Rhetorical Skills

🎯 Strategy Questions

Part 1 of 7 — Adding, Deleting & Revising Sentences; Purpose of a Phrase

Strategy questions ask you to think about why a writer makes certain choices rather than just fixing grammar. They typically come in three flavours:

These questions appear throughout every ACT English test, mixed in with the grammar and punctuation questions. On the Enhanced ACT (2025 and later), English has 50 questions in 35 minutes (about 42 seconds each), and every question has 4 answer choices. Because strategy questions ask you to read the whole paragraph, they take a little longer than most grammar fixes, so plan for that.

Golden Rule: Always consider the main idea of the paragraph. Any addition must support that main idea; any deletion should be justified by whether the sentence is relevant to the paragraph's focus.

Adding & Deleting Sentences

When to ADD a sentence:

• It provides a specific detail that supports the paragraph's main idea.
• It creates a smooth transition between existing ideas.
• It gives an example or evidence that strengthens the argument.

When to DELETE a sentence:

• It is off-topic — it doesn't relate to the paragraph's focus.
• It repeats information already stated.
• It contradicts the tone or purpose of the passage.

Worked Example:

Paragraph about the benefits of urban gardens:

"Urban gardens provide fresh produce to communities that lack grocery stores. They also create green spaces that reduce heat in cities. [1] The first urban garden in the U.S. was established in Detroit in 1893."

Should sentence [1] be kept or deleted?

Answer: Deleted. While the historical fact is interesting, it doesn't support the paragraph's focus on the benefits of urban gardens. It shifts attention to history rather than maintaining the argument about advantages.

ACT Strategy: When the question says "the writer is considering adding," always check whether the new sentence matches the paragraph's purpose. A true-but-irrelevant fact is still a wrong addition.

Adding & Deleting Practice 🔍

Purpose of a Phrase or Detail

These questions ask: "The writer includes this detail primarily to …"

Common purposes on the ACT:

• Illustrate a general claim with a specific example.
• Provide evidence for an argument.
• Establish the setting, tone, or mood.
• Transition between ideas or paragraphs.
• Qualify or limit a broad statement.

Example:

"Although solar energy is often praised as endlessly renewable, the manufacturing of solar panels requires significant amounts of rare-earth minerals."

The underlined clause primarily serves to:

• ✅ Qualify the preceding claim about solar energy.
• ❌ Contradict the author's thesis. (It doesn't say solar is bad — just adds nuance.)
• ❌ Provide historical context. (No history is mentioned.)

Tip: Eliminate answers that are too extreme. The ACT rarely picks "completely undermines" or "proves beyond doubt."

Strategy Vocabulary 📝

Fill in the missing key term for each description.

1. A sentence that is off-topic and should be removed is called __________ (one word: "irrelevant" or "redundant"? Pick the one that means "not related").

2. When a phrase limits or softens a broad claim, it __________ the claim (one word, starts with "q").

3. A sentence that restates something already said is called __________ (one word, starts with "r").

Revision for Effect

Some questions give you a goal and ask which revision best achieves it:

"Which choice most effectively emphasises the narrator's surprise?"

Steps:

1. Identify the goal stated in the question stem.
2. Eliminate choices that don't address the goal at all.
3. Among remaining choices, pick the one that is most specific and vivid.

Example:

Goal: Emphasise the size of the crowd.

• (A) "People attended the concert." — Too vague.
• (B) "Many people came." — Slightly better but still generic.
• (C) "Over ten thousand fans packed the stadium, filling every seat." — ✅ Specific and vivid.
• (D) "The concert was a success." — Doesn't mention size at all.

ACT Trap: An answer can be well-written and grammatically perfect but still wrong if it doesn't achieve the specific stated goal.

Match the Strategy 🔍

🗂️ Organization

Part 2 of 7 — Logical Order, Transitions, and Topic Sentences

Organization questions test whether you can tell if sentences and paragraphs are arranged logically. You'll see questions like:

• "For the sake of logic and coherence, Sentence 3 should be placed …"
• "Which of the following sentences would best introduce this paragraph?"
• "Which sequence of sentences makes this paragraph most logical?"

Three Key Principles:

Organization questions show up in most ACT English passages, often as the last question about a passage (where a numbered sentence or paragraph should go).

Logical Sentence Order

When the ACT asks you to move a sentence, follow these steps:

Step 1: Read the sentence carefully. Does it introduce a new idea, give a detail, or conclude?

Step 2: Look for transition clues — words like "this," "that," "these results," "however," or "for example" that point to a preceding idea.

Step 3: Find where the sentence fits so that every pronoun and transition has a clear reference.

Worked Example:

[1] The museum opened in 1995 and quickly became a local landmark. [2] For example, the dinosaur exhibit alone attracted over 50,000 visitors in its first year. [3] It was founded by a group of retired teachers who wanted to make science accessible. [4] The museum's popularity grew steadily over the following decade.

Best order: 3 → 1 → 4 → 2

• Sentence 3 introduces the founding (earliest event).
• Sentence 1 mentions the opening (next chronologically).
• Sentence 4 describes growth over time.
• Sentence 2 gives a specific example of that popularity ("For example" needs something to refer to).

Sentence Placement 🔍

Topic Sentences & Paragraph Introductions

A topic sentence introduces the main idea of a paragraph. On the ACT, you may be asked to choose the best opening sentence.

A strong topic sentence:

• States the paragraph's main point clearly.
• Connects to the previous paragraph (if it's not the first).
• Is neither too broad nor too narrow.

Example:

Paragraph discusses how bees pollinate wildflowers, crops, and fruit trees.

Which is the best topic sentence?

• (A) "Bees are insects." — Too broad.
• (B) "Pollination is essential for agriculture." — Doesn't mention bees.
• (C) "Bees play a vital role in pollinating a wide variety of plants." — ✅ Perfect.
• (D) "Honey production is a multi-billion-dollar industry." — Wrong focus.

Transition Tip for Topic Sentences: If the previous paragraph discussed threats to bee populations, the topic sentence might begin with "Despite these challenges, bees continue to play a vital role …" to create a bridge.

Organization Concepts 📝

Fill in the correct term for each description.

1. A sentence that states the main idea of a paragraph is called a __________ sentence (two words).

2. Arranging events by when they happened is called __________ order (one word).

3. "These results," "this approach," and "such methods" are examples of __________ references (one word, starts with "d").

Paragraph-Level Transitions

The ACT tests whether the first sentence of a new paragraph smoothly connects to the previous paragraph.

Common transition functions:

Red Flag: If a new paragraph starts with "Also" but the previous paragraph made an opposing point, the transition is wrong — you likely need "However" or "Nevertheless."

ACT Tip: Read the last sentence of the previous paragraph and the first sentence of the current one back-to-back. The connection should feel natural and logical.

Organization Strategies 🔍

🎨 Style & Tone

Part 3 of 7 — Word Choice, Conciseness, Redundancy & Register

Style and tone questions ask you to pick the answer that best fits how the passage communicates — not just what it says. The ACT rewards answers that are:

• Concise — no unnecessary words.
• Consistent in tone — formal passages stay formal; informal ones stay casual.
• Precise — the right word for the context.

Key Concepts:

ACT Rule of Thumb: When in doubt, choose the shortest answer that preserves the full meaning. The ACT almost always favours conciseness.

Redundancy — Eliminating Repetition

A redundant phrase repeats an idea that is already conveyed:

ACT-Style Example:

"The biography tells the story of her life."

Problem: A biography is the story of someone's life. Fix: "The biography covers her achievements and struggles." Or simply: "Her biography is fascinating."

Watch for "hidden" redundancy: Sometimes the repeated idea appears in a different sentence. If Sentence 2 says "The building was old," and Sentence 3 says "Having been constructed many decades ago," Sentence 3 is redundant.

Conciseness & Redundancy 🔍

Tone & Register

The ACT tests whether you can maintain consistent tone throughout a passage. Most ACT passages use a moderately formal, academic tone.

Formal vs. Informal:

• ✅ "The experiment yielded significant results." (formal)
• ❌ "The experiment was totally awesome." (too casual for an academic passage)

Matching Connotation:

• "The politician was stubborn" — negative connotation
• "The politician was determined" — positive connotation
• "The politician was resolute" — formal and positive

Choose the word whose connotation matches the passage's attitude toward the subject.

ACT Trap: An answer might be grammatically correct and concise, but if it uses slang or overly casual language in a formal passage, it's wrong.

Quick Test: Read the sentence with your chosen answer aloud in your head. Does it sound like it belongs with the rest of the passage? If it jars, pick a different option.

Fix the Wordiness 📝

Replace each wordy phrase with a single concise word.

1. "at this point in time" → __________ (one word)

2. "in the event that" → __________ (one word)

3. "has the ability to" → __________ (one word)

Word Choice & Precision

Sometimes the ACT asks you to choose the most precise word, not just the shortest:

Example: "The scientist _____ the results."

• (A) looked at — vague
• (B) analysed — ✅ precise and appropriate
• (C) checked out — too informal
• (D) observed — doesn't imply the depth of study

Precision Checklist:

• Does the word capture the exact action described?
• Is it at the right formality level?
• Does it avoid unnecessary vagueness? ("things," "stuff," "nice" are usually too vague)

Common ACT Precision Swaps:

Style & Tone Decisions 🔍

🔗 Transitions & Connectors

Part 4 of 7 — However, Moreover, Therefore — Picking the Right One

Transition questions are among the most common rhetorical skills questions on the ACT. Expect to see several on every test, each asking you to choose the word or phrase that best connects two ideas.

The Big Three Categories:

The Method:

1. Read the sentence before the transition.
2. Read the sentence after the transition.
3. Determine the logical relationship: Are the ideas agreeing? Disagreeing? Is one causing the other?
4. Pick the transition that matches that relationship.

Contrast Transitions

Use contrast transitions when the second idea opposes, limits, or surprises given the first.

Signal: If you can insert "but" and it makes sense, you need a contrast transition.

Examples:

✅ "The experiment was expected to fail. However, the results exceeded all predictions."

• Idea 1: Expected failure. Idea 2: Surprising success. → Contrast ✓

❌ "The experiment was expected to fail. Moreover, the results exceeded all predictions."

• "Moreover" means "in addition" — it doesn't fit because the ideas oppose each other.

Key Contrast Words:

• However — most common and versatile contrast transition on the ACT.
• Nevertheless / Nonetheless — stronger: "despite what was just said."
• Conversely — signals an opposite or reverse.
• On the other hand — introduces the opposing viewpoint.
• Although / Even though — used at the start of a dependent clause, not between two sentences.

ACT Trap: "Although" and "however" both signal contrast, but they are not interchangeable. "Although" starts a dependent clause; "however" links two complete sentences, so it needs a period or semicolon before it, never just a comma. The ACT tests this distinction.

Choose the Right Transition 🔍

Addition & Cause-Effect Transitions

Addition transitions connect ideas that build on each other:

"The park offers hiking trails. Furthermore, it has a nature centre with educational programs."

• Both sentences describe park amenities → addition ✓

Cause-effect transitions show that one event leads to another:

"The bridge was structurally unsound. Consequently, the city council voted to close it."

• The structural problem caused the closure → cause-effect ✓

Subtle Distinction — "Similarly" vs. "Furthermore":

• Similarly = the second idea is parallel or analogous to the first.
  • "Birds migrate south in winter. Similarly, monarch butterflies travel to Mexico."
• Furthermore = the second idea is an additional point, not necessarily parallel.
  • "The programme improves reading skills. Furthermore, it has been shown to reduce absenteeism."

ACT Tip: When two transition words seem to fit, re-read both sentences and ask: "Are these ideas parallel (similarly) or just additional (furthermore)?"

Transition Categories 📝

Classify each transition word by writing "contrast," "addition," or "cause-effect."

1. "Nevertheless" → __________

2. "Moreover" → __________

3. "Consequently" → __________

Common ACT Transition Traps

Trap 1 — "And" vs. "But" in disguise: Many transition questions boil down to whether the ideas agree or disagree. If they agree → addition word. If they disagree → contrast word. It's that simple.

Trap 2 — "Therefore" after unrelated ideas: "The cafeteria serves pizza on Fridays. Therefore, the library is open until 9 PM." There's no causal link here — "therefore" is wrong.

Trap 3 — Redundant transitions: "Although the weather was bad, however, they still went hiking." You can't use BOTH "although" and "however" — they each signal contrast on their own. Pick one.

Trap 4 — "For example" when there's no general claim to illustrate: "For example" must follow a statement that it exemplifies. If there's no general claim before it, "for example" doesn't belong.

Quick Decision Flowchart:

• Ideas agree? → moreover, furthermore, also, in addition
• Ideas disagree? → however, nevertheless, on the other hand
• One idea causes the other? → therefore, consequently, as a result
• Second idea illustrates the first? → for example, for instance

Transition Logic 🔍

✂️ Sentence Combining & Revision

Part 5 of 7 — Combining Short Sentences, Eliminating Wordiness & Improving Flow

The ACT frequently asks you to combine short, choppy sentences into a single, smoothly flowing sentence. It also tests your ability to eliminate wordiness without losing meaning.

Why This Matters:

• Short, repetitive sentences make writing sound immature.
• Wordy sentences obscure the point and waste the reader's time.
• The ACT rewards clear, fluent writing that communicates efficiently.

Two Core Skills:

Combining Methods:

1. Subordination — Make one idea a dependent clause: "Although the trail was steep, hikers enjoyed the view."
2. Coordination — Join equal ideas with a conjunction: "The trail was steep, but hikers enjoyed the view."
3. Appositive phrases — Rename a noun inline: "Dr. Lee, a marine biologist, studies coral reefs."
4. Participial phrases — Use -ing or -ed phrases: "Running along the shore, she spotted a seal."

Combining Choppy Sentences

Original (choppy):

"The painting is famous. It was created by Monet. It depicts water lilies."

Combined options:

• ✅ "The famous painting by Monet depicts water lilies." (trimming: "is famous" shrinks to the adjective famous, and "was created by Monet" shrinks to the phrase by Monet)
• ✅ "Created by Monet, the famous painting depicts water lilies." (participial phrase)
• ❌ "The painting is famous and it was created by Monet and it depicts water lilies." (run-on with repeated "and")

ACT Approach:

1. Identify the main idea — usually the most important action.
2. Turn the supporting facts into modifiers.
3. Check that the combined sentence is grammatically correct (no dangling modifiers, no comma splices).

Another Example:

Original: "Ada Lovelace was a mathematician. She lived in the 19th century. She is considered the first computer programmer."

Best combination: "Ada Lovelace, a 19th-century mathematician, is considered the first computer programmer."

This turns "mathematician" and "19th century" into an appositive phrase, keeping the most important claim ("first computer programmer") as the main clause.

Sentence Combining 🔍

Eliminating Wordiness

Common Wordy Constructions & Fixes:

Watch out for "the reason ... is because": it is redundant, since reason already means because. Use the reason ... is that, or drop the reason and use because alone.

• ❌ The reason the game was canceled is because it rained.
• ✅ The reason the game was canceled is that it rained.
• ✅ The game was canceled because it rained.

The ACT "Delete" Option:

Sometimes the most concise answer is "DELETE the underlined portion." This happens when:

• The underlined words are entirely redundant.
• Removing them leaves a grammatically complete and meaningful sentence.

Example: "She was very unique in her own way." Best fix: "She was unique." — "Very" can't modify "unique" (it's absolute), and "in her own way" is implied.

ACT Tip: Don't be afraid of the DELETE option. It is a real answer, not a trick: choose it whenever the underlined words add nothing and the sentence still works without them. Just confirm the sentence is still complete and keeps its meaning before you pick it.

Trim the Fat 📝

Replace each wordy phrase with a single word or a two-word phrase.

1. "in order to achieve" → __________ (two words: cut the padding, keep the verb)

2. "made the decision to" → __________ (past tense, one word)

3. "despite the fact that" → __________ (one word)

Improving Sentence Flow

Beyond combining and trimming, the ACT tests whether you can vary sentence structure for readability.

Monotonous pattern (all same structure):

"The team practiced every day. The team improved their skills. The team won the championship."

Improved (varied structure):

"After practising every day and steadily improving their skills, the team won the championship."

Techniques for Better Flow:

• Vary sentence length: Mix short punchy sentences with longer, complex ones.
• Begin sentences differently: Don't start every sentence with "The" or the same subject.
• Use parallel structure when listing actions: "She planned, rehearsed, and performed."

ACT Tip: If you're torn between two grammatically correct answers, choose the one that reads more smoothly when you consider the surrounding sentences.

Combining & Revision Strategies 🔍

📖 Author's Purpose & Audience

Part 6 of 7 — Why the Author Wrote It, Who the Audience Is & Evaluating Effectiveness

Some ACT questions zoom out and ask about the big picture: why a passage exists, who it's written for, and whether it achieves its goal.

Three Question Types:

Common Author Purposes:

• Inform — present facts neutrally (news article, textbook)
• Persuade — convince the reader of a position (editorial, speech)
• Entertain — engage the reader with a story (narrative, memoir)
• Describe — paint a vivid picture (travel writing, character sketch)
• Explain — break down a process or concept (how-to, science explainer)

ACT Tip: Look at the passage's tone, evidence, and structure to determine purpose. Persuasive passages use arguments and emotional language; informative passages use neutral facts and data.

Identifying Author's Purpose

Step 1: Ask "What is the passage mostly doing?"

• Presenting both sides? → Informing
• Arguing one side? → Persuading
• Telling a story? → Entertaining / Narrating

Step 2: Check the language:

• Emotional, urgent, or imperative language → Persuasion
• Neutral, factual, data-heavy → Informing
• Sensory details, dialogue, first person → Narrating / Entertaining

Example Passage Clues:

"Students who eat breakfast tend to concentrate better in morning classes. Schools should therefore implement universal breakfast programmes."

• Purpose: Persuade — the author uses a claimed benefit as evidence for a recommendation ("should implement").

"The monarch butterfly migrates up to 3,000 miles each autumn, travelling from Canada to central Mexico."

• Purpose: Inform — neutral presentation of a fact, no opinion expressed.

ACT Nuance: Some passages both inform and persuade. In that case, look at the overall thrust: if the passage ends with a call to action or recommendation, the primary purpose is persuasion, even if it includes informative sections.

Purpose & Audience 🔍

Identifying the Audience

Clues to the intended audience:

ACT-Style Example:

"For first-time homebuyers, understanding mortgage rates is crucial. A fixed-rate mortgage locks in your interest rate for the entire loan term …"

Audience: First-time homebuyers — the passage directly addresses them and explains concepts they wouldn't already know.

Effectiveness Questions:

The ACT sometimes asks: "Suppose the writer's goal was to [X]. Does this essay achieve that goal?"

How to answer:

1. Identify the stated goal.
2. Check whether the passage's content, scope, and focus match that goal.
3. Even if the essay is well-written, it might not achieve the specific goal stated in the question.

Purpose Identification 📝

For each description, write the author's primary purpose (inform, persuade, entertain, describe, or explain).

1. A newspaper article reporting election results with no editorial commentary → __________

2. A speech urging citizens to volunteer at local food banks → __________

3. A step-by-step guide on how to change a car tyre → __________

Evaluating Effectiveness

"Does this essay successfully [goal]?" questions appear at the end of ACT passages.

Answer "Yes" when:

• The passage directly addresses the stated goal.
• Most of the content is relevant to that goal.
• The passage provides sufficient detail or evidence.

Answer "No" when:

• The passage only touches on the goal but focuses on something else.
• The scope is too narrow or too broad for the stated goal.
• Key aspects of the goal are missing.

Example:

Goal: "Describe the cultural impact of jazz music across multiple decades."

The essay discusses jazz in the 1920s extensively but never mentions any other era.

Answer: No — the essay focuses on only one decade, so it doesn't cover "multiple decades" as the goal requires.

ACT Tip: Even if you personally think the essay is good, evaluate it strictly against the stated goal. Quality and goal-fulfilment are different things.

Purpose & Effectiveness 🔍

🏆 Review & Mixed Practice

Part 7 of 7 — Cheat Sheet & Mixed ACT Rhetorical Questions

You've covered all the major rhetorical skills tested on the ACT. Here's your quick-reference cheat sheet:

Test-Day Strategy:

1. Read the full paragraph before answering rhetorical questions.
2. Identify the paragraph's main idea first.
3. For "best accomplishes" questions, focus on the stated goal — not your personal preference.
4. When in doubt, pick the most concise answer that maintains meaning.

Quick Decision Guides

Add or Delete?

• Ask: "Does this sentence support the paragraph's main idea?"
• Yes → Keep/Add. No → Delete.

Which Transition?

• Ideas agree → moreover, furthermore, also
• Ideas disagree → however, nevertheless, on the other hand
• One causes the other → therefore, consequently, as a result
• Second illustrates first → for example, for instance

Conciseness Check:

• Can you say it in fewer words? → Pick the shorter option.
• Does an answer repeat what's already said? → It's redundant.
• Is "DELETE" an option and the sentence works without the underlined portion? → Seriously consider DELETE.

Tone Matching:

• Formal passage → no slang, no contractions, precise vocabulary.
• Narrative passage → sensory details, natural dialogue allowed.
• The answer must match the surrounding sentences' level of formality.

Purpose Identification:

• Calls to action = persuade.
• Neutral facts and data = inform.
• Story with characters = narrate/entertain.
• Step-by-step process = explain.

Mixed Rhetorical Skills 🔍

Common Mistakes to Avoid

Mistake 1: Choosing an answer because it "sounds smart." A complex-sounding answer that doesn't match the passage's tone is wrong. The ACT penalises unnecessary complexity.

Mistake 2: Ignoring the specific question being asked. If the question asks "which choice most effectively sets up the information that follows," you must look at what follows — not just whether the answer sounds good in isolation.

Mistake 3: Adding information that's true but irrelevant. True ≠ relevant. A fact about photosynthesis doesn't belong in a paragraph about the history of photography, no matter how accurate it is.

Mistake 4: Picking the longest answer to "be safe." On the ACT, length often correlates with wrongness. Extra words usually mean redundancy or wordiness.

Mistake 5: Skipping the passage context. Rhetorical questions can't be answered by looking at the underlined portion alone. You need to understand the whole paragraph's purpose.

Review Challenge 📝

Answer each question with a single key term.

1. A paragraph about a problem is followed by one about its solution. Which category of transition links them: contrast, addition, or cause-effect? __________ (hyphenated term)

2. If an answer choice contains the phrase "the reason is because," you should flag it as __________ (one word).

3. When the ACT asks whether an essay achieves a specific goal, you should evaluate the essay against the __________ (one word, starts with "g").

Final Mixed Practice 🎯

Final Review 🔍