (6) Despite sitting in the back of each classroom in the hopes that the teacher wouldn't call on me, my morning classes weren't as horrible as I had anticipated. (7) I only raised my voice when attendance was called. (8) I didn't say anything else. (9) I was finally relieved to see my buddies when lunchtime came. (10) Seeing them provided me a sense of security that my classes had failed to provide. (11) We were also pleased to learn that a couple of us shared some afternoon lessons. (12) I was ecstatic to spend the rest of the day with some familiar faces. (13) I felt much more at ease than when I first arrived that morning as the last bell signaled the end of the school day. (14) As I reflected on the past, I saw I didn't need to be so anxious about high school. 5th sentence

I did figure he understood more about the rules of the bus.
About the rules of the bus, I figured he understood more than I did.
He understood, I was figuring, more about the rules of the bus than I did.
I figured he understood more about the rules of the bus than I did. (Correct answer)
He understood, I figured, more about the rules of the bus than I did.

Correct answer: I figured he understood more about the rules of the bus than I did.

The original sentence's parenthetical 'I figured' interrupts the flow of the main clause. Option D improves the sentence by placing 'I figured' at the beginning, creating a smoother and more natural sentence structure. This revision enhances readability by presenting the speaker's thought process before the statement of understanding.

Question 20: To find any grammatical, use, punctuation, and style mistakes in the chosen sentences, please refer to the following passage. (1) I couldn't have been more anxious on my first day of high school. (2) The bus ride in the morning was the scariest part for me because I didn't know where freshmen should seat. (3) Although the vast majority of juniors and seniors didn't need to travel the bus because they normally had automobiles, there were still many older students nearby who had more clout to seat where they wished. I took a seat next to an old classmate who I knew was my age since I wanted to avoid any potential controversy. (5) I reasoned that he knew more about bus regulations than I did. (6) Despite sitting in the back of each classroom in the hopes that the teacher wouldn't call on me, my morning classes weren't as horrible as I had anticipated. (7) The only time I spoke up was when attendance calling. (8) I didn't say anything else. (9) I was finally relieved to see my buddies when lunchtime came. (10) Seeing them provided me a sense of security that my classes had failed to provide. (11) We were also pleased to learn that a couple of us shared some afternoon lessons. (12) I was ecstatic to spend the rest of the day with some familiar faces. (13) I felt much more at ease than when I first arrived that morning as the last bell signaled the end of the school day. (14) As I reflected on the past, I saw I didn't need to be so anxious about high school. 7th sentence

The only time I spoke up was when calling attendance.
When the teacher called attendance, was the only time I spoke up.
The only time I spoke up was when attendance calling.
The only time I spoke up was when the teacher called attendance. (Correct answer)
Attendance calling was when the only time I spoke up.

Correct answer: The only time I spoke up was when the teacher called attendance.

The original phrase 'when attendance calling' is grammatically incomplete and awkward, lacking a proper verb. Option D corrects this by completing the clause with 'when the teacher called attendance,' providing a clear subject and verb for the action. This makes the sentence grammatically correct, precise, and much clearer.

Question 21: To find any grammatical, use, punctuation, and style mistakes in the chosen sentences, please refer to the following excerpt. (1) I couldn't have been more anxious on my first day of high school. (2) The bus ride in the morning was the scariest part for me because I didn't know where freshmen should seat. (3) Although the vast majority of juniors and seniors didn't need to travel the bus because they normally had automobiles, there were still many older students nearby who had more clout to seat where they wished. I took a seat next to an old classmate who I knew was my age since I wanted to avoid any potential controversy. (5) I reasoned that he knew more about bus regulations than I did. (6) Despite sitting in the back of each classroom in the hopes that the teacher wouldn't call on me, my morning classes weren't as horrible as I had anticipated. (7) I only raised my voice when attendance was called. (8) I didn't say anything else. (9) The lunch period arriving was when I was finally relieved to see my friends. (10) Seeing them provided me a sense of security that my classes had failed to provide. (11) We were also pleased to learn that a couple of us shared some afternoon lessons. (12) I was ecstatic to spend the rest of the day with some familiar faces. (13) I felt much more at ease than when I first arrived that morning as the last bell signaled the end of the school day. (14) As I reflected on the past, I saw I didn't need to be so anxious about high school. Sentence 9

The lunch period arriving finally relieved me and I was able to see my friends.
I was finally able to see my friends, relieved, when the lunch period arrived.
I was relieved when the lunch period arrived because I was finally able to see my friends. (Correct answer)
The lunch period arriving was when I was finally relieved to see my friends.
I was relieved when the lunch period arrived to finally see my friends.

Correct answer: I was relieved when the lunch period arrived because I was finally able to see my friends.

The original sentence is wordy and uses an awkward 'was when' construction. Option C significantly improves the sentence by rephrasing it to be more direct and concise. It clearly states the speaker's feeling ('I was relieved'), the event that caused it ('when the lunch period arrived'), and the specific reason for that relief ('because I was finally able to see my friends'), enhancing clarity and flow.

ACT Writing Question and Answers 1

Which of the following does NOT give your writing tone and voice?