ACT Prep Class Notes -- Week 15 (May 5)

 Greetings!

The students have done it!  They've reviewed (and re-reviewed) all of the strategies for taking the ACT.  I recently talked with students who had taken this class from me and then took the test.  They said that the tips and strategies not only helped them with the individual tests, but it gave them a greater piece of mind when taking the test.  Research shows that when a person is anxious or overly nervous before doing a big task, they do not do as well.  (See the 2 links below.)

We started the class with working on a sample ACT Essay prompt.  My main goal was for the students to be reminded of the structure and strategies of the test.  One aspect that the evaluators look for are the abilities of the students to analyze and then support their ideas.  These two tasks take some deeper thinking, so I wanted the students to have a little bit more time for thinking through what they might write for a prompt.  After their brainstorming, they sat in small groups to share their ideas.

Our last activity for the day was to do some peer reviews.  Some student brough one of their drafts of their college application essays for others to read.  Often, students are uncomfortable having others read their papers, which is understandable.  

Now, for the nuts and bolts for finishing up the class.  Students can hand in any homework until Saturday morning midnight.  (8:00 am, to be exact.)  All of the remaining homework for the class can be handed in (and returned) via Google Classroom.  I will be sending out grades sometime next week. Look for 2 emails from me:  one the explains how I grade and then the grades themselves.  

This has been a great year with these students.  They're bright and engaging, and they've worked hard this year. Best wishes to them!  I've mentioned to some that if they ever find themselves in Northfield, they are welcome to stop by.  

Blessings!

Mrs. Prichard

Links for this Week

ACT Prep Class Notes -- Week 15 (May 5)

May Clinic:  Test Anxiety

Princeton Review:  10 Ways to Overcome Test Anxiety

Tamera M. Prichard

Writing Instructor at CHAT

Writing 1, Writing 2, Writing 3

ACT Prep, British Literature

Personal Interest Survey

Activities/Involvement 

Make lists for the following areas: 

• Non-academic activities in school 
• Activities outside of school (groups, clubs, jobs, etc.) 
• Leadership in or outside of school 
• Academic/artistic endeavors you are especially proud of 
• Unusual/unique/important opportunities you’ve had (camps, travel, etc.) 

 Personal Statement Brainstorming 

Answer the following questions. 

• What are your hobbies?  Why are they interesting or important to you? 
• Do you have a job?  Why is this a good job for you? 
• What is an activity that you’ve taken initiative on?  Why did you do this? 
• What is something that you could never do without?  Why?   

Basic Approach to Writing the ACT Essay

Basic Approach:

• Read the Prompt
• Form your own perspective
• Read Perspectives 1, 2,  and 3
• Determine the points in which you agree or disagree
• Brainstorm specific points to write about that include the following
• 1 - 2 sentences that explain the main point of the passage
• 1 sentence the states your opinion
• Brainstorm your argument (i.e. explain why you are right)
• Think of details and explanations to support your argument and perspective
• Explain how your perspective interacts with the 3 perspectives given:
• Work from the one you agree with the most to the one you agree with the least
• Brainstorm concluding remarks
• Organize your essay before writing:

I.  Introduction -- make sure you state the focus of the passage

II.  Explain your perspective 

A.  Clearly state your perspective

B.  Give a clear argument regarding how your perspective is the right one

C,  Include specific details to support your argument 

1.  Make up or give actual statistics/data if you need

2.  Make up or give actual stories if you need

III.  Address the perspective you most agree with

A.  Compare similarities and differences

B.  Include specific details to support your comparisons, if necessary

1.  Make up or give actual statistics/data if you need

2.  Make up or give actual stories if you need

III.  Address the perspective you kind of agree with and kind of disagree with

A.  Compare similarities and differences
B.  Include specific details to support your comparisons, if necessary

1.  Make up or give actual statistics/data if you need

2.  Make up or give actual stories if you need

III.  Address the perspective you most disagree with

A.  Compare similarities and differences

B.  Include specific details to support your comparisons, if necessary

1.  Make up or give actual statistics/data if you need

2.  Make up or give actual stories if you need

IV.  Conclusion

A.  Restate the focus of the passage

B.  Restate your thesis (i.e. your perspective)

C.  Summarize the issues with Perspectives 1, 2, and 3

D.  Leave concluding thoughts that solidify your viewpoint.

• START WRITING!!