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T ABLE OF C ONTENTS

.......................................................................................................................................................................................................v E STABLISH A B ASELINE WITH A F ULL -L ENGTH T EST 1 Pre-Assessment Administration ............................................................................................................................................................ 2 How to Use the Pre-Assessment Reports ........................................................................................................................................... 3 Setting a Test Score Target ....................................................................................................................................................................... 6 Planning a Schedule for the Course ...................................................................................................................................................... 8 M ASTER T EST M ECHANICS AND S TRATEGIES 9 English 11 Course Concept Outline...............................................................................................................................................................11 Test Mechanics................................................................................................................................................................................15 Lessons ...............................................................................................................................................................................................23 Quizzes ...............................................................................................................................................................................................51 Review ................................................................................................................................................................................................69 Strategy Summary .........................................................................................................................................................................79 Reading 83 Course Concept Outline...............................................................................................................................................................83 Test Mechanics................................................................................................................................................................................85 Lessons ...............................................................................................................................................................................................95 Quizzes ............................................................................................................................................................................................135 Review .............................................................................................................................................................................................149 Strategy Summary ......................................................................................................................................................................163 Writing 165 Course Concept Outline............................................................................................................................................................165 Test Mechanics.............................................................................................................................................................................167 Lessons ............................................................................................................................................................................................173 Quizzes ............................................................................................................................................................................................177 Strategy Summary ......................................................................................................................................................................185 Math 187 Course Concept Outline............................................................................................................................................................187 Test Mechanics.............................................................................................................................................................................191 Lessons ............................................................................................................................................................................................201 Quizzes ............................................................................................................................................................................................257 Review .............................................................................................................................................................................................271 Strategy Summary ......................................................................................................................................................................279

Course Overview

Science 281 Course Concept Outline............................................................................................................................................................281 Test Mechanics.............................................................................................................................................................................283 Lesson ..............................................................................................................................................................................................293 Quizzes ............................................................................................................................................................................................329 Review .............................................................................................................................................................................................341 Strategy Summary ......................................................................................................................................................................359 P ERFECT Y OUR P ACING WITH P RACTICE 361 Section 1: English Test...........................................................................................................................................................................363 Section 2: Mathematics Test ...............................................................................................................................................................378 Section 3: Reading Test .........................................................................................................................................................................394 Section 4: Science Test...........................................................................................................................................................................404 Section 5: Writing Test ..........................................................................................................................................................................418 T AKE A F INAL L OOK WITH A F ULL -L ENGTH T EST 419 Post-Assessment Administration .....................................................................................................................................................420 How to Use the Post-Assessment Reports ....................................................................................................................................422 Planning for Further Study..................................................................................................................................................................424 A PPENDIX A: A NSWERS AND E XPLANATIONS 426 ............................................................................................................................................................................................................. 479 Error Correction and Suggestion Form .................................................................................................................................................... 497 Item Index

C OURSE O VERVIEW • v

COURSE OVERVIEW

CAMBRIDGE’S VICTORY PROGRAM

Your Cambridge Victory …‘—”•‡ Šƒ• „‡‡ •…‹‡–‹ϐ‹…ƒŽŽ› †‡•‹‰‡† –‘ ‰‹˜‡ ›‘— ƒš‹— •…‘”‡ ‹’”‘˜‡‡– –Š”‘—‰Š …‘’Ž‡–‡…‘˜‡”ƒ‰‡ ‘ˆ –Š‡ –‡•–Ǥ Š‡ ’”‘‰”ƒ ‹• ‘”‰ƒ‹œ‡† ‹–‘ •‹š ’ƒ”–•ǡ ƒ• •Š‘™ ƒ„‘˜‡Ǥ Š‡ •‹š ’ƒ”–• ƒ”‡ǣ • Establish a Baseline with a Full-Length Test. ‘— ™ƒ– –‘ •‡‡ ›‘—” •…‘”‡ ‹’”‘˜‡ǡ ƒ† –‘ †‘ –Šƒ– ›‘— ‡‡† ƒ „ƒ•‡Ž‹‡Ǥ Š‡ „‡•– ™ƒ› ‘ˆ †‡–‡”‹‹‰ ›‘—” „ƒ•‡Ž‹‡ ‹• –‘ –ƒ‡ ƒ ˆ—ŽŽǦŽ‡‰–Šǡ ”‡–‹”‡† –‡•– —†‡” –Š‡ •ƒ‡ …‘†‹–‹‘• –Šƒ– ›‘—ǯŽŽ ‡š’‡”‹‡…‡ ‘ –Š‡ „‹‰ †ƒ›Ǥ Š‹• ‹• ƒ•…Ž‘•‡ ƒ• ›‘—…ƒ ‰‡– –‘ –ƒ‹‰ –Š‡ ”‡ƒŽ –‡•– ™‹–Š‘—– ƒ…–—ƒŽŽ› ”‡’‘”–‹‰ –‘ ƒ –‡•–‹‰…‡–‡” ™‹–Š ›‘—” ƒ† •‡˜‡”ƒŽ ‘Ǥ ʹ ’‡…‹Ž•Ǥ ‘—” –‡ƒ…Š‡” ™‹ŽŽ •‡† ›‘—” ƒ•™‡” •Š‡‡– –‘ ƒ„”‹†‰‡ǯ• ƒ–ƒ ”‘…‡••‹‰ ‡–‡”ǡ ƒ† ›‘—ǯŽŽ ”‡…‡‹˜‡ •…‘”‡ ”‡’‘”–• –Šƒ– ™‹ŽŽ –‡ŽŽ ›‘— ›‘—” •…‘”‡ ƒ† •Š‘™ ›‘— ™Š‡”‡ ›‘— ƒ†‡ ‹•–ƒ‡•Ǥ Š‡ ›‘— ƒ† ›‘—” –‡ƒ…Š‡” ™‹ŽŽ †‡˜‡Ž‘’ ƒ ’Žƒ –‘ ”‡ƒ…Š ›‘—” ‰‘ƒŽǤ • Polish Your Academic Skills. Š‡ ‡šƒ ƒ•• ›‘— –‘ •Š‘™ ™Šƒ– ›‘— ‘™Ǥ Essential Skills ǡ ™Š‹…Š ‹• ƒ˜ƒ‹Žƒ„Ž‡ „‘–Š ‹ ’”‹– ƒ† ‘Ž‹‡ǡ •‡”˜‡• ƒ• ƒ ”‡ˆ”‡•Š‡” ˆ‘” –Š‡…”‹–‹…ƒŽ •‹ŽŽ• –Šƒ– ›‘—ǯŽŽ ‡‡† ‘ –Š‡ –‡•–Ǥ Š‡ „‡ƒ—–› ‘ˆ Essential Skills ‹• –Šƒ– –Š‡ ”‡˜‹‡™ ‹• ’”‡•‡–‡† ‹ —Ž–‹’Ž‡Ǧ…Š‘‹…‡ ˆ‘”ƒ–ǡ Œ—•– Ž‹‡ –Š‡ –‡•–Ǥ Ž—•ǡ –Š‡ •‹ŽŽ• ƒ”‡ †‹˜‹†‡† ‹–‘ –Š”‡‡ †‹ˆϐ‹…—Ž–› Ž‡˜‡Ž•Ǥ ‘ ›‘— ™‹ŽŽ ™‘” ƒ– ›‘—” ’”‡•‡– Ž‡˜‡Ž ƒ† –Š‡ ‘˜‡ –‘ Š‹‰Š‡” Ž‡˜‡Ž•Ǥ • Master Test Mechanics and Strategies. ‡•– ‡…Šƒ‹…• ƒ† –”ƒ–‡‰‹‡• ƒ”‡ –Š‡ Dzƒ‰‹…dz ‘ˆ –‡•– ’”‡’ƒ”ƒ–‹‘Ǥ ‘—ǯ”‡ ‰‘‹‰ –‘ Ž‡ƒ” Š‘™ –‘ ƒƒ‰‡ –Š‡ –‡•–‹‰ ‡˜‹”‘‡–ǡ ™Šƒ– –‘ †‘ ™Š‡ ›‘— †”ƒ™ ƒ „Žƒǡ ƒ† Š‘™ –‘ ƒ•™‡” ƒŽ‰‡„”ƒ ƒ† ‰‡‘‡–”› “—‡•–‹‘• ™‹–Š‘—– —•‹‰ ƒŽ‰‡„”ƒ ‘” ‰‡‘‡–”›Ǥ ‡…Šƒ‹…• ƒ† –”ƒ–‡‰‹‡• ƒŽ‘‡…ƒ ”ƒ‹•‡ ›‘—” •…‘”‡ Ͷ ‘” ͷ ’‘‹–•Ǥ • Perfect Your Pacing with Practice. ƒ…‹‰ ‘ –Š‡ ‡•– ‹• ƒ„•‘Ž—–‡Ž› ‡••‡–‹ƒŽǤ ‘—ǯŽŽ ‡˜‡” ‰‡– ƒ –‘’ •…‘”‡ —Ž‡•• ›‘— —–‹Ž‹œ‡ ‡˜‡”› •‹‰Ž‡ •‡…‘†Ǥ ‘ ›‘—ǯ”‡ ‰‘‹‰ –‘ Ž‡ƒ” Š‘™ Ž‘‰ –‘ •’‡† ‘ ‡ƒ…Š ‹–‡ǡ ™Š‡ –‘ •‹’ ‹–‡•ǡ ™Š‡ ƒ† Š‘™ –‘ ‰—‡••ǡ ƒ† Š‘™ –‘ ‰‡– –Š‡ ‘•– ˜ƒŽ—‡ ˆ”‘ ‡˜‡”› ‹—–‡Ǥ ˆ…‘—”•‡ǡ ’”ƒ…–‹…‡ ƒ‡• ’‡”ˆ‡…–Ǥ ‘— Šƒ˜‡ –Š”‡‡ ˆ—ŽŽǦŽ‡‰–Š ’”ƒ…–‹…‡ –‡•–• ‹ The Practice Book Ǥ • Take a Final Look with a Full-Length Test. ˆ–‡” ›‘—ǯ˜‡…‘’Ž‡–‡† –Š‡ •–‡’• ƒ„‘˜‡ǡ ›‘—ǯŽŽ Ž‘‘ „ƒ… –‘ •‡‡ Š‘™ ˆƒ” ›‘— Šƒ˜‡…‘‡ ƒ† ™Š‡–Š‡” ‘” ‘– –Š‡”‡ ‹• •‘‡…Ž‡ƒǦ—’ ™‘” Ž‡ˆ– –‘ †‘Ǥ ‘— ™‹ŽŽ –ƒ‡ ƒ •‡…‘† ˆ—ŽŽǦŽ‡‰–Šǡ ”‡–‹”‡† –‡•–Ǥ † ƒ‰ƒ‹ ›‘—” ƒ•™‡” •Š‡‡– ™‹ŽŽ „‡ •…‘”‡† ƒ– ‘—” ƒ–ƒ ”‘…‡••‹‰ ‡–‡”ǡ ƒ† ›‘—ǯŽŽ ‰‡– ›‘—” •…‘”‡ ƒ† •‡˜‡”ƒŽ ”‡’‘”–• –‘ Š‡Ž’ ™‹–Š ›‘—” •‡ŽˆǦ‡˜ƒŽ—ƒ–‹‘Ǥ ‡ŽˆǦ‡˜ƒŽ—ƒ–‹‘ ‹• ‹’‘”–ƒ– „‡…ƒ—•‡ ‡˜‡ –Š‘—‰Š ›‘— ƒ› Šƒ˜‡ ’”‡’ƒ”‡†…‘•…‹‡–‹‘—•Ž›ǡ –Š‡”‡ ƒ› „‡ •‘‡ ƒ”‡ƒ• ™Š‡”‡ ›‘— ‡‡† –‘ †‘ ƒ Ž‹––Ž‡ ‘”‡ ™‘”Ǥ • Ace the ACT ® Test.  –‡•– †ƒ›ǡ ‘–Š‡” –‡•–Ǧ–ƒ‡”• •‹’Ž› ™‘ǯ– Šƒ˜‡ –Š‡ –”ƒ‹‹‰ –Šƒ– ›‘—ǯ˜‡ ‰‘––‡Ǥ Š‡› ™‘ǯ– Šƒ˜‡ ”‡˜‹‡™‡† ‹’‘”–ƒ– •‹ŽŽ•ǡ Ž‡ƒ”‡† ƒŽ‘•– Dzƒ‰‹…ƒŽdz –‡…Š‹“—‡• ˆ‘” ƒ•™‡”‹‰ “—‡•–‹‘•ǡ ƒ† ƒ•–‡”‡† –Š‡ ‹–”‹…ƒ…‹‡• ‘ˆ –Š‡ –‡•–‹‰ ‡˜‹”‘‡–Ǥ ‘—” –”ƒ‹‹‰ ™‹ŽŽ ‰‹˜‡ ›‘— ƒ ƒƒœ‹‰ ƒ†˜ƒ–ƒ‰‡Ǥ

vi • C OURSE O VERVIEW

ESTABLISH A BASELINE WITH A FULL-LENGTH TEST

To begin your course, you will establish a baseline using a pre-assessment. You will take a full-length, retired ACT, Inc. ACT practice exam as the pre-assessment under conditions that …Ž‘•‡Ž› ”‡ϐŽ‡…– –Š‡ ”‡ƒŽ –‡•–Ǥ Š‡ǡ ™‹–Š –Š‡ Š‡Ž’ ‘ˆ ›‘—” ‹•–”—…–‘”ǡ ›‘— ™‹ŽŽ ‡šƒ‹‡ ›‘—” –—†‡– —ƒ”› ƒ† –—†‡– –‡ ƒŽ›•‹• ”‡’‘”–• ƒ† †‡–‡”‹‡ ›‘—” •–”‡‰–Š• ƒ† ™‡ƒ‡••‡•Ǥ Your instructor will also receive reports that help her determine exactly which topics to cover in class, for how long, and in what order. There are four sections in the Pre-Assessment/Course Planning chapter of this book that will help get you started: • “Pre-Assessment Administration” explains the logistics of taking the full-length pre- assessment. You will be taking a retired ACT, Inc. ACT practice exam. • “How to Use the Pre-Assessment Reports” helps you to make connections between your performance on the pre-assessment and the items in this book that you most need to study. • Dz ‡––‹‰ ƒ ‡•–…‘”‡ ƒ”‰‡–dz ƒ‹†• ›‘— ‹ •‡––‹‰ ‰‘ƒŽ• ˆ‘” –Š‹•…‘—”•‡ ƒ† ˆ‘” –Š‡…‘ŽŽ‡‰‡ application process. • Dz Žƒ‹‰ ƒ…Š‡†—Ž‡ ˆ‘” –Š‡ ‘—”•‡dz Š‡Ž’• ›‘— –‘ †‡˜‡Ž‘’ ƒ •–—†› •…Š‡†—Ž‡Ǥ ‘—” teacher will use a lesson plan to teach the course, but you will need to keep up with any homework and spend time practicing on your own. serves as a companion to this Victory book. It provides targeted skill „—‹Ž†‹‰ ƒ–‡”‹ƒŽ –‘ Š‡Ž’ ›‘— ϐ‹ŽŽ ƒ› •‹ŽŽ ‰ƒ’• ƒ• ›‘— ’”‡’ƒ”‡ ˆ‘” –‡•– †ƒ›Ǥ ‘—” ‹•–”—…–‘” ƒ› cover this material in class or assign it as homework. There are four chapters in Essential Skills : • English and Writing • Reading • Mathematics • …‹‡…‡ The English and Writing (except the Writing an Essay section), Reading, Mathematics, and …‹‡…‡…Šƒ’–‡”• ƒ”‡ ‘”‰ƒ‹œ‡† ‹–‘ –Š”‡‡ •‡…–‹‘•ǣ „ƒ•‹…ǡ ‹–‡”‡†‹ƒ–‡ǡ ƒ† ƒ†˜ƒ…‡†Ǥ ƒ…Š section addresses a group of skills essential for college and career success. Essential Skills, 15 th Edition

POLISH YOUR ACADEMIC SKILLS

The Cambridge Edge The Essential Skills material is available both in print and online. If your program purchased the online version of the material, your teacher will give you a username and password. Go to www. CambridgeVictory. com to log in.

MASTER TEST MECHANICS AND STRATEGIES

‡•– ‡…Šƒ‹…• ƒ† –”ƒ–‡‰‹‡• ƒ‡ —’ –Š‡ Š‡ƒ”– ‘ˆ –Š‹•…‘—”•‡Ǥ Š‹• ’ƒ”– ‘ˆ –Š‡ „‘‘…‘–ƒ‹• items that look like those found on the real test. When compared with items on the real test, the ‹–‡• ‹ –Š‹• ’ƒ”– ‘ˆ –Š‡ „‘‘ Šƒ˜‡ •‹‹Žƒ”…‘–‡–ǡ ”‡’”‡•‡– –Š‡ •ƒ‡ †‹ˆϐ‹…—Ž–› Ž‡˜‡Ž•ǡ ƒ†…ƒ be solved by using the same problem-solving skills and alternative test-taking strategies.

C OURSE O VERVIEW • vii Š‡”‡ ƒ”‡ ϐ‹˜‡…Šƒ’–‡”• ‹ ‡•– ‡…Šƒ‹…• ƒ† –”ƒ–‡‰‹‡•ǡ ‡ƒ…Š…Šƒ’–‡” ”‡’”‡•‡–‹‰ ƒ…‘”‡ …‘’‘‡– ‘ˆ –Š‡ ‡šƒǣ • ‰Ž‹•Š • ‡ƒ†‹‰ • ”‹–‹‰ • ƒ–Š‡ƒ–‹…• • …‹‡…‡ ƒ…Š ‘ˆ –Š‡ ƒ„‘˜‡…Šƒ’–‡”• „‡‰‹• ™‹–Š ƒ ‘—”•‡ ‘…‡’– —–Ž‹‡ǡ ™Š‹…Š ƒ…–• ƒ• ƒ •›ŽŽƒ„—•ǡ Ž‹•–‹‰ –Š‡…‘…‡’–• –Šƒ– ƒ”‡ –‡•–‡† ˆ‘” ‡ƒ…Š ‹–‡Ǧ–›’‡Ǥ Š‡ ‹–‡• ‹ ‡ƒ…Š…Šƒ’–‡” ƒ”‡ ‘”‰ƒ‹œ‡† –‘ …‘””‡•’‘† ™‹–Š –Š‡ ”‡•’‡…–‹˜‡ ‘—–Ž‹‡Ǥ ‘” ‡ƒ…Š…‘…‡’– ‹ –Š‡ ‘—–Ž‹‡ǡ –Š‡”‡ ‹• ƒ ‰”‘—’ ‘ˆ ‹–‡•Ǥ Š‡ ‰”‘—’…‘–ƒ‹• ƒ ‰”‡ƒ–‡” —„‡” ‘ˆ ‹–‡• ‹ˆ –Š‡ ‹–‡Ǧ–›’‡ ƒ’’‡ƒ”• ™‹–Š ‰”‡ƒ– ˆ”‡“—‡…› ‘ –Š‡ ”‡ƒŽ –‡•–ǡ ƒ† ‹–…‘–ƒ‹• ƒ Ž‡••‡” —„‡” ‘ˆ ‹–‡• ‹ˆ –Š‡ ‹–‡Ǧ–›’‡ ƒ’’‡ƒ”• ™‹–Š Ž‡•• ˆ”‡“—‡…›Ǥ Ž–Š‘—‰Š –Š‡…‘…‡’–• ƒ”‡ ‘– ‰”‘—’‡† ‹ –Š‹• ™ƒ› ‘ –Š‡ ”‡ƒŽ –‡•–ǡ ™‡ ‘”‰ƒ‹œ‡ –Š‡ Ž‡••‘• ‹ –Š‹• ƒ‡” •‘ –Šƒ– –Š‡…‘…‡’–• ƒ”‡ ‡’Šƒ•‹œ‡† ƒ† ”‡‹ˆ‘”…‡†Ǥ ˆ–‡” ›‘— Ž‡ƒ” –Š‡ …‘…‡’–•ǡ ›‘— ™‹ŽŽ „‡ ƒ„Ž‡ –‘ ’”ƒ…–‹…‡ ƒ’’Ž›‹‰ –Š‹•…‘…‡’–—ƒŽ ‘™Ž‡†‰‡ ‘ –Š‡ ’”ƒ…–‹…‡ –‡•–•Ǥ ‘— ™‹ŽŽ ’‡”ˆ‡…– ›‘—” ’ƒ…‹‰ ™‹–Š ˆ‘—” ’”ƒ…–‹…‡ –‡•–• ‹ –Š‡ ƒ„”‹†‰‡ ”ƒ…–‹…‡ ‡•– ‡‹ˆ‘”…‡‡– ’‘”–‹‘ ‘ˆ –Š‹•…‘—”•‡Ǥ Š‡ –‡•–• ƒ”‡ Ž‘…ƒ–‡† ‹ –™‘ ˜‘Ž—‡•ǣ • Victory ȋ Victory ”ƒ…–‹…‡ ‡•–Ȍ • The Practice Book ȋ ”ƒ…–‹…‡ ‡•–• Ȃ Ȍ  –Š‡•‡ –‡•–•ǡ –Š‡ ‹–‡• ‘– ‘Ž› ‹‹…–Š‡ ”‡ƒŽ –‡•– ‹…‘–‡– ƒ† †‹ˆϐ‹…—Ž–› Ž‡˜‡Žǡ „—– –Š‡› ƒ”‡ ƒŽ•‘ ƒ””ƒ‰‡† ‹ ƒ ‘”†‡” ƒ† ™‹–Š ƒ ˆ”‡“—‡…› –Šƒ– •‹—Žƒ–‡• –Š‡ ”‡ƒŽ –‡•–Ǥ ‘— ™‹ŽŽ…‘’Ž‡–‡ ‡ƒ…Š –‡•– ™‹–Š –‹‡ ”‡•–”‹…–‹‘•Ǥ ‘— ƒ›…‘’Ž‡–‡ –Š‡•‡ –‡•–• ‹…Žƒ•• ‘” ›‘—” ‹•–”—…–‘” ƒ› ƒ••‹‰ –Š‡ ƒ• Š‘‡™‘”Ǥ ‹–Š‡” ™ƒ›ǡ ƒ†Š‡”‹‰ –‘ –Š‡ –‹‡ ”‡•–”‹…–‹‘• ˆ‘”…‡• ›‘— –‘ ’ƒ…‡ ›‘—”•‡Žˆ ƒ• ›‘— ™‘—Ž† ‘ –Š‡ ”‡ƒŽ –‡•–Ǥ ˆ ›‘—…‘’Ž‡–‡ ƒŽŽ ˆ‘—” ‘ˆ –Š‡ ’”ƒ…–‹…‡ –‡•–•ǡ ƒ› –‡•– ƒš‹‡–› ›‘— ƒ› Šƒ˜‡ ™‹ŽŽ „‡ ‰”‡ƒ–Ž› ”‡†—…‡†Ǥ •™‡”• ƒ† ‡š’Žƒƒ–‹‘• –‘ –Š‡ –‡•–• ƒ”‡ Ž‘…ƒ–‡† ‹ ’’‡†‹š ‘ˆ –Š‡ „‘‘ ‹ ™Š‹…Š ‡ƒ…Š –‡•– ƒ’’‡ƒ”•Ǥ  ‘”†‡” –‘ ‘™ Š‘™ ˆƒ” ›‘—ǯ˜‡…‘‡ •‹…‡ –Š‡ ’”‡Ǧƒ••‡••‡–ǡ ›‘— ™‹ŽŽ –ƒ‡ ƒ •‡…‘† ˆ—ŽŽǦ Ž‡‰–Šǡ ”‡–‹”‡† ǡ …Ǥ ’”ƒ…–‹…‡ ‡šƒǤ ‘— ™‹ŽŽ –ƒ‡ –Š‹• ’‘•–Ǧƒ••‡••‡– —†‡” ƒ…–—ƒŽ –‡•–‹‰…‘†‹–‹‘•Ǥ ‘— ™‹ŽŽ –Š‡ ”‡…‡‹˜‡ ƒ •‡…‘† •‡– ‘ˆ –—†‡– —ƒ”› ƒ† –—†‡– –‡ ƒŽ›•‹• ”‡’‘”–• –‘ Š‡Ž’ ›‘— †‡–‡”‹‡ ϐ‹ƒŽ ƒ”‡ƒ• ˆ‘” ”‡˜‹‡™Ǥ Š‡ ‘•–Ǧ ••‡••‡–…‘–ƒ‹• –Š”‡‡ •‡…–‹‘• –‘ Š‡Ž’ ›‘— •‡‡ Š‘™ ˆƒ” ›‘—ǯ˜‡…‘‡ǣ • Dz ‘•–Ǧ ••‡••‡– †‹‹•–”ƒ–‹‘dz ‡š’Žƒ‹• –Š‡ Ž‘‰‹•–‹…• ‘ˆ –ƒ‹‰ –Š‡ ˆ—ŽŽǦŽ‡‰–Š ’‘•–Ǧ ƒ••‡••‡–Ǥ ‘— ™‹ŽŽ „‡ –ƒ‹‰ ƒ ”‡–‹”‡† ǡ …Ǥ ’”ƒ…–‹…‡ ‡šƒǤ • Dz ‘™ –‘ •‡ –Š‡ ‘•–Ǧ ••‡••‡– ‡’‘”–•dz •Š‘™• ›‘— Š‘™ –‘ —•‡ –Š‡ –—†‡– —ƒ”› ƒ† –—†‡– –‡ ƒŽ›•‹• ”‡’‘”–• ›‘— ™‹ŽŽ ”‡…‡‹˜‡ –‘ ‹†‡–‹ˆ› ƒ”‡ƒ• ‘ˆ •–—†›ǡ ƒ• ™‡ŽŽ ƒ• ’ƒ”–‹…—Žƒ” ‹–‡• ‹ ›‘—” –‡š–„‘‘ǡ —’‘ ™Š‹…Š –‘ ˆ‘…—• ƒ• ›‘—…‘–‹—‡ –‘ ’”‡’ƒ”‡ ˆ‘” –Š‡ ”‡ƒŽ –‡•–Ǥ • Dz Žƒ‹‰ ˆ‘” —”–Š‡” –—†›dz ‹…Ž—†‡• ƒ†˜‹…‡ ‘ Š‘™ –‘ ƒ‡ –Š‡ ‘•– ‘ˆ ƒ ‡ˆˆ‡…–‹˜‡ ƒ†…‘…”‡–‡ ƒ…–‹‘ ’ŽƒǤ ‘— ™‹ŽŽ Ž‡ƒ” Š‘™ –‘ ƒš‹‹œ‡ ›‘—” ”‡ƒ‹‹‰…‘—”•‡ –‹‡ ƒ† ’”‹‘”‹–‹œ‡ ƒ–‡”‹ƒŽ –‘ „‡ ”‡˜‹‡™‡† „‡ˆ‘”‡ ›‘— –ƒ‡ –Š‡ ƒ…–—ƒŽ –‡•–Ǥ

PERFECT YOUR PACING WITH PRACTICE

TAKE A FINAL LOOK WITH A FULL-LENGTH TEST

viii • C OURSE O VERVIEW

A NOTE ABOUT THE NOTES

Throughout this book you will see marginal notes with tips and further insights. The types of notes you will encounter are listed below. Use the margins to make your own notes, emphasizing ƒ› •–”ƒ–‡‰‹‡• ‘” –‹’• ›‘— ϐ‹† ‡•’‡…‹ƒŽŽ› Š‡Ž’ˆ—ŽǤ

The Cambridge Edge Cambridge offers strategies we’ve developed to help you on test day. Test- the- Test Some math items can be solved by testing the answer choices. Read Twice Answer Once These tips point out examples where careful reading is key. Test Specs Learn more about the test design and how it can help you.

Master Moves Ready for some advanced strategies? These tips will help you with that. Passage Perfect Learn to use test passages to your advantage. Goldilocks Rule Look for the answer that’s “just right,” not too big or too small. Plug & Chug Some math items can be solved by plugging in values you choose.

Ditch the Directions Don’t waste test time reading directions. Learn them beforehand. Debrief Look for Debrief notes summarizing what you’ve already learned. Closer Look Test terms can be confusing. These tips give examples and further explanation. Ace the Pace Need to work on your pacing? These notes will help you do that.

Use POE Use the process of ‡Ž‹‹ƒ–‹‘ –‘ ϐ‹† the correct answer. Use Your Test Booklet You’re given a tool on test day—your test booklet. You just need to learn to use it. Throwback to Science Don’t forget what your science teacher taught you. Throwback to English Don’t forget what your English teacher taught you. Throwback to Math Don’t forget what your math teacher taught you.

Establish a Baseline with a Full-Length Test

Polish Your Academic Skills Published in Essential Skills, 15 th Edition

Establish a Baseline with a Full-LengthTest Victory, pp. 1–8

Master Test Mechanics and Strategies Victory, pp. 9–360

Perfect Your Pacing with Practice

Take a Final Look with a Full-Length Test Victory, pp. 419–426

Ace the ACT® Test

Victory, pp. 361–418 The Practice Book, pp. 49–216

CAMBRIDGE VICTORY FOR THE ACT® TEST

®

2 • P RE -A SSESSMENT /C OURSE P LANNING

PRE-ASSESSMENT ADMINISTRATION

At the beginning of the course, you will take a pre-assessment. This pre-assessment is an ACT, Inc. ACT practice exam. When you take the pre-assessment, you should bring the following items to the classroom, in addition to anything else your teacher instructs you to bring: 1. Sharpened, soft-lead No. 2 pencils 2. A calculator that is approved for use on the test. This includes any four-function, •…‹‡–‹ϐ‹…ǡ ‘” ‰”ƒ’Š‹‰…ƒŽ…—Žƒ–‘”ǡ ‡š…‡’– ˆ‘” –Š‡ ˆ‘ŽŽ‘™‹‰ǣ • Devices with built-in computer algebra systems • Pocket organizers or PDAs • Handheld, laptop, or tablet computers • Electronic writing pad or pen-input devices • Calculators built into any electronic communication device, such as a cell phone • Models with a QWERTY (typewriter) keypad (Calculators with letters on the keys are permitted as long as the keys are not arranged in a QWERTY keypad.) ‘— ƒ› —•‡ –Š‡ ˆ‘ŽŽ‘™‹‰ –›’‡• ‘ˆ…ƒŽ…—Žƒ–‘”• ‹ˆ ›‘— ƒ‡ ƒ’’”‘’”‹ƒ–‡ ‘†‹ϐ‹…ƒ–‹‘•ǣ • Calculators that can hold programs or documents: remove all documents and remove all programs that have computer algebra system functionality. • Models with paper tape: the paper must be removed. • Models that make noise: the sound feature must be turned off. • Models that have an infrared data port: the port must be covered with duct tape, electrician’s tape, or another heavy, opaque material. • Models that have a power cord: the power cord must be removed. (For more detailed information on calculator usage, go to http://www.act.org/content/dam/act/ unsecured/documents/ACT-calculator-policy.pdf.) 3. A watch (to pace yourself as you work through each test section) If your program has ordered pre-assessment Student Summary reports, you will receive one of these reports with your pre-assessment results. This report will help you determine the areas in which you need the most study and enable you to target the skills that are necessary to lay a foundation for success in the course. You can then utilize the course time to prepare in those areas so that when you take the real test, you are ready to do your best. You will learn more about how to read and use the Student Summary report in the “How to Use the Pre-Assessment Reports” section on the next page.

P RE -A SSESSMENT /C OURSE P LANNING • 3

HOW TO USE THE PRE-ASSESSMENT REPORTS

In the transition from Pre-Assessment/Course Planning to Test Mechanics, Concepts, and Strategies, you and your teacher will use the results of your pre-assessment to recognize your individual strengths and weaknesses. Having this valuable information will allow you to create a realistic study plan for the course so that you can effectively manage your time. You will receive the results of your pre-assessment in the form of a Student Summary and a Student Item Analysis. These reports provide details about your performance and will help you to determine where to focus your efforts during the course by strategically targeting those skills that will help you to improve in your areas of weakness. Review the details of the sample Student Summary and Student Item Analysis reports on the next two pages so that you are familiar with their contents. On the following pages are a sample Student Summary report and Student Item Analysis report.

SAMPLE STUDENT REPORTS

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STUDENT SUMMARY

The Student Summary report summarizes all your scaled scores based on your test performance.  ƒ††‹–‹‘ǡ ›‘— ƒ”‡ ƒ„Ž‡ –‘ •‡‡ Š‘™ ›‘— ’‡”ˆ‘”‡† ™‹–Š‹ •’‡…‹ϐ‹……ƒ–‡‰‘”‹‡• ˆ‘” ‡ƒ…Š ‘ˆ –Š‡ ˆ‘—” subject tests (English, Mathematics, Reading, and Science). For example, English includes the categories Conventions of Standard English (CE), Knowledge of Language (KL), and Production of Writing (PW).

There is no penalty for incorrect answers, so be sure not to leave any questions blank— even if you need to guess! Colleges typically base about 45% of their admissions decision on the composite score. Other factors they consider include GPA, extracurricular involvement, and social service activities.

P RE -A SSESSMENT /C OURSE P LANNING • 5

STUDENT ITEM ANALYSIS

The Student Item Analysis provides a comprehensive breakdown of each item: its category (corresponding to the categories listed on the Student Summary), the correct answer, and how you answered each item.

When you see the correct answer to an item that was missed, ask yourself why it was missed: 1. The concept was never learned. 2. It was a careless mistake. 3. It would have been answered correctly if the concept had been reviewed before the test. On the math test section, the last few items were left blank. Consider whether this was due to the student running out of time or to the increase in †‹ˆϐ‹…—Ž–› ƒ– –Š‡ ‡† of the math test.

6 • P RE -A SSESSMENT /C OURSE P LANNING

SETTING A TEST SCORE TARGET

Your test score target is unique to you and depends on your future educational and career goals. Setting your test score target involves several steps, outlined below: test, research, and action. ‘—” ϐ‹”•– •–‡’ ‹• –‘ –ƒ‡ –Š‡ ’”‡Ǧƒ••‡••‡– –Šƒ– ‹• ’ƒ”– ‘ˆ ›‘—” ƒ„”‹†‰‡…‘—”•‡Ǥ ˆ–‡” ›‘— –ƒ‡ this test, you will receive a score report that gives you a very accurate measure of where you •–ƒ†Ǥ ‘ „‡‰‹ –Š‡ ’”‘…‡•• ‘ˆ •‡––‹‰ ƒ –‡•– •…‘”‡ –ƒ”‰‡–ǡ ϐ‹ŽŽ ‹ ›‘—” ’”‡Ǧ–‡•– •…‘”‡• „‡Ž‘™ǣ TEST SECTION SCORE English Mathematics Reading Science Composite Writing As you use these scores to make a plan for improvement throughout this course, remember that if you had a bad test day (for example, if you were ill or distracted by personal problems), your •…‘”‡• ƒ› ‘– „‡ ”‡ϐŽ‡…–‹˜‡ ‘ˆ ›‘—” –”—‡ ƒ„‹Ž‹–‹‡•Ǥ ‡ •—”‡ –‘ –ƒ‡ –Š‹• ‹–‘ ƒ……‘—– ƒ• ›‘— •‡– ƒ goal for your post-test and your real ACT test. Now, make a list of schools that you are interested in attending and research the average scores and GPAs of admitted students so that you can get an idea of how you stack up. Fill in the score that you estimate you need for each school. If you are interested in applying for scholarships, make sure you also research the scores each school requires for scholarship eligibility. Test Research

P RE -A SSESSMENT /C OURSE P LANNING • 7

Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed: Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed: Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed:

_______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______

School:

School:

School:

School: Average ACT Test Score of Admitted Students: Average GPA of Admitted Students: Scholarship Score Requirement: Estimated ACT Test Score Needed: Additional Points Needed: _______ _______ _______ _______ _______ …‡ ›‘— Šƒ˜‡ –Š‹•…Šƒ”– ϐ‹ŽŽ‡† ‹ ˆ‘” •‡˜‡”ƒŽ •…Š‘‘Ž•ǡ ›‘— •Š‘—Ž† Šƒ˜‡ ƒ ‰‘‘† ‹†‡ƒ ‘ˆ –Š‡ difference between your pre-test score and the score you will need to get into your schools of interest. Fill in this information below: Pre-Test Date: Score: How do you translate these numbers into an action plan? See your Student Item Analysis report. This report gives you valuable information for every question on the pre-test. You’ll see your answer, the correct answer, and the type of question that was asked. With a little analysis, you can see exactly where your weaknesses are and make a plan to address them. Also, make sure to review the “Planning a Schedule for the Course” section on the next page. Action

8 • P RE -A SSESSMENT /C OURSE P LANNING

PLANNING A SCHEDULE FOR THE COURSE Š‡ ‘•– •‹‰‹ϐ‹…ƒ– ƒ•’‡…– ‘ˆ ƒ ‡ˆˆ‡…–‹˜‡ •–—†› ’Žƒ ‹• –Šƒ– ‹– ‹• ƒ ™”‹––‡ ’ŽƒǤ ™”‹––‡ •–—†› plan is more concrete than one that you simply draw on from memory. So, when creating your plan, write out a day-by-day schedule for reviewing all of the materials that are necessary for success in the course. This written format will provide a clear and dependable guide for study. The schedule should be prioritized according to the time that you need to devote to each of the different subjects, based on the amount of time that you have. Consider how you can plan your study time so that it corresponds with the course topics. In addition to assignments given in class, you may wish to devote extra study time to your particular areas of weakness. The “to do” list you created based on your Student Summary report is a good place to start. Use the calendar template that follows to develop a plan of action with your teacher, determining what topics you will study each day and allotting time to study those sections of the book and complete the relevant exercises. Remember that it is not necessary for you to do everything all at once. Instead, picking a few things to focus on each week will help you to better manage your time. •‡ –Š‡ ˆ‘ŽŽ‘™‹‰ ‡’–›…ƒŽ‡†ƒ” ƒ• ƒ –‡’Žƒ–‡ǡ ϐ‹ŽŽ‹‰ ‹ ›‘—” ƒ••‹‰‡–• ƒ† •–—†› ’Žƒ ˆ‘” each day. Your teacher can help you set goals for each subject. MONTH: Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Master Test Mechanics and Strategies

Polish Your Academic Skills Published in Essential Skills, 15 th Edition

Establish a Baseline with a Full-LengthTest Victory, pp. 1–8

Master Test Mechanics and Strategies Victory, pp. 9–360

Perfect Your Pacing with Practice

Take a Final Look with a Full-Length Test Victory, pp. 419–426

Ace the ACT® Test

Victory, pp. 361–418 The Practice Book, pp. 49–216

CAMBRIDGE VICTORY FOR THE ACT® TEST

®

E NGLISH C OURSE C ONCEPT O UTLINE • 11

ENGLISH Course Concept Outline

I. TEST MECHANICS................................................................................................... 15 A. Overview .................................................................................................................................. 16 B. Anatomy (Items #1–4) .......................................................................................................17–18 C. Pacing ....................................................................................................................................... 19 D. Time Trial (Items #1–8) .....................................................................................................20–21 E. Game Plan................................................................................................................................ 21

1. Don’t Read the Directions .........................................................................21 2. Do the Passages in Order .........................................................................21 3. Read as You Go...........................................................................................22 4. Read Any Items with Underlined Parts, Looking for Errors .............22 5. Work Backward from the Answer Choices ..........................................22 6. Don’t Look for Spelling or Capitalization Errors .................................22 7. Make Educated Guesses..........................................................................22 8. Don’t Be Afraid to Pick “No Change” ....................................................22

II. LESSON | PRELIMINARIES 1 A. Item Profiles B. Notational Information

1. Underlined Words or Phrases 2. Boxed Numbers

3. Bracketed Numbers 4. Boxed Information

C. Item Types

1. Grammar and Usage 2. Sentence Structure 3. Punctuation 4. Strategy 5. Organization 6. Style

1 Some concepts in this Course Concept Outline are not illustrated through examples in your student text but may be covered by your instructor in class. They are included here to provide a complete outline of your course.

12 • E NGLISH

III. LESSON 1 | GRAMMAR AND USAGE................................................................... 23 A. Subject-Verb Agreement (Item #1) ....................................................................................... 24 1. Material Inserted Between Subject and Verb .......................................... (Items #2–7) .......................................................................................... 24–25 2. Inverted Sentence Structure (Items #8–9) ...........................................25 3. Compound Subjects (Items #10–12) .......................................................25 B. Pronoun Usage ...................................................................................................................... 26 1. Pronouns Must Have Antecedents (Items #13–14) .............................26 2. Antecedents Must Be Clear (Item #15) ..................................................26 3. Pronoun-Antecedent Agreement (Items #16–19) ................................26 4. Pronouns Must Have Proper Case (Items #20–21) ............................ 27 C. Adjectives versus Adverbs .................................................................................................. 27 1. Adjectives Modify Nouns; Adverbs Modify Verbs, D. Double Negatives (Items #29–30) ...................................................................................... 28 E. Nouns and Noun Clauses (Items #31–33) .......................................................................... 28 F. Faulty or Illogical Comparisons (Items #34–38) ............................................................... 29 G. Verb Tense .............................................................................................................................. 29 1. Principal Parts of Verbs (Items #39–41) ......................................... 29–30 2. When to Use the Perfect Tenses (Items #42–44) ...............................30 3. The Subjunctive Mood (Items #45–46) .................................................30 4. Sequence and Verb Tense (Items #47–50) ................................... 30–31 H. Diction....................................................................................................................................... 31 IV. LESSON 2 | SENTENCE STRUCTURE ................................................................. 32 A. Run-On Sentences (Items #1–2) ........................................................................................... 32 B. Comma Splices (Items #3–4) ................................................................................................ 32 C. Fragments (Items #5–6) ........................................................................................................ 33 D. Problems of Coordination and Subordination (Items #7–14) ................................... 33–34 E. Faulty Parallelism (Items #15–17) ......................................................................................... 34 F. Incomplete Split Constructions (Items #18–19) ................................................................. 34 G. Misplaced Modifiers (Items #20–22) .................................................................................. 35 H. Unintended Meanings (Items #23–24) ............................................................................... 35 V. LESSON 3 | PUNCTUATION.................................................................................. 36 A. Commas (Items #1–20) ................................................................................................... 36–39 B. Semicolons (Items #21–25) ................................................................................................... 39 C. Colons (Items #26–27) .......................................................................................................... 40 1. Wrong Preposition (Items #51–52) .......................................................... 31 2. Wrong Word Choice (Items #53–54) ....................................................... 31 3. Gerund versus Infinitive (Items #55–56) ................................................ 31 Adjectives, and Other Adverb (Items #22– 23) .................................. 27 2. Linking Verbs (Items #24–25) .................................................................. 27 3. Watch for Adjectives Posing as Adverbs (Items #26–28) ........ 27–28

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D. End-Stop Punctuation (Item #28) ........................................................................................ 40 E. Dashes (Items #29–30) ......................................................................................................... 40 F. Quotation Marks (Item #31) .................................................................................................... 41 G. Apostrophes (Items #32–34) ................................................................................................. 41 H. Punctuating for Clarity Exercise (Item #35) ........................................................................ 41 VI. LESSON 4 | PRODUCTION OF WRITING AND KNOWLEDGE OF LANGUAGE........................................................................................................ 42 A. Production of Writing (Items #1–12) ..................................................................................... 42 1. Strategy ......................................................................................................... 43 a) Appropriate Supporting Material (Item #1, #10) .................................................................................43, 45 b) Effective Opening, Transitional, and Concluding Sentences (Item #2, #7, #11) ......................................................43, 45 c) Main Idea (Item #3, #12) .............................................................43, 45 d) Audience (Item #4) ............................................................................. 43 2. Organization................................................................................................. 43 a) Sentence-Level Structure (Item #9) ...............................................45 b) Paragraph-Level Structure (Item #5) ............................................. 43 c) Passage-Level Structure (Item #6, #8) .................................. 44–45 B. Knowledge of Language ...................................................................................................... 45 1. Conciseness (Items #13–18) ......................................................................46 2. Clarity of Meaning (Item #19) ....................................................................46 3. Idiomatic Expression (Item #20) ..............................................................46 VII. LESSON 5 | GENERAL STRATEGIES.................................................................... 47 VIII. QUIZZES ....................................................................................................................51 A. Directed Study Quiz (Items #1–32) ...............................................................................52–63 B. Timed Quiz (Items #1–29) ..............................................................................................64–68 IX. REVIEW..................................................................................................................... 69

X. STRATEGY SUMMARY........................................................................................... 79

ENGLISH TEST MECHANICS

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OVERVIEW

The English Test consists of 75 questions. You’ll have 45 minutes to read the passages and answer the questions. It doesn’t seem like a lot of time, but you are being tested on what you should already know so you won’t have to spend a lot of time on each question. You are not being tested on spelling or vocabulary or even the exact rules of grammar. Rather, you are being tested on your understanding of the rules of grammar and your ability to apply those rules. For example, you might be asked to correct an error. Exa ple: The recently created wildlife refuge, which includes nearly 30 small ponds for migrating geese and ducks, were made possible by substantial gifts from an anonymous donor to the Wildlife Protection Fund. A. NO CHANGE B. was C. have been D. being The correct answer is (B) because the sentence should read “refuge . . . was,” not “refuge . . . were.” A verb must agree in both number and person with its subject . You must be aware of this grammatical rule in order to answer the question correctly, but you would not be asked to state the rule that explains why your choice is correct. The items used by the English Test fall into one of three categories: Category What Is Tested Number of Questions Conventions of Standard English Grammar Usage Sentence Structure Punctuation 38–42 Production of Writing Organization Strategy 21–24 Knowledge of Language Conciseness Clear Meaning Idiomatic Usage 9–14 ‘—ǯŽŽ •‡‡ •’‡…‹ϐ‹…‡šƒ’Ž‡• ‘ˆ –Š‡•‡ –›’‡• ‹ –Š‡ Dz ƒ–‘›dz •‡…–‹‘ –Šƒ– ˆ‘ŽŽ‘™•Ǥ

The Cambridge Edge What’s the difference between using a grammar rule correctly and stating a grammar rule? Well, in this example, you need –‘ „‡ ƒ„Ž‡ –‘ ϐ‹š the subject-verb agreement error by choosing (B) as the correct answer, but you don’t need to write a sentence describing the error. That’s not so bad, right?

E NGLISH T EST M ECHANICS • 17

ANATOMY

DIRECTIONS: In the passage below, certain parts of the sentences have been underlined ƒ† —„‡”‡†Ǥ  –Š‡ ”‹‰Š–ǦŠƒ†…‘Ž—ǡ ›‘— ™‹ŽŽ ϐ‹† †‹ˆˆ‡”‡– ™ƒ›• ‘ˆ ™”‹–‹‰ ‡ƒ…Š underlined part; the original version is indicated by the “NO CHANGE” option. For each item, select the choice that best expresses the intended idea, is most acceptable in standard written English, or is most consistent with the overall tone and style of the passage. There are also items that ask about a section of the passage or the passage as a whole. These items do not refer to an underlined portion of the passage; these items are preceded by statements that are enclosed in boxes. Read the passage through once before you begin to answer the accompanying items. Finding the answers to certain items may depend on looking at material that appears several sentences beyond the item. So, be sure that you have read far enough ahead before you select your answer choice.

Ditch the Directions The directions for the English Test are fairly long, and it would take you a while to read them during the test. You’d be wasting valuable time that could be used to answer questions. By the time you get to the test, you’ll know what to do in the English Test, so skip the directions altogether. Coastal Polynyas in Antarctica Although you might not think it, the Antarctic waters are rich in nutrients. The lack of ice, combined with shallow coastal waters, provides the top layers of the ocean with 1 1.

A. NO CHANGE B. ice combined C. ice combined, D. ice—combined

1. (A) This ite tests punctuation. When you insert an aside or clarifying remark, you need to set off that material from the main part of the sentence, usually with commas—one at the start and one at the end of the material. The original sentence is correctly punctuated. 2. The writer is considering deleting the information in parentheses. If the writer removed this material, the essay would primarily lose: Ǥ ƒ –”ƒ•‹–‹‘ ˆ”‘ –Š‡ ϐ‹”•– ’ƒ”ƒ‰”ƒ’Š to the second paragraph. G. further examples of the animals that depend upon krill for food. Ǥ ƒ †‡ϐ‹‹–‹‘ ‘ˆ ƒ –‡” –Šƒ– ‹‰Š– „‡ unfamiliar to the reader. J. additional information about the climate of Antarctica. 2. (H) Why does the writer include the

added sunlight, so polynyas (large open areas of waters surrounded by sea ice) offer ideal conditions for phytoplankton blooms. Because the ice around polynyas is thin in the early spring when the long days begin, they are –Š‡ ϐ‹”•– ƒ”‡ƒ• –‘ ‰‡– •–”‘‰ •—Ž‹‰Š–Ǥ Š‡ open waters retain more heat, further thinning ice cover and leading to early, intense, and short-lived plankton blooms. These blooms 2 2

parenthetical material? The writer includes –Š‡ ’ƒ”‡–Š‡–‹…ƒŽ ƒ–‡”‹ƒŽ –‘ †‡ϔ‹‡ ƒ ‡› term that might otherwise be unfamiliar to the reader.

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feed krill, a tiny, shrimp-like animal, which in turn are eaten by Adelie penguins, seals, whales, and other seabirds and animals. 3

3. A. NO CHANGE B. tiny, shrimp-like animals C. a tiny animal like a shrimp D. an animal like a tiny shrimp 3. (B) The original sente ce lacks arallelism. In the main part of the sentence, the writer is talking about krill in the plural: “krill . . . which in turn are eaten.” But in the appositive phrase, the writer uses the singular “animal.” In order to be parallel to the plural noun “krill,” “animal” must be changed to “animals.” F. NO CHANGE G. Although H. Therefore J. Furthermore 4. (G) “Because” is a word used to introduce an explanation, so the reader expects the information in the independent clause to be the outcome of the information provided in the dependent (“because”) clause. The writer, instead, intends to contrast the two ideas in the sentence: even though polynyas are small in area, they are very important to Adelie penguins. 5. A. NO CHANGE B. live next to costal polynyas right beside their habitats C. live right next to costal polynyas D. live next to costal polynyas 5. (D) The original is needlessly wordy. (D), by far the shortest of the choices, solves the needless repetition problems and illustrates that in a question testing conciseness, the shortest choice (in word count) is often the best. 4.

Because relatively small in area, coastal polynyas play an important role. In eastern Antarctica, more than 90 percent of all Adelie 4

penguin colonies live next to coastal polynyas right beside their natural habitats. Polynya productivity explains, to a great extent, the increase and decrease in penguin population. 5 5

E NGLISH T EST M ECHANICS • 19

PACING

Š‡ ‰Ž‹•Š ‡•–…‘•‹•–• ‘ˆ ϐ‹˜‡ ’ƒ••ƒ‰‡•ǡ ‡ƒ…Š ƒ’’”‘š‹ƒ–‡Ž› ͵ͲͲ ™‘”†• ‹ Ž‡‰–Š ƒ† ™‹–Š 15 corresponding items, for a total of 75 items. The time limit is 45 minutes. So, a fairly simple ƒ† ‡ƒ•›Ǧ–‘Ǧˆ‘ŽŽ‘™ ’Žƒ ‹• –‘ ƒŽŽ‘…ƒ–‡ ‹‡ ‹—–‡• –‘ ‡ƒ…Š ‘ˆ –Š‡ ϐ‹˜‡ ’ƒ••ƒ‰‡•ǣ TASK ALLOTTED TIME TIME REMAINING First passage and questions 9 minutes* 36 minutes Second passage and questions 9 minutes* 27 minutes Third passage and questions 9 minutes* 18 minutes Fourth passage and questions 9 minutes* 9 minutes Fifth passage and questions 9 minutes* 0 minutes *Approximately 36 seconds per question This schedule describes what would happen in a perfect world; but, of course, the ACT test does not take place in a perfect world. Some items are going to take longer than others, particularly those that ask about the overall development of the passage. This means that you’ll need to •’‡† Ž‡•• –‹‡ ‘ –Š‡ •‹’Ž‡ ‰”ƒƒ” ‹–‡•ǡ „—‹Ž†‹‰ —’ ƒ –‹‡ ”‡•‡”˜‡ ˆ‘” –Š‘•‡ ‘”‡ †‹ˆϐ‹…—Ž– ‹–‡• –Šƒ– ƒ”‡…‘‹‰Ǥ † –Š‡ ‘”‡ †‹ˆϐ‹…—Ž– ‹–‡• ƒ”‡ —•—ƒŽŽ› ’Žƒ…‡† ƒ– –Š‡ ‡† ‘ˆ ƒ ’ƒ••ƒ‰‡ because that’s where it makes sense to ask, “What is the main idea?” and “How could the passage be improved?” The schedule actually gives you a feedback loop that lets you know whether you need to skip some items. For example, if you are nearing the nine-minute mark and still have –™‘ ‘” –Š”‡‡ ‹–‡• –‘ †‘ ‘ –Š‡ ϐ‹”•– ’ƒ••ƒ‰‡ǡ –Š‡ •‹’ ƒ› ”‘†—…–‹‘ ‘ˆ ”‹–‹‰ ‹–‡• ƒ† ‰‘ straight away to the next passage. The Production of Writing items take longer, and there will be some simple grammar items waiting to be cherry-picked in the next passage. Remember, every item is worth one point.

Ace the Pace Synchronize your watch to test time. Set the minute hand or use a stopwatch to time each section and stay on track. Ace the Pace At the end of each passage, check your time. If you are taking longer than 9 minutes to answer all the questions with a passage, try guessing on the Production of Writing questions because those take the most time.