SAMPLE QUESTIONS FOR THE PSAE (PRAIRIE STATE)

With the PSAE (Prairie State Achievement Exam) coming up in a few weeks, it is worthwhile for Illinois Juniors to take a look at what's on the test. The ACT result becomes part of the permanent high school transcript which will be sent to each college to which the student applies. A not-too-stellar result could adversely impact the admission status of an otherwise qualified student. For sample ACT questions, log on to
http://www.actstudent.org/

TIPS FOR ACT TEST DAY

These tips have nothing to do with your knowledge of the topics covered in the ACT. In fact, what you are about to read can be applied to any test-taking situation including classroom exams.

1. HAVE A SNACK AVAILABLE. There is a scheduled break between Math and Reading and you should refuel at that point. Take the next week to experiment with the type of foods you should bring: nothing too filling that will put you to sleep. Avoid turkey and some legumes, for example, because of the tryptophan effect. Keeping in mind that you aren't allowed to eat DURING the timed portions of the test, I usually have raisins in my pocket in case I start to lose energy. They are quiet and nutritious and won't cause a deleterious sugar high. No candy, please.

2. STAY HYDRATED. The brain needs fluid to facilitate electrical and chemical exchanges that are the basis of thought. Water is good. Soda pop is not. Coffee is not. Try out "sports drinks" and "energy boosters" before assuming that they will have the desired effect.

3. SIT UP. In addition to fluids, the brain needs oxygen. Slumping over the desk is robbing your brain of its ability to function at full force. Deep breaths, a little stretching, and straightening your back can refresh you without using up precious minutes.

4. USE BOTH SIDES OF YOUR BRAIN. Use your nondominant hand to mark your place in a passage or chart while reviewing questions or bubbling on the scantron sheet. The activity will help your brain to use both concrete and abstract strengths, and having a finger on your place will avoid the need to search for where you left off when moving your eyes from the test to the answer sheet.

5. HAVE A DEFAULT ANSWER READY AND WAITING. Statistically, every alternative is used an equal number of times in a section. Since the ACT does not penalize for incorrect answers, it is to your benefit to fill in a bubble for every question even if you aren't sure which alternative is correct. "Educated guesses" are, of course, preferable, but if you just don't know or don't have time to address all of the questions before time runs out, bubble straight down the scantron. It doesn't matter which position you choose. I take the third alternative -- C -- for a totally arbitrary reason. If you're superstitious, pick a default that has some meaning; for instance, select the first position -- A -- if your middle name is Alex.

QUICK REVIEW OF ACT SCIENCE REASONING

Some students fret over the Science Reasoning section because the name seems to imply that we need to know a lot about current science theory in order to make "reasonable" conjectures. On the contrary, you should be glad to know that, aside from a very few terms, all of the information that you need in order to find correct answers is presented within the data sets themselves.

Your tasks for this 40 question section are threefold:
1) The first 2 questions in any group are DIRECT, asking whether you can read a chart or a graph or find a discrete piece of data within a paragraph. Your response should be a confident, "Sure."

Identify the key elements from the question, like a direction to look at a specific exhibit. Locate the labels of each axis on a graph or the column and row headings of a chart. Find the appropriate data and match it with the available alternatives.

Zero errors from this question type will give you a 14 point head start toward an average or higher score.

2) The next question or two are INDIRECT, asking how 2 or more snippets of data are related. You already know how to find the statistics, so now you just need to compare them. When one goes up, what does the other do? Sometimes there IS no relationship, although there is only a 25% chance that it is the correct answer if available.

Avoiding errors on this question type could result in another 10 to 14 points and you're well on your way to earning a score in the high 20's or even into the 30's.

3) EXTRAPOLATION questions are the "reasoning" part of the test and are usually the last one or 2 questions in any group. Using your skills in locating and comparing information, you now need to formalize your findings into something like a hypothesis so you can predict what would happen in a different, but related, situation.

GENERAL HINTS:
-- ANSWER QUESTIONS WITHIN A DATA SET IN THE ORDER PRESENTED. Because you are using specific skills in an expanding manner, you will learn a little about the science concept while answering easier questions. This strategy allows you to build knowledge while making progress on questions and avoids the time-consuming attempt to fully understand the topic before trying to answer the questions.
-- TAKE NOTES. This can be as simple as circling important information, underlining rows in a chart, making tic marks alongside useful data, or drawing a grid on a graph. Designing your own personal note taking abbreviations can expedite the process. I use arrows, for example, to mark increasing and decreasing trends on a chart. If I can't draw a linear pattern, the correct answer to a comparison question is probably "there is no relationship."
-- BE CAREFUL ON SENTENCE COMPLETION QUESTIONS. The ACT is not compelled to put the subject of a question at the beginning of the sentence. Here are two formats of the same question:
Based on the information in Exhibit A, the sun's diameter, compared to Jupiter's, is...
or
Based on the information in Exhibit A, compared to the diameter of Jupiter, the sun's diameter is...
In the heat of exam battle it is easy to be misled by sentence structure, so I make a note that simplifies the question before looking at a comparison of the diameters: "Sun is." This allows me to circumvent the need to reread the question before verifying the alternative selection, avoids confusion, and saves time.
-- If pacing is an issue, SELECT THE ORDER IN WHICH TO APPROACH THE DATA SETS based on your knowledge of your own strengths. For example, if Differing Viewpoints is tough for you and likely to result in wasted minutes and few correct answers, think about holding that set for last and default any questions that you don't answer before time runs out. The object is to COLLECT POINTS and unless you're going for a nearly perfect score (which means you've been studying for weeks) you don't need to correctly answer every question.

-- STAY FOCUSED for just 35 more minutes. If you aren't taking the Writing section, time called on Science Reasoning means you're DONE. The ACT is over!

QUICK TIPS FOR THE ACT

April 10....the next national administration of the ACT. Really too late to start studying, but a few quick tips could help raise that score by a point or two. For English and Math you might need 2 more correct answers to gain one more section score point; each Reading and Science Reasoning question should usually give you a point. Four more section score points are needed to raise the composite average by just one point.

ENGLISH: Recognize the punctuation questions relating to independent sentences. You always need a full sentence in front of a period, semi-colon, comma-conjunction, or colon. For the first 3 you also need a full sentence (not a prepositional phrase) after the punctuation. A colon can be followed by either a full sentence or a list or just more detail.

Recognize prepositions. They introduce phrases, not full sentences, and might need a comma at most.

SHORTER IS BETTER. At least consider the shortest alternative since it's the right answer more often than not.

MATH: Avoid silly mistakes, especially on the first 30 questions. And work problems for the entire hour; there are some easy questions in the last 10.

READING: Keep moving. Don't get "stuck" on one difficult question. Unless you're working toward a perfect score (which means you've been studying for weeks), you don't need to get every question right. Take the loss of one point rather than denying yourself the chance to gain 2 by finding easier questions further along in the section.

SCIENCE REASONING: Get the first two questions in every data set correct. These ask if you can read the data given and the answer should be "sure." If the last 2 questions are too hard, default them and move on to the next data set where the first few questions will be easier.

IN GENERAL: Leave nothing blank. Pick a default answer and use it to fill in bubbles for any question you can't answer. ONE DEFAULT ONLY. Pick the first, second, third, fourth, or fifth alternative and use only that one for default. Statistically you will be correct 20 - 25% of the time. Arbitrarily picking a different alternative every time could result in a success rate of 0%!

SIT UP! If you start to fade, take a second to sit up straight, stretch, breath deeply. Get the brain oxygenated again and dig back in!!

GOOD LUCK! And remember that if your score doesn't turn out to be what you hoped, there is also June, September, and October for 2011 graduates. With any of these test dates, you'll have results in time for early admission to most colleges.

START SLOWLY. WORK SMART. DO IT TODAY!

I know from experience how difficult it is to get moving on a task that seems as massive as working toward the score you deserve on the ACT. But this weekend of Spring Break is the perfect time to start.



Begin slowly: download a few questions from the ACT website, sign up for the question of the day while your there, get a copy of The Real ACT Prep Guide (about $25). Complete a small part of each section:
English -- answer the 15 questions in any of the 5 passages.
Math -- work 10 problems.
Reading -- answer the 10 questions in any of the 4 essays.
Science Reasoning -- pick one data set and answer all of the questions. Just for fun, keep track of the data sets as you do them and we can look later at a pattern that should tell which are the easiest and which are more challenging.

Work Smart: Stick to this daily plan and you'll gain knowledge of each of the sections. Don't time yourself yet. Concentrate on thinking about the problems you're working. It should take you only about half an hour to do this work but at the end of the week, you'll have completed 1.5 English sections, 1 Math, 2 Reading, and one whole Science Reasoning. That's a pretty good study week, especially since you may be on holiday!! CONGRATULATIONS!!

IMPROVING ACT READING

Perhaps the most difficult area in which to alter an ACT score is Reading. Even though the test generally gives one point for each correct answer in this section (unlike English and Math where two more correct questions may be needed to gain just one point), improvement depends on understanding the structure of the test and altering your reading style to match the requirements of a passage. Changing your reading style requires knowing what that style is in the first place, something most of us don't think about after elementary school. The foundational skill was formulated as early as 4 or 5 years of age and honing it has occurred almost imperceptibly ever since. There are no rules or formulas, only unique strategies which are largely undocumented but have become second nature to the individual reader.

Reading tests in elementary school tend to examine comprehension on a very superficial level. In upper grades and higher level English courses, reading becomes more than just fact-finding, moving into identifying implications or "reading between the lines" and identifying literary devices. The ACT Reading test is a mutation of the two functions.

To change the way in which someone has become accustomed to reading may take open-minded experimentation. The goal in preparing for the ACT Reading section is to try out different strategies, practice each sufficiently, and select the approach or approaches which garner the most points, possibly picking the modus operandi based on the topic of the essay.

FOR EVERYONE

FIRST, EXAMINE YOUR CURRENT READING STRATEGY. Do you read every word? Reread? Skim or scan? Do you "create mental pictures?" Do you pause to digest what has been read? Does your mind wander either to related information useful in synthesizing the reading with prior knowledge or to unrelated information to entertain and distract?

How do you take note of important information? Mentally? In writing? Do you circle or underline facts?

Are you compelled to thoroughly read or are you satisfied to simply answer required questions? (Think about a history class, for example. If given the assignment to read a chapter and answer the 5 questions at the end, how do you proceed? Questions first? Reading and note taking first? Scanning for answers?)

NEXT, TRY SOME STRATEGIES THAT ARE EXPECTED TO WORK REGARDLESS OF YOUR READING STYLE.

1. Take notes from the questions by underlining or circling clue words. This will focus attention on key elements that can be used to search through the text for related information.

2. Take notes as you come across relevant information within the passage. Circling may be more helpful than underlining because it limits the amount of copy highlighted and can be easier to find among all the words in a paragraph.

3. Do not try to learn anything. The goal of the Reading section is to temporarily find immediate, correct answers. Note taking will help maintain information long enough to select an answer while allowing you to "release" it when it is no longer useful, therefore leaving more brain space for short term memory.

JUST FOR YOU...

To find the best personal reading strategy, try each of these suggestions at least twice before deciding its value.

4. Review the questions first in order to establish a purpose for reading.

5. Identify each question as direct ("As stated in the passage...") or inferential ("It can be inferred from the passage..."or "Based on the passage as a whole...")

6. Answer direct questions first. Since these answers are usually quotes from the text, using a word search approach will help locate where the needed information is and finding answers will provide a basic knowledge of what the passage is about.

7. If a question has a line reference, go directly there to read for an answer.

8. If referred to a paragraph, read it in isolation if the question asks what is written. If the question asks what would be missing if the paragraph were omitted, save it until you know more about the passage.

9. For vocabulary issues, try substituting the alternatives in the sentence when dealing with common words. If the vocabulary is technical or topic specific, look for a definition close to the first use of the terminology.

10. Inferential questions could benefit from an elimination strategy. Reject an answer that is too inclusive, e.g. "Tests are always hard." Avoid disparaging comments, like "This scientist's opinion is irrational." Eliminate answers that are unrelated to the topic.

11. If you are compelled to read the entire passage, try skimming or scanning.

12. To conduct a word search, try scanning by looking at text lines from Right to Left in order to preclude the distraction of creating meaning before isolating the relevant word.

13. When answering questions out of order, mark choices on the test booklet until all 10 answers for a single essay have been selected. Then transfer the picks to the scantron sheet and move on to the next passage.

PACING

14. Many exceptional readers feel no compunction toward speed. If timing is a persistent problem, try pacing exercises. Try to answer all 10 questions from a passage in 9 minutes. Direct questions may take less time to answer, leaving added seconds for inferential ones.


Keep in mind that no single strategy is right for everyone. In fact, you may want to use different approaches for different topics. Fiction, for example, may lend itself to creating mental pictures, while Social Science may seem like so much jibber jabber. Remember always that your objective is to find 10 correct answers, not to prepare for an upcoming essay exam.

To find actual ACT Reading samples, log on to

http://www.actstudent.org/

ACT MATH CHECKLIST

Oh, yeah. There's a LOT of Math to know for the ACT and it is easy to skip over some important rule or formula. Here's a checklist of the concepts mentioned in previous blogs. Use it to refresh your memory and insure that you've covered each concept sufficiently. As you take practice tests, highlight the math facts that caused errors and review those again.

BASICS
___ fractions
___ percents
___ percent change
___ word problems
___ ratios
___ average
___ area

ALGEBRA
___ factoring
___ distance formula
___ midpoint formula
___ rules of exponents
___ graphs
___ functions
___ conic equations
___ logs
___ sequence and series
___ probability
___ variation
___ systems of linear equations
___ matrices

GEOMETRY
___ special right triangles
___ SohCahToa
___ parallel lines and transversals
___ properties of quadrilaterals
___ circles
___ sum of interior angles of a polygon
___ volume
___ similar triangles
___ relation between lines, areas, and volumes

TRIGONOMETRY
___ Pythagorean Identities
___ The Unit Circle

There. That wasn't so bad, now was it? Stay tuned to this blog site for analysis of recent ACT test questions and any changes that we discover.

IMPROVING ACT MATH, PART 2

Now that the first 30 Math questions are perfect, and the next 15 are within sight of "perfect," it's time to buckle down on the last 15 questions and possibly fill in some of that Algebra II that may have appeared earlier on the test.

ALGREBRA II
- rules of exponents - when multiplying the same base, add the exponents; to raise an exponent to a higher power, multiply (and don't forget the coefficient if it's in a parenthesis with the variable); when dividing the same base, subtract the exponents; A NEGATIVE EXPONENT CHANGES THE POSITION OF THE BASE, NOT IT'S POSITIVE OR NEGATIVE VALUE (this is the most widely missed question relating to exponents).
- graphs - recognize linear, quadratic, and third degree graphs and translations of each. Know how to calculate or recognize slope, X intercepts (these are solutions -- any ordered pair satisfies the equation but only the roots solve it), Y intercepts, and points of intersection (where two graphs meet). Practice telling a story that fits a combination graph.
- functions - recognize odd and even functions from their exponents. Use the vertical line test to prove that an equation is a function. Use both the vertical line test and the horizontal line test to prove that the inverse is also a function (or that the original function is "one-to-one.") Practice substitution and compositions of functions.
- conic equations - circle (Did you realize that this is also the Pythagorean Theorem?), ellipse, hyperbola, and quadratic, too.
- logs - basic rules for expanding and simplifying.
- sequence and series - arithmetic and geometric. Arithmetic has a common difference (add the same thing every time to get the next term) and geometric has a common ratio (multiply by the same thing every time to get the next term).
- probability - successes divided by possibles. (Do you see a similarity with percent change?) Probability questions are appearing in the first 30 questions on a regular basis these days.
- variation - direct ( Y = kX) and inverse ( Y = k/X).
- systems of linear equations - substitution and elimination methods are used to solve for one variable at a time.
- matrices - setting up from a system of equations, adding, multiplying, and expanding through scalar multiplication. (Here's a perfect place to use the calculator to it's highest purpose!)

GEOMETRY
- good news - most of the geometry used is actually part of the elementary curriculum AND you won't have to do any proofs.
- special right triangles - Pythagorean Triplets, 30-60-90, and 45-45-90. Although you can always use the Pythagorean Theorem to find these relationships, the ACT and other college entrance exams are TIMED and knowing that 5-12-13 is a triplet can save precious minutes.
- SohCahToa- sine equals opposite over hypotenuse, cosine equals adjacent over hypotenuse, and tangent equals opposite over adjacent.
- parallel lines and transversals - know which angles are congruent and which are supplementary.
- properties of quadrilaterals - parallogram, rectangle, rhombus, square, trapezoid, and kite.
- circles - all radii are equal. (This is the most valuable property of a circle and will usually figure into a solution if a circle is used in a question.) Central angle equals the arc, inscribed angle equals 1/2 the arc, and outside angle equals (the big arc minus the little arc) times 1/2. Lines tangent to the circle are perpendicular to the radius.
- sum of interior angles of a polygon - (the number of sides minus 2) times 180 and each angle in the regular polygon is that equation divided by the number of sides. In a later blog, we'll look at another way to get the same answer without the need to remember an equation.
- volume - (if the sides are perpendicular to the base) the volume is "the area of the base times the height." (if the shape is a pyramid or cone) divide the answer by 3. The equation for finding the volume of a sphere will probably be given in the question.
- similar triangles - all angles are congruent and sides are proportional -- set up congruent ratios.
- relation between lines, areas, and volumes - if the sides are in the ratio 2 to 3 (2/3 or 2:3) then the ratio of the areas is (2/3) SQUARED, and the ratio of the volumes is (2/3)CUBED. Lines are first degree, areas are second degree, and volumes are third degree.

TRIGONOMETRY
- good news - probably half of the questions that the ACT calls Trig are from the Geometry curriculum in many schools. Go back and review everything you know about triangles, especially those pesky word problems involving shadows and ladders leaning against buildings.
- Pythagorean Identities - yet a fourth application of the Pythagorean Theorem. It is no wonder that we frequently say it is the "most important equation in all of math"and luckily it's taught around the fourth grade. Sine^2 + Cosine^2 = 1.
- The Unit Circle - know your reference angles and what's positive in each quadrant. ACT trig questions will usually refer to the axes and angles in radians, so know how to convert from degrees if needed.

You might be amazed at all of the Math that you've learned through the years. There are probably only a very few concepts that you haven't studied, so preparing for the Math section is really refreshing your brain and bringing the useful information to the top where it can be accessed quickly on demand.

REMEMBERING MATH FORMULAS

Here's a little trick for remembering those pesky math formulas. Write them out on a notecard and tape it to the UPPER LEFT CORNER of the mirror you use every day to brush your teeth, style your hair, and admire your countenance. You'll find yourself glancing at it, but don't make it an effort. When looking for a particular formula in your brain, move your eyes UP AND LEFT. Is the notecard there?

If this subtle method does not work for you, if you don't "picture" the card when it isn't physically in front of you, try the next step. Add a little picture to the formula to give yourself another visual clue.

Still having trouble? Try "hearing" the music of a formula. You're probably familiar with the rhythm of (A squared plus B squared equals C squared). Pick a different formula each day and say it in your mind several times while you're doing those mirror tasks.

Whenever I'm working a problem, I first write down the applicable formula. That makes even tough problems nothing more than a matter of substitution and calculation.

WHAT FORMULAS SHOULD YOU KNOW FOR THE ACT?
Pythagorean Theorem
Average
Rate of Change
RT = D
Slope
Midpoint
ALL Areas
ALL Volumes
Circumference
SOH-CAH-TOA
And if you think of others, add your suggestions to this blog through "comments."

ACT LINK

If you're really committed to working on your ACT preparation, this new blog site may be going too slowly for you. Check out this link http://www.actstudent.org/ to get samples of actual ACT questions from the publishers themselves.

IMPROVING ACT MATH, PART ONE

Let's face facts. Math is not the favorite subject for every student. The good news is that the ACT Math section is geared toward an average high school curriculum. If you've completed an Algebra II course, you have been exposed to all the knowledge necessary to achieve a 30 on the test. A Trigonometry course adds the possibility of even more points.

Concentrate on achieving a perfect score on the first 30 questions. You need to review a few elementary concepts, some lower level Algebra, and maybe a couple of concepts that are unexpected because they receive such little attention in school.

ELEMENTARY ISSUES
- fractions - What do yo need to add or subtract fractions? (a common denominator, then add or subtract the numerators) How do you multiply fractions? (multiply straight across the numerator and straight across the denominator) How do you divide by a fraction? (invert and multiply)
- percents - convert to decimals and, usually, multiply
- percent change - divide the amount of change by the original amount
- word problems - write an algebra sentence. "Of" means multiply. "Is" means equals. "And" means add. "Per" creates a fraction or ratio. I try to avoid mistakes with "less THAN" and "greater or more THAN" by putting them at the end of the expression from the start. (X is 3 less than Y) translates to
"X = Y - 3."
- ratios - Try naming the numerator and denominator so they don't get mixed up. If you're writing a proportion, be sure the numerators have the same label. Cross multiply only in proportions, otherwise multiply like fractions.
- average - (also called arithmetic mean or simply mean) add the items up and divide by the number of items.
- area - know the formulas for parallelogram, trapezoid, circle, and triangle. They will come up more than once. And while you're at it, know perimeter and circumference too.
- Pythagorean Theorem - "A squared plus B squared equals C squared" (aˆ2 + bˆ2 = cˆ2)

ALGEBRA BASICS
- distributive property - a common mistake in distributing is losing a sign, especially from the negative terms.
- FOIL - (sometimes taught as "double distributive" because two distinct terms are distributed to those of the second binomial) First, Outer, Inner, Last. The most common error is from squaring a binomial -- (x + 3)ˆ2 -- does NOT equal (xˆ2 + 3ˆ2). (x+3)ˆ2 = (x+3)(x+3). FOIL.
- factoring - be prepared to factor out commons to make a problem easier; factor 4 terms by grouping; factor quadratics and cubics. Recognizing special situations like the difference of 2 perfect squares can save time in problem completion.
- distance formula - d = √[(X -x)ˆ2 + (Y -y)ˆ2]. Did you know that this is actually the Pythagorean Theorem?
- midpoint formula - call upon your outstanding knowledge of "average." The midpoint is (the average X, the average Y), so add 'um up and divide by 2.
- slope - Rise over Run -- ∆Y/∆X -- (Y - y)/(X -x) -- Up and Over (On Saturday morning, you've got to GET UP before you can GO OVER to a friend's house.) Common problems include mixing up the numerator and denominator and missing the importance of the slope's direction. Use your knowledge of positive and negative slope to eliminate misleading alternative answers.

THE UNEXPECTED
- probability - the number of successes divided by the possible outcomes (Success/Possibles). This number is never more than one.
- variation - I start by setting up an equation for either direct or inverse variation and then plugging in values, making this a substitution problem. Direct variation (Y varies directly with X) --
Y = kX. Inverse variation (Y varies inversely with X) -- Y =k/X.

A flawless first half of the Math section will provide a firm foundation for achieving a score well above average and you're ready to focus on the last 30 problems. More (higher level) Math concepts will be in the next post. For now, celebrate your Math Genius who just earned an A+.

IMPROVING ACT ENGLISH

English questions on the ACT consist of a mix of grammar rule applications and rhetorical situations concerning placement of words, sentences, or paragraphs,vocabulary, and purpose. The concepts tested are generally less complicated than in the high school English curriculum and are specifically designed to follow rules that leave no room for choice. Every correct answer is provably correct and every incorrect alternative breaks an identifiable rule.

When using sample tests to identify concepts to study, notice recurrent errors and list the missed concepts as ones to study fully. Write out the grammar rule and highlight similar questions in subsequent homework assignments. Recognizing that a question relates to a rule you've studied increases the odds that you will apply the correct concept when selecting an answer.

Silly mistakes are those which occur only periodically. You've answered two similar questions correctly, but missed this one. Study these errors differently. They represent a point at which greater caution and controlled attention would have eliminated the mistake. Be aware of these points and guard against them.

GRAMMAR: Some grammar questions are frequently missed by even the highest ability students. A single "problematic" concept may appear several times on a single test. Watch for these:
- its/it's - "Its" is possessive. Think of the word "his" when deciding whether to use "its." "It's" is a contraction. Think of the two words "it" and "is."
- avoiding redundant words - As a general rule, reduce the number of words in a sentence. The ACT is looking for concise writing -- always. Plan to select the shortest response unless it's wrong for another reason like punctuation.
- subject-verb agreement - Identify the subject and verb in any sentence involved in a question about either part of speech. Reading only the subject and verb may allow you to rely on what sounds right.
- punctuating independent sentences - The ACT is not looking for creative writing and has ironclad rules for punctuating a sentence break. A period, semicolon, comma-conjunction, or colon may follow the full sentence. For the period, semicolon, or comma-conjunction, another complete sentence must follow the punctuation. Colons can can be followed by either a full sentence or a sentence fragment like a list or additional detail. A comma alone can NEVER separate two full sentences.

RHETORIC: Questions that have additional instructions in the stem provide clue words which make selecting a correct answer easier. Don't pass over these vital clues without reading them carefully:
- transition, introduce, connect - These key words tell you to pick an answer which relates both to the previous idea and the next.
- add/delete - Be suspicious. If the thought is not specifically needed to understand the topic, leave it out. Remember that the ACT is looking for concise written communication.
- sentence/word placement - Look for pronouns and chronology. If the sentence is "She came home," ask yourself who "she" is. Place the sentence after the person has been identified. If dates are give, put them in order. If relative timing is indicated, "Then this happened," think about logical order. Don't have the plane touch ground before the landing gear is down.
- NOT - Be aware when a question asks which alternative would NOT be satisfactory. If you are using a system of elimination, this question type will be obvious because you'll have 3 "good" answers and one "bad" alternative which will be the correct answer.

Knowing the rules that are acceptable for the ACT will improve your scores in two ways. You'll get more questions right on the English section and applying the same concepts in the Writing essay will increase your score.

THE NORMAL GENIUS

You won't find the routine suggestions on this blog. We all know the ubiquitous advice -- have a quiet place to do homework -- use an assignment planner -- turn in homework. Here we want to explore the strategies and learning tools that will inspire "normal" students to let the "genius" within them explode onto the academic scene.
Articles will be in three categories: tactics for learning classroom subjects, clues for excelling on standardized tests, and special postings for parents who want to know more than their teens do about anything scholastic. Topics will be drawn from the experiences of the tutors at Tutoring Resources in Barrington and Northbrook, Illinois. Feel free to suggest topics of special interest to you.