<p>Hi guys. </p>
<p>I will be taking the ACT in October and it will be my first and only time. I have a lot of questions about the essay because I really want to get a 12 but I am not sure how, because all the "guides" I have read have pretty contradictory advice. One of the biggest questions I have is how to start the introductory paragraph. All the test prep books I have read basically tell you to restate the prompt, but then I have also read other sources that have clearly said "don't do that!" because the grader already knows the prompt and would rather read a nice hook instead. I usually write with a hook, but sometimes it's really hard for me to think of one depending on the prompt and it would be much easier just to restate the prompt. I also am not sure whether I should list out all my three points in the thesis statement or if I should just say "blank is bad" and leave the points for the body. I think you're supposed to do the former but I always just feel like I'm repeating myself when I list the points in the thesis statement and then go onto my body. </p>
<p>Anyway, here is one practice essay I wrote in thirty minutes. Sorry if it's bad but I'd appreciate if you guys read it and give me some pointers. Thanks!</p>
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<pre><code>What has America come to? The nation famous for both its principles of freedom and liberty, as well as its reputation as a “melting pot” has now become a country that is considering implementing a required reading curriculum consisting only of “great books,” or books written only by white, European authors. As this proposal already violates two of the most important facets of the fabric of this nation, it is very clear that forcing “great books” into the national curriculum would be an overwhelmingly detrimental action.
Forcing a set of books to be taught in every school is a blanket approach that not only oversteps the American freedom of choice but also impedes education and hurts students. This is an especially relevant concern in diverse school districts. For example, in an area with a large immigrant population, teachers might want to assign books that come from many different cultures as a way to educate students about practices different from their own, in However, since there are only 180 days of the school year and teachers must teach the “great books” first, it is unlikely they will have enough time to teach the other novels, thus resulting in a cookie-cutter education that is not adjusted for the diverse needs of each school district.
In fact, many studies have shown that students who are exposed to more international articles, readings, and literature in school are more tolerant of different races and cultures. More tolerant students results in a less racist, more peaceful society, where people of many different backgrounds can coexist, which of course, is imperative in such a multicultural nation like the United States. Therefore, if students are only taught, “great books” which are only written by white, European authors, they will only be exposed to the white, European viewpoint. This is detrimental in two ways. White students will only gain understanding of their own culture which could lead to ignorance, even intolerance of other cultures. Non-white students may get the idea that white is the norm and that their cultures have little place in American society. Schools are, after all, some of the largest influences on the ideas and viewpoints of young people. If schools only teach white, European-based material, students will begin to believe that society is only white and European based.
Some may argue that “great books” are classics and familiarity with these classics is essential to a well-rounded education. It is true that “great books” are typically well-written, highly profound novels. However, this line of thinking is flawed because these European “great books” are not the only well-written and profound novels in the world. There are countless other novels that are just as well-written and have the added benefit of providing cultural enrichment. Considers novels such as “Things Fall Apart” by Chinua Achebe, a novel examining the gradual changes of a Nigerian tribal society or “The Water Margin” an extremely famous and influential Chinese historical novel. These novels may not be “classics” in the traditional sense, as our ideas have been permeated by a Eurocentric attitude and we only think of European novels, but they are just as groundbreaking and valuable to today's student as the “great books” are, AND they also provide insight into other cultures, as well.
Therefore, the idea that “great books” are essential to a good education can be shown to be incorrect in a multitude of ways. Forcefully implementing these novels is firstly, an authoritarian and cookie-cutter approach that does not meet the needs of every school. Reading novels from countries outside of Europe is also extremely beneficial because it exposes American students to new ideas from different cultures, thus increasing tolerance. After all, as famous and well-written the “great books” are, there are multitudes of equally great books from all over the world that can truly broaden the minds of students, because not only are they unconventional choices, they are also just as well written. Students need exposure to different novels from different cultures all over the world in order to achieve a more well-rounded and cosmopolitan worldview. After all, shouldn't the American mantra be “diversity is the secret to a successful society?”
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<p>I have actually written a lot more practice essays but this one is one I had some trouble on and almost didn't finish in the time limit. Didn't get to really proofread either. </p>
<p>Also, lol, I'm not American either so all these ACT prompts really confound me sometimes because I have no idea how to talk about "freedom" in an American way, which seems to be really important in writing a good essay based on these "government is doing so and so" prompts.</p>