Victory for the ACT Student Text 15e

V ICTORY P RACTICE T EST A NSWERS AND E XPLANATIONS • 475

Š‹• ‡••ƒ› †‘‡• ‘– ƒ”‰—‡ ˆ‘” ƒ Dz…‘’”‘‹•‡dz ’‘•‹–‹‘ǡ ‡š…‡’– ˆ‘” „”‹‡ϐŽ› •–ƒ–‹‰ –Šƒ–…ƒ’ƒ‹‰• •Š‘—Ž† ‘– „‡ •‘Ž‡Ž› funded through taxes. The author thoroughly develops three main arguments against campaign spending. However, the author also acknowledges the opposing point of view in Perspective 1 and argues against it. Development and Support: • The introduction opens with an attention-grabbing hook (stating the high amount of campaign spending). • The writer clearly states the thesis in the second sentence of the introduction and previews the three main arguments. • The body paragraphs begin with topic sentences that state the main point or argument to be made in the paragraph. • The body paragraphs include a mix of reasoning and examples to support the author’s opinion. ጖ ‘†› ’ƒ”ƒ‰”ƒ’Š ͳǣ Š‡ ™”‹–‡” —•‡• –Š‡ ‡–ƒ’Š‘” ‘ˆ –Š‡ ƒ”• ”ƒ…‡ –‘ ‡š’Žƒ‹ –Š‡ ‹…”‡ƒ•‹‰Ž› Š‹‰Š…‘•– ‘ˆ campaign spending. This metaphor and the example of Abraham Lincoln also demonstrate the writer’s historical knowledge. ጖ ‘†› ’ƒ”ƒ‰”ƒ’Š ʹǣ Š‡ ™”‹–‡” †‡˜‡Ž‘’• Ž‹‡• ‘ˆ ”‡ƒ•‘‹‰ –‘ ‡š’Žƒ‹ –Š‡ ƒ–‹†‡‘…”ƒ–‹…ƒ–—”‡ ‘ˆ unlimited campaign spending. Although the reasoning is logical, the paragraph would be stronger with concrete examples. ጖ ‘†› ’ƒ”ƒ‰”ƒ’Š ͵ǣ Š‡ ™”‹–‡” ‡†• ™‹–Š ƒ ƒ”‰—‡– –Šƒ–…‘—Ž† ƒ’’‡ƒŽ –‘ ƒ ˜ƒ”‹‡–› ‘ˆ ”‡ƒ†‡”•ǡ †‡•’‹–‡ their political opinions: if politicians campaigned less, they would be more focused on their jobs. The writer supports this argument with the concrete example of running for Congress. Organization: • The writer introduces each paragraph with a topic sentence. Ȉ Š‡ ™”‹–‡” —•‡• –”ƒ•‹–‹‘• –‘…‘‡…– ‹†‡ƒ• „‡–™‡‡ ƒ† ™‹–Š‹ ’ƒ”ƒ‰”ƒ’Š•Ǥ ‘” ‡šƒ’Ž‡ǡ –Š‡ ϐ‹”•– •‡–‡…‡ ‘ˆ –Š‡ •‡…‘† „‘†› ’ƒ”ƒ‰”ƒ’Š ȋDz  ƒ††‹–‹‘ –‘ ”‡•–”‹…–‹‰ ™Š‘…ƒ ”— ˆ‘” ‘ˆϐ‹…‡ ǥdzȌ –”ƒ•‹–‹‘• –Š‡ †‹•…—••‹‘ ˆ”‘ wealthy candidates to wealthy donors. • At the end of the second body paragraph, the two sentences about taxes did not directly relate to the topic (the ‹ϐŽ—‡…‡ ‘ˆ ™‡ƒŽ–Š› †‘‘”•ȌǤ Ž–Š‘—‰Š –Š‹• ’ƒ”– ‘ˆ –Š‡ ’ƒ”ƒ‰”ƒ’Š ƒ…‘™Ž‡†‰‡• ‡”•’‡…–‹˜‡ ͵ǡ –Š‡ ™”‹–‡” •Š‘—Ž† incorporate the different perspectives into his or her argument, rather than just mentioning them. Language Use and Conventions: The essay contains at least three principal strengths in this area: Ȉ Š‡ ‡••ƒ› †‘‡• ‘– Šƒ˜‡ ƒ› ‡…Šƒ‹…•Ȁ—•ƒ‰‡ ‡””‘”•Ǥ • ƒ ”‡•—Ž–ǡ –Š‡ ”‡ƒ†‡”ǯ• ƒ––‡–‹‘ ‹• ‘– †‹•–”ƒ…–‡† ˆ”‘ –Š‡ substance of the essay. • The essay does not have any informal language. • Stylistically, the writer varies sentence structures throughout most of the essay. However, the writer begins two sentences in a row with the transition “although” in the third body paragraph and the conclusion. Summary and Conclusions: This essay demonstrates writing skills that are well developed and provides several arguments for campaign spending limitations. The writer incorporates Perspectives 1 and 2 into the argument but could †‡˜‡Ž‘’ ‡”•’‡…–‹˜‡ ͵ ‘”‡ –Š‘”‘—‰ŠŽ›Ǥ Š‹• ‡••ƒ› ™‘—Ž† Ž‹‡Ž› ”‡…‡‹˜‡ ƒ •…‘”‡ ‘ˆ ͳͲǤ