What Is The Act Writing Out Of

Elizabeth Peterson

What is a Good ACT Writing Score?

By on February 20, 2016 , UPDATED ON October 2, 2021, in ACT

The ACT Writing section is the only optional part of the ACT. However, optional does not mean unnecessary. A number of colleges do require it to be included with the rest of your ACT scores as part of their application process. If any of the schools you're considering require you to take the ACT Writing Section, you definitely need to know what constitutes a good ACT Writing Score.

Good ACT Writing Score - image by Magoosh

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ACT Writing: Essay Percentiles

The ACT Essay is scored from 1-6 in four categories by two graders. This gives you four scores from 2-12. You then receive a final ACT Essay score from 2-12 that is the average of these four scores. This is the score you will be reporting to colleges. For more detail on how the essay is scored, make sure you check out Rachel's article on ACT Essay scores.

Here's the breakdown for ACT essay scores and percentiles for the 2020-2021 reporting period:

ACT Writing Score	Percentile
12	100
11	99
10	99
9	96
8	90
7	66
6	51
5	28
4	15
3	5
2	2

As you can see from this table, the mean, or average, score on the ACT Writing section is 6. It's a good idea to aim for at least the 75th percentile, so in this case a good ACT writing score would be an 8 or above. A 9 or above would put you in the 96th percentile, which is great!

Of course, a lot depends on the schools to which you apply (this thorough rundown on ACT scores has more info). Generally, the more selective the school, the higher your score should be to be competitive.

Liam got a 35 on the ACT. Get a higher ACT score with Magoosh.

Universities that require the ACT Writing will almost always have an average score range on their admissions website, so make sure you do your research. If you aspire to Ivy League or other highly-selective schools, a 9 is the threshold you should try your best to reach to be safe.

However, most schools do not provide a cut-off score, so theoretically a below-average score will not eliminate you from being considered for admission. Then again, it won't help you either.

If you are ever concerned that your essay score is inaccurate, however, you can ask for your essay to be re-scored. The $50 fee for the re-score will be refunded if you do get a higher score.

Takeaways

So what's the takeaway from all of this? Really, a few key points:

Research the schools you plan to apply to, and see which of them require the ACT Writing test.
At the least, shoot for an 8+ overall score for a "good" ACT Writing score.
A score of 9+ is an ideal score for applications to selective schools.
If you believe your essay has been mis-scored, you may request a re-score for a fee.
Don't panic!

ACT Essay Grader

If you're coming to this post after taking your first ACT practice test, you might be wondering how the heck you're supposed to even grade your essay. You're thinking, "What even IS my ACT Essay score?"

To start, let your essay sit for a day or two before grading it (it's helpful to get some distance). Then, follow the official scoring rubric from ACT, and ask a trusted friend/teacher/parent to do the same. Be as objective as possible as you grade—you won't do yourself any favors by inflating your score!

Then, use our handy ACT Essay Grading tool to find your score:

ACT Writing Test Scorer

Click the button below to get started:

1. What score did you give your essay?

Essays at this level will respond to all three perspectives offered.
The thesis is nuanced and precise.
The argument puts the issue in context insightfully, examining implications, complexities, tensions, values, and assumptions.
Ideas and analysis are well developed and qualified.
Organization is skillful and unified around a main idea; the essay progresses logically and uses transitions.
Word choice, sentence structures, style and register are all skillfully and precisely used.
Some errors that do not impede meaning may be present.

Essays at this level will respond to all three perspectives offered.
The thesis is precise, though could be more nuanced.
The argument puts the issue in context thoughtfully, examining implications, complexities, tensions, values, and assumptions.
Ideas and analysis are mostly developed.
Organization is productive and mostly unified around a main idea; the essay progresses logically and uses transitions.
Language use is serviceable, if not skillful.
Some errors that do not impede meaning may be present.

Essays at this level will respond to at least two of the perspectives offered.
The thesis is clear.
The argument puts the issue in context, recognizing implications, complexities, tensions, values, and assumptions.
Ideas and analysis are clear.
Organization is clear and related to the main idea; the essay progresses logically and uses transitions.
Word choice, sentence structures, style and register are all adequate.
Some errors that impede meaning may be present.

Essays at this level will respond to at least two of the perspectives offered.
The thesis is somewhat clear.
The issue's context is limited or tangential.
Ideas and analysis are relevant, but too general or specific.
Organization is basic and mostly coherent.
Language use is basic and unvaried.
Distracting errors that impede meaning may be present.

Essays at this level only weakly respond to multiple perspectives.
The thesis may not be evident and analysis is incomplete, irrelevant, or repetitive.
Development and illustration are weak, inadequate, or illogical, and the argument is unclear.
Some attempt at organization is visible.
Language use is inconsistent and distracting errors that impede meaning are present.

The essay does not respond to the task.
Analysis is unclear, while ideas are undeveloped and unsupported.
Little to no organization is evident, while errors in language usage may be common and often impede understanding.

Question 1 of 2

2. What score did you give your designated grader give your essay?

Essays at this level will respond to all three perspectives offered.
The thesis is nuanced and precise.
The argument puts the issue in context insightfully, examining implications, complexities, tensions, values, and assumptions.
Ideas and analysis are well developed and qualified.
Organization is skillful and unified around a main idea; the essay progresses logically and uses transitions.
Word choice, sentence structures, style and register are all skillfully and precisely used.
Some errors that do not impede meaning may be present.

Essays at this level will respond to all three perspectives offered.
The thesis is precise, though could be more nuanced.
The argument puts the issue in context thoughtfully, examining implications, complexities, tensions, values, and assumptions.
Ideas and analysis are mostly developed.
Organization is productive and mostly unified around a main idea; the essay progresses logically and uses transitions.
Language use is serviceable, if not skillful.
Some errors that do not impede meaning may be present.

Essays at this level will respond to at least two of the perspectives offered.
The thesis is clear.
The argument puts the issue in context, recognizing implications, complexities, tensions, values, and assumptions.
Ideas and analysis are clear.
Organization is clear and related to the main idea; the essay progresses logically and uses transitions.
Word choice, sentence structures, style and register are all adequate.
Some errors that impede meaning may be present.

Essays at this level will respond to at least two of the perspectives offered.
The thesis is somewhat clear.
The issue's context is limited or tangential.
Ideas and analysis are relevant, but too general or specific.
Organization is basic and mostly coherent.
Language use is basic and unvaried.
Distracting errors that impede meaning may be present.

Essays at this level only weakly respond to multiple perspectives.
The thesis may not be evident and analysis is incomplete, irrelevant, or repetitive.
Development and illustration are weak, inadequate, or illogical, and the argument is unclear.
Some attempt at organization is visible.
Language use is inconsistent and distracting errors that impede meaning are present.

The essay does not respond to the task.
Analysis is unclear, while ideas are undeveloped and unsupported.
Little to no organization is evident, while errors in language usage may be common and often impede understanding.

Question 2 of 2

Elizabeth holds a degree in Psychology from The College of William & Mary. While there, she volunteered as a tutor and discovered she loved the personal connection she formed with her students. She has now been helping students with test prep and schoolwork as a professional tutor for over six years. When not discussing grammar or reading passages, she can be found trying every drink at her local coffee shop while writing creative short stories and making plans for her next travel adventure!

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By the way, Magoosh can help you study for both the SAT and ACT exams. Click here to learn more!