ACT English, Rewritten: What’s New in the Enhanced Test and How to Prepare for 2025
Every Tuesday on The Scoreboard, we share practical, high-impact strategies to help teachers integrate ACT prep directly into Tier I instruction. Designed for Alabama educators and beyond, Tuesday Playbook connects strong classroom teaching to ACT College Readiness Benchmarks—turning daily lessons into measurable growth. From grammar warm-ups to critical reading routines, these easy-to-run “plays” help teachers build ACT-ready classrooms where every move counts.
If your students are preparing for the ACT in 2025 or beyond, it’s time to sit up and pay attention because the English section has gotten a makeover. The new 'Enhanced ACT' keeps the same 1-36 scoring scale, but with fewer questions, slightly more time per question, and a stronger emphasis on language usage and rhetorical clarity. In short, time is still tight, but the margin for error just got smaller. In this post, we’ll walk through what’s changed, why it matters, and how you can tweak your instructional and test-prep approach to help your students shine.
What’s Changing in the English Section
The Enhanced ACT rolled out in September 2025 for national paper administrations and will begin in spring 2026 for state and district testing.
Here are the major changes you and your students need to know:
1. Fewer questions and shorter section length
The English section drops from 75 questions in 45 minutes to 50 questions in 35 minutes.
That gives roughly 42 seconds per question instead of about 36 seconds per question previously.
Because there are fewer questions, each one carries more “weight” in the score.
2. Same score scale, but composite calculation shifting
The English section score will still be reported on the familiar 1–36 scale.
The overall Composite score will now be the average of only English, Math, and Reading (Science becomes optional and no longer counts toward the composite) starting in September of 2026.
Since English now carries a greater portion of the composite (because fewer sections contribute), strong performance here matters more.
3. Content domains remain, but proportions shift
The broad domains in the English section remain: Production of Writing, Knowledge of Language, and Conventions of Standard English.
However, the proportion of questions focusing on Conventions of Standard English (i.e., basic grammar-usage rules) is reduced to 38% - 43%, and more emphasis is placed on Production of Writing (rhetoric, clarity, transitions) and Knowledge of Language (style, tone, effective expression).
ACT will also incorporate an argumentative passage within the English test, and those questions will be categorized under Production of Writing.
Another major update: every question in the Enhanced ACT English section now includes a written question stem, rather than just an underlined portion to edit. This change encourages students to think more critically about why an answer is correct — not just spot what “looks right.” In fact, this shift may have the greatest impact on overall performance, as it requires a deeper understanding of purpose, structure, and clarity, but is also beneficial to students in that the purpose of the question is now explicitly stated.
The new question stems, aligned to each domain, include the following examples:
Conventions of Standard English:
Which choice makes the sentence most grammatically correct?
This is the ONLY stem for CSE, so students need to automatically understand that this indicates a grammar or punctuation question.
Production of Writing:
If the writer were to delete the preceding sentence, the essay would primarily lose information that:
Given that all the choices are accurate, which one provides the most relevant support for the primary claim in this sentence?
At this point in the essay, the writer wants to introduce a counterclaim that ____. Which choice most effectively accomplishes that goal?
Which choice provides the most effective conclusion for the paragraph and essay?
The writer is considering adding the following assertion to the essay: _______. If the writer were to add the sentence, it would most logically be placed at:
Which choice creates the clearest contrast between _____ and _____?
Which transition word or phrase is most logical in context?
If the writer were to delete the underlined portion, the essay would primarily lose a specific detail that:
Which sequence of sentences makes this paragraph most logical?
Which of the following sentences, if added here, would most effectively suggest that _____?
Which choice provides the most specific description of _____?
Suppose the writer’s primary purpose had been to discuss paintings that _____. Would this essay accomplish that purpose?
Which choice most effectively leads the reader from the preceding paragraph to the information that follows in this paragraph?
Knowledge of Language:
Which choice most effectively maintains the essay’s tone?
Which choice is clearest and most precise in context?
Which choice is least redundant in context?
Why These Changes Matter for Teachers & Students
With fewer questions, each correct/incorrect answer has a larger impact. Previously, students could afford more misses and still maintain a high score; now the margin shrinks. The shift in domain weighting means that students who possess strong rhetorical and language-use skills (not just “grammar rules”) will likely excel.
For teachers, instruction should balance traditional grammar/usage instruction with more emphasis on effective writing, transitions, and rhetorical clarity.
For pacing and preparation, the section is slightly shorter, but time per question increases — yet the pace remains brisk. Students still need an efficient strategy.
For test-prep materials: existing ACT prep books are still useful (the content is largely the same), but simulations must account for the shorter section/fewer questions.
Strategies to Improve Students’ ACT English Performance
If the Enhanced ACT English is shifting toward rhetorical awareness and language effectiveness (not just grammar), then our classroom strategies need to mirror that. Below is a research-aligned and ACT-specific guide for teaching the new English section through authentic, high-impact instruction.
1. Model the “Editor’s Mindset” (Think-Alouds)
Why it works: The new English questions emphasize Production of Writing — organization, focus, and clarity. Students need to think like editors, not proofreaders.
How to teach it:
Use a paragraph from a student essay or article.
Model aloud:
“If I delete this phrase, does the paragraph stay focused?”
“Does this transition move the reader smoothly from one idea to the next?”
Have students practice the same process with color-coded reasoning
Highlight information that needs clarifying in yellow.
Highlight locations that do not flow well in green.
Highlight any information that diverts from the writing’s focus in pink.
Extension: Turn this into a “hot seat editor” activity where students defend their edits — great for metacognition and discussion.
2. Teach Grammar in Context (Mini-Lessons, Not Worksheets)
Why it works: ACT grammar rules (Conventions of Standard English) are predictable, so they can be taught repeatedly within small frames of time.
How to teach it:
Use 5-minute mini-lessons on one rule (e.g., commas with nonrestrictive clauses).
Follow immediately with a short paragraph from an ACT passage.
Ask: “Which answer choice correctly applies today’s rule?”
Have students write their own example sentences applying that skill.
Pro tip: Keep a running “Grammar Hall of Fame” board by adding one rule and a student-generated example each week.
3. Use “Before & After” Revision Comparisons
Why it works:
Students need to recognize how small changes affect clarity and tone.
How to teach it:
Present two versions of the same sentence or paragraph.
Ask: “Which is more concise?” “Which maintains a formal tone?”
Discuss why one version is better.
Connect to ACT stems like “Which choice provides the most specific description of _____?”
Classroom routine: Include one “Before vs. After” example on your board or bellringer slide each day.
4. Incorporate Rhetorical Question Stems in Writing Assignments
Why it works: The new ACT blends grammar with author’s purpose. Embedding rhetorical stems into classroom writing connects daily work to ACT thinking.
How to teach it:
During peer review or writing workshops, ask students:
“Which sentence best strengthens this argument?”
“What revision clarifies the main idea?”
“What transition improves flow between these ideas?”
These are almost verbatim ACT English question stems, which make perfect authentic prep.
5. Practice “Rationale Writing” for Multiple Choice
Why it works: Students often guess correctly but can’t explain why. Metacognition cements their learning.
How to teach it:
When reviewing practice questions:
Require students to write a 1-sentence justification for their answer.
“I chose C because it’s concise and eliminates redundancy.”
Compare reasoning with peers
Teacher move: Have students categorize each question by domain (POW, KOL, CSE) so you can see which skills need reteaching.
6. Gamify Review with Races
Why it works: Quick retrieval and competition boost engagement and retention.
How to teach it:
Display a short passage with multiple errors.
Teams race to fix all mistakes and justify each change.
Award points for accuracy and rationale.
Classroom routine: Use it weekly as a “Friday Fix-It Challenge.” This also increases students’ ability to answer ACT questions more quickly.
The Enhanced ACT English section rewards clarity, structure, and purpose.The best classroom prep isn’t isolated drills, but teaching students to write and revise intentionally. When grammar, clarity, and rhetoric live in your daily lessons, test prep becomes seamless.
Bottom line: the skills your students need haven’t drastically changed, but the emphasis has shifted. Want ready-to-use practice sets tailored for the new English format? Stay tuned here at Test Prep Alabama, and let’s get your students rock-solid for the 2025-onward ACT.
