ACT English Practice Test 91: English Art

DIRECTIONS: In the passages that follow, certain words and phrases are underlined and numbered. In the right-hand column, you will find alternatives for the underlined part. In most cases, you are to choose the one that best expresses the idea, makes the statement appropriate for standard written English, or is worded most consistently with the style and tone of the passage as a whole. If you think the original version is best, choose “NO CHANGE.” In some cases, you will find in the right-hand column a question about the underlined part. You are to choose the best answer to the question.

You will also find questions about a section of the passage, or about the passage as a whole. These questions do not refer to an underlined portion of the passage, but rather are identified by a number or numbers in a box.

For each question, choose the alternative you consider best and fill in the corresponding oval on your answer document. Read each passage through once before you begin to answer the questions that accompany it. For many of the questions, you must read several sentences beyond the question to determine the answer. Be sure that you have read far enough ahead each time you choose an alternative.

English Art

Advanced English teacher, decided to end the semester with a unique and unexpected challenge. He wanted each of us to find a picture of a famous oil bring it to school. We were certain he was going to have us write something about our pictures, so we all happily our Picassos, Van Goghs, and Cezannes in class the next day. Then the surprise announcement came. We were each to attempt to copy our picture onto a full-sized canvas using real oil paints and brushes.

I will never forget how terribly insecure I felt as I began my painting. As I secretly , my anxiety and self-doubt only seemed to grow. It to me that my peers were not only brilliant English students but accomplished artists as well! Mr. Peale walked around the classroom and suddenly became an art instructor as he loudly to the other students what an excellent job they were doing. I felt quite tentative and barely had a mark on my own canvas. I was way out of my element!

[1] Mr. Peale finally walked over to me and I silently gulped. [2] He said very little about my attempts, which was both a blessing and a curse. 53 [3] His lack of comment kept me from turning beet red, yet his quiet demeanor clearly told me that he was unimpressed with my torturous efforts. [4] He continued past me to the next student, which, to me, was an obvious message that I was completely hopeless as an artist. [5] I had been so reluctant to begin my painting, despite my love for the artist's rendering of a beautiful bronze, pink, and yellow sunset and a single leafless tree in the foreground. [6] Something snapped inside me as Mr. Peale announced that we were done for the day, and we would continue this week-long project the tomorrow. [7] I was suddenly excited to get back there and work on my masterpiece. 54

By the end of this odd assignment, I was actually thrilled with I had reproduced. While my painting wasn't as dramatic as many of my classmates', and it didn't look exactly like its original, I did feel I had captured its essence. 56

for years afterwards. I had moved past my fears and lack of self-confidence and allowed myself to explore the space of the canvas, the enticing oil colors, and a variety of brush strokes. I actually felt that inside of me there was an artist.

To this day, I have no idea what Mr. Peale's intention was when he asked his English students to reproduce a famous oil painting. Was he merely trying to fill up the end of the semester by while he sat at his desk and red-lined the novelettes we had written earlier in the semester? Or was he challenging our self-importance as Advanced English students, trying to knock us down a peg or two? I do know about what that assignment taught me about myself: the absolute beauty of surrendering to the possibilities in life, and that for a small moment, I too was an artist.


G. Mr. Peale-our
H. Mr. Peale our
J. Mr. Peale our,


B. painting, that we especially liked, and
C. painting that we especially liked, and
D. painting, that we especially liked, and,


G. shared
H. shared,
J. share


B. Did I mention this wasn't an art class?
C. I had chosen a French impressionist.
D. DELETE the underlined portion.


G. glanced, looking at others around me on all sides
H. glanced around me
J. glanced at others surrounding me


B. appeared
C. appearing
D. has appeared

7. Which of the following alternatives to the underlined portion would be LEAST acceptable?

F. declared
G. announced
H. intoned
J. published

8. If the writer were to delete the phrase "which was both a blessing and a curse" from the preceding sentence (ending the sentence with attempts), the essay would primarily lose:

A. a relevant description of the writer's attitude towards her English teacher.
B. information about the writer's attitude towards Impressionist art.
C. the suggestion that the writer was feeling ambivalent about her teacher's response to her painting.
D. a fact about the writer's skill as a painter.

9. For the sake of the logic and coherence of this paragraph, Sentence 3 should be placed:

F. where it is now.
G. before Sentence 1.
H. before Sentence 2.
J. after Sentence 5.


B. the painting of which
C. what
D. that

11. At this point, the writer is considering adding the following true statement:It had a certain beauty and serenity about it that the photo of this cherished painting had emitted to me from the beginning.Should the writer make this addition here?

F. Yes, because it provides details about the essence of the painting and explains reasons behind its value to the writer.
G. Yes, because it provides important information about the original artist's style of painting.
H. No, because it does not provide a direct connection between the original artwork and the writer's reproduction.
J. No, because it is already clear from the essay why her reproduction was valuable to the writer.


B. The painting actually hung on my wall
C. I was actually hanging by the painting
D. The painting was actually hung by me on my wall


G. somewhere
H. even though
J. throughout


B. keeping us busy and preoccupied with unimportant tasks
C. keeping us preoccupied
D. maintaining our preoccupation


G. that I am still full of thought
H. that which I still think
J. that I still think