
The English portion of the ACT exam is a series of questions that test students on the correct use of the basic rules of grammar, the correct use of sentence structures, and the ability to revise your answers. The English portion not only tests a student’s ability to write but also tests students’ ability to comprehend reading, or the use of some very difficult vocabulary words. The English portion tests writing based on correctness, consistency and organization, as in all answers must be grammatically correct. Before students take the official ACT exam, they must know all the basic grammar and rhetoric rules that are in the ACT.
To help students prepare for the ACT English section with confidence, we have created a systematic list of the 15 elementary grammar and rhetoric rules that commonly appear on the exam. If a test taker understands these rules, he/she is well-positioned to identify and understand the errors correctly and select the correct answer with confidence.
Key Grammar Rules for ACT English
Category | Rule / Strategy | Explanation | Example / Tip |
Grammar | Punctuation with Coordinating Conjunctions | Use a period, semicolon, or comma + conjunction (and, but, or, so, yet, nor, for) to separate independent clauses. | She finished her paper; she submitted it on time. |
Grammar | Non-Essential Clauses | Set off extra information with commas, dashes, or parentheses; sentence should remain correct without it. | The professor, an expert in medieval literature, gave a lecture on Shakespeare. |
Grammar | It’s vs. Its | It’s = “it is”; its = possessive; its’ = incorrect. | It’s important to review notes. / The school is known for its achievements. |
Grammar | Colons | Follow a complete sentence when introducing a list or explanation. | She brought everything she needed: notebooks, pens, and textbooks. |
Grammar | Avoid Unnecessary “Being” | “Being” often leads to awkward phrasing. | Being that he was late, he missed the exam. → Since he was late, he missed the exam. |
Grammar | Could/Should/Would/Might Have | Never use “could of,” “should of,” etc. | She should of studied harder. → She should have studied harder. |
Grammar | No Comma Around Prepositions | Avoid commas directly before or after prepositions like of, by, in, on, from, for, with. | The books, on the shelf, belong to the library. → The books on the shelf belong to the library. |
Grammar | No Comma Before Pronouns | Do not place commas before it, he, she, they. | The teacher, she explained the assignment. → The teacher explained the assignment. |
Grammar | Singular vs. Plural Verbs | Singular verbs end in -s; plural verbs do not. | She reads every evening. / They read every evening. |
Grammar | Pronoun Consistency | Keep pronouns consistent in a sentence. | If one wants to succeed, you must work hard. → If one wants to succeed, one must work hard. |
Grammar | Who / Which / Where | Use who for people, which for things, where for places. | The moment where I realized my mistake… → The moment when I realized my mistake… |
Grammar | Who vs. Whom | Who is a subject; whom is used after a preposition or as an object. | Who is responsible? / To whom should I address the letter? |
Grammar | Parallel Structure | List items should follow the same form. | She enjoys hiking, to swim, and biking. → She enjoys hiking, swimming, and biking. |
Grammar | Watch for NOT / LEAST / EXCEPT | These words reverse or limit the meaning; read carefully. | — |
Grammar | Avoid Redundancy | Remove repetitive words for conciseness. | Unexpected surprise announcement → Surprise announcement |
Rhetoric | Conciseness | The shortest grammatically correct choice is often best when meaning is the same. | Compare only after confirming meaning matches. |
Rhetoric | Use Context | Read surrounding sentences to ensure your choice fits the passage. | Look one sentence before and after the question. |
Rhetoric | Consider “OMIT” / “DELETE” First | If removal keeps meaning intact, it may be correct. | Test by reading without the phrase/sentence. |
Rhetoric | Transitions Within Sentences | Choose transitions based on relationship between ideas (contrast, continuation, cause/effect). | Cross out existing transition before choosing. |
Rhetoric | Transitions Between Paragraphs | Focus on the start of the new paragraph, not just the end of the old one. | Ensure a smooth flow in topic or tone. |
Rhetoric | Insert or Delete Sentences | Keep only sentences that support the paragraph’s main idea. | Summarize paragraph first before deciding. |
Rhetoric | Author’s Purpose | Determine if the passage is broad or specific to see if a revision fits. | Ask: “Does this change match the main goal?” |
Rhetoric | Logical Sentence Order | Arrange sentences so ideas flow naturally. | If it feels out of place, try moving or deleting it. |
Conclusion: Your Roadmap to ACT Success
The ACT English section is about knowing the rules, using the rules, and the implications of timing on your performance. If you are already familiar enough with rules of grammar and sentence structure and rhetorical skills, the ACT should seem easier to you, and you will be able to come through both confident and right in your answers to the questions.
At The Princeton Review Singapore, you can have both the concepts, and the tools to master the ACT, along with live classes practical tests, feedback and strategies from experts to help you reach your goals. Our systematic approach to your prep will work consistently, raise your scores, and help you feel prepared on the day of the test.
With practice and some support, you can achieve your goal ACT English score. Start your ACT prep with The Princeton Review Singapore, and it’s your first step to your dream university!