ACT English

ACT English is designed to measure how well you can edit and improve short passages of writing. It tests two broad skill sets: usage and mechanics (grammar, punctuation, and sentence structure) and rhetorical skills (how effectively a passage is organized, developed, and styled for its purpose). Unlike many grammar exams that feel like isolated drills, ACT English asks you to make decisions in context. You read a passage, consider an underlined portion, and choose the best revision from several options, including the option to leave the text unchanged.

Doing well requires more than memorizing rules. You need to recognize what a sentence is trying to do, spot what is wrong or unclear, and select the choice that produces clean, precise writing.

What the ACT English section evaluates

ACT English passages are typically nonfiction and cover subjects like science, history, arts, and everyday topics. Questions fall into two categories:

• Usage and mechanics: grammar, punctuation, and sentence structure
• Rhetorical skills: strategy, organization, and style

In practice, these categories overlap. A punctuation choice can change clarity, and a “style” question can hinge on sentence structure. The most reliable approach is to read like an editor: ask what the sentence means, whether it is correct, and whether it helps the paragraph do its job.

Usage and mechanics: grammar that shows up on the test

Sentence structure and avoiding common errors

Many ACT English questions target the boundaries between sentences. The test rewards students who can reliably tell the difference between a complete sentence and a fragment, and who can fix run-ons without creating new problems.

Key concepts include:

• Independent clause: a complete thought that can stand alone.
• Dependent clause: cannot stand alone and must attach correctly to an independent clause.
• Run-on and comma splice: two independent clauses joined incorrectly (no punctuation or only a comma).
• Fragment: missing a subject, a verb, or a complete idea.

Practical editing mindset: if you see two complete thoughts jammed together, you need a period, semicolon, or a comma plus a coordinating conjunction (for example, “and,” “but,” “so”). If a “fix” adds extra words but still leaves two full sentences improperly joined, it is not a fix.

Verb tense, agreement, and consistency

Grammar questions often focus on keeping verbs consistent and matched to their subjects.

Common targets:

• Subject verb agreement: singular subjects take singular verbs; plural subjects take plural verbs.
• Verb tense consistency: avoid unnecessary shifts unless the timeline genuinely changes.
• Pronoun antecedent agreement: pronouns must match their antecedents in number and be clear in reference.

A useful habit is to locate the true subject of the sentence. Prepositional phrases and interrupting clauses can hide it. For example, the subject is not always the noun right before the verb.

Pronouns: clarity matters as much as correctness

The ACT English test cares about whether a pronoun clearly refers to one specific noun. Even a grammatically acceptable pronoun can be wrong if it creates ambiguity.

Watch for:

• Unclear “this,” “that,” “which,” or “it”: these can point to an entire idea rather than a specific noun, making the meaning fuzzy.
• Vague “they”: if multiple plural nouns appear, “they” can confuse the reader.
• Shifts in person: moving from “one” to “you,” or from “students” to “we,” without a good reason.

When in doubt, the clearer option that names the noun usually wins, as long as it stays concise.

Punctuation: the rules that decide many questions

Commas: separation and nonessential information

Comma questions are frequent and predictable. The ACT tests whether you can identify what needs to be separated and what should stay together.

High value comma rules include:

• Items in a series: commas separate three or more items.
• Introductory elements: a comma often follows an introductory clause or phrase.
• Nonessential clauses: if a phrase can be removed without changing the core meaning, it is often set off by commas.
• No comma between subject and verb: a classic trap.

A strong strategy is to read the sentence without the inserted phrase. If the sentence still makes sense and keeps the same basic meaning, the phrase is likely nonessential and needs commas or other matching punctuation.

Semicolons and colons: strong punctuation with specific jobs

Semicolons and colons show up often because they reward precise understanding.

• Semicolon (;): connects two independent clauses that are closely related. You should be able to replace it with a period.
• Colon (:): introduces what follows, such as an explanation, list, or example. The part before the colon must be able to stand as a complete sentence.

If a choice uses a colon after a sentence fragment, it is usually wrong. If a semicolon is used where the second part is not an independent clause, it is wrong.

Dashes and parentheses: emphasis and interruption

Dashes and parentheses mark interruptions. On the ACT, they usually test consistency and pairing.

• Dashes often come in pairs to set off extra information.
• Parentheses also come in pairs and typically signal information that is less central.

If the sentence starts to set off an aside, the punctuation must match on both sides. A single dash without a partner is a red flag unless it is clearly used as a list marker, which is rare in ACT passage style.

Rhetorical skills: writing decisions, not just rules

Organization and logical flow

Rhetorical questions ask whether sentences or paragraphs are placed in the best order and whether transitions make relationships clear.

Common tasks:

• Choosing the best transition: however, therefore, for example, similarly, and other signals of logic.
• Deciding where a sentence belongs: based on topic sentences, evidence, and chronological or cause-effect order.
• Evaluating introductions and conclusions: selecting the option that best sets up or wraps up the passage’s main focus.

A practical method: identify what each paragraph is doing in one sentence. If a new sentence provides background, it belongs before details. If it summarizes results, it probably belongs after evidence.

Strategy: purpose, focus, and adding or removing information

Some questions ask whether a sentence should be added, deleted, or revised based on the author’s goal. These reward attention to relevance.

To answer reliably, ask:

• What is the passage mainly about?
• What is the paragraph’s job right here?
• Does the sentence support that job with specific, on-topic information?

ACT English tends to favor writing that is focused. Interesting facts that do not serve the point are often candidates for deletion.

Style: clarity, concision, and tone

Style questions are not about sounding fancy. They are about sounding correct and clear.

What the ACT typically prefers:

• Concise phrasing: fewer words when meaning stays the same.
• Specific language: concrete verbs and nouns over vague wording.
• Consistency in tone: a formal passage usually should not suddenly become casual.

A common trap is choosing an option that is longer because it “sounds” more academic. If the extra words do not add meaning, the shorter choice is usually better.

Practical approaches that improve ACT English performance

Read for meaning before choosing an answer

Even though questions focus on underlined parts, the correct choice often depends on the surrounding sentence or paragraph. A transition word cannot be chosen without understanding the relationship between ideas. A pronoun cannot be fixed without knowing what it refers to.

Use the “ear” carefully

Your ear can help, but it is not enough. Some wrong options are designed to sound fine. When you are uncertain, rely on a rule: independent clauses for semicolons, complete sentence before a colon, agreement for verbs and pronouns, and clear sentence boundaries.

Prefer the cleanest correct option

Many questions include choices that are all grammatically plausible, but only one is both correct and effective. Look for the option that:

• fixes the error without introducing another one
• keeps the intended meaning intact
• reduces clutter and improves clarity

What mastery looks like

High scoring ACT English students are not guessing based on vibe. They can quickly recognize sentence boundaries, control punctuation, and keep grammar consistent, but they can also think like writers: they choose transitions that match logic, remove irrelevant details, and maintain a consistent voice.

If you approach ACT English as professional editing rather than as a collection of tricks, the test becomes predictable. Nearly every question comes down to the same core goals of good writing: correctness, clarity, and purpose.