Choosing a Position Under a Word Limit
A Writing prompt asks students to argue whether their school should replace its traditional letter-grade system with a pass/fail system for senior-year courses. The essay must take a clear position and address a counterargument.
A student drafts an opening: "Grades have been used for a long time, and many people have different opinions about them. Some students like grades, while others do not. In this essay I will discuss both sides and explain why the issue is complicated."
The student has strong evidence available: a survey showing seniors report higher stress in graded courses, and a college-admissions concern that pass/fail may reduce transcript signal. The time limit is 40 minutes, and graders reward a clear thesis, logical organization, and specific support.
1. Diagnose the problems with the student's opening paragraph and rewrite the thesis so it commits to a position.
Read the worked answer
Problems with the draft:
- No position. "I will discuss both sides" and "the issue is complicated" are the classic non-thesis - they promise analysis without committing. ACT Writing rewards a clear stance.
- Vague, generic statements. "Used for a long time," "different opinions" say nothing specific; graders see filler.
- Wasted opening. The first paragraph is prime real estate for a thesis and a preview of reasoning.
Rewrite that commits:
"Although pass/fail grading could ease the documented stress seniors feel in graded courses, replacing letter grades outright would weaken the transcript signal colleges rely on. The school should instead adopt pass/fail only for non-credit-bearing electives, preserving grades where they matter most."
This version (a) takes a clear, defensible position, (b) names the counterargument (stress), (c) uses the available evidence (survey, admissions concern), and (d) sets up an organization the body paragraphs can follow.
2. The student worries that taking a strong position means ignoring the other side. Explain how to satisfy the "address a counterargument" requirement while keeping a committed thesis, and how to allocate the 40 minutes.
Read the worked answer
A strong position does not mean pretending the other side is wrong; it means engaging it and explaining why your position still holds. Structure:
- Thesis (para 1): clear stance + brief preview.
- Body 1: your strongest reason, with specific evidence (the stress survey).
- Body 2: the counterargument stated fairly (pass/fail reduces transcript signal for admissions), then a rebuttal or concession (e.g., limit pass/fail to electives so core-course signal is preserved).
- Conclusion: restate the qualified position.
The concession-and-rebuttal move is what graders reward - it shows you understand the tension without abandoning your claim.
Time allocation for 40 minutes:
- 3–5 min: read prompt, pick position, outline (thesis + two reasons + counterargument).
- 28–30 min: draft, leaving the counterargument paragraph for last so the core argument is solid.
- 5–7 min: revise for clarity, transitions, and specific evidence; cut filler like "many people have different opinions."
Rule of thumb: commit early, then use the counterargument as evidence of sophistication rather than as a retreat into "it's complicated."