act essay 8

2021-22 ACT Writing Practice Test Sample Essays

Welcome to Piqosity’s guide to the 2021-22 ACT writing practice test! Below are sample essays that illustrate how to (and how not to) answer the previously released 2021-22 ACT prompt, as found in the Writing section of the previously released 2021-2022 ACT exam (from “Preparing for the ACT Test” (form 2176CPRE)).

The full PDF of the previously 2021-22 ACT is available FREE from the ACT for download. The ACT Writing portion explained below begins on page 52.

You can find additional Piqosity guides with answer explanations for the previously released 2021-22 ACT Practice Test in this series of articles:

• English Answer Explanations from 2021-2022 ACT Practice Test
• Math Answer Explanations from 2021-2022 ACT Practice Test
• Reading Answer Explanations from 2021-2022 ACT Practice Test
• Science Answer Explanations from 2021-2022 ACT Practice Test
• Writing Answer Explanations from 2021-2022 ACT Practice Test (this article)

When you’re finished reviewing the 2021-22 ACT Writing Practice Test PDF and guide, keep practicing for the ACT with Piqosity! We provide 10 additional full-length practice ACT tests , 70+ lessons and tutorials, personalized practice, and more!

The 2021-22 ACT Writing Prompt & Sample Essays

Remember that you have only 40 minutes to familiarize yourself with the prompt, plan your essay, and write it out. It is recommended that you take no more than 10 minutes to plan your essay, so that you have the rest of the time to write and review it. The test booklet includes blank pages for you to use when planning your essay. These blank pages are not scored; only the lined pages on which you write your essay will be scored.

Well-Written Essay Sample

First, let’s look at a sample essay which would likely receive the highest possible score (a 6 in all categories, which results in a final ACT Writing score of 12). A top-scoring essay will align with the following ACT scoring rubric descriptions:

Many schools implement both academic and behavioral standards as prerequisites for joining an extracurricular activity. While this practice ensures that the students in a club remain accountable for their grades and behavior, it leaves out students who are unable to do so – particularly students who struggle with their grades. Students who struggle with their grades could still benefit from extracurricular activities, whereas students with unsatisfactory behavior would disrupt the activity and poorly represent the school. There should be behavioral standards for students that permit them to take part in extracurricular activities; however, academic excellence should not be a barrier between students and their participation in these activities. By withholding enriching opportunities from struggling students who don’t otherwise impede the experience of other students, schools actively inhibit their growth as individuals. Extracurricular programs, teams, and clubs are spaces where students can form relationships with other students, build skills that they wouldn’t have the capacity to otherwise, and develop responsibility, teamwork, and leadership – all skills that can enrich their future social lives, academic experiences, and employment opportunities. They also provide an avenue for students to develop their individuality; students must take generally the same courses during their K-12 years and often don’t have a voice in choosing those classes, so offering a way for students to decide their own path helps them develop their own agency. Naturally, many students have certain academic weaknesses; for example, while a student may thrive in History and English classes, they may struggle to grasp the concepts of Math or Physics, no matter how hard they try and how many hours of studying they pour into it. Thus, they may be unable to reach the academic standards for extracurriculars. To bar these students from thoroughly beneficial extracurricular activities is unnecessarily harmful, especially since unsatisfactory grades have no negative consequences for the activities themselves. By contrast, if school programs are open to students who disrupt the school environment, this would harm the success of the activity (such as distracted or irresponsible participants) and a negative representation of the school in off-campus events. Since it is very likely that disruptive students would behave similarly in a program outside of school hours, implementing behavioral standards for students and specifying that only students with good conduct are permitted to participate in extracurricular activities would improve student and school life. Encouraging excellent conduct by opening extracurricular activities to only well-behaved students also encourages the student body to improve their behavior as a whole – if a certain student has poor conduct of their own accord and wishes to join the debate club, for instance, they may work to improve their conduct in order to join the club. It is true that many students have behavioral issues at school due to circumstances outside of their control, such as issues at home or with their mental health. These students deserve the support of their school; however, allowing them to participate in extracurricular activities can disrupt and hinder the experiences of other participants and the success of the club. Alternatively, academic shortcomings have no effect on the club’s success nor the experience of other students. Some may argue that it is unfair to hold club participants to a higher standard than other students who are not interested in participating in extracurricular activities. But participation in extracurriculars is a privilege, and the disadvantages students with poor conduct are likely to bring to club activities and events justify a stricter standard of conduct that helps to protect this privilege. Extracurricular activities should be open to students that have good conduct, regardless of their grades. Holding students to a standard of excellent conduct in order to participate in these activities encourages the whole student body to improve their conduct and insulates the clubs from disruptive students, while including academically struggling students allows them to experience the many benefits of extracurricular activities and encourages their growth outside of the classroom.

Well-Written Sample Essay Score Explanation

Let’s look at how this essay aligns with the rubric descriptions for a score of 6 in each domain. Text in quotes comes from the rubric; italicized text comes from the student’s essay.

Ideas and Analysis

“The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument’s thesis reflects nuance and precision in thought and purpose.”

The author’s thesis is easily located at the end of the first paragraph: There should be behavioral standards for students that permit them to take part in extracurricular activities; however, academic excellence should not be a barrier between students and their participation in these activities. This thesis – and the introductory paragraph on the whole – actively engages with the three perspectives laid out in the prompt, clearly states the central argument, and incorporates nuance by distinguishing between academic and behavioral standards.

“The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions.”

The essay has a core idea that extracurricular activities are very beneficial (paragraph 2) and supports this idea with examples of how extracurriculars can enhance a student’s experience. It goes on to evaluate the potential reasons (bad behavior, poor academic behavior) for barring students from these experiences in light of which reasons have the potential to disrupt extracurricular activities for all involved. The writer supports the main idea further by evaluating counterarguments (paragraph 4). They address the idea that while both bad behavior and bad scholastic performance may be caused by issues outside of a student’s control, only bad behavior has the potential to disrupt extracurricular activities for others. The author clarifies that students with behavioral issues “ deserve the support of their school” but not at the expense of other students’ experiences.

Finally, the writer cinches their argument that participation in extracurricular activities should be open to all students, regardless of academic standing, by highlighting the importance of giving academically struggling students the opportunity to be well-rounded in an environment that is not disrupted by behavioral issues.

Development and Support

“Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis.”

One of the essay’s core ideas is that extracurricular activities are beneficial, and the author supports this idea by developing reasons why they are important: “ Extracurricular programs, teams, and clubs are spaces where students can [develop] skills that can enrich their future social lives, academic experiences, and employment opportunities… They also provide an avenue for students to develop their individuality… ”

The author also uses clear, intermittent examples of students engaging with school and extracurriculars to convey the real-life uses of their ideas: “… if a certain student has poor conduct of their own accord and wishes to join the debate club, for instance, they may work to improve their conduct in order to join the club. And, “… for example, while a student may thrive in History and English classes, they may be unable to grasp the concepts of Math or Physics, no matter how hard they try…”

Finally, the author draws a firm distinction between how academic issues and behavior issues might affect the success of students participating in extracurricular activities. They state that “ unsatisfactory grades don’t impact the activities…” but that “it is very likely that disruptive students would behave similarly in a program outside of school hours .”

Organization

“The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer’s argument.”

The writer uses a five-paragraph essay structure, utilizing the first body paragraph to discuss academic standards, the second to discuss behavior standards, and the third to discuss counterarguments. The arguments logically build upon one another as the author develops support for their thesis, namely; extracurricular activities are important and should be available to all students who may benefit from them; implementing academic standards creates unnecessary barriers to well-behaved students who would become more well-rounded while participating in these programs; implementing behavioral standards protects said students from disruptive behavior and supports the continued success of the programs themselves. These ideas are then bolstered as the author refutes counterarguments.

“Transitions between and within paragraphs strengthen the relationships among ideas.”

By beginning with the phrase, “By contrast,” the topic sentence of the third paragraph simultaneously establishes a relationship between the ideas discussed in the second and third paragraph and while making it clear that the latter issue will differ in some way to the former. And this is, in fact, what occurs; the second paragraph concludes by stating that academic issues have “no negative consequences ” for extracurricular activities, while the third paragraph begins by stating that behavioral issues “ would harm the success of the activity…” The author also uses transitions within their paragraphs to help clarify their ideas, such as the use of “For example” in paragraph two to illustrate a point via a list of examples, and “Alternatively” in paragraph 4 to present a counter argument.

Language Use

“The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective.”

There are no significant language or grammar problems. The author uses a wide range of vocabulary ( enriching, withholding, unsatisfactory ) and precise language. Throughout, the student also uses appropriate academic language and a formal tone. Sentence length varies; a wide variety of punctuation is used correctly. All of this indicates a strong command of written English.

Mediocre Essay Sample

Now, let’s look at a sample essay which would likely receive middling scores (a 3 in all categories, which results in a final ACT Writing score of 6). A mid-scoring essay will align with the following ACT scoring rubric descriptions:

Extracurricular activities should be open to all students who want to do them because it is fair to everyone and it is unfair to keep students from doing it, no matter what your point of view is. Banning any students that don’t have the best conduct or grades from them would make school unbearable for them and it wouldn’t help them do any better in school. Plus schools would lose a lot of opportunities that good student athletes or actors would give them by limiting who could be in these programs. Some people have a lot of trouble focusing when they’re in school because of problems outside of school or because they are being taught things that won’t matter in their lives. Trouble focusing leads to bad grades and bad conduct. If they couldn’t participate in extracurricular activities, school would become a terrible place for them. Think of all the times an athlete helped there school team win a game, or student musicians who finally learned to play that difficult note. These students don’t have bad grades or conduct on purpose so they are punished for things out of their control. Extracurricular activities help students become who they want to be in life. They let kids try new things, and find what they like. For example someone may be interested in sports and try out for soccer. Next thing you know, they go to college on a soccer scholarship and get on a really good team after college! Or there’s a student who’s always liked movies and plays who tries out for the drama club. Turns out, they become an A-list celebrity and actor in tons of hit movies! Even if students don’t end up becoming what they do as an extracurricular activity, it’ll still help them in the future. Like a student on the debate team can become a lawyer, or someone in band keeps playing their instrument for the rest of their life. Limiting the number of students who can do extracurricular activities won’t only make the lives of students more miserable, but it would hurt the school. Schools can get a lot of money for really good sports teams or other clubs. And think about how much people like the schools that a bunch of famous athletes, successful writers, or CEOs came from. They may have been students on the basketball team, book club, or business club. Schools get prestige from these kinds of graduates, which make them more successful schools. The solution is to make school itself a better place for students. Stop punishing students for misbehaving and doing bad in class. Give longer time between classes and for lunch so that they can relax and get energized for class. And continue offering extracurricular activities so that the students can have better lives and the school can have more success.

Mediocre Sample Essay Score Explanation

Let’s look at how this essay aligns with the rubric descriptions for a score of 3 in each domain. Text in quotes comes from the rubric; italicized text comes from the student’s essay.

“The writer generates an argument that responds to multiple perspectives on the given issue. The argument’s thesis reflects some clarity in thought and purpose.”

The student’s thesis seems to be Extracurricular activities should be open to all students who want to do them because it is fair to everyone and it is unfair to keep students from doing it, no matter what your point of view is. This thesis acknowledges the presence of multiple perspectives and is clear, but it dismisses perspectives it does not share without providing a counterargument.

“The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear.”

There are a few claims in the body of this essay without adequate support, such as If they couldn’t participate in extracurricular activities, school would become a terrible place for them. Why would school become a terrible place? The conclusion consists of clear solutions to this problem, without a clear explanation of the problem: Stop punishing students for misbehaving and doing bad in class. Give longer time between classes and for lunch so that they can relax and get energized for class. And continue offering extracurricular activities…

The student doesn’t engage with perspectives other than their own past the thesis, and the essay doesn’t present nor refute the reason students may be barred from extracurriculars based on academic or behavioral status.

“Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise.”

Throughout the essay, the student gives many examples to illustrate their point; though, they are somewhat repetitive: Think of all the times an athlete helped there school team win a game, or student musicians who finally learned to play that difficult note… For example someone may be interested in sports and try out for soccer. Next thing you know, they go to college on a soccer scholarship and get on a really good team after college!… And think about how much people like the schools that a bunch of famous athletes, successful writers, or CEOs came from.

The examples do illustrate their ideas well to the reader, but their repetitiveness and simplicity weakens the argument. For example, see the second sentence in paragraph 4: Schools can get a lot of money for really good sports teams or other clubs. And think about how much people like the schools that a bunch of famous athletes, successful writers, or CEOs came from. There is no explanation of how schools “get a lot of money” for this. Naturally, the student isn’t expected to understand the intricacies of something like this, but, since they plan on using it as a supporting idea in their argument, they should understand the basics to strengthen their argument.

“The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped.”

The student organized their essay into a traditional five-paragraph structure, with each paragraph having a generally clear purpose. However, each paragraph seems to stand alone. They do not build upon each other to create a convincing argument, nor do they present counter arguments.

“Transitions between and within paragraphs sometimes clarify the relationships among ideas.”

A few paragraphs are straightforward enough with their ideas that a clear transition isn’t integral to the flow of the essay. For example, the second paragraph’s end discusses the joys of extracurriculars that students may miss out on and the third paragraph begins with the clear benefits of extracurriculars, which are two overlapping ideas. A clearer transition, however, would have been beneficial between the third and fourth paragraphs, which jump from the idea of how limiting extracurriculars hurts students to the idea of how schools need extracurriculars to boost funding.

“The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety.”

The author uses a limited vocabulary, with language that could be more refined and precise. For example, Schools can get a lot of money could be made more precise into “Schools can receive more funding” or a similar phrase, conveying how/why schools can “get a lot of money” or who/where it is from.

Sentence structure is clear, but generally the same throughout. Many sentences start with “like”, “for example”, “plus”, or a coordinating conjunction before proceeding to list an argument or example. The lack of variation between sentences loses the reader’s attention and creates monotony in the writing.

“Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present.”

The author’s language choices are overly colloquial and should be presented more formally, with an academic tone. For example the sentence, “ Next thing you know, they go to college on a soccer scholarship and get on a really good team after college!” would be more appropriate as: “ Participation on a school soccer team could open doors and create opportunities, from an academic scholarship to college to a career in athletics, personal training, coaching, and beyond.”

Some of the more language choices come across as hyperbolic, as they are presented without sufficient evidence and may even be perceived by a reader as contrasting with the primarily casual tone. Limiting the number of students who can do extracurricular activities won’t only make the lives of students more miserable or Banning any students that don’t have the best conduct or grades from them would make school unbearable for them … are two places in which a very strong adjective is used to describe how school makes students feel without sufficient reasoning to warrant this word use.

There are spelling and grammar errors throughout, as well.

• “There” in place of the correct “their”
• Missing comma after “purpose” before the coordinating conjunction “so”
• Extra comma after “things” before the coordinating conjunction – “find what they like” is a dependent clause so no comma is required
• Missing comma after the introductory phrase “For example”

Get More ACT Writing Practice Test Help with Piqosity!

Need more ACT writing practice test help? For writing tips in particular, check out our ACT writing tips ; for general tips, check out our ACT strategies guide and our overview of how to improve your ACT score . But keep in mind that one of the best ways to improve your ACT score is to practice! And one of the best ways to practice is to take practice tests.

Piqosity offers competitively priced test prep plans with up to 10 full-length practice ACT tests ! We also offer access to great content and features to help you do your best on test day, including:

• 1 Mini Diagnostic ACT practice test to quickly gauge your starting point
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More Educational Resources by Piqosity:

• ACT Math Strategies
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• ACT English Practice & Grammar Practice
• ACT English Strategies
• How to Improve Your ACT Science Score

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What is a Good ACT Writing Score?

The ACT Writing section is the only optional part of the ACT. However, optional does not mean unnecessary . A number of colleges do require it to be included with the rest of your ACT scores as part of their application process. If any of the schools you’re considering require you to take the ACT Writing Section, you definitely need to know what constitutes a good ACT Writing Score.

Start improving your ACT writing score (and everything else) today with Magoosh!

Act writing: essay percentiles.

The ACT Essay is scored from 1-6 in four categories by two graders. This gives you four scores from 2-12. You then receive a final ACT Essay score from 2-12 that is the average of these four scores. This is the score you will be reporting to colleges. For more detail on how the essay is scored, make sure you check out Rachel’s article on ACT Essay scores .

Here’s the breakdown for ACT essay scores and percentiles for the 2022 reporting period:

As you can see from this table, the mean, or average, score on the ACT Writing section is 6. It’s a good idea to aim for at least the 75th percentile, so in this case a good ACT writing score would be an 8 or above. A 9 or above would put you in the 96th percentile, which is great!

Of course, a lot depends on the schools to which you apply ( this thorough rundown on ACT scores has more info). Generally, the more selective the school, the higher your score should be to be competitive.

Universities that require the ACT Writing will almost always have an average score range on their admissions website, so make sure you do your research. If you aspire to Ivy League or other highly-selective schools , a 9 is the threshold you should try your best to reach to be safe.

However, most schools do not provide a cut-off score, so theoretically a below-average score will not eliminate you from being considered for admission. Then again, it won’t help you either.

If you are ever concerned that your essay score is inaccurate, however, you can ask for your essay to be re-scored. The $50 fee for the re-score will be refunded if you do get a higher score .

So what’s the takeaway from all of this? Really, a few key points:

• Research the schools you plan to apply to, and see which of them require the ACT Writing test.
• At the least, shoot for an 8+ overall score for a “good” ACT Writing score.
• A score of 9+ is an ideal score for applications to selective schools.
• If you believe your essay has been mis-scored, you may request a re-score for a fee.
• Don’t panic!

ACT Essay Grader

If you’re coming to this post after taking your first ACT practice test, you might be wondering how the heck you’re supposed to even grade your essay. You’re thinking, “What even IS my ACT Essay score?”

To start, let your essay sit for a day or two before grading it (it’s helpful to get some distance). Then, follow the official scoring rubric from ACT , and ask a trusted friend/teacher/parent to do the same. Be as objective as possible as you grade—you won’t do yourself any favors by inflating your score!

Then, use our handy ACT Essay Grading tool to find your score:

Click the button below to get started:   Start Quiz!

• Essays at this level will respond to all three perspectives offered.
• The thesis is nuanced and precise.
• The argument puts the issue in context insightfully, examining implications, complexities, tensions, values, and assumptions.
• Ideas and analysis are well developed and qualified.
• Organization is skillful and unified around a main idea; the essay progresses logically and uses transitions.
• Word choice, sentence structures, style and register are all skillfully and precisely used.
• Some errors that do not impede meaning may be present.
• The thesis is precise, though could be more nuanced.
• The argument puts the issue in context thoughtfully, examining implications, complexities, tensions, values, and assumptions.
• Ideas and analysis are mostly developed.
• Organization is productive and mostly unified around a main idea; the essay progresses logically and uses transitions.
• Language use is serviceable, if not skillful.
• Essays at this level will respond to at least two of the perspectives offered.
• The thesis is clear.
• The argument puts the issue in context, recognizing implications, complexities, tensions, values, and assumptions.
• Ideas and analysis are clear.
• Organization is clear and related to the main idea; the essay progresses logically and uses transitions.
• Word choice, sentence structures, style and register are all adequate.
• Some errors that impede meaning may be present.
• The thesis is somewhat clear.
• The issue’s context is limited or tangential.
• Ideas and analysis are relevant, but too general or specific.
• Organization is basic and mostly coherent.
• Language use is basic and unvaried.
• Distracting errors that impede meaning may be present.
• Essays at this level only weakly respond to multiple perspectives.
• The thesis may not be evident and analysis is incomplete, irrelevant, or repetitive.
• Development and illustration are weak, inadequate, or illogical, and the argument is unclear.
• Some attempt at organization is visible.
• Language use is inconsistent and distracting errors that impede meaning are present.
• The essay does not respond to the task.
• Analysis is unclear, while ideas are undeveloped and unsupported.
• Little to no organization is evident, while errors in language usage may be common and often impede understanding.

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Question 2 of 2

Elizabeth holds a degree in Psychology from The College of William & Mary. While there, she volunteered as a tutor and discovered she loved the personal connection she formed with her students. She has now been helping students with test prep and schoolwork as a professional tutor for over six years. When not discussing grammar or reading passages, she can be found trying every drink at her local coffee shop while writing creative short stories and making plans for her next travel adventure!

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30 responses to “What is a Good ACT Writing Score?”

I have a 24 on the written portion of the act. is that good?

Good question! 🙂 The quality of a score depends a lot on what you are comparing it to–if you only need an 18+ then a 24 is awesome! If you are supposed to get at least a 30, then a score of 24 would present a challenge to your application. A 24 is in about the 84th percentile, which means you are strong in the general pool of test takers. 🙂

If you know what you might need for the universities you like, that should be your guiding information, more than anything else. But good job! 🙂

My score is 8 out of 12.how much value do this score gain?

The new 1-12 scoring scale for the ACT Essay hasn’t been out long enough for there to be any official percentiles for the score ranges. But for the time being, you can still get a good idea of percentile by looking at this chart of percentiles for the original 36-point essay scale .

Because the maximum number of ACT Essay points is 1/3 of what it used to be (12 is 1/3 of 36), you can multiply your score by 3 to get the equivalent under the old scoring system. 8*3 = 24, and on the old chart linked above, a 24 puts you in the 88th percentile. This means you scored higher than 88% of all ACT Essay test-takers. This is pretty respectable. Congratulations!

How do I request a rescore on the writing section?

Here is some helpful info from act.org https://www.act.org/content/dam/act/unsecured/documents/Request-for-Score-Verification.pdf

My son scored a 5 out of 6 on the writing. How can that be. His ACT score was a 32. I do not understand the writing grade.

First off, congratulations on your son’s 32 on the general ACT. That’s a really good score! 🙂

As for the ACT, it sounds like your son actually got a 10 out of 12? Since he would have received a rating from two separate scorers who both looked at his essay, that 5 out of 6 figure should be doubled, I think.

Your son actually does have a pretty good ACT Writing score. If you were to put his score on the ACT’s regular 0-36 scale, his essay score is equivalent to about a 30. That’s very close to the 32 your son got on the rest of the test. The reason his ACT Writing score is in the single digits isn’t because it’s bad. Instead, his score shows a 5 out of 6 because the ACT recently changed the scoring scale for ACT Writing, so that it’s not in the same 36 point range as the rest of the exam.

My daughter is in 8th grade. She scored a 32 on her ACT Exam (36 in English, 35 in Reading, 30 in Science, 26 in Math). I was familiar with all of those scores and understand that she did pretty well. However, I have no experience with the writing score. She scored a 9 on the writing. I am not sure how good this is. Should she retake it? She doesn’t really know her future college plans, but she does want the option to attend an Ivy League school. Does she need to retake the writing portion again?

Hello Lisa,

A 9 is strong! That puts your daughter above the 90th percentile in writing, and seems in line with the rest of her score. If she wanted to improve the writing for whatever reason, there is room to do so, and it may be necessary just to pull the science/math scores up to the level of her English/reading scores, too. But this is an amazing outcome for an 8th grader. The ACT is meant to showcase knowledge obtained through all of high school, so she will likely improve just by dint of having completed more years of school. 🙂

My daughter got a 27 and a 10 on the writing for her first test. Can she keep the Writing score and then only re-take the ACT portion? So, she would be submitting results from two different tests.

Unfortunately it is almost never possible to submit portions of separate test sessions. I can only think of one time ever that this has been allowed, so your daughter will almost certainly need to retake the entire test.

I got a 10/12, but I felt like I did terrible on it. My thoughts were unorganized, decentralized, and incoherent. How is it possible that I scored within the top 3%? Also, does the percentile only include those who decided to take the writing portion, or was the sample from students from all demographics?

On the bright side, this appears to be a situation in which you did better than you thought! Perhaps, your writing was not as incoherent as you thought. Great job! 😀

With regard to sample, please note that the score is only reported when the student takes the optional writing portion. I hope this helps a little! Again, great job. 🙂

Hi I got a 22 on the test portion and an 8 for the writing. I feel like my scores are pretty low and I’m taking the SAT this Saturday so hopefully that will look better. What do you think about my scores? Good, bad, moderate?

Your score for the four-section multiple choice portion of the ACT is definitely not competitive. In terms of ACT percentiles , this only puts you in the 63rd percentile. However, your 8 in ACT Writing is relatively good. That would be an 82nd percentile score.

Different test-takers will find either the ACT or SAT to be easier. So trying your luck with the SAT might not be a bad idea. However, you should also be open to retaking the ACT. Your Writing score indicates that you have strong language arts skills, and there may be ways you can build on those skills to greatly improve in Reading on either the SAT or ACT. And of course, strong writing skills can be used to improve your accuracy in either ACT English or SAT Writing & Language.

As you consider which of these to tests is best, I recommend reading our post on ACT vs. SAT .

I got an 8 on the reading and a 24 overall composite score…is that good or should I retake?

Do you mean 8 on the reading or 8 on the writing? If you got an 8 (out of 46) on reading, I would absolutely retake the test to raise that score. If you got an 8 (out of 12) on the writing, that is more in like with your 24 overall. I will say that aiming for 27+ is often better, but the score you really need should be determined based on the schools you want to attend. If you haven’t done research into that yet, I highly recommend you do. 🙂

Hi, My son took the Feb ACT and got a 33 (35, 33, 32, 31) but didn’t take the writing. So he retook the test in April and received a lower score of 30 (27, 33, 32,31) but received a 12/12 in the writing. Will schools superscore his ELA score; so taking the 35 Eng/32 Reading from Feb test and the 12 (36) from April writing for a superscore of 34? Not sure you can superscore with only taking the writing one time? Thanks in advance. Lisa W.

This will depend heavily on the individual schools, but it is worth sending the full applicant profile to show that there is relative consistency in abilities and a strong writing ability. That said, the most common way to handle scores is to just take one single session/date rather than pick and choose higher outcomes. It may be word contacting some admissions committees to get their take on the matter, too. I hope that helps!

I got a 35 on the test: 36 math, 35 english, 34 reading, and 34 science. that’s great and all, but I completely potatoed the writing with a 9. How much weight does the writing have in applications for ivy league colleges?

Hi Franklin,

Oh no! I have potatoed a part of a test before, and it’s super frustrating. Unfortunately, my answer is going to be a little frustrating, too, because the answer is “it depends.” I would investigate the admissions pages and, if they don’t give you enough details, email admissions directly to ask how much the ACT writing versus the application essays count. In some cases, you will likely be fine, but there will be others where both matter. Good luck!

my son got a 34 composite but 7 on the essay writing. Is that bad?

Wow–your son has a stellar composite score! A 34 puts him in a competitive range for many of the top universities in the country (see this post for more information). As we mention in this blog post, we suggest that students aim for an 8 or higher, but a lower essay score won’t necessarily make or break the application. Schools look at a lot of information as they make their admissions decisions, and as long as you son has a strong overall profile, a slightly lower essay score may not cause too much fuss. I highly recommend that you talk to an admissions counselor at your son’s target schools to get their input before making any decisions!

Hi, I got a 10 on writing, and that’s a pretty high percentile on the chart. However, if I would like to go to a more selective college, and I come from a very competitive high [school where there are likely to be 50+ people with a similar 9+ score, would my 10 still give me an edge?

A 10 is an excellent score–congrats on such a strong essay! 98th percentile is very impressive. You reached the ‘threshold’ for top selective schools, so I’m not sure what sort of ‘edge’ an extra point in writing might give you. However, our expertise is in test prep, not admissions advice, so I’m afraid that we aren’t the best people to answer this question. I recommend that you speak with a guidance or admissions counselor at your high school and your target universities. Good luck!

Hey I got a 7 on the writing, and an overall score of 25 in the test (math:21, english: 26, science:24) do you think that is a good score?

Congrats on taking the ACT! Whether or not this is a good score depends on your target schools and college plans. Your scores are above average , but each school has it’s own requirements. I recommend contacting your target schools directly for more information about the average scores at their schools.

Hello! I got a 9 on the writing portion for the Act, but a 25 overall. (23 math, 23 science, 22 English, 32 reading) I retook the test recently, and felt I did much better than last time. Would I be able to submit a super-score, with my writing score. Or would I be unable to do that.

Yes, you should be able to do that. The ACT says that “your superscore is the average of your best scores from each subject from multiple test attempts.” Be sure to read over the Superscore FAQs from this official ACT page for more information!

Best of luck to you! 😀

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ACT Test Scores: Writing

Taking the ACT with writing will provide you and the schools to which you have ACT report scores with additional scores. You will receive a total of five scores for this test: a single subject-level writing score reported on a range of 2-12, and four domain scores, also 2-12, that are based on an analytic scoring rubric. The subject-level score will be the rounded average of the four domain scores. The four domain scores are: Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions . 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.

Taking the writing test does not affect your subject area scores or your Composite score. However, without a writing test score, no English Language Arts (ELA) score will be reported.

Your essay will be evaluated based on the evidence that it provides of your ability to:

• clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective
• develop and support your ideas with reasoning and examples
• organize your ideas clearly and logically
• communicate your ideas effectively in standard written English

Two trained readers will score your essay on a scale of 1-6 in each of the four writing domains. Each domain score represents the sum of the two readers' scores. If the readers' ratings disagree by more than one point, a third reader will evaluate the essay and resolve the discrepancy.

Sample Essays

You might be a little unsure of what to expect from a writing prompt and what kinds of responses score the highest. We took the guesswork out of it and created one sample prompt and six possible responses, ranging from weak to strong, that give you an idea of how to achieve your best score.

Remember that your scores for the four individual domains - ideas and analysis, development and support, organization, and language use and conventions - will be communicated on a scale of 2–12. These domain scores are derived by adding together the individual scores, on a 1–6 scale, from each of two readers.

Scoring Rubric Overview

Scoring your writing test

This analytic scoring rubric presents the standards by which your essay will be evaluated. The following rubric overview will help you to better understand the dimensions of writing that this assessment evaluates.

This task asks you to generate an essay that establishes your own perspective on a given issue and analyzes the relationship between your perspective and at least one other perspective. In evaluating your response, trained readers will use an analytic rubric that breaks the central elements of written argument into four domains: Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions. As you review these domains, think about the role each plays in a written argument that accomplishes its purpose.

Ideas and Analysis —Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation.

Development and Support —Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue.

Organization —Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion.

Language Use and Conventions —Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. 

Scoring Rubric

Learn more about how the writing test is scored.

View the Writing Test Scoring Rubric  (PDF)

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ACT Writing Prompts With Sample Essays & Tips

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The ACT essay is an optional portion of the ACT test that assesses a student's writing skills. It is a 40-minute timed writing task in which the student is given a prompt and asked to write an argumentative essay in response. ACT writing test is an excellent opportunity to demonstrate your writing skills and ability to look at any topic from different perspectives.

Our guide will outline how to write an ACT essay and how to do your best on it. We will discuss ACT writing prompts and possible approaches. Also, we have new ACT essay examples you can draw inspiration from. 

Let’s make this writing task a piece of cake for you! After reading this blog from our college essay services , we guarantee that you will become a rock star in ACT writing!

If you still struggle with your ACT essay, our professional academic writing platform can help. Our writers are experienced in academic writing and can deliver fantastic results within a short time. for quick and high-quality delivery. Order essays online to take this burden off your shoulders.

FAQ About ACT Writing Prompts

1. how long is the act with writing.

An ACT essay is only a 40-minute test, and it will present one writing prompt that describes a complex topic and provide three perspectives for analysis in your writing section. You won’t be able to write more than 250-300 words. Focus on test quality, not the number of words.

2. What is a good ACT writing score?

An average ACT writing score is 6.5 and above. It will work for a lot of Universities. However, you may need 8 or more on this test for highly competitive schools. If you apply to a top university or Ivy League, a good score is 10, 11, or 12.

3. Does the ACT essay affect your score?

No, this section does not affect your subject area scores or Composite scores. ACT essay scoring is essential only for a few Universities. And if you are unsure if you need it, it's better to take it. It won’t change your general test scores. Do not be worried about this section a lot!

4. What is an average ACT writing score?

Two graders will grade your work, and each one can grade you in four categories from 1 to 6. This is how you can get from 2 to 12 points in each category. In sum, you will have a score between 2 and 12, which is your average ACT writing score.

Rachel R. Hill is a real educational devotee. She prides in writing exceptional general guides while listening to every need of students.

First and foremost, let’s start with a definition of ACT writing and what you need to know about this test type. ACT writing portion is a 40-minute optional test that evaluates your ability to write and present 3 different perspectives on defined issues. 

But why should you consider taking this writing part of a test if this task is not mandatory? The answer is easy – many universities still require students to take an ACT with writing. It depends on your future major and academic plans. For some admission commissions, the test without writing part will make you a weaker competitor. 

This test assesses your skills in analytical thinking. In this essay, you must overview 3 sides of a debate topic, bring your approach, and point to reasonable evidence.

If you find a university you will apply to that requires an ACT writing test, don’t panic and start preparing. Our guide will go through each step of your writing and help you understand its basic principles. But first, let’s have a brief overview of this task and how it will be scored. 

Critical points on your test:

You will structure your work this way:

After you know what this essay includes, let’s discuss the scoring. What you should know about an ACT writing score? You will be evaluated based on 4 aspects:

Two graders will evaluate your essay. Each one will grade your test on a score from 1 to 6. Finally, you will see the sum of those points from two graders, or in other words – a number from 2 to 12. An average score sum required by most universities is 8+. However, some Ivy League colleges may ask you to write your ACT essay with a 9+ score.

How to get the highest score on your test? Take any ACT writing practice test, understand your weaknesses, and continue training. 

We prepared ACT writing prompts to illustrate how your essay can be structured, what templates to use, and how to succeed in this task. While looking for the best prompts, consider that this test was changed in 2015 and became a little more complicated. But we focused on the latest tests to give you the best possible examples and prompts.

In the following paragraphs, we will focus on an ACT writing prompt and how to ensure a successful essay score on a real test. Let’s choose one of the popular topics for your essay – Climate Change . We will show this topic's ACT writing test prompt and two essay samples. 

We will also go through grading and explain why the first essay scored 1 and the second had the highest score - 6. These samples will undoubtedly inspire you and teach you how to write good texts.

Lately, a discussion around the urgency of action because of climate change has become one of the most popular. The data proves that governments of many countries failed to follow their agreement on reducing the negative influence on the environment. As a result, we all became affected by changing the weather, extreme heating, or heavy rain. Due to these changes, some countries, like Pakistan, have already lost territories and people. However, some scientists argue that climate change is a media topic that is not so urgent.  Read carefully three perspectives on how important and urgent are climate change issues. Each of them outlines a specific view of the human role in climate change.

Essay task Write a coherent essay addressing what urgent climate change is and who is responsible for this situation. In your essay: 1. State your perspective and analyze how it connects to perspectives defined in a prompt. 2.  Support your point with examples. 3. Structure your ideas.

The discussion around climate change has become very important in the last few years. However, the question is, how accurate is climate change? Maybe, it was fabricated by media and corporations to have an additional influence on governments. I believe that only people alone are responsible for climate change. This is our goal to make any changes. If we want to change this situation with climate change, we need to start with ourselves. And we need to start with an urgent alarm that will bring this topic to a higher level of discussion. My point is based on a few pieces of evidence. First, we know how many plastics are used by ordinary people. Even reducing plastic in everyday life can help to change something. Secondly, we can reduce the negative influence on the environment by changing our eating habits and moving to a vegetarian diet. My idea is mainly related to the first perspective described in the essay task. I believe climate change is the most urgent topic for now, but only humans can change something by doing even small steps. To conclude, I think that we need to bring more attention to the causes of climate change and focus on small things that every person can do.

Let’s examine an  ACT essay score and analyze why the sample above will get the lowest score. We will go through each point for grading.

Here you can see that based on all 4 grading points, the essay sample will get the lowest score. However, the same topic can be developed much better, with real examples and more substantial argumentation. It is possible to score your essay with the highest grade even by choosing the same perspective.

There is no shortage of opinions on how emergent the climate change issue is and what the way to solve it is. In the essay task, we found three different perspectives on this topic. The first one is to stand on the position that climate change is the most urgent topic for humanity, and even small steps by ordinary humans can change the situation. The second one pointed out that there is no such issue as climate change, and the media and marketers created it. And the last one, and most realistic in my opinion, is that climate change is a problem, but only governmental politics can make a difference in it. A bunch of facts and evidence support my point of view. First and foremost, we need to evaluate the number of considerable productions in each country. Manufacturers make up 75% of the pollution, which definitely relies on government regulations. It means we can not change the situation significantly only by ourselves. Secondly, we need to analyze the biggest causes of climate change. One of them is fossil fuel and deep ocean mining, which governments lead. I also believe no evidence proves climate change is a myth. We can see how devastating rain is in Pakistan - the first country heavily damaged by climate change. It is a real case, not just a conspiracy belief. To conclude, I would suggest activists put more effort into pushing governments to act to stop climate change.  

This essay is much more logical and well-structured and definitely will get the highest score. Let’s look at each ACT essay scoring section to understand what makes this text better and more effective.

The second essay is more robust and better for students who need high grades. However, the structure of each essay is the same. If you find the best structure for you, there will be no problem with any topic for such a task.

You may think that an essay topic can influence ACT essay prompts. However, we are talking about standardized tests. You can complete excellent writing on any topic if you learn how to structure your text and what will make your test better. But you need to practice! Here is another example with a detailed analysis to illustrate the possible development of a topic and underline essential tips to make your paper better graded. Let’s look at the essay on paid/free medicine.

There is a belief in a lot of countries that medicine should be free for anyone. The topic of paid medicine has become one of the most discussed in recent years. For example, the United States is a well-known country with paid and expensive medicine. However, in many European countries, like Germany and France, people can get quality medical help without any payment, as they have already paid taxes. Read carefully three perspectives on paid medicine. Each of them outlines a specific view on how much people should pay for medical support, and it is possible to make the medicine entirely accessible to anyone.

Essay task Write a coherent essay addressing the discussion of paid instead of free medicine. In your essay: 1. State your perspective and analyze how it connects to perspectives defined in a prompt. 2. Support your point with examples. 3. Structure your ideas.

One of today's biggest discussions is about paid medicine and how it should be developed worldwide. While there is a lot of support for the third perspective, described in a task. People believe they should not pay for medicine, as this is a basic need for everyone. However, I disagree with this point, as I support a capitalistic point of view. I believe people need to pay for quality medicine help, which is the only way to build an effective medical system in any country. That is why I have this point of view. First, we need to learn from the best world examples. This is definitely the US. Doctors in the US are very prestigious professionals, and they need to put a lot of effort into working in a clinic. Also, the best surgeries and innovators live in the US. It became possible to launch complicated research only because of funding. This is why I believe we need to pay for quality help, as this is the only reason to develop the system.

Clearly, this essay is not bad, but not the best one you can create. Applying an ACT writing score range, we would say this one about medicine will be in the middle. Detailed analysis of its pros and cons will help you improve your writing piece.

In general, this is a good example of an essay for a score of 3. It is not too simple and unstructured to get 1 or 2. However, there are a lot of improvements that can make the text more readable.

There is no single opinion on building the country's best medical system. While some people believe that the best way is to make medical help paid, others think that the government should cover all medical expenses for people. I personally stand on the position that medicine should be free for everyone. I believe paid and partly-paid medicine discussed in this task is not a way to achieve transparency and democracy. First and foremost, paid medicine will divide people into groups - those who can pay and get qualitative help and those who will die because of no money. Let’s look at death statistics in the US, the country with paid and costly medicine. Almost 40% of people died last year because they could not pay their doctor or ask for help. The idea of developing a medical system based on money clinics get from patients is dangerous. People pay taxes anyway, and these taxes should be invested into building a clinic of the future. For this reason, I believe the only way to make any nation healthy is to pay for medical help from taxes, not from additional citizen payments.

You can see that the second essay looks stronger. We will analyze it based on an ACT writing score scale to illustrate what makes the text better. Let’s discuss each of the four aspects of scaling the writing sample.

This essay will get the highest 6 scores from graders.

Next, we will learn how to write an ACT essay step-by-step. You can see different samples and understand how your work will be scored. But how to write an essay and get the highest grade? Let’s go through each stage of ACT writing essay creation and clarify the importance of each step. Finally, our goal is to make you a proficient writer who is ready to work on any task without worrying about any topic.

Research is an essential step in creating an advanced essay. First, you must analyze act writing prompts and find as many arguments for your text as possible. 

Look at the selected ACT essay prompt from various angles and try to understand why this topic became part of the discussion. Refrain from sticking with the first idea you will have. Analyze all three perspectives and understand which will be the most successful. Identify all viable arguments for each stand. 

It is better to spend more time brainstorming than re-write the whole essay when you understand you have limited argumentation for a selected position.

You will have three different perspectives in your ACT prompt, and you need to analyze each before defining your line. Choose the perspective that will help you to create an excellent ACT essay. 

Usually, one perspective will support a topic, one will be against it, and one will be in the middle. Which one to choose for your test? First, define what each perspective considers and how you can develop this line. Second, think about possible argumentation you can use. You need to choose the one you will feel confident about.

After analyzing three topic perspectives, choose one for your essay. Remember that your attitude should be unique. It means you should not select one angle from the given task and state it. Try to combine ideas, and include a brief analysis of them from your point of view. If you want the highest score, your line and argumentation should not copy the one from ACT essay prompts. 

Writing the ACT essay is simple if you use unique ideas for the structure. Reread the topic and define which line is not represented in given perspectives. 

If this task is challenging, consider to pay someone to write your essay at StudyCrumb .

You analyzed all perspectives for discussion, chose a unique line for your argumentation, and are ready to start working on ACT writing. What is next? The next step is working with an ACT essay format and structure. 

Create an outline of an essay. It means you must define what you will discuss in each section. 

Your text structure will be simple:

Here, you can find a template that is applicable to any topic. You can memorize or save it for your test practice.

Like any other type of writing work, an ACT essay should be proofread before submission. You will have only 40 minutes to write 300+ words using a paper and pen. You need to have sufficient time at the end of your test to check spelling and grammar mistakes. An ACT writing section can be stressful, as you have limited time and must clearly illustrate your ability to think and analyze. You may write your essay in a rush and make some mistakes in spelling words. Plan around 5 minutes for essay revision .

The best way to ensure a high score on your exam day is to write an ACT practice essay and analyze your text based on a scoring system. Clear structure, advanced essay template, and robust perspective analysis for your statement are critical for scoring. 

However, there are a few more ACT essay tips for your test day:

You are at the end of a detailed guide sample ACT essay writing. In a few paragraphs, we shared with you a few ACT prompts and identified critical steps in creating advanced writing. Remember that this task is not mandatory for test takers. 

But if you are already here, your University may require it. Do not panic! This is a standard test, and you can do your best by learning from ACT writing examples and focusing on templates we prepared for you. Be clear with your idea, analyze other topic perspectives, be unique, and use advanced vocabulary for this test! And you will succeed! 

If you found our blog post on the ACT essay helpful, you may also need a guide on how to write an SAT essay .

• You have 40 minutes to write.
• You can use pen and paper only.
• Essay structure should be strictly followed.
• Evaluate 3 different angles of a prompt.
• Present your view or indicate which one you support.
• Explain the connection between your choice and other perspectives on a topic.
• Ideas and analysis of a prompt Does your writing sample demonstrate clarity and provide an overview of all perspectives?
• Topic development How does your text develop and structure ideas in a coherent sample?
• Logic Does your text have a strong and reasonable structure that follows a logical flow?
• Language Does your essay contain grammar and spelling mistakes?
• Essay introduction : Identify your perspective and briefly point to each perspective from the task.
• Body paragraphs : Start with a topic sentence followed by your argumentation to support and explain your position. Make 2-3 paragraphs.
• Essay conclusion : Provide your final summary.
• Start with research and analysis.
• Create an outline before starting to write.
• Mention all 3 perspectives, especially the one that opposes your statements.
• Use a unique statement for your essay.
• Always proofread – it is better to submit clean text without mistakes that write more words than needed.

What Is ACT Writing?

Act writing test overview, act practice writing prompts, sample act essay prompt 1 & analysis, sample prompt, ❌ act essay example 1, score analysis, ✓ essay writing sample 2, sample act essay prompt 2 & analysis, ❌ writing essay sample 1, ✓  act writing sample 2, essay scoring analysis, how to write the act essay, 1. brainstorm the act writing prompt, 2. carefully consider the perspectives, 3. come up with your perspective, 4. write your act essay, act essay template, 5. proofread your writing, act writing tips, bottom line on act writing prompts.

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ACT scoring doesn't have to be a mystery.  Learn how the answers you get right on the ACT translate to your overall score. We'll explain the ACT grading scale and show you a sample ACT score chart. 

Is the ACT scored on a curve?

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ACT Tips: Pacing and Personal Order of Difficulty

On each  section of the ACT , the number of correct answers converts to a scaled score of 1–36. ACT works hard to adjust the grading scale of each test at each administration as necessary to make all scaled scores comparable, smoothing out any differences in level of difficulty across test dates.

There is no truth to any one ACT test date being “easier” than the others, but you can expect to see slight variations in the scale from test to test.

Calculate Your ACT Score

Act raw score vs scale score.

Here’s how ACT scoring works. You’re given a point for every question you get right (there’s no penalty or point deduction for wrong answers). The total number of questions you get right on each test (English, Math, Reading, and Science) equals your raw score . Your raw score for each test is then converted into a scale score (1–36).  

Composite Score

Your composite score, or overall ACT score, is the average of your scores on each test. Add up your English, Math, Reading, and Science scores and divide by 4. (Round to the nearest whole number). Learn more about what your ACT scores mean .

Sample ACT Scoring Chart

This is a sample ACT raw score conversion grid from the free test ACT makes available on its website. Keep in mind, the ACT score chart for each test administration is different, so this one should be used only as an example.

Read More: What's a Good ACT Score?

How is the ACT Writing Test scored?

The writing test score is a little more complicated. If you take the ACT Plus Writing (which will ask you to write an essay), your writing will be evaluated by two readers. Both readers score your essay on a scale of 1–6 in four different areas (learn more about the ACT essay here ). The ACT essay score will appear on your score report on a scale from 2-12. ACT also reports an English Language Arts (ELA) score out of 36, which represents your overall performance on the English, reading, and writing tests, but this value is NOT included in your ACT Composite Score calculation. No ELA score is reported if you do not choose to take the ACT With Essay.

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How to Write an ACT Essay

Last Updated: October 11, 2022 References

This article was co-authored by Arash Fayz . Arash Fayz is the Co-Founder and Executive Director of LA Tutors 123, an academic consulting and private tutoring company based in Los Angeles, California. Arash has over 10 years of educational consulting experience, managing the tutoring of students of all ages, abilities, and backgrounds to score higher on standardized tests and gain admission to their target schools. He has a BA in Applied Mathematics and Computer Science from the University of California, Los Angeles. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been viewed 3,668 times.

The ACT may seem a bit daunting, particularly the writing section, and if you're feeling that way, don't worry. While no one can guarantee you a perfect store, you can do well on the essay section as long as you practice a little first. When writing the essay, take 5-10 minutes to organize your thoughts, then write your essay in a standard 5-paragraph format with an introduction, body paragraphs, and conclusion. If you have time in the end, spend a few minutes reading over what you wrote to correct any mistakes.

Organizing Your Thoughts

• When reading through them, analyze them. Think about what each perspective assumes and what each perspective leaves out.
• For instance, if one perspective is "The electoral college is beneficial because it makes it easier for a state to vote together," that assumes a state should vote together, and it may leave off the individual's vote.
• Repeat for each perspective.

• You will have space to plan in your notebook, so write down the perspective you choose to take.

• For example, if the perspective is "The electoral college is beneficial," you might write, "The electoral college is beneficial to states with smaller populations, which gives farming areas a much-needed advantage."

• For instance, you might write, "While the electoral college does have pitfalls due to the way it distributes electoral votes, that very distribution gives rural voters the advantage they need to be on an even playing field with urban voters, as it places a slightly higher weight on the votes of people in small states with high rural populations."

• For instance, one example might be that the electoral college helps protect farmers by giving slightly more power to rural voters.
• Whatever example you use, try to get as specific as possible with it. [6] X Research source

Writing the Essay

• When giving an overview, present what examples you plan to use, in order, such as "The electoral college gives farmers a voice, allows for rural voices to be heard in Washington D.C., and helps elect a president that represents all citizens."

• You can use 4-6 paragraphs, but make sure you stick to the format of an introductory paragraph, the body paragraphs, and the conclusion paragraph.

• For instance, you might write, "Farmers' perspectives are important, but they aren't the only ones who benefit from the electoral college. It also gives rural people a voice in Midwestern and Southern states where all electoral votes must go to one candidate."
• Another example might be, "Rural people deserve to have their voices heard, as a president should represent all people, not just those in large cities."

• For example, you may write, "All in all, the electoral college does more good than harm. It gives farmers and rural voters the opportunity to elect a candidate that also considers their needs, along with those in the urban centers of the country. After all, a president should be for all citizens, not just those who have a pretty house in a big city."

Correcting Your Essay

• However, even 5 minutes spent on proofreading can be helpful.

• Avoid writing in the margins. Only write neatly between the lines.

Expert Q&A

You Might Also Like

• ↑ https://www.princetonreview.com/college-advice/act-writing-prompt
• ↑ https://magoosh.com/hs/act/act-writing/2016/how-i-got-a-perfect-36-on-the-new-act-essay/
• ↑ https://writewellapp.com/how-write-act-essay
• ↑ http://www.act.org/content/act/en/products-and-services/the-act/test-preparation/writing-test-prep.html#scrollNav-1-5

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https://www.nist.gov/news-events/news/2024/04/biden-harris-administration-announces-preliminary-terms-tsmc-expanded

Biden-Harris Administration Announces Preliminary Terms with TSMC, Expanded Investment from Company to Bring World’s Most Advanced Leading-Edge Technology to the U.S.

With up to $6.6 billion in proposed chips direct funding, tsmc announces 2 nanometer technology at second fab and a new third fab to produce 2 nanometer or more advanced chips.

Proposed CHIPS Investment in Arizona Would Support AI, High-Performance Computing, 5G/6G Communications, and More Applications

Media Contact: Madeline Broas, madeline.broas [at] chips.gov ( madeline[dot]broas[at]chips[dot]gov )

Today, the Biden-Harris Administration announced that the U.S. Department of Commerce and TSMC Arizona Corporation (TSMC Arizona), a subsidiary of Taiwan Semiconductor Manufacturing Company Limited (TSMC), have signed a non-binding preliminary memorandum of terms (PMT) to provide up to $6.6 billion in direct funding under the CHIPS and Science Act. This proposed funding would support TSMC’s investment of more than $65 billion in three greenfield leading-edge fabs in Phoenix, Arizona, which will manufacture the world’s most advanced semiconductors. 

Through this proposed investment in TSMC Arizona, the Biden-Harris Administration would take a significant step in strengthening U.S. economic and national security by providing a reliable domestic supply of the chips that will underpin the future economy, powering the AI boom and other fast-growing industries like consumer electronics, automotive, Internet of Things, and high-performance computing. After initially announcing two fabs in the U.S., TSMC Arizona is committing to build an additional third fab before the end of the decade. With this proposed funding, TSMC Arizona would be ensuring the formation of a scaled leading-edge cluster in Arizona, creating approximately 6,000 direct manufacturing jobs, more than 20,000 accumulated unique construction jobs, and tens of thousands of indirect jobs in this decade and bringing the most advanced process technology to the United States. 

“Semiconductors – those tiny chips smaller than the tip of your finger – power everything from smartphones to cars to satellites and weapons systems. America invented these chips, but over time, we went from producing nearly 40% of the world’s capacity to close to 10%, and none of the most advanced chips, exposing us to significant economic and national security vulnerabilities. I was determined to turn that around, and thanks to my CHIPS and Science Act – a key part of my Investing in America agenda – semiconductor manufacturing and jobs are making a comeback,” said President Joe Biden . “TSMC’s renewed commitment to the United States, and its investment in Arizona represent a broader story for semiconductor manufacturing that’s made in America and with the strong support of America’s leading technology firms to build the products we rely on every day.”

“One of the key goals of President Biden’s CHIPS and Science Act was to bring the most advanced chip manufacturing in the world to the U.S., and with this announcement and TSMC’s increased investment in their Arizona campus, we are working to achieve that goal,” said U.S. Secretary of Commerce Gina Raimondo . “The leading-edge semiconductors that will be made here in Arizona are foundational to the technology that will define global economic and national security in the 21st century, including AI and high-performance computing. Thanks to President Biden’s leadership and TSMC’s continued investments in U.S. semiconductor manufacturing, this proposed funding would help make our supply chains more secure and create thousands of good-quality construction and manufacturing jobs for Arizonans.”

“America’s ability to maintain our competitive edge in advanced technologies like artificial intelligence is essential to igniting the next generation of research, innovation, development, and production,” said Under Secretary of Commerce for Standards and Technology and National Institute of Standards and Technology Director Laurie E. Locascio . “Our proposed support for TSMC Arizona represents an inflection point for America’s innovative capacity that would restore our nation’s leadership in an industry that is foundational to the U.S. and global digital economy.”

“The proposed funding from the CHIPS and Science Act would provide TSMC the opportunity to make this unprecedented investment and to offer our foundry service of the most advanced manufacturing technologies in the United States,” said TSMC Chairman Dr. Mark Liu. “Our U.S. operations allow us to better support our U.S. customers, which include several of the world’s leading technology companies. Our U.S. operations will also expand our capability to trailblaze future advancements in semiconductor technology.”

“We are honored to support our customers who have been pioneers in mobile, artificial intelligence and high-performance computing, whether in chip design, hardware systems or software, algorithms, and large language models,” said TSMC CEO Dr. C.C. Wei . “They are the innovators driving demand for the most advanced silicon that TSMC can provide. As their foundry partner, we will help them unleash their innovations by increasing capacity for leading-edge technology through TSMC Arizona. We are thrilled by the progress of our Arizona site to date and are committed to its long-term success.”

TSMC is widely recognized as a global leader in semiconductor manufacturing, having pioneered the pure-play foundry business model in 1987, and now manufactures over 90% of the world’s leading-edge logic chips. In Arizona, TSMC’s three fabs are expected to bring a suite of the most advanced process node technologies to the United States: the first fab  will produce 4nm FinFET process technologies; today, TSMC Arizona announced that the second fab will produce the world’s most advanced 2nm nanosheet process technology, in addition to previously announced plans to produce 3nm process technologies; and TSMC Arizona’s third fab will produce 2nm or more advanced process technologies depending on customer demand. At full capacity, TSMC Arizona’s three fabs would manufacture tens of millions of leading-edge chips that will power products like 5G/6G smartphones, autonomous vehicles, and AI datacenter servers. TSMC Arizona expects to begin high-volume production in their first fab in the U.S. by the first half of 2025.

Thanks to investments like those at TSMC Arizona, the United States is now on track to produce roughly 20% of the world’s leading-edge chips by 2030. With total capital expenditures of more than $65 billion, TSMC Arizona’s investment is the largest foreign direct investment in a greenfield project in U.S. history. TSMC Arizona’s investment in the United States is catalyzing meaningful investment across the supply chain, including from 14 direct suppliers that plan to construct or expand plants in Arizona or other parts of the U.S., further strengthening U.S. domestic supply chain resilience.

TSMC’s advanced chips are the backbone of core processing units (“CPUs”) for servers in large-scale datacenters and of specialized graphic processing units (“GPUs”) used for machine learning. Through the proposed funding for TSMC Arizona, the United States would onshore the critical hardware manufacturing capabilities that underpin AI’s deep language learning algorithms and inferencing techniques. This would help strengthen America’s competitive edge in science and technology innovation. Furthermore, through its Arizona fabs, TSMC will be able to better support its key customers, including U.S. companies AMD, Apple, Nvidia, and Qualcomm, among others, by addressing their leading-edge capacity demand, mitigating supply chain concerns, and enabling them to compete effectively in the ongoing digital transformation era. With the proposed incentives, TSMC Arizona has also committed to support the development of advanced packaging capabilities – the next frontier of technology innovation for chip manufacturing – through its partners in the U.S., creating the opportunity for TSMC Arizona’s customers to be able to purchase advanced chips that are made entirely on U.S. soil.

The PMT also proposes $50 million in dedicated funding to develop the company’s semiconductor and construction workforce. To build the long-term construction workforce needed to support these projects, TSMC Arizona recently signed an agreement with the Arizona Building and Construction Trades Council. The company also plans to utilize registered apprenticeship programs to meet a 15 percent apprenticeship utilization rate on the Phoenix construction site.

As part of its commitment to developing local talent, TSMC Arizona established one of the first state-supported Registered Apprenticeship programs for semiconductor technicians, with support from the City of Phoenix. TSMC's U.S.-based recruiting team is also actively collaborating with university engineering programs around the country, including Arizona State University, University of Arizona, and Purdue University, and is partnering with Maricopa Community Colleges and career technical education programs on initiatives to develop the skills for a career in the semiconductor industry. Site employees have access to discounts, reimbursements, and priority enrollment through partnerships for local area early education and childcare centers.

In addition to the proposed direct funding of up to $6.6 billion, the CHIPS Program Office would make approximately $5 billion of proposed loans – which is part of the $75 billion in loan authority provided by the CHIPS and Science Act – available to TSMC Arizona under the PMT. The company has indicated that it is planning to claim the Department of the Treasury’s Investment Tax Credit, which is expected to be up to 25% of qualified capital expenditures.

As explained in its first  Notice of Funding Opportunity, the Department may offer applicants a PMT on a non-binding basis after satisfactory completion of the merit review of a full application. The PMT outlines key terms for a potential CHIPS incentives award, including the amount and form of the award. The award amounts are subject to due diligence and negotiation of a long-form term sheet and award documents and are conditional on the achievement of certain milestones. After the PMT is signed, the Department begins a comprehensive due diligence process on the proposed projects and continues negotiating or refining certain terms with the applicant. The terms contained in the long-form term sheet and the final award documents may differ from the terms of the PMT being announced today.

About CHIPS for America

The Department has received more than 630 statements of interest, more than 180 pre-applications and full applications for NOFO 1, and more than 160 small supplier concept plans for NOFO 2. The Department is continuing to conduct rigorous evaluation of applications to determine which projects will advance U.S. national and economic security, attract more private capital, and deliver other economic benefits to the country. The announcement with TSMC is the fifth PMT announcement the Department of Commerce has made under the CHIPS and Science Act, with additional PMT announcements expected to follow throughout 2024.  

CHIPS for America is part of President Biden’s economic plan to invest in America, stimulate private sector investment, create good-paying jobs, make more in the United States, and revitalize communities left behind. CHIPS for America includes the CHIPS Program Office, responsible for manufacturing incentives, and the CHIPS Research and Development Office, responsible for R&D programs, that both sit within the National Institute of Standards and Technology (NIST) at the Department of Commerce. NIST promotes U.S. innovation and industrial competitiveness by advancing measurement science, standards, and technology in ways that enhance economic security and improve our quality of life. NIST is uniquely positioned to successfully administer the CHIPS for America program because of the bureau’s strong relationships with U.S. industries, its deep understanding of the semiconductor ecosystem, and its reputation as fair and trusted. Visit  https://www.chips.gov to learn more.

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What Solar Eclipse-Gazing Has Looked Like for the Past 2 Centuries

Millions of people on Monday will continue the tradition of experiencing and capturing solar eclipses, a pursuit that has spawned a lot of unusual gear.

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By Sarah Eckinger

• April 8, 2024

For centuries, people have been clamoring to glimpse solar eclipses. From astronomers with custom-built photographic equipment to groups huddled together with special glasses, this spectacle has captivated the human imagination.

Creating a Permanent Record

In 1860, Warren de la Rue captured what many sources describe as the first photograph of a total solar eclipse . He took it in Rivabellosa, Spain, with an instrument known as the Kew Photoheliograph . This combination of a telescope and camera was specifically built to photograph the sun.

Forty years later, Nevil Maskelyne, a magician and an astronomy enthusiast, filmed a total solar eclipse in North Carolina. The footage was lost, however, and only released in 2019 after it was rediscovered in the Royal Astronomical Society’s archives.

Telescopic Vision

For scientists and astronomers, eclipses provide an opportunity not only to view the moon’s umbra and gaze at the sun’s corona, but also to make observations that further their studies. Many observatories, or friendly neighbors with a telescope, also make their instruments available to the public during eclipses.

Fredrik Hjalmar Johansen, Fridtjof Nansen and Sigurd Scott Hansen observing a solar eclipse while on a polar expedition in 1894 .

Women from Wellesley College in Massachusetts and their professor tested out equipment ahead of their eclipse trip (to “catch old Sol in the act,” as the original New York Times article phrased it) to New London, Conn., in 1922.

A group from Swarthmore College in Pennsylvania traveled to Yerbaniz, Mexico, in 1923, with telescopes and a 65-foot camera to observe the sun’s corona .

Dr. J.J. Nassau, director of the Warner and Swasey Observatory at Case School of Applied Science in Cleveland, prepared to head to Douglas Hill, Maine, to study an eclipse in 1932. An entire freight car was required to transport the institution’s equipment.

Visitors viewed a solar eclipse at an observatory in Berlin in the mid-1930s.

A family set up two telescopes in Bar Harbor, Maine, in 1963. The two children placed stones on the base to help steady them.

An astronomer examined equipment for an eclipse in a desert in Mauritania in June 1973. We credit the hot climate for his choice in outfit.

Indirect Light

If you see people on Monday sprinting to your local park clutching pieces of paper, or with a cardboard box of their head, they are probably planning to reflect or project images of the solar eclipse onto a surface.

Cynthia Goulakos demonstrated a safe way to view a solar eclipse , with two pieces of cardboard to create a reflection of the shadowed sun, in Lowell, Mass., in 1970.

Another popular option is to create a pinhole camera. This woman did so in Central Park in 1963 by using a paper cup with a small hole in the bottom and a twin-lens reflex camera.

Amateur astronomers viewed a partial eclipse, projected from a telescope onto a screen, from atop the Empire State Building in 1967 .

Back in Central Park, in 1970, Irving Schwartz and his wife reflected an eclipse onto a piece of paper by holding binoculars on the edge of a garbage basket.

Children in Denver in 1979 used cardboard viewing boxes and pieces of paper with small pinholes to view projections of a partial eclipse.

A crowd gathered around a basin of water dyed with dark ink, waiting for the reflection of a solar eclipse to appear, in Hanoi, Vietnam, in 1995.

Staring at the Sun (or, How Not to Burn Your Retinas)

Eclipse-gazers have used different methods to protect their eyes throughout the years, some safer than others .

In 1927, women gathered at a window in a building in London to watch a total eclipse through smoked glass. This was popularized in France in the 1700s , but fell out of favor when physicians began writing papers on children whose vision was damaged.

Another trend was to use a strip of exposed photographic film, as seen below in Sydney, Australia, in 1948 and in Turkana, Kenya, in 1963. This method, which was even suggested by The Times in 1979 , has since been declared unsafe.

Solar eclipse glasses are a popular and safe way to view the event ( if you use models compliant with international safety standards ). Over the years there have been various styles, including these large hand-held options found in West Palm Beach, Fla., in 1979.

Parents and children watched a partial eclipse through their eclipse glasses in Tokyo in 1981.

Slimmer, more colorful options were used in Nabusimake, Colombia, in 1998.

In France in 1999.

And in Iran and England in 1999.

And the best way to see the eclipse? With family and friends at a watch party, like this one in Isalo National Park in Madagascar in 2001.

Choose Your Test

Sat / act prep online guides and tips, act essay format and templates you can use.

ACT Writing

Most of the ACT is entirely multiple choice. All you have to worry about when answering the questions is that you're filling in the correct answer bubble!

But then there's that (optional) Writing section, which requires you to give your answer in words. How are you supposed to write a persuasive essay in 40 minutes? What format should your essay have? Is there an ACT essay template that can guarantee you a high score? We'll answer these questions in this article.

feature image credit: homework ritual by woodleywonderworks , used under CC BY 2.0 /Cropped from original.

What Does Your ACT Essay Need? 5 Key Elements

In order to do well on ACT Writing, your essay will need to have the following five elements (not necessarily in this order):

#1: An Introduction

The first thing the grader will see is your opening paragraph, so you should make a good impression. Don't just jump right into the meat of your essay— introduce your perspective (your thesis statement) and how it relates to the other perspective(s) you'll be discussing. You don't necessarily have to start out by writing your introduction (you can always leave a few lines blank at the top of your essay and come back to it after you've written your example paragraphs), but you MUST include it.

#2: Your Thesis Statement (should be in your introduction)

You must take a perspective on the issue presented in the prompt paragraph and state it clearly . I advise using one of the three perspectives the ACT gives you as your position/perspective; you can come up with your own perspective, but then you'll have less time to spend on writing the essay (which is not ideal with a time constraint). Your thesis statement (the statement of your perspective) should go in the introduction of your essay.

#3: A Discussion of the Relationship Between Perspectives

In your essay, you must discuss the relationship between your perspective and at least one other perspective . Make sure to discuss pros as well as cons for the perspectives you don't agree with to show you understand the complexities of the issue.

#4:  Examples or Reasoning to Support Each Point

To support your arguments for and against each perspective, you need to draw on reasoning or specific examples . This reasoning should be in the same paragraph as the arguments. For instance, if your argument is about how globalization leads to greater efficiency, you should include your support for this argument in the same paragraph.

And it's not enough to just say "Because freedom" or "Because Stalin" or something like that as your support and leave it at that. You need to actually explain how your reasoning or examples support your point.

#5: Clear Organization

Avoid discussing multiple points in one paragraph. Instead, our recommended strategy is to discuss one perspective per paragraph . This organization will not only make it easier for you to stay on track, but will also make it easier for your essay's scorers to follow your reasoning (always a good thing).

ACT Essay Outline

The 5-paragraph structure might seem boring, but it is a good way to keep your points organized when writing an essay. For the ACT essay, you'll need an introduction, two to three body paragraphs (at least one paragraph for each perspective), and a conclusion . You should state your thesis in your introduction and conclusion (using different words in your conclusion so that you're not repeating yourself exactly).

So how do you write in this five paragraph structure on the ACT? I'll show you how to put the plan into action with an essay template that can be used for any ACT essay question. First, here's the prompt I'll be using:

Public Health and Individual Freedom

Most people want to be healthy, and most people want as much freedom as possible to do the things they want. Unfortunately, these two desires sometimes conflict. For example, smoking is prohibited from most public places, which restricts the freedom of some individuals for the sake of the health of others. Likewise, car emissions are regulated in many areas in order to reduce pollution and its health risks to others, which in turn restricts some people's freedom to drive the vehicles they want. In a society that values both health and freedom, how do we best balance the two? How should we think about conflicts between public health and individual freedom?

Read and carefully consider these perspectives. Each suggests a particular way of thinking about the conflict between public health and individual freedom.

Write a unified, coherent essay about the conflict between public health and individual freedom. In your essay, be sure to:

• clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective
• organize your ideas clearly and logically
• explain the relationship between your perspective and those given
• communicate your ideas effectively in standard written English

Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different.

Next, I'll break down the ACT essay into its individual parts (introduction, body paragraphs, and conclusion) and give examples for what each should look like. Because I'm writing in response to a specific prompt, some of the information may not translate exactly from essay to essay; instead, focus on the structure of the paragraphs. I've bolded key structural words and phrases for you to focus on.

Introduction (2-3 sentences)

Begin your introduction with a general statement about the topic that draws the reader in; should provide some context for what you'll be discussing in the essay. Can be omitted if you're short on time (1-2 sentences).

As society progresses into the 21 st century, there are some pundits who create a false two-sided fight between individual liberty and complete dependence on the government.

Next comes your thesis statement that includes a clear position on the issue. For the highest score, you should also mention the other perspectives you'll be discussing in contrast to the position you've chosen (1 sentence).

While individual freedom is essential to society, the freedom to avoid health risks should supersede freedom of the individual when individual behavior endangers others.

Sample ACT essay introduction:

As society progresses into the 21 st century, there are some pundits who create a false two-sided fight between individual liberty and complete dependence on the government. While individual freedom is essential to society, the freedom to avoid health risks should supersede freedom of the individual when individual behavior endangers others.

Body Paragraph 1 (Opposing perspective) (5-7 sentences)

Open with a transition to a different perspective (1 sentence).

Perspective Two espouses the view that "[t]hose who give up freedom in order to gain security deserve neither."

Alternatively, if you don't want to name the specific perspective that opposes yours (or if you can't because you're comparing your perspective to a combination of ones given by the ACT):

Proponents of freedom of the individual above all else espouse the view that "[t]hose who give up freedom in order to gain security deserve neither."

Next, provide an example of how this perspective is somewhat true and explain why (2-3 sentences).

This perspective is true to some extent. For instance, in the Civil Rights movement, schools were integrated at the cost of both the mental well-being of racists, who had to deal with the blow to their world view, and the physical and emotional well-being of those being integrated, who had to deal with the abuse flung upon them by said racists. The freedom to attend any public school was deemed more important to society than the temporary mental, emotional, and in some cases physical health risks caused by that freedom.

Provide an example of how this perspective is mostly false when compared to the perspective you agree with and explain why (2-3 sentences).

However, Perspective Two[/this absolutist perspective] is not always a useful way to think about the world, particularly when life and death is at stake. During the Civil Rights movement, parents who were afraid their children might incur physical or even fatal harm from being forced to integrate still had the freedom to homeschool; the same goes for parents who were racist and did not wish their children to interact with children of "lesser" races. While the government pushed the issue of freedom of all people to attend all public schools, it could not make it mandatory for every child to attend a public school (rather than being homeschooled, or attending private or church school) and risk physical injury or worse.

Sample Body Paragraph (Opposing Perspective):

Perspective Two espouses the view that "[t]hose who give up freedom in order to gain security deserve neither." This perspective is true to some extent. For instance, in the Civil Rights movement, schools were integrated at the cost of both the mental well-being of racists, who had to deal with the blow to their world view, and the physical and emotional well-being of those being integrated, who had to deal with the abuse flung upon them by said racists. The freedom to attend any public school was deemed more important to society than the temporary mental, emotional, and in some cases physical health risks caused by that freedom. However, Perspective Two is not always a useful way to think about the world, particularly when life and death is at stake. During the Civil Rights movement, parents who were afraid their children might incur physical or even fatal harm from being forced to integrate still had the freedom to homeschool; the same goes for parents who were racist and did not wish their children to interact with children of "lesser" races. While the government pushed the issue of freedom of all people to attend all public schools, it could not make it mandatory for every child to attend a public school (rather than being homeschooled, or attending private or church school) and risk physical injury or worse.

Body Paragraph 2 (Opposing perspective) (5-7 sentences)

Same as above, except with another perspective you disagree with/don't entirely agree with. Make sure to use transition words so that the change of topic (from the previous perspective) isn't abrupt or unexpected.

To make your example of the Spanish Inquisition less unexpected, make sure to use transitions.

As of September 2016, the ACT no longer requires you to discuss all three perspectives in your essay; instead, you need only "clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective."

If you've chosen only to discuss the relationship between your perspective and one other perspective, then this second body paragraph is optional . However, if you're limiting your analysis to one other perspective , then in order to fully explore the relationship between this other perspective and your own point of view you'll most likely need a second paragraph . In that case, this body paragraph should be similar in structure to the previous body paragraph.

Body Paragraph 3 (Your perspective) (5-7 sentences)

Acknowledge the value of the other perspective(s) you discussed, but affirm that your perspective is the truest one (1-2 sentences).

As can be seen from the examples above, sometimes the greater good means individual freedom is more important than personal health. For the most part, however, allowing individual behavior to harm others damages both freedom and health.

Provide one final example of why this perspective is true (3-5 sentences).

Some parents worry that vaccines contain toxic chemicals and so have fought for the right to not vaccinate their children against once deadly diseases like measles. By being allowed this freedom, however, these parents are not only putting their children at risk of catching these virulent diseases, but are risking the life of anyone with a compromised immune system who comes into contact with a non-vaccinated child. The results of the anti-vaccination movement can be seen in cases like the recent measles outbreak at Disneyland and the mumps outbreak at a New York City daycare company; both of these outbreaks unfortunately led to fatalities. When the health risks caused by personal freedom reach life-and-death stakes, it is necessary to restrict individual freedom in favor of freedom to avoid preventable health risks.

Sample Body Paragraph (Your Perspective):

As can be seen from the examples above, sometimes the greater good means individual freedom is more important than personal health. For the most part, however, allowing individual behavior to harm others damages both freedom and health. Some parents worry that vaccines contain toxic chemicals and so have fought for the right to not vaccinate their children against once deadly diseases like measles. By being allowed this freedom, however, these parents are not only putting their children at risk of catching these virulent diseases, but are risking the life of anyone with a compromised immune system who comes into contact with a non-vaccinated child. The results of the anti-vaccination movement can be seen in cases like the recent measles outbreak at Disneyland and the mumps outbreak at a New York City daycare company; both of these outbreaks unfortunately led to fatalities. When the health risks caused by personal freedom reach life-and-death stakes, it is necessary to restrict individual freedom in favor of freedom to avoid preventable health risks.

Conclusion (1-2 sentences)

Transition into restating your thesis, using different words (1-2 sentences).

Sample ACT Essay conclusion:

America was built on the idea that there is a fundamental right to life, liberty, and the pursuit of happiness—in that order. When individual behavior puts others' lives at risk, it must be curtailed.

Putting Your Essay Together

Here is my final ACT essay template (excluding the second body paragraph):

[Body paragraph two on the other opposing perspective would go here]

Even though there are some minor grammatical issues in this essay, because they don't significantly affect the readability of the essay they don't matter. There are also some factual inaccuracies in this essay (as far as I know, there haven't been any reports of a mumps outbreak in NYC daycare facilities), but that doesn't matter for the ACT as long as the facts are persuasive and make sense in the context of the essay . Adding false information about a mumps outbreak added to the persuasive impact of the essay, so I put it in, whereas I couldn't figure out a way to work dinosaurs into this essay, and so they were not included.

Next essay, my velociraptor friend. Next essay.

How Do You Write Essays In This Format?

Now that you have a structural template for your ACT essay, how and when do you use it?

An essay template is most helpful during the planning phase of your essay. Whether you're writing a practice essay or taking the test for real, it's important to take the time to plan out your essay before you start writing. I personally believe 8-10 minutes is a good amount of planning time to start out with, although you may get faster at planning as you practice, leaving more time for writing and revising.

It might be tempting to leave out this planning stage so that you have more time to read the prompt or write. Don't fall into this trap! If you don't take the time to plan, you run the risk of writing a disorganized essay that doesn't really support your argument or omits how one of the other perspectives relates to yours. If you're struggling with decoding the prompts, be sure to read my article on how to attack ACT Writing prompts ; it'll help you break down every ACT Writing prompt so that you can extract the information you need to write your essay.

In addition to using this essay template when you're planning out your essay, you also need to make sure you practice writing this kind of essay before you take the real ACT Plus Writing. Don't expect to just memorize this outline and be good to go on test day—you'll need to practice putting the template to good use. Practice with as many ACT Writing prompts as you can—our complete guide to ACT Writing prompts will get you started.

ACT Essay Format: A Quick Recap

Remember, your essay should be in the following format:

• Your point of view on the essay topic (easiest to choose one of the three perspectives the ACT gives you).
• Reason why it's true (with reasoning or examples for support)
• Reason why it's not as true as your perspective (with reasoning or examples for support)
• One last reason why your perspective is true (with reasoning or examples for support).
• Conclusion (with your thesis restated)—1-2 sentences

What's Next?

Want to learn more about how to write a top-scoring ACT essay? Watch as I construct an ACT essay, step-by-step .

Looking to put the icing on your ACT essay cake? Check out our top 15 ACT Writing tips and strategies .

Wondering how much you have to write to do well on ACT Writing? Read this article on essay length and your ACT Writing score .

Want to improve your ACT score by 4 points?

Check out our best-in-class online ACT prep program . We guarantee your money back if you don't improve your ACT score by 4 points or more.

Our program is entirely online, and it customizes what you study to your strengths and weaknesses . If you liked this ACT Writing lesson, you'll love our program. Along with more detailed lessons, you'll get your ACT essays hand-graded by a master instructor who will give you customized feedback on how you can improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next.

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Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.

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Stanton Celebrates $6.6 Billion CHIPS and Science Act Award to TSMC

April 8 , 2024, semiconductor maker announces plan to build third factory in phoenix following award, bringing total investment to $65 billion.

PHOENIX—Today, the Department of Commerce  announced  that TSMC Arizona Corporation, a subsidiary of Taiwan Semiconductor Manufacturing Company Limited, will receive $6.6 billion in direct funding from the CHIPS and Science Act, and approximately $5 billion in loans. This funding will support TSMC’s investment of more than $65 billion in three greenfield leading-edge fabs in Phoenix, Arizona, which will manufacture the world’s most advanced semiconductors.

The award is from the CHIPS and Science Act, championed through the U.S. House of Representatives by Congressman Greg Stanton, to bring microchip manufacturing back to America, create jobs, and strengthen national security. It follows the announcement last month that  Intel Corporation  would receive $8.5 billion in direct funding.

“Thanks to years of hard work and strategic investments, we’ve created a thriving semiconductor ecosystem here in Arizona that’s attracted the world’s leading chip makers—including TSMC just a few years ago. Now TSMC is choosing to double down and scale their operations here, fueled by investments made under our CHIPS Act,”  Stanton  said. “Not only will this award create thousands of good-paying jobs, it will continue to position Arizona as a global leader for advanced manufacturing.”

After initially announcing two fabs in the U.S., TSMC Arizona is committing to build an additional third fab before the end of the decade. With this funding, TSMC Arizona would be ensuring the formation of a scaled leading-edge cluster in Arizona, creating approximately 6,000 direct manufacturing jobs, more than 20,000 accumulated unique construction jobs, and tens of thousands of indirect jobs at TSMC’s suppliers in this decade and bringing the most advanced process technology to the United States.

Permalink: https://stanton.house.gov/2024/4/stanton-celebrates-6-6-billion-chips-and-science-act-award-to-tsmc

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