1. THE ACT ENGLISH TEST HOW TO CRACK THE SYSTEM

2. TRIAGE LOOK FOR ERRORS BY LOOKING AT THE ANSWER CHOICES FOR CLUES: LOOK FOR ERRORS BY LOOKING AT THE ANSWER CHOICES FOR CLUES: A. NO CHANGE A. NO CHANGE B. ONE GOES B. ONE GOES C. YOU GO C. YOU GO D. HE GOES D. HE GOES THE PROBLEM HAS SOMETHING TO DO WITH PRONOUNS THE PROBLEM HAS SOMETHING TO DO WITH PRONOUNS

3. SOME QUICK TRICKS “NO CHANGE” – IS THE RIGHT ANSWER A LITTLE LESS THAN 25% OF THE TIME “NO CHANGE” – IS THE RIGHT ANSWER A LITTLE LESS THAN 25% OF THE TIME “OMIT THE UNDERLINED PORTION” IS THE RIGHT ANSWER A LITTLE MORE THAN 50% OF THE TIME “OMIT THE UNDERLINED PORTION” IS THE RIGHT ANSWER A LITTLE MORE THAN 50% OF THE TIME

4. SENTENCE STRUCTURE CLAUSES AND PHRASES PUT TOGETHER LOGICALLY CLAUSES AND PHRASES PUT TOGETHER LOGICALLY INDEPENDENT CLAUSES VERSUS DEPENDENT CLAUSES INDEPENDENT CLAUSES VERSUS DEPENDENT CLAUSES SINGLE WORDS CAN MAKE DEPENDENT CLAUSES, INDEPENDENT SINGLE WORDS CAN MAKE DEPENDENT CLAUSES, INDEPENDENT AS HE RAN ACROSS THE ROOM (LOSE THE “AS”) AS HE RAN ACROSS THE ROOM (LOSE THE “AS”)

5. SUBORDINATING CONJUNCTIONS WHEN, WHERE, WHY, HOW, IF, AS, BECAUSE, ALTHOUGH, WHILE, DESPITE, THAT, WHO, WHAT WHEN, WHERE, WHY, HOW, IF, AS, BECAUSE, ALTHOUGH, WHILE, DESPITE, THAT, WHO, WHAT LOOK FOR THESE WORDS TO SIGNAL A SENTENCE FRAGMENT LOOK FOR THESE WORDS TO SIGNAL A SENTENCE FRAGMENT THESE WORDS LEAVE YOU ASKING… “AND”? THESE WORDS LEAVE YOU ASKING… “AND”?

6. PUNCTUATION MORE THAN HALF THE PUNCTUATION QUESTIONS ON THE ACT DEAL WITH THE PROPER USE OF COMMAS MORE THAN HALF THE PUNCTUATION QUESTIONS ON THE ACT DEAL WITH THE PROPER USE OF COMMAS TOO FEW COMMAS CREATE CONFUSION REGARDING THE THOUGHT PROCESS TOO FEW COMMAS CREATE CONFUSION REGARDING THE THOUGHT PROCESS TOO MANY BREAK UP THE FLOW TOO MANY BREAK UP THE FLOW

7. COMMA RULES CLAUSES: BETWEEN A DEPENDENT AND AN INDEPENDENT CLAUSE CLAUSES: BETWEEN A DEPENDENT AND AN INDEPENDENT CLAUSE MODIFYING PHRASES: BETWEEN AN INDEPENDENT CLAUSE AND ITS MODIFYING PHRASE “HUNGRY AND EXCITED, THE BIRD SNAPPED UP THE BAGEL” MODIFYING PHRASES: BETWEEN AN INDEPENDENT CLAUSE AND ITS MODIFYING PHRASE “HUNGRY AND EXCITED, THE BIRD SNAPPED UP THE BAGEL”

8. COMMA RULES RESTRICTIVE AND NONRESTRICTIVE ELEMENTS: AROUND NONRESTRICTIVE CLAUSES OR PHRASES RESTRICTIVE AND NONRESTRICTIVE ELEMENTS: AROUND NONRESTRICTIVE CLAUSES OR PHRASES MY GRANDFATHER, WHO SNORES LOUDLY, ALWAYS SLEEPS IN HIS LONGJOHNS MY GRANDFATHER, WHO SNORES LOUDLY, ALWAYS SLEEPS IN HIS LONGJOHNS THAT v. WHICH THAT v. WHICH

9. COMMA RULES SERIAL COMMA: SEPARATE ITEMS IN A SERIES (COMMA BEFORE AND AND ;) SERIAL COMMA: SEPARATE ITEMS IN A SERIES (COMMA BEFORE AND AND ;) SEPARATING CLAUSES: BEFORE COORDINATING CONJUNCTION (AND, OR, BUT, FOR, NOR, YET) BETWEEEN TWO INDEPENDENT CLAUSES SEPARATING CLAUSES: BEFORE COORDINATING CONJUNCTION (AND, OR, BUT, FOR, NOR, YET) BETWEEEN TWO INDEPENDENT CLAUSES

10. COMMA SPLICES IN A COMMA SPLICE TWO INDEPENDENT CLAUSES ARE JAMMED TOGETHER INTO SENTENCE, USUALLY WITH ONLY A COMMA TO TRY TO HOLD THEM TOGETHER IN A COMMA SPLICE TWO INDEPENDENT CLAUSES ARE JAMMED TOGETHER INTO SENTENCE, USUALLY WITH ONLY A COMMA TO TRY TO HOLD THEM TOGETHER AUNT SALLY RAN INTO THE ROOM, TOM WAS ALREADY GONE. AUNT SALLY RAN INTO THE ROOM, TOM WAS ALREADY GONE. FIX IT FIX IT

11. RUN-ONS A RUN-ON SENTENCE IS PRETTY MUCH THE SAME THING AS A COMMA SPLICE, WITHOUT THE COMMA A RUN-ON SENTENCE IS PRETTY MUCH THE SAME THING AS A COMMA SPLICE, WITHOUT THE COMMA AUNT SALLY SWEPT UP THE SHARDS OF GLASS SHE WAS FURIOUS AUNT SALLY SWEPT UP THE SHARDS OF GLASS SHE WAS FURIOUS FIX IT FIX IT USUALLY THEY ARE MUCH LONGER AND YOU CAN’T READ THEM OUTLOUD WITHOUT RUNNING OUT OF BREATH USUALLY THEY ARE MUCH LONGER AND YOU CAN’T READ THEM OUTLOUD WITHOUT RUNNING OUT OF BREATH

12. COMMA SPLICE/RUN-ON LOOK FOR PUNCTUATION CHANGES IN THE ANSWERS LOOK FOR PUNCTUATION CHANGES IN THE ANSWERS IF YOU SEE AN ANSWER THAT BREAKS UP THE “SENTENCE” CHECK FOR INDEPENDENT CLAUSES ON BOTH SIDES IF YOU SEE AN ANSWER THAT BREAKS UP THE “SENTENCE” CHECK FOR INDEPENDENT CLAUSES ON BOTH SIDES REMEMBER THERE ARE MULTIPLE WAYS TO FIX THESE PROBLEMS REMEMBER THERE ARE MULTIPLE WAYS TO FIX THESE PROBLEMS TRY ALL OF THE OPTIONS TRY ALL OF THE OPTIONS

13. SEMICOLONS and COLONS PUT TWO OR MORE INDEPENDENT CLAUSES TOGETHER TO FORM ONE BIG SENTENCE PUT TWO OR MORE INDEPENDENT CLAUSES TOGETHER TO FORM ONE BIG SENTENCE THE CLAUSES MUST BE RELATED THE CLAUSES MUST BE RELATED YOU WILL NOT HAVE TO CHOOSE BETWEEN A SEMICOLON AND PERIOD YOU WILL NOT HAVE TO CHOOSE BETWEEN A SEMICOLON AND PERIOD USED AFTER COMPLETE STATEMENT TO INTRO LIST LAST WORD CANNOT BE A VERB

14. APOSTROPHES MARK POSSESSION OR MISSING LETTERS MARK POSSESSION OR MISSING LETTERS PETER’S CAR; WOMEN’S ISSUES PETER’S CAR; WOMEN’S ISSUES THE NOUN MUST BE FOLLOWED BY ANOTHER NOUN (NOT VERB) TO BE NECESSARY THE NOUN MUST BE FOLLOWED BY ANOTHER NOUN (NOT VERB) TO BE NECESSARY STUDENTS MUST HAVE IDENTIFICATION CARDS STUDENTS MUST HAVE IDENTIFICATION CARDS

15. APOSTROPHE THE MOST COMMON APOSTROPHE ERROR ON THE ACT IS “ITS/IT’S” THE MOST COMMON APOSTROPHE ERROR ON THE ACT IS “ITS/IT’S” IT’S IS THE CONTRACTION IT IS IT’S IS THE CONTRACTION IT IS ITS IS THE POSSESSIVE OF IT. THE DOG LOST ITS COLLAR. ITS IS THE POSSESSIVE OF IT. THE DOG LOST ITS COLLAR.

16. DASHES SEPARATE A WORD OF GROUP OF WORDS FROM THE REST OF THE SENTENCE SEPARATE A WORD OF GROUP OF WORDS FROM THE REST OF THE SENTENCE IT IS AN ABRUPT BREAK IN THOUGHT OR TO INTRODUCE AN EXPLANATION OR AFTERTHOUGHT IT IS AN ABRUPT BREAK IN THOUGHT OR TO INTRODUCE AN EXPLANATION OR AFTERTHOUGHT I TRIED TO EXPRESS MY GRATITUDE— NOT THAT ANY WORDS COULD BE ADEQUATE—BUT SHE JUST NODDED AND WALKED AWAY. I TRIED TO EXPRESS MY GRATITUDE— NOT THAT ANY WORDS COULD BE ADEQUATE—BUT SHE JUST NODDED AND WALKED AWAY. MAKE SURE IT IS AN ABRUPT BREAK IN THOUGHT AND THERE ARE TWO IN THE MIDDLE OF A SENTENCE, ONE AT THE END MAKE SURE IT IS AN ABRUPT BREAK IN THOUGHT AND THERE ARE TWO IN THE MIDDLE OF A SENTENCE, ONE AT THE END

17. QUOTATION MARKS DIRECT QUOTES DIRECT QUOTES POEMS, JOURNALS, ARTICLES, SONGS POEMS, JOURNALS, ARTICLES, SONGS PERIODS INSIDE, QUESTION MARKS DEPEND PERIODS INSIDE, QUESTION MARKS DEPEND

18. GRAMMAR AND USAGE TEST YOUR ABILITY TO RECOGNIZE THE PROPER USES OF DIFFERENT PARTS OF SPEECH TEST YOUR ABILITY TO RECOGNIZE THE PROPER USES OF DIFFERENT PARTS OF SPEECH FREQUENTLY THE FOCUS IS: NOUN- PRONOUN AGREEMENT, PRONOUN CASE AGREEMENT, SUBJECT-VERB AGREEMENT, VERB TENSE, PROPER PLACEMENT OF ADJECTIVES AND ADVERBS, CORRECT PLACE OF IDIOM FREQUENTLY THE FOCUS IS: NOUN- PRONOUN AGREEMENT, PRONOUN CASE AGREEMENT, SUBJECT-VERB AGREEMENT, VERB TENSE, PROPER PLACEMENT OF ADJECTIVES AND ADVERBS, CORRECT PLACE OF IDIOM

19. VERB ERRORS LOOK FOR AN UNDERLINED VERB LOOK FOR AN UNDERLINED VERB IT WILL BE EITHER A SUBJECT-VERB AGREEMENT PROBLEM OR A TENSE ISSUE IT WILL BE EITHER A SUBJECT-VERB AGREEMENT PROBLEM OR A TENSE ISSUE FIND SIMPLE SUBJECT AND SIMPLE VERB FIND SIMPLE SUBJECT AND SIMPLE VERB

20. SUBJECT – VERB AGREEMENT VERBS MUST ALWAYS AGREE WITH THEIR SUBJECTS VERBS MUST ALWAYS AGREE WITH THEIR SUBJECTS LOOK FOR NUMBER ERROR LOOK FOR NUMBER ERROR THE BEST MOMENT DURING A BROADCAST FILLED WITH MANY GREAT MOMENTS WERE WHEN THE ASTRONOUT STEPPED OUT OF THE LUNAR LANDER AND BOUNCED ON THE MOON. THE BEST MOMENT DURING A BROADCAST FILLED WITH MANY GREAT MOMENTS WERE WHEN THE ASTRONOUT STEPPED OUT OF THE LUNAR LANDER AND BOUNCED ON THE MOON. FIND THE SIMPLE SUBJECT; FIND THE SIMPLE VERB FIND THE SIMPLE SUBJECT; FIND THE SIMPLE VERB

21. PRONOUN-VERB AGREEMENT EACH OF THESE MOMENTS HAVE PLAYED IN MY MIND AGAIN AND AGAIN AS I TRY TO RECAPTURE THE EXCITEMENT OF THAT MOMENTOUS DAY IN JUNE EACH OF THESE MOMENTS HAVE PLAYED IN MY MIND AGAIN AND AGAIN AS I TRY TO RECAPTURE THE EXCITEMENT OF THAT MOMENTOUS DAY IN JUNE SAME STRATEGY SAME STRATEGY

22. VERB TENSE THE ACT WRITERS DON’T CARE IF YOU KNOW THE NAMES OF VERB TENSES THE ACT WRITERS DON’T CARE IF YOU KNOW THE NAMES OF VERB TENSES THEY WANT YOU TO BE ABLE TO SPOT INCONSISTENCIES THEY WANT YOU TO BE ABLE TO SPOT INCONSISTENCIES SAM IS WALKING DOWN THE STREET WHEN HE FOUND A LARGE SUITCASE SAM IS WALKING DOWN THE STREET WHEN HE FOUND A LARGE SUITCASE

23. ADJECTIVES AND ADVERBS ADJECTIVES MODIFY NOUNS ADJECTIVES MODIFY NOUNS ADVERBS MODIFY VERBS ADVERBS MODIFY VERBS IF AN ADJECTIVE OR ADVERB IS UNDERLINED, CHECK TO MAKE SURE IT MODIFIES THE CORRECT THING IF AN ADJECTIVE OR ADVERB IS UNDERLINED, CHECK TO MAKE SURE IT MODIFIES THE CORRECT THING ADVERBS FREQUENTLY END IN “LY” ADVERBS FREQUENTLY END IN “LY” WATCH FOR COMPARATIVE ADJECTIVES (TALLER VERSUS MORE TALL) WATCH FOR COMPARATIVE ADJECTIVES (TALLER VERSUS MORE TALL)

24. PRONOUNS WHAT IS A PRONOUN? WHAT IS A PRONOUN? THE FIRST RULE – AGREEMENT THE FIRST RULE – AGREEMENT AGREEMENT IN NUMBER – MANY ARE OBVIOUS AGREEMENT IN NUMBER – MANY ARE OBVIOUS THE PROBLEM IS WITH THE INDEFINITE PRONOUNS THE PROBLEM IS WITH THE INDEFINITE PRONOUNS MEMORIZE THE ODD ONES MEMORIZE THE ODD ONES

25. PRONOUNS PRONOUNS MUST AGREE IN “CASE” PRONOUNS MUST AGREE IN “CASE” NOMINIATIVE = SUBJECT NOMINIATIVE = SUBJECT OBJECTIVE = SOMETHING HAPPENS TO IT OBJECTIVE = SOMETHING HAPPENS TO IT POSSESSIVE = OWNERSHIP POSSESSIVE = OWNERSHIP (SHE/HER) BOUGHT A SOUVENIR NASA SWEATSHIRT (SHE/HER) BOUGHT A SOUVENIR NASA SWEATSHIRT JANE BOUGHT A SOUVENIR NASA SWEATSHIRT FOR (HE/HIM) JANE BOUGHT A SOUVENIR NASA SWEATSHIRT FOR (HE/HIM) WHO/WHOM WHO/WHOM

26. RHETORICAL SKILLS 35 QUESTIONS 35 QUESTIONS DEAL WITH STYLE AND EDITING DEAL WITH STYLE AND EDITING A FEW WILL DEAL WITH THE PASSAGE AS A WHOLE (LEAVE THESE TO THE END) A FEW WILL DEAL WITH THE PASSAGE AS A WHOLE (LEAVE THESE TO THE END)

27. MISPLACED MODIFIERS A MODIFYING PHRASE NEEDS TO BE NEAR WHAT IT IS MODIFYING. A MODIFYING PHRASE NEEDS TO BE NEAR WHAT IT IS MODIFYING. SWEEPING UP THE SHARDS OF GLASS, THE MISSING KEY TO THE JEWELRY BOX WAS FOUND BY AUNT SALLY. SWEEPING UP THE SHARDS OF GLASS, THE MISSING KEY TO THE JEWELRY BOX WAS FOUND BY AUNT SALLY. WHO IS SWEEPING? WHO IS SWEEPING? AGAIN TRY THE ANSWERS TO FIND THE CORRECT ONE AGAIN TRY THE ANSWERS TO FIND THE CORRECT ONE

28. PARALLEL CONSTRUCTION TWO MAJOR TYPES ON ACT TWO MAJOR TYPES ON ACT BOTH INCLUDE LISTS OF SOME KIND BOTH INCLUDE LISTS OF SOME KIND VERBS VERBS WHEN TOM FINALLY CAME HOME, AUNT SALLY KISSED HIM, HUGGED HIM, AND GIVES HIM HIS FAVORITE DESSERT AFTER DINNER WHEN TOM FINALLY CAME HOME, AUNT SALLY KISSED HIM, HUGGED HIM, AND GIVES HIM HIS FAVORITE DESSERT AFTER DINNER

29. PARALLEL CONSTRUCTION NOUNS NOUNS THREE EXPLANATIONS FOR SID’S LOCKING HIMSELF IN HIS ROOM WERE A DESIRE TO DO HIS HOMEWORK, A SENSE THAT HE NEEDED TO HONE HIS COLLEGE ESSAYS, AND HATING HIS BROTHER TOM, WHO ALWAYS GETS AWAY WITH MURDER. THREE EXPLANATIONS FOR SID’S LOCKING HIMSELF IN HIS ROOM WERE A DESIRE TO DO HIS HOMEWORK, A SENSE THAT HE NEEDED TO HONE HIS COLLEGE ESSAYS, AND HATING HIS BROTHER TOM, WHO ALWAYS GETS AWAY WITH MURDER. THE NUMBER OF NOUNS OR VERBS IS NOT ALWAYS THREE THE NUMBER OF NOUNS OR VERBS IS NOT ALWAYS THREE

30. HOW TO SPOT THEM LOOK FOR A SERIES OF ACTIONS OR NOUNS LOOK FOR A SERIES OF ACTIONS OR NOUNS LOOK AT THE ANSWER OPTIONS LOOK AT THE ANSWER OPTIONS LOOK FOR CHANGES IN VERB TENSE LOOK FOR CHANGES IN VERB TENSE LOOK FOR CHANGES IN THE WAY THE NOUNS ARE SET UP LOOK FOR CHANGES IN THE WAY THE NOUNS ARE SET UP

31. TRANSITIONS NEEDED AT THE BEGINNING OF A CLAUSE, SENTENCE, OR PARAGRAPH NEEDED AT THE BEGINNING OF A CLAUSE, SENTENCE, OR PARAGRAPH THREE MAIN ONES ARE “BUT”, “THUS” AND “ALSO” OR A VARIATION ON THE ABOVE THREE THREE MAIN ONES ARE “BUT”, “THUS” AND “ALSO” OR A VARIATION ON THE ABOVE THREE BUT IS A CONTRADITION; THUS IS FOR CAUSE AND EFFECT; ALSO MEANS IN ADDITION BUT IS A CONTRADITION; THUS IS FOR CAUSE AND EFFECT; ALSO MEANS IN ADDITION

32. STRATEGY QUESTIONS WHICH OF THE FOLLOWING ANSWERS BEST SUMMARIZES THE MAIN POINT OF THE PASSAGE? WHICH OF THE FOLLOWING ANSWERS BEST SUMMARIZES THE MAIN POINT OF THE PASSAGE? IS THE USE OF FORMAL ENGLISH APPROPRIATE IN THE CONTEXT OF THIS PASSAGE? IS THE USE OF FORMAL ENGLISH APPROPRIATE IN THE CONTEXT OF THIS PASSAGE? IF THE PASSAGE WERE REVISED TO PRESENT CONFLICTING VIEWPOINTS, WHICH OF THE FOLLOWING CHANGES WOULD BEST REPRESENT THE OTHER SIDE OF THE AUTHOR’S ARGUMENT? IF THE PASSAGE WERE REVISED TO PRESENT CONFLICTING VIEWPOINTS, WHICH OF THE FOLLOWING CHANGES WOULD BEST REPRESENT THE OTHER SIDE OF THE AUTHOR’S ARGUMENT?

33. STRATEGY LEAVE THOSE QUESTIONS TO THE END LEAVE THOSE QUESTIONS TO THE END ELIMINATE AS MANY OPTIONS AS POSSIBLE ELIMINATE AS MANY OPTIONS AS POSSIBLE USE READING STRATEGY TECHNIQUES USE READING STRATEGY TECHNIQUES IF ALL ELSE FAILS, GUESS! IF ALL ELSE FAILS, GUESS!

34. ORGANIZATION TWO KINDS TWO KINDS REORDER SENTENCES WITHIN A PARAGRAPH REORDER SENTENCES WITHIN A PARAGRAPH REORDER PARAGRAPHS AS A WHOLE REORDER PARAGRAPHS AS A WHOLE DO THIS WITH TRIAL AND ERROR DO THIS WITH TRIAL AND ERROR

35. STYLE REDUNDANCY REDUNDANCY THE ACT HATES REDUNDANCY BECAUSE IT REPEATS ITSELF THE ACT HATES REDUNDANCY BECAUSE IT REPEATS ITSELF OMIT IS FREQUENTLY THE ANSWER OMIT IS FREQUENTLY THE ANSWER LOOK FOR SIMILAR ADJECTIVES OR WORDINESS LOOK FOR SIMILAR ADJECTIVES OR WORDINESS TONE OF OVERALL PASSAGE TONE OF OVERALL PASSAGE