Avoid Common Mistakes on ACT Writing Test

So you’ve taken the ACT a few times, and your writing test score remains an 8; that means two graders most likely gave you a score of 4 out of 6, or a low B. While this is a commendable score – an above average grade for writing under pressure – many of you are wondering how you can improve. The next test is just around the corner (Dec.10); are you ready?

First, look at the ACT Scoring Guidelines, and pay attention to your strengths and weaknesses. Then practice. Read the news. Talk to people. You’re a teen, so be a teen and argue with someone. Just make sure you argue something real, and be convincing.

Do you think the Penn State football coach was wrongly fired? Who should have taken the fall? How do you feel about Pakistan or Egypt? What about school funding issues in your community? Pay attention to what is going on in the world. This is a thinking test, and you will be asked to share your opinion on some current issue. You can draw examples from anything you’ve seen, read or thought.

Next, consider these common mistakes we see on practice tests from our ACT writing students:

1. Diction and syntax: Graders do not want to read an essay with 20 simple sentences and simplistic vocabulary. Practice mixing them up.
2. Specificity: Don’t just write, “I did my personal best at the gym. What exercise did you do? Did you use machines? Did you do free weights? Are you a runner? Try this: ” My 25-minute time for a 3-mile run on the indoor track was my personal best.”
3. Stretching too far: Some students make mistakes when they use complex words and sentences. Only use words you know; this is not the time for grammar and spelling experimentation.
4. Spelling and grammar: Allow time to proofread your essay. We’ve taken away points when students write “there school” rather than “their school or use “to many” instead of “too many.” Don’t use the word “exacerbate” if you cannot spell it; “worsen” will do. We have seen “discriminate” spelled “discrimate” and “discrimivate.” Be careful. Proofread. Pay attention.
5. Counterarguments: Don’t forget the counterargument, and make sure you develop it completely. You wouldn’t want to write, “While some say wearing school uniforms is important,  I think they are wrong.” With this argument, you leave readers hanging. Finish the argument by supporting your point.
6. Sentence fragments: “Too many requests for transfers” is not a complete sentence. “There are too many requests for transfers” is a sentence, as is “Too many students request transfers.” Make sure you have a subject and a predicate in every sentence.

The best essays take a position on an issue and offer critical context for discussion. These essays address complexity by examining different perspectives on the issue, or by evaluating the implications of the issue. Strong student writers fully respond to counterarguments, and they use proper grammar, vary their sentences and spell words correctly.

But don’t stress out. You might bring up your score a point or two if you practice timed writing with ACT essay prompts and pay attention to detail.

Kim Lifton is co-founder of Wow Writing Workshop, which teachers college-bound students and graduate students how to write college admissions essays and personal statements; Wow also runs Ace the ACT Writing Test workshops. For information, go to Wow Writing Workshop.