5 official act writing test prompts and 30 responses from act, inc

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ACT Writing Test Prompt

Note

• Your test booklet will have blank space for you to plan your essay. For this practice test, usescratch paper.

• You may wish to remove pages 75–78 to respond to this prompt.• When you have completed your essay, read pages 64–72 for information and instructions on

scoring your practice Writing Test.

ACT-14R-PRACTICE

Rather than concentrating on doing one thing at a time, highschool students often divide their attention among severalactivities, such as watching television and using the computerwhile doing homework. Educators debate whether performingseveral tasks at the same time is too distracting when studentsare doing homework. Some educators believe multitasking is abad practice when doing homework because they think dividingattention between multiple tasks negatively affects the qualityof students’ work. Other educators do not believe multitaskingis a bad practice when doing homework because they thinkstudents accomplish more during their limited free time as aresult of multitasking. In your opinion, is it too distracting forhigh school students to divide their attention among severalactivities when they are doing homework?

In your essay, take a position on this question. You may writeabout either one of the two points of view given, or you maypresent a different point of view on this question. Use specificreasons and examples to support your position.

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Score = 6Essays within this score range demonstrate effectiveskill in responding to the task. The essay shows a clear understanding of the task. Theessay takes a position on the issue and may offer acritical context for discussion. The essay addressescomplexity by examining different perspectives on theissue, or by evaluating the implications and/orcomplications of the issue, or by fully responding tocounterarguments to the writer’s position. Development ofideas is ample, specific, and logical. Most ideas are fullyelaborated. A clear focus on the specific issue in theprompt is maintained. The organization of the essay isclear: the organization may be somewhat predictable or itmay grow from the writer’s purpose. Ideas are logicallysequenced. Most transitions reflect the writer’s logic andare usually integrated into the essay. The introduction andconclusion are effective, clear, and well developed. Theessay shows a good command of language. Sentencesare varied and word choice is varied and precise. Thereare few, if any, errors to distract the reader.

Score = 5 Essays within this score range demonstratecompetent skill in responding to the task.

The essay shows a clear understanding of the task. Theessay takes a position on the issue and may offer a broadcontext for discussion. The essay shows recognition ofcomplexity by partially evaluating the implications and/orcomplications of the issue, or by responding tocounterarguments to the writer’s position. Development ofideas is specific and logical. Most ideas are elaborated,with clear movement between general statements andspecific reasons, examples, and details. Focus on thespecific issue in the prompt is maintained. Theorganization of the essay is clear, although it may bepredictable. Ideas are logically sequenced, althoughsimple and obvious transitions may be used. Theintroduction and conclusion are clear and generally welldeveloped. Language is competent. Sentences aresomewhat varied and word choice is sometimes variedand precise. There may be a few errors, but they arerarely distracting.

Score = 4 Essays within this score range demonstrate adequateskill in responding to the task.

The essay shows an understanding of the task. The essaytakes a position on the issue and may offer some contextfor discussion. The essay may show some recognition ofcomplexity by providing some response tocounterarguments to the writer’s position. Development ofideas is adequate, with some movement between generalstatements and specific reasons, examples, and details.Focus on the specific issue in the prompt is maintainedthroughout most of the essay. The organization of theessay is apparent but predictable. Some evidence oflogical sequencing of ideas is apparent, although mosttransitions are simple and obvious. The introduction andconclusion are clear and somewhat developed.Language is adequate, with some sentence variety andappropriate word choice. There may be some distractingerrors, but they do not impede understanding.

Score = 3Essays within this score range demonstrate somedeveloping skill in responding to the task. The essay shows some understanding of the task. Theessay takes a position on the issue but does not offer acontext for discussion. The essay may acknowledge acounterargument to the writer’s position, but itsdevelopment is brief or unclear. Development of ideas islimited and may be repetitious, with little, if any,movement between general statements and specificreasons, examples, and details. Focus on the generaltopic is maintained, but focus on the specific issue in theprompt may not be maintained. The organization of theessay is simple. Ideas are logically grouped within partsof the essay, but there is little or no evidence of logicalsequencing of ideas. Transitions, if used, are simple andobvious. An introduction and conclusion are clearlydiscernible but underdeveloped. Language shows abasic control. Sentences show a little variety and wordchoice is appropriate. Errors may be distracting and mayoccasionally impede understanding.

Score = 2Essays within this score range demonstrateinconsistent or weak skill in responding to the task. The essay shows a weak understanding of the task. Theessay may not take a position on the issue, or the essaymay take a position but fail to convey reasons to supportthat position, or the essay may take a position but fail tomaintain a stance. There is little or no recognition of acounterargument to the writer’s position. The essay isthinly developed. If examples are given, they are generaland may not be clearly relevant. The essay may includeextensive repetition of the writer’s ideas or of ideas in theprompt. Focus on the general topic is maintained, butfocus on the specific issue in the prompt may not bemaintained. There is some indication of an organizationalstructure, and some logical grouping of ideas withinparts of the essay is apparent. Transitions, if used, aresimple and obvious, and they may be inappropriate ormisleading. An introduction and conclusion arediscernible but minimal. Sentence structure and wordchoice are usually simple. Errors may be frequentlydistracting and may sometimes impede understanding.

Score = 1 Essays within this score range show little or no skillin responding to the task. The essay shows little or no understanding of the task. Ifthe essay takes a position, it fails to convey reasons tosupport that position. The essay is minimally developed.The essay may include excessive repetition of the writer’sideas or of ideas in the prompt. Focus on the generaltopic is usually maintained, but focus on the specificissue in the prompt may not be maintained. There is littleor no evidence of an organizational structure or of thelogical grouping of ideas. Transitions are rarely used. Ifpresent, an introduction and conclusion are minimal.Sentence structure and word choice are simple. Errorsmay be frequently distracting and may significantlyimpede understanding.

No ScoreBlank, Off-Topic, Illegible, Not in English, or Void

Six-Point Holistic Scoring Rubric for the ACT Writing TestPapers at each level exhibit all or most of the characteristics described at each score point.

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How to Score the Writing TestTwo trained readers will score your essay on the actualWriting Test. These readers are trained by readingexamples of papers at each score point and by scoringmany practice papers. They are given detailed feedbackon the correctness of their scores during practice. Duringactual scoring, score differences of more than one point willbe evaluated by a third trained reader to resolvediscrepancies. This method is designed to be as objectiveand impartial as possible. So—how can you rate your ownpractice Writing Test?

It is difficult to be objective about one’s own work, and youhave not had the extensive training provided to actualreaders of the ACT Writing Test. However, it is to youradvantage to read your own writing critically. Becomingyour own editor helps you grow as a writer and as a reader.So it makes sense for you to evaluate your own practiceessay. It may also be helpful for you to give your practiceessay to another reader to get another perspective: perhapsthat of a classmate, a parent, or an English teacher, forexample. Thinking and talking with others about writing isgood preparation for the ACT Writing Test. To rate youressay, you and your reader(s) should read the scoringguidelines and example essays, which begin below andcontinue through page 71, and then assign your practiceessay a score of 1 through 6.

For an actual administration, each essay will be scored on ascale from 1 (low) through 6 (high). The score is based onthe overall impression that is created by all the elements ofthe writing. The scores given by the two readers are addedtogether, yielding the Writing subscore range 2–12 shown inTable 4 on page 72.

Scoring Guidelines (see page 64)These are the guidelines that will be used to score youressay. These guidelines are also called a “rubric.” Manypapers do not fit the exact description at each score point.You should note that the rubric says: “Papers at each levelexhibit all or most of the characteristics in the descriptors.”To score your paper, read your response and try todetermine which score point and paragraph in the rubricbest describes most of the characteristics of your essay.

Then (because your Writing Test subscore is the sum of tworeaders’ ratings of your essay), you should multiply your1–6 score by 2 when you use Table 4, on page 72, to findyour Combined English/Writing score. Or, if both you andsomeone else read and score your practice essay, addthose scores together.

Comparing Your ScoresThe Writing Test norms table (Table 3B on page 63) allowsyou to compare your score on the practice Writing Test withthe scores of recent high school graduates who took theACT Plus Writing. The norms for the Writing Test arereported the same way as the norms for the multiple-choicetests (see page 57). For example, a Writing subscore of 8has a cumulative percent of 86. This means that 86% ofstudents had a Writing subscore of 8 or lower. Rememberthat your scores and percents at or below are onlyestimates of the scores you will obtain on an actualadministration of the ACT Plus Writing. They should beconsidered in connection with your performance on otheressay tests and your planned college curriculum.

College Readiness StandardsThe College Readiness Standards for Writing (see page 57)can be found at www.act.org/standard.

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Example Essays and Scoring ExplanationsReaders for the ACT Writing Test are trained by scoring many essays before they score “live” essays. Although we cannotprovide you with the same extensive training these readers receive, reading the example essays that follow will help youbetter understand some of the characteristics of essays at each score point. You will also be able to read a brief explanationof how each essay was scored. The example essays are in response to the practice prompt on page 56.

Score = 1

It is not to distacting for students because everybodyhas there own way of doing there homework. If a kid wantsto watch tv while he is doing his homework then let him.That is his comfort zone that is when most kids are relaxed.Thats why they finish there homework. It also makes themcalm so there not all worried if there almost done or notbecause there doing there work but at the same time therealso relaxed because there watching the favorite cartoon orreaility show or whatever they watch. But you can’t let themwatch the tv more than there doing there homework becausethen nothing will get done like that.

Score Point 1 Scoring Explanation

Essays that earn a 1 show little or no skill in respondingto the task. This essay begins with the writer’s position state-ment, but because no context is provided for the discussion,it is difficult to discern the exact question the student isresponding to. In the second sentence, the writer makes theargument a little clearer by saying that If a kid wants towatch tv while he is doing his homework then let him, butnowhere in the essay does the writer refer to the prompt’sspecific question about multitasking.

The essay is minimally developed. Rather than offeringspecific ideas to support the writer’s position, the essaymerely repeats the general assertion that watching televisionhelps a student relax (That is his comfort zone that is whenmost kids are relaxed…. It also makes them calm so therenot all worried…but at the same time there also relaxed).

There is no evidence of an organizational structure. Thewriter does not offer an introduction, and instead of providinga conclusion, the writer ends the essay with only the clarifi-cation that you can’t let them watch the tv more than theredoing there homework because then nothing will get donelike that. In addition, the writer uses only a single transition toconnect ideas (also).

Errors in sentence structure, such as run-on sentences,and frequent misspellings (there used instead of their andthey’re) are distracting but do not impede understanding.


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Score = 2

Multitasking is a good pracice while doing homeworkbecause a lot of careers need good multitaskers or studentmight have less time to do things. Multitasking is anesecitity in today modern lifestyle. You need to be able tokeep track of multiple things like the family, taxes, arrange-ments, meetings….etc., the list goes on. To develope multi-tasking at a young ag is critical. What if you need to do 10 things in a day or have to get the kids ready for school inthe morning, while your on an important phone call withyour boss? If you became a biusness owner, you have tokeep up with supply + demand of products and services,keep up with costumer satisfacition. These are all instanceswhere multitasking is irreplacible. Multitaskers are alwaysneeded for jobs. Some educators say multitasking reducesgrades. I say different being a multitasker + getting a 3.5 GPA. I watch a movie while typing a paper and it some-times helps clear writers block and allows the ideas to flow.Take it from a multitasker we’re always needed.


Essays that earn a 2 demonstrate inconsistent or weakskill in responding to the task. This writer takes the positionthat multitasking is a good practice, arguing that a lot ofcareers need good multitaskers and that without multitaskingstudent might have less time to do things. There is a slightrecognition of complexity at the end of the essay as thewriter briefly addresses a counter argument (Some educa-tors say multitasking reduces grades….), but the writeroffers only a couple of assertions about his or her personalexperience to refute the point.

Development of ideas is thin. The writer offers examplesof situations when multitasking might be necessary (being onthe phone while trying to get kids to school, keeping up withsupply and demand and customer satisfaction as a businessowner), but development of these ideas is limited to single-sentence assertions. In addition, beyond the brief personalexample of watching a movie while typing a paper, the writerprovides no discussion of the point that students will haveless time to do things if they don’t multitask.

There is little indication of an organizational structure.Ideas are presented mostly as a random list, with only occa-sional evidence of the writer having attempted to grouprelated points logically. Transitions are not used to connectideas, and there is no clear evidence of an introduction orconclusion, beyond the opening position statement and theclosing declaration, Take it from a multitasker we’re alwaysneeded.

Sentence structure and word choice are simple, andwhen the writer attempts more complex sentence structures,errors such as run-on sentences and fragments result (I saydifferent being a multitasker + getting a 3.5 GPA.). Theseerrors and frequent spelling mistakes (pracice, nesecitity,develope, ag, costumer, irreplacible) are distracting but donot impede understanding.


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Score = 3

Multitasking is a very bad habit when doing homework.It has negative effects on concentration, learning skills andthe homework itself. By eliminating multitasking duringhomework would have a positive influence on many aspects.

Multitasking while doing homework affects concentra-tion. While doing homework, a student should concentrateonly on the homework. If the student is doing another taskalong with the homework, they are not as concentrated onthe homework. Less concentration on the homework willlead to the student not doing as well as they would have ifthey had done only the homework.

Multitasking prevents students from doing their verybest. It is a poor learning habit that can be harmful to thestudent in the long run. Multitasking prevents students fromlearning all that they can. When asked to recall somethingfrom an assignment, a student will not be able to recalleverything they should because they were multitaskingwhile doing an assignment.

The homework itself is influenced negatively by multi-tasking. The student may recieve a poor grade because theydid not devote their full attention to the homework. Multi-tasking will not let the very best a student can do shinethrough. It will prevent good grades and proper learning.

Multitasking certainly does not help student in theirconcentration, learning skills or their homework. In thefuture, we will likely see the long-term effects that multi-tasking has had on people’s learning.


Essays that earn a 3 demonstrate some developing skillin responding to the task. This essay does not provide anycontext for the discussion, and instead begins with thewriter’s position and then offers a list of three reasons whymultitasking is a very bad habit for students.

Development of the writer’s three main ideas is limitedand repetitive—each body paragraph consists mostly of aseries of assertions rather than movement from generalideas to specific reasons or examples. For instance, as thewriter tries to argue the first idea that multitasking negativelyaffects students’ ability to concentrate, the writer providesonly the unsupported assertions that While doing homework,a student should concentrate only on the homework and thatIf the student is doing another task along with the home-work, they are not as concentrated on the homework. Fur-ther, all three body paragraphs argue essentially the samepoint—that multitasking prevents students from doing theirvery best.

The essay’s organization is simple; the structure of theessay follows the order of the three points laid out in theintroduction. Ideas are logically grouped, in that sentences ineach paragraph contain related ideas, but there is little evi-dence of logical sequencing of ideas within paragraphs andthere are no transitions linking ideas between one paragraphand the next. The introduction consists of little more than theposition statement, and the conclusion merely paraphrasesthe introduction.

Language demonstrates basic control, although sen-tence structures show little variety (Multitasking prevents stu-dents from doing…Multitasking prevents students fromlearning…). Word choice, however, is clear, if somewhatrepetitive. There are no distracting language errors.

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Score = 4

Many people say that multitasking while doing home-work is a bad practice because it negatively affects the quality of a student’s work. Others, however, think that multi-tasking while doing homework is good because studentsaccomplish more during their limited free time. I, on the otherhand, believe that multitasking while doing homework isboth good and bad, depending on the other activities a stu-dent partakes in while completing his or her homework.

Multitasking while doing homework can be a bad prac-tice when a student is not doing something productive. Forexample, watching videos on YouTube or reality-like showswhile doing homework would be a bad practice because astudent will tend to be more engaged in what he/she iswatching rather than the homework that is due the followingday. Surfing the internet or logging into Facebook while tryingto complete homework is also bad. Not only do these actiondistract students from finishing their homework, but it alsocauses them to spend more time trying to complete his orher homework. When a student has too many distractions,it’ll usually take more time for him/her to finish homework.

Although multitasking while doing homework is some-times a bad practice, it can also be a good thing. Multitaskingwhile doing homework can be a good thing when a studentis doing another thing that is productive, unlike sitting in frontof a TV with a bag of chips and at the same time doinghomework. If a student is on the internet doing research foranother class while doing homework, then multitasking is okbecause the student is doing something for his/her class. Bymultitasking productively, students learn how to manage theirtime. Students become better prepared for the real world,where adults tend to multitask almost everyday.

For me, multitasking while doing homework is hard.Sometimes I tend to watch T.V. while trying to complete myhomework, and I end up spending more time trying to finishmy homework. If I’m doing something unproductive whiledoing my homework, I become too distracted and the qualityof my homework is not as good as it should be. At othertimes, however, doing something productive while doinghomework allows me to finish my work earlier than I usuallydo. With extra free time, I am able to study for upcomingtests, or quizes, and even go outside and enjoy a bright andsunny day.

Depending on how a person looks at multitasking whiledoing homework, it can be a good or bad practice. As for me,multitasking can be good or bad depending on the otheractivities you’re involved in while trying to complete yourhomework.


Essays that earn a 4 demonstrate adequate skill inresponding to the task. This writer provides some context forthe discussion by restating the two opposing sides of theissue presented in the prompt, and takes a compromise posi-tion on the debate, arguing that whether multitasking whiledoing homework is good or bad depends on what otheractivities the student is doing at the same time. The writerdemonstrates some recognition of complexity by mentioningsome long-term implications of multitasking (By multitaskingproductively, students learn how to manage their time. Stu-dents become better prepared for the real world, whereadults tend to multitask almost everyday.).

Development of the writer’s ideas is adequate, withsome movement from general ideas to specific examples.For example, in the first body paragraph, the writer begins bysaying Multitasking while doing homework can be a badpractice when a student is not doing something productive,and then goes on to elaborate with examples of unproductiveactivities that can’t be done while doing homework (watchingvideos on YouTube, watching reality TV, surfing the Internet).The writer then also provides supporting explanations forwhy such activities can’t be combined with homework (a stu-dent will tend to be more engaged in what he/she is watch-ing rather than the homework that is due the following day).

The organization of the essay is clear. There is someevidence of the logical sequencing of ideas within para-graphs. In addition, the writer transitions smoothly from thenegative effects of multitasking to the positive effects byusing an integrated transition between paragraphs (Althoughmultitasking while doing homework is sometimes a badpractice, it can also be a good thing.). Other, simpler transi-tions are also used to show the connection of ideas (on theotherhand, however, also). Although the introduction issomewhat developed and includes some context, the conclu-sion is underdeveloped and offers only a brief restatement ofthe writer’s position.

Language control is adequate. There is some sentencevariety, and despite some general and repetitive phrasing(Multitasking while doing homework can be a bad practice…. Multitasking while doing homework can be a goodthing), word choice is mostly appropriate (limited free time,partakes, engaged, surfing the internet). Language errorsare not distracting and do not impede understanding.


Score = 5

Multitasking has become an essential talent for highschool students nowadays. In the face of sports, family,homework, friends, and all the other obligations and activi-ties that such students often have to deal with, time manage-ment is essential to maintaining the delicate balancebetween sanity and simply being overwhelmed. As well,there are many positive effects (both short-term and long-term) that can result from doing several things at once. Mul-titasking is very useful for managing one’s time and ingaining beneficial habits.

Time-management has become quite a difficult problemfor high school students today. With all the pressures of tak-ing many substantive classes, especially ones with potentialcollege-credit, the average student workload has increaseddrastically over the years. Added to the homework andstudying resulting from such classes, students participate inextracurricular activities varying from clubs and sportsteams to religious organizations and volunteer work. Thus,while the day has stayed constant at 24 hours, the amount ofactivity within that time frame has increased. There are sev-eral options for students in such situations. They can go theroute of sleep deprivation (endangering their health), theycan try to do things individually (resulting in a decline inquality of work or the compulsory dropping of severalobligations), or they can manage their time so as to do morethan one task at once.

If the student does choose to multi-task, there can actu-ally be benefits in the form of good habits. In the short-term,the student may actually create enough of a gap in his or herschedule to allow for some leisure time, providing an oftenmuch needed break from work. The long-term effects areeven more beneficial in that the student will form useful tal-ents that will serve them well in the business world. Intoday’s fast-paced society, the ability to multi-task is highlyvalued and one who is greatly practiced in it will be morelikely to succeed than one who isn’t. Some people mayclaim that it isn’t possible to divide attention evenly betweenseveral things at once while producing something of opti-mum quality. This view, though, is only correct when itcomes to multitasking many things. As long as there are nottoo many simultaneous tasks, the quality can still be high.

In short, multitasking is a very valuable tool for highschool students and one which they should all utilize. Itallows for healthy and efficient time management in a timeof pressure and high expectations. It can also cause the for-mation of useful talents for later in life. Multitasking, there-fore, should be accepted, and even encouraged by teachersand parents as a tool for high school students.


Essays that earn a 5 demonstrate competent skill inresponding to the task. This writer begins with a somewhatbroad context that describes the value of being able to multi-task in order to maintain a delicate balance among all theobligations and activities students must frequently handle.The writer takes a position in favor of multitasking, arguingthat Multitasking is very useful for managing one’s time andin gaining beneficial habits.

The writer demonstrates recognition of complexity bybriefly responding to a counter argument (Some people mayclaim that it isn’t possible to divide attention evenly betweenseveral things at once while producing something of opti-mum quality. This view, though, is only correct when it comesto multitasking many things. As long as there are not toomany simultaneous tasks, the quality can still be high.). Thewriter also demonstrates a recognition of complexity by par-tially evaluating some long-term implications of his or herposition, arguing that learning how to multitask will help stu-dents form long-term habits that will serve them in the future(In today’s fast-paced society, the ability to multi-task ishighly valued and one who is greatly practiced in it will bemore likely to succeed than one who isn’t.).

Development of ideas is specific and logical, with clearmovement between general statements and specific reasonsand examples. For example, the writer begins the first bodyparagraph by describing the increased pressure on studentsto take more substantive classes and participate in a varietyof extracurricular activities (clubs, sports teams, religiousorganizations, volunteer work). The writer then goes on toargue that, although there might be other options for students to employ when dealing with these increased pressures, alternatives to multitasking have negative conse-quences that multitasking does not have, such as sleepdeprivation and declining quality of work.

Organization of the essay is clear. Ideas are logicallysequenced—each sentence leads logically to the next. Thewriter also uses both simple (As well,…) and integrated tran-sitions to connect ideas (Added to the homework and study-ing resulting from such classes, students participate in extracurricular activities….; This view, though, is only correctwhen…). The introduction and conclusion are both clear andgenerally well developed. The introduction provides contextfor the prompt’s issue, and the conclusion summarizes theessay’s main points.

Language is competent. Sentence structures are variedand word choice is varied and sometimes precise (essentialtalent, compulsory, optimum quality).

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Score = 6

History research paper. Organic Chemistry lab write-up. To Kill a Mockingbird reading. Although Twittering,texting, or surfing the Internet may very well hold infinitelymore appeal to high schoolers, how can all these unrelatedactivities not affect one’s schoolwork? As our worldbecomes more and more technologically superior, teens arein their element on the high-def, fast-paced scene that ismodern American life today. Sure it’s fun, current, and hip,but when youngsters focus more on social sites and technoactivities, what are they really sacrificing?

While it seems that taking periodic breaks from studysessions and school assignments to partake in a loved activ-ity keeps students more focused and able to finish home-work at night, multitasking is not the same action. Whatwould have been a “quick fifteen-point study guide” couldvery likely turn into a three-hour-long, TV-dazed catastro-phie because the season finale of American Idol just flashedonto the TV screen. A much more effective—and reward-ing—plan of attack would be to delegate homework com-mitments ahead of a special event so that students canparticipate in a long-awaited activity free from the burden ofa looming assignment.

Likely enough, the quality of work students effect willbe much higher and richfully insightful if a block of timecan be stowed away for disciplined use. It seems to be com-mon sense that a persuasive essay on Cold War policieswould be crafted much more masterfully if a student’s brainwasn’t bouncing between Stalin, a best friend’s date crisis,SALT I Accords, Mom yelling to set the dinner table, andpresidential influences in the 1960s. Slow down! So muchinformation that is so distantly related to each other cannotpossibly combine to earn a hardworking student an “A” onan assignment. The time “saved” by “accomplishing” sev-eral tasks at once—if there even is a reduction in time—ismost definitely wiped out after a sullen-faced teenager isforced to bring home a report card that represents negligentschoolwork.

Moreover, multitasking is a bad habit that will be evenmore difficult to break as one matriculates through collegeand budding professionalism. On the job, attempting to fin-ish two, three, or more jobs on a timely basis and with highquality, no less, will be an exercise in futility. If anemployee couldn’t find the time to complete such tasksbefore the crunch, what’s to say they will be successful nowthat they have three vital duties to execute? Good luck withthat promotion.

The bottom line on multitasking is that today’steenagers are already overwhelmed in a world where tech-nology and communications experiences exponential growtheach year. With a myriad of choices in front of them, it istheir duty to their futures that they finish essential tasks—such as homework—before enjoying other such leisures andpleasantries. In a world where quantity is exploding andstandards for quality rise with each passing year, humanityas a whole has been forced to quickly rise to the occasion.So, how much do you want success? Twitter and Facebookwill always be there, but will that Presidential Scholarship toyour first-choice Ivy League school wait indefinitely whileyou forward one more e-mail?


Essays that earn a 6 demonstrate effective skill inresponding to the task. This essay opens with a broad con-text that juxtaposes examples of the variety of assignmentsteens must complete with the technological distractions fac-ing teens. The writer then critically describes the increasinglyhi-def, fast-paced scene that is modern American life andacknowledges that although this world is fun and hip, whenteens focus too heavily on these distractions, something issacrificed.

The essay demonstrates complexity by exploring thelong-term implications of multitasking, arguing that it is a badhabit that will be even more difficult to break as one matricu-lates through college and budding professionalism. Thewriter suggests that by trying to juggle too many activities atonce, students will do poorly in all of them, and this trend willhave more negative consequences as students move intoadulthood. The writer also addresses some complications ofthe issue by questioning whether multitasking even leads tothe kind of time-saving that its proponents claim it does (Thetime “saved” by “accomplishing” several tasks at once—ifthere even is a reduction in time—is most definitely wipedout after a sullen-faced teenager is forced to bring home areport card that represents negligent schoolwork.).

While the writer’s ideas are not developed evenly acrossall the paragraphs, development overall is ample and persua-sive. The writer elaborates upon general statements (thequality of work students effect will be much higher and rich-fully insightful if a block of time can be stowed away) bysupporting them with specific details and hypothetical situa-tions (a persuasive essay on Cold War policies would becrafted much more masterfully if a student’s brain wasn’tbouncing between Stalin, a best friend’s date crisis, SALT IAccords, Mom yelling to set the dinner table, and presiden-tial influences in the 1960s).

The essay’s organization is clear and grows organicallyfrom the writer’s purpose: although the writer does not explic-itly take a position in the introduction, the rhetorical questionthat ends the paragraph implies the writer’s position, which isthen elaborated on over the course of the essay. Ideas arelogically sequenced. While some of the transitions betweenparagraphs are somewhat predictable (Moreover, The bot-tom line), others are smoothly integrated, as in the transitionfrom the introduction into the first body paragraph (While itseems that taking periodic breaks from study sessions andschool assignments … keeps students more focused andable to finish homework at night, multitasking is not the sameaction.). Both the introduction and conclusion are effective,clear, and well developed, as the writer skillfully weaves inspecific details and rhetorical questions (So, how much doyou want success? Twitter and Facebook will always bethere, but will that Presidential Scholarship to your first-choice Ivy League school wait indefinitely while you forwardone more e-mail?) while presenting and reiterating theessay’s main ideas.

The essay shows a good command of language. Theessay’s varied sentence structures and precise word choice(sullen-faced teenager, budding professionalism, exercise infutility) allow the writer to maintain a critical tone throughout.There are few errors in this essay, and the occasional usageerrors (richfully insightful) are too minor to be distracting.


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ACT Assessment Writing Test Prompt

In some high schools, many teachers and parentshave encouraged the school to adopt a dress codethat sets guidelines for what students can wear inthe school building. Some teachers and parentssupport a dress code because they think it willimprove the learning environment in the school.Other teachers and parents do not support a dresscode because they think it restricts the individualstudent’s freedom of expression. In your opinion,should high schools adopt dress codes forstudents?

In your essay, take a position on this question. Youmay write about either one of the two points ofview given, or you may present a different point ofview on this question. Use specific reasons andexamples to support your position.

Note

• Your actual test booklet will have blank space for you to plan youressay. For this practice test, you can use scratch paper.

• You may wish to remove pages 75–78 to respond to this WritingTest prompt.

• When you have finished, read pages 66–72 for information andinstructions on scoring your practice essay.

ACT-03A-PRACTICE

Score = 6Essays within this score range demonstrate effectiveskill in responding to the task.

The essay shows a clear understanding of the task.The essay takes a position on the issue and may offer acritical context for discussion. The essay addresses com-plexity by examining different perspectives on the issue,or by evaluating the implications and/or complications ofthe issue, or by fully responding to counterarguments tothe writer’s position. Development of ideas is ample, spe-cific, and logical. Most ideas are fully elaborated. A clearfocus on the specific issue in the prompt is maintained.The organization of the essay is clear: the organizationmay be somewhat predictable or it may grow from thewriter’s purpose. Ideas are logically sequenced. Mosttransitions reflect the writer’s logic and are usually inte-grated into the essay. The introduction and conclusionare effective, clear, and well developed. The essay showsa good command of language. Sentences are varied andword choice is varied and precise. There are few, if any,errors to distract the reader.

Score = 5 Essays within this score range demonstrate compe-tent skill in responding to the task.

The essay shows a clear understanding of the task.The essay takes a position on the issue and may offer abroad context for discussion. The essay shows recogni-tion of complexity by partially evaluating the implicationsand/or complications of the issue, or by responding tocounterarguments to the writer’s position. Development ofideas is specific and logical. Most ideas are elaborated,with clear movement between general statements andspecific reasons, examples, and details. Focus on thespecific issue in the prompt is maintained. The organiza-tion of the essay is clear, although it may be predictable.Ideas are logically sequenced, although simple and obvi-ous transitions may be used. The introduction and con-clusion are clear and generally well developed. Languageis competent. Sentences are somewhat varied and wordchoice is sometimes varied and precise. There may be afew errors, but they are rarely distracting.

Score = 4 Essays within this score range demonstrate ade-quate skill in responding to the task.

The essay shows an understanding of the task. Theessay takes a position on the issue and may offer somecontext for discussion. The essay may show some recog-nition of complexity by providing some response to coun-terarguments to the writer’s position. Development ofideas is adequate, with some movement between generalstatements and specific reasons, examples, and details.Focus on the specific issue in the prompt is maintainedthroughout most of the essay. The organization of theessay is apparent but predictable. Some evidence of logi-cal sequencing of ideas is apparent, although most transi-tions are simple and obvious. The introduction andconclusion are clear and somewhat developed. Languageis adequate, with some sentence variety and appropriateword choice. There may be some distracting errors, butthey do not impede understanding.

Score = 3Essays within this score range demonstrate somedeveloping skill in responding to the task.

The essay shows some understanding of the task.The essay takes a position on the issue but does not offera context for discussion. The essay may acknowledge acounterargument to the writer’s position, but its develop-ment is brief or unclear. Development of ideas is limitedand may be repetitious, with little, if any, movementbetween general statements and specific reasons, exam-ples, and details. Focus on the general topic is main-tained, but focus on the specific issue in the prompt maynot be maintained. The organization of the essay is sim-ple. Ideas are logically grouped within parts of the essay,but there is little or no evidence of logical sequencing ofideas. Transitions, if used, are simple and obvious. Anintroduction and conclusion are clearly discernible butunderdeveloped. Language shows a basic control. Sen-tences show a little variety and word choice is appropri-ate. Errors may be distracting and may occasionallyimpede understanding.

Score = 2Essays within this score range demonstrate inconsis-tent or weak skill in responding to the task.

The essay shows a weak understanding of the task.The essay may not take a position on the issue, or theessay may take a position but fail to convey reasons tosupport that position, or the essay may take a position butfail to maintain a stance. There is little or no recognition ofa counterargument to the writer’s position. The essay isthinly developed. If examples are given, they are generaland may not be clearly relevant. The essay may includeextensive repetition of the writer’s ideas or of ideas in theprompt. Focus on the general topic is maintained, butfocus on the specific issue in the prompt may not bemaintained. There is some indication of an organizationalstructure, and some logical grouping of ideas within partsof the essay is apparent. Transitions, if used, are simpleand obvious, and they may be inappropriate or mislead-ing. An introduction and conclusion are discernible butminimal. Sentence structure and word choice are usuallysimple. Errors may be frequently distracting and maysometimes impede understanding.

Score = 1 Essays within this score range show little or no skillin responding to the task.

The essay shows little or no understanding of thetask. If the essay takes a position, it fails to convey rea-sons to support that position. The essay is minimallydeveloped. The essay may include excessive repetition ofthe writer’s ideas or of ideas in the prompt. Focus on thegeneral topic is usually maintained, but focus on the spe-cific issue in the prompt may not be maintained. There islittle or no evidence of an organizational structure or ofthe logical grouping of ideas. Transitions are rarely used.If present, an introduction and conclusion are minimal.Sentence structure and word choice are simple. Errorsmay be frequently distracting and may significantlyimpede understanding.

No ScoreBlank, Off-Topic, or Illegible

Six-Point Holistic Scoring Rubric for the ACT Writing Test

Papers at each level exhibit all or most of the characteristics described at each score point.

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Example Essays and Scoring Explanations

Readers for the ACT Writing Test practice by scoring many essays before they score “live” essays.Although we cannot provide you with the same extensive training these readers receive, reading theexample essays that follow will help you better understand some of the characteristics of essays ateach score point. You will also be able to read a brief explanation of how each essay was scored. Theexample essays are in response to the practice prompt given on page 58.

Essay Example (Score = 1):

Well I don’t think they should have a dress codebecause, it takes away from the kids. We shouldn’t bemindless drones. I thought this is America were youcan express yourself. The government should stay outof it. Next they will be telling us what we should eatand think. I think if they look good they should be ableto wear what they want to. If they start to control howwe dress. Next, they will control everything. I for onewant to think and dress for myself. If we let them tellus what to do slowly our freedoms will reduced tonothing.

Scoring Explanation (Score = 1)

Essays that earn a score of 1 generally demonstrate lit-tle understanding of the purpose of the writing task, and thisessay is a good example of that. The writer of this essaytakes a position on the issue in the prompt (I don’t think theyshould have a dress code) and maintains focus on the gen-eral topic, but does not support his position. Although onereason is expressed for taking his position (it takes awayfrom the kids), most of the essay seems to be discussing adifferent reason for taking that position (If they start to con-trol how we dress. Next, they will control everything.) A lackof organization—or even of basic groupings of similarideas—prevents either idea from being adequately devel-oped. A few transitions appear, but they do not effectivelylink ideas. For the most part, word choice and sentencestructure are very simple and the essay is riddled with dis-tracting errors.

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How to Score the Writing Test

Two trained readers will score each essay on the actualWriting Test. These readers are trained by reading examplesof papers at each score point and by scoring many practicepapers. They are given detailed feedback on the correctnessof their scores during practice. During actual scoring, scoredifferences of more than one point will be evaluated by athird trained reader to resolve discrepancies. This method isdesigned to be as objective and impartial as possible. So—how can you rate your own practice Writing Test?

It is difficult to be objective about one’s own work, andyou have not had the extensive training provided to actualreaders of the ACT Writing Test. However, it is to youradvantage to read your own writing critically. Becoming yourown editor helps you grow as a writer and as a reader. So itmakes sense for you to evaluate your own practice essay.That having been said, it may also make sense for you togive your practice essay to another reader or two to get oth-ers’ perspectives: perhaps that of a classmate, a parent, oran English teacher, for example. Thinking and talking withothers about writing is good preparation for the Writing Test.To rate your essay, you and your reader(s) should read thescoring guidelines and examples, which begin below andcontinue through page 71, and then assign your practiceessay a score of 1 through 6.

In an actual test, each essay will be scored on a scalefrom 1 (low) through 6 (high). The score is based on theoverall impression that is created by all the elements of the

writing. The scores given by the two readers are addedtogether, yielding the score range 2–12 shown in Table 4 onpage 72.

Scoring Guidelines (see page 66)These are the guidelines that should be used to score

your essay. These guidelines are also called a “rubric.” Manypapers do not fit the exact description at each score point.You should note that the rubric says: “Papers at each levelexhibit all or most of the characteristics in the descriptors.”To score your paper, you should read it and try to determinewhich paragraph in the rubric best describes most of thecharacteristics of your essay.

Then (because your Writing Test subscore is the sum oftwo readers’ ratings of your essay), you should multiply your1–6 score by 2 when you use Table 4, on page 72, to findyour Combined English/Writing score. Or, if both you andsomeone else read and score your practice essay, you couldadd those scores together.

Percents At or BelowNorms (cumulative percents) were not yet available for

the Practice Writing Test at the time this booklet was printed.However, if you register for and take the ACT Plus Writing, acumulative percent for your Writing Test scores will beincluded on your Student Report and will be available on ourwebsite at www.actstudent.org.

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In my opinion, teenagers should not have to have adress code, because it restricts them and takes away afreedom they should have. I’m not talking about clothesthat are tight or reveal a student’s body, that kind ofclothes should be restricted. But to enforce a code thattells them they can’t wear kahkies or jeans, T-shirts ordress shirts, would clearly infringe upon their rights.

One of our rights is the right to express ourselves.Teenagers wear hats and T-shirts with sayings on them,and they wear clothes that show what group theybelong to at school or to show they know whats trendy.

If we are restricted in what clothes we can wear, itis a clear violation of the basic rights America was builtupon. If these rights are removed, who knows where itcould lead next. Will schools start telling students whatmusic they can listen to or what they have to eat forlunch?

Dress codes are unfair because some families can’tafford uniforms or proper clothes. If we had a dresscode, some kids would need a whole new wardrobe—you would need regular clothes for outside of school,plus your uniform or better clothes for school. This isunfair to poorer students.

A dress code is a poor idea because it infringes onour right of freedom of expression and it can be afinancial burden put upon students. It would be better ifthere was no dress code.


Essays that earn a score of 3 show developing skill inresponding to the task. That is very true of this essay, as itdemonstrates much more awareness of writing choices thando the essays which are scored lower than a 3.

The writer takes a position on the issue in the prompt(teenagers should not have to have a dress code), gives rea-soning for that position (because it restricts them and takesaway a freedom they should have), and clarifies the terms ofhis discussion (I’m not talking about clothes that are tight orreveal a student’s body, that’s understandable.). However,although the writer recognizes and acknowledges that theremay be circumstances in which a dress code is appropriate,he offers no context for his discussion and does not clarifythe apparent distinction between a dress code and schooluniforms. There is no recognition of a counterargument.

The writer presents some relevant ideas in the secondand third paragraphs, sequencing the main ideas appropri-ately. The fourth paragraph offers an additional idea (Dresscodes are unfair because some families can’t afford uniformsor proper cloths) which does not fit the essay’s focus butwhich demonstrates the writer is trying to generate supportfor his position. Ultimately, all paragraphs contain thoughtsthat are underdeveloped and examples that are too generalto adequately support the writer’s claims.

There is a simple organizational structure in this essay.The organization and sequencing serve to tie ideas togethersomewhat but the essay lacks transitions, and the conclu-sion is underdeveloped and lacks focus as a result of thenew idea introduced in the third paragraph. Ideas are logi-cally grouped, but there is little evidence of logical sequenc-ing of ideas throughout the essay.

The essay exhibits a little sentence variety and clearword choice. Spelling errors and unnecessary shifts of per-son (“teenagers” are referred to as “they,” “we,” and “you” indifferent parts of the essay) distract the reader but theseerrors do not impede understanding.


I agree with parents and teachers who say dresscodes is needed. Dress codes sets guidelines for whatstudents wear and helps the learning environment.

Uniforms encourage equality. They sets guidelinesfor what students wear so everyone looks the same.Uniforms encourage people to be equal by setting whatall students wear at school.

Uniforms helps stop rivalry between groups and“clicks.” Uniforms put an end to groups at schoolbecause everyone looks the same. If everyone looks thesame than groups won’t divide people by how they lookbecause uniforms makes everyone equal. All studentswould be the same if they wear uniforms.

These is just a few of the many benefits to wearinga uniform. A dress code is only one way of creating agood school environment, but it is a good one.


Essays that earn a score of 2 demonstrate either weakor inconsistent skill in responding to the task. The writer ofthis essay takes a clear position on the issue (I agree withparents and teachers who say dress codes is needed) andsupplies a specific explanation for taking that position (Dresscodes sets guidelines for what students wear and helps thelearning environment). However, discussion focuses on anassumption (dress code = school uniform) that is notexplained or made clear. The writer does not recognize anycounterargument. Development of ideas is minimal and rep-etitious: the second and third paragraphs repeat the sameidea. There is a skeletal organizational structure in place aswell as a discernible introduction and conclusion, but thereare no transitions. Word choice and sentence structure aresimple. Some errors are distracting.

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I believe that it would be beneficial for ourschools to adopt dress codes. Although some may arguethat this action would restrict the individual student’sfreedom of expression, I do not agree. Our right toexpress ourselves is important, but in our society noneof us has unrestricted freedom to do as we like at alltimes. We must all learn discipline, respect the feelingsof others, and learn how to operate in the real world tobe successful. Dress codes would not only create abetter learning environment, but would also helpprepare students for their futures.

Perhaps the most important benefit of adoptingdress codes would be creating a better learningenvironment. Inappropriate clothing can be distractingto fellow students who are trying to concentrate. Shortskirts, skimpy tops, and low pants are fine for afterschool, but not for the classroom. T- shirts with riskyimages or profanity may be offensive to certain groups.Students should espress themselves through art orcreative writing, not clothing. With fewer distractions,students can concentrate on getting a good educationwhich can help them later on.

Another benefit of having a dress code is that itwill prepare students to dress properly for differentplaces. When you go to a party you do not wear thesame clothes you wear to church. Likewise, when youdress for work you do not wear the same clothes youwear at the beach. Many professions even requireuniforms. Having a dress code in high school will helpstudents adjust to the real world.

Lastly, with all the peer pressure in school, manystudents worry about fitting in. If a dress code (or evenuniforms) were required, there would be less emphasison how you look, and more emphasis on learning.

In conclusion, there are many important reasonsour schools should adopt dress codes. Getting aneducation is hard enough without being distracted byinappropriate t-shirts or tight pants. Learning to dressfor particular occasions prepares us for the real world.And teens have enough pressure already without havingto worry about what they are wearing.


Essays that earn a score of 4 demonstrate adequateskill in responding to the task. This essay takes a position onthe issue in the prompt (I believe that it would be beneficialfor our schools to adopt dress codes) and also acknowl-edges the counterargument (Although some may argue thatthis action would restrict the individual student’s freedom ofexpression).

Essays in the 4 score range tend to be fairly consistentand balanced, if predictable, responses. Most ideas in thisessay are adequately developed, with the fourth paragraphbeing the least so. The writer expands on her claims bydeveloping each paragraph, and by supporting her ideas byusing movement between general ideas (Inappropriateclothing can be distracting to fellow students who are tryingto concentrate) and specific ideas (Short skirts, skimpy tops,and low pants are fine for after school, but not for the class-room). Focus is maintained on the specific issue of dresscodes in high schools throughout the essay.

The essay is clearly, though predictably, organized. Nocredit is earned or lost specifically for using a familiar writingformula such as this one; in this case the basic structureworked adequately to help this writer develop her ideas logi-cally. The introduction and conclusion are clear and some-what developed, adding to the balance and consistency ofthe essay.

The writer demonstrates awareness of good writingchoices through some logical sequencing of ideas and usingclear transitions to link paragraphs. Language control is ade-quate in this essay, with some sentence variety and appro-priate word choice. There are few distracting errors.

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Many teachers and parents are now debatingwhether or not a dress code should be adopted. Theythink that it will improve the learning environment inour schools, and I agree. I think that if we had a dresscode, it would substantially improve the quality of oureducation. First, it would allow students to focus onacademics rather than the social aspect of school.Second, it would improve the appearance of school, andthird, it will prepare students for the working world.

First, and most importantly, implementing a dresscode will substantially reduce distractions in theclassroom. It is important for our future success to beable to concentrate on what we are being taught, but itis difficult to do this when some students arewhispering about what others are wearing, and othersare admiring someone’s Air Jordans. Too many youngpeople today are more interested in style thansubstance. Plus, lots of kids think of school as a socialclub instead of a place to get an education.

Secondly, I believe that when students and facultyare well groomed, it improves the school esthetically. Itis not necessary to dress formally to accomplish this.Requiring long pants (and an option of skirts for girls)and a collared shirt would be enough. Not only wouldthe school and it’s student body look more professional,I believe it would change the tone of the school. If aperson is required to hold themselves to a certainstandard, they will. Having to dress more maturely canmake students act more maturely as well.

My final reason for supporting a standard of dressin high school is that it would prepare the youth oftoday for the workforce of tomorrow. The vast majorityof jobs require some type of dress code or standard.Therefore I think that it is important to prepare studentsnot only academically but also in conduct andgrooming. Someone might have impressivequalifications, but if they look like a bum off the street,it is highly doubtful that they would be hired. Lettingstudents dress anyway they want might actually behurting them in the long run.

Even though some teachers and parents think thatestablishing a dress code would restrict the individualstudent’s freedom of expression, I still think having oneis a good idea. Students aren’t really trying to exercisetheir rights when they wear skimpy clothing, they justwant to show off and be trendy. We have to look atwhat is most important. When students wear t-shirtswith political slogans that might offend others or dressin skimpy outfits it can distract other students anddetract from our learning environment. At this time inour lives the most important thing we have to do is geta good education so we can succeed in college and laterlife.

In conclusion, I am highly in favor of a dresscode. Not only will it improve our learningenvironment by keeping classroom distractions to aminimum, it will also improve the tone of the schooland prepare students to be successful in their futurecareers.


Essays that earn a score of 5 are clearly competent,and this essay is a good example. This writer has plannedhis essay well. The writer presents a clear position on theissue (I think that if we had a dress code, it would substan-tially improve the quality of our education); provides a con-text for the discussion (Many teachers and parents are nowdebating whether or not a dress code should be adopted),and supports his ideas (First, it would allow students to focuson academics . . . . Second, it would improve the appear-ance of school, and third, it will prepare students for theworking world). In addition to supporting his own position, thewriter addresses the complexity of the issue by respondingto a counterargument in the fifth paragraph.

Development of ideas in the essay is specific and logi-cal: the writer uses specific examples to illustrate each point(Air Jordans and long pants . . . and a collared shirt). Thewriter also maintains a clear focus on the specific issue ofdress codes in high school throughout the essay.

The essay is clearly organized. There is evidence of alogical progression of ideas throughout the essay, althoughthe transitions are predictable. The introduction and conclu-sion are well developed and successfully focus the essay.

The writer has good language control (Therefore I thinkthat it is important to prepare students not only academicallybut also in conduct and grooming.). There are only a few dis-tracting errors in this writer’s response.


Parents and educators are increasingly concernedabout the trend toward inappropriate dress in ourschools. They feel that clothing that is too tight or toorevealing may distract students and interfere withlearning. They believe that a dress code should beadopted which would set guidelines for what studentsshould wear in the school building. Others feel that adress code should not be enacted because it wouldrestrict individual students’ freedom of expression.

Freedom of expression is important, but wheninappropriate attire begins to interfere with theeducational process, something needs to be done.Allowing students to wear whatever they want isclearly not working. Too many teens today seek toemulate rock stars and pick up fashion tips from MTV.In a culture that is inundated with sexual inuendo orworse, it is not surprising that kids show up at school insuggestive clothing. The educators are right. Shortskirts and spandex tops can be extremely distracting toa population group driven largely by hormones.Establishing a dress code could help improve thelearning environment in the school; unfortunately, dresscodes can be extremely arbritrary and difficult toenforce. What is the solution? I think the answer isschool uniforms. This option would be far easier toenforce and has several advantages.

From a financial perspective, school uniformscould help even the playing field between poor and richstudents. We live in a materialistic world and, forsome, it is all about the label. They think that if its notTommy, Levi, Gap, etc. that it is not good enough.Students can be cruel, and make fun of those who donot dress the same as they do. Wearing jeans with holesmay be one student’s form of expression but another’snecessity. Mandating uniforms would dispense withthis kind of descrimination. Purchasing a uniformwould be far less expensive than a complete schoolwardrobe, and if there were some families that couldn’tafford it, perhaps the school could provide one forthem, or at least help defray the expense.

Another benefit of school uniforms is that theycould help curb some of the gang-related violence inour schools. Gangs are associated with certain colorsand members often hassle students who wear anopposing gang’s color. Sporting the innocent-lookingsweater Aunt Rose gave you for your birthday could belike waving a red flag in front of an angry bull. Withuniforms, this problem would disappear.

From a personal perspective, I would enjoy thesheer effortlessness of not having to rummage throughmy closet each morning trying to decide what to wear.Some may enjoy selecting their outfit for the day, butnot me! Having a school uniform would make mymorning routine go much faster, and maybe even leavea little extra time to finish up yesterday’s homework.

While uniforms in high schools promise manybenefits, we should not expect that they are a cure-all.Uniforms alone will not raise student grades, conferequality, or make schools entirely safe for all students.Uniforms cannot learn math or earn high scores on statetests. Students must do these things for themselves.However, I do believe that uniforms in high schoolscan go a long way toward helping students succeed byproviding a learning environment that supports

achievement rather than one that is distracting,descriminating, and dangerous.

So, in conclusion, I strongly support not just adress code, which would be difficult to enforce, but aresolution to adopt school uniforms for our entiredistrict. Uniforms would not only solve the problemsassociated with inappropriate dress and create a betterlearning environment, but could also serve to endinequality, help curb gang violence, and make ourmornings a little less hectic.


Essays that earn a score of 6 are ample, effectiveessays that represent strong responses to the task.

This essay is very strong and effective. It recognizesand addresses the complexity of the issue by recognizingseveral perspectives on the issue (parents and educatorswho are concerned about inappropriate dress, others whoare protective of freedom of expression, the financial implica-tions, the author’s personal perspective), by exploring somecultural dimensions of the issue (popular culture and gangviolence), and by anticipating and responding to counter-arguments (Freedom of expression is important, but wheninappropriate attire begins to interfere with the educationalprocess, something needs to be done. While uniforms inhigh schools promise many benefits, we should not expectthat they are a cure-all.) Development of most ideas is thor-ough and logical, and the writer includes specific reasonsand details for each of her arguments.

Organization is clear and ideas are logically sequencedboth within and between paragraphs. Most transitions reflectthe writer’s logic and are integrated into the essay. (Transi-tions between the first three paragraphs are particularlyeffective.) The introduction offers a full context for the issueand segues into the writer’s statement of position in the sec-ond paragraph very effectively. The conclusion is clear andadequately developed as well.

This writer’s language is effective (Sporting the inno-cent-looking sweater Aunt Rose gave you for your birthdaycould be like waving a red flag in front of an angry bull) andshows good command: sentences are varied and wordchoice is varied and precise (Mandating uniforms would dis-pense with this kind of discrimination).

Overall, this is a thoughtful, eloquent and thoroughresponse. The few errors present to do not distract thereader.

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ACT Assessment Writing Test Prompt

Many high school libraries use some of theirlimited funding to subscribe to popular magazineswith articles that are interesting to students.Despite limited funding, some educators supportthis practice because they think having thesemagazines available encourages students to read.Other educators think school libraries should notuse limited funds to subscribe to these magazinesbecause they may not be related to academicsubjects. In your opinion, should high schoollibraries subscribe to popular magazines?

In your essay, take a position on this question. Youmay write about either one of the two points ofview given, or you may present a different point ofview on this question. Use specific reasons andexamples to support your position.

Note

• Your test booklet will have blank space for you to plan your essay.For this practice test, use scratch paper.

• You may wish to remove pages 75–78 to respond to this prompt.• When you have completed your essay, read pages 66–71 for

information and instructions on scoring your practice Writing Test.

ACT-06A-PRACTICE

58

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Score = 6Essays within this score range demonstrate effectiveskill in responding to the task. The essay shows a clear understanding of the task. Theessay takes a position on the issue and may offer acritical context for discussion. The essay addressescomplexity by examining different perspectives on theissue, or by evaluating the implications and/orcomplications of the issue, or by fully responding tocounterarguments to the writer’s position. Development ofideas is ample, specific, and logical. Most ideas are fullyelaborated. A clear focus on the specific issue in theprompt is maintained. The organization of the essay isclear: the organization may be somewhat predictable or itmay grow from the writer’s purpose. Ideas are logicallysequenced. Most transitions reflect the writer’s logic andare usually integrated into the essay. The introductionand conclusion are effective, clear, and well developed.The essay shows a good command of language.Sentences are varied and word choice is varied andprecise. There are few, if any, errors to distract the reader.


The essay shows a clear understanding of the task. Theessay takes a position on the issue and may offer abroad context for discussion. The essay showsrecognition of complexity by partially evaluating theimplications and/or complications of the issue, or byresponding to counterarguments to the writer’s position.Development of ideas is specific and logical. Most ideasare elaborated, with clear movement between generalstatements and specific reasons, examples, and details.Focus on the specific issue in the prompt is maintained.The organization of the essay is clear, although it may bepredictable. Ideas are logically sequenced, althoughsimple and obvious transitions may be used. Theintroduction and conclusion are clear and generally welldeveloped. Language is competent. Sentences aresomewhat varied and word choice is sometimes variedand precise. There may be a few errors, but they arerarely distracting.


The essay shows an understanding of the task. Theessay takes a position on the issue and may offer somecontext for discussion. The essay may show somerecognition of complexity by providing some response tocounterarguments to the writer’s position. Development ofideas is adequate, with some movement between generalstatements and specific reasons, examples, and details.Focus on the specific issue in the prompt is maintainedthroughout most of the essay. The organization of theessay is apparent but predictable. Some evidence oflogical sequencing of ideas is apparent, although mosttransitions are simple and obvious. The introduction andconclusion are clear and somewhat developed.Language is adequate, with some sentence variety andappropriate word choice. There may be some distractingerrors, but they do not impede understanding.

Score = 3Essays within this score range demonstrate somedeveloping skill in responding to the task. The essay shows some understanding of the task. Theessay takes a position on the issue but does not offer acontext for discussion. The essay may acknowledge acounterargument to the writer’s position, but itsdevelopment is brief or unclear. Development of ideas islimited and may be repetitious, with little, if any,movement between general statements and specificreasons, examples, and details. Focus on the generaltopic is maintained, but focus on the specific issue in theprompt may not be maintained. The organization of theessay is simple. Ideas are logically grouped within partsof the essay, but there is little or no evidence of logicalsequencing of ideas. Transitions, if used, are simple andobvious. An introduction and conclusion are clearlydiscernible but underdeveloped. Language shows abasic control. Sentences show a little variety and wordchoice is appropriate. Errors may be distracting andmay occasionally impede understanding.


Score = 1 Essays within this score range show little or no skillin responding to the task. The essay shows little or no understanding of the task. Ifthe essay takes a position, it fails to convey reasons tosupport that position. The essay is minimally developed.The essay may include excessive repetition of thewriter’s ideas or of ideas in the prompt. Focus on thegeneral topic is usually maintained, but focus on thespecific issue in the prompt may not be maintained.There is little or no evidence of an organizationalstructure or of the logical grouping of ideas. Transitionsare rarely used. If present, an introduction andconclusion are minimal. Sentence structure and wordchoice are simple. Errors may be frequently distractingand may significantly impede understanding.



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Example Essays and Scoring ExplanationsReaders for the ACT Writing Test practice by scoring many essays before they score “live” essays. Although we cannotprovide you with the same extensive training these readers receive, reading the example essays that follow will help youbetter understand some of the characteristics of essays at each score point. You will also be able to read a brief explanationof how each essay was scored. The example essays are in response to the practice prompt on page 58.

Score = 1

The funding should be used to buy magazines.Some magazines are only for entertainment but sometalk about politics and the world. Even the more popularmagazine for kids will be chosen, its still the best thingto do. Students like to read about what tells them whatmovie stars lives are like.

Score Point 1Scoring Explanation

This essay shows little engagement with the prompttask. The writer does take a clear position (The fundingshould be used to buy magazines) but little is developedin support of that position. Two ideas are offered (Somemagazines are only for entertainment but some talkabout politics and the world and Students like to readabout what tells them what movie stars lives are like).Both ideas are left unexplored and unexplained. Noorganization is evident. Transitions (even, still) are usedbut are unclear. No introduction or conclusion is present,unless the statement of position is considered an introduction. The essay’s language is clear at the beginning, but later becomes hard to understand. Language errors and a lack of logical sequencing ofideas are also problems.

How to Score the Writing TestTwo trained readers will score each essay on the actualWriting Test. These readers are trained by readingexamples of papers at each score point and by scoringmany practice papers. They are given detailed feedbackon the correctness of their scores during practice. Duringactual scoring, score differences of more than one pointwill be evaluated by a third trained reader to resolvediscrepancies. This method is designed to be as objectiveand impartial as possible. So—how can you rate your ownpractice Writing Test?

It is difficult to be objective about one’s own work, and youhave not had the extensive training provided to actualreaders of the ACT Writing Test. However, it is to youradvantage to read your own writing critically. Becomingyour own editor helps you grow as a writer and as areader. So it makes sense for you to evaluate your ownpractice essay. It may also be helpful for you to give your practice essay to another reader to get anotherperspective: perhaps that of a classmate, a parent, or anEnglish teacher, for example. Thinking and talking withothers about writing is good preparation for the ACTWriting Test. To rate your essay, you and your reader(s)should read the scoring guidelines and examples, whichbegin below and continue through page 71, and thenassign your practice essay a score of 1 through 6.

In an actual test, each essay will be scored on a scale from1 (low) through 6 (high). The score is based on the overallimpression that is created by all the elements of the writing.The scores given by the two readers are added together,yielding the Writing subscore range 2–12 shown in Table 4on page 72.

Scoring Guidelines (see page 66)These are the guidelines that will be used to score youressay. These guidelines are also called a “rubric.” Manypapers do not fit the exact description at each score point.You should note that the rubric says: “Papers at each levelexhibit all or most of the characteristics in the descriptors.”To score your paper, read it and try to determine whichscore point and paragraph in the rubric best describesmost of the characteristics of your essay.

Then (because your Writing Test subscore is the sum oftwo readers’ ratings of your essay), you should multiplyyour 1–6 score by 2 when you use Table 4, on page 72, tofind your Combined English/Writing score. Or, if both youand someone else read and score your practice essay,add those scores together.

Comparing Your ScoresThe Writing Test norms table (Table 3B on page 65) allowsyou to compare your score on the practice Writing Testwith the scores of recent high school graduates who tookthe ACT Plus Writing as sophomores, juniors, or seniors.The norms for the Writing Test are reported the same wayas the norms for the multiple-choice tests (see page 59).For example, a Writing subscore of 8 has a cumulativepercent of 77. This means that 77% of students had aWriting subscore of 8 or lower. Remember that your scoresand percents at or below are only estimates of the scoresyou will obtain on an actual administration of the ACT PlusWriting. They should be considered in connection with yourperformance on other essay tests and your plannedcollege curriculum.

College Readiness StandardsThe College Readiness Standards for Writing (seepage 59) can be found at www.act.org/standard.

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Score = 3

I feel that schools should not subscribe to popularmagazines. Sometimes the magazine articles aremisleading and don’t tell the truth. And some studentsmay not know between right and wrong. I get Seventeenmagazine every month. There are some subjects in thearticles that I feel should not be allowed, or maybeedited. They put in college searches which are helpful,but other articles have girls talking about things that arenot right. Not everybody should be reading them. Whyshould schools subscribe to magazines that have articlesthat are not right. These articles could make teenagersspend too much time thinking about things that aremisleading or not right or a waist of time. Teenagers aresometimes too young to read some of the articles thatthe popular magazines have.

Also, popular magazines will not help students tobe encouraged to read. Popular magazines have shortarticles that are based on opinion and gossip and theyare filled with quizzes and advertisements and how toloose weight. The advertisements show skinny girls andthe articles about loosing weight are not good. They arebad for teenagers to see and to read. And the otherarticles are a waist of time too because they are full ofgossip and mostly pictures. If school libraries reallywant to help students, they need to subscribe tomagazines that are academic, like Time and NationalGeographic.

There is no reason to subscribe to any other kind ofpopular magazines. If schools libraries did, they wouldfind that popular magazines give students something todo instead of the research they should use the libraryfor. It would be a perfect excuse for hanging out to justlook at magazines with their friends. School librariesshould not subscribe to popular magazines, especiallywhen funding is limited.


Essays that earn a score of 3 show some develop-ing skill in responding to the task. This essay takes aclear position but does not provide any context for thediscussion. A counterargument taken from the prompt isvaguely referenced and refuted (popular magazines willnot help students to be encouraged to read), but furtherclarification is needed to explain why short, gossipy arti-cles are of no use in encouraging students to read. Theessay contains limited movement between general state-ments and specific examples (They put in collegesearches which are helpful, but other articles have girlstalking about things that are not right.). Focus on thespecific issue in the prompt wavers because of thesomewhat vague discussion the writer gives on thegeneral, negative aspects of popular magazines (Thesearticles could make teenagers spend too much timethinking about things that are misleading or not right or awaist of time). All the ideas would benefit from moredevelopment. This writer’s ideas are grouped logicallythroughout the essay. There is only a single use of atransition (Also). The opening and closing sentencesclearly signal an introduction and conclusion, but theylack development. The language usage in this essaydemonstrates basic control. Sentences are somewhatvaried in length and structure, and words are used cor-rectly. Language errors are at times distracting.

Score = 2

Popular magazines would be a good thing, it wouldpull students into the library and encourage them toread. Some articles in magazines have nothing to dowith school, but it still encourages students to readmore. Reading is education, no matter if its talkingabout academics or not.

Many of the subjects in the magazine are schoolrelated. If an article is about a girl from another countrytalking about how she lives, that’s school relatedbecause it has to do with geography. If it’s an articleabout some part of the body, then that has to do withscience.


Essays that earn a score of 2 demonstrate eitherweak or inconsistent skill in responding to the task. Inthis essay, the writer takes a clear position (Popularmagazines would be a good thing) and offers specificsupporting reasons (it would pull students into thelibrary and encourage them to read, and Many of thesubjects in the magazine are school related) but devel-opment of these reasons is thin. The writer does attemptto explain the second claim with examples (If an articleis about a girl from another country . . . that’s . . . geog-raphy. If it’s . . . the body, then . . . science), but muchmore explanation is needed. The second paragraphmight be understood to be responding to a counterargu-ment from the prompt that the magazines aren’t relatedto academic subjects. If so, it is a faint reference thatshould be clearer. The essay indicates organizationalstructure by separating the two ideas into two separateparagraphs. However, there is no discernible introduc-tion or conclusion. Language use in the essay contains a variety of errors that distract the reader, including arun-on sentence, disagreements of subject and verb,and several misspellings.

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Score = 4

High school libraries have only a very limited fund.The big question is how do they spend the fund. Somepeople think only the magazines that are about academicsshould be bought, but others point out that if students areinterested in what is being read, they will read more, learnmore and like school more. This second group is exactlyright.

First, anytime someone reads, their learning. Studiesshow that students who read thirty minutes a day in theirfree time perform better than those who don’t. Students arenot going to want to pick up Shakespeare in their study hall,theyre going to pick up “Seventeen.” If you want them toget in that thirty minutes, you have to give them somethingthey will actually open and look at. Remember its not whatwe’re reading, its just the reading that counts.

Also, popular magazines can help students learn aboutcurrent events. Its important to keep up with informationthat hasn’t had time to get in the textbooks yet. Manypopular magazines contain articles about new healthdiscoveries, wars and events in other countries, and caneven provide resources for research papers. This isimportant for our education.

Most importantly, popular magazines offer a breakfrom the stress of schoolwork. After hours of listening tolectures and taking tests, people need to relax by readingsomething fun. If their is nothing fun to read, a bad attitudecould develop toward libraries and school. This could hurtstudents much more than it would “hurt” us to read aboutmovie stars and new music during study hall.

In conclusion, for student’s mental health, knowledge,and love of reading, popular magazines should stay in ourlibrary. While some people may want to debate the issue,the right decision is clear. Interesting magazines areimportant for students in lots of ways.


Essays that earn a score of 4 demonstrate adequateskill in responding to the task. This essay takes a position onthe issue presented in the prompt, but first offers a contextfor the discussion, and recognizes two different perspec-tives. The essay offers three ideas to support the writer’sposition (anytime someone reads, their learning; popularmagazines can help students learn about current events;and popular magazines offer a break) with adequate development of each idea. The writer moves ably betweengeneral statements and some specific details (Shake-speare/“Seventeen”, health discoveries, wars, hours listen-ing to lectures and taking tests) and maintains focusthroughout the discussion. The essay is clearly organizedaround a simple five-paragraph framework. The sequencingof ideas is logical, though predictable, and indicated by tran-sitions (First, Also, Most importantly, In conclusion). Whilethe transitions are simple and obvious, they are at leasteffective in moving the reader through the essay systemati-cally. The introduction and conclusion are clear and some-what developed, with the introduction offering muchnecessary information to set up the discussion. The conclu-sion makes very clear the writer’s position and reasoning.Language is adequate, with a variety of sentence construc-tions and correct word usage. Language errors—mostlyspelling—are somewhat distracting.

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Score = 5

High school libraries have a dilemma on theirhands. Should they buy popular magazines as well asacademic books and publications? In a perfect world,our school library would be able to offer everythingthat’s possible and appropriate. But with budget limitsthroughout the school system, the administration mustbe sure they’re making the best choices of books andmagazines, so magazines like “Teen People” and “YM”should not be paid for instead of educational books andpublications.

The purpose of school, and school libraries, islearning. Supporters of popular magazines argue thatthere is something to be learned from any readingmaterial, but I believe some kinds of learning are moreimportant to students futures than other kinds. If theschool library has to choose between teaching teenagegirls about the achievements of Harriet Tubman andletting them read about their favorite movie star, I knowwhich one I would vote for.

Furthermore, one of the school library’s mostimportant functions is offering students the learningresources they might not be able to find or afford ontheir own. Everybody would agree the school libraryshould have Internet access for the people who don’thave a computer at home. Shouldn’t the library alsooffer full sets of encyclopedia, hard cover books andhigh quality magazines like “National Geographic” tostudents who can’t buy all these materials, especiallywhen they may only need them for one paper all year?On the other hand, anybody can spend $3.99 at thedrugstore to find out about Justin Timberlake’s love lifeif they want to. The school library shouldn’t have tofinance that. If you’re in study hall and you have anurgent celebrity trivia question that just can’t wait, youcan always use the Internet, at no extra cost to theschool.

Reading for pleasure is a great thing, and one of mypersonal favorite leisure activities, but magazines justfor entertainment shouldn’t be a priority for schoollibraries. Learning is the reason for school, and shouldbe first in mind as this decision is made. When fundingis so limited, the school library must always putlearning materials first.


Essays that earn a score of 5 show a clear under-standing of the task. This writer takes a position (“TeenPeople” and “YM” should not be paid for instead of edu-cational books and publications) after establishing abroad context for discussion (In a perfect world, ourschool library would be able to offer everything that’spossible and appropriate. But with budget limits through-out the school system, the administration must be surethey’re making the best choices). The essay showsrecognition of complexity by responding succinctly tocounterarguments to the writer’s position (Supporters ofpopular magazines argue that there is something to belearned from any reading material, but I believe somekinds of learning are more important to students futuresthan other kinds). Development of the discussion is spe-cific, with clear movement between claims and thedetails that explain and support them. Development isalso logical, assisted by strong, integrated transitions(Furthermore, On the other hand) and carefullysequenced ideas. The introduction and conclusion areboth clear and generally well developed, offering neces-sary context and adding emphasis to clarify the argu-ment. Language is highly competent and engaging, witha lot of sentence variety and some precise word choice(urgent celebrity trivia question). Language errors areminimally distracting.

Score = 6

High schools nowdays are struggling to draw theline between what is “educational” and what is not.School programs are cut based on how mucheducational content they’re perceived to have. Now theadministration is trying to purge the libraries of popularmagazines because they contain non academic subjects.It’s important that the library buy dictionaries andencyclopedias, but education purists need to bereminded that if you separate “academic” from “non-academic” too strictly, you separate school from the realworld it’s supposed to prepare us for.

Educators are the ones who tell us we should spendmore time reading. The only way to build the readingcomprehension and vocabulary skills so important forgetting into and through college is to practice, and thatmeans reading things other than school assignments. Noone ever gained reading proficiency from dailystruggles through their Chemistry or History textbooks.We read these because we have to, but we wouldcontinue reading—even during precious homework freemoments—if we had something interesting to turn to.The magazines that teenagers enjoy reading are the onesthat cover our interests and address our concerns, like“Seventeen” or “Teen People”. These are the magazinesthat some would banish from the library.

It’s true that not every page in youth magazines isan intellectual challenge. Many pages show modelsselling zit cream, or contain “dream date” quizzes. Butthe critics of popular magazines should take a closerlook at them. These same magazines have articles onsuicide prevention, the spread of AIDS among teens,and college comparisons—subjects that the adultoriented news media doesn’t cover.

Even the frivolous features have something to teachthe reader who wants to learn. All those “Great LooksCheap” may be a first step toward becoming a smarterconsumer. The silly quiz may open up questions aboutthe nature of “scientific proof” or lead to more self-knowledge.

Learning is where you find it, and students mayfind it in places administrators and librarians might notthink to look. Learning can be found in popularmagazines as well as approved academic texts. Thereshould be room in the school library for both.


Essays that earn a score of 6 demonstrate effectiveskill in responding to the task. This writer takes a clearposition, develops it throughout the essay, and states itdirectly in the conclusion (Learning can be found in pop-ular magazines as well as approved academic texts).This position is placed in a wider context without disrupt-ing the essay’s focus (High schools nowdays are strug-gling to draw the line between what is “educational” andwhat is not. School programs are cut based on howmuch educational content they’re perceived to have).

The essay addresses complexity by anticipatingcounterarguments to the writer’s position (It’s true thatnot every page in youth magazines is an intellectualchallenge) and fully responding to those counterargu-ments by showing specifically where they are weak(These same magazines have articles on suicide pre-vention, the spread of AIDS among teens, and collegecomparisons—subjects that the adult oriented newsmedia doesn’t cover).

The writer’s ideas may not be developed evenlythroughout all the paragraphs, but their development issuccinct and logical. The essay elaborates on generalstatements (Even the frivolous features have somethingto teach the reader who wants to learn) by moving tomore specific details and examples (All those “GreatLooks Cheap” may be a first step toward becoming asmarter consumer).

The organization of the essay is clear and the logi-cal sequence of ideas grows out of the writer’s intent topersuade. Transitions help the essay flow smoothly fromone paragraph to the next (It’s true that not every pagein youth magazines is an intellectual challenge.... Eventhe frivolous features have something to teach thereader who wants to learn). The introduction is clear andespecially well developed, connecting the writer’s posi-tion to a strong critical claim (if you separate “academic”from “non-academic” too strictly, you separate schoolfrom the real world it’s supposed to prepare us for).

This essay shows a good command of language.Word choice is precise and persuasive (purge thelibraries, frivolous features). Facility with words and sen-tence structure enables the writer to maintain a light,amused tone (The silly quiz may open up questionsabout the nature of “scientific proof” or lead to more self-knowledge). There are few language errors in thisessay, and they rarely distract the reader.

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ACT Writing Test Prompt

Note

• Your test booklet will have blank space for you to plan your essay.For this practice test, use scratch paper.

• You may wish to remove pages 75–78 to respond to this prompt.• When you have completed your essay, read pages 66–72 for

information and instructions on scoring your practice Writing Test.

ACT-13G-PRACTICE

58

At some high schools, teachers haveconsidered allowing each student to choosethe books he or she will read for Englishclass rather than requiring all students inclass to read the same books. Some teacherssupport such a policy because they thinkstudents will greatly improve their readingskills if they read books they findinteresting. Other teachers do not supportsuch a policy because they think thatstudents will learn more by participating inclass discussion with others who have readthe same books. In your opinion, shouldeach individual student be allowed to choosethe books he or she reads for English class?

In your essay, take a position on thisquestion. You may write about either one ofthe two points of view given, or you maypresent a different point of view on thisquestion. Use specific reasons and examplesto support your position.

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Score = 6Essays within this score range demonstrate effectiveskill in responding to the task. The essay shows a clear understanding of the task. Theessay takes a position on the issue and may offer acritical context for discussion. The essay addressescomplexity by examining different perspectives on theissue, or by evaluating the implications and/orcomplications of the issue, or by fully responding tocounterarguments to the writer’s position. Development ofideas is ample, specific, and logical. Most ideas are fullyelaborated. A clear focus on the specific issue in theprompt is maintained. The organization of the essay isclear: the organization may be somewhat predictable or itmay grow from the writer’s purpose. Ideas are logicallysequenced. Most transitions reflect the writer’s logic andare usually integrated into the essay. The introduction andconclusion are effective, clear, and well developed. Theessay shows a good command of language. Sentencesare varied and word choice is varied and precise. Thereare few, if any, errors to distract the reader.


The essay shows a clear understanding of the task. Theessay takes a position on the issue and may offer a broadcontext for discussion. The essay shows recognition ofcomplexity by partially evaluating the implications and/orcomplications of the issue, or by responding tocounterarguments to the writer’s position. Development ofideas is specific and logical. Most ideas are elaborated,with clear movement between general statements andspecific reasons, examples, and details. Focus on thespecific issue in the prompt is maintained. Theorganization of the essay is clear, although it may bepredictable. Ideas are logically sequenced, althoughsimple and obvious transitions may be used. Theintroduction and conclusion are clear and generally welldeveloped. Language is competent. Sentences aresomewhat varied and word choice is sometimes variedand precise. There may be a few errors, but they arerarely distracting.


The essay shows an understanding of the task. The essaytakes a position on the issue and may offer some contextfor discussion. The essay may show some recognition ofcomplexity by providing some response tocounterarguments to the writer’s position. Development ofideas is adequate, with some movement between generalstatements and specific reasons, examples, and details.Focus on the specific issue in the prompt is maintainedthroughout most of the essay. The organization of theessay is apparent but predictable. Some evidence oflogical sequencing of ideas is apparent, although mosttransitions are simple and obvious. The introduction andconclusion are clear and somewhat developed.Language is adequate, with some sentence variety andappropriate word choice. There may be some distractingerrors, but they do not impede understanding.

Score = 3Essays within this score range demonstrate somedeveloping skill in responding to the task. The essay shows some understanding of the task. Theessay takes a position on the issue but does not offer acontext for discussion. The essay may acknowledge acounterargument to the writer’s position, but itsdevelopment is brief or unclear. Development of ideas islimited and may be repetitious, with little, if any,movement between general statements and specificreasons, examples, and details. Focus on the generaltopic is maintained, but focus on the specific issue in theprompt may not be maintained. The organization of theessay is simple. Ideas are logically grouped within partsof the essay, but there is little or no evidence of logicalsequencing of ideas. Transitions, if used, are simple andobvious. An introduction and conclusion are clearlydiscernible but underdeveloped. Language shows abasic control. Sentences show a little variety and wordchoice is appropriate. Errors may be distracting and mayoccasionally impede understanding.


Score = 1 Essays within this score range show little or no skillin responding to the task. The essay shows little or no understanding of the task. Ifthe essay takes a position, it fails to convey reasons tosupport that position. The essay is minimally developed.The essay may include excessive repetition of the writer’sideas or of ideas in the prompt. Focus on the generaltopic is usually maintained, but focus on the specificissue in the prompt may not be maintained. There is littleor no evidence of an organizational structure or of thelogical grouping of ideas. Transitions are rarely used. Ifpresent, an introduction and conclusion are minimal.Sentence structure and word choice are simple. Errorsmay be frequently distracting and may significantlyimpede understanding.



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Example Essays and Scoring ExplanationsReaders for the ACT Writing Test are trained by scoring many essays before they score “live” essays. Although we cannotprovide you with the same extensive training these readers receive, reading the example essays that follow will help youbetter understand some of the characteristics of essays at each score point. You will also be able to read a brief explanationof how each essay was scored. The example essays are in response to the practice prompt on page 58.

Score = 1

I think we should consider because not everybody likesthe same books. There are people who like, cartoon stories,stories that talk about the olden days. We would not com-plain so much if we actually had a book to read that weenjoy. We could improve our reading skill if we couldchoose the books we want to read. If we had the same book,some people have already read in the past and they couldtell the ending. I think if we have to read books then weshould read books that we feel comfortable with.


Essays that earn a score of 1 show little or no skill inresponding to the writing task. This essay shows littleengagement with the prompt task. The writer takes a posi-tion (I think we should consider because not everybody likesthe same books), but ideas are not developed beyond sin-gle-sentence assertions and therefore remain unelaboratedand unexplained (We would not complain so much if weactually had a book to read that we enjoy. We could improveour reading skill if we could choose the books we want toread. If we had the same book, some people have alreadyread in the past and they could tell the ending). There is nodiscernible organization present. Transitions are not used,and ideas are not logically grouped. No introduction or con-clusion is present, unless the position statement is consid-ered an introduction to the response. Sentence structure andword choice are simple. Most sentences begin with a simplesubject-verb construction (I think..., We would..., Wecould...). Errors, such as an unnecessary comma, are dis-tracting but do not impede understanding.

How to Score the Writing TestTwo trained readers will score your essay on the actualWriting Test. These readers are trained by readingexamples of papers at each score point and by scoringmany practice papers. They are given detailed feedbackon the correctness of their scores during practice. Duringactual scoring, score differences of more than one point willbe evaluated by a third trained reader to resolvediscrepancies. This method is designed to be as objectiveand impartial as possible. So—how can you rate your ownpractice Writing Test?

It is difficult to be objective about one’s own work, and youhave not had the extensive training provided to actualreaders of the ACT Writing Test. However, it is to youradvantage to read your own writing critically. Becomingyour own editor helps you grow as a writer and as a reader.So it makes sense for you to evaluate your own practiceessay. It may also be helpful for you to give your practiceessay to another reader to get another perspective: perhapsthat of a classmate, a parent, or an English teacher, forexample. Thinking and talking with others about writing isgood preparation for the ACT Writing Test. To rate youressay, you and your reader(s) should read the scoringguidelines and example essays, which begin below andcontinue through page 71, and then assign your practiceessay a score of 1 through 6.

For an actual administration, each essay will be scored on ascale from 1 (low) through 6 (high). The score is based onthe overall impression that is created by all the elements ofthe writing. The scores given by the two readers are addedtogether, yielding the Writing subscore range 2–12 shown inTable 4 on page 72.

Scoring Guidelines (see page 66)These are the guidelines that will be used to score youressay. These guidelines are also called a “rubric.” Manypapers do not fit the exact description at each score point.You should note that the rubric says: “Papers at each levelexhibit all or most of the characteristics in the descriptors.”To score your paper, read your response and try todetermine which score point and paragraph in the rubricbest describes most of the characteristics of your essay.

Then (because your Writing Test subscore is the sum of tworeaders’ ratings of your essay), you should multiply your1–6 score by 2 when you use Table 4, on page 72, to findyour Combined English/Writing score. Or, if both you andsomeone else read and score your practice essay, addthose scores together.

Comparing Your ScoresThe Writing Test norms table (Table 3B on page 65) allowsyou to compare your score on the practice Writing Test withthe scores of recent high school graduates who took theACT Plus Writing. The norms for the Writing Test arereported the same way as the norms for the multiple-choicetests (see page 59). For example, a Writing subscore of 8has a cumulative percent of 81. This means that 81% ofstudents had a Writing subscore of 8 or lower. Rememberthat your scores and percents at or below are onlyestimates of the scores you will obtain on an actualadministration of the ACT Plus Writing. They should beconsidered in connection with your performance on otheressay tests and your planned college curriculum.

College Readiness StandardsThe College Readiness Standards for Writing (see page 59)can be found at www.act.org/standard.

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Score = 3

It is a great idea for students to choose the books theyread. They will be more interested, more understanding, andmore reliable to do so.

The students will be more interested to read the booksthey chose rather than a book they know nothing about.They will also be interested in a book they actually like.Students like the feeling that they can be trusted to do some-thing right. People are often excited by reading a book on atopic they like, however if it is a topic they care nothingabout, they will often put it off.

Also, the students will be more understanding of theirtopic. If the student chooses their own book they are mostlikely common with the story behind the book, or the mean-ing of the story. Now days, many teenagers are readingbooks about the war in Iraq and the economy, because it iswhat they hear about everyday on the news, or local radiostation.

Students will also be more reliable of reading theirbooks if it is something they actually care about. Theteacher can actually rely on them to go home and read thepages assigned for homework the night before. Rather thangiving them a book on a topic which they have no feelingsabout, and expecting them to give up the time they haveaway from school to actually work on it. Students whochose their own books would be more likely to actually dothe assignment.

Students choosing their own books or topics for class isa great idea. The student will be more reliable, more inter-ested, and definetly more understanding of the book.


Essays that earn a 3 demonstrate some developing skillin responding to the task. This essay opens with a positionstatement that outlines the writer’s three supporting points,but the writer does not provide any context for the discus-sion. Development of the three ideas is limited, with littlemovement between general statements and specific reasonsor examples (The students will be more interested to readthe books they chose rather than a book they know nothingabout. They will also be interested in a book they actuallylike. Students like the feeling that they can be trusted to dosomething right. People are often excited by reading a bookon a topic they like, however if it is a topic they care nothingabout, they will often put it off ). Although the writer providesspecific examples in the third paragraph (Now days, manyteenagers are reading books about the war in Iraq and theeconomy, because it is what they hear about everyday onthe news, or local radio station), more explanation is neededto clearly connect these supporting examples to the writer’spoint. The essay is organized simply—the structure of theessay follows the order of points in the writer’s openingstatement. Ideas are logically grouped, but there is little evi-dence of logical sequencing of ideas. The writer uses a sin-gle transition (Also) throughout the essay to connect ideas.Although the introduction and conclusion are clearly dis-cernible, they are underdeveloped and consist only of thewriter’s position statement as the introduction and a reitera-tion of that position statement in the conclusion. Languagedemonstrates a basic control. Sentence structure shows littlevariety (for example, the repetition of the phrase studentswill be more... throughout the essay). Word choice is alsousually simple and sometimes lacks clarity (for example,using common when familiar would be clearer, and the mis-use of the word reliable). Errors are occasionally distracting,but generally do not interfere with meaning.

Score = 2

I think that students should not be allowed to pick thereown book out in class. I think that students would get alotmore out of reading the same book as everyone else in theclass. Some students I think would probably get easierbooks to read then others and that wouldn’t be fair. It wouldprobably just cause conflict. What would they do in classjust sit and read there books!

I think that if they had the same books that they couldhave discussions in class. It would keep the whole classinterested and they would probably keep reading. Thenmaybe when they’re done reading the class can watch themovie. I also think by keeping the class working on thesame book together that they will learn more and be able tohelp each other out. I think if they read the same book theywill greatly improve there reading skills. Thats what mypolicy would be.


Essays that earn a 2 demonstrate inconsistent or weakskill in responding to the task. This writer takes a clear posi-tion (I think students should not be allowed to pick there ownbook out in class) and offers specific supporting reasons (Ithink that students would get alot more out of reading thesame book as everyone else in the class. Some students Ithink would probably get easier books to read then othersand that wouldn’t be fair. It would probably just causeconflict ), but development of these reasons is thin, and therelevance of some of the ideas is not made clear (Whatwould they do in class just sit and read there books! andThen maybe when they’re done reading the class can watchthe movie). There is some indication of an organizationalstructure, and ideas seem to be logically grouped—the firstparagraph briefly discusses why having students read differ-ent books wouldn’t work and the second paragraph brieflydiscusses the benefits of having students read the samebook. A few simple transitions are used (Then maybe..., Ialso think...). However, the writer includes no discernibleintroduction beyond the one-sentence position statement,and the conclusion consists of only the essay’s final sen-tence (Thats what my policy would be). Sentence structureand word choice are simple, with an overreliance on the useof I think… to open sentences. Errors are rarely distracting(for example, using there for their ) and do not interfere withmeaning.

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Score = 4

At some high schools, teachers are now allowing stu-dents to choose the books they want to read for class ratherthan requiring that all students read the same book. Theseteachers feel that students will be more likely to read thebook if they find the book interesting; and as a result,increasing their reading skills. While some may believe thisis a good idea, I completely disagree. Allowing students tochoose their own books would not only create problems, butit would be very hard for teachers to help students and itwould irradicate the whole idea of class discussion.

Allowing students to chose their own books could create many problems. Some books may not be schoolappropriate, or may contain information that is irrelevant tothe area of study. Question as to whether the book is appro-priate would be up to the discretion of teacher. This maylead to negative teacher-student interaction, and create aneven larger number of complications for a student choosinghis or her book.

If students were allowed to choose their own book,teachers may not be able to guide the student through itproperly. Questions from students may be left unanswered ifthe teacher is unfamiliar with the book or hasn’t read it atall. If this were to be the scenario, the student might beunable to complete an assignment; therefore, he or shewould be at a disadvantage compared to someone whochose a book that the teacher was familiar with.

Allowing students to choose their books would alsoeliminate class discussions. While class discussions con-cerning works of literature are very important, these stu-dents would be missing out. They would not receive theinput from the teacher that is needed to understand to fullmeaning of a book. They may also not be able to discusspoints or topics among their classmates that may otherwisebe helpul if they were all reading the same book.

Although some of the books assigned by teachers mayseem boring, it is very beneficial to a student that everyoneis reading the same book at all times. This gives every stu-dent a fair chance to obtain help from the teacher andengage in helpul class discussions. It also eliminates prob-lems associated with choosing a book. In the classroom set-ting, the teacher should always assign the same book, and ifthe student wishes to read another book than he or she maydo it on their own time.


Essays that earn a 4 demonstrate adequate skill inresponding to the task. This essay takes a clear position(Allowing students to choose their own books would not onlycreate problems, but it would be very hard for teachers tohelp students and it would irradicate the whole idea of classdiscussion) and provides some context by reiterating a por-tion of the prompt. The writer demonstrates some complexityby briefly acknowledging counterarguments (While somemay believe this is a good idea, I completely disagree andAlthough some of the books assigned by teachers mayseem boring, it is very beneficial to a student that everyoneis reading the same book at all times). Development of thewriter’s three ideas is adequate, with some movementbetween general statements and specific reasons (Allowingstudents to chose their own books could create many prob-lems. Some books may not be school appropriate, or maycontain information that is irrelevant to the area of study.Question as to whether the book is appropriate would be upto the discretion of teacher. This may lead to negativeteacher-student interaction, and create an even larger num-ber of complications for a student choosing his or her book).The organization of the essay is apparent, but predictable.The writer uses a five-paragraph framework to organize thethree ideas mentioned in the introduction. Some evidence oflogically sequenced ideas is apparent, although the writerdoes not use transitions to show the connection betweenideas. The introduction and conclusion are clear and some-what developed—the introduction establishes some contextand the conclusion reaffirms the writer’s main points. Lan-guage is adequate, with some sentence variety and mostlyappropriate word choice. The rare distracting errors (irradicate, Question as to whether, and helpul) do notimpede understanding.

70

Score = 5

Reading is stressed as the most important requirementduring a child’s early years of development. From birth, theability to read is seen as both a mark of education and apti-tude. By the time a student reaches the high school levelthey have probably read a wide variety of novels, biogra-phies, historical accounts, and other types of literature.Many high school students, because of the excessive expo-sure to literature, lose interest in reading because it hasbecome a common factor in their lives. For this reason highschool students should be allowed to choose which booksthey wish to read, although it stands to reason that thechoices should be monitored by teachers.

In my life I have read about fifty to one hundred books,from Reader Rabbit to The Scarlet Letter. In the books Ihave read, those that I most enjoyed are those that I chosefor myself. While they may not have been the most provaca-tive or best written books, I found them to be more valuablethan those that had been forced upon me. If I had been askedto discuss or analyze the novel I would have done so will-ingly and with more fervor than if I were asked to discuss abook required for my English class. The fact is that students,especially teens, don’t like to be told what to do. Teachersshould respect this and allow their students to select whatthey want to read, knowing that consequences will insue ifthe chosen book is inappropriate or poorly analyzed. Bydoing this teachers will allow their pupils to gain a sense ofindependence and also learn to teach themselves about abook, instead of relying on the teacher to instruct them intheir learning.

Class discussion, although helpful, is not vital to a stu-dents’ success. In fact, it may give lazier students an oppor-tunity to sit back and copy all of the answers down frommore dedicated students as they tell what they’ve learned. Ifeach student read a different book, this problem would besolved. Not only that, but if the student isn’t familiar withwhat everyone else is reading, they will be more likely toask about the other books people are reading in class. If theyfind them interesting, an opportunity to connect the conceptsfrom other stories to their own and draw paralells will beopened up. Whereas if everyone reads exactly the samething, no parallels can be drawn.

While teaching a set curriculum and reading agenda forstudents has succeeded in teaching certain principles to highschool students, the chances are that more students would bewilling to learn about a book if they chose it for themselves.Hopefully, with this process, more students will read moreoften and gain a better interest in literature and class discus-sion, which would benefit both the student and the teachers.


Essays that earn a 5 demonstrate competent skill inresponding to the task. This writer begins by establishing abroad context for the discussion (Reading is stressed as themost important requirement during a child’s early years ofdevelopment. From birth, the ability to read is seen as both amark of education and aptitude. By the time a studentreaches the high school level…) and then takes a clear posi-tion on the prompt’s issue (For this reason high school stu-dents should be allowed to choose which books they wish toread, although it stands to reason that the choices should bemonitored by teachers). The essay shows recognition ofcomplexity by weaving a response to counterargumentsthrough several parts of the essay (In the books I have read,those that I most enjoyed are those that I chose for myself.While they many not have been the most provacative or bestwritten books, I found them to be more valuable than thosethat had been forced upon me... and While teaching a setcurriculum and reading agenda for students has succeededin teaching certain principles to high school students, thechances are that more students would be willing to learnabout a book if they chose it for themselves). Developmentof the writer’s ideas is specific, with clear movementbetween general statements and specific supporting reasons(Class discussion, although helpful, is not vital to a students’success. In fact, it may give lazier students an opportunity tosit back and copy all of the answers down from more dedi-cated students as they tell what they’ve learned ). Organiza-tion of the essay is logical and clear, with some integratedtransitions (For this reason…, Not only that…) that show theconnection of ideas. The introduction and conclusion areboth clear and generally well developed. The introductionoffers context, and the conclusion adds emphasis to clarifythe writer’s argument. Language is competent. Sentencesare varied and word choice is varied and sometimes precise(a mark of education and aptitude, willingly and with morefervor). The few errors present (such as a misplaced apos-trophe and a sentence fragment) do not distract.

Score = 6

The words “Crime and Punishment” glared at me fromthe cover of my new book for English class. As my teacherannounced our new reading assignment, our class released asimultaneous groan—no one wanted to read Doestoevsky.Nevertheless, after spending my days delving into this denseRussian literature, I unexpectedly found Doestoevsky’smasterpiece to become one of my favorite books. If teachersexclusively allow students to choose their own readingmaterial, students education will be impaired and progressof their reading abilities stagnated. Students need a broadfoundation of literary works and therefore cannot be respon-sible for determing the content of their education.

To begin, the literature selections of English classshould function, in effect, as a microcosm of the studies ofthe school itself. Students are required to complete coursesnot just in subjects that interest them, but instead in all areasof study such as science, social studies, English, and math.While it is true that permitting students to choose their ownbook will allow them to choose books they wish to read, itis detrimental to students’ education to assume that thiswould be beneficial. Were students allowed to choose theirfavorite novels or genres, they would perpetually fall backon what they know, which would leave them utterly unpre-pared to encounter the works of literature that they will beasked to read in college, where students don’t have a say inselecting the materials for their courses. To ensure that stu-dents are able to persist through literary challenges, thereshould be a diversity in the collection of literature studentsread, which will not be achieved if a student only reads whathe or she desires.

Furthermore, the abundant rules and regulations presentin schools should serve as a blantent warning. Teens clearlyneed to be guided to perform to the best of their abilities.Even if many teens might benefit from their book selections,an equal or greater number may not choose challenging lit-erature. Reading only elementary literature stagnates theprogress of reading skills and would be deleterious to thequality of students education. It is difficult enough to forcestudents to complete homework, allowing the student tochoose the difficulty of the homework would not producethe desired results of learning and progress—the sole reasonstudents attend school to begin with. In addition, whilesome students may select unchallenging books because theyare apathetic or lazy, others may choose certain booksbecause they do not know what else is out there. It is theinherent responsibility of the teacher to expose their stu-dents to all types of material, even unfamiliar works. Thisway, other students too, have the opportunity to be pleas-antly surprised by the intricacies of Doestoevsky. Thank-fully, my teacher had the ability and wherewithal to provideme with such new and exciting literature.

Thus, it is vital that students not be given the controlover their education in English class. This would proliferateundiverse and single-minded teens who would likely notchoose challenging literature. Such a class would be devoidof enlightening discussion and would not produce theknowledgable and well-rounded individuals schools shouldstrive for. A better solution to this problem would be toallow the class as a group to pick among a selection ofbooks proposed by the English teacher herself. This wouldproduce a more democratic medium and stimulate interest,while avoiding the problems that would result from theirown selections.


Essays that earn a 6 demonstrate effective skill inresponding to the task. This essay opens with a broad con-text (The words “Crime and Punishment” glared at me fromthe cover of my new book for English class. As my teacherannounced our new reading assignment, our class releaseda simultaneous groan—no one wanted to read Doestoevsky)and then critically and persuasively argues that “studentsneed a broad foundation of literary works and therefore can-not be responsible for determing the content of their educa-tion.”

The essay demonstrates complexity by responding to acounterargument to the writer’s position (While it is true thatpermitting students to choose their own book will allow themto choose books they wish to read, it is detrimental to stu-dents’ education to assume that this would be beneficial ).The writer further demonstrates complexity by examiningsome of the long-term implications of allowing students toselect their own novels (Were students allowed to choosetheir favorite novels or genres, they would perpetually fallback on what they know, which would leave them utterlyunprepared to encounter the works of literature that they willbe asked to read in college, where students don’t have a sayin selecting the materials for their courses).

Development of ideas is ample, specific, and logical.The writer elaborates on general statements (Teens clearlyneed to be guided to perform to the best of their abilities) bysupporting such statements with more specific reasons andexamples (Even if many teens might benefit from their bookselections, an equal or greater number may not choosechallenging literature. Reading only elementary literaturestagnates the progress of reading skills and would be delete-rious to the quality of students education. It is difficultenough to force students to complete homework, allowingthe student to choose the difficulty of the homework wouldnot produce the desired results of learning and progress—the sole reason students attend school to begin with).

The organization of the essay is clear and grows fromthe writer’s purpose instead of being predictable. Ideas arelogically sequenced, and transitions are used to show theconnection between ideas (To begin..., Furthermore..., Inaddition..., Thus...). The introduction and conclusion areeffective, clear, and well developed. The introduction pro-vides a narrative to establish context for the discussion, andthe conclusion goes beyond merely summarizing the essay’smain points into a discussion of additional implications of theprompt’s proposal (This would proliferate undiverse and single-minded teens who would likely not choose challeng-ing literature. Such a class would be devoid of enlighteningdiscussion and would not produce the knowledgable andwell-rounded individuals schools should strive for).

The essay shows a good command of language. Sen-tences are varied and word choice is varied and precise(delving, microcosm, deleterious, apathetic). Although thereare a few minor errors present in the essay (for example, acomma splice and an occasional missing apostrophe), theydo not distract the reader.

71

Sample Essays

Score 1 | 2 | 3 | 4 | 5 | 6

Prompts used for the ACT Writing Test:

• describe an issue relevant to high school students

• ask examinees to write about their perspective on the issue

As a starting place, two different perspectives on the issue will be provided. Examinees may choose to

support one of these perspectives or to develop a response based on their own perspective.

Sample Prompt

Educators debate extending high school to five years because of

increasing demands on students from employers and colleges to

participate in extracurricular activities and community service in

addition to having high grades. Some educators support extending high

school to five years because they think students need more time to

achieve all that is expected of them. Other educators do not support

extending high school to five years because they think students would

lose interest in school and attendance would drop in the fifth year. In

your opinion, should high school be extended to five years?

In your essay, take a position on this question. You may write about

either one of the two points of view given, or you may present a

different point of view on this question. Use specific reasons and

examples to support your position.

Sample Essay (Score = 1)

Page 1

In this essay I am writing about that school should be extended for five year. I think that school should

be extended for five year because it will help you how you are educate. The school for five year will help

you a lot when you are doing something. The school for five year could help you in most everything that

you are doing. I think that if you go to school for five years you could learn a lot of skills. School could

help you out of most anything that you want to do in this world. School could teach you how to be

educator. By going to school is a good thingbecause if you go to school it could help have experience in

everything that you are doing. To have experience you to do that thing you do best and how well you do

at it. I think that school could teach you how to have experience in everything you are doing. I know that

to go to school you have to choice to go to school because nobody can make you go to school. I know

that school are not for everyone but I think that every children should go to school because if you don't

go to school you

will not be educate. I know that when you have an education it is a good thing. School is a place where

you could learn a lot of different that you don't know. I know that I learn a lot of thing I didn't know but I

know them. By going to school you make new friends, and you see

Page 2

a lot of different people like people that is not from the United States. At school you do classwork and

do all type of assignment your teacher told you to do. I believe that every students should want to be

educator because you need education in this world. School shouldn't be a place wherestudents fights. I

think that every students should like going to school.

Scoring Explanation

This essay shows little skill in responding to the writing task.

While the writer takes a position on the issue in the beginning of the essay (I think that school should be

extended for five year because it will help you how you are educate), the rest of the discussion does not

convey reasons to support that position. Instead, the writer minimally develops many different ideas

about school in general, repeating ideas rather than explaining them (School is a place where you could

learn a lot of different that you don't know. I know that I learn a lot of thing I didn't know but I know

them). At times, statements supporting claims are not understandable (By going to school is a good

thing because if you go to school it could help have experience in everything that you are doing. To have

experience you to do that thing you do best and how well you do at it).

There is no discernible organization to the essay other than a minimal introductory statement: ideas are

not logically grouped, no transitions are used, and no conclusion is offered. Sentence structure and word

choice are consistently simple, with sentences repeatedly beginning with, "I think" or "I know."

Language usage errors are frequently distracting and contribute to difficulty understanding some

portions of the essay. Next—sample essay #2 . . .


Page 1

If you ever ask a highschool student whether they would want to go one more year very few would say

yes. I would, not because I like school, not because I enjoy spending six hours cooped up inside, but

because I could use one more year to just be sure I am completely prepared for college. Along with this I

feel that because we are required to take tenth grade graduation test and most of our tenth grade year

is spent preparing for this test. Highschool students today are highly prepared for the world, but that

one extra year in high school could

possibly be spent taking time on preparatory courses in college type setting. Students get thrown into

the college setting which is a major shock to them due to the major differences. Maybe doing this our

freshmen's first quarter wouldn't be as much of a change. Because we have to take the graduation test

in tenth grade we don't learn anything that year. We need another year due to that, so we should go

one more year to make sure we are ready.

Scoring Explanation

This essay demonstrates inconsistent skill in responding to the task. The writer takes a position but

displays no recognition of a counter-argument to that position.

Development of ideas is thin with general statements to explain the first idea (Students get thrown into

the college setting which is a major shock to them due to the major differences) and very little

explanation of the second idea (Because we have to take the graduation test in tenth grade we don't

learn anything that year).

There is some indication of an organizational structure: a discernible introduction offers two ideas, with

each discussed in its own paragraph. The conclusion is minimal and not clearly separated from

discussion of the writer's second idea (We need another year due to that, so we should go one more

year to make sure we are ready). Transitions are simple (but, because).

Sentence structure shows some variety (I would, not because I like school, not because I enjoy spending

six hours cooped up inside, but because I could use one more year to just be sure I am completely

prepared for college) and word choice is appropriate to the discussion (cooped up inside, preparatory

courses, freshmen's first quarter). Next—sample essay #3 . . .


Page 1

Educators debate extending high school to five years because of increasing demands on students from

employers and colleges to participate in extracurricular activies and community service in addition to

having high grades. Some educators support extending high school to five years because they think

students need more time to achieve all that is expected of them. Other educators do not support

extending high school to five years because they think students would lose interest in school and

attendance would drop in the fifth year. Both sides have strong points, but I agree with the educators

who say that their shouldn't be an extension to high school adding a fifth year. I agree that high school

should not be made up of a fifth year because I agree with those people who say that students would

loose interest. Some adolescence are already loosing interest in school and an

increasing number of students are becoming dropouts. Being an high school student myself, it is hard

and some students don't realize their full potential and think it is easier to give up than to succeed. I

think adding an extra year to high school would increase the number of dropouts a year, create very

serious attendance dilemmas, and cause student's interest in school to decline.

Page 2

I also feel that there should not be another year to high school because I just feel that it should be a job

of the instructors at an high school to prepare us, high school students, for college within those four

years of high school. I feel that creating another year to high school would decrease the teacher's

interest and they would do a poor job and wait until the fifth year to make up for their mistakes. The

teacher should have the need to do their best to prepare us for college and careers within the four years

of high school I just think that five years is too long and students would get bored with school. Their

drive would definitely decline. Students would loose interest and attendance would drop. The students

would become dropouts.

Scoring Explanation

This essay shows some understanding of the writing task.

The writer takes a position on the issue (Both sides have strong points, but I agree with the educators

who say that their shouldn't be an extension to high school adding a fifth year) and offers some context

for discussion by repeating the prompt as an introduction. By using the prompt as part of the essay, the

writer acknowledges a counter-argument but does not discuss it at all.

Two main ideas are developed to support the writer's position (. . . I agree with those people who say

that students would loose interest. . . . I also feel that there should not be another year to high school

because I just feel that it should be a job of the instructors at an high school to prepare us, high school

students, for college within those four years of high school), with the first idea repeated twice in

separate parts of the discussion (I just think that five years is too long and students would get bored

with school). Discussion of each idea is limited to general statements that are never illustrated by

specific reasons, examples, or details (I feel that creating yet another year to high school would decrease

the teacher's interest and they would do a poor job and wait until the fifth year to make up for their

mistakes), but the essay does maintain focus on the specific issue in the prompt.

Organization is simple and clear but provides no evidence that ideas in the essay are logically sequenced

within the discussion. Simple transitions connect the paragraphs (I agree . . . I also feel . . . I just think . .

.) without making meaningful connections between ideas. The introduction and conclusion are clearly

discernible as intentional frames for the discussion, but are underdeveloped—either because the

language is merely repeated from the prompt or because the writer did not extend summation past a

single conclusive statement.

Language use shows some sentence variety (Some adolescence are already loosing interest in school

and an increasing number of students are becoming dropouts) and appropriate word choice (potential,

succeed, attendance). Some errors distract but do not impede understanding. Next—sample essay #4 . .

.


Page 1

Educators debate extending high school to five years due to the increasing demands on students from

employers and colleges. Those for it say that it will give students more time to achieve what is expected,

and those against it say that students would lose intrest and attendance will drop in year five. Of course

there seems to be advantages and disadvantages to both, but lets be realistic, in America today,

education isn't exactly our most relishing topic. I feel that extending high school one more year is a bad

idea for three reasons, students really only have three years, there will be a loss of intrest, and its just a

"band aid" for bigger problems. Firstly, if you think about it, there are really only three years of high

school, because does anyone really get anything donesenior year? No. Senior year is a time of waiting,

for school to end, for your acceptance letters to come in, it's a time of waiting. Not to mention the

commonly known disease that seems to incubate all seniors called "senioritis". Senioritis is basically not

doing anything. With 5 years of high school students would waste 2 years to senioritis instead of just

one.

Page 2

Out of the millions of students enrolled in high school, maybe one out of 5 truly enjoys school, where as

the others just treat it as a social gathering very early in the morning. After the first three years of high

school, coming into your senior year, you become a human form of a slug, very slow, both physically and

mentally. Of course I might be over exaggeraiting maybe a little bit, but the intrest is gone after

sophomore year. What makes you think that it will magically pop up after an addition of one more year?

It will just be more time to be bored. Lastly, extending high school an extra year just seems like a band

aid for all the problems in the field of education. At a time where the illiteracy and dropout rate seems

to be rising as much as gas prices these days, one more year isn't going to cut it. The solution isn't that

easy. So in conclusion, four years is ample time to achieve greatness and fully take advantage of high

school. For those that don't think so, explain how most of my generations parents did it in four years,

does that make them super heros? I think not. Another year is just not a smart idea.

Scoring Explanation

This essay demonstrates adequate skill in responding to the task.

The writer takes a position (I feel that extending high school one more year is a bad idea for three

reasons . . .) and offers some context for the discussion (Educators debate extending high school to five

years due to the increasing demands on students for employers and colleges. Those for it say that it will

give students more time to achieve what is expected, and those against it say that students would lost

intrest and attendance will drop in year five). The essay also shows some recognition of complexity by

acknowledging multiple perspectives and providing some response to counter-arguments to the writer's

position (Of course there seems to be advantages and disadvantages to both, but lets be realistic, in

America today, education isn't exactly our most relishing topic).

Development of ideas is adequate, with three ideas discussed and with some movement between

general statements (extending high school an extra year just seems like a band aid for all the problems

in the field of education) and specific examples and details (At a time where the illiteracy and dropout

rate seems to be rising as much as gas prices these days, one more year isn't going to cut it). Focus on

the specific issue in the prompt is maintained throughout the essay.

The organization of the essay is apparent but predictable, with obvious transitions (Firstly, Lastly, So in

conclusion). There is some evidence of logical sequencing within the third paragraph (coming into senior

year, you become a human form of a slug. . . . the intrest is gone after sophomore year. What makes you

think that it will magically pop up after a addition of one more year? It will just be more time to be

bored). The introduction and conclusion are both clear and somewhat developed.

The writer demonstrates adequate ability with language, using a variety of sentence types and some

appropriate word choice (extending, social gathering, physically and mentally, illiteracy) as well as some

inaccurate and distracting word choice (relishing, incubate). Other errors also distract the reader but do

not impede understanding. Next—sample essay #5 . . .


Page 1

Demand for more credits, community service, and better grades runs many high schoolers ragged. For

many anything but the best is simply unexceptable. In a society that constantly tells it's youth they must

have the highest pay check and newest car to be happy, why wouldn't this be the case? A fifth year of

high school would give students more oppurtunity to take classes they would enjoy, take stress off of

teenagers, and give the youth of our nation a chance to develop good priorities. Schools are always

adding new and interesting courses, but for many, like the college bound student, there just isn't the

time. Though an arts and crafts class might sound like fun, something like AP Music Theory would

probably look better on a transcript. Since there is no time to take both the student will

probably take the harder class even if it is just to keep up appearances. Fifteen years old seems to early

to start making "career" choices over things that wold be fun. But it happens and it causes stress.

Page 2

Teenagers in the country have an ever growing load of stress being placed upon them. Starting before

high school teens are faced with the questions: Where are you going to college? How are you going to

get there? What are you going to be? All these questions are extremely daunting and often stress

students out. Also, with the price of college so high many students take on a job during high school

which only adds to the stress. With an extra year of high school not only would students have time to

think through big decisions, but they would also be better able to balance work with school. Time is so

fleeting in this day and age. There is never enough time. No time for family, no time for relaxing, no time

for sleep. Even if some time is stolen to recooperate, aren't the youth told that if they rest at home or

sleep too much they are lazy and worthless?! While too much "vegging" could be a problem, teens need

to know what is important and necessary for their mental and physical health. At the pace of many highs

schoolers lives, this generation is sure to be one full of workaholics. Is that really what are society

needs? When thelesson students learn in school is one that exhausts them and sets them up for an

unhealthy lifestyle in their future, it is time for a change.

Page 3

With such a high demands placed on the youth of our nation, it seems only fair that they are given more

time. They are only young once. Teens should not be forced to grow up at such a fast pace. An extra

year of high school will allow students to enjoy their education by giving them the gift of time, time to

relax, time to take classes at their own pace and maintain a healthy lifestyle, time to discover the fun

and interest in school. More time in high school will benefit students now and in the future.

Scoring Explanation

This essay takes a position in favor of extending high school and offers a broad context for discussion by

situating high school effort within a larger society that values excellence and high achievement (In a

society that constantly tells it's youth they must have the highest pay check and newest car to be happy,

why wouldn't this be the case?).

The essay demonstrates recognition of complexity with discussion of the complications of the issue in

the fourth paragraph. First, the writer establishes that students never have enough time, then

anticipates the stereotype of the lazy teenager who "sleeps too much," then attempts to solve the

acknowledged complication that "too much 'vegging' could be a problem." The essay thus demonstrates

an ability to treat the complexity of the issue without undermining the essay's position or logic.

Development of ideas is specific and logical. The essay moves between general ideas (Schools are always

adding new and interesting courses, but for many, like the college bound student, there just isn't the

time) and specific examples (Though an arts and crafts class might sound like fun, something like AP

Music Theory would probably look better on a transcript). Moreover, some ideas are developed fully as

the writer draws critical conclusions from the discussion (Fifteen years old seems to early to start

making "career" choices over things that wold be fun).

The essay has a simple structural organization, but generally demonstrates logical progression of ideas,

especially through the second and fourth paragraphs. Transitions between ideas are well crafted both

between paragraphs (But it happens and it causes stress. . . . Teenagers in the country have an ever

growing load of stress being placed upon them) and within paragraphs to make logical connections

between ideas.

Language use in the essay is generally clear, although misspellings of homophones (its/it's, our/are) are

distracting. Some incorrect punctuation is also distracting, but the mistakes do not impede

understanding. Some precise vocabulary (daunting, fleeting, generation) and a variety of sentence

constructions are used effectively throughout the essay. Next—sample essay #6 . . .


Page 1

The Senior Itch—the incurable chaffing we all crave to scratch. The cure? Graduation. As we progress

through our high school years growing with wisdom and maturity, we all yearn for freedom. Yet what

we desire most is not always what is best for us. Although most won't want to admit it, extending our

high school career to five years would make an important and beneficial impact on our future. With the

four years that are currently provided, there is not enough time for motivated students to accomplish

their goals before college. Merely being accepted by a selective college or university requires muchpre-

planned effort that is literally unavailable to students already concerned with grades and other

activities. Colleges look most thoroughly at how an applicant used his or her four years of high school.

Leadership roles, a dedication to an organization, and a well-rounded, involved student is appealing to

the most elite educational institutions. Often, students desire leadership positions in numerous extra-

curricular organizations, but face limiting regulations on the number of offices they may hold at one

time. Even if a school doesn't limit students' involvement, students

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eventually reach the limits of what a 24-hour day can hold. Too often, students cannot participate as

much as they want in as many extra-curriculars as they want because there just isn't time. With an extra

year of high school, those involved in more than one activity could successfully find the time to

contribute

to and to lead each one. Colleges would see a longer, more developed individual's resume that included

a time for each of their interests. The organizations would benefit from stronger student participation

and the students would be recognized for their true efforts as well. Because they struggle to gain

leadership roles and become the well-rounded students colleges desire, the task of maintaining a

respectable grade-point-average during high school is a struggle for many students. It is difficult to be

involved in activities of interest while still keeping high grades. However, colleges don't consider this

when they seek applicants with high grade-point-averages in their admissions pool. Elongating the span

of high school would allow more students with both grades and activities on their agenda to spend more

time focusing on each separate interest. Rather than feeling forced to crunch a large block of "weighted"

classes together in hopes of elevating

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their GPA, students would find more time to spread out their difficult classes and make the most of

every single year. With less pressure and more time, grades would improve for all dedicated students, as

would the enjoyment of studying those subjects and the increased retainment of what we learned in

those classes. Education aside, many high school students find that four years is not enough time to

accomplish their varied goals. For instance, a student may desire a job in addition to school. The money

they earn may help pay their way through college. With such a short preparation period before college,

they can hardly be expected to make a successful life for themself without the proper funds. Also, many

students are interested in community service prior to attending college, but find they do not have

enough time in the four-year high school period. Colleges are drawn to students with a rich assortment

of community service and evidence of responsibilities such as holding a job, but students have a hard

time finding the hours to put into these tasks. High school is the foundation of the rest of our life. Like

money in the bank, the investment of an additional year when we are young can

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make all the difference. With the additional time, motivated students would be able to become more

involved in their schools, boost their grades, and find the time for a job and community service. Colleges

admire these attributes, and for the sake of high-schoolers' acceptance into these institutions, more

time should be provided for their endeavors. High school students work hard toward their future.

Another year would help ensure their success.

Scoring Explanation

This essay demonstrates effective skill in responding to the writing task.

The essay takes a position on the issue (extending our high school career to five years would make an

important and beneficial impact on our future) and offers a critical context for discussion (Yet what we

desire most is not always what is best for us). Complexity is addressed as the writer anticipates and

responds to a counter-argument to the discussion (Even if a school doesn't limit students' involvement,

students eventually reach the limits of what a 24-hour day can hold). Development is ample, specific and

logical, discussing most ideas fully in terms of the resulting implications (Colleges would see a longer,

more developed individual's resume that included a time for each of their interests. The organizations

would benefit from stronger student participation and the students would be recognized for their true

efforts as well). Clear focus on the specific issue in the prompt is maintained.

Organization of the essay is clear though predictable. Most of the essay demonstrates logical sequencing

of ideas (It is difficult to be involved in activities of interest while still keeping high grades. However,

colleges don't consider this when they seek applicants with high grade-point-averages in their

admissions pool. Elongating the span of high school would allow more students with both grades and

activities on their agenda to spend more time focusing on each separate interest). Transitions are used

throughout the essay (Although, Even if, However, Rather than) and are often integrated into the essay

(Because they struggle to gain leadership roles and become the well-rounded students colleges desire,

the task of maintaining a respectable grade-point-average during high school is a struggle for many

students). The conclusion and especially the introduction are effective and well developed.

The essay shows a good command of language, with precise and varied sentences and word choice (The

Senior Itch—the incurable chaffing we all crave to scratch. . . . Merely being accepted by a selective

college or university requires much pre-planned effort that is literally unavailable to students already

concerned with grades and other activities).

There are few errors to distract the reader.

Tips for Taking the ACT Writing Test

Pace yourself

The ACT Writing Test gives you 30 minutes to read and think about the issue in the prompt and to plan

and write your essay. When asked to write a timed essay, most writers find it useful to do some

planning before they start writing and to do a final check of the essay when it is finished. It is unlikely

that you will have time to draft, revise, and recopy your essay. Therefore, taking a few minutes to plan

your essay is a much better strategy than writing a first draft with the intent to copy it over for the final

essay.

Prewrite

Some writers like to plunge right in, but this is seldom a good way to do well on a timed essay.

Prewriting gets you acquainted with the issue, suggests patterns for presenting your thoughts, and gives

you time to come up with interesting ideas for introducing and concluding your essay. Before writing,

carefully consider the prompt and make sure you understand the question in the prompt; reread it if

you aren't sure. Decide what point of view you will take on the issue in the prompt. Then jot down your

ideas on the topic: this might simply be a list of ideas, reasons, and examples that you will use to explain

your point of

view on the issue. Write down what you think others might say in opposition to your point of view and

think about how you would refute their argument. Think about how to organize your ideas. You will be

instructed to do your prewriting in your Writing Test booklet. You can refer back to these notes as you

write your essay on the lined pages of your answer folder.

Write

At the beginning of your essay, make sure your readers see that you understand the issue. Explain your

point of view in a clear and logical way. If possible, discuss the issue in a broader context or evaluate the

implications or complications of the issue. Address what others might say to refute your point of view

and present a counterargument. Use specific examples. Vary the structure of your sentences, and use

varied and precise word choices. Make logical relationships clear by using transitional words and

phrases. Stay focused on the topic. End with a strong conclusion that summarizes or reinforces your

position.

Is it advisable to organize your essay by using a formula, like "the five-paragraph essay"? Points are

neither awarded nor deducted for following familiar formulas. The number of paragraphs in your essay

is less important than the clarity and development of your ideas. Most writers find that their ideas have

a way of sorting themselves out at reasonable length and in the right number of paragraphs.

Review your essay

Take a few minutes before time is called to read over your essay. Correct any mistakes in grammar,

usage, punctuation, and spelling. If you find any words that are hard to read, recopy them so your

readers can read them easily. Make any corrections and revisions neatly between the lines. Do not write

in the margins. The readers who score your essay take into account that you had only 30 minutes to

write your essay. Within that time limit, try to make your essay as polished as you can. Practice...

5 official act writing test prompts and 30 responses from act, inc

Documents

essay addressescomplexity

essay isclear

writers position

clear understanding

clear focus

practice test

clear movement

thespecific issue