The ACT: The Language of the Test: List 2

To emphasize is to stress or call attention to something. Writers use a variety of techniques to emphasize certain ideas.

To highlight is to emphasize. Think of when you use a highlighter to make certain words stand out in color. Writers highlight ideas without highlighters; they use language.

To underscore something is to give it emphasis, a little extra oomph. Think about underlining something that you are reading because you want it to stand out. Authors underscore ideas by using strong language or rhetorical devices. This word has a lot in common with highlight; you may see either or both of these words on the ACT Reading Test — usually to refer to how an author makes certain ideas stand out in a passage.

Although the word address might make you think of your street address, when you see address on the ACT, it is most likely being used in the sense of "to discuss a topic or issue." For example, a reading passage might address the effects of automobiles on air pollution.

On standardized tests, you'll see refer a lot, especially in questions that read, "The author refers to X primarily to suggest..." In this context refers to means "brings up." You might also see the noun form reference used in a similar way.

The verb cite has nothing to do with the nouns sight or site. When you cite something, you are giving credit where credit is due in a piece of writing. You can cite a source formally with a citation (like you would in a research paper) or you can informally cite something as you refer to it in a piece of writing.

Tone refers to an author's attitude or point of view toward his or her subject. A line, paragraph, or an entire passage could be described as communicating a gloomy tone, an optimistic tone, a playful tone, a critical tone, etc. You get the idea.

To reinforce is to make stronger. An author can refer to specific examples or make specific claims that reinforce a main idea. For example, an author might use data to call attention to increased water pollution in her state, and then include a personal story about fishing in a polluted river in order to reinforce her point.

When you restate something, you say or write it again. This word isn't only used to refer to exact repetition, however. A passage could restate an idea using different terms, and you could restate the main idea of a passage using your own words.

When you see the word develop on the ACT Reading Test, it usually has to do with developing ideas throughout a piece of writing. A writer cannot usually make his or her case in one sentence; a good argument requires the development of ideas over the course of several paragraphs.

To convey is to communicate, either directly or indirectly. You might be asked about the ideas a writer is trying to convey.

On the ACT, you may see the phrase "to advance a point" or "to advance a claim." This is a formal way of saying that the writer is developing or pushing a particular idea forward. Think of advancing an idea as giving it a little extra push so that readers will be sure to notice it.

The verb elaborate has to do with fleshing out ideas. Your English teacher might ask you to elaborate if you make an undeveloped point in an essay.

A comparison is putting things together to see how they are similar, or different. On the ACT, you may be asked to try to figure out why a writer makes a comparison between two things. For example, a question could read, "What is the effect of the comparison between the teacher and the witch in paragraph 6?"

To contrast two things is to point out or emphasize how they are different. An author might include certain details to contrast two things. Contrast may also come up in questions addressing pairs of reading passages.

A passage on the ACT Reading Test is a distinct block of text. You'll see this word often in question stems, where you will be asked questions that begin "According to the passage..." or "The main purpose of the passage..."

To shift is to change. Sometimes a reading passage may take a turn in tone or message; the focus of a narrative may shift, or a writer's perspective may even shift. Chances are it will be your job to identify where in the passage that shift took place.

Primarily is often used in standardized test questions to mean "mostly." For example, a test question may begin, "The author of Passage 1 refers to x primarily to suggest..." This is a way to tell you: "Sure, there could be other reasons the author refers to x, but you should be looking for the main (primary) reason!"

Just like central, the word primary tends to show up before words like purpose or claim to indicate that the main idea of a passage is being discussed, rather than less important or secondary ideas. If you're asked about a primary idea in a passage, rereading the introduction and conclusion may be a good strategy to "think big."

When you see argue on the ACT Reading Test, don't think "fight." Instead, think about making a point by building a logical argument. One author might argue that it is necessary to raise taxes on corporations, while another author argues in favor of tax cuts.

To support is to make stronger. You might be asked to identify evidence that supports an author’s claims, or you may be asked to interpret a graph and determine whether or not it supports a particular idea in a reading passage. When you see the word support, think about all the things a writer does to prove his or her point.

Analysis goes beyond mere summary: it involves breaking an argument down and figuring out how the pieces work together.

In Latin contra means "against" so think of that when you see contradict on the ACT. To contradict means to go against or oppose another opinion. If one passage contradicts another, then they offer opposing points of view.

When you refute something, you disprove it. This word is stronger than disagree. When you use the word refute, you are implying that it's more than just a matter of opinion; there is evidence that invalidates an argument.

Something consistent is in agreement with something else. If you are asked to identify a written statement that is consistent with data being presented graphically, you need to find a statement from the text that agrees with the data.