Preparing for the ACT Test 2023

2023

2024

Preparing for

the A C T

Test

What’s Inside

Full-length practice A C T test,

including the optional writing test

Information about the multiple-choice and

writing sections

Test-taking strategies

What to expect on test day

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www.act.org

Contents

A Message toStudents 2

Overview of theA C T 2

Test-Taking Strategies 3

Prohibited Behavior at the Test Center 5

Content of the A C T Sections 6

Taking the Practice Tests 10

Practice Multiple-Choice Sections 11

Practice Writing Test 52

Practice Answer Document 55

Scoring Your Tests 63

A Message toStudents

This document is an important first step as you get ready for college and your

career.

The information here is intended to help you do your best on the A C T to gain

admission to colleges and universities. Included are helpful hints and test-taking

strategies, as well as a complete practice A C T, with “retired” questions from earlier

test subjects given on previous test dates at A C T test centers. Also featured are a

practice writing test, a sample answer document, answer keys, and self-scoring

instructions.

Read this document carefully and take the practice tests well before test day. That

way, you will be familiar with the test subjects, what they measure, and strategies

you can use to do your best on test day.

You may also want to consider The Official A C T

Self-Paced Course, Powered by

Kaplan

to learn test content and strategies in a virtual classroom. To view all of our

test preparation options, go to www.act.org/the-act/testprep.

Overview of

theA C T

The A C T test consists of four multiple-choice sections—

English, mathematics, reading, and science—with an

optional writing section. Some colleges and universities

require or accept A C T writing scores, so you may consider

taking the writing section.

Test Questions Minutes per Test

English  

Mathematics  

Reading  

Science  

Writing (optional)  

After the science test you should expect to take a shorter,

multiple-choice test covering one of the previous subject

areas. The results of the fifth test help develop future test

questions and will not be reflected on your scores, so please

try your best.

  

Test-Taking Strategies

Test Strategies for the A C T

Each multiple-choice section contains questions with either

four or five answers from which you are to choose the

correct or best answer.

If you do not complete all your sections and want to test

again, you will need to re-register and pay for a new test

date. Once you access test content, you cannot request a

Test Date Change.

Strategies to help you prepare for the A C T

Get familiar with the content of the sections.

Review the information in this document. Note which

content areas make up a large proportion of the sections.

The topics included in each content area are examples of

possible topics; they do not include all possibilities.

Update your knowledge and skills in the content

areas.

Review content areas that you have studied but are not

fresh in your mind. Refresh your knowledge in the content

areas that make up large portions of the test.

Study content areas you are not familiar with.

If some content areas of the A C T are unfamiliar to you,

consider taking coursework in those areas before you take

the test.

Tips for Taking the Multiple-Choice Sections

Pace yourself.

It is important that you have enough time to read the

passages/questions and figure out your responses. For

each section, subtract the number of minutes you estimate

you will spend skimming the passages or reading the

information provided, then divide the total number of

remaining minutes allowed by the number of questions to

determine the estimated time you should spend on each

question. If possible, spend less time on each question and

use the remaining time allowed for a section to review your

work and return to the questions in that section that were

most difficult for you.

The time limits set for each section give nearly everyone

enough time to finish all questions. However, you will want

to pace yourself to avoid spending too much time on one

passage or puzzling over an answer to a specific problem.

Go on to other questions and come back if there is time.

Read the directions carefully.

Before you begin each section, read the directions carefully.

The English, reading, and science sections ask for

the best answer. Read and consider all of the answer

choices and choose the answer that best responds to

the question.

The mathematics section asks for the correct answer.

You may want to work out the answer you feel is

correct and look for it among the choices given. If

your answer is not among the choices provided,

reread the question and consider all the answer

choices.

Read each question carefully.

You need to understand exactly what each question asks.

Some questions will require you to go through several

steps to find the correct or best answer, while others can be

answered more quickly.

Answer the easy questions rst.

A good strategy is to answer the easy questions and skip

the questions you find difficult. After answering the easy

questions, go back and answer the more difficult questions

if you have time.

Use logic on more difcult questions.

When you return to the more difficult questions, try to

use logic to eliminate incorrect answers. Compare the

answer choices to each other and note how they differ.

Such differences may provide clues as to what the question

requires. Eliminate as many incorrect answers as you can,

then make an educated guess from the remaining answers.

Answer every question.

Your scores in the sections will be based only on the

number of questions that you answer correctly; there is no

penalty for guessing. Try to answer every question within

the time allowed for each section.

Review your work.

If there is time left after you have answered every question

in a section, go back and check your work. You will not be

allowed to go back to any other section or mark responses

to a section after time has been called in that section.

When testing on an answer document:

Be precise in choosing your responses.

If you are taking the A C T on paper, make sure that you

properly select the desired answer on your answer

document. Marks on your answer document that extend

beyond the intended oval may be scored as incorrect.

Erase completely.

If you want to change a multiple-choice answer on paper,

make sure you erase completely. Do not cross out answers

or use correction fluid or tape; you must erase. Smudges or

unintended marks may cause errors in scoring.

Get Ready

Prepare well in advance for the A C T.

Know what to expect on test day. Review this document

and visit www.actstudent.org for more information,

including an overview of each test subject, multiple test

prep resources, and a comprehensive test day checklist.

Take the practice tests in the order they are shown in

this booklet, time yourself, and review your responses

using the answer keys.

Get plenty of rest the night before the tests.

Note: Most procedures in this document refer to testing

on a National test date at an A C T test center (within the

United States, US territories, or Puerto Rico). Procedures

may differ slightly if you take a different administration of

the A C T test.

On Test Day



For National test dates, you must report to your assigned

test center by the time stated on your admission

ticket (usually 8:00 a.m.). If you are late, you will not be

admitted to test. If your ticket does not list a specific test

room, the test staff or posted signs will direct you.

What to Bring

A printed copy of your admission ticket. Your ticket

contains important information that helps connect your

answer document to the registration on file. If you have

lost your ticket, you can print another through your

MyACT account. If you do not bring your ticket on test

day, your scores may be delayed.

Acceptable photo identification. You will not be

permitted to test if your ID does not meet A C T

requirements. See A C T requirements for ID on your

ticket or at www.act.org/the-act/id.

Number 2 pencil. Bring sharpened No. 2 pencils and

good erasers (no mechanical pencils or ink pens). Do

not bring any other writing instruments. You will not be

allowed to use them.

Note: International test centers are provided approved

whiteboards and erasable markers.

Watch or other timing device. You may bring a watch to

pace yourself, but it may not have an alarm. Your watch

or other timing device must be removed and placed

on your desk while in the test room, so that it remains

visible to staff during the test. If your alarm sounds

during testing, you’ll be dismissed and your answers will

not be scored.

Calculator. If you wish to use a calculator (use of a

calculator is not required), it is your responsibility to

ensure the calculator is permitted according to the

A C T Calculator Policy.

Snacks. You may consume snacks and drinks outside the

test room during the break.



Textbooks, foreign language or other dictionaries,

scratch paper, notes, or other aids

Highlighter pens, colored pens or pencils, or correction

fluid/tape

Any electronic device, other than a permitted calculator

Reading material



Test staff will direct you to a seat. If you need a left-

handed desk, tell the staff as you enter.

Do not leave the test room after you have been

admitted.

Only pencils, erasers, a permitted calculator, your watch

(if brought to the test center), and your paper ticket will

be allowed on your desk.

You will be required to put all other personal belongings

away.

Reporting time for the test will be 8:00 a.m. Testing will

begin as soon as all examinees who are present at 8:00

a.m. are checked in and seated.

Listen carefully to all directions read by the test staff.

It is important that you follow all directions carefully.

You will normally be dismissed at about 12:35 p.m. if you

take the A C T (no writing), or at about 1:35 p.m. if you take

the A C T with writing.

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



Testing with one and one-half time is available on the

multiple-choice and/or writing sections for students with

diagnosed disabilities and/or limited English proficiency.

If you are approved for one and one-half time at a National

test center, you will have 50% additional time to complete

each section.

The A C T:

Test Questions Minutes per Test

English  

Mathematics  

Reading  

Science  

Writing (optional)  



After Testing



If you have to leave the test center before completing all

sections, you must decide whether or not you want your

test scored and then inform the test staff of your decision. If

you do not, your test will be scored.

If you do not complete all your sections and want to test

again, you will need to re-register and pay for a new test

date. Once you access test content, you cannot request a

Test Date Change.



If you wish to take the test again to increase your scores,

A C T will calculate and report a superscore for students who

have taken the A C T test more than once. This gives colleges

the option to use the student’s best scores from all test

administrations, rather than scores from just one sitting, in

their admission and scholarship decisions.

For information about superscoring, see

www.act.org/the-act/superscore.

For more information about retaking the A C T, see

www.act.org/the-act/retaking.

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

You may not receive scores from more than one test taken

during a scheduled National or International test date.

For example, you may test on Saturday, on an authorized

non-Saturday date, or on a rescheduled test date—but not

on more than one of those days on a particular test date.

If you are admitted and allowed to test a second time on a

particular test date, we will report only the scores from the

first test. The second set of scores will be canceled without

refund.





On certain test dates, you may order (for an additional

fee) a copy of the multiple-choice test questions used

to determine your scores, a list of your answers, and the

answer key. If you took the writing section, you will also

receive a copy of the writing prompt, scoring guidelines,

and the scores assigned to your essay.

This service is not available for all test dates and is available

only for National testing or Special testing in the United

States, US Territories, and Puerto Rico. Restrictions apply.

If you are interested in this service, check

www.act.org/the-act/tir for more detail.

Prohibited Behavior at the Test Center

A complete list of the prohibited behaviors was provided

during the registration process. The following behaviors can

also result in dismissal. Please be reminded of the following:

You may not fill in or alter responses to any multiple-

choice questions or continue to write or alter the essay

after time has been called. This includes fixing stray

marks.

You may not look at any section of the test outside of the

designated time for that test.

You may not access an electronic device (other than

your testing computer and mouse, when testing online)

at any time during testing or during breaks. All other

devices must be powered off and placed out of sight

from the time you are admitted to the test room until

you are dismissed.

You may not give or receive assistance by any means.

This includes looking at another person’s test.

The test is confidential and remains so even after the

exam is complete. You may not remove any materials

from the test room. You may not discuss or share test

questions, answers, or test form identification numbers

during test administration, during breaks, or after the

test.

You may not disclose test questions or answers in any

way or at any time, including through social media, in

whole or in part.

You may not eat, drink, or use reading materials in the

test room.

If you are observed or suspected of engaging in prohibited

behavior, you will be dismissed and your test will not be

scored.

Content of the A C T Sections

English Section

The English section consists of several essays, or passages,

each followed by a set of multiple-choice questions.

Some questions refer to the passage as a whole, or to

underlined or highlighted portions of the passage and

offer several alternatives to that portion. You decide

which answer choice is most appropriate in the context

of the passage.

Many questions offer “NO CHANGE” to the passage as

one of the choices.

The English section puts you in the position of a writer who

makes decisions to revise and edit a text. Essays in different

genres provide a variety of rhetorical situations. These

passages are chosen for their appropriateness in assessing

writing and language skills and to reflect students’ interests

and experiences.

Four scores are reported for the English section: a score

for the section overall and three reporting category scores

based on specific knowledge and skills. The approximate

percentage of the section devoted to each reporting

category is:

Production of Writing (29–32%)

This category requires you to apply your understanding of

the purpose and focus of a piece of writing.

•

Topic Development: Demonstrate an understanding of,

and control over, the rhetorical aspects of texts. Identify

the purposes of parts of texts, determine whether a text

or part of a text has met its intended goal, and evaluate

the relevance of material in terms of a text’s focus.

•

Organization, Unity, and Cohesion: Use various strategies

to ensure that a text is logically organized, flows smoothly,

and has an effective introduction and conclusion.

Knowledge of Language (15–17%)

These questions require you to demonstrate effective

language use through ensuring precise and concise word

choice and maintaining consistency in style and tone.

Conventions of Standard English (52–55%)

These questions require you to apply an understanding of

the conventions of standard English grammar, usage, and

mechanics to revise and edit text.

•

Sentence Structure and Formation: Apply

understanding of sentence structure and formation in a

text and make revisions to improve the writing.

•

Punctuation: Recognize common problems with

standard English punctuation and make revisions to

improve the writing.

•

Usage: Recognize common problems with standard

English usage in a text and make revisions to improve

the writing.



Be aware of the writing style used in each

passage.

The passages cover a variety of topics and are written in a

variety of styles. It is important that you take into account

the writing style used in each passage. When responding

to a question, be sure to understand the context of

the question. Consider how the sentence containing

an underlined or highlighted portion fits in with the

surrounding sentences and into the passage as a whole.

Examine the underlined or highlighted portions

of the passage.

Before responding to a question with an underlined or

highlighted portion, carefully examine what is underlined

or highlighted in the text. Consider the elements of writing

included in each underlined or highlighted portion.

Some questions will ask you to base your decision on

some specific element of writing, such as the tone or

emphasis the text should convey.

Some questions will ask you to choose the alternative

to the underlined or highlighted portion that is NOT or

LEAST acceptable.

The answer choices for each question will contain changes

in one or more of those elements of writing.

Be aware of questions with no underlined

portions.

You will be asked some questions about a section of the

passage or about the passage as a whole, in light of a

given rhetorical situation. Questions of this type are often

identified by a question number in a box located at the

appropriate point in the passage or by a highlighted

asterisk in brackets.

Questions about the entire passage are placed at the end

of the passage. For paper testing, these questions are

introduced by a horizontal box enclosing the following

instruction: “Questions __ and __ ask about the preceding

passage as a whole.” For online testing, similar instructions

will appear above the individual questions.

Note the differences in the answer choices.

Many of the questions in the section will involve more than

one aspect of writing. Examine each answer choice and

how it differs from the others. Be careful not to choose an

answer that corrects one error but causes a different error.

Determine the best answer.

When a question asks you to choose the best alternative

to an underlined or highlighted portion, consider the

following approach:

Decide how the underlined or highlighted portion might

best be phrased in standard written English or in terms

of the particular question posed.

If the underlined or highlighted portion is the best

answer, select “NO CHANGE.”

If not, check to see whether your phrasing is one

of the other answer choices. If you do not find your

phrasing, choose the best of the answers presented.

For questions cued by a number in a box or a

highlighted asterisk in brackets, decide which choice is

most appropriate in terms of the question posed or the

stated rhetorical situation.

Reread the sentence, using your selected answer. Once

you have selected the answer you feel is best, reread the

corresponding sentence(s) of the passage, inserting your

selected answer at the appropriate place in the text to

make sure it is the best answer within the context of the

passage.

Mathematics Section

The mathematics section is designed to assess the

mathematical skills students have typically acquired in

courses taken up to the beginning of grade 12.

Most questions are self-contained. Some questions may

belong to a set of several questions (e.g., each about the

same graph or chart).

The material covered emphasizes the major content

areas that are prerequisites to successful performance in

entry-level courses in college mathematics. Knowledge

of basic formulas and computational skills are assumed

as background for the problems, but recall of complex

formulas and extensive computation are not required.

Note: You may use a permitted calculator

on the mathematics section. See

www.act.org/calculator-policy.html for details about

prohibited models and features.

Nine scores are reported for the mathematics section: a

score for the section overall and eight reporting category

scores based on specific mathematical knowledge and

skills. The approximate percentage of the section devoted

to each reporting category is:

Preparing for Higher Math (57–60%)

This category covers the more recent mathematics that

students are learning, starting when they began using

algebra as a general way of expressing and solving

equations. This category is divided into five subcategories:

•

Number and Quantity (7–10%): Demonstrate

knowledge of real and complex number systems. Reason

with numerical quantities in many forms, including

expressions with integer and rational exponents and

vectors and matrices.

•

Algebra (12–15%): Solve, graph, and model multiple types

of expressions. Interpret and use many different kinds

of equations, such as linear, polynomial, radical, and

exponential relationships. Find solutions to systems of

equations, even when represented by a simple matrix

equation, and apply results to real-world contexts.

•

Functions (12–15%): Demonstrate knowledge of function:

definition, notation, representation, and application. Use

functions including linear, radical, piecewise, polynomial,

exponential, and logarithmic. Manipulate and translate

functions, as well as interpret and use important features

of graphs.

•

Geometry (12–15%): Apply your knowledge of shapes and

solids, using concepts such as congruence and similarity

relationships or surface area and volume measurements.

Apply your understanding to composite objects and

solve for missing values in triangles, circles, and other

figures. Use trigonometric ratios and equations of conic

sections.

•

Statistics & Probability (8–12%): Describe center and

spread of distributions. Apply and analyze data collection

methods. Understand and model relationships in

bivariate data. Calculate probabilities by recognizing the

related sample spaces.

Integrating Essential Skills (40–43%)

This category focuses on measuring how well you can

synthesize and apply your understandings and skills to

solve more complex problems. The questions ask you to

address concepts such as:

rates and percentages

proportional relationships

area, surface area, and volume

average and median

expressing numbers in different ways

You will solve non-routine problems that involve combining

skills in chains of steps, applying skills in varied contexts,

understanding connections, and demonstrating fluency.

Modeling

This category represents all questions that involve

producing, interpreting, understanding, evaluating,

and improving models. Each question is also counted

in other appropriate reporting mathematics categories.

This category is an overall measure of how well you use

modeling skills across mathematical topics.

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Section

If you use a calculator, use it wisely.

All of the mathematics problems can be solved without a

calculator. Many of the problems are best done without a

calculator. Use good judgment in deciding when, and when

not, to use a calculator. For example, for some problems

you may wish to do scratch work to clarify your thoughts

on the question before you begin using a calculator to do

computations.

Solve the problem.

To work out solutions to the problems, you will usually

do scratch work. You may wish to glance over the answer

choices after reading the questions. However, working

backwards from all five answer choices can take a lot of

time and may not be effective.

Find your solution among the answer choices.

Once you have solved the problem, look for your answer

among the choices. If your answer is not included among

the choices, carefully reread the problem to see whether

you missed important information. Pay careful attention to

the question being asked. If an equation is to be selected,

check to see whether the equation you think is best can be

transformed into one of the answer choices provided.



Make sure you answer the question.

The solutions to many questions will involve several steps.

Make sure your answer accounts for all the necessary steps.

Frequently, an answer choice is an intermediate result, not

the final answer.

Make sure your answer is reasonable.

Sometimes an error in computation will result in an answer

that is not practically possible for the situation described.

Always think about your answer to determine whether it is

reasonable.

Check your answer.

You may arrive at an incorrect solution by making common

errors in the problem-solving process. If there is time

remaining before the end of the mathematics section, it is

important that you reread the questions and check your

answers to make sure they are correct.

Reading Section

The reading section measures your ability to read closely,

reason logically about texts using evidence, and integrate

information from multiple sources.

The questions focus on the mutually supportive skills that

readers must bring to bear in studying written materials

across a range of subject areas. Specifically, questions will

ask you to:

determine main ideas

locate and interpret significant details

understand sequences of events

make comparisons

comprehend cause-effect relationships

determine the meaning of context-dependent words,

phrases, and statements

draw generalizations

analyze the author’s or narrator’s voice and method

analyze claims and evidence in arguments

integrate information from multiple texts

The reading section is composed of multiple parts. Some

parts consist of one long prose passage and others consist

of shorter prose passages. The passages represent the

levels and kinds of text commonly encountered in first-year

college curricula.

Each passage is preceded by a heading that identifies the

author and source, and may include important background

information to help you understand the passage. Each

portion contains a set of multiple-choice questions. These

questions do not test the rote recall of facts from outside

the passage or rules of formal logic, nor do they contain

isolated vocabulary questions. In sections that contain two

shorter passages, some of the questions involve both of

those passages.

Four scores are reported for the reading section: a score

for the section overall and three reporting category scores

based on specific knowledge and skills. Score reports also

include an Understanding Complex Texts indicator. The

approximate percentage of the section devoted to each

reporting category is:

Key Ideas & Details (52–60%)

This category requires you to read texts closely to determine

central ideas and themes; summarize information

and ideas accurately; and show an understanding of

relationships and draw logical inferences and conclusions,

including understanding sequential, comparative, and

cause-effect relationships.

Craft & Structure (25–30%)

These questions ask you to:

determine word and phrase meanings

analyze an author’s word choice rhetorically

analyze text structure

understand the author’s purpose and perspective

analyze characters’ points of view

interpret authorial decisions rhetorically

differentiate between various perspectives and sources

of information

Integration of Knowledge & Ideas (13–23%)

This category requires you to understand authors’ claims,

differentiate between facts and opinions, and use evidence

to make connections between different texts that are

related by topic. Some questions will require you to

analyze how authors construct arguments and to evaluate

reasoning and evidence from various sources.

Visual and Quantitative Information in the

Reading Section

One passage may be accompanied by an element like a

graph, figure, or table that contains information relevant

to the reading task. In the passage containing these visual

and quantitative elements, some of the questions will ask

you to identify or interpret information from the graphic or

integrate the information from the passage and graphic to

determine the best answer.



Read each passage carefully.

Before you begin answering a question, read all of the

content carefully. Be conscious of relationships between

or among ideas. Take note about important ideas in the

passages.

Refer to the passages when answering the

questions.

Answers to some of the questions will be found by referring

to what is explicitly stated in the text of the passages. Other

questions will require you to determine implicit meanings

and to draw conclusions, comparisons, and generalizations.

Consider the text before you answer any question.

Science Section

The science section measures the interpretation, analysis,

evaluation, reasoning, and problem-solving skills required in

the natural sciences. The section presents several authentic

scientific scenarios, each followed by a number of multiple-

choice questions.

The content includes biology, chemistry, Earth/space

sciences (e.g., geology, astronomy, and meteorology),

and physics. Advanced knowledge in these areas is not

required, but background knowledge acquired in general,

introductory science courses may be needed to correctly

answer some of the questions.

The science section focuses on multidimensional

assessment, with questions that assess science content in

concert with science skills and practices.

The questions require you to:

recognize and understand the basic features of, and

concepts related to, the provided information

examine critically the relationship between the

information provided and the conclusions drawn or

hypotheses developed

generalize from given information to gain new

information, draw conclusions, or make predictions.

Note: You are not permitted to use a calculator in the

science section.

Four scores are reported for the science section: a score

for the section overall and three reporting category scores

based on scientific knowledge, skills, and practices. The

approximate percentage of the section devoted to each

reporting category is:

Interpretation of Data (40–50%)

This category asks you to manipulate and analyze scientific

data presented in scientific tables, graphs, and diagrams (e.g.,

recognize trends in data, translate tabular data into graphs,

interpolate and extrapolate, and reason mathematically).

Scientic Investigation (20–30%)

This category requires you to understand experimental

tools, procedures, and design (e.g., identify controls and

variables) and compare, extend, and modify experiments

(e.g., predict the results of additional trials).

Evaluation of Models, Inferences, &

Experimental Results (25–35%)

These questions ask you to judge the validity of scientific

information and formulate conclusions and predictions

based on that information (e.g., determine which

explanation for a scientific phenomenon is supported by

new findings).

The science section presents information in three formats:

•

Data Representation (25–35%): This format presents

graphic and tabular material similar to that found in

science journals and texts. The questions associated

with this format measure skills such as recognizing

relationships among data in tables and graphs;

interpolation and extrapolation; and translating tabular

data into graphs.

•

Research Summaries (45–60%): This format provides

descriptions and results of one or more related

experiments. The questions focus on the design of the

experiments and the interpretation of experimental results.

•

Conflicting Viewpoints (15–20%): This format presents two

or more explanations for the same scientific phenomena

that, because they are based on differing premises or

incomplete data, are inconsistent with one another. The

questions focus on the understanding, analysis, and

comparison of alternative viewpoints or hypotheses.



Read the passage carefully.

Before you begin answering a question, read the scientific

material provided. It is important that you read the entire

text and examine any tables, graphs, or figures. You may

take notes about important ideas. Some of the information

sets will describe experiments. You should consider the

experimental design, including the controls and variables,

because questions are likely to address this component of

scientific research.

Note the different viewpoints in passages.

Some material will present conflicting viewpoints, and

the questions will ask you to distinguish among them. It

may be helpful for you to take notes summarizing each

viewpoint about specific portions of the section.

Writing Section (Optional)

If you register for the A C T with writing, you will take the

writing section after the four multiple-choice sections. Your

score in the writing section will not affect your scores on the

multiple-choice or your Composite score.

The writing section is a 40-minute essay test that measures

your writing skills—specifically, writing skills taught in

high school English classes and in entry-level college

composition courses.

The section consists of one writing prompt that describes

a complex issue and provides three different perspectives

on the issue. You are asked to read the prompt and write

an essay in which you develop your own perspective on the

issue. Your essay must analyze the relationship between

your own perspective and one or more other perspectives.

You may adopt one of the perspectives given in the prompt

as your own, or you may introduce one that is completely

different from those given. Your score will not be affected

by the perspective you take on the issue.

Five scores are reported for the writing section: a single

subject-level writing score reported on a scale of 2–12 and

four domain scores that are based on an analytic scoring

rubric. The subject score is the rounded average of the four

domain scores. The four writing domains are:

Ideas and Analysis

Scores in this domain reflect the ability to generate

productive ideas and engage critically with multiple

perspectives on the given issue. Competent writers

understand the issue they are invited to address, the

purpose for writing, and the audience. They generate ideas

that are relevant to the situation.

Development and Support

Scores in this domain reflect the ability to discuss ideas,

offer rationale, and bolster an argument. Competent

writers explain and explore their ideas, discuss implications,

and illustrate through examples. They help the reader

understand their thinking about the issue.

Organization

Scores in this domain reflect the ability to organize ideas

with clarity and purpose. Organizational choices are integral

to effective writing. Competent writers arrange their essay

in a way that clearly shows the relationship between ideas,

and they guide the reader through their discussion.



Language Use and Conventions

Scores in this domain reflect the ability to use written

language to convey arguments with clarity. Competent

writers make use of the conventions of grammar, syntax,

word usage, and mechanics. They are also aware of their

audience and adjust the style and tone of their writing to

communicate effectively.



Pace yourself.

Budget your time based on your experience in taking essay

tests in school or when you have done writing within a time

limit. It is unlikely that you will have time to draft, revise, and

recopy your essay.

Plan.

Before writing, carefully read and consider all prompt

material. Be sure you understand the issue, the different

perspectives on the issue, and your essay task.

Planning questions are included with the prompt that will

help you analyze the different perspectives and develop

your own. Use these questions to think critically about the

prompt and generate an effective response. How would you

best organize and support your ideas in a written argument.

Spend time structuring or outlining your response.

Note: The planning questions are optional and are not

scored.

Write.

Establish the focus of your essay by making clear your

argument and its main ideas.

Explain and illustrate your ideas with sound reasoning

and meaningful examples.

Discuss the significance of your ideas: what are the

implications of what you have to say, and why is your

argument important to consider?

As you write, ask yourself if your logic is clear, if you have

supported your claims, and if you have chosen precise

words to communicate your ideas.

Review your essay.

Try to make your essay as polished as you can. Take a few

minutes before time is called to read over your essay and

correct any mistakes.

If you take the A C T on paper, be sure to write your essay

legibly. If you find words that are hard to read, recopy them.

Make corrections and revisions neatly, between the lines.

Do not write in the margins, if applicable.

Practice.

There are many ways to prepare for the writing section.

Read newspapers and magazines, watch/listen to news

analyses online, on TV, or on radio, or participate in

discussions and debates, thinking carefully about other

perspectives in relation to your own.

One good way to prepare for the writing section is to

practice writing with different purposes for different

audiences. The writing you do in your classes will help you,

as will writing a personal journal, stories, essays, editorials,

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 how

much additional practice you may need. You might want

to take the practice writing section even if you do not plan

to take the A C T with writing. It will help you build skills that

are important in college-level learning and the world of

work.

Taking the Practice Tests

It is a good idea to take the practice tests under conditions

as similar as possible to those you will experience on test

day. The following tips will help you:

If taking the A C T (no writing), the four multiple-choice

tests require 2 hours and 55 minutes to complete. Take

them in order, in one sitting, with a 10- to 15-minute

break between Tests 2 and 3.

You will need only sharpened, soft lead No. 2 pencils and

good erasers. Remove all other items from your desk.

You will not be allowed to use unapproved scratch paper,

but you can use the test booklet to make notes.

If you plan to use a permitted calculator on the

mathematics test, use the same one you will use on test

day.

Use a digital timer or clock to time yourself on each

practice test. Set your timer for five minutes less than

the time allowed for each test so you can get used to the

verbal announcement of five minutes remaining.

Give yourself only the time allowed for each test.

Detach and use the sample answer document on pages

55–56.

y Read the test directions on the first page of each

multiple-choice test. These are the same directions that

will appear in your test booklet on test day.

y Start your timer and begin with Test 1. Continue through

Test 4, taking a 10- to 15-minute break between Tests 2

and 3. Use the timing table on page 1 to time each

section of the test.

y Score your multiple-choice tests using the information

beginning on page 63

If you plan to take the A C T with writing, read the

directions on the first page of the practice A C T writing

test (page 52). These are the same directions that will

appear in your test booklet on test day. Start your timer

(set for 40 minutes), then read the prompt on page

53. After you understand what the prompt is asking

you to do, plan your essay and then write or print it on

lined paper. On test day, if you test on paper, your answer

document will have lined pages on which you will write

your essay. Score your essay using the information on

pages 68–69.

A screen reader accessible practice test is available at

https://practice-two.actdigitalservices.org/.



This booklet contains tests in English, mathematics,

reading, and science. These tests measure skills and

abilities highly related to high school course work and

success in college. Calculators may be used on the

mathematics test only.

The questions in Tests 1–4 are numbered, and the

suggested answers for each question are lettered. On

the answer document, the rows of ovals are numbered

to match the questions, and the ovals in each row are

lettered to correspond to the suggested answers.

For each question, rst decide which answer is best.

Next, locate on the answer document the row of ovals

numbered the same as the question. Then, locate the

oval in that row lettered the same as your answer.

Finally, ll in the oval completely. Use a soft lead pencil

and make your marks heavy and black. Do not use ink

or a mechanical pencil.

Mark only one answer to each question. If you change

your mind about an answer, erase your rst mark

thoroughly before marking your new answer. For each

question, make certain that you mark in the row of ovals

with the same number as the question.

Only responses marked on your answer document

will be scored. Your score on each test will be based only

on the number of questions you answer correctly during

the time allowed for that test. You will not be penalized

for guessing. It is to your advantage to answer every

question even if you must guess.

You may work on each test only when the testing

staff tells you to do so. If you nish a test before time is

called for that test, you should use the time remaining

to reconsider questions you are uncertain about in that

test. You may not look back to a test on which time

has already been called, and you may not go ahead

to another test. To do so will disqualify you from the

examination.

Lay your pencil down immediately when time is called

at the end of each test. You may not for any reason ll

in or alter ovals for a test after time is called for that test.

To do so will disqualify you from the examination.

For Test 5, follow the directions on the rst page of

that test.

Do not fold or tear the pages of your test booklet.

Directions

DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO.

Form 2176CPRE

NOTE: This test material is the condential copyrighted property of ACT, Inc., and may not be copied,

reproduced, sold, scanned, emailed, or otherwise transferred without the prior express written permission

of ACT, Inc. Violators of ACT’s copyrights are subject to civil and criminal penalties.

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Practice Multiple-Choice Sections



PASSAGE I

Bar Codes: A Linear History

[1]

In 1948, graduate students, Norman Woodland

and Bernard Silver, took on a problem that had troubled

retailers for years: how to keep track of store inventories.

Inspired by the dots and dashes of Morse code, however,

Woodland and Silver created a system of lines that could

encode data. Called a symbology, the pattern created by

the spacing and widths of the lines encodes information

by representing different characters.

1. A. NO CHANGE

B. students, Norman Woodland and Bernard Silver

C. students Norman Woodland and Bernard Silver

D. students Norman Woodland and Bernard Silver,

2. F. NO CHANGE

G. in other words,

H. consequently,

J. DELETE the underlined portion.

ENGLISH TEST

45 Minutes—75 Questions

DIRECTIONS: In the ﬁve passages that follow, certain

words and phrases are underlined and numbered. In

the right-hand column, you will ﬁnd alternatives for the

underlined part. In most cases, you are to choose the

one that best expresses the idea, makes the statement

appropriate for standard written English, or is worded

most consistently with the style and tone of the passage

as a whole. If you think the original version is best,

choose “NO CHANGE.” In some cases, you will ﬁnd in

the right-hand column a question about the underlined

part. You are to choose the best answer to the question.

You will also ﬁnd questions about a section of the pas-

sage, or about the passage as a whole. These questions

do not refer to an underlined portion of the passage, but

rather are identiﬁed by a number or numbers in a box.

For each question, choose the alternative you consider

best and ﬁll in the corresponding oval on your answer

document. Read each passage through once before you

begin to answer the questions that accompany it. For

many of the questions, you must read several sentences

beyond the question to determine the answer. Be sure

that you have read far enough ahead each time you

choose an alternative.

GO ON TO THE NEXT PAGE.

ACT-2176CPRE

The following paragraphs may or may not be

in the most logical order. Each paragraph is num -

bered in brackets, and question 14 will ask you to

choose where Paragraph 3 should most logically

be placed.



[2]

The first bar code was composed of four white

lines set at specific distances from each other on a black

background. The first line was always present. $

Depending on the presence or absence of the remaining

three lines, up to seven different arrangements were

susceptible and, therefore, seven different encodings.

Today, twenty-nine white lines making more than half

a billion encodings possible.

[3]

To create a bar code scanner, Woodland and

Silver adapted technology from an optical movie sound

system. Their prototype scanner used a 500-watt bulb, a

photomultiplier tube (a device that detects light), and an

oscilloscope (a device that translates electronic signals into

readable information). Although successful, the concoction

was both large and costly. For example, progress stalled

until the 1970s, when laser technology (both more compact

and less expensive) became available.

[4]

In today’s scanners, a laser sends light back and forth

across a bar code. While the black lines absorb the light,

the white lines reflect it back at a fixed mirror inside the

scanner. In this way, the scanner reads the symbology and

decodes the information.

3. A. NO CHANGE

B. distances so that each was separated, one from the

C. locations, each one set apart from the

D. lengths of distance from each

4. The writer is considering deleting the preceding sen-

tence. Should the sentence be kept or deleted?

F. Kept, because it begins the description that is

com-

pleted in the sentence that follows.

G . Kept, because it gives a clear image of what the

first bar code looked like.

H . Deleted, because it provides an extra detail that is

not relevant to the subject of the paragraph.

J. Deleted, because it contradicts a point made later

in the paragraph.

5. A. NO CHANGE

B. responsible

C. possible

D. capable

6. F. NO CHANGE

G . which make

H . to make

J. make

7. A. NO CHANGE

B. contraption

C. substance

D. stuff

8. F. NO CHANGE

G. As a result,

H. However,

J. Even so,

9. A . NO CHANGE

B . them

C . ones

D. one

GO ON TO THE NEXT PAGE.

ACT-2176CPRE



[5]

* Today,

being that there are one- and

two-dimensional bar codes using numeric

and alphanumeric symbologies. Bar codes

are used not only for a pack of gum or an airline

ticket, but also for research. In one study, for

instance, tiny bar codes were placed on bees tracking

their activities. Shaping the way we gather, track, and

share information, we have almost certainly exceeded

even Woodland and Silver’s expectations.

1 4. For the sake of the logic and coherence of the essay,

Paragraph 3 should be placed:

F. where it is now.

G. before Paragraph 1.

H. after Paragraph 1.

J. after Paragraph 5.

10. Which of the following true statements, if added here,

would most effectively lead into the new subject of the

paragraph?

F. In the 1940s, Woodland and Silver were graduate

students at the Drexel Institute of Technology in

Philadelphia.

G . W

oodland and Silver were granted a patent for

their bar code on October 7, 1952.

H. Bar code equipment has been available for retail

use since 1970.

J. Bar codes themselves have advanced as well.

11. A. NO CHANGE

B . there are

C . where

D. DELETE the underlined portion.

12. F. NO CHANGE

G. had been placed on bees trying to track

H. placed on bees, which would track

J. were placed on bees to track

13. A. NO CHANGE

B . exceeding Woodland and Silver’s expectations

about bar codes has almost certainly been done.

C . bar codes have almost certainly exceeded even

Woodland and Silver’s expectations.

D. it is almost certain that we have exceeded even

Woodland and Silver’s expectations.

1 5. Suppose the writer’s primary purpose had been to

describe how a specific technological advancement

changed business practices. Would this essay accom-

plish that purpose?

A . Yes, because it offers an overview of current bar

code technology and indicates the variety of ways

in which bar codes are used by specific businesses.

B . Yes, because it explains how bar codes and scan-

ners made it easier for stores to keep track of their

inventories.

C . No, because it focuses primarily on the develop-

ment of bar codes and only briefly mentions how

businesses have implemented the use of bar codes.

D. No, because it focuses on why businesses needed

new technology but does not explain how bar

codes were able to serve that need.

GO ON TO THE NEXT PAGE.

ACT-2176CPRE

Questions 14 and 15 ask about the preceding passage as a whole.



16. F. NO CHANGE

G. me, and then pointing

H. me and she pointed

J. me, she pointed

17. A. NO CHANGE

B. glowing,” she said as she pointed up to the ceiling.

C. glowing,” she said in a hushed, whispering voice.

D. glowing.”

18. F. NO CHANGE

G. Although

H. Since

J. DELETE the underlined portion.

19. A. NO CHANGE

B. with

C. by

D. in

20. F. NO CHANGE

G. end up pretty hard to see.

H. have not a lot of light.

J. be utterly dark.

21. At this point, the writer wants to emphasize the idea

that the narrator found the woman’s comment peculiar.

Which of the following best accomplishes that goal?

A. I figured she had been to the caves before.

B. Surprised, I hesitantly turned toward her.

C. She had a notepad in her hand.

D. I happened to agree.

22. F. NO CHANGE

G. had been

H. it was

J. DELETE the underlined portion.

GO ON TO THE NEXT PAGE.

ACT-2176CPRE

PASSAGE II

Glowing on an Adventure

As I pulled my camera out of my backpack, I felt a

tap on my arm.

“No photographs,” whispered the woman next to

me, pointing up to the cave ceiling. “The flash will

make them stop glowing,” she said, whispering.

She was referring to the thousands of glowworms

that clung to the limestone ceiling and, with their radiant

bodies, flooded the cave in aquamarine light. While

I was traveling on canoe on a group tour through

the renowned Glowworm Grotto of New Zealand’s

Waitomo Caves. Were it not for the twinkling

light of these Arachnocampa luminosa, a species

unique to New Zealand and abundant in these caves,

this meandering subterranean passageway would

feel as though it were downright ensconced in shadows.

I sheepishly tucked the camera away and focused

again on the glowworms. Collectively, they resembled the

cosmos, a sea of stars in a clear night sky. Beautiful—yet

what made them glow?

“Bioluminescence,” the woman said,

peculiarly sensing my curiosity. 5 A badge

was pinned to her shirt indicated she was a

biochemist, here, I guessed, to research the organism.



She explained that to attract prey, glowworms (not

really worms at all, but the larval stage of a fungus

gnat) emit light through their translucent skin; via a

cellular chemical reaction. The cells produce luciferin,

a chemical pigment that reacts with oxygen to produce

light that shines through the organism’s tail-end intestine.

From its mouth, she showed me,

all glowworms dangle shimmering silken

threads glossed in beads of mucus. Cave-dwelling

insects are trapped in these threads, then reeled in

like fish on a line, and finally lured by the light.

The light responds to environmental factors. The

sound of splashing water, however, might signal

that prey is nearby, causing them to

brighten. <

2 3. A. NO CHANGE

B . skin, and via

C . skin. Via

D. skin via

2 4. F. NO CHANGE

G . all of the glowworms are dangling

H . each of the glowworms dangle

J. each glowworm dangles

2 5. A. NO CHANGE

B . lured by the light, then trapped in these threads,

and finally reeled in like fish on a line.

C . reeled in like fish on a line, then trapped in these

threads, and finally lured by the light.

D. trapped in these threads, then

lured by the light,

and finally reeled in like fish on a line.

26. F. NO CHANGE

G . on the other hand,

H . for example,

J. above all,

27. A. NO CHANGE

B . the light

C . these

D. DELETE the underlined portion.

28. Which of the following choices, if added here, would

best conclude the paragraph and refer back to the con-

versation at the beginning of the essay?

F. Insects are likely attracted to the light because the

sky-like appearance of the glowworms fools the

insects into believing they are outdoors.

G. She told me that the cave is usually quiet, with

only occasional noises, such as tour boats passing

through the water.

H. A camera flash, she reminded me, may also spell

danger, and the glowworms’ light is doused.

J. The light is also brighter in a hungry larva than in

those that have just eaten.

GO ON TO THE NEXT PAGE.

ACT-2176CPRE



Our trip neared its end. I spotted

a dragonfly in the cave. I knew its

fate, it would be ensnared, just as I had

been by the brilliance of these luminescent

glowworms.

PASSAGE III

A Rose by the Name Antique

With shears in hand, I clip a thin branch

from the rosebush in my backyard garden. I place this

clipping into the basket next to me and crouch under

this again. I snip a few more branches and then rise

to head to the greenhouse. There, I will deposit these

clippings in rich soil; roots will take hold, buds will sprout,

and a new plant will find a home in my garden.

My roses are not your average hybrid-tea roses (those

long-stemmed, special occasion roses with well-formed

buds). Mine are antique roses, old, or heirloom varieties,

that have existed in gardens worldwide for centuries.

29. The writer is considering revising the underlined por-

tion to the following:

soaring toward the light.

Should the writer make this revision?

A. Yes, because the revised phrase more specifically

describes the dragonfly’s actions to help support

the narrator’s claim that she knew what its fate

would be.

B. Yes, because the revised phrase adds informati

that explains why the light of the glowworms was

suddenly dim.

C. No, because the original phrase more clearly

establishes that the trip is ending and that the nar-

rator sees the dragonfly as they exit the cave.

D. No, because the original phrase builds on the sus-

pense established in the narrative regarding the

fate of the dragonfly.

30. F. NO CHANGE

G. fate; and

H. fate:

J. fate

31. A. NO CHANGE

B. basket next, to me

C. basket, next to me

D. basket next to me,

32. F. NO CHANGE

G. the rosebush

H. one

J. it

33. Which choice most closely maintains the sentence pat-

tern the writer establishes after the semicolon?

A. NO CHANGE

B. I will see new buds that have been sprouting,

C. followed by the buds, which have sprouted,

D. then come the sprouting buds after that,

34. F. NO CHANGE

G. roses, old or heirloom, varieties,

H. roses old, or heirloom varieties

J. roses, old or heirloom varieties

GO ON TO THE NEXT PAGE.

ACT-2176CPRE



Compared to vibrant hybrid-tea colors, antique rose colors

tend to be silenced. Their stems are also shorter, and their

buds are a bit droopier. Their fragrance, however, is

unmatched. And unlike the hybrid-tea whose long stems

make into a rosebush that is rather scraggly looking,

antique rosebushes can be grown in a variety of colors,

handsomely landscaping gardens.

The plant thrives best when it is exposed to six hours

of direct sunlight daily. The plant can withstand extreme

temperatures and survive nearly anywhere. It’s also easier

to grow antiques. Cultivating hybrid-teas having involved

a process of grafting two species of rose together, but the

grafted area remains weak and susceptible to viruses.

Antiques, on the other hand, are less prone to disease

because they are grown simply by placing cuttings from

a parent plant into nutrient-rich soil. They require far less

pruning, fertilizing, and nurturing than their hybrid-tea

3 5. A. NO CHANGE

B . vibrant hybrid-tea, colors,

C . vibrant, hybrid-tea colors

D. vibrant hybrid-tea colors

3 6. F. NO CHANGE

G . reduced.

H . muted.

J. lower.

3 7. A. NO CHANGE

B . about

C . like

D. for

3 8. The writer wants to add a detail here that best com-

pletes the contrast to hybrid-tea roses in the first part

of the sentence. Which choice best accomplishes that

goal?

F. NO CHANGE

G . are lush and shapely,

H . can grow quite large,

J. tend to be less thorny,

39. Which choice best introduces the main focus of the

paragraph?

A . NO CHANGE

B . The varieties of antique roses are numerous, the

most popular of which are the silken peach

Mutabilis and the crimson Louis Phillippe.

C . Aside from the rose’s beauty, what gardeners like

me most appreciate is that antiques are incredibly

durable and low maintenance.

D. While I am fond of bush varieties, I am also drawn

to climbing varieties that can be placed against

walls, fences, or trellises.

4 0. F. NO CHANGE

G. They’re

H. Their

J. Its

4 1. A. NO CHANGE

B . which involves

C. involves

D. involving

4 2. F. NO CHANGE

G. Antiques, requiring

H. Antiques require

J. Requiring

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ACT-2176CPRE



43. The writer wants to add a detail here that emphasizes

the antique rose’s ability to survive without human

care. Which choice best accomplishes that goal?

A. NO CHANGE

B. blooming year after year even at abandoned sites.

C. making them more popular among gardeners.

D. often blooming between midspring and fall.

44. Which sequence of sentences makes this paragraph

most logical?

F. NO CHANGE

G. 2, 1, 3

H. 3, 1, 2

J. 1,

3, 2

45. Suppose the writer’s primary purpose had been to

describe the process of planting a particular flower.

Would this essay accomplish that purpose?

A. Yes, because the essay discusses the steps involved

in growing and maintaining antique rosebushes.

B. Yes, because the writer explains the specific condi-

tions needed to plant antique roses and how long it

takes for new buds to sprout.

C. No, because the essay is more focused on compar-

ing the qualities and cultivation of antique and

hybrid-tea roses.

D. No, because while the writer mentions growing

antique roses in his garden, the essay is more

focused on the history of antiques in gardens

worldwide.

46. F. NO CHANGE

G. this work of art reached

H. the object stood

J. DELETE the underlined portion.

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ACT-2176CPRE

Question 45 asks about the preceding passage

as a whole.

counterparts, antiques can reportedly survive without any

care from human hands, a fact that surprises many.

[1] I dig small holes in a pot of soil, place each

clipping a half inch deep, and pack down the soil around

them. [2] Back in my greenhouse, I strip the clippings

of all leaves and branches. [3] Then I wait: the roots will

take hold and, eventually, buds will sprout. L

PASSAGE IV

Jeremy Frey, Weaving Heritage Into Modern Art

[1]

The winning piece was a basket, it was eighteen

inches tall with a curved, vaselike silhouette. [A] It

was made of ash wood finely woven into bold stripes of

black and white that ran from its crown to its base. [B]

4 7. A. NO CHANGE

B . Market the largest Indian art festival—in the

nation—

C. Market, the largest Indian art festival, in the nation

D. Market, the largest Indian art festival in the nation

4 8. F. NO CHANGE

G. looked on as the

H. as his

J. his

4 9. A. NO CHANGE

B . but, unlike most, contemporary basketmakers

C. but unlike, most contemporary basketmakers,

D. but, unlike most contemporary basketmakers

5 0. F. NO CHANGE

G. Going on to

create

H. Frey creates

J. Creating

5 1. If the writer were to delete the underlined portion, the

essay would primarily lose:

A. an indication that Frey honors Passamaquoddy cul-

tural heritage by creating baskets that look nearly

identical to traditional pieces.

B . a mention of a physical characteristic of the earli-

est baskets used by Passamaquoddy fishermen.

C . a detail that connects Frey’s basketry work to

long-standing Passamaquoddy traditions.

D. a point revealing that Frey’s baskets are used by

Passamaquoddy fishermen today.

5 2. Which choice provides the clearest and most specific

information about which parts of Frey’s baskets are

being referred to in the sentence and about Frey’s

manner of weaving those parts?

F. NO CHANGE

G. a remarkable level of detail on certain sections, the

H. intricately woven interiors and bottoms,

J. characteristic interiors and bottoms,

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ACT-2176CPRE

In the ninety-year history of the Santa Fe Indian

Market—the largest Indian art festival in the nation—the

2011 event marked the first time a basket won best of

show. The creator of the piece, thirty-three-year-old

Passamaquoddy Indian Jeremy Frey from Princeton,

Maine, the basket sold at auction for $16,000.

[2]

[C] Frey describes his baskets as

“cutting-edge traditional.” [D] He primarily

weaves a classic material, wood from the brown

ash tree, but, unlike most contemporary basketmakers,

he harvests, cuts, pounds, dries, and dyes the wood

himself. Then creating highly elaborate versions

of the sturdy utility baskets that have been used

by generations of Passamaquoddy fishermen from

Maine. He honors tradition, but he highlights

artistic design. For example, his baskets feature

complex weaving on areas that are often hidden

and therefore typically not embellished. Many

traditional baskets have basic, woven lids.



Frey’s porcupine quill lids are often decorated

with art inlaid on birch bark; as far as lids go,

I wouldn’t say that’s basic. And while braids of

grass are customarily woven into ash baskets

to make them better, Frey incorporates braided

cedar bark to create striking new textures.

[3]

Now that he’s a nationally recognized artist of who

has rejuvenated the art of basketry, Frey feels his role

is to inspire. He’s on the board of the Maine Indian

Basketmakers Alliance, a group that works to help

preserve it by reaching out to young members of Native

communities in the state. His other goal is to continue to

stand out. The woven grass bracelets he saw on a recent

trip to Hawaii have influenced how he shapes the bases

of some of his newer baskets, as he finds yet another way

to make traditional Passamaquoddy weaving something

spectacularly his own.

53. Which placement of the underlined portion makes

clear that the art that decorates the lid, not the lid

itself, is made of porcupine quill?

A. Where it is now

B. After the wor

d are

C . After the word often

D. After the word with

5 4. F. NO CHANGE

G . bark, which is not exactly formulating a lid

through a conventional ideology.

H. bark; this is just part of his really artistic way.

J. bark.

5 5. A. NO CHANGE

B . has been

C . is seen

D. is

5 6. Which choice provides the clearest and most specific

reason that grass is woven into ash baskets?

F. NO CHANGE

G. for the sake of the objects,

H. for a useful purpose,

J. to strengthen them,

57. A. NO CHANGE

B . being whom

C . whom

D. who

58. F. NO CHANGE

G . this art

H . that

J. DELETE the underlined portion.

59. A. NO CHANGE

B . distinguish himself from other weavers so as a

weaver he is set apart from them.

C . remain to be someone who gets noticed.

D. keep on being fully distinct.

60. The writer is considering adding the following sen-

tence to the essay:

The black stripes were woven flat, sharply set-

ting off the white stripes, which were woven

to form raised columns of perfectly even

points that seemed to cascade down the piece.

If the writer were to add this sentence, it would most

logically be placed at:

F. Point A in Paragraph 1.

G . Point B in Paragraph 1.

H . Point C in Paragraph 2.

J. Point D in Paragraph 2.

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ACT-2176CPRE

Question 60 asks about the preceding passage

as a whole.

PASSAGE V

The Flow of Time

Nine hundred years ago, Emperor Zhezong of China,

ordered the design and construction of a clock

built to keep time more accurately than other clocks.

This would be no simple timepiece and because

Chinese dynasties continued to astrology, they relied

on complicated clocks that not only kept time but also

helped track stars, planets, the sun, and the moon. An

eminent scientist and bureaucrat named Su Song lead

Zhezong’s ambitious project.

Using his expertise in calendrical science,

Su Song created a spectacular timepiece housed within

an ornate forty-foot-tall tower. At the tower’s top sat an

armillary sphere, or a nest of metal rings representing

celestial reference points such as the horizon and

the sun’s path—that rotated in sync with the

earth, enabling precise astronomical observations.

Inside the tower, a sphere depicting the sky

revolved to display the stars that were overhead.

61. A. NO CHANGE

B. ago, Emperor Zhezong, of China

C. ago, Emperor Zhezong of China

D. ago Emperor Zhezong of China,

62. F. NO CHANGE

to keep time more accurately than clocks that had

previously come before it.

H. more accurate at keeping time correctly than any

other clock of the time.

J. more accurate than any other.

63. A. NO CHANGE

B. timepiece. Because

C. timepiece, because

D. timepiece because

64. F. NO CHANGE

G. adhered

H. linked

J. fixed

65. A. NO CHANGE

B. imminent scientist and bureaucrat named Su Song

lead

C. imminent scientist and bureaucrat named Su Song

led

D. eminent scientist and bureaucrat named Su Song

led

66. Given that all the choices are accurate, which one best

indicates that Su Song relied on engineering achieve-

ments from earlier times?

F. NO CHANGE

G. Building on centuries of Chinese clock-making

knowledge,

H. While authoring his treatise on astronomical

clockwork,

J. After first crafting a working small-scale wooden

model,

67. A. NO CHANGE

B. secured between

C. encased around

D. nestled among

68. F. NO CHANGE

G. sphere—

H. sphere:

J. sphere,

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ACT-2176CPRE

Besides, below the star sphere, the tower’s open

sides exposed a detailed model of a five-story pagoda.

Automated figurines would appear in the pagoda’s

doorways and ring bells to announce hours, sunsets,

seasons, and other chronological events.

The clock’s inner workings were equally remarkable.

Hidde