ACT Production of Writing: Organization, Purpose & Cohesion

Production of Writing is one of the three current ACT English reporting categories under the format covered in our Enhanced ACT guide.

ACT says it makes up roughly 38–43% of the section.

These questions are less about commas and grammar rules.

They ask:

Does this passage communicate its ideas effectively?

Main skills

Production of Writing includes:

• topic development;
• relevance;
• focus;
• organization;
• cohesion;
• introductions;
• conclusions;
• sentence placement.

Relevance

A sentence can be grammatically perfect and still be wrong because it does not help the paragraph.

Ask:

Does this sentence support what the paragraph is trying to do?

Example

Paragraph topic:

Why urban gardens improve neighborhood food access.

Possible added sentence:

A. Many tomatoes are red when ripe.
B. Community gardens can place fresh produce within walking distance of residents.
C. The word “garden” comes from an old Germanic root.
D. Some cities have tall buildings.

Best choice:

B

It directly develops the paragraph's purpose.

Sentence placement

Suppose a sentence says:

“This result surprised the researchers because their earlier model predicted the opposite.”

Where should it go?

Usually after the sentence that describes the surprising result and before the explanation of what happened next.

Use logic, not just transition words.

Introductions

A strong introduction should:

• set up the topic;
• fit the passage;
• avoid unnecessary detail.

Wrong introductions often:

• begin too broadly;
• introduce unrelated history;
• repeat information already given.

Conclusions

A good conclusion should:

• finish the passage's purpose;
• reflect its main idea;
• avoid introducing a completely new topic.

Keep/delete questions

ACT may ask whether a sentence should be kept.

The key question:

Does it help the passage accomplish its goal?

Do not answer based on whether the sentence is interesting. These same organization and cohesion skills also carry over to the optional essay covered in our ACT Writing Test guide.

Original practice

1

Paragraph goal: Explain why a school replaced disposable bottles with refill stations.

Which sentence best supports the goal?

A. Water is made of hydrogen and oxygen.
B. The stations reduced the number of plastic bottles thrown away each week.
C. The school mascot is a tiger.
D. Some students prefer cold water.

2

A paragraph first describes a problem, then gives three solutions. A sentence explaining the most effective solution should most logically appear:

A. before the problem is introduced
B. among the solution discussion
C. after an unrelated conclusion
D. in the title only

3

A writer wants to conclude an essay about a community library's new evening hours. Which ending is best?

A. Libraries have existed for thousands of years.
B. The extended hours now allow more working families to use the library.
C. Books can be printed in many fonts.
D. The building has 42 windows.

Answers

1. B
2. B
3. B

Fast method

For every rhetorical question:

1. Identify the paragraph's goal.
2. Ask what the sentence does.
3. Keep only information that supports the goal.
4. Choose the placement where the logic flows naturally.

If you're mapping this skill practice against a registration deadline, see the ACT test dates 2026–27 guide. For more section-by-section strategy, browse the rest of our ACT guides.

Official source

• ACT Enhanced FAQs: https://www.act.org/content/act/en/products-and-services/the-act-educator/the-act-test/enhancements-k12/faqs.html

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