Victory for the ACT Student Text 15e

180 • W RITING

Ideas and Analysis: The writer considers arguments for and against fracking and clearly states Š‹• ‘” Š‡” –Š‡•‹• ‹ –Š‡ ‹–”‘†—…–‹‘ǣ ˆ”ƒ…‹‰ •Š‘—Ž† „‡ —†‡”–ƒ‡ ™‹–Š…ƒ—–‹‘ ƒ† •Š‘—Ž† not detract from research on renewable energy. The body paragraphs incorporate all three ’‡”•’‡…–‹˜‡•Ǥ Š‡ ϐ‹”•– ’ƒ”ƒ‰”ƒ’Š ƒ††”‡••‡• –Š‡ ‡˜‹”‘‡–ƒŽ…‘…‡”• ‘ˆ ‡”•’‡…–‹˜‡ ʹǡ ƒ† –Š‡ •‡…‘† ’ƒ”ƒ‰”ƒ’Š ƒ…‘™Ž‡†‰‡• –Š‡…—””‡– ‡‡† ˆ‘” ‘”‡ ˆ‘••‹Ž ˆ—‡Ž •‘—”…‡• ȋ ‡”•’‡…–‹˜‡ ͵ȌǤ ‹ƒŽŽ›ǡ –Š‡ –Š‹”† ’ƒ”ƒ‰”ƒ’Š ˆ‘…—•‡• ‘ ‡”•’‡…–‹˜‡ ͳǣ –Š‡ ‡‡† –‘ ‡† †‡’‡†‡…‡ ‘ ˆ‘••‹Ž ˆ—‡Ž•Ǥ Ž–Š‘—‰Š –Š‡ ™”‹–‡” ‡‰ƒ‰‡• ™‹–Š —Ž–‹’Ž‡ ˜‹‡™’‘‹–•ǡ –Š‡ –Š‡•‹• ‹• •–‹ŽŽ…Ž‡ƒ”Ǥ Development and Support: • The introduction states the thesis in its second sentence and previews the arguments that will support it. • The body paragraphs begin with topic sentences that clearly state the main point or argument to be made in the paragraph. Ȉ Š‡ „‘†› ’ƒ”ƒ‰”ƒ’Š• ‹…Ž—†‡ †‡–ƒ‹Ž• –Šƒ–…‘•‹†‡” •…‹‡–‹ϐ‹…ǡ ‡…‘‘‹…ǡ ƒ† •‘…‹ƒŽ perspectives. The writer does not merely express his or her opinion on the subject. Ȉ Š‡ ™”‹–‡” †‡˜‡Ž‘’• ƒ Dz…‘’”‘‹•‡dz ’‘•‹–‹‘ ‘ –Š‡ •—„Œ‡…– „› ‹…‘”’‘”ƒ–‹‰ ‹ˆ‘”ƒ–‹‘ ˆ”‘ ƒŽŽ –Š”‡‡ ’‡”•’‡…–‹˜‡•Ǥ ‘™‡˜‡”ǡ –Š‡ ™”‹–‡” •–‹ŽŽ –ƒ‡• ƒ…Ž‡ƒ” ’‘•‹–‹‘ ‘ –Š‡ ‹••—‡ǡ ƒ† ƒŽŽ „‘†› ’ƒ”ƒ‰”ƒ’Š• •—’’‘”– ƒ…ƒ—–‹‘—• ƒ’’”‘ƒ…Š –‘™ƒ”†• ˆ”ƒ…‹‰ǣ ጖ ‘†› ’ƒ”ƒ‰”ƒ’Š ͳǣ Š‡ ™”‹–‡” •—’’‘”–• –Š‡ ƒ”‰—‡– –Šƒ– ˆ”ƒ…‹‰ ‹• environmentally risky by describing the process of fracking and mentioning a •…‹‡–‹ϐ‹…•–—†›Ǥ ጖ ‘†› ’ƒ”ƒ‰”ƒ’Š ʹǣ Š‡ ™”‹–‡” ƒ…‘™Ž‡†‰‡• –Š‡…—””‡– ‡…‡••‹–› ‘ˆ ˆ‘••‹Ž ˆ—‡Ž• ƒ† •—’’‘”–• ƒ…‘’”‘‹•‡ ’‘•‹–‹‘ǣ ƒŽŽ‘™‹‰ ˆ”ƒ…‹‰ ™‹–Š ”‡‰—Žƒ–‹‘•Ǥ ጖ ‘†› ’ƒ”ƒ‰”ƒ’Š ͵ǣ Š‡ ™”‹–‡” ’”‡•‡–• –™‘ ƒ”‰—‡–• ˆ‘” ”‡‡™ƒ„Ž‡ ‡‡”‰› •‘—”…‡•ǣ –Š‡› ƒ”‡ •ƒˆ‡” ˆ‘” –Š‡ ‡˜‹”‘‡– ƒ† ‘”‡ •—•–ƒ‹ƒ„Ž‡ ‹ –Š‡ Ž‘‰ run. • The conclusion is rhetorically effective because it both restates the thesis and ends with ƒ ‘”ƒŽ ƒ’’‡ƒŽǣ –Š‡ ‡‡† –‘ ƒ˜‘‹† ‡˜‹”‘‡–ƒŽ ƒ† Š‡ƒŽ–ŠǦ”‡Žƒ–‡† ’”‘„Ž‡•Ǥ Organization: • The writer introduces each paragraph with a topic sentence. • The writer uses transitions to connect ideas between and within paragraphs. For ‡šƒ’Ž‡ǡ –Š‡ •‡…‘† „‘†› ’ƒ”ƒ‰”ƒ’Š „‡‰‹• ™‹–Š –Š‡ –”ƒ•‹–‹‘ DzŠ‘™‡˜‡”dz „‡…ƒ—•‡ ‹– ƒ”‰—‡• –Šƒ– ˆ”ƒ…‹‰ ƒ› „‡ ‡…‡••ƒ”›ǡ †‡•’‹–‡ –Š‡ ‡…‘‘‹…”‹••Ǥ • The writer could improve the essay by including a greater variety of transitions. (The ‡••ƒ› ”‡’‡ƒ–‡†Ž› —•‡• DzƒŽ–Š‘—‰Šǡdz DzŠ‘™‡˜‡”ǡdz ƒ† Dzˆ—”–Š‡”‘”‡dzȌǤ Language Use and Conventions: Š‡ ‡••ƒ›…‘–ƒ‹• ƒ– Ž‡ƒ•– –Š”‡‡ ’”‹…‹’ƒŽ •–”‡‰–Š• ‹ –Š‹• ƒ”‡ƒǣ Ȉ Š‡ ‡••ƒ› †‘‡• ‘– Šƒ˜‡ ƒ› ‡…Šƒ‹…•Ȁ—•ƒ‰‡ ‡””‘”•Ǥ • ƒ ”‡•—Ž–ǡ –Š‡ ”‡ƒ†‡”ǯ• ƒ––‡–‹‘ is not distracted from the substance of the essay. • The essay does not have any informal language.