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ACT정보

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The ACT Plus Writing


The ACT Writing Test is a 30-minute essay test that measures your writing skills. The ACT Plus Writing is available on all six national test dates (five in the U.S. territories, Puerto Rico, and Canada), on four international test dates, and for Special or Arranged Testing during six designated two-week testing windows (five in the U.S. territories, Puerto Rico, and Canada; four if testing internationally).


Some colleges require the Writing Test; others do not. You should decide whether or not to take the Writing Test based on the requirements of the colleges you are applying to or considering.



The College Writing Test Requirements Search Tool can help you determine which colleges require the Writing Test. You may also check directly with the colleges you are considering to find out their requirements, or ask your high school counselor which test option you should take.


Most colleges will accept scores from the Writing Test even if they do not require it.


What does it cost?


The 2010?2011 basic fee for the ACT Plus Writing is $48. This includes score reports for up to four college choices for which you list a valid code when you register. The basic fee for the ACT (No Writing) is $33 ($15 less).



The $15 Writing Test fee is refundable on request if you are absent on test day or change test options to the ACT (No Writing) before testing begins.



 


Writing Test Scores


Taking the ACT Plus Writing will provide you and the schools to which you have ACT report scores with two additional scores. When you take both the English Test and the Writing Test, you'll receive a Writing subscore and a Combined English/Writing score. You will also receive selected comments about your essay from one of the readers. An image of your essay will be available to your high school and the colleges to which you have ACT report your scores from that test date.


You must take both the English and Writing Tests in the same session to receive Writing scores. The Combined English/Writing score is created by using a formula that weights the English Test score two-thirds and the Writing Test score one-third. The Combined English/Writing score is then reported on a 1?36 scale. For more detail, see the Combined English/Writing scale scores table.


<b>Taking the Writing Test does not affect your subject area scores or your Composite score.</b>

Your essay will be evaluated on the evidence it gives of your ability to do the following:



  • express judgments by taking a position on the issue in the writing prompt

  • maintain a focus on the topic throughout the essay

  • develop a position by using logical reasoning and by supporting your ideas

  • organize ideas in a logical way

  • use language clearly and effectively according to the rules of standard written English

Your essay will be scored holistically?that is, on the basis of the overall impression created by all the elements of the writing. Two trained readers will score your essay, each giving it a rating from 1 (low) to 6 (high).


The sum of those ratings is your Writing subscore, which is reported on a scale of 2 to 12.


If the readers' ratings disagree by more than one point, a third reader will evaluate your essay to resolve the discrepancy.


 


 



Scoring Guidelines


These are the descriptions of scoring criteria that the trained readers will follow to determine the score (1?6) for your essay. Papers at each level exhibit all or most of the characteristics described at each score point.


Score = 6


Essays within this score range demonstrate effective skill in responding to the task.


The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced. Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear, and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise. There are few, if any, errors to distract the reader.


Score = 5


Essays within this score range demonstrate competent skill in responding to the task.


The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for discussion. The essay shows recognition of complexity by partially evaluating the implications and/or complications of the issue, or by responding to counterarguments to the writer's position. Development of ideas is specific and logical. Most ideas are elaborated, with clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and obvious transitions may be used. The introduction and conclusion are clear and generally well developed. Language is competent. Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely distracting.


Score = 4


Essays within this score range demonstrate adequate skill in responding to the task.


The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion. The essay may show some recognition of complexity by providing some response to counterarguments to the writer's position. Development of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is maintained throughout most of the essay. The organization of the essay is apparent but predictable. Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and conclusion are clear and somewhat developed. Language is adequate, with some sentence variety and appropriate word choice. There may be some distracting errors, but they do not impede understanding.


Score = 3


Essays within this score range demonstrate some developing skill in responding to the task.


The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion. The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear. Development of ideas is limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. The organization of the essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped. Language shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally impede understanding.


Score = 2


Essays within this score range demonstrate inconsistent or weak skill in responding to the task.


The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a position but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance. There is little or no recognition of a counterargument to the writer's position. The essay is thinly developed. If examples are given, they are general and may not be clearly relevant. The essay may include extensive repetition of the writer's ideas or of ideas in the prompt. Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. There is some indication of an organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal. Sentence structure and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding.


Score = 1


Essays within this score range show little or no skill in responding to the task.


The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that position. The essay is minimally developed. The essay may include excessive repetition of the writer's ideas or of ideas in the prompt. Focus on the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained. There is little or no evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and conclusion are minimal. Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly impede understanding.


No Score


Blank, Off-Topic, Illegible, Not in English, or Void




 


Build your Writing Skills


Here are some ways you can strengthen your writing skills:




  • Read and write frequently. Read as much as you can from a variety of sources, including plays, essays, fiction, poetry, news stories, business writing and magazine features.

  • Become familiar with current issues in society and develop your own opinions on the issues. Think of arguments you would use to convince someone of your opinion. Taking speech and debate classes can help you think through issues and communicate them to others.

  • Practice writing in different formats and in as many real situations as possible. Write letters to the editor, or letters to a company requesting information.

  • Try some writing in extracurricular activities. School newspapers, yearbooks, and creative writing clubs offer opportunities to express ideas in writing.

  • Share your writing with others and get feedback. Feedback helps you anticipate how readers might interpret your writing and what types of questions they might have. This can help you anticipate what a reader might want to know.

  • Learn to see writing as a process?brainstorming, planning, writing and then editing. This applies to all writing activities.

  • Listen to the advice your English teacher gives you about your writing.

  • Strive for your writing to be well developed and well organized, using precise, clear and concise language.

  • Remember that everyone can improve writing skills. Confidence and skill will grow with the more writing you do. Practice and work lead to achievement.

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