Beals ACT/SAT Prep: 2012

Friday, August 3, 2012

Class Videos

Here are the videos by class #:

class 2

class 3

class 4

class 5 (fixing this one)

class 6 (fixing this one)

class 7

class 8

class 9

Wednesday, July 18, 2012

Video: http://www.youtube.com/watch?v=Z3gvFLJyQGo

AGENDA:
1. ACT Q set 10
2. ACT prompt (intro and concluding paragraphs only, so be sure to include context, clear position statement, and a good frame at the end): In many of the largest airports around the country, full body scanners (sometimes referred to as “naked scanners”) and enhanced pat-down procedures have been implemented. Some groups are calling for these measures to be removed, claiming that they not only violate the 4^th amendment’s protection from unreasonable search and protection of privacy, but are ineffective in catching potential threats. Others claim the new procedures better ensure the safety of the passengers, crew, and those on the ground by acting as a deterrent to terrorist attempts. Should such technology and procedures be the standard rule for all of our nation’s major airports? In your essay, take a position on the issue. You may write about either of the two points of view, or you may propose a different point of view. Use specific reasons and examples to support your position.

2. Quiz (I will email this to you as an attachment.)

HOMEWORK: Skill Builder 3 (ACT Reading workbook)

Wednesday, June 20, 2012

WEEK 8 reading answers

Skill Builder ONE (literal comprehension)...

(Recognizing the Main Idea)
Ex. A
1. A
2. J
3. B
4. H
5. B
6. F
7. A
8. J
9. C
10. H
11. D
12. H
13. D
14. J

(Recognizing relationships)
Ex. A
1. D
2. G
3. C
4. J
5. B
6. F
7. A
8. H
9. A
10. G
11. B
12. J
13. A
14. H

Ex. B
1. B
2. F
3. D
4. H
5. A
6. H
7. D
8. F
9. B

Skill Builder TWO (Inferential comprehension)...

(Inferring main idea)
Ex. A
1. B
2. J
3. C
4. J
5. D
6. H
7. B
8. G
9. D

(Inferring relationships)
Ex A.
1. D
2. F
3. B
4. J
5. C
6. J
7. B
8. J
9. C
10. H
11. A

Making critical analyses
Ex A.
1. C
2. J
3. B
4. J
5. C
6. F

READING PRACTICE TEST

Passage I
1. C
2. J
3. C
4. J
5. D
6. G
7. A
8. H
9. A
10. F

Passage II
1. B
2. G
3. D
4. H
5. A
6. J
7. B
8. J
9. A
10. F

Passage III
1. B
2. J
3. A
4. G
5. C
6. F
7. C
8. J
9. D
10. F

Passage IV
1. B
2. J
3. A
4. G
5. C
6. H
7. D
8. F
9. B
10. J

Monday, June 18, 2012

This Blog

Keep an eye on this blog. It's the one place where I'll post everything we're doing for the course--agenda, homework, essay topics, videos, links, etc.

The first post will go up Monday at 6:00 a.m.

Course Description

The content of this course is driven by the English and essay portions of the ACT as well as the Writing and Language and essay portions of the SAT. Fortunately, for both this teacher and his students, both tests are good assessments of standard English. Each focuses on prescriptive rather than descriptive skills, meaning that it tests the student’s ability to edit writing, not merely to label the parts. This is a good thing, and a great improvement over the old-school approach that balked at “teaching to the test.” There’s nothing wrong with teaching to a test as long as the test is a good one.

Here’s what your child will be studying:

agreement (subject/verb, pronoun/antecedent)
pronoun use (clear reference, case forms)
modifiers (misplaced, dangling, comparative forms)
punctuation (comma, colon, semicolon, quotations, parentheses, bracket, dash, hyphen, ellipsis)
common usage errors
rhetorical skills such as style, voice/tone, organization
all of the above will be practiced through retired ACT and SAT test portions

Students will quickly see that the test questions fall into predictable patterns and categories. They’ll get good at identifying the specific knowledge being tested and will become so familiar with the format that they’ll feel they’ve “disarmed” the test.

We’ll also be spending time working with the ACT and SAT essay requirements. For the SAT, students will analyze an argumentative essay or speech. For the ACT, students will synthesize different perspectives on a debatable issue. So both formats offer good opportunities for practicing different modes of writing.

Though you may know already which test your student will be taking, BOTH tests cover the same material. If you have studied and are ready for the ACT, you will also be ready for the SAT, and vice versa.

Sunday, June 17, 2012

Course Syllabus

Mr. Beals’ ACT Prep Course

Contact info:

Brad Beals

Address: 1471 Stillman Rd., Mason, MI 48854

Ph: 517.242.7884

Email: bradbeals@gmail.com

Website for Course info: bealsactprep.wordpress.com

Blog: bealsactprep.blogspot.com/ Go here for daily lesson plans, homework, and videos.

Your Instructor:

I graduated with a communications degree from the University of Michigan in 1991 and got an English degree, teaching certificate, and masters here at MSU. For 9 months out of the year, I teach English (and ACT Prep) at a Lansing-area public high school. But for all 12 months, I’m a home-school dad of six. My wife, Heidi, and I are now homeschooling all but the youngest. I enjoy language. I believe it’s part of our being made in God’s image. To use language effectively and creatively brings glory to Christ. That’s right—good grammar is God-glorifying!

Course Objectives:

Students will…

· gain familiarity with the English, reading, and essay portions of the ACT

· learn ACT test-taking strategies

· maximize their ACT scores

· learn the form and techniques of the persuasive essay

· practice variety in sentence structure

· become better, clearer, more effective writers

· be immersed in the grammar, usage, and mechanics of standard English

Resources:

ACT English Student Workbook (Red)

ACT Reading Student Workbook (Gray)

Elements of Writing (Green)

*Course Outline…

June 19: introduction / baseline skills (practice act, reading, in-class essay)

June 21: Skill Builder 1: punctuation (Red, .61-.69); Essay topic 1

June 26: Skill Builder 2: grammar / usage (Red, .71-.80)

June 28: Skill Builder 3: sentence structure (Red, .81-.90); Essay topic 2

July 3: Skill Builder 4: strategy (Red, .93-.98)

July 5: Skill Builder 5: organization (Red, .103-.115); Essay topic 3

July 10: Skilll Builder 6: style (Red, .119-.127)

July 12: Skill Builder 1 (Rdg.): literal comprehension (Gray, .41-.47); Essay topic 4

July 17: Skill Builder 2 (Rdg): inferential comprehension (Gray, .49-.54)

July 19: Skill Builder 3 (Rdg): content reading (Gray, .55-.66); Essay topic 5 (in-class)

*Skill Builder assignments need to be completed prior to that day’s meeting. For example, on Thursday, June 21, students need to have SB 1 from the Red book completed so we can go over it in class.

Saturday, June 16, 2012

ACT FAQs

FAQs…

The following FAQs are from the ACTstudent.org FAQs page. If you have specific questions for me, shoot me an email at bradbeals@gmail.com.

General questions about the ACT

Registration questions

Special circumstances

Taking the test

Test day

Test prep

Scores

Viewing scores online

Getting scores

Sending scores

Understanding scores

Score reports

Thursday, June 7, 2012

ACT prompts

A. Recently in Michigan, the law was changed making it legal to operate a motorcycle without a helmet. Some argue that this is merely a correction to laws that went beyond the scope of state government. Opponents to the change argue that because injuries sustained in accidents may result in costs to the public, such laws—including seat-belt laws—are beneficial to the general welfare and therefore should remain in place. Do you agree that safety measures such as helmets and seatbelts should be mandatory? You may address either side of the debate, or you may present a different point of view on the issue.

B. In many of the largest airports around the country, full body scanners (sometimes referred to as “naked scanners”) and enhanced pat-down procedures have been implemented. Some groups are calling for these measures to be removed, claiming that they not only violate the 4^th amendment’s protection from unreasonable search and protection of privacy, but are ineffective in catching potential threats. Others claim the new procedures better ensure the safety of the passengers, crew, and those on the ground by acting as a deterrent to terrorist attempts. Should such technology and procedures be the standard rule for all of our nation’s major airports? In your essay, take a position on the issue. You may write about either of the two points of view, or you may propose a different point of view. Use specific reasons and examples to support your position.

C. It’s been proposed in the U.S. Congress that all able-bodied men and women, at some point between the ages of 18 and 22, be required to serve one year in the armed forces or in some other form of civil service. Proponents believe that it will help to foster a sense of unity and national pride. Opponents claim that it goes beyond the lawful scope of government and violates our rights to self-determination. In your essay, take a position on the issue. You may write about either of the two positions, or you may propose a different point of view. Use specific reasons and examples to support your position.

D. It’s been proposed in your school district that students in grades 8 through 12 be separated into classrooms by gender. Proponents believe that this will allow students to focus better on their schoolwork. Opponents feel that such measures would fail to prepare students for the real world.In your essay, take a position on the issue. You may write about either of the two points of view, or you may propose a different point of view. Use specific reasons and examples to support your position.)

E. Many successful adults recall a time in life when they were considered a failure at one pursuit or another. Some of these people feel strongly that their previous failures taught them valuable lessons and led to their later successes. Others maintain that they went on to achieve success for entirely different reasons. In your opinion, can failure lead to success? Or is failure simply its own bad experience? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.

F. Neighborhood grant

G. School Uniforms

H. It’s been proposed by your local township that a curfew be put into place requiring all minors (17 years and younger) to be off the streets by 10:00 each night. Proponents of the law believe that this would alleviate vandalism and promote a peaceful community. Opponents say that such a law would punish all minors for the acts of a few and would be ignored by those committing the vandalism.

In your essay, take a position on the issue.

You may write about either of the two positions, or you may propose a different point of view. Use specific reasons and examples to support your position.

Friday, June 1, 2012

ACT Scoring Rubric

Score = 6

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

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

Score = 5

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

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

Score = 4

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

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

Score = 3

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

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

Score = 2

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

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

Score = 1

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

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

No Score

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