Rhetorical strategy questions are among the most challenging on the ACT English section — and among the most rewarding to master. Unlike grammar and punctuation questions, which test fixed rules, rhetorical strategy questions ask you to make judgment calls about a passage's content and organization. Should the writer add this sentence? Should this detail be deleted? Which transition best connects these paragraphs? Does the essay successfully achieve a specific purpose?
These questions account for roughly 10–15 of the 75 questions on the ACT English section, making them a significant portion of your score. They tend to take slightly longer than grammar questions because you need to understand the context of the passage — not just the mechanics of a single sentence. With only 45 minutes for 75 questions (36 seconds per question), you need efficient strategies for tackling these higher-order questions.
The ACT English section presents five passages, each with 15 questions. Rhetorical strategy questions often appear at the end of a passage or after a specific paragraph. They may ask you to evaluate a proposed addition or deletion, choose the best opening or closing sentence, select a transition, or determine whether the essay fulfills a particular goal. Unlike the SAT, which asks similar questions in its Reading and Writing sections, the ACT integrates these directly into the English passage format.
This guide covers every type of rhetorical strategy question you'll encounter, complete with decision frameworks, worked examples, and practice problems. By the end, you'll have a systematic approach that transforms these subjective-seeming questions into methodical, answerable challenges.
Core Concepts
Adding Sentences
The ACT frequently asks: "The writer is considering adding the following sentence at this point in the essay. Should the writer make this addition?"
You'll be given a sentence and asked whether it should be added, along with a reason. The answer choices typically follow this pattern:
- (A) Yes, because [reason]
- (B) Yes, because [different reason]
- (C) No, because [reason]
- (D) No, because [different reason]
Decision Framework for Adding:
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Is it relevant? Does the sentence relate to the paragraph's main topic? If it introduces an unrelated tangent, it should NOT be added.
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Does it support the paragraph's purpose? Does it add useful detail, evidence, or explanation? Or is it redundant, repeating what's already stated?
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Does it fit the flow? Would inserting it here disrupt the logical progression of ideas? Even a relevant sentence can be wrong if it interrupts the passage's coherence.
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Does it match the tone? Is the sentence's tone consistent with the rest of the passage? A highly technical detail in a casual personal narrative would be out of place.
After deciding yes or no, evaluate the reasons. The correct reason must accurately describe why the addition does or doesn't work. A "yes" answer with a wrong reason is still wrong.
Deleting Sentences
Deletion questions ask: "The writer is considering deleting the preceding (or following) sentence. Should the sentence be kept or deleted?"
Decision Framework for Deleting:
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Does the sentence serve a purpose? If it provides essential context, evidence, a transition, or support for the paragraph's main point, it should be KEPT.
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Is it a tangent? If the sentence veers off-topic or introduces information unrelated to the paragraph's focus, it should be DELETED.
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Is it redundant? If the sentence repeats information already clearly stated elsewhere in the passage, it should be DELETED.
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Would removing it harm coherence? If deleting the sentence would create a logical gap or make the paragraph harder to follow, it should be KEPT.
Again, match both the decision (keep/delete) and the reason. The ACT often includes a correct decision paired with an incorrect justification.
Revising for Purpose
Some questions present a sentence and ask which revision would best accomplish a specific goal. For example:
"Which choice most effectively illustrates the author's claim that the program was successful?"
For these questions:
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Identify the stated goal. Read the question carefully — what exactly is the revision supposed to accomplish?
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Evaluate each choice against that goal. The correct answer directly addresses the stated purpose. Wrong answers may be well-written but fail to address the specific goal.
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Prefer specific over vague. The ACT rewards specificity. An answer with concrete details ("increased enrollment by 40%") is usually better than a vague one ("the program helped many people").
Choosing Effective Transitions
Transition questions ask you to select the word, phrase, or sentence that best connects ideas between sentences or paragraphs. Common transition types:
Contrast/Concession: however, nevertheless, on the other hand, despite this, although, yet, conversely, in contrast
Cause/Effect: therefore, consequently, as a result, thus, because of this, accordingly
Continuation/Addition: furthermore, moreover, in addition, similarly, likewise, also
Example/Illustration: for instance, for example, specifically, in particular
Conclusion/Summary: in conclusion, ultimately, in summary, overall
Decision Framework for Transitions:
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Read the sentence before and after the transition. Understand the relationship between the two ideas.
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Determine the logical relationship. Are the ideas contrasting? Is one causing the other? Is the second adding to the first? Is it an example?
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Choose the transition that matches the relationship. If Sentence 1 says something positive and Sentence 2 says something negative, you need a contrast transition (however, nevertheless). If Sentence 2 is a consequence of Sentence 1, you need a cause-effect transition (therefore, as a result).
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Eliminate transitions that convey the wrong relationship. "Furthermore" after a contradictory statement or "however" when ideas agree are always wrong.
Evaluating Essay Goals
The final question of a passage sometimes asks: "Suppose the writer's goal had been to write an essay that [specific purpose]. Would this essay successfully fulfill that goal?"
These are big-picture questions that require understanding the entire passage.
Decision Framework:
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Identify the stated goal. Read it carefully — it's usually very specific (e.g., "describe the impact of a single invention on modern society" or "argue for a change in educational policy").
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Compare the goal to the passage's actual content. Does the passage do what the goal describes? Consider scope, focus, and emphasis.
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Choose yes or no, then match the reason. Common reasons for "no" include: the passage focuses on a different aspect, the passage is too narrow or too broad for the stated goal, or the passage describes rather than argues (or vice versa).
Ordering Sentences and Paragraphs
Some questions ask where a sentence should be placed within a paragraph or ask you to determine the most logical order for sentences or paragraphs.
Strategies for Ordering:
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Look for chronological clues. Words like "first," "then," "next," "finally," "in 1920," and "years later" suggest a time-based order.
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Follow pronoun references. If a sentence uses "this discovery" or "she," it must come after the sentence that introduces the discovery or the person.
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Track logical progression. General statements typically come before specific examples. Claims come before evidence. Causes come before effects.
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Check topic sentences. The first sentence of a paragraph usually introduces the paragraph's topic. If a sentence works as a topic sentence, it likely belongs at the beginning.
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Look for transitional clues. A sentence beginning with "However" must follow a sentence it contrasts with. "As a result" must follow a cause.
Opening and Closing Sentences
The ACT may ask which sentence would best open or close a paragraph or the essay as a whole.
For opening sentences:
- Should introduce the paragraph's main idea
- Should connect logically to the previous paragraph (if not the first paragraph)
- Should be general enough to set up the specific details that follow
For closing sentences:
- Should summarize or reflect on the paragraph's content
- Should provide a sense of completion
- Should connect to the essay's broader theme if closing the final paragraph
- Should NOT introduce new, undeveloped ideas
Strategy Tips
Tip 1: Read the Passage, Not Just the Question
Rhetorical strategy questions depend on context. You must understand the paragraph's purpose and the passage's overall argument. Don't skip ahead to the questions — read each paragraph carefully as you work through the passage.
Tip 2: Identify the Paragraph's Main Point
Before answering any add/delete/revise question, ask: "What is this paragraph about?" If you can state the paragraph's main point in one sentence, you can easily judge whether a proposed addition or deletion serves that point.
Tip 3: Evaluate Both the Decision and the Reason
For yes/no questions, you must get both parts right. It's not enough to decide "yes, add it" — you must also select the correct reason. Read all four choices carefully. Sometimes the right decision (yes) is paired with a wrong reason, and the correct answer is actually "no" with the right justification.
Tip 4: Use Elimination Aggressively
Rhetorical strategy questions often have one or two clearly wrong answers. Eliminate choices with inaccurate descriptions of the passage's content, wrong logical relationships, or reasons that don't match the question. Even narrowing to two choices significantly improves your odds.
Tip 5: For Transitions, Read Before and After
Don't just look at the sentence with the blank. Read the full sentence before and the full sentence after the transition. The relationship between these two sentences — not just the blank sentence — determines the correct transition.
Tip 6: Save Essay Goal Questions for Last
The essay goal question (typically the final question for a passage) requires understanding the entire passage. By the time you've answered the other 14 questions, you'll have a solid grasp of the passage's content and purpose. Don't rush to answer it before you've worked through the passage.
Worked Example: Adding a Sentence
[Paragraph about how urban gardens improve community health by providing fresh produce and encouraging outdoor activity.]
The writer is considering adding the following sentence: "Community gardens also serve as gathering spaces where neighbors build relationships and strengthen social bonds."
Should the writer make this addition?
(A) Yes, because it provides additional evidence of how urban gardens benefit communities. (B) Yes, because it shifts the paragraph's focus to the social dynamics of urban neighborhoods. (C) No, because it introduces a topic unrelated to community health. (D) No, because the paragraph has already discussed the social benefits of gardens.
The paragraph focuses on how gardens improve community health. The proposed sentence discusses social bonds — a related but distinct benefit. Does it enhance the paragraph? Yes — community health can include social well-being, and this sentence adds another dimension of how gardens benefit communities. But check the reasons. Choice (A) says it provides additional evidence of community benefits, which accurately describes what the sentence does. Choice (B) says it "shifts the paragraph's focus," which is a negative description — additions shouldn't shift focus. The paragraph hasn't mentioned social benefits yet, so (D) is factually wrong. Choice (C) claims social bonds are "unrelated to community health," which is arguably false and certainly doesn't reflect the ACT's broader view of health. Answer: (A)
Worked Example: Deleting a Sentence
[Paragraph about the architectural innovations of Frank Lloyd Wright, including his use of cantilevered structures and organic design principles. The passage then includes the sentence: "Wright was born in 1867 in Richland Center, Wisconsin, and spent much of his childhood in rural settings."]
The writer is considering deleting this sentence. Should it be kept or deleted?
(F) Kept, because it provides important biographical context that helps explain Wright's design philosophy. (G) Kept, because readers need to know when and where Wright was born to understand the passage. (H) Deleted, because it interrupts the paragraph's focus on Wright's architectural innovations. (J) Deleted, because the information about Wright's birth has already been stated earlier in the passage.
The paragraph is about Wright's architectural innovations — cantilevered structures and organic design. A sentence about his birth year and birthplace, while factually accurate, doesn't directly support the discussion of his innovations. It interrupts the paragraph's flow. Should it be deleted? Yes. Now check the reasons. Choice (H) says it interrupts the paragraph's focus on innovations — this accurately describes the problem. Choice (J) says the information was already stated earlier, which we have no evidence for. Choice (F) claims it helps explain his design philosophy, but simply stating where he was born doesn't do that. Choice (G) overstates the sentence's necessity. Answer: (H)
Worked Example: Choosing a Transition
"The new public transit system reduced commute times by an average of 25 minutes. _____, it decreased traffic congestion on major highways by nearly 30 percent."
(A) However, (B) For example, (C) Furthermore, (D) Nevertheless,
The first sentence describes a positive effect (reduced commute times). The second sentence describes another positive effect (decreased congestion). These are parallel benefits — the second adds to the first. We need an addition/continuation transition. "Furthermore" (C) correctly signals that another supporting point is being added. "However" (A) and "Nevertheless" (D) signal contrast, which doesn't match. "For example" (B) would mean the second sentence illustrates the first, but decreased congestion isn't an example of reduced commute times — it's a separate benefit. Answer: (C)
Worked Example: Evaluating an Essay Goal
[A passage describing how three different ancient civilizations — Egyptian, Greek, and Chinese — developed early forms of written language, covering the unique features of each writing system.]
Suppose the writer's goal had been to argue that one ancient civilization's writing system was superior to the others. Would this essay successfully fulfill that goal?
(F) Yes, because the essay provides detailed comparisons of three writing systems. (G) Yes, because the essay demonstrates that the Egyptian system was the most influential. (H) No, because the essay describes the features of each system without arguing for the superiority of any one. (J) No, because the essay only discusses three civilizations and doesn't consider all ancient writing systems.
The passage describes three writing systems and their features. It doesn't argue that one is better than the others — it's descriptive, not argumentative. The essay does NOT fulfill the stated goal. Choice (H) correctly identifies this: the essay describes rather than argues. Choice (J) gives a wrong reason — the issue isn't the number of civilizations covered but the lack of an argument for superiority. Answer: (H)
Worked Example: Ordering Sentences
The writer wants to add the following sentence to the paragraph: "This breakthrough, however, was not without controversy."
The paragraph currently reads: [1] In 2003, scientists completed the Human Genome Project. [2] The project had taken 13 years and cost nearly three billion dollars. [3] Critics argued that the data could be misused for genetic discrimination. [4] Despite these concerns, the project's findings have revolutionized modern medicine.
Where should the new sentence be placed?
(A) Before Sentence 1 (B) After Sentence 2 (C) After Sentence 3 (D) After Sentence 4
The new sentence introduces controversy: "This breakthrough, however, was not without controversy." It refers to a "breakthrough" (which must already have been described) and transitions to controversy. Sentences 1 and 2 describe the breakthrough. Sentence 3 discusses critics and controversy. The new sentence should serve as a transition between the description of the breakthrough (Sentences 1–2) and the controversy (Sentence 3). Placing it after Sentence 2 creates a logical flow: breakthrough → transition to controversy → specific criticism → resolution. Answer: (B)
Practice Problems
Problem 1
[Paragraph about the benefits of meditation, including stress reduction and improved focus.]
The writer is considering adding: "Meditation originated in ancient Eastern traditions thousands of years ago." Should the writer make this addition?
(A) Yes, because it provides historical context that enriches the reader's understanding of meditation. (B) Yes, because readers need to understand meditation's origins before learning about its benefits. (C) No, because it diverges from the paragraph's focus on the benefits of meditation. (D) No, because the historical origins of meditation are disputed by scholars.
Problem 2
"The experiment produced unexpected results. _____, the researchers decided to replicate the study with a larger sample size."
(F) In contrast, (G) Therefore, (H) For instance, (J) Similarly,
Problem 3
[A passage about a local musician who started a free music education program for underprivileged youth, covering how the program began, grew, and impacted participants.]
Suppose the writer's goal had been to analyze the economic impact of arts education on urban communities. Would this essay successfully fulfill that goal?
(A) Yes, because the essay describes a music education program in an urban setting. (B) Yes, because the essay shows how arts education changed participants' lives. (C) No, because the essay focuses on one musician's program rather than analyzing broader economic impacts. (D) No, because the essay does not discuss any community programs.
Problem 4
[Paragraph about the challenges of deep-sea exploration, including extreme pressure and total darkness. A sentence reads: "Marine biologist Dr. Sarah Chen has published over 40 peer-reviewed papers on bioluminescent organisms."]
Should this sentence be kept or deleted?
(F) Kept, because it establishes the credentials of an expert referenced later in the passage. (G) Kept, because it provides an interesting detail about a scientist's career. (H) Deleted, because it introduces biographical information that distracts from the paragraph's focus on exploration challenges. (J) Deleted, because the number of papers a scientist has published is not relevant to any part of the essay.
Problem 5
Which choice provides the most specific and relevant information to support the claim that the renovation project improved the building's energy efficiency?
(A) The renovation was completed on time and within budget. (B) New insulation, triple-pane windows, and a solar panel array reduced the building's energy consumption by 60 percent. (C) Many people in the community were supportive of the renovation effort. (D) The building, which was originally constructed in 1952, had undergone several previous renovations.
Answers: 1. (C) — The paragraph is about benefits of meditation, not its history; the sentence is a tangent. 2. (G) — Unexpected results caused the researchers to replicate, making this a cause-effect relationship ("Therefore"). 3. (C) — The essay covers one musician's program and its personal impact on participants; it doesn't analyze broader economic impacts on communities. 4. (H) — The paragraph discusses challenges of deep-sea exploration; a scientist's publication count is off-topic for this paragraph. (If she's mentioned later, the credentials could go there, but not in this paragraph about challenges.) 5. (B) — This is the only choice that directly addresses energy efficiency with specific data (types of improvements and the 60% reduction).
Want to check your answers and get step-by-step solutions?
Common Mistakes
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Choosing based on interest rather than relevance. A sentence can be fascinating and well-written but still wrong if it doesn't serve the paragraph's purpose. On the ACT, relevance trumps interest. Ask "Does this support the paragraph's main point?" not "Is this interesting?"
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Getting the decision right but the reason wrong. Add/delete questions require matching both the yes/no decision AND the justification. Read all four answer choices completely before selecting. The wrong reason for the right decision is still a wrong answer.
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Choosing the wrong transition by not reading surrounding sentences. Students often pick transitions based on the blank sentence alone. You must read the sentence before and after the transition to determine the logical relationship. A "however" might feel right in isolation but be wrong in context.
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Confusing descriptive and argumentative goals. Essay goal questions often distinguish between describing, analyzing, arguing, or narrating. A passage that describes three approaches is not the same as one that argues for a particular approach. Pay close attention to the verb in the stated goal.
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Overlooking pronoun references when ordering sentences. If a sentence says "This innovation" or "These findings," it must come after the sentence that introduces the innovation or findings. Pronoun references are the strongest clues for sentence ordering.
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Adding information because it seems true or important. The ACT doesn't care whether a fact is true or important in real life. It only cares whether the information serves the specific paragraph and passage you're reading. A true fact that's off-topic should not be added.
Frequently Asked Questions
How many rhetorical strategy questions appear on the ACT?
Roughly 10–15 out of 75 questions focus on rhetorical strategy, including adding/deleting sentences, transitions, essay goals, and sentence ordering. These questions appear across all five passages, typically weighted toward the end of each passage's question set.
Are rhetorical strategy questions harder than grammar questions?
They are generally considered more challenging because they require understanding the passage's content and purpose, not just grammatical rules. However, they follow predictable patterns. Once you learn the decision frameworks (Is it relevant? Does it match the paragraph's purpose? What's the logical relationship?), these questions become systematic rather than subjective.
How should I manage my time on rhetorical strategy questions?
Budget slightly more time for these questions — perhaps 45–50 seconds instead of the 36-second average. Compensate by moving quickly through straightforward grammar and punctuation questions, which often take only 15–20 seconds once you know the rules. Read each passage carefully as you go so you don't need to re-read for the strategy questions.
For add/delete questions, how do I decide between "yes" and "no"?
Ask three questions: (1) Is the sentence relevant to the paragraph's topic? (2) Does it support or enhance the paragraph's purpose? (3) Does it fit logically at this specific location? If the answer to all three is yes, add it. If any answer is clearly no, don't add it. Then verify your decision matches one of the given reasons.
What if two transition choices seem to work?
Re-read the sentences before and after the transition more carefully. The relationship between those sentences determines the correct transition. Also consider subtle differences: "furthermore" adds a related point, while "similarly" adds a point that is parallel or analogous. "Therefore" indicates direct causation, while "consequently" can suggest a more indirect result. The ACT usually makes one choice clearly better when you analyze the precise relationship.
Key Takeaways
Relevance is the primary test for adding and deleting. A sentence should be added only if it directly supports the paragraph's main point and fits the logical flow. Delete sentences that introduce tangents or redundant information.
Match both the decision and the reason. For yes/no questions, getting the right decision with the wrong justification is still incorrect. Read all four choices before committing to an answer.
Transitions must reflect the actual relationship between ideas. Read the sentences before and after the transition to identify whether the relationship is contrast, cause-effect, addition, or illustration. Then choose the transition word that matches.
Specific evidence beats vague claims. When asked which choice best supports a claim, select the answer with concrete details, data, or examples. Vague language like "many people" or "was very successful" is almost never the right answer.
Essay goal questions test scope and approach. The passage may cover related content but miss the specific goal because it describes instead of argues, or covers a different aspect of the topic. Pay attention to the precise wording of the stated goal.
Use pronoun references and chronological clues for ordering. When placing a sentence, look for "this," "these," "that discovery," or time-based language to determine where it logically fits in the sequence.
Read the passage carefully as you go. Rhetorical strategy questions reward students who understand the passage's purpose and structure. Skimming saves seconds but costs points on these higher-order questions.