Reading Study Guide for the ACT

Craft and Structure

Reading involves more than just comprehending the words of a text; it also involves considering the craft and structure of the writing. Determining its organization and structure and analyzing the author’s diction and purpose is an important part of the reading process. This involves considering the sequence of events and the relationships between ideas. It includes looking at the style, tone, mood, and theme of a text.

Word Choice and Meaning

Authors use words purposefully; they don’t just randomly stick in any old word. Because words can have wide-ranging connotations even if their denotations are similar, writers are intentional about the words they use. They understand the power words can have, and they use that to impact their readers in specific ways. Readers can look at and evaluate word choice to determine an author’s bias, their tone, and even their purpose.

Using Context Clues

Readers may come across unfamiliar words as they read, but writers don’t want their audience to be confused or lost, so they often include context clues to help the reader understand certain words. Occasionally, a writer will explicitly provide a definition of an unfamiliar or subject-specific word, but more often, they will include clues in the words or sentences around that word to help the reader make meaning of it. Including examples, antonyms, or synonyms are some of the clues writers give to readers to help them understand the meaning of a potentially unfamiliar word.

Connotative vs. Denotative Meanings

Words have two levels of meaning: connotative and denotative. While the denotative meaning refers to what a word literally means if you were to look it up in a dictionary, connotative meanings are a little trickier. Connotation refers to the way a particular word is likely to make a reader feel, the emotional response it is likely to elicit. The response might be to feel good, happy, reassured, hopeful, etc.—in which case the word has a positive connotation. Or, the response by the reader might be one of anger, frustration, offense, guilt, etc.—in which case the word is considered to have a negative connotation. Some words are neutral and don’t really elicit an emotional response, and some words can change connotation depending on the context in which they are used. Here are some examples:

That car is so cheap! I can afford to buy it today!

In this sentence, cheap has a positive connotation; it is a good thing the car is affordable and doesn’t cost a lot.

The cheap bookshelf I bought broke as soon as I filled the first shelf.

In this sentence, cheap has a negative connotation; it’s referring to something being of inferior quality.

The words smell, stench, and aroma all share the same basic denotation (definition), a sensation of scent. But they have very different connotations.

I smell something burning.

This use of smell is neutral. While it’s probably not good that something is burning, the word smell has a neutral connotation in this context.

The stench of last week’s garbage made me want to retch.

Yuck! If something is giving off a stench, while still a sensation of scent, it has a very negative connotation, and no one wants to experience it.

The aroma of freshly baked bread wafted through the kitchen.

Yum! In this case, aroma has a positive connotation that is going to make the reader’s mouth water.

Writers are aware of the connotative impact their words are likely to have on the reader, so they choose their diction very carefully to achieve their desired result.

Implications of Language

Understanding the connotation of words can help a reader appreciate the implications of language. Language is power and can shape the response of readers dramatically. A particular word or phrase can elicit a specific response in a reader. Descriptive language can help the reader create a mental image in their head. Appealing to the five senses of touch, taste, smell, sight, and sound helps the reader experience the event in their own mind based on the descriptions used and gives them a greater appreciation for or connection to what is happening in the text.

Figurative Language

Figurative language refers to the non-conventional use of words. In other words, it is not to be taken literally, but is used to describe something in a way as to convey a particular meaning or to allow the reader to make a particular connection. Common types of figurative language include things like similes, metaphors, allusions, hyperbole, oxymorons, and personification.

Structure of the Text

The structure of a text refers to how it is organized and why. In addition to the general sense of beginning, middle, and end, identifying the text structure can also help the reader understand its purpose and anticipate what should come next as they read. Common text structures include compare/contrast, problem/solution, cause/effect, chronological, spatial, process, and description.

Determining Overall Passage Structure

To help them understand a text, readers will often look for the overall passage structure or organization. How are the ideas presented? What key words or transitions are used to help determine its structure? For example, texts organized as cause/effect will first introduce an event or action that results in a particular outcome. A text organized chronologically will follow a sense of time. Texts that are structured as descriptive writing will include a lot of descriptive language and details.

Word and Phrase Contribution to a Passage

To help determine the structure of a text, consider how a particular word or phrase relates to the whole passage. Is it providing an example? If so, the structure might be compare/contrast but probably not process. Looking at what words are used and how they function within the text can help determine its structure.

Sentence Relationship to Entire Passage

As with individual words or phrases, consider how particular sentences relate to the entire text. Does the sentence include vivid imagery? Perhaps the text is structured as a descriptive text. Does the sentence begin with a transitional word that shows an exception? Maybe it is a compare/contrast text.

Paragraph Function in a Passage

On a broader level, considering how an entire paragraph functions in a text can lead to a determination of its structure. If the paragraph offers a solution to an identified problem, it’s likely a problem/solution structure. If the paragraph explains a step of a process, it may be structured as a process passage. Analyzing how a paragraph fits into the larger text and what its purpose is in being there can help determine a text’s overall structure.

Author’s Purpose

Authors write for a variety of reasons. Determining the author’s purpose means considering why a text is organized in a particular structure, why it includes the diction it does, and why the author chose to write about this topic at this particular time. Understanding the author’s purpose, it is easier to see why they include the examples they do or why they write in the style they do. Conversely, understanding how a text is structured and analyzing its diction can also help a reader determine the author’s purpose.

Point of View

Authors can write from a variety of perspectives or points of view. The attitude they take with regard to the subject and/or the audience can affect how the reader engages with the text. If the point of view is biased or skewed in some way, readers may be offended by it, or they may wholeheartedly agree with it. If the point of view is more neutral, the reader will have to determine their own position on the topic without as much sway from the author. Looking at the pronouns used and the diction selected can help identify the point of view. For example, first-person pronouns like I, me, we, or us can build a sense of intimacy and connection with the author. Second-person pronouns like you can create an antagonistic tone, and the reader may feel under attack. Third-person pronouns like she, he, or they can make the author seem removed from the subject.