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Summarizing information — ACT practice questions

Summarizing information on the ACT Reading test covers capturing the gist of a passage or of competing claims. A student has to distill what each writer argues, contrast those positions, and tell a study’s findings or recommendations apart from a story-like example that only illustrates them. Items often take a which-choice form asking for the most accurate recap of two speakers’ opposing arguments, or they ask students to spot a detail that works mainly as narrative illustration instead of as a finding. Answer choices tend to be fully worded summaries; traps include options that are true but too narrow, too broad, or that assign one author’s point to the other.

  • Section: Reading 36 questions on the paper
  • 24 practice questions in the app

Sample questions

What an Open Gate Does Not Say

SOCIAL SCIENCE: This passage is adapted from the essay “What an Open Gate Does Not Say.”
On the first Saturday that Calder School
opened its yard to the public, Leila
Moreno stopped just inside the gate. Two
5
families occupied the basketball court,
older children had arranged benches around
a speaker, and yellow chalk circles
covered the pavement. Leila assumed the
circles marked spaces reserved for an
10
organized activity. She began turning her
son’s stroller around until a volunteer
named Suri waved and said, “Nothing here
is reserved. Would you like a ball or some
chalk?” Leila’s son selected a yellow
15
ball, called it the moon, and rolled it
between three of the circles.
 
Calder was one site in the city’s Shared
Yards policy, which opened school grounds
on weekends in neighborhoods with little
20
public green space. The policy debate
initially centered on locks and liability:
if the city could pay for insurance and an
attendant, supporters argued, an unused
yard would become public space simply
25
because its gate was open. Social
scientist Peter Walden called this the
threshold view. Unlike a scheduled class,
an open yard required no registration or
explanation, so residents could enter
30
without making a social commitment.
 
Sociologist Amara Ibrahim agreed that
locked gates were a barrier but disputed
Walden’s conclusion. Opening a space, she
argued, does not erase the informal rules
35
visitors think they see. A group that
arrives early may occupy the only shaded
table. Painted court lines may imply that
people without basketball skills do not
belong. Even movable benches can appear
40
fixed if no one is observed moving them.
In Ibrahim’s view, an attendant who merely
unlocks the gate preserves safety while
leaving newcomers to interpret an
unfamiliar social map by themselves.
 
45
To compare these arguments, a research
team studied twelve Shared Yards for eight
weekends. Each yard alternated between two
conditions. On “open-only” weekends, an
attendant unlocked the gate, monitored
50
safety, and answered direct questions. On
“hosted” weekends, the attendant also
greeted arrivals, explained that equipment
and furniture were shared, and
occasionally moved a bench or cone to show
55
that the layout could change. The
attendants did not organize games, assign
teams, or require visitors to participate.
Researchers recorded where visitors spent
their first ten minutes and conducted
60
brief exit interviews.
 
Across ninety-six observation hours, total
attendance was similar in the two
conditions. That finding pleased Walden:
with the gates already unlocked in both
65
conditions, hosting did not appear to
change how many people came. Other
patterns supported Ibrahim. On open-only
weekends, most first-time visitors
remained near an entrance or joined
70
someone they already knew. During hosted
weekends, first-time visitors were more
likely to move equipment, use central
areas, and speak with a household they had
not arrived with. The researchers
75
cautioned that a greeting might matter
less after neighborhood customs became
familiar, since the study followed each
yard for only two months.
 
The disagreement, then, was not between
80
hospitality and hostility. Walden asked
whether a low-obligation place could
attract people who might avoid a formal
program; Ibrahim asked whether newcomers
could act on that permission once they
85
arrived. Because both conditions left the
gates open, the observations cannot show
that unlocking itself raised attendance.
They show only that totals stayed similar
with and without hosting, while visible
90
demonstrations of flexibility helped
newcomers use the space. Hosting worked
not by filling the yard with planned
activities but by making its unwritten
options legible.
 
95
This distinction has practical
consequences. A city might respond to a
tight budget by retaining attendants for
safety but eliminating their welcoming
role. The yards would remain legally
100
accessible, and attendance totals might
look healthy. Yet the study indicates that
established groups could then shape how
the space is used, while newcomers cluster
at its edges. Conversely, turning every
105
weekend into a supervised program could
undermine the low commitment Walden
valued.
 
The researchers therefore recommended a
modest form of hosting: one person greets
110
visitors, identifies shared resources, and
demonstrates that objects can be
rearranged, then steps back. This design
treats social access neither as an
automatic result of opening a gate nor as
115
something that must be fully programmed.
In the opening scene, Suri’s sentence does
what the unlocked gate alone could not. It
tells Leila that the yard’s visible
arrangement is a possibility, not a set of
120
claims.

Question 1

Which choice most accurately summarizes Walden’s and Ibrahim’s differing arguments?

  1. AWalden sees an unlocked, low-obligation space as sufficient for basic public access, whereas Ibrahim argues that newcomers may also need help interpreting its informal rules.
  2. BWalden favors mandatory weekend classes, whereas Ibrahim wants schoolyards to remain locked unless residents request entry.
  3. CWalden believes attendants should organize games, whereas Ibrahim believes attendants should only enforce safety regulations.
  4. DWalden focuses on reducing insurance costs, whereas Ibrahim focuses on replacing paved yards with neighborhood green space.
Show answer

Answer: A — Walden sees an unlocked, low-obligation space as sufficient for basic public access, whereas Ibrahim argues that newcomers may also need help interpreting its informal rules.

Walden’s threshold view emphasizes entry without registration or commitment. Ibrahim accepts the value of an open gate but argues that visible social patterns can still inhibit newcomers unless the space’s flexibility is explained.

Question 2

Which of the following details from the passage functions mainly as a narrative illustration rather than as part of the study’s findings or recommendations?

  1. AThe study alternated open-only and hosted conditions at twelve schoolyards.
  2. BHosted conditions increased first-time visitors’ use of central areas and shared equipment.
  3. CLeila’s son called the yellow ball the moon.
  4. DThe researchers recommended brief guidance that stops short of formal programming.
Show answer

Answer: C — Leila’s son called the yellow ball the moon.

The child’s name for the ball adds color to the opening scene but does not explain the competing arguments, study design, findings, or policy recommendation.

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