Preparing for the ACT® Test 2024-2025 PDF

2024l 2025 Preparing for the A‌C‌T® Test What’s Inside y Full-length practice A‌C‌T test, including the optional writing test y Information about the multiple-choice and writing sections y Test-taking strategies y What to expect on test day Esta publicación también se puede ver o descargar en es...

2024l 2025 Preparing for the A‌C‌T® Test What’s Inside y Full-length practice A‌C‌T test, including the optional writing test y Information about the multiple-choice and writing sections y Test-taking strategies y What to expect on test day Esta publicación también se puede ver o descargar en español www.act.org  A Message to Students This document is an important first step as you get ready for college and your career. The information here is intended to help you do your best on the A‌C‌T to gain admission to colleges and universities. Included are helpful hints and test-taking strategies, as well as a complete practice A‌C‌T, with “retired” questions from earlier test subjects given on previous test dates at A‌C‌T test centers. Also featured are a practice writing test, a sample answer document, answer keys, and self-scoring instructions. Read this document carefully and take the practice tests well before test day. That way, you will be familiar with the test subjects, what they measure, and strategies you can use to do your best on test day. You may also want to consider The Official A‌C‌T® Self-Paced Course, Powered by Kaplan® to learn test content and strategies in a virtual classroom. To view all of our test preparation options, go to www.act.org/the-act/testprep. Overview of the A‌C‌T Contents The A‌C‌T test consists of four multiple-choice A Message to Students 2 sections—English, mathematics, reading, and science—with an optional writing section. Overview of the A‌C‌T 2 Some colleges and universities require or accept A‌C‌T writing scores, so you may consider Test-Taking Strategies 3 taking the writing section. Prohibited Behavior at the Test Center 5 Test Questions Minutes per Test Content of the A‌C‌T Sections 6 English 75 45 Mathematics 60 60 Taking the Practice Tests 12 Reading 40 35 Practice Multiple-Choice Sections 13 Science 40 35 Writing 1 essay 40 Practice Writing Test 54 (optional) Practice Answer Document 57 After the science test you should expect to take How to Score the Multiple-Choice a shorter, multiple-choice test covering one of the previous subject areas. The results of the Tests 65 fifth test help develop future test questions and will not be reflected on your scores, so please Scoring the Practice Writing Test 71 try your best. Next Steps 74 ©2024 by ACT Education Corp. All rights reserved. Page 2 of 75 QU00002.CJ15294 Test-Taking Strategies However, you will want to pace yourself to avoid spending too much time on one passage or puzzling over an answer to a specific problem. Test Strategies for the A‌C‌T Go on to other questions and come back if there is time. Each multiple-choice section contains questions with either four or five answers from 9 Read the directions carefully. which you are to choose the correct or best Before you begin each section, read the answer. directions carefully. If you do not complete all your sections and y The English, reading, and science sections want to test again, you will need to re-register ask for the best answer. Read and consider and pay for a new test date. Once you access all of the answer choices and choose the test content, you cannot request a Test Date answer that best responds to the question. Change. y The mathematics section asks for the correct answer. You may want to work out Strategies to help you prepare for the the answer you feel is correct and look for A‌C‌T it among the choices given. If your answer 9 Get familiar with the content of the is not among the choices provided, reread the question and consider all the answer sections. choices. Review the information in this document. Note which content areas make up a large 9 Read each question carefully. proportion of the sections. The topics included You need to understand exactly what each in each content area are examples of possible question asks. Some questions will require you topics; they do not include all possibilities. to go through several steps to find the correct or best answer, while others can be answered 9 Update your knowledge and skills in the more quickly. content areas. Review content areas that you have studied 9 Answer the easy questions first. but are not fresh in your mind. Refresh your A good strategy is to answer the easy questions knowledge in the content areas that make up and skip the questions you find difficult. After large portions of the test. answering the easy questions, go back and answer the more difficult questions if you have 9 Study content areas you are not familiar with. time. If some content areas of the A‌C‌T are unfamiliar to you, consider taking coursework in those 9 Use logic on more difficult questions. areas before you take the test. When you return to the more difficult questions, try to use logic to eliminate incorrect Tips for Taking the Multiple-Choice answers. Compare the answer choices to Sections each other and note how they differ. Such differences may provide clues as to what the 9 Pace yourself. question requires. Eliminate as many incorrect It is important that you have enough time to answers as you can, then make an educated read the passages/questions and figure out guess from the remaining answers. your responses. For each section, subtract the number of minutes you estimate you will 9 Answer every question. spend skimming the passages or reading the Your scores in the sections will be based only information provided, then divide the total on the number of questions that you answer number of remaining minutes allowed by correctly; there is no penalty for guessing. Try to the number of questions to determine the answer every question within the time allowed estimated time you should spend on each for each section. question. If possible, spend less time on each question and use the remaining time allowed 9 Review your work. for a section to review your work and return to If there is time left after you have answered every the questions in that section that were most question in a section, go back and check your difficult for you. work. You will not be allowed to go back to any The time limits set for each section give nearly other section or mark responses to a section everyone enough time to finish all questions. after time has been called in that section. ©2024 by ACT Education Corp. All rights reserved. Page 3 of 75 QU00002.CJ15294 When testing on an answer y Acceptable photo identification. You will not document: be permitted to test if your ID does not meet A‌C‌T requirements. See A‌C‌T requirements for 9 Be precise in choosing your responses. ID on your ticket or at www.act.org/the-act/id. If you are taking the A‌C‌T on paper, make sure that you properly select the desired answer on y Number 2 pencil. Bring sharpened No. 2 pencils and good erasers (no mechanical your answer document. Marks on your answer pencils or ink pens). Do not bring any other document that extend beyond the intended writing instruments. You will not be allowed oval may be scored as incorrect. to use them. Note: International test centers are provided 9 Erase completely. approved whiteboards and erasable markers. If you want to change a multiple-choice answer on paper, make sure you erase completely. Do y Watch or other timing device. You may bring a watch to pace yourself, but it may not have not cross out answers or use correction fluid or an alarm. Your watch or other timing device tape; you must erase. Smudges or unintended must be removed and placed on your desk marks may cause errors in scoring. while in the test room, so that it remains visible to staff during the test. If your alarm Get Ready sounds during testing, you’ll be dismissed and your answers will not be scored. Prepare well in advance for the A‌C‌T. y Know what to expect on test day. Review y Calculator. If you wish to use a calculator (use of a calculator is not required), it is your this document and visit www.actstudent.org responsibility to ensure the calculator is for more information, including an overview permitted according to the A‌C‌T Calculator of each test subject, multiple test prep Policy. resources, and a comprehensive test day checklist. y Snacks. You may consume snacks and drinks outside the test room during the break. y Take the practice tests in the order they are shown in this booklet, time yourself, and What NOT to Bring review your responses using the answer keys. y Get plenty of rest the night before the tests. y Textbooks, foreign language or other dictionaries, scratch paper, notes, or other Note: Most procedures in this document refer to aids testing on a National test date at an A‌C‌T test center (within the United States, US territories, y Highlighter pens, colored pens or pencils, or correction fluid/tape or Puerto Rico). Procedures may differ slightly if you take a different administration of the A‌C‌T y Any electronic device, other than a permitted test. calculator y Reading material On Test Day In the Test Room Report on Time y Test staff will direct you to a seat. If you need a left-handed desk, tell the staff as you enter. y For National test dates, you must report to y Do not leave the test room after you have your assigned test center by the time stated been admitted. on your admission ticket (usually 8:00 a.m.). If you are late, you will not be admitted to test. y Only pencils, erasers, a permitted calculator, your watch (if brought to the test center), If your ticket does not list a specific test room, and your paper ticket will be allowed on your the test staff or posted signs will direct you. desk. What to Bring y You will be required to put all other personal belongings away. y A printed copy of your admission ticket. Your y Reporting time for the test will be 8:00 a.m. ticket contains important information that Testing will begin as soon as all examinees helps connect your answer document to the who are present at 8:00 a.m. are checked in registration on file. If you have lost your ticket, and seated. you can print another through your MyACT account. If you do not bring your ticket on test y Listen carefully to all directions read by the day, your scores may be delayed. test staff. ©2024 by ACT Education Corp. All rights reserved. Page 4 of 75 QU00002.CJ15294 y It is important that you follow all directions Testing More Than Once In the Same carefully. Administration y You will normally be dismissed at about You may not receive scores from more than 12:35 p.m. if you take the A‌C‌T (no writing), or at about 1:35 p.m. if you take the A‌C‌T with one test taken during a scheduled National writing. or International test date. For example, you may test on Saturday, on an authorized non- For Students Approved to Test at Saturday date, or on a rescheduled test date— National Test Center With One and but not on more than one of those days on a One-Half Time particular test date. If you are admitted and allowed to test a second time on a particular Testing with one and one-half time is available test date, we will report only the scores from on the multiple-choice and/or writing sections the first test. The second set of scores will be for students with diagnosed disabilities and/or canceled without refund. limited English proficiency. If you are approved for one and one-half time Requesting a Copy of Your at a National test center, you will have 50% Test Questions and Answers additional time to complete each section. On certain test dates, you may order (for an The A‌C‌T: additional fee) a copy of the multiple-choice Test Questions Minutes per Test test questions used to determine your scores, a English 75 70 list of your answers, and the answer key. If you Mathematics 60 90 took the writing section, you will also receive a copy of the writing prompt, scoring guidelines, Reading 40 55 and the scores assigned to your essay. Science 40 55 This service is not available for all test dates and Writing (optional) 1 essay 60 is available only for National testing or Special testing in the United States, US Territories, and Puerto Rico. Restrictions apply. After Testing If you are interested in this service, check www. act.org/the-act/tir for more detail. Voiding Your Test on Test Day If you have to leave the test center before completing all sections, you must decide Prohibited Behavior at whether or not you want your test scored and then inform the test staff of your decision. If you the Test Center do not, your test will be scored. A complete list of the prohibited behaviors was If you do not complete all your sections and provided during the registration process. The want to test again, you will need to re-register following behaviors can also result in dismissal. and pay for a new test date. Once you access Please be reminded of the following: test content, you cannot request a Test Date Change. y You may not fill in or alter responses to any multiple-choice questions or continue to Testing More Than Once write or alter the essay after time has been called. This includes fixing stray marks. If you wish to take the test again to increase your scores, A‌C‌T will calculate and report a y You may not look at any section of the test superscore for students who have taken the outside of the designated time for that test. A‌C‌T test more than once. This gives colleges y You may not access an electronic device the option to use the student’s best scores (other than your testing computer and from all test administrations, rather than scores mouse, when testing online) at any time from just one sitting, in their admission and during testing or during breaks. All other scholarship decisions. devices must be powered off and placed out For information about superscoring, see www. of sight from the time you are admitted to act.org/the-act/superscore. the test room until you are dismissed. For more information about retaking the A‌C‌T, y You may not give or receive assistance by see www.act.org/the-act/retaking. any means. This includes looking at another person’s test. ©2024 by ACT Education Corp. All rights reserved. Page 5 of 75 QU00002.CJ15294 y The test is confidential and remains so even y Topic Development: Demonstrate an after the exam is complete. You may not understanding of, and control over, the remove any materials from the test room. rhetorical aspects of texts. Identify the You may not discuss or share test questions, purposes of parts of texts, determine answers, or test form identification numbers whether a text or part of a text has met its during test administration, during breaks, or intended goal, and evaluate the relevance of after the test. material in terms of a text’s focus. y You may not disclose test questions or y Organization, Unity, and Cohesion: Use answers in any way or at any time, including various strategies to ensure that a text is through social media, in whole or in part. logically organized, flows smoothly, and has an y You may not eat, drink, or use reading effective introduction and conclusion. materials in the test room. Knowledge of Language (15–17%) If you are observed or suspected of engaging in These questions require you to demonstrate prohibited behavior, you will be dismissed and effective language use through ensuring your test will not be scored. precise and concise word choice and maintaining consistency in style and tone. Content of the A‌C‌T Conventions of Standard English (52– Sections 55%) These questions require you to apply an English Section understanding of the conventions of standard English grammar, usage, and mechanics to The English section consists of several essays, revise and edit text. or passages, each followed by a set of multiple- choice questions. y Sentence Structure and Formation: Apply understanding of sentence structure and y Some questions refer to the passage as formation in a text and make revisions to a whole, or to underlined or highlighted improve the writing. portions of the passage and offer several alternatives to that portion. You decide which y Punctuation: Recognize common problems with standard English punctuation and make answer choice is most appropriate in the revisions to improve the writing. context of the passage. y Many questions offer “NO CHANGE” to the y Usage: Recognize common problems with standard English usage in a text and make passage as one of the choices. revisions to improve the writing. The English section puts you in the position of a writer who makes decisions to revise and edit a Tips for Taking the English Section text. Essays in different genres provide a variety 9 Be aware of the writing style used in each of rhetorical situations. These passages are passage. chosen for their appropriateness in assessing The passages cover a variety of topics and are writing and language skills and to reflect written in a variety of styles. It is important students’ interests and experiences. that you take into account the writing style Four scores are reported for the English used in each passage. When responding to a section: a score for the section overall and question, be sure to understand the context three reporting category scores based on of the question. Consider how the sentence specific knowledge and skills. The approximate containing an underlined or highlighted percentage of the section devoted to each portion fits in with the surrounding sentences reporting category is: and into the passage as a whole. Production of Writing (29–32%) 9 Examine the underlined or highlighted portions of the passage. This category requires you to apply your Before responding to a question with an understanding of the purpose and focus of a underlined or highlighted portion, carefully piece of writing. examine what is underlined or highlighted in the text. Consider the elements of writing included in each underlined or highlighted portion. ©2024 by ACT Education Corp. All rights reserved. Page 6 of 75 QU00002.CJ15294 y Some questions will ask you to base your y Reread the sentence, using your selected decision on some specific element of writing, answer. Once you have selected the answer such as the tone or emphasis the text should you feel is best, reread the corresponding convey. sentence(s) of the passage, inserting your y Some questions will ask you to choose the selected answer at the appropriate place in the text to make sure it is the best answer alternative to the underlined or highlighted portion that is NOT or LEAST acceptable. within the context of the passage. The answer choices for each question will contain changes in one or more of those Mathematics Section elements of writing. The mathematics section is designed to assess 9 Be aware of questions with no underlined the mathematical skills students have typically acquired in courses taken up to the beginning portions. of grade 12. You will be asked some questions about a section of the passage or about the passage as Most questions are self-contained. Some a whole, in light of a given rhetorical situation. questions may belong to a set of several Questions of this type are often identified questions (e.g., each about the same graph or by a question number in a box located at chart). the appropriate point in the passage or by a The material covered emphasizes the major highlighted asterisk in brackets. content areas that are prerequisites to Questions about the entire passage are placed successful performance in entry-level courses at the end of the passage. For paper testing, in college mathematics. Knowledge of basic these questions are introduced by a horizontal formulas and computational skills are assumed box enclosing the following instruction: as background for the problems, but recall of “Questions __ and __ ask about the preceding complex formulas and extensive computation passage as a whole.” For online testing, similar are not required. instructions will appear above the individual Note: You may use a permitted calculator questions. on the mathematics section. See www.act. 9 Note the differences in the answer choices. org/calculator-policy.html for details about prohibited models and features. Many of the questions in the section will involve more than one aspect of writing. Examine Nine scores are reported for the mathematics each answer choice and how it differs from the section: a score for the section overall and eight others. Be careful not to choose an answer that reporting category scores based on specific corrects one error but causes a different error. mathematical knowledge and skills. The approximate percentage of the section devoted 9 Determine the best answer. to each reporting category is: When a question asks you to choose the best alternative to an underlined or highlighted Preparing for Higher Math (57–60%) portion, consider the following approach: This category covers the more recent y Decide how the underlined or highlighted mathematics that students are learning, portion might best be phrased in standard starting when they began using algebra written English or in terms of the particular as a general way of expressing and solving question posed. equations. This category is divided into five ~ If the underlined or highlighted portion is subcategories: the best answer, select “NO CHANGE.” y Number and Quantity (7–10%): Demonstrate ~ If not, check to see whether your phrasing knowledge of real and complex number is one of the other answer choices. If you systems. Reason with numerical quantities do not find your phrasing, choose the best in many forms, including expressions with of the answers presented. integer and rational exponents and vectors y For questions cued by a number in a box or and matrices. a highlighted asterisk in brackets, decide y Algebra (12–15%): Solve, graph, and model which choice is most appropriate in terms of multiple types of expressions. Interpret and the question posed or the stated rhetorical use many different kinds of equations, such situation. as linear, polynomial, radical, and exponential ©2024 by ACT Education Corp. All rights reserved. Page 7 of 75 QU00002.CJ15294  relationships. Find solutions to systems of Tips for Taking the Mathematics Section equations, even when represented by a simple matrix equation, and apply results to 9 If you use a calculator, use it wisely. real-world contexts. All of the mathematics problems can be solved without a calculator. Many of the problems y Functions (12–15%): Demonstrate are best done without a calculator. Use good knowledge of functions: definition, notation, judgment in deciding when, and when not, representation, and application. Use to use a calculator. For example, for some functions including linear, radical, piecewise, problems you may wish to do scratch work polynomial, exponential, and logarithmic. to clarify your thoughts on the question Manipulate and translate functions, as well before you begin using a calculator to do as interpret and use important features of computations. graphs. y Geometry (12–15%): Apply your knowledge 9 Solve the problem. of shapes and solids, using concepts such To work out solutions to the problems, you as congruence and similarity relationships will usually do scratch work. You may wish to or surface area and volume measurements. glance over the answer choices after reading Apply your understanding to composite the questions. However, working backwards objects and solve for missing values in from all five answer choices can take a lot of triangles, circles, and other figures. Use time and may not be effective. trigonometric ratios and equations of conic sections. 9 Find your solution among the answer choices. y Statistics & Probability (8–12%): Describe Once you have solved the problem, look for center and spread of distributions. Apply and analyze data collection methods. Understand your answer among the choices. If your answer and model relationships in bivariate data. is not included among the choices, carefully Calculate probabilities by recognizing the reread the problem to see whether you missed related sample spaces. important information. Pay careful attention to the question being asked. If an equation is to Integrating Essential Skills (40–43%) be selected, check to see whether the equation This category focuses on measuring how you think is best can be transformed into one of well you can synthesize and apply your the answer choices provided. understandings and skills to solve more complex problems. The questions ask you to 9 Make sure you answer the question. address concepts such as: The solutions to many questions will involve several steps. Make sure your answer accounts y rates and percentages for all the necessary steps. Frequently, an y proportional relationships answer choice is an intermediate result, not the y area, surface area, and volume final answer. y average and median 9 Make sure your answer is reasonable. y expressing numbers in different ways Sometimes an error in computation will result You will solve non-routine problems that involve in an answer that is not practically possible combining skills in chains of steps, applying for the situation described. Always think skills in varied contexts, understanding about your answer to determine whether it is connections, and demonstrating fluency. reasonable. Modeling 9 Check your answer. You may arrive at an incorrect solution by This category represents all questions that making common errors in the problem-solving involve producing, interpreting, understanding, process. If there is time remaining before the evaluating, and improving models. Each end of the mathematics section, it is important question is also counted in other appropriate that you reread the questions and check your reporting mathematics categories. This answers to make sure they are correct. category is an overall measure of how well you use modeling skills across mathematical topics. ©2024 by ACT Education Corp. All rights reserved. Page 8 of 75 QU00002.CJ15294 Reading Section including understanding sequential, comparative, and cause-effect relationships. The reading section measures your ability to read closely, reason logically about texts using Craft & Structure (25–30%) evidence, and integrate information from These questions ask you to: multiple sources. The questions focus on the mutually supportive y determine word and phrase meanings skills that readers must bring to bear in y analyze an author’s word choice rhetorically studying written materials across a range of y analyze text structure subject areas. Specifically, questions will ask you to: y understand the author’s purpose and perspective y determine main ideas y analyze characters’ points of view y locate and interpret significant details y interpret authorial decisions rhetorically y understand sequences of events y differentiate between various perspectives y make comparisons and sources of information y comprehend cause-effect relationships Integration of Knowledge & Ideas y determine the meaning of context- (13–23%) dependent words, phrases, and statements y draw generalizations This category requires you to understand authors’ claims, differentiate between facts y analyze the author’s or narrator’s voice and and opinions, and use evidence to make method connections between different texts that y analyze claims and evidence in arguments are related by topic. Some questions will y integrate information from multiple texts require you to analyze how authors construct The reading section is composed of multiple arguments and to evaluate reasoning and parts. Some parts consist of one long prose evidence from various sources. passage and others consist of shorter prose passages. The passages represent the levels Visual and Quantitative Information in and kinds of text commonly encountered in the Reading Section first-year college curricula. One passage may be accompanied by an Each passage is preceded by a heading that element like a graph, figure, or table that identifies the author and source, and may contains information relevant to the reading include important background information to task. In the passage containing these visual and help you understand the passage. Each portion quantitative elements, some of the questions contains a set of multiple-choice questions. will ask you to identify or interpret information These questions do not test the rote recall from the graphic or integrate the information of facts from outside the passage or rules from the passage and graphic to determine the of formal logic, nor do they contain isolated best answer. vocabulary questions. In sections that contain two shorter passages, some of the questions Tips for Taking the Reading Section involve both of those passages. Four scores are reported for the reading 9 Read each passage carefully. Before you begin answering a question, read section: a score for the section overall and three all of the content carefully. Be conscious of reporting category scores based on specific relationships between or among ideas. Take knowledge and skills. Score reports also include note about important ideas in the passages. an Understanding Complex Texts indicator. The approximate percentage of the section devoted 9 Refer to the passages when answering the to each reporting category is: questions. Answers to some of the questions will be Key Ideas & Details (52–60%) found by referring to what is explicitly stated in This category requires you to read texts closely the text of the passages. Other questions will to determine central ideas and themes; require you to determine implicit meanings summarize information and ideas accurately; and to draw conclusions, comparisons, and and show an understanding of relationships generalizations. Consider the text before you and draw logical inferences and conclusions, answer any question. ©2024 by ACT Education Corp. All rights reserved. Page 9 of 75 QU00002.CJ15294 Science Section Evaluation of Models, Inferences, & Experimental Results (25–35%) The science section measures the interpretation, analysis, evaluation, reasoning, These questions ask you to judge the validity and problem-solving skills required in the of scientific information and formulate natural sciences. The section presents several conclusions and predictions based on that authentic scientific scenarios, each followed by information (e.g., determine which explanation a number of multiple-choice questions. for a scientific phenomenon is supported by The content includes biology, chemistry, Earth/ new findings). space sciences (e.g., geology, astronomy, The science section presents information in and meteorology), and physics. Advanced three formats: knowledge in these areas is not required, but background knowledge acquired in general, y Data Representation (25–35%): This format introductory science courses may be needed to presents graphic and tabular material correctly answer some of the questions. similar to that found in science journals and texts. The questions associated with this The science section focuses on format measure skills such as recognizing multidimensional assessment, with questions relationships among data in tables and that assess science content in concert with graphs; interpolation and extrapolation; and science skills and practices. translating tabular data into graphs. The questions require you to: y recognize and understand the basic features y Research Summaries (45–60%): This format provides descriptions and results of one or of, and concepts related to, the provided more related experiments. The questions focus information on the design of the experiments and the y examine critically the relationship interpretation of experimental results. between the information provided and the conclusions drawn or hypotheses developed y Conflicting Viewpoints (15–20%): This format presents two or more explanations for the y generalize from given information to gain same scientific phenomena that, because they new information, draw conclusions, or make are based on differing premises or incomplete predictions. data, are inconsistent with one another. The Note: You are not permitted to use a calculator questions focus on the understanding, analysis, in the science section. and comparison of alternative viewpoints or hypotheses. Four scores are reported for the science Tips for Taking the Science Section section: a score for the section overall and three reporting category scores based on 9 Read the passage carefully. scientific knowledge, skills, and practices. The Before you begin answering a question, read approximate percentage of the section devoted the scientific material provided. It is important to each reporting category is: that you read the entire text and examine any tables, graphs, or figures. You may take notes Interpretation of Data (40–50%) about important ideas. Some of the information This category asks you to manipulate and sets will describe experiments. You should analyze scientific data presented in scientific consider the experimental design, including the tables, graphs, and diagrams (e.g., recognize controls and variables, because questions are trends in data, translate tabular data into likely to address this component of scientific graphs, interpolate and extrapolate, and reason research. mathematically). 9 Note the different viewpoints in passages. Scientific Investigation (20–30%) Some material will present conflicting viewpoints, and the questions will ask you to This category requires you to understand distinguish among them. It may be helpful for experimental tools, procedures, and design you to take notes summarizing each viewpoint (e.g., identify controls and variables) and about specific portions of the section. compare, extend, and modify experiments (e.g., predict the results of additional trials). ©2024 by ACT Education Corp. All rights reserved. Page 10 of 75 QU00002.CJ15294 Writing Section (Optional) writing. Competent writers arrange their essay in a way that clearly shows the relationship If you register for the A‌C‌T with writing, you between ideas, and they guide the reader will take the writing section after the four through their discussion. multiple-choice sections. Your score in the writing section will not affect your scores on the Language Use and Conventions multiple-choice or your Composite score. Scores in this domain reflect the ability to use The writing section is a 40-minute essay test written language to convey arguments with that measures your writing skills—specifically, clarity. Competent writers make use of the writing skills taught in high school English conventions of grammar, syntax, word usage, classes and in entry-level college composition and mechanics. They are also aware of their courses. audience and adjust the style and tone of their The section consists of one writing prompt that writing to communicate effectively. describes a complex issue and provides three different perspectives on the issue. You are Tips for Taking the Writing Section asked to read the prompt and write an essay in which you develop your own perspective 9 Pace yourself. Budget your time based on your experience in on the issue. Your essay must analyze the taking essay tests in school or when you have relationship between your own perspective and done writing within a time limit. It is unlikely one or more other perspectives. You may adopt that you will have time to draft, revise, and one of the perspectives given in the prompt recopy your essay. as your own, or you may introduce one that is completely different from those given. Your score will not be affected by the perspective 9 Plan. Before writing, carefully read and consider all you take on the issue. prompt material. Be sure you understand the Five scores are reported for the writing section: issue, the different perspectives on the issue, a single subject-level writing score reported and your essay task. on a scale of 2–12 and four domain scores that Planning questions are included with the are based on an analytic scoring rubric. The prompt that will help you analyze the different subject score is the rounded average of the four perspectives and develop your own. Use these domain scores. The four writing domains are: questions to think critically about the prompt and generate an effective response. How would Ideas and Analysis you best organize and support your ideas in a Scores in this domain reflect the ability to written argument. Spend time structuring or generate productive ideas and engage critically outlining your response. with multiple perspectives on the given issue. Competent writers understand the issue they Note: The planning questions are optional and are invited to address, the purpose for writing, are not scored. and the audience. They generate ideas that are relevant to the situation. 9 Write. Establish the focus of your essay by making Development and Support clear your argument and its main ideas. Scores in this domain reflect the ability to y Explain and illustrate your ideas with sound discuss ideas, offer rationale, and bolster an reasoning and meaningful examples. argument. Competent writers explain and explore their ideas, discuss implications, and y Discuss the significance of your ideas: what are the implications of what you have to illustrate through examples. They help the say, and why is your argument important to reader understand their thinking about the consider? issue. As you write, ask yourself if your logic is clear, if Organization you have supported your claims, and if you have chosen precise words to communicate your Scores in this domain reflect the ability to ideas. organize ideas with clarity and purpose. Organizational choices are integral to effective ©2024 by ACT Education Corp. All rights reserved. Page 11 of 75 QU00002.CJ15294 9 Review your essay. y Use a digital timer or clock to time yourself Try to make your essay as polished as you can. on each practice test. Set your timer for Take a few minutes before time is called to read five minutes less than the time allowed for over your essay and correct any mistakes. each test so you can get used to the verbal announcement of five minutes remaining. If you take the A‌C‌T on paper, be sure to write your essay legibly. If you find words that are y Give yourself only the time allowed for each hard to read, recopy them. Make corrections test. and revisions neatly, between the lines. Do not y Detach and use the sample answer write in the margins, if applicable. document on pages 57–58. 9 Practice. y Read the test directions on the first page of each multiple-choice test. These are the There are many ways to prepare for the writing same directions that will appear in your test section. Read newspapers and magazines, booklet on test day. watch/listen to news analyses online, on TV, or on radio, or participate in discussions y Start your timer and begin with Test 1. and debates, thinking carefully about other Continue through Test 4, taking a 10- to perspectives in relation to your own. 15-minute break between Tests 2 and 3. Use the timing table on page 2 to time each One good way to prepare for the writing section section of the test. is to practice writing with different purposes for different audiences. The writing you do in your y Score your multiple-choice tests using the classes will help you, as will writing a personal information beginning on page 65. journal, stories, essays, editorials, or other y If you plan to take the A‌C‌T with writing, read writing you do on your own. the directions on the first page of the practice It is also a good idea to practice writing within A‌C‌T writing test (page 54). These are the a time limit. Taking the practice writing test same directions that will appear in your test will give you a sense of how much additional booklet on test day. Start your timer (set practice you may need. You might want to take for 40 minutes), then read the prompt on the practice writing section even if you do not page 55. After you understand what the plan to take the A‌C‌T with writing. It will help prompt is asking you to do, plan your essay you build skills that are important in college- and then write or print it on lined paper. On level learning and the world of work. test day, if you test on paper, your answer document will have lined pages on which you will write your essay. Score your essay using the information on pages 71–73. Taking the Practice Tests y A screen reader accessible practice test is available at https://practice.actdigitalservices. It is a good idea to take the practice tests under org/. conditions as similar as possible to those you will experience on test day. The following tips will help you: y If taking the A‌C‌T (no writing), the four multiple-choice tests require 2 hours and 55 minutes to complete. Take them in order, in one sitting, with a 10- to 15-minute break between Tests 2 and 3. y You will need only sharpened, soft lead No. 2 pencils and good erasers. Remove all other items from your desk. You will not be allowed to use unapproved scratch paper, but you can use the test booklet to make notes. y If you plan to use a permitted calculator on the mathematics test, use the same one you will use on test day. ©2024 by ACT Education Corp. All rights reserved. Page 12 of 75 QU00002.CJ15294  Practice Multiple-Choice Sections EXAMINEE STATEMENTS, CERTIFICATION, AND SIGNATURE 1. Statements: I understand that by registering for, launching, starting, or submitting answer documents for an ACT® test, I am agreeing to comply with and be bound by the Terms and Conditions: Testing Rules and Policies for the ACT ® Test (“Terms”). I UNDERSTAND AND AGREE THAT THE TERMS PERMIT ACT TO CANCEL MY SCORES IN CERTAIN CIRCUMSTANCES. THE TERMS ALSO LIMIT DAMAGES AVAILABLE TO ME AND REQUIRE ARBITRATION OF CERTAIN DISPUTES. BY AGREEING TO ARBITRATION, ACT AND I BOTH WAIVE THE RIGHT TO HAVE THOSE DISPUTES HEARD BY A JUDGE OR JURY. I understand that ACT owns the test questions and responses, and I will not share them with anyone by any form of communication before, during, or after the test administration. I understand that taking the test for someone else may violate the law and subject me to legal penalties. I consent to the collection and processing of personally identifying information I provide, and its subsequent use and disclosure, as described in the ACT Privacy Policy (www.act.org/privacy.html). I also permit ACT to transfer my personally identifying information to the United States, to ACT, or to a third-party service provider, where it will be subject to use and disclosure under the laws of the United States, including being accessible to law enforcement or national security authorities. 2. Certification: Copy the italicized certification below, then sign, date, and print your name in the spaces provided. I agree to the Statements above and certify that I am the person whose information appears on this form. Your Signature Today’s Date Print Your Name Form 2176CPRE Directions This booklet contains tests in English, mathematics, Only responses marked on your answer document reading, and science. These tests measure skills and will be scored. Your score on each test will be based only abilities highly related to high school course work and on the number of questions you answer correctly during success in college. Calculators may be used on the the time allowed for that test. You will not be penalized mathematics test only. for guessing. It is to your advantage to answer every The questions in Tests 1–4 are numbered, and the question even if you must guess. suggested answers for each question are lettered. On You may work on each test only when the testing the answer document, the rows of ovals are numbered staff tells you to do so. If you finish a test before time is to match the questions, and the ovals in each row are called for that test, you should use the time remaining lettered to correspond to the suggested answers. to reconsider questions you are uncertain about in that For each question, first decide which answer is best. test. You may not look back to a test on which time Next, locate on the answer document the row of ovals has already been called, and you may not go ahead numbered the same as the question. Then, locate the to another test. To do so will disqualify you from the oval in that row lettered the same as your answer. examination. Finally, fill in the oval completely. Use a soft lead pencil Lay your pencil down immediately when time is called and make your marks heavy and black. Do not use ink at the end of each test. You may not for any reason fill or a mechanical pencil. in or alter ovals for a test after time is called for that test. Mark only one answer to each question. If you change To do so will disqualify you from the examination. your mind about an answer, erase your first mark For Test 5, follow the directions on the first page of thoroughly before marking your new answer. For each that test. question, make certain that you mark in the row of ovals Do not fold or tear the pages of your test booklet. with the same number as the question. DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO. © 2021 by ACT, Inc. All rights reserved. NOTE: This test material is the confidential copyrighted property of ACT, Inc., and may not be copied, reproduced, sold, scanned, emailed, or otherwise transferred without the prior express written permission of ACT, Inc. Violators of ACT’s copyrights are subject to civil and criminal penalties. ©2024 by ACT Education Corp. All rights reserved. Page 13 of 75 QU00002.CJ15294 1 ENGLISH TEST 1 45 Minutes—75 Questions DIRECTIONS: In the five passages that follow, certain You will also find questions about a section of the pas- words and phrases are underlined and numbered. In sage, or about the passage as a whole. These questions the right-hand column, you will find alternatives for the do not refer to an underlined portion of the passage, but underlined part. In most cases, you are to choose the rather are identified by a number or numbers in a box. one that best expresses the idea, makes the statement For each question, choose the alternative you consider appropriate for standard written English, or is worded best and fill in the corresponding oval on your answer most consistently with the style and tone of the passage document. Read each passage through once before you as a whole. If you think the original version is best, begin to answer the questions that accompany it. For choose “NO CHANGE.” In some cases, you will find in many of the questions, you must read several sentences the right-hand column a question about the underlined beyond the question to determine the answer. Be sure part. You are to choose the best answer to the question. that you have read far enough ahead each time you choose an alternative. PASSAGE I The following paragraphs may or may not be in the most logical order. Each paragraph is num- bered in brackets, and question 14 will ask you to choose where Paragraph 3 should most logically be placed. Bar Codes: A Linear History In 1948, graduate students, Norman Woodland 1. A. NO CHANGE 1 B. students, Norman Woodland and Bernard Silver and Bernard Silver, took on a problem that had troubled C. students Norman Woodland and Bernard Silver 1 D. students Norman Woodland and Bernard Silver, retailers for years: how to keep track of store inventories. Inspired by the dots and dashes of Morse code, however, 2. F. NO CHANGE 2 G. in other words, Woodland and Silver created a system of lines that could H. consequently, J. DELETE the underlined portion. encode data. Called a symbology, the pattern created by the spacing and widths of the lines encodes information by representing different characters. ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 14 of 75 QU00002.CJ15294 1 1 The first bar code was composed of four white lines set at specific distances from each other on a black 3. A. NO CHANGE 3 B. distances so that each was separated, one from the C. locations, each one set apart from the D. lengths of distance from each background. The first line was always present. $ 4. The writer is considering deleting the preceding sen- tence. Should the sentence be kept or deleted? Depending on the presence or absence of the remaining F. Kept, because it begins the description that is com- pleted in the sentence that follows. three lines, up to seven different arrangements were G. Kept, because it gives a clear image of what the first bar code looked like. H. Deleted, because it provides an extra detail that is not relevant to the subject of the paragraph. J. Deleted, because it contradicts a point made later in the paragraph. susceptible and, therefore, seven different encodings. 5. A. NO CHANGE 5 B. responsible C. possible D. capable Today, twenty-nine white lines making more than half 6. F. NO CHANGE 6 G. which make a billion encodings possible. H. to make J. make To create a bar code scanner, Woodland and Silver adapted technology from an optical movie sound system. Their prototype scanner used a 500-watt bulb, a photomultiplier tube (a device that detects light), and an oscilloscope (a device that translates electronic signals into readable information). Although successful, the concoction 7. A. NO CHANGE 7 B. contraption C. substance D. stuff was both large and costly. For example, progress stalled 8. F. NO CHANGE 8 G. As a result, until the 1970s, when laser technology (both more compact H. However, J. Even so, and less expensive) became available. In today’s scanners, a laser sends light back and forth across a bar code. While the black lines absorb the light, the white lines reflect it back at a fixed mirror inside the 9. A. NO CHANGE 9 B. them scanner. In this way, the scanner reads the symbology and C. ones D. one decodes the information. ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 15 of 75 QU00002.CJ15294 1 1 * Today, 10. Which of the following true statements, if added here, would most effectively lead into the new subject of the paragraph? F. In the 1940s, Woodland and Silver were graduate students at the Drexel Institute of Technology in Philadelphia. G. Woodland and Silver were granted a patent for their bar code on October 7, 1952. H. Bar code equipment has been available for retail use since 1970. J. Bar codes themselves have advanced as well. being that there are one- and 11. A. NO CHANGE 11 B. there are two-dimensional bar codes using numeric C. where D. DELETE the underlined portion. and alphanumeric symbologies. Bar codes are used not only for a pack of gum or an airline ticket, but also for research. In one study, for instance, tiny bar codes were placed on bees tracking 12. F. NO CHANGE 12 G. had been placed on bees trying to track their activities. Shaping the way we gather, track, and H. placed on bees, which would track J. were placed on bees to track share information, we have almost certainly exceeded 13. A. NO CHANGE 13 B. exceeding Woodland and Silver’s expectations even Woodland and Silver’s expectations. about bar codes has almost certainly been done. 13 C. bar codes have almost certainly exceeded even Woodland and Silver’s expectations. D. it is almost certain that we have exceeded even Woodland and Silver’s expectations. Questions 14 and 15 ask about the preceding passage as a whole. 14. For the sake of the logic and coherence of the essay, 15. Suppose the writer’s primary purpose had been to Paragraph 3 should be placed: describe how a specific technological advancement F. where it is now. changed business practices. Would this essay accom- G. before Paragraph 1. plish that purpose? H. after Paragraph 1. A. Yes, because it offers an overview of current bar J. after Paragraph 5. code technology and indicates the variety of ways in which bar codes are used by specific businesses. B. Yes, because it explains how bar codes and scan- ners made it easier for stores to keep track of their inventories. C. No, because it focuses primarily on the develop- ment of bar codes and only briefly mentions how businesses have implemented the use of bar codes. D. No, because it focuses on why businesses needed new technology but does not explain how bar codes were able to serve that need. ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 16 of 75 QU00002.CJ15294 1 PASSAGE II 1 Glowing on an Adventure As I pulled my camera out of my backpack, I felt a tap on my arm. “No photographs,” whispered the woman next to me, pointing up to the cave ceiling. “The flash will 16. F. NO CHANGE 16 G. me, and then pointing H. me and she pointed J. me, she pointed make them stop glowing,” she said, whispering. 17. A. NO CHANGE 17 B. glowing,” she said as she pointed up to the ceiling. She was referring to the thousands of glowworms C. glowing,” she said in a hushed, whispering voice. D. glowing.” that clung to the limestone ceiling and, with their radiant bodies, flooded the cave in aquamarine light. While 18. F. NO CHANGE 18 G. Although H. Since J. DELETE the underlined portion. I was traveling on canoe on a group tour through 19. A. NO CHANGE 19 B. with the renowned Glowworm Grotto of New Zealand’s C. by D. in Waitomo Caves. Were it not for the twinkling light of these Arachnocampa luminosa, a species unique to New Zealand and abundant in these caves, this meandering subterranean passageway would feel as though it were downright ensconced in shadows. 20. F. NO CHANGE 20 G. end up pretty hard to see. I sheepishly tucked the camera away and focused H. have not a lot of light. J. be utterly dark. again on the glowworms. Collectively, they resembled the cosmos, a sea of stars in a clear night sky. Beautiful—yet what made them glow? “Bioluminescence,” the woman said, peculiarly sensing my curiosity. 5 A badge 21. At this point, the writer wants to emphasize the idea that the narrator found the woman’s comment peculiar. Which of the following best accomplishes that goal? A. I figured she had been to the caves before. B. Surprised, I hesitantly turned toward her. C. She had a notepad in her hand. D. I happened to agree. was pinned to her shirt indicated she was a 22. F. NO CHANGE 22 G. had been biochemist, here, I guessed, to research the organism. H. it was J. DELETE the underlined portion. ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 17 of 75 QU00002.CJ15294 1 She explained that to attract prey, glowworms (not 1 really worms at all, but the larval stage of a fungus gnat) emit light through their translucent skin; via a 23. A. NO CHANGE 23 B. skin, and via cellular chemical reaction. The cells produce luciferin, C. skin. Via D. skin via a chemical pigment that reacts with oxygen to produce light that shines through the organism’s tail-end intestine. From its mouth, she showed me, all glowworms dangle shimmering silken 24. F. NO CHANGE 24 G. all of the glowworms are dangling threads glossed in beads of mucus. Cave-dwelling H. each of the glowworms dangle J. each glowworm dangles insects are trapped in these threads, then reeled in 25. A. NO CHANGE 25 B. lured by the light, then trapped in these threads, like fish on a line, and finally lured by the light. and finally reeled in like fish on a line. 25 C. reeled in like fish on a line, then trapped in these The light responds to environmental factors. The threads, and finally lured by the light. D. trapped in these threads, then lured by the light, and finally reeled in like fish on a line. sound of splashing water, however, might signal 26. F. NO CHANGE 26 G. on the other hand, H. for example, J. above all, that prey is nearby, causing them to 27. A. NO CHANGE 27 B. the light C. these D. DELETE the underlined portion. brighten. < 28. Which of the following choices, if added here, would best conclude the paragraph and refer back to the con- versation at the beginning of the essay? F. Insects are likely attracted to the light because the sky-like appearance of the glowworms fools the insects into believing they are outdoors. G. She told me that the cave is usually quiet, with only occasional noises, such as tour boats passing through the water. H. A camera flash, she reminded me, may also spell danger, and the glowworms’ light is doused. J. The light is also brighter in a hungry larva than in those that have just eaten. ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 18 of 75 QU00002.CJ15294 1 Our trip neared its end. I spotted 1 a dragonfly in the cave. I knew its 29. The writer is considering revising the underlined por- 29 tion to the following: soaring toward the light. Should the writer make this revision? A. Yes, because the revised phrase more specifically describes the dragonfly’s actions to help support the narrator’s claim that she knew what its fate would be. B. Yes, because the revised phrase adds information that explains why the light of the glowworms was suddenly dim. C. No, because the original phrase more clearly establishes that the trip is ending and that the nar- rator sees the dragonfly as they exit the cave. D. No, because the original phrase builds on the sus- pense established in the narrative regarding the fate of the dragonfly. fate, it would be ensnared, just as I had 30. F. NO CHANGE 30 G. fate; and been by the brilliance of these luminescent H. fate: J. fate glowworms. PASSAGE III A Rose by the Name Antique With shears in hand, I clip a thin branch from the rosebush in my backyard garden. I place this clipping into the basket next to me and crouch under 31. A. NO CHANGE 31 B. basket next, to me C. basket, next to me D. basket next to me, this again. I snip a few more branches and then rise 32. F. NO CHANGE 32 G. the rosebush to head to the greenhouse. There, I will deposit these H. one J. it clippings in rich soil; roots will take hold, buds will sprout, 33. Which choice most closely maintains the sentence pat- 33 tern the writer establishes after the semicolon? and a new plant will find a home in my garden. A. NO CHANGE B. I will see new buds that have been sprouting, My roses are not your average hybrid-tea roses (those C. followed by the buds, which have sprouted, D. then come the sprouting buds after that, long-stemmed, special occasion roses with well-formed buds). Mine are antique roses, old, or heirloom varieties, 34. F. NO CHANGE 34 G. roses, old or heirloom, varieties, that have existed in gardens worldwide for centuries. H. roses old, or heirloom varieties J. roses, old or heirloom varieties ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 19 of 75 QU00002.CJ15294 1 Compared to vibrant hybrid-tea colors, antique rose colors 35. A. NO CHANGE 1 35 B. vibrant hybrid-tea, colors, C. vibrant, hybrid-tea colors D. vibrant hybrid-tea colors tend to be silenced. Their stems are also shorter, and their 36. F. NO CHANGE 36 G. reduced. buds are a bit droopier. Their fragrance, however, is H. muted. J. lower. unmatched. And unlike the hybrid-tea whose long stems make into a rosebush that is rather scraggly looking, 37. A. NO CHANGE 37 B. about C. like D. for antique rosebushes can be grown in a variety of colors, 38. The writer wants to add a detail here that best com- 38 pletes the contrast to hybrid-tea roses in the first part handsomely landscaping gardens. of the sentence. Which choice best accomplishes that goal? F. NO CHANGE G. are lush and shapely, H. can grow quite large, J. tend to be less thorny, The plant thrives best when it is exposed to six hours 39. Which choice best introduces the main focus of the 39 paragraph? of direct sunlight daily. The plant can withstand extreme A. NO CHANGE 39 B. The varieties of antique roses are numerous, the most popular of which are the silken peach Mutabilis and the crimson Louis Phillippe. C. Aside from the rose’s beauty, what gardeners like me most appreciate is that antiques are incredibly durable and low maintenance. D. While I am fond of bush varieties, I am also drawn to climbing varieties that can be placed against walls, fences, or trellises. temperatures and survive nearly anywhere. It’s also easier 40. F. NO CHANGE 40 G. They’re H. Their J. Its to grow antiques. Cultivating hybrid-teas having involved 41. A. NO CHANGE 41 B. which involves a process of grafting two species of rose together, but the C. involves D. involving grafted area remains weak and susceptible to viruses. Antiques, on the other hand, are less prone to disease because they are grown simply by placing cuttings from a parent plant into nutrient-rich soil. They require far less 42. F. NO CHANGE 42 G. Antiques, requiring pruning, fertilizing, and nurturing than their hybrid-tea H. Antiques require J. Requiring ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 20 of 75 QU00002.CJ15294 1 counterparts, antiques can reportedly survive without any 1 care from human hands, a fact that surprises many. 43. The writer wants to add a detail here that emphasizes 43 the antique rose’s ability to survive without human I dig small holes in a pot of soil, place each care. Which choice best accomplishes that goal? A. NO CHANGE clipping a half inch deep, and pack down the soil around B. blooming year after year even at abandoned sites. C. making them more popular among gardeners. them. Back in my greenhouse, I strip the clippings D. often blooming between midspring and fall. of all leaves and branches. Then I wait: the roots will take hold and, eventually, buds will sprout. L 44. Which sequence of sentences makes this paragraph most logical? F. NO CHANGE G. 2, 1, 3 H. 3, 1, 2 J. 1, 3, 2 Question 45 asks about the preceding passage as a whole. 45. Suppose the writer’s primary purpose had been to describe the process of planting a particular flower. Would this essay accomplish that purpose? A. Yes, because the essay discusses the steps involved in growing and maintaining antique rosebushes. B. Yes, because the writer explains the specific condi- tions needed to plant antique roses and how long it takes for new buds to sprout. C. No, because the essay is more focused on compar- ing the qualities and cultivation of antique and hybrid-tea roses. D. No, because while the writer mentions growing antique roses in his garden, the essay is more focused on the history of antiques in gardens worldwide. PASSAGE IV Jeremy Frey, Weaving Heritage Into Modern Art The winning piece was a basket, it was eighteen 46. F. NO CHANGE 46 G. this work of art reached inches tall with a curved, vaselike silhouette. [A] It H. the object stood J. DELETE the underlined portion. was made of ash wood finely woven into bold stripes of black and white that ran from its crown to its base. [B] ACT-2176CPRE GO ON TO THE NEXT PAGE. ©2024 by ACT Education Corp. All rights reserved. Page 21 of 75 QU00002.CJ15294 1 In the ninety-year history of the Santa Fe Indian 1 Market—the largest Indian art festival in the nation—the 47. A. NO CHANGE 47 B. Market the largest Indian art festival—in the 2011 event marked the first time a basket won best of nation— C. Market, the largest Indian art festival, in the nation show. The creator of the piece, thirty-three-year-old D. Market, the largest Indian art festival in the nation Passamaquoddy Indian Jeremy Frey from Princeton, Maine, the basket sold at auction for $16,000. 48. F. NO CHANGE 48 G. looked on as the H. as his J. his [C] Frey describes his baskets as “cutting-edge traditional.” [D] He primarily weaves a classic material, wood from the brown ash tree, but, unlike most contemporary basketmakers, 49. A. NO CHANGE 49 B. but, unlike most, contemporary basketmakers he harvests, cuts, pounds, dries, and dyes the wood C. but unlike, most contemporary basketmakers, D. but, unlike most contemporary basketmakers himself. Then creating highly elaborate versions 50. F. NO CHANGE 50 G. Going on to create of the sturdy utility baskets that have been used H. Frey creates J. Creating by generations of Passamaquoddy fishermen from 51. If the writer were to delete the underlined portion, the 51 essay would primarily lose: Maine. He honors tradition, but he highlights A. an indication that Frey honors Passamaquoddy cul-