ACT Past Papers with Answers

According to Figure I, the average relative brightn¢ss of the dorsal stripe was 0.25 at an inland distance that was closest to which of the following. GO ON TO THE NEXT PAGE. The ONLY Official Prep Guide from the Makers of the ACT 81 ..OVIACT loviact The Offlclal ACT Prep Guide 40000000004 Passage 11 2* , A higEL concentration ,of dissolved nickel (Ni ) in wastewater is an environmental concern. Stlldents studied 2+ the removal of Ni from wastewaler, using an aqueous Ni 2+ solution as a model of wastewater. Experiment 2 In each of Trials 4-6, Steps 14 in Exp'eriment, I were performed except that iri Step 3, solid monohydTate was recovered by vacuum filÉration (see Figure 2), mixture of solid and liquid In water, hydroxide (OH-) reacts. with Ni to form nickel hydroxide monohydrate [Ni(OH)2'H,O]. The bal- anced chemical equation for this reaction is 2+ Ni + 20H- + H,0 -> Ni(OED,.H,O Because the monohydrate is a solid, it can be filtered from the solution. Some of the solid will eventually dissolve if it is left in contact with, the solution. 2+ filter paper covering multiple holes in funnel platfonn The students did 2 experiments to study how reaction time and filtration method affected the removal of Ni 2+ 2+ from the aqueous Ni solution. to vacuum pump filtrdte Experiment I In each of Trials 1-3, Steps 1'_4 were perfoinied: l. Thirty-two ML of aqueous 1.0 tllolelL OH- solution and

50 kglplant. FSgure 1 adaptèd from Rola M. Atiyeh et al., "Influ8nce of Earlhworm- Processed Pig Manur8 on the Growth and Yield of Greenhouse TomatO8s." Q2000 by Elsevier Science Ltd. GO ON TO THE NEKf PAGE. 86 The ONLY Official Prep Guide from the Makers of the ACT .OVIACT loviact Taking and Scoringyour First ACT Practlce Test 40000000004

Which of the following statements best explains the geographic variation in the fur pigmentation of P. polionotus ? At any given inland distance, the more closely the fur pigmentation of a P. polionotus wouse matches the soil, the: and thus the less likely it will pass its fur pigmen- tation traits to its offspring. and thus the more likely it will pass its fur plg- mentation traits to its offspring. more likely the mouse will be found by a predator, and thus the less likely it will pass its fuT pigmen- tation traits to its offspring. more likely the mouse will be found by a predator, and thus the more likely it will pass its fur pig- mentation traits to its offspring.

Based on the results of Experiments l and 2, what combination of reactioll time and filtration method resulted in the lowest concentration of dissolved nickel in the filtrate?

In how many of the 6 trials was nickel hydroxide onohydrate recovered by standard filtration after 2+ OH- and'Ni had been allowed to react for at least 3 days?

Based on the balanced chemical equation in the pas- sage, as 6 OH- ions are consym¢d, bow many formula units of Ni(OH)2' 2 H O ar6 produced? 2+ GO ON TO THE NEXT PAGE. The ONLY Off icial Prep Guide from the Makers of the ACT 83 OVIACT loviact The Official ACT Prep Guide 0000000004 Passage 111 Star forniation begins with the gravitational collapse of n￿tter in an interstellar gas cloud. A protostar (for,ming star) affects gas in the surrounding portions of the cloud in 2 ways: Scierttist 3 Stellar mergers are very unlikely given the vast dis- tances between stars, even within clusters. Scientist 2 is correct about the forniation and the effect of the disk. In addition, a protostar PToduc¢s bubbIe-like regions of radia- tion that increase the,effect of RP near the protostar's poles, promoting the flow of. gas yito the disk. As a result, accretion continues until the surrounding portions of the cloud are nearly depleted of gas. Therefore, the maximum mass that a protostar can reach by accretion is limited only by the amount of available gas. The protost:aT'S ,gravitational field attracts gas, causing the gas to accrete (accwnulate onto the protostar). Radiation pressure (RP) associated with the protostar's emi8sioDS causes gas to be pushed away from the proto- star, inbibiting accretion. Star forniation ends, when the effect of RP OVQTCOMCS that of gravity. At that point,. the protostar, can llo I longer gain mass by accretion and is considered a fully formed star. Thr¢e scientists debate whether the maximum mass that a protostar can reach by accretion is great enough to accoullt for the most massive stars observed.

Relative to the center of the protostar, does gravity more likely accelerate gas particles inward or outward, and does RP more likely accelerate gas partitles inward or outward? .,gravity RP inward Inward inward outward inward , outward outward Scientist I The effect of RP 18 uniforn] in all directions around a protostar. As a result, the maximum mass that a protostar can reach by accretion is 20 Ms (l M tnass of the Sun). Any further increas'e ib mass teqtsires at least I stellar nterger (the combination of 2 or more fully fornied'stars into l). Because stars tend to forni in clusters, stellar metg- ers are likely.

One of the most massive slar8 known is Eta Carinae. which has an approximate n￿sS of 120 M . Based on the arguments of Scientists 1, 2, and 3, respectively, what is the minimum number of stars, each formed entirely by accretion, that would have been required to form Eta Carinae? Scientist I Scientist 2 Scientist 3

Scientists 2 and 3 agree that a disk forms around a pro- tostar as a result of the protostar's.. motion. emission of radiation. merger with another star.

In both studies, as the percent by volume of vermicom- Post increased from O(Yo through l OOYO, the average yield: increased only. increased, then decreased. 4,000 3,000

Suppose that in Study I, average yield had been calcu- lated in kilogranis per plant (kg/plant) instead of glplant. The average yield for Mixture 5 would have been: Mixture Figure I

Which of the factOTS listed below were the same in Study 2 as they were in Study l ? I. Number of pots used per mixture Il. Length of time needed to perform the study III. Volume of each pot tt. I and III only

S. lycopersicum and C. annuum required water and light for the process represented by which of the fol- lowing expressions? dioxide Glucose + water + light -> oxygen + carbon dioxide dioxide oxygen GO ON TO THE NEXT PAGE. The ONLY Off icial Prep Guide from the Makers of the ACT 87 OVIACT loviact The Offlclal ACT Prep Gulde 40000000004 Passage V A cathode-ray tube (CRT) is a sealed, evacuated glass tube with a filamellt al one eDd and a fl￿oreSCent screon at the other end (see Figur¢ I). Study I The students obtained a CRT having L = 2.5 cm. They set V to 1.0 kilovolt (kv), varied both the directlDn and the magnitude (in newtons per coulomb. NIC) of E, and recorded the resulting values of y (see Table l). bright spot Table I filamcnt barrier cathode rny Trial direction magnitude (N/C) y (cm)

Studies l and 2 differed in which of the following ways? In Study I, the students detemined how the spot's location varied with: electric potential, whereas in Study 2, they deter- mined how the spot's location varied with the magnitude and diTection of the electric field. how the spot's location varied with electric potential. whereas in Study 2, they determined how the spot's location varied with electric potential. how tb¢ spot's location varied with the magnitude and direction of the el¢ctric field.

Based on the results of Study I, in which direction did E most likely, point in Study 2, and in which direction did E most likely point in Study 3 7 Study 2 Study 3 GO ON TO THE NEXT PAGE. The ONLY Official Prep Guide from the Makers of the ACT 89 OVIACT loviact The Offlcial ACT Prep Gulde 40000000004 Passage Vl

Once a CRT is Sealed, it cannot be reopened. However, because both V and E are controlled from the outside, a CRT cau be used repeatedly under varying condi- tions. Based on the descriptions of Studies 1-3, what is the minimum number of different CRTS that the stu- dents required to complete the 3 studies?

According to Figure 2, doubling the Ne sample size 23 23 from 6 x 10 atoms to 12 x 10 atoms effectively mul- tiplies K for Ne by a factor of: 200 10 15 V(L) 20 25 30 Figure I GO ON TO THE NEXT PAGE. 90 The ONLY Official Prep Guide from the Makers of Ihe ACT LOVIACT loviact Taklng and Scorlng Your Flrst ACT Practlce Test 40000000004

Consider 2 Kr samples at 293 K, each with N- 6 x I atoms, but one with V= 25 L and the other with V= 50 L. Based on Figure I, k for the 50 L sample would most likely be how many times as great as k for the 25 L sample?

Based on Figure I, for the Xe and Ar gas samples with V- 20 L, compaTed to k for Xe, approximately how much longer is K for Ar ? 50n 23 .H. 150nm 23 END OFTEST 4 STOPI DO NOT RETURN TO ANY OTHER TEST. The ONLY Official Prep Guide from the Makers of the ACT 91 loviact The Official ACT.Prep Gulde 072950 Practice Writing Test Prompt 1 Your Signature., (Do not print.) Print Your Name Here.. Your Date of Birth: Month Day Year Form 16WT1 -ACT" WRITING TEST BOOKLET You must take the multiple-choice tests before you take the writing test. Directions This is a test Of your writing skills. You will have forty (40) minutes to read the prompt, plan your response, and write an essay in English. Before you begin working, read all material in this test booklet carefully to understand exactly what you are being asked lo do. You will write your essay on the lined pages in the answer document provided. Your writing on those pages will be scored. You may use the unlined pages in this test booklet to plan your essay. Your work on these pages will not be scored. Your essay will be evaluated based on the evidence it provides of your ability lo: analyze and evaluate multiple perspectives on a complex issue state and develop your own perspective on the issue explain and support your ideas with logical reasoning and detailed examples clearly and logically organize your ideas in an essay effectively communicate your ideas in standard written English Lay your pencil down immediately when time is called. DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO. 2016 by ACT, Inc.All Nghts res6Nèd. NOTE.. This test material is the ¢onfid6ntial ccwrlght8d proporty of ACT, Inc., and may not be copied. raproduced, sold, or oth8n￿5$e transfarred without the prior exprèss writtèn permlssh)n of ACT, IrK. Vlolators of Acfs copyrights ara 8ubjt¢t to clvil and crfmlnal ponal￿eS. PO Box 168 lowa cr(y. IA Y1243-0168 92 The ONLY Off icial Prep Guide from the Makers of the ACT .OVIACT loviact Taking and Scoring Your First ACT Practice Test Free Music Free rnusic is now available through many legal sources, from streaming services to online radio stations, making it largely unnecessary to purchase an album or even a single song. As sales figures li continue to drop some musicians, both high-profile and relatively unknown, have even quit trying to sell their music altogether, choosing instead to release new material for free online. Perhaps this trend is a matter of simple econornics: cheap is good. but free is better. But it is worth considering whether our apparent unwillingness to spend molley on music is an indication that its value in our lives is changing. Read and carefvlly. consider these perspectives. Each suggests a particular way of thinking about the changing value of music in our lives. Perspective One Perspective Two Perspective Three Digital technologies and the Internet have changed our relationship with music. It is so plentiful and readily available now that all value has been diluted. Music competes for our attention with many other kinds of inexpensive entertainment these days. We still value it, but we also have a lot of other ways to spend our money. With so many free sources, people are listening to more music and discovering more new musicians than ever before. Wide availability has only increased our appreciation of n]usic. Essay Task Write a unifie(L coherent essay in which you evaluate multiple perspectives on the changing va]ue of music in our lives. In your essay, be sure to: analyze and evaluate the perspectives given state and develop your own perspective on the issue explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. The ONLY Offlclal Pr8p Guide from the Makers of the ACT 93 OVIACT loviact The Official ACT Prep Gulde Planning Your Essay Your work on these prewriting pages will not be scored. Use the space below and on the back cpver to generate ideas and plan your essay. You may.wiih to consider the following as you think critically about the task: Strengths and weaknesses of the three given perspectives What insights do they offer, and what do they fail to consider? Why might they be persuasive to others, or why might they fail to persuade? Your own knowledge, experien￿, and values What is your perspective on this issue, and what are ils strengths and weaknesses? How will you support your perspective in your essa If you need more space to plan, please contlnue on the back of this page. The ONLY Official Prep Guide from the Makers of the ACT . OVIACT loviact Taking and Scoring Your First ACT PracticeTest Planning Your Essay Use this page to continue planning your essay. Your work on this page will not be scored. Th8 ONLY Off icial Prep Gulde from the Makers of the ACT 95 LOVIACT loviact The Official ACT Prep Guide Scoring Your Practice Test After taking your first ACT practice test, you are ready to score the test to see how you did overall. In this section, you learn how to determine your raw score, convert raw scores to scale scores, compute your Composite score, determine your estimated percentile ranks for each of your scale scores, and score your practice writing test. When scoring each practice test and reviewing your scores, remember that your scores on the practice tests are only estimates of the scores that you will obtain on the ACT. If your score isn't as high as you expected, it could mean a number of things. Maybe you need to review important content and skills. Maybe you should work a little faster when taking the test. Perhaps you simply weren't doing your best work on the test. Or maybe you need to take more challenging courses to be better prepared. Keep in mind that a test score is just one indicator of your level of academic knowledge and skills. You know your own strengths and weaknesses better than anyone else, so keep them in mind as you evaluate your performance. On each of the four multiple-choice tests (English, mathematics, reading, and science). the number of questions you answer correctly is called a raw score. To figure out your raw scores for the practice tests in this book count all your correct answers for each test using the scoring keys provided in the next section, "Scoring Your Multiple-choice Practice Tests." Then you can convert your raw scores into scale scores. A scale score is a raw score that is converted to a scale score to enhance score interpretation and allow comparability across different forms. Scale scores are the scores that ACT reports to students, high scrns, colleges, and scknofhip agencies. One of the reasons 00 ars T uses scale scores is to adjust for small differences among different forms of the ACT. After you've converted your raw scores for the practice tests to scale scores, you'll want to convert your scale scores to percentile ranks. Percentile ranks, which are explained in the following pages, are useful for interpreting your scores relative to the scores of others who have taken the ACT. If you took the optional practice writing test, the later section "Scoring Your Practice Writing Test Essay" includes a scoring rubric for evaluating your essay and estimating your writing test score. It is difficult to be objective about one's own work, and you have not had the extensive training provided to actual readers of the writing test. However, it is to your advantage to read your own writing critically. Becoming your own editor helps you grow as a writer and as a reader, so it makes sense for you to evaluate your own practice essay. That having been said, it rnay also be helpful for you to give your practice essay to another reader to get another perspective: perhaps that of a classmate, a parent, or an English teacher, for example. To rate your essay, you and your reader should read the scoring rubric on pages 104-105 and the examples on pages 294-316, and then assign your practice essay a score of i (low) through 6 (high) in each of the four writing domains (ideas and analysis, development and support, organization, and language use). Your writing test domain scores should be based on two ratings, so you may either multiply your own rating times two, or sum your rating and another reader's rating to calculate your domain scores (2-12 for each domain). Your writing raw score is the sum of your domain scores. 96 The ONLY Off icial.Prep Guide from the Makers of the ACT, 16MC1 English Mathematics Readling Science 1 C L 1 C 31 B 1 B 1 A 2 F O 2 G 32 G 2 J 2 H 3 B V 3 C 33 B 3 A 3 C 4 J I 4 F 34 F 4 G 4 J 5 B 5 B 35 B 5 D 5 B 6 G 41 B 6 K 36 H 6 H 6 J 7 C 42 J 7 E 37 A 7 C 7 B 8 G 43 C 8 K 38 J 8 F 8 F 9 C 44 G 9 B 39 B 9 D 9 C 10 G 45 C 10 H 40 F 10 F 10 G 11 B 46 J 11 C 41 D 11 D 11 D 12 F 47 C 12 J 42 J 12 G 12 G 13 D 48 F 13 B 43 B 13 A 13 A 14 J 49 A 14 F 44 G 14 H 14 G 15 B 50 G 15 B 45 A 15 D 15 B 16 J 51 B 16 J 46 J 16 G 16 H 17 A 52 J 17 E 47 E 17 C 17 C 18 G 53 A 18 J 48 K 18 F 18 H 19 B 54 G 19 A 49 A 19 A 19 A 20 F 55 B 20 G 50 F 20 G 20 H 21 B 56 J 21 C 51 B 21 C 21 D 22 H 57 C 22 K 52 J 22 G 22 F 23 D 58 F 23 E 53 C 23 A 23 B 24 J 59 C 24 G 54 G 24 J 24 G 25 B 60 F 25 D 55 A 25 B 25 A 26 J 61 C 26 K 56 K 26 F 26 J 27 D 62 G 27 C 57 A 27 B 27 D 28 H 63 C 28 H 58 F 28 F 28 H 29 A 64 F 29 A 59 E 29 D 29 B 30 F 65 B 30 F 60 K 30 J 30 J 31 B 66 F 31 B 31 C 32 F 67 A 32 G 32 G 33 A 68 H 33 D 33 B 34 F 69 D 34 J 34 J 35 D 70 J 35 B 35 D 36 H 71 A 36 J 36 G 37 B 72 J 37 C 37 C 38 J 73 D 38 F 38 J 39 C 74 J 39 A 39 A 40 H 75 C 40 H 40 F : loviact QQ 411-279-476 loviact.com 2016 Lovi OVIACT loviact The Off,Iclal ACT Prep Guide STEP 4. On each of the four tests, the total number of correct responses yields a raw.score. Use the conversion tabIe below to convert your raw scores to.scale scores. For each of the four tests, locate and circle your raw score or the range of raw scores that includes it in the conversion table. Then, read across to either outside column of the table and circle the scale score that corresponds to that raw score. As you determine your scale scores, enter them in the blanks provided on pages 98-99. The highest possible scale score for each test is 36. The lowest possible scale score for any of the four tests is l. Scale Score Conversion Table: Practice Test 1 Raw Score Scale Score Scale Score English 74-75 71-73 70 69 68 66-67 65 64 6243 Mathematlcs Reading 40 39 38 37 36 35 34 33 32 Science 36 35 34 33 32 31 30 29 28 57-60 54-56 52-53 51 39-40 38 37 36 35 36 35 34 33 32 31 30 29 28. 50 49 4748 4546 33 32 -26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 5>57 52-54 4￿51 46-48 44-45 4143 3940 37-38 35-36 32-34 29-31 26-28 24-25 22-23 19-21 17-18 14-16 12-13 10-11 37-39 35-36 33-34 31-32 30 28-29 2etr27 24-25 20-23 17-19 14-16 12-13 28 27 25-26 24 22-23 21 19-20 17-18 16 15 13-14 12 10-11 27-28 25-26 2>24 21-22 20 18-19 16-17 15 14 12-13 11 10 25 24 23 21 19 18 17 16 15 14 13 12 11 to 9-11 7-8 100 The ONLY Official Prep Guide from the Makers of the ACT OVIACT loviact Taking and Scoringyour First ACT Practlce Test STEP 5. comput.e your Composite scor.e by averaging the four scale scgres. To do this, add your four scale scorefj.and divide the sum by 4. If the resulting nLunber ends in a fraction. round it off to the nearest whole number. (Round down any fraction less than one-half; round up any fraction that is one-half or more.) Enter this number in the appropriate blank on page 98. This is your Composite score. The highest possible Composite score is 36. The lowest possible Composite score is l. STEP 6. Use the table on page 102 to determine your estimated percentile ranks (percent at or below) for each of your scale scores. In the far left column of the table. circle your scale score for the English test (from page 98). Ihen re,a.d across to the percentile rank column for that test; circle or put a checkmark beside the corresponding percentile rank. Use the same procedure for the other three tests (from pages 98-99). Using the right-hand column of scale scores for your science test and Composite scores may be easier. As you mark your percentile ranks, enter them in the blanks provided. You may also find it helpful to compare ,your performance .,with the national mean (average) score for each of the four tests and the Composite as. shown at the bottom of the table. The ONLY Official Prep Guide from the Makers of the ACT 101 OVIACT loviact The Offlcial ACT Prep Guide Natlonal Dlstrlbutions of Cumulative PtrtBnts for ACT Test Scores ACT.Tested Hlgh Sehool Graduates from 2013. 2014 alld 2015 99 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 97. 97. 13 92 90 91 92 81 78 75 71 82 79 74 69 64 58 52 45 40 36 32 27 21 16 13 10 78 73 83 77 70 63 56 79 74 68 63 56 50 62 57 53 61 55 42 36 31 25 21 16 11 33 27 22 17 13 36 30 37 27 15 18 12 Note: These national norms are thé source of U.S. Ranks, for multiple<hoice tests, displayed on ACT reports during the 2015-2016 testing year. These norms with a sample slze of 5,569,466, are based on 2013, 2014 and 2015 graduat88. 102 The ONLY, Off ioial Prep Guid6 from the Makers of the ACT .OVIACT loviact Taking and Scoring Your First ACT PractlceTest Scoring Your Practice Writing Test Essay To score your practice writing test essay, follow these steps: STEP l. Use the guidelines on the following scoring rubric to score your essay. Becaus¢ many essays do not fit the exact description at each score point,.read each description and try to determine which paragraph in the rubric best describes most of the characteristics of your essay. You can find the most current information on scoring the ACT writing test in the bonus.online content. The ONLY Official Prep Guide from the Makers of the ACT 103 OVIACT loviact The Offieial ACT Prep Guide The ACT Writing Test Scoring Rubric Ideas and Anal￿S The writer generat88 an argument that crilically engages with multiple perspectives on Ihe given issue. The argument's .thesis reflects nuanc8 and precision in'lhought and purpose. The argument establishés and employs an insighfful context for analysis of the issue and its perspectives. The analysis examlnes impllcations, complexities and tensions, andlor underlying values and assumptlDns. The writer generates an argument that productively engages with multiple perspe¢tlves on the given issu&. The argument's thesis reflects precision In thought and purpos8. The argumenl establishes and ernploys a thoughttul context for analysis of Ihe issue and its perspectives. The analysi8 8ddr8SS8S implications, complexities and tenslons. andlor undarlying values and assumptions. Developn￿nI and Support D8v81oprrient of ideas and support for claims deepen insight antj broadan context. An integrated line of sktllful reasoning and illustration efleclively conveys the signrfican¢e of the argument. Qualifications and complications enrich and bolster ideas and analysis. Organization The response exhibil's a sklllful organizational strategy. The response is unified by a Gontrolllng Idaa or purpose," and. a logical progression of ideas increases the effoctiverie88 ol th8 writer's argument. Transitions between and within paragraphs strengthen the relationships among ideas. Language Use The use Of language enhances the argument. wor.d choice.is skillful and precise. Sent8nce slruclures. ar8 consislently varied and clear,. Stylistic and'r8gist"er choice"s, includirbg voice and tone, are strategic and eff8Ctive. Vvhile a few minor errors in grammar. usagè, and mechanics may be present. they do not impede understanding. Score 6: Responses at thls scorepoint demonstmte effectlve Skill in writing an argumentatlve •88ay. Scorn 5: Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. ou￿lf1¢at[0ns and complications ènrich ideas and analysis. Th8 r8sponse exhibits a productive organizational strategy. The rgsponse is mostly unified by a conlrolling idea or purpose, and a logical saquencing ot ideas contribLrtes lo the affectiveness of the argument. Transitions between and wlthln paragraphs consist&ntly clarity Ihe relationships among ideas. The use of language works in service of the argumonl. Word choic8 is precise. Sentence struclures are clear and varied often. Stylistic and register choices, Including voice and tonè. ar8 purposeful and productive. While minor errors in grammar, usage. and mechanics may be presenl. they do not impede und8rslanding. Responses at thls scorepolnt d8monslrato well-developed Sklll in writing an argumontatfve essay. Scorè 4: Development of ideas and_ support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequataly COflV8y the significanc8 of the argument. Qualifications and complications extend ideas and analysis. The res se axhlbits a clear organizatlonal strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequèncad. Transitions betwean and within paragraphs clarify the relationships among ideas. The use of language .Gcinveys the argutnènl with clarity..Word choice is adequate and sometimes precis8. S&ntence structures are clear and demonstrate Some vari81y. Stylistic and register choices, Including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and m8chanics are presenl. they rarely impede underslanding. The use of language 18 basic and only somewhat clear. Word choi¢8 Is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and reglster choices, including voice and tone, are not always approprlate for the rhetorical purpose. Distracting errors In grammar, u8ag8, and mechanics may be present, bul they generally do not imped8 understanding. Responses at this 8eornpolnt demonstrale adequate sklll in writing an argumenlatlve essay. argument that engages with multiple perspectries on the given issue. Th8 argumant's thesis reflects clarity in thought and purpose. The argum8nt establlshes and employs a relevant context for analy818 of the issue and its perspeclives. The analysls recognizes implications, complexities and tensions, andlor underlying valu8s and assumptions. The writ8r g8nerat&s an argument that responds to multiple perspectlV88 on th8 given issue. The argument's thesis reflects some claJty in thought and purpose. The argument establishes a limited or tangential context for analysis ol the issue and its perspectives. Analysis is simplistic or somewhat unclear. Score 3: Development Of ideas and supporl for claims are mostly r818vant bul are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat rep8titious or imprecise. The response exhibits a basic organizational structure. The response largely ¢oh6res, with most idèas logically grouped. Transitions betheen and within paragraphs sometimes clarify the relationships among ideas. Response8 at this 8corepoint demonstrate 80m8 developlng skill In wrltlng an argumentstive essay. (continued) You can find the most current information on scoring the ACT writing test in the bonus online content. 104 The ONLY Off icial, Prep Guide from thp Makers of the ACT .OVIACT loviact Taklng and Scoring Your Flrst ACT PractlceTest The ACT Writing Test Scorlng Rubrlc Ideas and Analysls The writèr gènèrates an argument that weakly responds to multiple perspectives on the given issue. The argument's thesis, if evidgnt, r8flects little clarity in thought and purpose. Attempts at analysis are incomplete, largety irrelevant, or ¢onsist primarily of restatement of the issue and its perspectives. Development and Support Dev81opmenl of ideas and support for claims are weak, confused, or disjointed. Reasoning and Illustratlon are inadequate, illogical, or circular, and fail lo lully clafify the argumenl. Organlzatlon The response exhibits a rudimentary organlzational structura. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleadlng or poorly formad. Languag8 Us8 The use of language is inconsistent and often unclear. Word cholce is rudimentary and frequently imprecise. Senlance structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsislent and ar8 not always appropriate for the rhetorical purpose. Distracling errors in grammar, usage. and mechanics are present, and they sometimes impede understanding. The use of language fails to demonstrate skill in responding lo Ihe task. Word Ghoice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Slylislic and Tegister choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. Scoro 2: Responsgs at thls scorepolnt demonstrate weak or In¢onslstent Sklll In wrlllng an aryumentatlve e88ay. Score 1: Thè writér fails to ggneraté an argument that responds intelligibly to1he task. The writer's intentions are difficult to discern. Allempts at analysis ar8 unclèar or irrelevant. Id8as lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. The response does not exhibit an organizatlonal structure. Thère is litt18 grouping of ideas. When present, transitional device8 fail to connect ideas. Respon808 at thls scorepolnt demonstrate liitle or rM> skill In wrftlng an aryumontallve STEP 2. Because your writing test domain scores are the sum of two readers, ratings of your essay, multiply your own 1-6 rating from step I by 2. Or, have both you and someone else read and score your practice essay and add those ratings together. In either case, record the total in the blank in step 3. STEP 3. Enter your writing test domain scores in the following box. Domaln Score Ideas and Analysis Development and Support Organization Language Use and Conventions STEP 4. Enter the sum of the second-column scores here between 8 and 48), . This is your raw score (value You can find the most current information on scoring the ACT writing test in the bonus online content. The ONLY Offlclal Prep Guide from the Makers of thè ACT 105 .OVIACT loviact The Official ACT Prep Gulde STEP 5. Use the-following table to find the scaled writing subject score that corresponds to your raw score. Scale Score Conversion Table: Writing Practice Test 1 Scale Scora, Raw Scoro, 36 35 47 4>46 44 42-43 41 40 38-39 37 35-.36. 34 33 32 31 30 29 28 27 26 25 24 23 32 30-31 29 28 2etr27 21 20 19 18 17 16 15 14 13 12 11 10 24 22-23 21 20 19 18 17 16 14-15 .13 12 11 10 STEP 6. Use the table on page 107 to determine your estimated percentile rank (percent at or below). for your writing test subscore. Cirde your writing test subscore, this.time using the column headed "Writing." As you mark your percentile ranks, enter them in the blanks provided in the following table. You may also find it helpful to compare your performance with the national mean (average) score of the writing test subscore as shown at the bottom of the table on page 107. You can find the most current information on scoring the ACT writing test in the bonus online content. 106 The ONLY Official Prep Guide from.lhe Makers of the ACT ...OVIACT loviact Taking and Scorlng Your First ACT Practlce Test National Distributions of Cumulative Percents for ACT STEM, ELA and Writing Test Scores beglnnlng September. 2015 Score STEM ELA Wrltlrig 99 99 99 99 99 98 98 97 95 95 93 90 88 83 80 74 68 63 58 52 44 37 35 31 23 19 16 13 36 35 34 33 32 31 30 29 28 27 26 25 99 99 99 99 99 .99 98 97 95 93 90 98