This PowerPoint provides an overview

1. The ACT Essay
General
Overview

2. General Factoids about the
ACT Essay
• Only the ACT Plus Writing has the essay (Note: The
ACT is offered without the essay portion. The ACT
recommends that students determine whether or not
to take the writing test based on the requirements or
recommendations of the colleges to which they plan
to apply.)
• The essay is written AFTER the four multiple-choice
tests. (Total testing time of the four multiple choice
sections = 2 hours and 15 minutes)
• The essay must be written in English.
• The essay does not affect the score on the multiple
choice tests or the composite score of the multiple
choice sections.

3. Students who take the ACT
Plus Writing will receive TWO
additional scores:
a Combined English/Writing
score (scored on a scale of 1
through 36) and a Writing
(essay) subscore (scored on a
scale of 2 through 12).

4. Scored
holistically
Read by a third
reader if the
Read by
two readers
two trained
disagree by
readers
more than one
point Scoring
Information
Sum of the
Range of
two scores
scores—1
= the
(low) to 6
Writing
(high)
Subscore

5. More on the English/Writing Score
The 45-
minute Counts
multiple as 2/3
choice
English test The English/
Writing Score
(scored on a
scale of 1 to
The 30- 36)
minute Counts
as 1/3
essay

6. What Does the English
MC Test Measure?
Conventions
of standard Rhetorical
written skills
English
-punctuation
-grammar and -strategy
usage -organization
-sentence -style
structure

7. Essay Evaluation Criteria
Express judgments by Develop a position by
Maintain a focus on the
taking a position on the using logical reasoning
topic throughout the
issue in the writing and by supporting their
essay
prompt ideas
Use language clearly
and effectively
Organize ideas in a
according to the
logical way
conventions of standard
written English

8. “The combined result from
both tests will provide
information about students’
ability to make revising and
editing decisions in a multiple-
choice setting and their ability
to produce a
direct writing sample.”
--From Educator’s Guide to the ACT Writing Test

9. More Essay Factoids
• Time—30 minutes total
• Purpose—measure writing skills
specifically those emphasized in high
school English classes and in entry-level
college composition courses
• Format—One prompt that will define an
issue and describe two points of view
on the issue

10. Unique Essay Factoid
• The score report will include comments
about the essay
• One reader will assign comments appropriate
for the writing skills demonstrated in the
essay
• The number of comments will range between
one and four, and may include positive
and/or constructive comments about the
student’s writing

11. Purpose of the Comments
“To help students learn to better assess
their own writing skills and to recognize
strengths in their writing as well as areas
upon which to focus for improvement.”
--From Educator’s Guide to the ACT Writing Test
A full list of the possible comments
is included on the wiki.

12. Students’ Point of View
They can adopt either of
The point of view
the perspectives
students take on the
described in the prompt
issue will NOT affect the
OR present a different
score
point of view on the issue

13. Prompt Features
• Designed with the time limit in mind
• Designed to reflect students’ interests and experiences
• Provides blank lined space—nearly four full pages!
• Not read aloud to students
• Provides unlined space in the test booklet for prewriting (not
scored)
• Must be in pencil
• Encouraged NOT to skip lines
• Not to write in the margins
• Allowed to make corrections and additions “neatly” between
the lines of the essay
• Warned to write legibly since illegible essays will NOT be scored

14. Sample Prompt
At some high schools, teachers have considered allowing each
student to choose the books he or she will read for English class
rather than requiring all students in class to read the same books.
Some teachers support such a policy because they think students
will greatly improve their reading skills if they read books they
find interesting. Other teachers do not support such a policy
because they think that students will learn more by participating
in class discussions with others who have read the same books. In
your opinion, should each individual student be allowed to choose
the books he or she reads for English class?
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.