ACT Writing The Prompt Intelligent Machines Many of

ACT Writing

The Prompt Intelligent Machines Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Read and carefully consider these perspectives. Each suggests a particular way of thinking about the increasing presence of intelligent machines.

The Prompt Let's break down the new prompt, sentence by sentence. • Sentence 1: General statement about "intelligent, automated machines" providing "goods and services" • Sentences 2 -4: Three specific examples of robots replacing human workers • Sentence 5: Core question, "what is lost when we replace humans with machines? " • Sentence 6: Instruction, "[Examine] the implications and meaning of [intelligent machines'] presence in our lives. "

The Perspectives • In addition to prompt, you are given three different perspectives on the issue in the passage:

The Perspectives Let's simplify the three perspectives: 1. Mechanization is related to and a symbol of perceived modern cultural disintegration. -It's bad 2. The efficiency of mechanization can only benefit humanity. -It's good because it's efficient 3. Mechanization is good because it tests our ideas about humanity. -It's good because it challenges us. Ø There's no way to know what the perspectives will be on the prompts, but it's safe to say that at least one will be positive and at least one will be negative.

The Task • Bullet 1 requires you to address the three perspectives from the prompt. • Bullet 2 asks you to present and support your side of the issue • Bullet 3 asks you to discuss the relationship between the perspective you choose and the others.

Planning The test gives space for planning your essay, and reminders of some things to consider. • "What insights do they offer, and what do they fail to consider? " -how is each perspective right and wrong? • "Why might they be persuasive to others, and how might they fail to persuade? " -why would people agree or disagree with each perspective? • "What is your perspective on the issue, and what are its strengths and weaknesses? " -think about the perspective you choose and make sure you’re able to support it • "How will you support your perspective? " -think of reasons and examples that show the validity of your argument

Planning Chart

Structure Ø Reminder- This prompt should be answered in 3 rd Person (DO NOT use the pronouns I, me, you, and yours)

Structure • Introduction -Keep it brief (4 complex sentences) -Make sure your introduces the perspectives provided in the prompt -End the intro with a thesis statement that states your own perspective and why you believe it.

Structure • Body #1 -Evaluation of the first perspective you did not choose with specific examples (4 -5 sentences) • Body #2 -Evaluation of other perspective you did not choose with specific examples (4 -5 sentences) • Body #3 -Evaluation of the perspective you agree with and further development on why you agree with it using specific examples -this should be a longer paragraph than the first two Ø Examples from historical and contemporary events and circumstances tend to go over best in the Body paragraphs. Ø Personal examples can also work, but graders seem to be biased towards outside examples.

Structure • Conclusion -Brief conclusion (2 -3 sentences) -make a final case for your argument