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ACT Prep Solution Sheet: Clark [2.1]
Part 1: Test Strategy
Equality Remember that easy questions are worth just as much as difficult questions, so do the easy ones
first! See that really tough algebra problem sitting over there? Forget it; it’s a goner. How about that problem
on frequency and amplitude? That would take far too long and even if you got it right, it still would only be
worth one point. Now this problem involving basic arithmetic-this is something different altogether. It’s an easy
question, so you should do it right away.
You must answer every single question on the ACT!
POE [Process of Elimination]- Incorrect answer choices are often easier to spot than correct ones. If you
guess, have one letter you will use every time to increase your odds. Cross out the wrong answers in your
book.
The night before the test- you take the evening off, make sure you go to bed at a normal hour. On the day of
the test- It’s important that you eat a real breakfast. Bring a snack to the test center.
Write all over your test booklet. Don’t do computations in your head- put them in the booklet. You paid for it,
go nuts. As you read, if a correction jumps out at you, note it in the passage.
English Test- Put your running shoes on! On your mark… you have 45 minutes for 75 questions. In the
English test, the ACT writers have concocted their own brand of triage so that the specific questions (on
subjects such as punctuation, grammar, and sentence structure) tend to come earlier in each passage.
Usually there will be one or two questions about style or rhetoric at the end of each passage, dealing with the
passage as a whole. Be prepared to skip these and come back. Never leave the easy questions to wrestle
with hard ones. All count the same.
First Pass, Second Pass- on your first pass, answer all the questions that you know you can answer quickly
and confidently. On your second pass, answer the questions that require more thought or that you skipped the
first time through. Use POE to help you get rid of wrong answers.
Looking for clues- One of the best ways to look for errors is to search the answer choices for clues.
SUMMARY- Do the questions in order, leaving only tougher rhetorical questions for the end. If you’re having
trouble with a particular question, leave it and come back. Often a later question will help you with an earlier
one.
 Search the answer choices for clues. Focus on the differences between the answer choices, and use
that information to determine the error(s) being tested.
 Don’t forget that NO CHANGE is correct a little less than a quarter of the time-if you can’t find anything
wrong with the underlined portion, it may be correct as written.
Here is the BEST way to do the English portion of your test. I have identified 18 areas that the ACT writers
will test you on, and your strategy is as follows: learn how to diagnose all 18 and then learn how to cure each
problem. So on the test, by looking at the answers, you can say “that is a pronoun case problem, and I know
how to solve that,” or “that is a comma problem, and I know how to solve that.” By examining the answers for
symptoms as an English doctor, you then will apply the cure
As a doctor, you should know the following as the most important weapons in your arsenal to “cure” problems:
1. Shorter is better, Shorter is better, Shorter is better. If confused, more often than not, the shortest
answer is the best.
2. Commas are nothing more than a pause. Reread the sentence and LISTEN for when your voice
pauses. Pause = comma. But don’t overuse commas; only use when you have to.
3. Pronouns that begin with e-, end in -body and –one are SINGULAR.
4. Singular verbs end in “s”.
5. Prepositions fit “The bear walked ___ the woods.” “Of” is a preposition.
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General Symptom Area: Sentence Structure
There are four major types of errors in sentence structure
1. sentence fragments
2. run-ons and comma splices
3. Misplaced modifiers
4. non-parallel construction
Sentence structure on the ACT is closely tied to punctuation:
Comma = pause
; = more
. = stop
Part 2: ACT Grammar Drills
Mistake Type 1: Sentence Fragment
EXAMPLE: Although I wanted to go to the movies.
SYMPTOMS: An incomplete sentence has a period at the end, even though it NEEDS something else. Look
for punctuation changes in your answer choices.
CURES: Make it correct by using the proper punctuation to join in with another part of the sentence next to it.
Mistake Type 2: Run-on
EXAMPLE: Aunt Sally swept up the shards of glass she was furious.
SYMPTOMS: A sentence is missing something (a comma or conjunction) in between the two or more parts.
CURES: Find the answer that correctly punctuates this “gap” between the sentences. Be sure the punctuation
is used properly.
1. I read the question too quickly, as a result, I gave the wrong answer.
2. Griffin set up a new website it combined creativity with ease of use.
3. We rented a house at the beach, however, only four people agreed to contribute.
4. Meredith looked at the cartoon, then a wide smile broke out on her face.
5. When he came to the stop sign, Bill made a sharp left hand turn.
Mistake Type 3: Comma Splice
EXAMPLE: Aunt Sally ran into the room, Tom was already gone.
SYMPTOMS: In a comma splice, two independent clauses are jammed together into one sentence, with only a
comma to try to hold them together. Look for punctuation changes in your answer choices.
CURES: Look for an answer with a comma and conjunction. If you pause while reading, be sure a comma is
called for. Only use commas when needed.
1. The sun is a star, however, the earth is a planet.
2. Most people taste their food first, they salt it later.
3. The shortstop dropped the ball the runner scored.
4. We saw a light in Tom's room, therefore, we knew he was home.
5. I read the novel in one afternoon, it had a compelling plot.
Mistake Type 4: Misplaced Modifier
EXAMPLE: Lying in a heap on the closet floor, Jean found her son’s dirty laundry.
SYMPTOMS: Modifying phrases followed by commas – is the noun being described right after the comma?
CURES: Move the modifier next to the word [noun] being described.
1. The bus station was located by a river which was made of red brick.
2. A fish was found in the Pacific Ocean that had been considered extinct.
3. The cowboy was thrown by the bull in a leather vest.
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4. Left alone in the house, the thunderstorm terrified the two small children.
5. Bob posted an advertisement on the Internet for puppies.
Mistake Type 5: Non-Parallel
EXAMPLE: When Tom finally came home, Aunt Sally kissed him, hugged him, and gives him his favorite
dessert after dinner.
SYMPTOMS: A pattern [“-ed” or “to ___” or “a ___”] should be apparent, usually nouns or verbs.
CURES: Make sure the third noun or verb is the same form as the first two.
1. For her birthday, Marsha received a cake, some clothes, and she got a new CD player.
2. Jim wanted to scare us by telling us a ghost story and he showed us a horror movie.
3. The witness described the suspect as tall, light-skinned, and with a beard.
4. Brian disliked not only playing baseball but also to run long distances.
5. The new house has a large porch, an eat-in kitchen, and the floors are carpeted.
Mistake Type 6: Pronoun Usage Type 1: Agreement
EXAMPLE: Any young boy who watched the first moon landing probably spent the next few years wishing that
they could become an astronaut.
SYMPTOMS: Pronouns in the answer choices – should it be singular or plural? Is it being used as a subject or
an object?
CURES: Decide on the number of the pronoun [sing or plural] and make sure the noun it is replacing is in the
same form. Pronouns that begin with e-, end in -body and –one are SINGULAR. The test will have a
pronoun and then put in a bunch of words before having the original noun. If you see one of those e-, -boy or –
one words, be aware this is an agreement problem.
1. During early rehearsals, an actor may forget their lines.
2. If any one of the sisters needs a ride, they can call me.
3. When someone has been drinking, they may drive poorly.
4. Each of these companies had their books audited.
5. A person needs to see their dentist twice a year.
Mistake Type 6: Pronoun Usage Type 2: Case
EXAMPLE: The letter was given to who I addressed it on the front.
SYMPTOMS: Pronouns in the answer choices –is it being used as a subject or an object?
CURES: Decide on the case of the pronoun [subject or object] and make it is used correctly. Know this chart:
Subject
Object
I
me
He
him
She
her
We
us
They
them
Who
whom
The subject pronouns are used in the pronoun is doing a verb [acting like a subject] or behind a Linking Verb
[“This is she.”] The object pronouns are used behind an Action verb [“I kicked him.”] and behind prepositions
[“Give it to me.”]
 If you spot who following a preposition on the ACT, it will almost certainly turn out to be incorrect.
 If you have a compound pronoun “Bob and (I/me) went to the game.” - hold your finger over the Bob
and part and your answer is clear. If you have “we/us boys …”, hold your finger over the word boys
and the answer will be clear.
 “Who”, if used, better be a subject or behind a linking verb. If not, it should be “whom.”
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1. The senator demanded to know who/whom would support the legislation.
2. Who/whom has she invited to her party on Saturday?
3. You left a message for who/whom?
4. The argument between Bill and she/her lasted for twenty years.
5. His attitude upset both Jim and she/her.
6. What he told Phil and I/me about the case was enlightening.
7. It was I/me in the front seat of the car.
Mistake Type 7: Subj/Verb Agreement
EXAMPLE: The best moment during the space walks were when the astronauts stepped on the moon.
SYMPTOMS: a verb is in the underlined portion of the sentence – do the answer choices contain different forms
of the verb?
CURES: Be able to isolate the subject and verb in a sentence, and make them the same [agree in number.]
Ignore all the stuff between the subject and verb – those phrases, etc are put there to confuse you.
Remember, a subject will never be found in a prep phrase! Singular verbs end in “s”.
1. The train and the bus (is/are) running late.
2. One of the cakes (was/were) missing.
3. Nobody from the teams (is/are) present.
4. Neither of the girls (was/were) interviewed.
5. Each of the captains (plan/plans) a good season.
6. Each of the boys forgot (his/their) excuse.
Mistake Type 8: Verb Tense
EXAMPLE: Sam is walking down the street when he found a suitcase.
SYMPTOMS: If a verb is in the underlined portion of the sentence or in any of the answer choices, it probably is
an agreement or tense error.
CURES: What the ACT writers want to see is whether you can spot inconsistencies in verb tense (they are
testing a form of agreement here). All verbs should be the same [past, present or future.] Look back at other
verbs previously used and determine which tense they are in to make them the same.
1. As soon as she saw the smoke, Laura (run) into the house to save her dog.
2. Jenn (throw) out the food that had been sitting in the refrigerator for weeks.
3. Will returned the book and (get) a receipt from the clerk.
4. By the time we arrived on the scene, the cars (drove) away.
5. Real estate prices have increased over the past year; I should (buy) that property months ago.
Mistake Type 9: Adj/Adv Use
EXAMPLE: He writes careful in the book. Also, Julie is tallest than Denise.
SYMPTOMS: If the answer has the same word in an adjective and an adverb form, or if you see “–er” and “–
est” or the words “more” and “most.”
CURES: Adverbs end in –ly [usually]. Good is an adjective, and well is an adverb. If two things are being
compared, use –“er” or “more.” If more than two things are being compared, use “-est” or “most.”
1. Melvin always sings well.
2. The girl sings the best of the two girls in the back row.
3. He is quieter of all the students in the class.
4. The new plan went smooth as the year progressed.
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Mistake Type 10: Idioms
EXAMPLE: I’m in over my head. [not in about my head.]
SYMPTOMS: Idioms are expressions that require the use of a specific preposition. Fortunately, you’ll be
familiar with many of the idioms on the test. The best way to spot them is to look for prepositions in the
answer choices.
CURES: Be sure the correct answer has the proper preposition, just as we normally say the expression.
Remember: “The bear walked ___ the woods.”
Mistake Type 11: Comma Use [Warning: More than half of the punctuation questions on the ACT
concern the proper use of commas.]
Comma = pause
; = more
. = stop
EXAMPLE: Hungry and excited the bird snapped up a bagel.
SYMPTOMS: Commas in the answer choices.
CURES: Reread the sentence closely and carefully, listening for when you pause. Commas are used to control
the sentence – if you don’t need to pause, don’t. Comma = pause, nothing else. Also, it is used to set off nonessential information in a sentence.
1. The waiter ignored the rude obnoxious customer.
2. Edgar Allen Poe the father of the short story is buried in Baltimore.
3. Since the expansion of the Internet research has become much less tedious.
4. To maintain excellent grades in your classes is an accomplishment.
5. Handguns knives and other weapons are turning up in locker checks.
Mistake Type 12: Semi-Colon
EXAMPLE: Just then, the woman screamed; the bird jumped up and perched on her head.
SYMPTOMS: Answer choices that contain two related independent clauses.
CURES: Be sure you have independent clauses on both sides of the semi-colon, and be certain the second
clause follows in thought from the first. If not, don’t use a semi-colon. A comma and conjunction might work
better in that case. Remember, in general, short is BETTER.
1. Professor Brown has left the laboratory, however, you may still be able to reach her email.
2. We didn't attend the play, besides, we had heard that all the good seats were taken.
3. The keys to the lower door were not, however, in their usual place.
Mistake Type 13: Colon
EXAMPLE: Maria purchased these supplies: a light, a box, and a pair of boots.
SYMPTOMS: underlined phrases that contain a list.
CURES: Be sure it is used properly; one of the ACT’s favorite tricks is to use a colon to introduce a list, but
does so incorrectly because it follows an incomplete thought, or uses the words “including” or “such as.” A
colon is incorrect here:
Maria purchases these supplies, including: a light, box and boots.
Mistake Type 14: Dash
EXAMPLE: I tried to talk – not that I had anything to say – despite the pain in my jaw.
SYMPTOMS: Dashes in the answers.
CURES: Dashes must set off non-essential information. If the information set off is required for the sentence to
make sense, eliminate the dashes. Need to come in pairs. See if another punctuation form might be better.
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Mistake Type 15: Apostrophe
EXAMPLE: The dog chased its tail.
SYMPTOMS: Apostrophes in the answer choices on different words or in different places.
CURES: It’s = it is [say those words in your head when you read.] An apostrophe should show possession.
The dog’s house, or The book’s title.
1. Its already here.
2. No, it’s not a good idea.
3. With it’s bare branches, the tree looked like a skeleton.
4. It’s my wish to remain anonymous.
5. Bring me it’s case.
Mistake Type 16: Transitions
EXAMPLE: It was raining, therefore we decided to walk to the movie.
SYMPTOMS: Look out for underlining at the beginning of sentences. If you see a conjunction like but,
therefore or also, you probably have a transition problem.
CURES: Make sure the sentence underlined is logically following the direction indicated by previous sentences
(where the idea of the passage was heading).
But (contradiction)
Therefore (cause and effect)
Also (in addition)
Mistake Type 17: Redundancy [The largest number of style errors stems from redundancy.]
EXAMPLE: Cheap and inexpensive gifts can be found in the shopping district.
SYMPTOMS: Answers that all sound okay – you are missing redundant words.
CURES: SHORTER IS BETTER (I know I’m being redundant here, but this is important!)
Mistake Type 18: Tone
EXAMPLE: We swam in the pool heretofore mentioned in the story.
SYMPTOMS: Words in the answers that don’t fit the type of passage.
CURES: The ACT prefers formal English, so avoid answers that contain irrelevancy, wordiness or slang.
SHORTER IS BETTER.
General Tips to Remember:
 If a verb is underlined, check for subject-verb agreement, verb tense errors, and verb
parallelism.
 If a pronoun is underlined, check for noun-pronoun agreement, pronoun-verb agreement, and
pronoun case (subject or object).
 ACT test writers like to mix up adjectives and adverbs. Be careful that you are using the correct
type of modifier for what is being modified.
 If you are not sure what the question is asking you to do, check the answer choices. The
differences among the answer choices can provide clues to what the ACT is testing.
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Part 3: Reading
Reading Test General Tips:
 Attack the passages in the order that best suits you.
 See through the camouflage that hides correct answer choices.
 Identify incorrect answer choices and eliminate them quickly.
 Answer questions without really reading the passage/
 Put all these techniques together to approach every passage and question with a step-by-step strategy that
leads systematically to the correct answers.
Reading Test Triage- if you have a knack for particular passage types, great. Do them first. If not, look at the
topics as well as the questions and answer choices. Some will be straightforward, while others will look more
complicated. Use your time wisely.

Be wary of camouflaged answers, ACT test writers rarely use a direct quote from the passage in the
correct answer.

Deceptive Answers- Many distracters steal words directly from the passages and use them to create a
statement that does not reflect the content of the passages.

Don’t be fooled by answer choices that take words and phrases directly from the passage.
suspicious of them: They’re often deceptive answers

Half-and-half: Beware of answer choices that are half good, half bad. They’re also deceptive. If an
answer is half bad, it’s all wrong.

Use Process of Elimination (POE) Sometimes it’s easier to find the correct answer by eliminating the
wrong answer choices. If you can eliminate answer choices with the following distracters: deceptive
answers, switches, extremes, and answer choices that are too nice, you’ll increase your chance of
getting the right answer.

Extreme Answer Choices- Look out for the answer choices that are too extreme to be the correct
answer. These are answer choices to eliminate. These answer choices include words such as
always, completely, and absolutely. Any answer with these words in them is almost always WRONG.

Use Trigger Words- Trigger words tell you the author is about to “go somewhere,” and you should
watch where he’s going. Some of the most common trigger words are but, although, despite, and
however.
Be
The ACT Reading test measures a test taker’s ability to understand, analyze and evaluate written passages.
The passages will contain material that will be from a variety of sources and on a number of different topics.
Each of the passages and statements in the Reading test will be followed by a series of questions covering the
content of the passage or statement, in which you will have to answer questions, which will demonstrate how
well you understand the passages and are able to draw conclusions about the material.
Strategy 1: Flying Over the Passage
A topic that is hotly debated among test taking circles is whether or not you should read the reading passages
before you read the question. One theory is that you can save time if you read the questions first and then go
back and read over the passage. Another theory is that you should read the passage first and then go into the
questions. Both theories have their own individual merit and due to the differences in ability and preferences
among test takers, one method may work better than another for you.
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Our recommended theory is the flyover. You want to spend some time on the passage, at a bare minimum so
that you have a general idea about what the questions are going to ask and get your mind into the proper
mindset for the series of questions. However, you don’t want to waste too much time on reading the passage,
because much of the detail will be forgotten by the time you get to the questions anyway. Therefore, you
should fly over the passage. You should read it very quickly for a high-level overview (hence the flyover)
understanding of what is contained in the passage.
In part, this is a compromise between the theories that gains most of the benefits of each. You won’t waste
time on the details and yet will have a general idea of what the passage is about and what to expect.
Strategy 2: Creating a Tentative Summary
After you’ve finished your flyover of the passage, take a few seconds and compose a tentative mental
summary of what you’ve just read. Try to sort out the details you picked up on and arrange them into a loose
organizational pattern that describes the passage. Remember that your goal in the flyover is not to check it off
of a test-taking list of things to do. You want there to be some purpose behind the flyover and having the
definite goal of being able to put together a brief mental summary will allow you to maintain some focus and
gain benefit from the flyover – as opposed to just skimming it for the sake of skimming it without actually
picking up on anything.
As you begin going through the questions and answer choices, if you get good enough at putting together your
mental summaries from practice, you should be able to eliminate a number of answer choices that are
immediately contrary to your summary. Note, however that if you find yourself without any good answer
choices remaining (because you’ve eliminated them all) you obviously had to have eliminated the right answer
choice. Don’t hesitate to reopen an answer choice that you’ve already “eliminated” from consideration and
reconsider it as a possibility. If you think an answer choice contradicts your initial summary, you’re probably
right, but are not infallible.
Good luck! Remember, you have several shots at this test, so relax and you’ll do
fine. The worst thing you can do is be nervous and tense, as this will negatively
affect your score. Take confidence in the facts that you have prepared well, and
that colleges are looking at you as more than just an ACT score. This is simply
one component that defines you, and this is NOT life or death. Relax and
perform.
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