Transition sentences

A common concept on the ACT English test is the flow of ideas. In writing, a frequent mistake is jumping too quickly between ideas, which creates choppy transitions. The ACT tests whether you can follow (and improve) that flow.

One way to think about it is the “sound” of the writing: does it move smoothly from one idea to the next, or does it feel out of tune? Let’s look at what this kind of question can look like.

Example

“Emma had always been fascinated by astronomy, spending countless nights gazing at the stars and studying the mysteries of the universe. She dreamed of becoming an astronaut, venturing into space to explore distant galaxies and walk on alien worlds. With a thirst for knowledge and a passion for space exploration, she dedicated herself to studying science and mathematics, eager to turn her dream into a reality. [A] Emma enrolled in specialized astrophysics courses, joined space clubs at her school, and attended conferences led by renowned scientists.”

Which of the following sentences, if added at Point A in the passage, best connects the preceding sentence to the information that follows in the paragraph?

A. Emma’s older sister, who was an astrophysicist, served as her role model and inspiration.
B. However, she faced numerous academic challenges that tested her determination to pursue her dream.
C. NASA, the renowned space agency, accepted Emma into their astronaut training program.
D. Exploring the wonders of the universe has captivated humanity since ancient times.

The good news is that the process for answering these questions is the same as you’ll find in our chapter on Transition words, so check that out for more practice and ideas.

When the question uses words like “connects,” that’s a strong sign you’re working with transitions. The process for answering these questions will always be the same.

Your job is to identify the idea before Point A, identify the idea after Point A, and choose the sentence that links them smoothly and logically.

Here’s an important detail: the ACT can’t make this subjective. There’s usually a clear best link - if you know what to look for.

Remember the process: idea before, idea after, then find the option that links them logically and fluidly.

Before we evaluate the answer choices, let’s name the “before” and “after” ideas.

Idea before Point A: The paragraph tracks Emma’s journey toward becoming an astronaut. It starts with her childhood fascination with space, gives an example (stargazing), states her goal (becoming an astronaut), and then shows her commitment in school (studying science and math) to turn her dream into reality.
Idea after Point A: The paragraph continues that same journey by showing specific actions she takes in school: enrolling in specialized astrophysics courses, joining clubs, and attending conferences. This suggests academic progress (upper-level high school or possibly college).

Now let’s test each answer choice and see which one connects these ideas best.

D. Exploring the wonders of the universe has captivated humanity since ancient times.

This sentence interrupts the flow by “zooming out” to a broad, general statement. The paragraph is focused on Emma’s personal story, and the next sentence returns immediately to Emma’s specific actions. Because D doesn’t connect to either side in a direct way, it doesn’t work here.

C. NASA, the renowned space agency, accepted Emma into their astronaut training program.

This sentence breaks the paragraph’s chronological order. Before Point A, Emma is still preparing through school. After Point A, she’s still taking courses and joining clubs. Being accepted into NASA’s astronaut training would happen much later, so C jumps too far ahead.

B. However, she faced numerous academic challenges that tested her determination to pursue her dream.

This could work only if the next sentence described those challenges. But the sentence after Point A focuses on the opportunities and choices Emma pursues (courses, clubs, conferences), not obstacles. Since the paragraph doesn’t develop the “challenges” idea, B doesn’t connect to what follows and ends up feeling unsupported.

A. Emma’s older sister, who was an astrophysicist, served as her role model and inspiration.

This isn’t a perfect transition, because it introduces a new person (the sister) right away. But it does create a clear link between the surrounding ideas.

It connects to the “before” idea by adding a reason Emma stayed motivated and focused on her goal.
It connects to the “after” idea through a specific shared concept: the sister is an astrophysicist, and the next sentence mentions astrophysics courses.

Option A also fits the paragraph’s timeline: it adds background support while Emma is still in school, before listing the specific steps she takes.

Key points

While every transition sentence question looks a little different, all or nearly all of these questions will have some sort of direct link with either the idea before or the idea after (such as a pronoun referring to a specific word or a common concept)
Look at the idea before, and the idea after, and select the option that completes the logical flow (often, you may have to consider the rest of the paragraph)