DECODING THE ACT
TABLE OF CONTENTS Section 1: Introduction and Overview—Decoding the ACT.......................................................12
Why the ACT...................................................................................................................................13
ACT Orientation..............................................................................................................................14
Getting Students Motivated............................................................................................................................. 14 Motivation Strategy.......................................................................................................................................... 19 Five Motivation Killers..................................................................................................................................... 22
What the ACT Measures.................................................................................................................................. 23
How the ACT is Scored..................................................................................................................................... 25
MasteryPrep Conversion Tables...................................................................................................................... 27
Time Mastery..................................................................................................................................30
Introduction to Time Mastery.......................................................................................................................... 30 Time Management Skills................................................................................................................................. 31 Mark and Move................................................................................................................................................. 33 Head Down....................................................................................................................................................... 34 Mini-Tests........................................................................................................................................................ 35
Test Mastery...................................................................................................................................36
Introduction to Test Mastery............................................................................................................................ 36 Process of Elimination..................................................................................................................................... 37 Don’t Second Guess......................................................................................................................................... 39 Yards After Contact.......................................................................................................................................... 40 Get Pumped..................................................................................................................................................... 41
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Two Rights Make a Wrong...................................................................................................................................... 42
Help Your Intuition.................................................................................................................................................. 43
Game Day................................................................................................................................................................ 44 Error Paranoia........................................................................................................................................................ 45 Fluency Illusion...................................................................................................................................................... 47
Blind Guessing Strategies...................................................................................................................................... 48
Content Mastery.............................................................................................................................49
Introduction to Content Mastery............................................................................................................................ 49
Four I’s Framework................................................................................................................................................ 52
Mastery Cube.......................................................................................................................................................... 53
Section 2: Decoding the ACT English Test ................................................................................... 54
English Time Mastery....................................................................................................................55
Even Difficulty Distribution..................................................................................................................................... 55
English Time Management Heat Map.................................................................................................................... 55
Pace........................................................................................................................................................................ 57 Fairness.................................................................................................................................................................. 58 English Mini-Tests.................................................................................................................................................. 59
Other Time Management Strategies...................................................................................................................... 75
English Test Mastery......................................................................................................................76
Orientation.............................................................................................................................................................. 76 Setting Goals.......................................................................................................................................................... 78
Read the Passage and Edit as You Go.................................................................................................................... 80
Don’t Fear NO CHANGE.......................................................................................................................................... 81
Tune Out.................................................................................................................................................................. 82
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DECODING THE ACT Sounds Wrong........................................................................................................................................................ 83
The Grammar Book You Can Bring to the Test...................................................................................................... 84
Replace Semi-Colons with Periods........................................................................................................................ 85
Colons and Fire Extinguishers............................................................................................................................... 86
Secret Service Move............................................................................................................................................... 88
No Solo Commas.................................................................................................................................................... 89
When in Doubt, Commas Out................................................................................................................................. 90
The Least Terrible Answer..................................................................................................................................... 91
Grammar and the Three C’s................................................................................................................................... 92
Questions Over Answer Choices............................................................................................................................ 98
Extremes................................................................................................................................................................ 99
Use Related Questions and Answers to Focus.................................................................................................... 100
Common Errors to Avoid in English..................................................................................................................... 101
Passage Statistics................................................................................................................................................ 102
English Content Mastery..............................................................................................................103
English Content Areas.......................................................................................................................................... 103
The Four Toughest English Questions and Why................................................................................................... 119
English Standard Families................................................................................................................................... 121
Recommended Reading....................................................................................................................................... 122
Common Core Alignment..................................................................................................................................... 122
Decoding English Test 72-C.........................................................................................................123
ACT Question Index......................................................................................................................140
Section 3: Decoding the ACT Math Test ..................................................................................... 142
Math Time Mastery......................................................................................................................143 4
Time Management on the ACT Math Test............................................................................................................ 143 Blitz....................................................................................................................................................................... 145 Answer Awareness............................................................................................................................................... 146
Math Time Management Heat Map...................................................................................................................... 147
Mental Math.......................................................................................................................................................... 148 Eyes Only.............................................................................................................................................................. 150
Take One Path....................................................................................................................................................... 151
Math Mini-Tests.................................................................................................................................................... 153
Other Time Management Strategies.................................................................................................................... 174
Math Test Mastery........................................................................................................................175
Math Orientation................................................................................................................................................... 175 Setting Goals........................................................................................................................................................ 178
Be Negative about Negatives............................................................................................................................... 180
Popularity Contest................................................................................................................................................ 181
Walk Through the Open Door............................................................................................................................... 183
Make the Pictures Yours....................................................................................................................................... 184
Don’t Compute Word Problems............................................................................................................................ 185
Draw It Out............................................................................................................................................................ 186
Objects in Mirror................................................................................................................................................... 187
Plug and Chug...................................................................................................................................................... 188
Process of Elimination: Sign and Size.................................................................................................................. 190
Solve It All the Way............................................................................................................................................... 192
Assume Values..................................................................................................................................................... 194 Breadcrumbs........................................................................................................................................................ 196
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DECODING THE ACT Question Sets: Don’t Panic................................................................................................................................... 197
Use a Graph.......................................................................................................................................................... 198
Calculator Strategies........................................................................................................................................... 199
Common Errors to Avoid in Math......................................................................................................................... 201
Math Content Mastery..................................................................................................................202
Red Herrings........................................................................................................................................................ 202
Just Learn the Math............................................................................................................................................. 204
Math Content Areas.............................................................................................................................................. 205
The Three Toughest Math Questions and Why..................................................................................................... 220
Essential Formulas.............................................................................................................................................. 222
Math Standard Families....................................................................................................................................... 223
Recommended Reading....................................................................................................................................... 224
Common Core Alignment..................................................................................................................................... 224
Decoding Math Test 72-C.............................................................................................................225
ACT Question Index......................................................................................................................238
Section 4: Decoding the ACT Reading Test ................................................................................ 241
Reading Time Mastery.................................................................................................................242
It’s Unfair.............................................................................................................................................................. 243 3/5 Split................................................................................................................................................................. 244
Advanced Pacing Guidelines................................................................................................................................ 245
Just Read.............................................................................................................................................................. 246
Passage Difficulty Distribution............................................................................................................................. 247
Reading Time Management Heat Map................................................................................................................. 247
Passage Categories and Sequences.................................................................................................................... 249
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Brian Going Numb?.............................................................................................................................................. 251 Pair Down ............................................................................................................................................................ 252 Actually Look........................................................................................................................................................ 253
Don’t read the Passage Ten Times....................................................................................................................... 254
Open-Book Tests.................................................................................................................................................. 255 Reading Mini-Tests............................................................................................................................................... 256
Other Time Management Strategies.................................................................................................................... 266
Reading Test Mastery...................................................................................................................267
Reading Orientation.............................................................................................................................................. 267 Setting Goals........................................................................................................................................................ 269
Using the Break.................................................................................................................................................... 271
Read the Questions Carefully............................................................................................................................... 272
Get Technical........................................................................................................................................................ 273
One of These Things Is Not Like the Other.......................................................................................................... 274
The Answers Are the Question............................................................................................................................. 275
The Four S’s: Skim............................................................................................................................................... 276
The Four S’s: Scan................................................................................................................................................ 283
The Four S’s: Support........................................................................................................................................... 285
The Four S’s: Scope.............................................................................................................................................. 287
Distractors and Outliers....................................................................................................................................... 289
Meaning, Not Just Word Match............................................................................................................................ 291
The Least Horrible Answer.................................................................................................................................. 292
Finding All of the Wrong Answers........................................................................................................................ 294
Synthesis Passages.............................................................................................................................................. 295
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DECODING THE ACT The Death of ALL EXCEPT.................................................................................................................................... 297 Vocabulary Substitution........................................................................................................................................ 298 Lock Box............................................................................................................................................................... 300
Content Clues 2.0................................................................................................................................................. 302
Dictionary.............................................................................................................................................................. 304 Read!..................................................................................................................................................................... 305
Artificial Reading Level Boost.............................................................................................................................. 306
Common Errors to Avoid in Reading.................................................................................................................... 307
Reading Content Mastery.............................................................................................................308
Difficulty Distribution Within Passages................................................................................................................ 308
Complexity of ACT Reading Passages.................................................................................................................. 309
Reading Passages Dates and Subjects................................................................................................................ 311
Reading Content Areas......................................................................................................................................... 312
The Three Toughest Reading Questions and Why................................................................................................ 317
Reading Standard Families.................................................................................................................................. 319
Common Core Alignment..................................................................................................................................... 319
Decoding Reading Test 72-C........................................................................................................320
ACT Question Index......................................................................................................................331
Section 5: Decoding the ACT Science Test.................................................................................. 332
Science Time Mastery..................................................................................................................334
The Science Sprint................................................................................................................................................ 334
4-7 Minutes Per Passage..................................................................................................................................... 335
Data Representation............................................................................................................................................. 336 Research Summaries........................................................................................................................................... 338
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Conflicting Viewpoints.......................................................................................................................................... 340
Passage Difficulty Distribution............................................................................................................................. 342
Difficulty Distribution Within Passages................................................................................................................ 343
Science Time Management Heat Map................................................................................................................. 343
Science Passage Categories................................................................................................................................ 345
Brain Going Numb?.............................................................................................................................................. 346
Pair Down............................................................................................................................................................. 347 Answer Awareness............................................................................................................................................... 348 Open-Book Tests.................................................................................................................................................. 349 Science Mini-Tests............................................................................................................................................... 350
Other Time Management Strategies.................................................................................................................... 362
Science Test Mastery....................................................................................................................363
Science Orientation.............................................................................................................................................. 363
Remember Your M&M.......................................................................................................................................... 365
Text vs Graph........................................................................................................................................................ 366
Italicized Terms.................................................................................................................................................... 367
Setting Goals on the ACT Science Test................................................................................................................ 368
Finger-Pointing Isn’t Rude................................................................................................................................... 370
Connect the Dots.................................................................................................................................................. 372
Cross out Contradictions...................................................................................................................................... 374
Three Strikes, You’re Out...................................................................................................................................... 376
Reading Graphs.................................................................................................................................................... 377
Use the Answer Choices....................................................................................................................................... 379
Side-by-Side Commentary................................................................................................................................... 380
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DECODING THE ACT Keep it Simple, Science........................................................................................................................................ 381
Speaking Pig Latin................................................................................................................................................ 383
Pig Latin Representation Passage....................................................................................................................... 384
Picking Points....................................................................................................................................................... 386 Creating Figures................................................................................................................................................... 387
Extend ................................................................................................................................................................. 388 Science Math........................................................................................................................................................ 389 TMI ....................................................................................................................................................................... 390
Terminology and Outside Knowledge................................................................................................................... 391
Common Errors to Avoid in Science..................................................................................................................... 393
Science Content Mastery.............................................................................................................394
Complexity of ACT Science Passages.................................................................................................................. 394
Science Passage Analysis.................................................................................................................................... 396
Why Scientists Do What They Do.......................................................................................................................... 402
Pessimists Win..................................................................................................................................................... 403 Controls................................................................................................................................................................ 404
Science Content Areas......................................................................................................................................... 405
The Three Toughest Science Questions and Why................................................................................................ 411
Science Standard Families................................................................................................................................... 413
Decoding Science Test 72-C.........................................................................................................414
ACT Question Index......................................................................................................................423
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DECODING THE ACT
Process of Elimination The process of elimination is the fundamental skill underlying all test-taking techniques. Our analysis of over 10 million student responses to ACT questions shows that most students don’t use the process of elimination on questions that are giving them trouble. Instead, the most common response to a difficult question is to guess blindly. Students must learn to use the process of elimination even if they are confused or under pressure. They must become so familiar with this process that it occurs to them naturally. Unfortunately, the process of elimination is not a naturally developing process. It must be learned. Psychologists call this skill by another name: falsification. Falsification is the mental act of proving something wrong. The naturally developed process is the opposite of what would actually help a student on a test. Students naturally tend toward confirmation bias. Students who are using their confirmation bias on the ACT find an answer they like and then look for any evidence that proves their hunch was correct. Students with strong confirmation bias make bad test takers. This falsification/confirmation bias dichotomy is the crux of whether a student is a “good test taker” or a “bad” one. Since falsification is not a naturally developing skill, there really is no such thing as a natural test taker. Somewhere along the line, the “good test taker” had help learning logic. They learned how to prove something wrong. Some students might find it useful to learn that this strategy can not only help them do well on a test but can also help them do better in life as well. Falsification will help them figure out whether or not a friend is really a frenemy. Falsification helps them avoid that dead-end job. Falsification helps them make a decision when Mr. Right turns out to be Mr. Wrong. In all of these examples, confirmation bias can only get them into deeper and deeper trouble. If you are working with a classroom of “bad test takers,” don’t be discouraged. There is hope for them to learn falsification yet. Below are three strategies that will bolster your students’ ability to use the process of elimination. Additionally, you’ll find that many of the strategies and exercises described in this book tie into the process of elimination in some way.
Model Students need to see what the process of elimination looks like before they can do it themselves. Some students have spent their entire high school careers answering constructed response questions and so applying the process of elimination to a test item is a foreign concept. Whenever possible, take the opportunity to demonstrate not only why a correct answer is correct but also why the wrong answers are wrong. Explaining why an answer is correct will help students with the one or two questions related to that topic, but the thinking process you model for them (for both correct and incorrect answer choices) will guide them on every test they ever take and will help them in life as well.
Ask for Eliminations When you are discussing a question with the class, consider first asking students to provide you with eliminations before you discuss the correct answer. Be sure to have students justify their thinking.
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This concept applies not only to multiple-choice questions. Consider sometimes taking the approach of asking students to disprove (rather than support) an idea, theory, or assertion. The logical progression students must work through to complete such an activity will bolster your students’ skill with falsification.
Logic Puzzles and Games Logic puzzles and competitive games such as chess have a strong positive impact on your students’ test-taking skills because they reinforce the essential skill of falsification. If your school has a chess club or a logic course, encourage your students to participate. A note to educators at elementary and middle schools: consider lobbying your school to introduce logic games and activities to students in lower grades. In many school districts, only students participating in gifted programs receive an early introduction to logic. However, the students who would stand to benefit the most from such activities might not be allowed to participate in a gifted program.
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DECODING THE ACT
Don’t Second Guess Your students’ first guesses are usually their best guesses. A second guess is when students convert a guess into another guess. Usually, their second guess leads them astray. Their instincts had it right the first time. By all means, if students have figured out the correct answer to a question, they should erase their guess and mark the correct answer instead. But most erasures aren’t because students have figured out the correct answer. Rather, they are the result of students doubting themselves and over-thinking. Keep a sharp eye out for students who take mini-tests with their eraser pointed at the paper. Look for bubble sheets where it seems that students marked and erased half the available choices, where it seems like they wanted to bore a hole through their answer sheets with their eraser tips. Coach them to never second guess. If you notice this problem is prevalent in your class, ask this question every few mini-tests: “How many of you chose a correct answer, then changed it to the incorrect answer?” When several students groan and raise their hands, remind the class, “That is second-guessing. Trust your instincts. Your first guess is usually your best guess.”
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Yards After Contact Football commentators have a new statistic that they’re fascinated with. It’s called yards after contact, measuring the distance that a running back is able to travel after he gets hit. It’s a metric that shows a combination of stability, toughness, and grit. Anyone can run to the end zone if the opposing team never touches them. The true test of greatness is if you can continue on even after taking a few hits. For the test-taking strategies in this book to work, students must be committed to earning yards after contact. These test-taking strategies are applied to the questions that students have no idea how to answer correctly. If students knew the correct answer, they would not need the strategies; they would just select the correct answer and move on. The strategies are designed to be used in an environment of confusion, stress, and bewilderment. Most students give up when a question is confusing. Only a few are committed to wrest away every single point they can from the ACT’s tightly-clenched fist. If your students are willing to put in the extra effort when the test is proving to be difficult, then they can be taught the strategies they need to win. But it starts with them. This metaphor can make for an excellent mantra. Recite it whenever your students are about to throw in the towel, when they moan and groan about that one extra mini-test you want them to take. The other test takers who are competing for the same scholarship dollars as your students are not going to give up. Are your students up for the challenge to do what it takes to win? What it takes is yards after contact.
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DECODING THE ACT
Get Pumped Your students’ attitudes have a massive effect on their aptitudes. To continue the sports metaphor from the previous chapter, ask your students to imagine a team sitting in the locker room before a game, dolefully contemplating how miserable the game is going to be, how poorly they are going to play, and how they can’t wait to just get it over with. What will be this team’s outcome? Not too pretty. Ask your students, “If you were the coach walking into that loser locker room, what would you do? What would you say? How would you turn things around?” They might give a speech. They might get their players to encourage one another. They might play a boombox. They would do something to get their team pumped up. But in the end, who is in control of whether that team gets pumped up or not? The team, of course. Your students cannot afford to participate in a loser locker room. They are in control of their attitudes, whether they believe it or not. Your students have to pump themselves up about the ACT, not just at the beginning of the test, but through every test section. They have to make themselves look forward to the challenge. They have to look forward to owning that test. It isn’t that the ACT is an intrinsically exciting thing. But neither is a sports game where you are the underdog. In sports, it doesn’t matter if you are the underdog. You know that you don’t have a chance unless you get your mind right about the game. It’s the same way with the ACT. Students who pump themselves up, who get themselves excited and interested in how they perform and in how they can beat the test, will have a much easier time tapping into the mental energy they need to be successful on the three-hour marathon that is the ACT.
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Two Rights Make a Wrong There can only be one correct answer on any ACT test question. This, you could say, is the fundamental, inviolable law for all ACT test writers. Therefore, if two choices are equally correct, they must both be wrong. Students who are unfamiliar with this concept struggle and then finally guess one of the two equally wrong choices as their answer. Students who know this strategy make two eliminations and are much closer to scoring a point. These students know that when two correct responses appear on an answer choice, they need to re-examine the question and their own assumptions. Chances are, after assuming a new perspective and pocketing two eliminations, they will be able to answer correctly. Refer to English question #52 on page 20 of Preparing for the ACT 2015-16. In question #52, students may at first miss the point of the test item. Choices F, G, H, and J are all grammatically correct. They all seem to work. This fact should set off alarm bells in your students’ brains. There must be only one correct answer. At this point, students should take a step back and re-examine their assumptions. The question is not asking for a grammatically correct choice. It’s asking for a choice that does not involve redundancy. With this new insight, students can select choice J, which is the only choice that does not repeat information already given in the paragraph. Refer to English question #75 on page 23 of Preparing for the ACT 2015-16. Question #75 presents a subtler opportunity to use the same strategy. Let’s say your students are uncertain about the definition of the 19th and 20th centuries. Is the 20th century the 1900s? Or is it the 2000s? Or something else entirely? Even if your students are unsure about the definition, they can still narrow it down to choices C and D because the essay only discusses the contributions made by one woman, not multiple women. After this point, however, they would be stuck unless they remember that two rights make a wrong. If the students know that choice D is correct but think that it’s possible that choice C is also correct, they can confidently eliminate choice C. Why? Because there can only be one right answer. If the definition of the 19th century is correct in choice C, then there would be two right answers, and that simply isn’t possible on the ACT. Two wrongs don’t make a right, but on the ACT, two rights do make a wrong. If two choices are equally correct, then neither can be.
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