2. Knowledge of Language (13-19%)
2
“Demonstrate effective language use through ensuring precision and
concision in word choice and maintaining consistency in tone and style.”
3. Knowledge of Language (13-19%)
1. Consider the
context and the
intended
meaning of the
word or phrase
in question.
2. Eliminate
answers with
functions that
violate that
intended
meaning
3. Choose the
answer that
achieves
precision,
concision, and a
tone and style
that is consistent
with the
passage.
2
“Demonstrate effective language use through ensuring precision and
concision in word choice and maintaining consistency in tone and style.”
6. Redundant/Wordy Material
Question Characteristics:
Answer choices that “say the same thing in a
different number of words”
Typically no question stem but rather answer
choices of varying lengths
4
7. Redundant/Wordy Material
Question Characteristics:
Answer choices that “say the same thing in a
different number of words”
Typically no question stem but rather answer
choices of varying lengths
Nearly half of KLA questions can be classified as
“Redundant/Wordy Material” questions
4
8. Redundant/Wordy Material
Question Characteristics:
Answer choices that “say the same thing in a
different number of words”
Typically no question stem but rather answer
choices of varying lengths
Nearly half of KLA questions can be classified as
“Redundant/Wordy Material” questions
Strategy: Our goal is to choose an answer that is
both precise and concise, so we do want to have a
bias towards shorter answers (as long as they do not
lose meaning!)
4
25. Details
Question Characteristics:
A question stem that focuses the test taker on a
detail
Often involves vocabulary in context and/or
synonyms
13
26. Details
Question Characteristics:
A question stem that focuses the test taker on a
detail
Often involves vocabulary in context and/or
synonyms
Strategy: stay focused on the details both in the
question stem and in the sentence in question; use
process of elimination and avoid answers that are
vague or stray from the details
13
37. Word/Phrase Choice
Question Characteristics:
Vocabulary-in-context, word choice pertaining to
transitional adverbs and subordinating
conjunctions
Incorrect answers misinterpret the passage
19
38. Word/Phrase Choice
Question Characteristics:
Vocabulary-in-context, word choice pertaining to
transitional adverbs and subordinating
conjunctions
Incorrect answers misinterpret the passage
Strategy: articulate the meanings of the words or
phrases in question; look for the relationships
between sentences and eliminate choices that cloud
the meaning of the sentence or paragraph
19
47. Production of Writing (29-32%)
24
“The questions in this category require you to apply your understanding
of the purpose and focus of a piece of writing.”
48. Production of Writing (29-32%)
1. Read the
question stem
and note details
within the
question
2. Refer back to
the passage and
re-read before
and after the
underlined
portion as
needed
3. Choose the
answer that most
completely and
specifically
answers the
question
24
“The questions in this category require you to apply your understanding
of the purpose and focus of a piece of writing.”
49. Production of Writing
25
I. Word/Phrase Choice
II. Structure
III. Adding Material
IV. Deleting Material
V. Examples & Details
VI. Passage as a Whole
51. Word/Phrase Choice
Question Characteristics:
Vocabulary-in-context, word/phrase choice that is
highly contextual
Incorrect answers misinterpret the passage
26
52. Word/Phrase Choice
Question Characteristics:
Vocabulary-in-context, word/phrase choice that is
highly contextual
Incorrect answers misinterpret the passage
Strategy: articulate the meanings of the words or
phrases in question; read before and after the word
or phrase and eliminate choices that cloud the
meaning of the sentence or paragraph
26
57. Production of Writing
29
I. Word/Phrase Choice
II. Structure
III. Adding Material
IV. Deleting Material
V. Examples & Details
VI. Passage as a Whole
60. Structure: Introductions and Conclusions
Question Characteristics:
Paragraph introductions
Paragraph conclusions
Strategy: remember that the purpose of a
paragraph’s introduction is to transition from the
previous paragraph and to introduce a new topic; a
conclusion should reiterate the main point of the
passage and transition smoothly to the next
paragraph
30
63. Structure: Transitions
Question Characteristics:
Transitions between sentences or paragraphs
Strategy:
Read both paragraphs or sentences and make
sure the transition sentence you choose
addresses the topics of both paragraphs
Eliminate answers that are incomplete in the
sense that they only pertain to one paragraph
Eliminate answers that are off-topic based on what
you have read
31
65. Structure: Sentence Placement
Question Characteristics:
Sentence placement/order in a paragraph
Asked to maintain “logic and coherence” within the
paragraph
32
66. Structure: Sentence Placement
Question Characteristics:
Sentence placement/order in a paragraph
Asked to maintain “logic and coherence” within the
paragraph
Strategy: look for the word or phrase that
necessarily links the sentence in question to another
sentence in the paragraph, rather than reading the
sentence in each possible location
32
75. Production of Writing
37
I. Word/Phrase Choice
II. Structure
III. Adding Material
IV. Deleting Material
V. Examples & Details
VI. Passage as a Whole
77. Adding Material
Question Characteristics:
Adding a sentence or phrase to a passage
Can be presented as a “Yes or No” with a choice
of reasons
38
78. Adding Material
Question Characteristics:
Adding a sentence or phrase to a passage
Can be presented as a “Yes or No” with a choice
of reasons
Strategy: take a step back to consider the meaning
of the sentence or phrase and its relevance to the
passage at that point; add material that offers new,
relevant information
38
83. Production of Writing
41
I. Word/Phrase Choice
II. Structure
III. Adding Material
IV. Deleting Material
V. Examples & Details
VI. Passage as a Whole
85. Deleting Material
Question Characteristics:
Deleting a sentence or phrase from a passage
Can be presented as a “Yes or No” with a choice
of reasons
42
86. Deleting Material
Question Characteristics:
Deleting a sentence or phrase from a passage
Can be presented as a “Yes or No” with a choice
of reasons
Strategy: take a step back to consider the meaning
of the sentence or phrase and its relevance to the
passage at that point; delete material that is
redundant, vague, or off-topic
42
91. Production of Writing
45
I. Word/Phrase Choice
II. Structure
III. Adding Material
IV. Deleting Material
V. Examples & Details
VI. Passage as a Whole
93. Examples and Details
Question Characteristics:
Ask which answer choice most specifically
emphasizes a detail
Harder questions have multiple parts that must be
addressed in full
46
94. Examples and Details
Question Characteristics:
Ask which answer choice most specifically
emphasizes a detail
Harder questions have multiple parts that must be
addressed in full
Strategy: stay focused on the detail(s), ultimately
choosing an answer for completeness and specificity
46
99. Production of Writing
49
I. Word/Phrase Choice
II. Structure
III. Adding Material
IV. Deleting Material
V. Examples & Details
VI. Passage as a Whole
101. Preceding Passage as a Whole
Question Characteristics:
Sentence placement
Paragraph order
Author’s Purpose
50
102. Preceding Passage as a Whole
Question Characteristics:
Sentence placement
Paragraph order
Author’s Purpose
Strategy: because these are the “big picture”
questions in the passage, they require answers that
address the whole passage, not just a paragraph or
example; if needed, re-read topic sentences
50
Teacher Notes
Now that the class has completed its review of the Conventions of Standard English, it is time to revisit the other two question types: Knowledge of Language and Production of Writing. As you recall from the training and introduction to the English section, KLA and POW are strategy-driven questions. For each subcategory of questions, students will be given additional strategies to consider, paired with example questions.
The key to these questions is first to be able to identify a question’s subtype, which is why we will review “characteristics” of each question type. Students should write down the question characteristics and strategies for each question type.
Teacher Notes
Students will have seen and taken notes on this slide, but depending on the layout of the course, it may have been weeks since they last saw it. It is critical to begin with a thorough review of the slide. Notes are included below.
Start with the quote, which is the ACT’s description of this question type. Unlike the CSE quote, this one is very helpful because it informs our strategy and mindset. You might have students define each term in the quote:
• Precision: word choice that “fits perfectly” and achieves the correct meaning, given the context
• Concision: word choice that achieves that meaning in the shortest way possible; this is especially relevant when we see four answer choices that “say the same thing” but in a different number of words. We have to think to ourselves, “What is the most concise way of putting this?”
• Consistency in Tone and Style: ultimately, we want the sentences and paragraphs to “flow together,” which requires parallel structures throughout the essay.
KLA questions begin with context. Do we understand what the author is trying to say? If so, we can identify the “intended meaning” within the underlined portion.
The better job we can do to articulate the intended meaning, the better off we are. Eliminate any choices that violate the intended meaning.
The final step goes back to the ACT’s quote – ultimately, we choose based on precision, concision, and consistency!
Teacher Notes
Students will have seen and taken notes on this slide, but depending on the layout of the course, it may have been weeks since they last saw it. It is critical to begin with a thorough review of the slide. Notes are included below.
Start with the quote, which is the ACT’s description of this question type. Unlike the CSE quote, this one is very helpful because it informs our strategy and mindset. You might have students define each term in the quote:
• Precision: word choice that “fits perfectly” and achieves the correct meaning, given the context
• Concision: word choice that achieves that meaning in the shortest way possible; this is especially relevant when we see four answer choices that “say the same thing” but in a different number of words. We have to think to ourselves, “What is the most concise way of putting this?”
• Consistency in Tone and Style: ultimately, we want the sentences and paragraphs to “flow together,” which requires parallel structures throughout the essay.
KLA questions begin with context. Do we understand what the author is trying to say? If so, we can identify the “intended meaning” within the underlined portion.
The better job we can do to articulate the intended meaning, the better off we are. Eliminate any choices that violate the intended meaning.
The final step goes back to the ACT’s quote – ultimately, we choose based on precision, concision, and consistency!
Teacher Notes
1. Nearly half of the Knowledge of Language questions pertain to redundant/wordy material. These questions can be a great opportunity for students when they begin to recognize a pattern: we are looking for the most concise answer… without losing meaning!
Teacher Notes
Read through the question characteristics. These questions should stand out to use because the answer choices essentially say the same thing but in a different number of words.
Students have to consider previous and successive sentences when answering these questions. For example, a choice might be redundant because the same phrase or description was used in the previous sentence.
Our strategy is to choose the most concise and precise answer!
Teacher Notes
Read through the question characteristics. These questions should stand out to use because the answer choices essentially say the same thing but in a different number of words.
Students have to consider previous and successive sentences when answering these questions. For example, a choice might be redundant because the same phrase or description was used in the previous sentence.
Our strategy is to choose the most concise and precise answer!
Teacher Notes
Read through the question characteristics. These questions should stand out to use because the answer choices essentially say the same thing but in a different number of words.
Students have to consider previous and successive sentences when answering these questions. For example, a choice might be redundant because the same phrase or description was used in the previous sentence.
Our strategy is to choose the most concise and precise answer!
Teacher Notes
Read through the question characteristics. These questions should stand out to use because the answer choices essentially say the same thing but in a different number of words.
Students have to consider previous and successive sentences when answering these questions. For example, a choice might be redundant because the same phrase or description was used in the previous sentence.
Our strategy is to choose the most concise and precise answer!
Teacher Notes
1. Some KLA questions focus on a particular detail or term in the text. Students must focus on a precise answer, one that matches the tone and specificity of the question itself.
Teacher Notes
Read through the question characteristics.
The strategy reminds us to stay detail-oriented and to use the process of elimination, which is necessary especially when we do not know the meanings of each word in the answer choices.
Teacher Notes
Read through the question characteristics.
The strategy reminds us to stay detail-oriented and to use the process of elimination, which is necessary especially when we do not know the meanings of each word in the answer choices.
Teacher Notes
Read through the question characteristics.
The strategy reminds us to stay detail-oriented and to use the process of elimination, which is necessary especially when we do not know the meanings of each word in the answer choices.
Teacher Notes
1. Word/Phrase Choice is a question type that appears in both the KLA and POW question type. In both scenarios, we must use the context and recognize the relationships among sentences.
Teacher Notes
Read through the question characteristics. Typically, there is not a question stem for a Word/Phrase Choice question but rather four different words or phrases that change the meaning of the sentence(s).
Strategically, the best thing we can do is to articulate the meanings of the words or phrases in question to the best of our abilities. We reviewed common transitional adverbs and subordinating conjunctions in the CSE section, and we again have to articulate those meanings! Inevitably, there will be words that we do not understand, in which case we should begin with the words that we do know.
Teacher Notes
Read through the question characteristics. Typically, there is not a question stem for a Word/Phrase Choice question but rather four different words or phrases that change the meaning of the sentence(s).
Strategically, the best thing we can do is to articulate the meanings of the words or phrases in question to the best of our abilities. We reviewed common transitional adverbs and subordinating conjunctions in the CSE section, and we again have to articulate those meanings! Inevitably, there will be words that we do not understand, in which case we should begin with the words that we do know.
Teacher Notes
Read through the question characteristics. Typically, there is not a question stem for a Word/Phrase Choice question but rather four different words or phrases that change the meaning of the sentence(s).
Strategically, the best thing we can do is to articulate the meanings of the words or phrases in question to the best of our abilities. We reviewed common transitional adverbs and subordinating conjunctions in the CSE section, and we again have to articulate those meanings! Inevitably, there will be words that we do not understand, in which case we should begin with the words that we do know.
Teacher Notes
Students will have seen and taken notes on this slide, but depending on the layout of the course, it may have been weeks since they last saw it. It is critical to begin with a thorough review of the slide. Notes are included below. In particular, quiz students on the three main reasons that we eliminate an answer choice: it is vague, incomplete, or off-topic.
Start with the quote, which is the ACT’s description of this question type. This quote is also helpful to us because it reminds us that POW questions are “big picture” and that they feel like questions out of the Reading section at times. These questions might as about transitions between paragraphs, about the passage as a whole, or about several other topics that assess our understanding of purpose and focus.
POW questions are detail-oriented! We must identify that detail within the question stem, underlined portion, or sentence in question. When in doubt, we want to return to that detail and make sure that our answer choice addresses it fully.
Context is everything. POW is the question type in which we expect to have to re-read to some extent. For example, if the question asks which sentence would best serve as the introduction to the paragraph, then we have to read the paragraph and identify its topic!
Ultimately, we choose an answer that achieves completeness and specificity. Have students write down the three main reasons that an answer is incorrect for a POW question:
It’s vague when the question asked about something specific
It’s incomplete and therefore only addresses part of the question
It’s off-topic and so appeals to the test-taker who may not have re-read
Teacher Notes
Students will have seen and taken notes on this slide, but depending on the layout of the course, it may have been weeks since they last saw it. It is critical to begin with a thorough review of the slide. Notes are included below. In particular, quiz students on the three main reasons that we eliminate an answer choice: it is vague, incomplete, or off-topic.
Start with the quote, which is the ACT’s description of this question type. This quote is also helpful to us because it reminds us that POW questions are “big picture” and that they feel like questions out of the Reading section at times. These questions might as about transitions between paragraphs, about the passage as a whole, or about several other topics that assess our understanding of purpose and focus.
POW questions are detail-oriented! We must identify that detail within the question stem, underlined portion, or sentence in question. When in doubt, we want to return to that detail and make sure that our answer choice addresses it fully.
Context is everything. POW is the question type in which we expect to have to re-read to some extent. For example, if the question asks which sentence would best serve as the introduction to the paragraph, then we have to read the paragraph and identify its topic!
Ultimately, we choose an answer that achieves completeness and specificity. Have students write down the three main reasons that an answer is incorrect for a POW question:
It’s vague when the question asked about something specific
It’s incomplete and therefore only addresses part of the question
It’s off-topic and so appeals to the test-taker who may not have re-read
Teacher Notes
1. This question type is a natural continuation of the previous section, in which we also considered word/phrase choice. There are subtle differences between this question type and the previous, but the strategy is very similar.
Teacher Notes
Read through the question characteristics. The distinction between word/phrase choice within POW and that of KLA is that POW questions are highly contextual and often pertain to phrases.
The strategy is the same for these questions: to read before and after and choose a word/phrase that achieves the correct meaning. The next couple examples will provide an opportunity for additional practice.
Teacher Notes
Read through the question characteristics. The distinction between word/phrase choice within POW and that of KLA is that POW questions are highly contextual and often pertain to phrases.
The strategy is the same for these questions: to read before and after and choose a word/phrase that achieves the correct meaning. The next couple examples will provide an opportunity for additional practice.
Teacher Notes
Read through the question characteristics. The distinction between word/phrase choice within POW and that of KLA is that POW questions are highly contextual and often pertain to phrases.
The strategy is the same for these questions: to read before and after and choose a word/phrase that achieves the correct meaning. The next couple examples will provide an opportunity for additional practice.
Teacher Notes
1. Structure questions cover topics ranging from introductions and conclusions to transitions and sentence placement. Part of our job is to “follow directions” within the question. For example, if the question asks us to choose the best introduction to the paragraph, then we need to read the whole paragraph and determine its topic.
Teacher Notes
Read through the question characteristics.
The strategy reminds us of the functions of an introductory or concluding sentence, and our answer choice should correspond to those functions.
Teacher Notes
Read through the question characteristics.
The strategy reminds us of the functions of an introductory or concluding sentence, and our answer choice should correspond to those functions.
Teacher Notes
Read through the question characteristics.
The strategy reminds us of the functions of an introductory or concluding sentence, and our answer choice should correspond to those functions.
Teacher Notes
Read through the question characteristics.
One of the most common mistakes that students make is to choose an answer that only addresses one of the paragraphs in question. We want to re-read and then eliminate answers that are incomplete or off-topic.
Teacher Notes
Read through the question characteristics.
One of the most common mistakes that students make is to choose an answer that only addresses one of the paragraphs in question. We want to re-read and then eliminate answers that are incomplete or off-topic.
Teacher Notes
Read through the question characteristics.
One of the most common mistakes that students make is to choose an answer that only addresses one of the paragraphs in question. We want to re-read and then eliminate answers that are incomplete or off-topic.
Teacher Notes
Read through the question characteristics.
The intuitive strategy is to read the sentence in each possible position, and though it works for some students, it can be very time-consuming. Instead, we want to look for a word or phrase in the sentence that necessarily links it to another sentence. When we have narrowed our options to 1 or 2 choices, we might then read the sentence in context.
Teacher Notes
Read through the question characteristics.
The intuitive strategy is to read the sentence in each possible position, and though it works for some students, it can be very time-consuming. Instead, we want to look for a word or phrase in the sentence that necessarily links it to another sentence. When we have narrowed our options to 1 or 2 choices, we might then read the sentence in context.
Teacher Notes
Read through the question characteristics.
The intuitive strategy is to read the sentence in each possible position, and though it works for some students, it can be very time-consuming. Instead, we want to look for a word or phrase in the sentence that necessarily links it to another sentence. When we have narrowed our options to 1 or 2 choices, we might then read the sentence in context.
Teacher Notes
1. Students will learn that the strategies for adding and deleting material are very similar – we have to consider the relevance of the extra material to the paragraph and passage. Yet again, meaning maters. The ACT is very particular about maintaining a consistent tone in which each sentence connects to the next.
Teacher Notes
Read through the question characteristics. As noted, sometimes there are four distinct phrases or sentences that could be added, and other times, we are asked the Yes or No question of whether or not to add something to the paragraph.
We want to add material that is new, relevant, and insightful.
Teacher Notes
Read through the question characteristics. As noted, sometimes there are four distinct phrases or sentences that could be added, and other times, we are asked the Yes or No question of whether or not to add something to the paragraph.
We want to add material that is new, relevant, and insightful.
Teacher Notes
Read through the question characteristics. As noted, sometimes there are four distinct phrases or sentences that could be added, and other times, we are asked the Yes or No question of whether or not to add something to the paragraph.
We want to add material that is new, relevant, and insightful.
Teacher Notes
1. Though the “opposite” or adding material, deleting material requires the same strategy – consideration of a phrase or sentence’s relevance to the paragraph.
Teacher Notes
Read through the question characteristics.
We would delete a phrase or sentence because it is redundant, vague, or off-topic, so those are the factors we should consider as we eliminate answers.
Teacher Notes
Read through the question characteristics.
We would delete a phrase or sentence because it is redundant, vague, or off-topic, so those are the factors we should consider as we eliminate answers.
Teacher Notes
Read through the question characteristics.
We would delete a phrase or sentence because it is redundant, vague, or off-topic, so those are the factors we should consider as we eliminate answers.
Teacher Notes
1. A few times per English section, we are asked which answer choice most specifically emphasizes a certain detail or example.
Teacher Notes
Read through the question characteristics.
The key to this question type is to make sure that the answer choice matches the details in the question – whether there are one, two, or even three details to address.
Teacher Notes
Read through the question characteristics.
The key to this question type is to make sure that the answer choice matches the details in the question – whether there are one, two, or even three details to address.
Teacher Notes
Read through the question characteristics.
The key to this question type is to make sure that the answer choice matches the details in the question – whether there are one, two, or even three details to address.
Teacher Notes
1. Nearly every passage has at least one question that addresses the passage as a whole. This is when we must take a step back to consider the purpose and tone of the passage, choosing answers that reflect an understanding of the whole passage and not just a single idea or paragraph.
Teacher Notes
Read through the question characteristics. The most common characteristic (3-4 times per test) is the question that asks about the purpose of the passage. These questions are set up with “Yes or No” options and justifications to go with them.
If needed, we can re-read topic sentences but want to avoid re-reading the whole passage to answer a single question – unless time is not an issue!
Teacher Notes
Read through the question characteristics. The most common characteristic (3-4 times per test) is the question that asks about the purpose of the passage. These questions are set up with “Yes or No” options and justifications to go with them.
If needed, we can re-read topic sentences but want to avoid re-reading the whole passage to answer a single question – unless time is not an issue!
Teacher Notes
Read through the question characteristics. The most common characteristic (3-4 times per test) is the question that asks about the purpose of the passage. These questions are set up with “Yes or No” options and justifications to go with them.
If needed, we can re-read topic sentences but want to avoid re-reading the whole passage to answer a single question – unless time is not an issue!
