Grockit SAT ACT Prep

Learn more about Grockit's SAT and ACT test preparation

ACT English Posts

When is the ACT offered in 2012?

The ACT is offered 6 times a year in most states. Before you schedule your ACT test you should be aware of the college application deadlines and what it means for rolling admissions and early action deadlines. You should give yourself enough time for ACT test prep to give you the best advantage in achieving the highest ACT score possible.

2012 ACT test dates:

Exam Date:          Register By:            Late Registration:

*2/11/2012             1/13/2012                   1/20/2012

4/14/2012              3/09/2012                   3/23/2012

6/09/2012              5/04/2012                   5/18/2012

9/08/2012                  TBD                            TBD

10/27/2012                TBD                            TBD

12/08/2012                TBD                            TBD

Test your ACT skills by answering this ACT reading question. Good luck!

* Note: There will be no ACT test offered in New York for the February test date.

Register to take the ACT at act.org

ACT English: Editing Sentences and Paragraphs

Being able to edit sentences and paragraphs will be important for the ACT . You may be required to correct an error in a sentence. Or you may have to clarify a sentence. Whatever the case, you’ll have to get plenty of test prep to make sure you can answer this question type quickly on test day. For the best test prep around, go to Grockit to play fun, interactive games. You’ll be able to chat with other high school students preparing for the test and get help and advice from trained instructors. Before heading over to a game room, know these tips about answering editing sentences and paragraphs questions:

  1. It’s all about context. It’ll be important to understand the context of the questioned word, phrase or sentence. For this reason, it’s very important to read the entire passage. Just looking at a single sentence—or even the sentences before and after the questioned word, phrase or sentence—is a recipe for getting the wrong answer.
  2. Think about clarity. Your goal is to pick the most concise, clear sentence. If an answer choice has too many words, it’s likely a wrong answer choice. Your answer choice has to be descriptive, but always reexamine any answer choice that has fewer words.
  3. Read every answer choice. Reading every answer choice is so important for editing sentence and paragraph questions. Sometimes there will be a few good answers. Your task, however, is to find the BEST answer choice. So make sure you read every answer choice, fighting the urge to choose the first answer choice that seems good.

Read more »

ACT English: Clarity

The ACT will test your ability to identify clear, concise sentences. This won’t be as easy as it sounds, as you’ll need to know rules about using the passive voice, proper noun, pronoun, and adverb agreement, among other writing conventions. Since there’s so many rules for writing, proper test prep is necessary to answer clarity questions on the ACT . Go to Grockit to get all the test prep you need, including receiving the help from trained instructors. And remember to use these strategies when answering clarity questions:

  1. Read the entire passage. It’s important that you know the passage’s purpose, or main point. Sometimes the test-makers include a well-constructed sentence that makes little sense when inserted into the passage.
  2. Avoid the passive voice. The passive voice (“was going to” and “were traveling to” are two examples) isn’t as clear as the active voice (“went to” and “traveled to”). Whenever you see the passive voice in an underlined sentence or phrase, see if there’s a better answer choice using the active voice.
  3. Noun placement at the beginning of the sentence. More than likely, a good sentence will have a noun very close to, if not at the beginning of, the sentence. If an answer choice has a noun near the beginning of the sentence, check to see if the rest of it makes sense.
  4. Use process of elimination. Sometimes none of the answer choices look especially appealing. By using process of elimination, instead of random guessing, you should be able to narrow it down to the two you think are most correct. This will improve your chance at getting the question right.

Now, with these tips in mind, let’s try a sample question:

Grandeur and simple emotional appeal were already known to be the keys to the people’s musical appreciation by Alexus. Unfortunately, he was university trained, and copied the academic model instead.  In the universities and cloisters, young novices’ first forays at composition evoke disinterest from stodgy monks who redirect them toward more complex and confusing music.  Monks supply detailed theories, and novices are rewarded for improving his or her academic training, Alexus developed an understanding of how novice monks learn music in monasteries. His program was overlooked completely by the illiterate churchgoing peasants.

What change should be made to the underlined sentence?

  1. NO CHANGE
  2. As Alexus already knew, that grandeur and simple emotional appeal are the keys to the people’s musical appreciation.
  3. Alexus already knew that grandeur and simple emotional appeal were the keys to the people’s musical appreciation.
  4. The keys to the people’s musical appreciation, Alexus already knew that they were grandeur and simple emotional appeal.

Try this ACT English question for more practice!

The original sentence is convoluted and confusing. It uses the passive voice (“Were already known to be”) and puts the noun (Alexus) at the end of the sentence. Unless there are no better choices, we should eliminate this one. B isn’t much better than the original sentence, for the pronoun “that” is in a location where it’s difficult to know what “that” is referring to. We should eliminate it from our possible answer choices. If we move on to C, we get a reasonably good sentence. The noun (Alexus) is at the beginning of the sentence and the first verb (knew) is active. We should keep this and check the last choice. In D, we have a dangling modifier—no subject in a clause (“The keys to…appreciation”). For this simple reason, D cannot be the choice, leaving us with the correct answer—C!

As you can see, the ACT asks you to know a lot of rules about writing. To make sure you’re prepared for anything they may ask, go to Grockit and get as much test prep as you can. It’ll make test day go smoothly and help you get the score you want.

Find out how Grockit can help you use your study plan to stay on track and make sure you’ve mastered everything.

ACT English: Introduction

The ACT English test assesses your knowledge of grammar and writing skills. It is mostly a knowledge-based rather than a reason-based test, meaning that you really have to know the rules before you take it. While using techniques such as “listening” for the best sounding grammatical construction may help you here, the best approach to studying for the ACT English is to learn the grammar rules and become familiar with the rhetorical techniques that are tested.

Timing:  The test is 45 minutes long and there are 75 questions to answer. That does seem a little intense, but you’ll soon realize that, while the time limit is an obstacle, it is certainly reasonable. Many of the grammar questions can be answered in a manner of seconds, while some rhetorical strategy questions may require at least one minute.

Try this ACT English practice question and use the timer provided.

Format:  It’s most important that you familiarize yourself with the format of the ACT English, especially if you are familiar with the format of the SAT Writing. The SAT Writing and ACT English cover many of the same skills, but the formats are quite different. Rather than use individual multiple choice questions that feature isolated sentences with grammar problems, the ACT English provides long passages that suffer from errors throughout. The test is broken down into five passages, each with 15 questions.

Underlines: Grammar errors are underlined and assigned numbers that correspond to the question number. Choose the best replacement of (or don’t change) the underlined word or phrase based on rules of grammar, punctuation, syntax, and rhetoric.

Boxes: Boxed numbers in the passage refer to sections of the passage or the passage as a whole, not individual words or phrases. For these, read the question and choose the best answer based on rhetorical reasoning.

The following images are taken from a Grockit ACT practice passage. Note that, in this example, numbers 3 and 4 are underline questions that simply ask for the best version of the underlined phrases, while numbers 5 and 15 will provide questions that test rhetorical skills concerning the preceding paragraph or sentence.

Read more »

ACT English: Purpose

On the ACT English, purpose questions ask you to examine the entire passage and identify the main idea or the author’s purpose. Because purpose questions require a thorough understanding of the entire passage, students tend to find these particular questions difficult. While these questions may be daunting, there are a few strategies we can use to increase our chances of choosing the right answer.

Luckily, there are only about one or two purpose questions in any given English passage, and they’re pretty easy to identify.  A purpose question might look like this:

“Suppose the writer intended to write an essay that discusses… …Did the writer fulfill that goal?”

Answers to purpose questions will usually be in “yes or no” form. Each answer will say “yes” or “no,” followed by a qualifying statement that justifies the ‘yes’ or ‘no’ answer. For example, if the passage is an essay about the Wright brothers’ invention of the airplane, and the question asks “suppose the writer intended to write an essay that discusses the complexities of airplane physics,” then you’d see four possible answers to that question that also try to justify that answer.

Check back to Grockit’s ACT and SAT blog for up to date test and strategy information.

Read more »

ACT English Overview

The ACT English section will always be the first test of the ACT . It is 75 questions and will take 45 minutes. The official ACT guide breaks down the tested concepts into 2 categories with 3 sub-skills. You will receive a subscore for each category and a total score based on all questions.

Usage/Mechanics (40 questions)

- Punctuation (10 questions)

- Grammar and Usage (12 questions)

- Sentence Structure (18 questions)

Rhetorical Skills (35 questions)

- Strategy (12 questions)

- Organization (11 questions)

- Style (12 questions)

To study for these, familiarize yourself with English grammar and usage, and with the most-tested errors. Here is a good starter list of some of the errors you can expect to see on the ACT English test:

Looking for some ACT practice? Try this ACT English question on Grockit.

Read more »

ACT English: Prepositions Usage

The ACT English will sometimes test your knowledge of preposition usage; knowledge is the keyword here, since you really cannot reason your way through the intricacies of preposition usage. For this reason, we often refer to preposition questions as “idiom” questions; simply put, an idiom is a recognized grammatical construction that is a rule simply because of tradition. The idiom constitutes the ultimate tautology: we say something a certain way because, well, that’s how we say it.

Preposition usage is notoriously arbitrary, or, as the test-writers might say, preposition usage is idiomatic. Why do I listen “to” the radio instead of listen “at” the radio? We say “listen to” because that is how English speakers have said it for hundreds of years. We like it that way, and we are not willing to change.

For some students, idiom errors can be the easiest to spot on the exam. To these students, an idiom error sticks out like a sore thumb. When they read something like “listen at the radio,” they hear dissonance. The only way to restore grammatical harmony is to replace the grating “at” with the soothing “to.” Balance is restored.

Not everybody thinks this way. For many who learned English as a second language, and even for those who have a purely logical–as opposed to intuitive–understanding of language, idiom errors are extremely difficult to detect. After all, there is no logical explanation for why we say “listen to” instead of “listen at.”

Try this ACT preposition practice question!

Read more »

ACT English: Transitions

All good writers use transitions to link their ideas in a sentence, from sentence to sentence, or from paragraph to paragraph. The ACT requires that you know how to both use transitions effectively and spot them in writing.

Transitions questions on the ACT English will often ask you to figure out the best way to conclude paragraphs. It’s a good idea to familiarize yourself with the kinds of questions that ask for transitional sentences. Here are a couple prototypical examples:

“Which choice would act as the most effective transition at the end of Paragraph 1?”

“”If inserted here, which of the following sentences would provide the most appropriate conclusion to the essay?”

While the word “transition” will be a dead giveaway, watch out for words like “conclusion” or phrases like “most appropriate sentence.” These questions are essentially looking for ways to fill in the gaps of a written argument. It is your job to choose the sentence that can best link two ideas, introduce a paragraph, or conclude an entire passage. Here are a few tips to tackle the main types of transitions questions:

Try this ACT English practice problem and test your skills!

Read more »

ACT English: Redundancy

Redundant phrases are those that unnecessarily repeat information. Redundancies are so common in everyday speech that it’s easy to overlook them. For example, examine the seemingly faultless sentence “I have to use the ATM machine, but I forgot my PIN number.” There are two errors of redundancy in this sentence: ATM stands for Automated Teller Machine and PIN stands for Personal Identification Number, so attaching the words “machine” and “number” to their respective acronyms constitutes a redundancy.

Don’t worry–the ACT English will not be that sneaky, but you will have to become unusually vigilant to catch these errors. Redundancy is a specific error of “wordiness,” that is, the use of excessive or unnecessary words. Wordiness comes in the form of unnecessary words (words that can be deleted to aid the clarity of the sentence), redundancies (words that simply repeat what has already been stated), and clunky phrases that could be easily reduced to single words.

Let’s check out a couple simple examples of redundancy that more closely resemble the errors you’ll see on the ACT:

Example 1: At first, I initially was afraid of flying.

Example 2: My first class begins at 11 a.m. in the morning.

In the first example, both “at first” and “initially” signify the idea of “at the beginning.” We only need one of these expressions to communicate this idea. To fix the sentence, remove one of the expressions.

In the second example, both “a.m.” and “in the morning” communicate the idea that the class begins before noon. To fix the sentence, remove one of these expressions.

Now, let’s look at an  actual examples from Grockit’s ACT English questions:

  1. However, on the other hand, this new generation will not migrate as caterpillars, thus repeating the cycle.
  1. NO CHANGE
  2. However, in spite of it,
  3. Yet it is the alternating case that
  4. However,

If you happen to read the underlined phrase too quickly, you may not notice the error. A cursory reader may conflate the expressions “however” and “on the other hand” into one general expression of contrast. A careful reader, though, should notice that “however” and “on the other hand” mean the exact same thing in this context, so placing them next to each other at the beginning of a sentence results in a pretty flagrant redundancy.

What are our options? B happens to commit the same error: “however” and “in spite of,” though not interchangeable, communicate the same sense of opposition. C gives us a nice example of both redundancy and wordiness. Both “yet” and “alternating case” communicate opposition, and even worse, “it is the alternating case that” is a wordy phrase that can be easily condensed into a simple word like “however.” D is our best answer: as long as one of the expressions is omitted, the redundancy is fixed.

For practice , try spotting the redundancies we use in everyday speech. Once you begin to notice those, you’ll have no trouble identifying the redundancies on the test.

ACT English: Participles

Chances are you don’t remember the lesson on participles from high school English.  Technically speaking, a participle is a non-finite form of a verb that is either used as an adjective or as a verb used to form compound tenses. Don’t fret about the grammatical jargon, here. For the purposes of the ACT English, just be able to identify the two forms of participles: past and present.

Present Participles, a.k.a. ‘-ing’ verbs

The present participle is formed by adding ‘-ing’ to the base form of the verb. There are three main uses of present participles:

  1. Progressive verbs: “I am running to my classroom.”
  2. Adjective form: “The actress’s dress is stunning.
  3. Gerund (i.e. noun form): “Exercising is my favorite activity.”

The ACT is not likely to test you on the usage of present participles. If anything, you might have to choose between using a gerund and the infinitive form of a verb, like in this problematic sentence:

Check out Grockit’s Facebook page and stay up to date with all test prep, college admission, and test strategy advice!

Read more »