Model Comparison: English

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Gemini 3 Pro

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What You Need to Know

• Speed and precision are critical. You have 45 minutes to answer 75 questions. That is approximately 36 seconds per question. You must know the rules instinctively, not rely on "what sounds right."
• The test measures Standard Written English. This is often more formal and rigid than spoken English. Do not rely on your ear; rely on grammatical rules.
• Efficiency wins. On the ACT, the shortest grammatically correct answer is right about 80% of the time. If three options mean the same thing, pick the most concise one.
• The "4 C's" of ACT English: Good writing is Complete (full sentences), Consistent (in tense and tone), Clear (no ambiguity), and Concise (no fluff).

Punctuation and Mechanics

Punctuation on the ACT is not about pauses or "breaths"; it is about sentence logic and structure. You must be able to identify Independent Clauses (IC) and Dependent Clauses (DC).

The "STOP" Punctuation

These marks can only be used to separate two complete Independent Clauses (IC).

1. Period (.)
2. Semicolon (;)
3. Comma + FANBOYS (, ext{and/but/or…})

If you see a period in one answer choice and a semicolon in another, and the words around them are identical, both are likely wrong. The ACT treats periods and semicolons as grammatically identical for separating independent clauses.

The Comma (,)

Commas are the most tested punctuation mark. Use them only for these four reasons:

• Listing: Separating three or more items. The ACT prefers the Oxford comma (the comma before "and").
• Introductions: Separating a dependent introductory phrase from the main clause. (e.g., "After the game, we went home.")
• "Interrupters" (Non-essential clauses): Use a pair of commas to set off information that can be removed without changing the sentence's fundamental meaning. (e.g., "My brother, who is tall, plays basketball.")
• Linking Independent Clauses: MUST be accompanied by a coordinating conjunction (FANBOYS: For, And, Nor, But, Or, Yet, So).

Note: Do not use a comma between a subject and its verb, or between an adjective and the noun it modifies.

The Colon (:)

The colon is a "promise" mark—it introduces a list, an explanation, or a definition.

• Rule: The clause before the colon must be a complete independent clause.
• Rule: The part after the colon does not need to be a full sentence.

The Dash (-)

Dashes are versatile. They can function like commas (for interrupters) or like colons (for emphasis).

• Rule: If you use a dash to start a non-essential phrase, you must use a dash to end it. You cannot mix dashes and commas.
• Example: "The weather—cold and rainy—ruined our picnic."

Apostrophes (')

Apostrophes indicate possession or contraction.

• Singular Possession: Add 's (e.g., the dog's bone).
• Plural Possession (ending in s): Add only ' (e.g., the dogs' bones).
• Plural Possession (irregular): Add 's (e.g., the men's room).
• Its vs. It's:
  • It's = It is (Contraction).
  • Its = Belonging to it (Possession). Note: There is no such word as its' on the ACT.

Exam Focus

• Why it matters: Punctuation questions are purely mechanical. There is no interpretation involved—you either follow the rule or you don't. These are the easiest points to gain.
• Typical question patterns:
  • Comma Splices: Two independent clauses joined only by a comma. This is always wrong.
  • Unnecessary Punctuation: Placing commas where none belong (e.g., "The driver, of the bus…").
  • Parenthetical consistency: Using a dash on one side of a phrase and a comma on the other.
• Common mistakes: Choosing an answer because it "adds a pause." Never punctuate for rhythm; punctuate for grammar.

Sentence Structure and Grammar

Subject-Verb Agreement

The subject and verb must agree in number. The difficulty comes when the ACT puts "junk" between the subject and the verb.

Strategy: Physically cross out prepositional phrases and non-essential clauses to find the true subject.

• Example: "The box of chocolates is on the table." (The subject is box, not chocolates.)

Verb Tense

Verbs must be consistent with the timeframe of the paragraph.

• Context Clues: Look at other verbs in the surrounding sentences. If the paragraph is a historical account, use past tense. If it describes a current scientific fact, use present tense.

Pronouns

Pronouns must agree with their antecedents (the nouns they replace) and be unambiguous.

• Ambiguity: If a pronoun like "he" or "it" could refer to multiple people or things, it is incorrect. You must replace the pronoun with the specific noun.
• Case:
  • Subjective: I, We, He, She, They, Who (Do the action).
  • Objective: Me, Us, Him, Her, Them, Whom (Receive the action).

Modifiers

A modifier describes a word or phrase. It must be placed directly next to the word it modifies.

• Dangling Modifier: An introductory phrase that does not modify the subject of the sentence.
  • Wrong: "Walking down the street, the trees looked beautiful." (The trees were not walking.)
  • Right: "Walking down the street, I thought the trees looked beautiful."

Parallelism

Items in a list or comparison must share the same grammatical form.

• Wrong: "I like running, swimming, and to hike."
• Right: "I like running, swimming, and hiking."

Exam Focus

• Why it matters: These questions test your ability to parse complex sentences. They make up the bulk of the "Usage" score.
• Typical question patterns:
  • Distraction: Inserting long descriptions between subject and verb to trick you into matching the verb to the nearest noun rather than the subject.
  • Misplaced Modifiers: Starting a sentence with a descriptive phrase and putting the wrong noun immediately after the comma.
• Common mistakes: Assuming collective nouns are plural. In American English (and the ACT), "the team," "the group," and "the committee" are singular entities (It, not They).

Rhetorical Skills: Production of Writing

These questions do not ask about grammar; they ask about the content, organization, and effectiveness of the passage.

Conciseness (Redundancy)

The ACT hates redundancy. Never say the same thing twice.

• Example: "The annual marathon that is held every year…"
• Fix: "The annual marathon…" (Annual means held every year).
• Strategy: If the underlined portion is grammatically correct but repeats information already implied, choose the option "OMIT the underlined portion" or the shortest alternative.

Transitions

Transition words act as road signs telling the reader the relationship between two ideas. You must read the previous sentence and the current sentence to determine the relationship.

1. Continuation: And, Furthermore, Moreover, In addition.
2. Contrast: But, However, Although, Despite, On the other hand.
3. Causation: Therefore, Thus, Consequently, As a result, Because.

Strategy: If two answer choices are synonyms (e.g., "Furthermore" and "Moreover"), both are incorrect because you cannot have two right answers. The answer is likely a transition from a different category or no transition at all.

Topic Development and Organization

• Adding/Deleting Information: The question will ask, "Should the writer add this sentence?" Look for relevance. Does the new sentence directly support the paragraph's main topic? If it's off-topic, don't add it.
• Sentence Placement: "Where is the best place for Sentence 4?" Look for clues like pronouns (Start with "It"? What is "It"?), chronology (dates, times), or logical flow (Problem $\to$ Solution).

Exam Focus

• Why it matters: Students often rush these because they require reading more context than grammar questions. Skipping the context leads to errors.
• Typical question patterns:
  • "Which choice best emphasizes X?" Do not just pick the grammatically correct one. Pick the one that specifically matches the prompt (e.g., emphasizes speed, emotion, or color).
  • "OMIT" questions: If "OMIT the underlined portion" is an option, check it first. It has a high probability of being correct.
• Common mistakes: Picking a "fancy" vocabulary word when a simple one works better. The ACT prefers clarity over complexity.

Knowledge of Language: Style and Tone

Tone Consistency

The passage will have a specific voice—usually formal, academic, or informative. Avoid slang, overly casual language, or overly archaic/flowery language.

• Wrong: "The scientist was totally freaked out by the results."
• Right: "The scientist was surprised by the results."

Word Choice (Diction)

Occasionally, you will be asked to choose the correct word based on definition or idiom.

• Common Confusions:
  • Then (Time) vs. Than (Comparison)
  • Effect (Noun) vs. Affect (Verb)
  • Less (Uncountable nouns) vs. Fewer (Countable nouns)
  • Could of / Should of: Always wrong. The correct form is Could have / Should have.

Exam Focus

• Why it matters: These questions ensure you can maintain a professional voice in writing.
• Typical question patterns:
  • Formal vs. Informal: Offering three formal options and one slang option (or vice versa). The outlier is usually the wrong tone.
  • Idioms: Preposition errors (e.g., "curious about" vs. "curious for"). These are hard to study for; rely on your reading experience.
• Common mistakes: Choosing the longest, most complicated word because it sounds "smart." Simple and precise is better.

Quick Review Checklist

Before the exam, make sure you can answer "Yes" to these:

• Can you identify the subject and verb in a complex sentence full of prepositional phrases?
• Do you know the 4 reasons to use a comma (List, Intro, Interrupter, FANBOYS)?
• Can you distinguish between "Its" (possession) and "It's" (contraction)?
• Do you know that a semicolon acts exactly like a period?
• Can you recognize redundancy and delete it immediately?
• Do you check the previous sentence when selecting a transition word?
• Do you know that "could of" is always incorrect?
• Can you identify a dangling modifier and move the subject to fix it?

Final Exam Pitfalls

1. The "No Change" Trap: "No Change" is the correct answer roughly 25% of the time. Do not be afraid to pick it, but do not pick it just because you are lazy. Verify the grammar.
2. The Redundancy Trap: Beware of answers that repeat the prompt's meaning in different words (e.g., "biography of his life"—a biography is about a life, so just say "biography").
3. The "Sounding Right" Trap: Your ear will lie to you, especially with run-on sentences and idioms. Always justify your answer with a specific rule (e.g., "I need a comma here because this is an introductory phrase," not "because I paused").
4. The Comma Splice Trap: If you see Independent Clause + , + Independent Clause, it is WRONG. You need a period, semicolon, or a conjunction.
5. The Question Stem Trap: On rhetoric questions, read the entire question stem. If it asks for the choice that "specifically describes the texture," don't pick the one that describes the color, even if it's grammatically perfect.
6. The Context Trap: Don't just read the underlined sentence. You often need the sentence before or after to determine verb tense or transition words.

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GPT 5.2 Pro

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What You Need to Know

• The ACT English test is passage-based editing: you choose the best revision for underlined portions (including NO CHANGE) to improve grammar, clarity, and writing effectiveness.
• The official reporting categories are Conventions of Standard English, Production of Writing, and Knowledge of Language—you’re tested on both rules (grammar/punctuation) and rhetorical decisions (organization, transitions, tone).
• Your default approach: prefer the clearest, most concise option that preserves the passage’s meaning and style and fits the surrounding context.
• Many points come from avoiding predictable traps: comma splices, pronoun ambiguity, modifier errors, faulty comparisons, and irrelevant/wordy additions.

ACT English Test Overview (What the “Curriculum” Is)

The ACT English test assesses your ability to revise and edit short prose passages. In ACT’s official materials (e.g., Preparing for the ACT), skills are grouped into:

• Conventions of Standard English: sentence structure, grammar/usage, punctuation.
• Production of Writing: topic development, organization, unity and cohesion.
• Knowledge of Language: style, tone, precision, concision, and effective word choice.

What questions look like

• You’ll see passages with underlined words/phrases/sentences and multiple-choice options.
• Choices typically include A: NO CHANGE.
• Some questions are “box” questions about where to place a sentence or whether to add/delete information.

Exam Focus

• Why it matters: This defines what’s testable—ACT English is not about literary analysis; it’s about editing decisions based on rules + context.
• Typical question patterns:
  • “Which choice most effectively…?” (rhetorical effectiveness)
  • “Which of the following is grammatically acceptable?” (conventions)
  • “If the writer were to add/delete… would it be relevant?” (unity)
• Common mistakes:
  • Answering by what “sounds right” instead of checking the rule and context.
  • Ignoring the purpose of the paragraph/passage when choosing additions or transitions.
  • Overvaluing “fancier” wording—ACT usually rewards clarity and concision.

Conventions of Standard English: Punctuation

Punctuation on ACT primarily tests whether you can correctly connect ideas and avoid run-ons/fragments.

Commas (most-tested)

Use a comma to:

• Separate items in a list: apples, oranges, and pears.
• Set off nonessential (extra) information:
  • My brother, who lives in Seattle, visits often. (extra detail)
• After introductory elements:
  • After the storm, the streets were quiet.
• Before a FANBOYS conjunction joining two independent clauses:
  • I revised the essay, and I submitted it.

Don’t use a comma to:

• Separate a subject from its verb: The teacher, explained the rule. (wrong)
• Separate a verb from its object: She practiced, the speech. (wrong)

Comma splice (very common trap):

• Wrong: I studied hard, I felt prepared.
• Fixes:
  • Add a conjunction: I studied hard, so I felt prepared.
  • Use a semicolon: I studied hard; I felt prepared.
  • Make one dependent: Because I studied hard, I felt prepared.

Semicolons and colons

Semicolon (;)

• Joins two independent clauses closely related:
  • The results were surprising; the team celebrated anyway.
• Can separate complex list items.

Colon (:)

• Introduces an explanation, list, or example after an independent clause:
  • She brought everything she needed: a notebook, pens, and a map.
• If what comes before the colon is not a complete sentence, it’s usually wrong on ACT.

Dashes and parentheses

Dashes (—) and parentheses ( ) set off interruptions or extra information.

• Dashes feel more emphatic; parentheses feel more “aside.”
• Consistency matters: if you open with a dash/parenthesis, you need a matching close.

Apostrophes

• Possession:
  • singular: the student’s notebook
  • plural: the students’ notebooks
• Its vs. it’s:
  • it’s = it is
  • its = possessive

Quick punctuation decision table

Example (typical ACT edit)

Sentence: The museum offers a new exhibit, it features local artists.

• Best fix: The museum offers a new exhibit; it features local artists.
• Or: The museum offers a new exhibit, and it features local artists.

Exam Focus

• Why it matters: Punctuation is a high-yield part of Conventions of Standard English and appears constantly in underlined portions.
• Typical question patterns:
  • Choosing between comma / semicolon / period / colon.
  • Deciding whether a clause is independent (can stand alone).
  • Setting off nonessential phrases correctly.
• Common mistakes:
  • Using a colon after a sentence fragment.
  • Treating semicolons like “strong commas” (they require two complete sentences).
  • Forgetting that nonessential insertions must be closed with matching punctuation.

Conventions of Standard English: Grammar & Usage

This category tests whether your sentences follow standard rules for verbs, pronouns, agreement, and modifiers.

Subject–verb agreement

• Singular subject → singular verb; plural subject → plural verb.
• Watch for “interruptors” between subject and verb:
  • The list of items is on the desk. (subject = list)
• Indefinite pronouns are often singular: each, either, neither, anyone, everybody.

Verb tense and consistency

• Maintain consistent tense unless there’s a clear time shift.
• Use the tense that matches context clues (time words, sequence).

Pronouns: clarity and agreement

Pronoun agreement:

• Pronoun must match its antecedent in number and person.
  • A student should bring his or her ID (or rewrite plural: Students should bring their IDs).

Pronoun clarity:

• Avoid ambiguous “this/that/which/it” with unclear referents.
  • Weak: This shows the issue. (What is “this”?)
  • Better: This pattern shows the issue.

Who vs. whom (tested occasionally)

• who = subject; whom = object.
  • Who called? / Whom did you call?

Modifiers (placement matters)

A modifier should be next to what it describes.

• Wrong: Running down the street, the backpack bounced. (backpack isn’t running)
• Right: Running down the street, I felt my backpack bounce.

Parallelism

Items in a list or comparison should match grammatical form.

• Wrong: She likes hiking, to swim, and biking.
• Right: She likes hiking, swimming, and biking.

Comparisons

Compare like with like.

• Wrong: Her salary is higher than her coworker.
• Right: Her salary is higher than her coworker’s.

Idioms and prepositions

ACT occasionally tests standard idiomatic usage (what a word “takes”). When in doubt:

• Prefer the most standard, simplest construction.
• Avoid options that sound overly formal or unusual.

Example (agreement + modifier)

Original: The bouquet of roses and lilies were placed on the table, smelling sweet.

• Agreement fix: bouquet is singular → was placed
• Modifier clarity: who/what is smelling sweet? Likely bouquet.
  Revision: The bouquet of roses and lilies was placed on the table, and it smelled sweet.

Exam Focus

• Why it matters: Grammar/usage is a core portion of Conventions of Standard English and drives many quick, rule-based points.
• Typical question patterns:
  • “Which choice maintains correct verb tense and agreement?”
  • Fixing pronoun reference or choosing between who/whom.
  • Selecting the option with correct parallel structure.
• Common mistakes:
  • Choosing a verb that matches the nearest noun instead of the true subject.
  • Leaving ambiguous pronouns (“this,” “it,” “they”) without clear antecedents.
  • Ignoring parallelism when multiple answer choices “sound fine.”

Conventions of Standard English: Sentence Structure

ACT frequently tests whether you can build complete sentences and correctly combine them.

Complete sentences: independent vs. dependent clauses

• Independent clause: can stand alone.
• Dependent clause: begins with a subordinating word (because, although, when, if, since) and cannot stand alone.

Fragments

A fragment is missing a subject, verb, or complete thought.

• Fragment: Because the experiment failed.
• Fix: Because the experiment failed, we repeated it.

Run-ons and fused sentences

A run-on joins two independent clauses incorrectly.

• Run-on: The plan worked we celebrated.
• Fixes:
  • period: The plan worked. We celebrated.
  • semicolon: The plan worked; we celebrated.
  • comma + FANBOYS: The plan worked, and we celebrated.
  • subordination: When the plan worked, we celebrated.

Subordination vs. coordination (meaning and emphasis)

• Use subordination (because/although/when) to show one idea depends on another.
• Use coordination (and/but/so) for ideas of roughly equal weight.

Concise sentence combining (common skill)

When combining sentences, ACT prefers:

• No redundancy
• Clear logical relationship
• Correct punctuation

Example:
1) Maya trained daily. Maya improved quickly.
Best: Because Maya trained daily, she improved quickly.
(Shows cause-and-effect and removes repetition.)

Exam Focus

• Why it matters: Sentence boundary errors (fragments/run-ons) are among the most frequent grammar issues ACT can test quickly and repeatedly.
• Typical question patterns:
  • Choosing between period / semicolon / comma + conjunction.
  • Fixing a fragment introduced by because/when/although.
  • Selecting the best sentence-combining option.
• Common mistakes:
  • Using a comma to join two complete sentences (comma splice).
  • Creating a fragment by deleting the independent clause.
  • Overcomplicating the fix—often the cleanest boundary correction is best.

Production of Writing: Purpose, Organization, and Development

Production of Writing focuses on how well the passage works as a piece of communication: logical order, relevance, and smooth flow.

Identify purpose and audience

Before you answer “big picture” questions, quickly note:

• What is the passage doing? (informing, describing a process, arguing, narrating)
• Who is the intended audience? (general readers, students, hobbyists)
  Choices that match purpose and audience usually win.

Organization and logical sequencing

You may be asked to:

• Choose the best opening sentence for a paragraph
• Decide where a sentence should be moved
• Pick the best conclusion

Guidelines:

• A paragraph often follows: topic sentence → evidence/examples → explanation → transition.
• Place definitions/background before details that rely on them.
• Keep chronology consistent in narratives/processes.

Unity and relevance (add/delete questions)

ACT loves questions like: “Should the writer add this sentence?”
Use a 2-step test:
1) Relevance: Does it support the paragraph’s main idea?
2) Redundancy: Does it repeat what’s already stated?

If it’s interesting but off-topic, the correct answer is usually delete.

Transitions and cohesion

Transitions signal relationships:

• Addition: furthermore, also
• Contrast: however, nevertheless
• Cause/effect: therefore, consequently
• Example: for instance
• Time/order: then, later

Choose transitions based on logic, not vibe. Read the sentence before and after.

Introductions and conclusions

• Introductions should set context without being overly broad.
• Conclusions should reflect the passage’s main point, not introduce a new topic.

Example (add/delete logic)

Proposed addition: “Many people also enjoy cooking at home.”
Paragraph is about the chemistry of sourdough fermentation.

• Relevant? Not really—it shifts to a broad lifestyle claim.
  Best: Do not add.

Exam Focus

• Why it matters: These questions measure whether you can edit for clarity and structure, not just correctness—often a substantial portion of the test.
• Typical question patterns:
  • “The writer is considering adding/deleting… Should they?” with “because” justifications.
  • “Where should this sentence be placed?”
  • Best transition between sentences/paragraphs.
• Common mistakes:
  • Choosing an addition because it’s “true” instead of because it’s relevant.
  • Ignoring the paragraph’s topic sentence when deciding placement.
  • Picking a transition that sounds sophisticated but doesn’t match the logic.

Knowledge of Language: Style, Tone, and Concision

Knowledge of Language targets effective writing: precision, economy, and consistent style.

Concision: remove redundancy and clutter

ACT frequently rewards the shortest option that keeps meaning.
Look for:

• Repeated ideas: “completely finished,” “future plans,” “each and every”
• Unnecessary qualifiers: really, very, quite, basically
• Wordy phrases:
  • due to the fact that → because
  • in order to → to

But don’t over-cut: if deleting changes meaning, it’s wrong.

Precision and word choice

Pick words that match the intended meaning.
Common confusions:

• affect (usually verb) vs. effect (usually noun)
• fewer (countable) vs. less (uncountable)
• imply (speaker hints) vs. infer (listener concludes)

Tone and register

Tone should be consistent:

• Informal tone fits personal narratives; formal tone fits academic/explanatory passages.
• Avoid slang if the passage is formal.
• Avoid overly stiff wording if the passage is casual.

Style consistency and point of view

Maintain consistent:

• Point of view (don’t switch between you and one and we randomly)
• Verb tense (unless time shifts)
• Level of formality

Active vs. passive voice

ACT often prefers active voice for clarity and directness:

• Passive: The solution was measured by the students.
• Active: The students measured the solution.

Passive can be acceptable if the doer is unknown or irrelevant—so always check context.

Example (concision + tone)

Original option: “In my personal opinion, I think that the results are very surprising.”
Better: “The results are surprising.”
(Concise and confident; keeps meaning.)

Exam Focus

• Why it matters: Style/clarity questions separate mid from high scores—ACT uses them to test whether you can edit like an effective writer.
• Typical question patterns:
  • Choosing the most concise phrasing that preserves meaning.
  • Selecting a word that best matches context (precision).
  • Revising to maintain consistent tone/point of view.
• Common mistakes:
  • Picking the shortest answer even when it removes necessary meaning.
  • “Upgrading” to fancy vocabulary that doesn’t fit tone.
  • Missing subtle shifts in point of view (sudden you).

ACT English Test Strategy (How to Earn Points Efficiently)

A reliable passage workflow

1) Skim for the passage’s main purpose (10–15 seconds).
2) For underlined questions, read the whole sentence (often the clause before/after matters).
3) Use a rule-first approach:

• If it’s punctuation/grammar, decide what’s required (independent clauses? subject? antecedent?).
• If it’s style/rhetoric, decide what best supports purpose, clarity, and flow.

“NO CHANGE” is not special

“A: NO CHANGE” is correct when the original is best. Don’t avoid it.

When to read more context

You usually need extra context for:

• transitions
• pronoun reference (“this,” “they”)
• add/delete or placement questions
• tone consistency

Process of elimination (POE)

Eliminate answers that:

• create grammar errors (agreement, fragments, run-ons)
• are redundant/wordy
• change meaning or tense incorrectly
• don’t match the logic of surrounding sentences

Time management

ACT English is fast-paced. A common practical approach is:

• Don’t get stuck—if unsure after a reasonable check, pick the best remaining and move on.
• Save time by quickly identifying “rule questions” (often faster than rhetoric).

Exam Focus

• Why it matters: Strategy helps you convert your knowledge into points under strict timing—especially on long passages.
• Typical question patterns:
  • “Best” choice questions where multiple options are grammatically acceptable.
  • Rhetorical questions that require reading a paragraph, not just a sentence.
  • Traps where two answers are similar but one is more concise or more logical.
• Common mistakes:
  • Editing without reading enough context (missing pronoun/transition logic).
  • Spending too long on one question and losing easier points later.
  • Assuming “NO CHANGE” is rarely correct.

Quick Review Checklist

• Can you identify independent vs. dependent clauses and choose correct punctuation to join them?
• Can you spot and fix comma splices, run-ons, and fragments?
• Do you know when to use commas for nonessential information and introductions?
• Can you ensure subject–verb and pronoun–antecedent agreement even with interrupting phrases?
• Can you correct modifier placement and maintain parallel structure in lists/comparisons?
• Can you answer add/delete questions by testing relevance and redundancy?
• Can you choose transitions based on logical relationships (contrast, cause, example, time)?
• Can you revise for concision without changing the sentence’s meaning or tone?

Final Exam Pitfalls

1. Joining two complete sentences with only a comma (comma splice) — Use a period, semicolon, or comma + coordinating conjunction.
2. Choosing a transition that sounds good but doesn’t match the logic — Always read the sentence before/after and name the relationship (contrast, cause, example, time).
3. Falling for “nearest noun” agreement — Identify the true subject (often before a prepositional phrase like of…).
4. Keeping vague pronouns (this, it, they) with unclear antecedents — Rewrite or choose the option that names the noun clearly.
5. Over-editing with fancy wording — ACT usually rewards the option that is most clear, precise, and concise while matching tone.
6. Adding interesting but off-topic information — For add/delete, pick what best supports the paragraph’s main idea, not what is merely true.

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Claude Opus 4.6

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