Most students treat ACT Reading as a speed test, but Ilesh reframes it as a precision exercise: knowing what the question actually asks before hunting for evidence in the passage. His 36 composite came partly from a disciplined passage-mapping strategy that he now teaches students to replicate across all four prose genres the section throws at them.

I am double majoring in Neuroscience and Behavioral Biology and Philosophy at Emory University. I genuinely enjoy working with students to achieve their academic goals. I have experience teaching children and adolescents language skills, science, and math. In my free time, I can mostly be found outside hiking, running, or doing yoga.

Neuroscience coursework at WashU means Ethan spends his weeks digesting research papers that blend hard science with complex argumentation — the same kind of reading the ACT throws at students in its natural science and social science passages. With a 35 ACT composite, he teaches students to anchor each passage around its central claim and use that claim to quickly eliminate answer choices that subtly shift scope or misrepresent the author's reasoning.

I'm always up for the challenge of changing my methods of instruction and breaking down topics to foster a deeper understanding of a subject. On a different note, I generally spend my spare time playing lacrosse or running outdoors when possible. I also play the violin with a school quartet, and teach lessons to beginning students working through the Suzuki program.

The ACT Reading section rewards a specific kind of speed — not rushing, but knowing exactly what the question is asking before going back to the passage. Jennifer treats each passage type (prose fiction, social science, humanities, natural science) as its own mini-strategy, teaching students to adjust their annotation approach accordingly. Her 35 ACT composite came partly from mastering this kind of adaptive reading under pressure.

Most ACT Reading mistakes happen not because students misunderstand the passage, but because they run out of time and start rushing. Tyler, who earned a 35 composite, tackles this by teaching a deliberate passage-mapping strategy: skimming for structure first, then attacking questions in an order that minimizes re-reading. It's a methodical approach that turns a stressful time crunch into a manageable routine.

I am currently a graduate student at Georgia Tech studying Prosthetics and Orthotics. My career goal is to become a certified prosthetist/orthotist, which means I would make and fit artificial limbs (prostheses) to patients who need them as well as make and fit assistive devices that support existing body parts (orthoses) to treat various conditions.

Between a neurobiology degree and a master's in education, Marion has spent years toggling between dense scientific literature and the craft of teaching people how to actually understand what they read — which is the entire game on ACT Reading. She teaches students to anchor each passage around the author's purpose before diving into questions, a habit that's especially effective on the paired-viewpoint and natural science passages where students lose time re-reading. Her 34 ACT composite and 5.0 student rating back that up.

An avid reader and writing center volunteer, Jackson treats ACT Reading as a pacing and strategy challenge, not a comprehension one. He breaks down how to attack each passage type — prose fiction, social science, humanities, natural science — with targeted annotation habits that keep students on track for the 35-minute time crunch. His own 35 ACT composite came partly from mastering exactly these techniques.

Physics majors at Georgia Tech don't get far without learning to extract precise meaning from dense, technical writing under time pressure — a habit Burhanuddin brings to the ACT Reading section's natural science and social science passages, where students often lose points by confusing what's stated with what's merely adjacent. He teaches students to anchor each passage around its central argument and then treat answer choices as claims to verify against the text, not gut-check. His 35 ACT composite and 5.0 student rating back that up.

I am a Biotechnology Master's Student at the Swiss Federal Institute of Technology, ETH Zurich. I completed my undergraduate degree in Chemical and Biomolecular Engineering from Georgia Tech in 2018 while minoring in Biomedical Engineering. My passion is researching novel ways to use ethically derived induced pluripotent stem cells in both research and therapeutic environments, and I love to share my knowledge and excitement for science, math, and language with others.

I am a graduate of the University of Alabama at Birmingham. I graduated with honors, majoring in neuroscience and minoring in mathematics, chemistry, and French. I aspire to become a physician, especially a neurologist, since I am kind of obsessed with the brain and our nervous system. For the next year, I will be working part time as a scribe at the Northside Hospitals in Atlanta.