The Complete Guide to SAT Grammar Rules

8/19/2019 The Complete Guide to SAT Grammar Rules

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The Complete Guide to SAT Grammar Rules

Even though the English language is complex, SAT tests a specific set of grammar

rules. Furthermore, it tests these rules the same way, over and over again.

In this complete guide, we've compiled a comprehensive list of SAT grammar rules you

need to now to ace the new SAT !riting and "anguage section. If you master all these

rules and practice them with realistic SAT #uestions, you'll have a huge advantage on

SAT !riting and "anguage.

$nlie other guides, ours focuses on showing you exactly how the grammar rule will

appear on the SAT %y %asing each example on actual SAT #uestions written %y the

&ollege oard. After all, you need to master the SAT format to do well on the SAT.

Faulty (odifiers

A modifier is a word or phrase that descri%es )a..a. modifies* something. There are two

inds of modifier pro%lems tested on the SAT+ dangling modifiers and misplaced

modifiers.

angling (odifiers

A dangling modifier is a descriptive phrase that begins a sentence, has a comma

after it, and has the noun it describes NOT placed right after the comma . In the

first example %elow, for instance, the modifier -coating the sidewal- is supposed to

descri%e the snow. owever, since -we- is the first word after the comma, the sentence

maes it sound lie -we- are the ones that are -coating the sidewal.-

Examples

(odifiers are underlined, while the nouns %eing correctly and incorrectly modified are in

%old.

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Error+ &oating the sidewal, we trudged through the heavy snow.

Fix+ !e trudged through the heavy snow coating the sidewal.

Error+ "ong and tangled, it was difficult to com% the child's hair.

Fix+ "ong and tangled, the child's hair was difficult to com%.

Error+ Exhausted and wea, the soldiers' uniforms were covered in frost.

Fix+ Exhausted and wea, the soldiers were covered in frost.

(isplaced (odifiers

A misplaced modifier is a descriptive phrase that's not close enough to the thing

it's supposed to be describing, making it sound like it's referring to the wrong

thing. In the first example %elow, for instance, the modifier -on the sale rac- is

supposed to show where the /acet is hanging. owever, since it's %een placed next to

-too small,- the sentence seems to say that it's theway the /acet was hanging that is

too small. To correct it, we move the modifier closer to the noun it descri%es.

Examples

(odifiers are underlined, while the things %eing correctly and incorrectly modified are in

%old.

Error+ The /acet was too small on the sale rac.

Fix+ The jacket on the sale rac was too small.

Error+ 0ay wore his one collared shirt to the job interview, which was stained with

mustard.

Fix+ 0ay wore his one collared shirt, which was stained with mustard, to the /o%

interview.



Error+ She handed out %rownies to children wrapped in foil.

Fix+ She handed out brownies wrapped in foil to children.

There I was, just dangling in

the breeze like a modifier...

1arallel &onstruction

To use parallel construction is to write a list where all the items have the same

grammatical format. For example, if two things in a list are ver%s ending in -ing , the

third should also %e a ver% ending in -ing . If one item in a list is a prepositional

phrase, then the second should also %e in the form of a prepositional phrase.

Examples

!ords or phrases that are already parallel are in %old, while those that need to %e

corrected to parallel are underlined.

Error+ The couple bought the concert ticets, arrived at the theater, and they sat down

in their seats.

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Fix+ The couple bought the concert ticets, arrived at the theater, and sat down in their

seats.

Error+ 1ainting your %edroom re#uires picking a color, measuring the walls, get the

right tools, and buying paint.

Fix+ 1ainting your %edroom re#uires picking a color, measuring the walls, getting the

right tools, and buying paint.

Error+ The worshop had a whiteboard on one wall, a set of shelves against another

wall, and a third wall had many drawers for tools.

Fix+ The worshop had a whiteboard on one wall, a set of shelves against another

wall, and many drawers for tools along a third wall.

Error+ er essay focused on characters' reactions to %ad news and showing how these

characters handled success.

Fix+ er essay focused on characters' reactions to %ad news and showed how these

characters handled success.

Set up parallel traks, so your sentene train

an roll safely on its way.



Sentences

Sentences are made up of groups of words that are called clauses. There are two

types of clauses: independent and dependent. An independent clause can function

as a complete sentence %ecause it has a su%/ect2ver% pair and does not start with aword or phrase that maes the clause dependent, such as -when- or

-%ecause.- (eanwhile, a dependent clause must be attached to an independent

clause to be part of a complete sentence .

The SAT tests three different types of clause2related situations+ fixing sentence

fragments, splitting up run2on sentences, and using a dependent clause as the su%/ect

of a sentence.

Sentence Fragments

A sentence fragment is a sentence made of anything less than an independent

clause. To fix it, we either connect the fragment to an independent clause )examples 3

and 4*, or add the missing su%/ect or ver% )example 5*.

Examples

In these sentences, su%/ects are underlined and ver%s are in %old.

Error+ To %oost the num%er of women in STE( fields, including electrical, chemical, and

industrial engineering.

Fix+ To %oost the num%er of women in STE( fields, including electrical, chemical, and

industrial engineering, senior female executives also act as mentors to young women.

Error+ From diving hard for every attempted shot to deftly throwing the %all to the most

open defender.

Fix+ From diving hard for every attempted shot to deftly throwing the %all to the most

open defender, the goalie was saving her team at a time when they needed her.

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Error+ For the sae of a %etter experience at school, asing his adviser for a new room

assignment.

Fix+ For the sae of a %etter experience at school, the freshman asked his adviser for a

new room assignment.

0un2on Sentences

A run2on sentence is made of multiple independent clauses joined by only a comma

or no punctuation at all. To find the correct answer on the SAT, loo for an answer

choice that uses one of these three fixes+

• If one independent clause is an explanation or definition of the other, add a word lie

-%ecause- or -which- to the %eginning of the explanation )examples 3 and 4*.

• If neither independent clause defines or explains the other, com%ine them with either a

comma 6 con/unction lie -and- or -%ut,- or with a semicolon )examples 5 and 7*.

• Alternately, split them up into two separate sentences )example 8*.

Examples

The separation %etween the two independent clauses is mared with a , while the

correction is underlined.

Error+ The dog (ary wants to put in the dog show is a %eagle, it is a medium2si9ed

mem%er of the hound family.

Fix+ The dog (ary wants to put in the dog show is a %eagle, which is a medium2si9edmem%er of the hound family.

Error+ The deli had no mil left after a rush of morning customers, the owner rushed to

order more.



Fix+ ecause the deli had no mil left after a rush of morning customers, the owner

rushed to order more.

Error+ ummus, a favorite (editerranean spread, is creamy and smooth, it is very

garlicy.

Fix+ ummus, a favorite (editerranean spread, is creamy and smooth, and it is very

garlicy.

Error+ Air plants lie the Tillandsia species are tolerant of a wide range of climates, they

thrive in room temperatures.

Fix+ Air plants lie the Tillandsia species are tolerant of a wide range of climates:

they thrive in room temperatures.

Error+ eciding which play to put on is only the first step, even a great script won;t

succeed without a well2selected cast and a set design that wors with the director;s

vision.

Fix+ eciding which play to put on is only the first step. Even a great script won;t

succeed without a well2selected cast and a set design that wors with the director;s

vision.

ependent &lauses as Sentence Su%/ects

Sometimes, instead of having a simple noun for a su%/ect, a sentence can use a whole

dependent clause as the su%/ect. !hen this happens, you should treat the dependent

clause as a singular noun.

For instance, in the first example, the clause -whoever came up with the idea to put

solar panels on rooftops- is the su%/ect of the sentence. <ou can tell %y using this

tric+ replace the clause with a singular noun like !"lbert #instein! to see if the

sentence still works. ere, when we do this, we can see that -Al%ert Einstein are

geniuses- doesn't wor. The ver% needs to %e singular to match the su%/ect.



Examples

The su%ordinate clause that is the su%/ect is underlined, while the ver% it's doing is %old.

Error+ !hoever came up with the idea to put solar panels on rooftops are geniuses.

Fix+ !hoever came up with the idea to put solar panels on rooftops is a genius.

Error+ That cleaning a itchen is a repetitive chore which maes it especially thanless.

Fix+ That cleaning a itchen is a repetitive chore makes it especially thanless.

!oes his o"er-reliane on your milk and

ookies make him a dependent #laus$

1lurals and 1ossessives



The SAT will test your understanding of how to mae nouns plural )when there is two or

more of something* and how to mae them possessive )when you have to explain that

something %elongs to something else*.

To mae a plural noun that doesn't own anything, add =s> to the end of a singular noun+

one student, but three students

To mae a possessive singular noun, add -apostrophe6s- to the end of a singular

noun+

the penil that belongs to one student % the student&s penil

To mae a possessive plural noun, add an apostrophe to the end of a plural noun+

the lassroom that belongs to three students % the students& lassroom

Examples

Error+ Every morning, many haw;s circled the field, looing for prey.

Fix+ Every morning, many haws circled the field, looing for prey.

Error+ The more I read the novel, the closer I felt to the authors; point of view.

Fix+ The more I read the novel, the closer I felt to the author;s point of view.

Error+ Art eco furniture is mared %y the artists use of geometric shapes, curves,

strong colors, and new materials, such as plastics.

Fix+ Art eco furniture is mared %y the artist;s use of geometric shapes, curves, strong

colors, and new materials, such as plastics.



That man and that jaket

belong to that dog - they are that dog's belongings.

1ronouns

A pronoun is a part of speech stands in for a noun. For example, the pronoun -she- can

stand in for -the woman- or -?ueen Eli9a%eth.- ut, unlie nouns, pronouns change

their form if they're used in different ways. These are the ways that pronouns are

tested on the SAT.

Su%/ect vs. @%/ect 1ronouns

ouns and pronouns can %e either the su%/ects or the o%/ects of ver%s. Su%/ects -do-

ver%s and o%/ects have ver%s -done- to them. For instance, in the sentence -a dog

chases its tail,- dog is the su%/ect noun, hases is the ver% that it's doing, and tail is the

o%/ect noun.

$nlie nouns lie dog or tail , pronouns change form depending on whether they aresu%/ects or o%/ects. For example, in the phrase -she lies him,- the woman is the

su%/ect, so the pronoun isshe. @n the other hand, in the phrase -he lies her,- the

woman is the o%/ect, so the pronoun changes to her .

$ubject %ronouns Object %ronouns

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I me

you you

he him

she her

it it

we us

they them

If you;re trying to figure out whether to use a su%/ect or o%/ect pronoun when dealing

with a compound noun, one trick is to take out the other noun and try the

sentence with just the pronoun B you;ll #uicly now which is right. In the first

example, -me ate dinner- is clearly wrong, and in the third example, -sold cooies to I- is

also clearly wrong.

Examples

Error+ &e and my parents ate dinner.

Fix+ (y parents and ate dinner.

Error+ The tourists ased my friends and for directions.

Fix+ The tourists ased my friends and me for directions.

Error+ The Cirl Scouts sold cooies to my sister and .

Fix+ The Cirl Scouts sold cooies to my sister and me.



!ho vs. !hom

(ho is a relative pronoun which can start either dependent or independent clauses

inside sentences. Who is used when this pronoun is the subject doing the

action and whom is used when this pronoun is the object of the action.

!hat's tricy a%out who is that figuring out whether to use its su%/ect or o%/ect form

doesn't depend on its antecedent. Instead, you have to see what role who is playing

inside its own clause.

For instance, in example 3, even though =people> is an o%/ect of the ver% =%enefits>,

inside the clause =who understand the tax code,> =who> is the su%/ect of the ver%

-understand.- @n the other hand, in example 4, even though =sydivers> is the su%/ect of

the sentence, in the clause =whom many people greatly admire,> =whom> is the o%/ect of the ver% =admire.>

@ne tric is to replace the (who) or (whom) with () or (me) to see whether you

need the subject or object form. ere, =me understand the tax code> doesn;t wor,

and neither does =many people greatly admire I.>

Examples

Su%/ects are %old, ver%s are in italics, and o%/ects are underlined.

Error+ The essay points out that the reduction in taxes only %enefits those people whom

understand the tax code.

Fix+ The essay points out that the reduction in taxes only %enefits those

people whounderstand the tax code.

Error+ Sydivers, who many people greatly admire, tend to %e comforta%le with ris2

taing and in excellent physical shape.

Fix+ Sydivers, whom many people greatly admire, tend to %e comforta%le with ris2

taing and in excellent physical shape.



1ronouns and Antecedents

f there is a pronoun, it should be obvious what noun the pronoun is referring

back to. If it's not clear which noun a pronoun is referring to, or if a pronoun has no

antecedent, the sentence needs to %e rewritten in one of two ways+ either the pronouncan %e replaced with a noun, or the phrase can %e simplified.

For instance, in example 3, -this- could refer either to -Industrial 0evolution,- -resistance

group,- -mechani9ation,- or -la%or force,- so a noun is added. (eanwhile, in example 5,

there is no antecedent for -them,- so the sentence has to %e rewritten.

Examples

The unclear pronouns are in %old, while corrected pronouns and antecedents are

underlined.

Error+ uring the Industrial 0evolution in England, a resistance group sprang up to

protest the mechani9ation of the la%or force. !orers associated with this %egan to

%rea and %urn factory machinery to protest what they saw as unfair treatment.

Fix+ uring the Industrial 0evolution in England, a resistance group sprang up to protest

the mechani9ation of the la%or force. !orers associated with this faction %egan to

%rea and %urn factory machinery to protest what they saw as unfair treatment.

Error+ The files arranged %y the temporary worers were out of order, so management

sentthem %ac to the main office.

Fix+ The files arranged %y the temporary worers were out of order, so management

sent the files %ac to the main office.

Error+ The amount of entertainment availa%le is increasing steadily: soon there will %e

over 8DDD shows for them to distri%ute to su%scri%ers.



Fix+ The amount of entertainment availa%le is increasing steadily: soon there will %e

over 8DDD shows for distri%ution to su%scri%ers.

1ronoun and Antecedent Agreement

1ronouns have to match their antecedents in various ways.

This means that when we use pronouns more than once in a sentence, we have to use

the same person throughout )to clarify+ 3st person means I or we, 4nd person

means you, and 5rd person means he, she, it , or they *.

This also means that plural nouns are matched with plural pronouns, and singular

pronouns refer back to singular nouns.

Examples

(ismatched pronouns and antecedents are in %old, while matching pronouns and

antecedents are underlined.

Error+ If a person wants to succeed in corporate life, you have to now the rules of thegame.

Fix+ If a person wants to succeed in corporate life, she has to now the rules of the

game.

Error+ "ie its distant oceanic relatives whales, hippopotami can alter their density to

sin or float in water.

Fix+ "ie their distant oceanic relatives whales, hippopotami can alter their density tosin or float in water.

Error+ After ac#uiring several new companies, the multinational

corporation moved their head#uarters to a state with more favora%le tax loop holes.

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Fix+ After ac#uiring several new companies, the multinational

corporation moved itshead#uarters to a state with more favora%le tax loop holes.

That vs. !ho

The %asic concept %ehind these relative pronouns is simple+ who is the pronoun for a

person or people, and that is the pronoun for everything else.

Examples

(ismatched relative pronouns are in %old, while matching pronouns and antecedentsare underlined.

Error+ &oaching can %e difficult for people, that have a hard time planning strategy on

the field.

Fix+ &oaching can %e difficult for people who have a hard time planning strategy on the

field.

Error+ The scientific esta%lishment who re/ected Ciordano runo;s theory that the earthrevolves around the sun later had to acnowledge its mistae.

Fix+ The scientific esta%lishment that re/ected Ciordano runo;s theory that the earth

revolves around the sun later had to acnowledge its mistae.

Error+ The decision was made %y the director, wanting to organi9e the group in a more

efficient way.

Fix+ The decision was made %y the director, who wanted to organi9e the group in amore efficient way.

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Indefinite 1ronouns

Indefinite pronouns refer to a person, place, or thing that is unnown or

unspecified. (anyindefinite pronouns that seem like they are referring to many

things or people are actually singular .

This means that they use singular forms of ver%s+ =everyone is> instead of =everyone

are- )lie in examples 3 and 4*. This also means that any nouns that refer to them

also have to %e singular and not plural+ =no one wants to %e a dropout> instead of =no

one wants to %e dropouts> )lie in examples 5 and 7*.

%erson %lace Thing

everyone

every%ody everywhere everything

someone

some%odysomewhere something

anyone

any%odyanywhere anything

no one

no%ody

nowhere nothing

each )of these*

either )of these*

neither )of these*

Examples

1ronouns and matching ver%s or nouns are underlined, while mismatched ver%s or

nouns are in %old.

Error+ @n %ig %udget movies, each of the actors have large, well2decorated trailers.

Fix+ @n %ig %udget movies, each of the actors has a large, well2decorated trailer.



Error+ Every one of the experts invited to spea at the conference were una%le to mae

it.

Fix+ Every one of the experts invited to spea at the conference was una%le to mae it.

Error+ Anyone thining a%out %ecoming writers must %e excellent readers.

Fix+ Anyone thining a%out %ecoming a writer must %e an excellent reader.

Error+ Either of these dess would %e great surfaces to wor on.

Fix+ Either of these dess would %e a great surface to wor on.

ItsIt;s, TheirThey;reThere, <our<ou;re, !hose!ho;s

The different forms and a%%reviations of these pronouns are fre#uently mixed up, %ut

they are something you simply have to memori*e. ere are some trics to use if

you're stuc+

• Tae the a%%reviation apart+ does =it is,> =you are,> =they are,> or =who is> wor in the

sentence Then use it&s, you&re, they&re, or who&s.

• If the sentence is trying to say that something %elongs to something else,

use its, your , their , or whose.

• If the sentence is trying to point to a specific or vague place, use there.

%ronoun +efinition #amples

its %elonging to itthe puppy;s toy G its toy

the leg of the ta%le G its leg

it;s it is

the sy is cloudy G it is cloudy G it;s cloudy



the %oo is long G it is long G it;s long

their %elonging to themthe sisters; %edroom G their %edroom

the color of walls G their color

they;re they areflowers are %looming G they are %looming G they;re %loom

friends are great G they are great G they;re great

thereinon that place

existing somewhere

in the world exist many trees G there are many trees

the pants are on the shelf G the pants are there

your %elonging to you this is my dinner, and this is your dinner

you;re you are

you are delighted G you;re delighted

you are a student G you;re a student

whose %elonging to whom I don;t now who owns this house G whose is this house

who;s who is who from the team is coming G who;s coming

Examples

Incorrect forms of these words are underlined, while the correct ones are %old.



Error+ !ho could have nown that a Hinci;s most mysterious painting would %ecome

his most famous, with it;s famous half2smile forever expressing some unnowa%le

emotion.

Fix+ !ho could have nown that a Hinci;s most mysterious painting would %ecome hismost famous, with its famous half2smile forever expressing some unnowa%le emotion.

Error+ <our /ust lie all the other Americans visiting England who thin that cricet is

closely related to %ase%all.

Fix+ -oure /ust lie all the other Americans visiting England who thin that cricet is

closely related to %ase%all.

Error+ aving several %oos to return to the li%rary, (aria checs they;re due dates tomae sure she won;t have to pay fines.

Fix+ aving several %oos to return to the li%rary, (aria checs their due dates to mae

sure she won;t have to pay fines.

Error+ ismayed that no one agreed with his argument, the city councilman ased,

=!hosewith me on this>

Fix+ ismayed that no one agreed with his argument, the city councilman ased,

=/hos with me on this>

Error+ Every study we have come across suggests that %icycles are an excellent way to

get around+ there economical, good for pu%lic health, and environmentally friendly.

Fix+ Every study we have come across suggests that %icycles are an excellent way to

get around+ theyre economical, good for pu%lic health, and environmentally friendly.



)eeling o"erwhelmed by grammar is

apparently part of the human ondition. *ere's a grammar book from +. /ust

imagine all those monks ha"ing to study pronouns in 0atin...

Her%s

There are two main issues with ver%s tested on the SAT+ ver% tenses and su%/ect2ver%

agreement.



Her% Tense

There are nine %asic ver% tenses, three for each time period. ere are the %asic tenses

formed from the ver% to sing . As you can see, some of the ver% tenses are created %y

adding forms of the ver%s ha"e, be, and do.

Time %eriod 0erb 1orms

1resent

Simple 1resent+ They sing.

1resent &ontinuous+ They are singing.

1resent 1erfect+ They ha"e sung.

1astSimple 1ast+ They sang.

1ast &ontinuous+ They were singing.

1ast 1erfect+ They had sung.

Future

Future+ They will sing.

Future &ontinuous+ They will be singing.

Future 1erfect+ They will ha"e sung.

Cenerally, the idea is to keep verbs in a single sentence within the same time

period, especially if a sentence is descri%ing things that happen during the same time

period )example 3*.

If a sentence contains a shift in chronological time, then verb tenses should shift to

account for the change in time )example 5*.

Examples

Her%s in the same tense are underlined, while ver%s that are in the wrong tense are in

%old.

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Error+ According to the cardiologist, since the patient;s

arteries are 1present2 dangerously clogged with cholesterol deposits, the medical

team had (past) to chec for elevated %lood pressure and other heart attac riss.

Fix+ According to the cardiologist, since the patient;s arteries are 1present2 dangerously

clogged with cholesterol deposits, the medical team has 1present2 to chec for elevated

%lood pressure and other heart attac riss.

Error+ Even though office hours had been (past) over for some time, the professor and

her student are continuing 1present2 their productive wor on the research pro/ect.

Fix+ Even though office hours have %een 1present2 over for some time, the professorand her student are continuing 1present2 their productive wor on the research pro/ect.

Error+ If the pace of technological advancements continues 1present2, in the future we

ride (present) self2driving cars.

Fix+ If the pace of technological advancements continues 1present2, in the future we will

ride 1future2 self2driving cars.

Su%/ectHer% Agreement

ouns and ver%s are %oth parts of speech with num%er+ they are written differently if

they refer to /ust one thing or multiple things. @ne dog runs fast, for example, %ut

two dogs run fast.

um%er agreement /ust means that the noun and the verb have the same number

2singular or plural3. @ne thing to remem%er is that collective nouns are singular )a

=swarm of %ees flies> instead of =swarm of %ees fly>*.

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Examples

(atching su%/ects and ver%s are underlined, while ver%s that don't match su%/ects are

%old.

Error+ The writing in those paragraphs are a%solutely horri%le.

Fix+ The writing )singular * in those paragraphs is )singular * a%solutely horri%le.

Error+ There was a doctor and a crew of nurses in the emergency room with me during

my surgery.

Fix+ There were ) plural * a doctor and a crew of nurses ) plural * in the emergency room

with me during my surgery.

Error+ (r. 1eterson is trying to do yard wor, %ut a swarm of %ees keep distracting him.

Fix+ (r. 1eterson is trying to do yard wor, %ut a swarm )singular * of

%ees eeps )singular * distracting him.

3fter a poorly "erbed pith, the

batter "erbed the ball to midfield. The shortstop "erbed to the left, "erbing the ball just in

time to "erb the runner out.



Illogical &omparisons

There are two different inds of comparisons that %rea the rules of logic.

The first relies on the idea that you can only compare things that are alike in some

way. @ne tric to spotting illogical comparisons is that they tend to happen when a

sentence is comparing something that %elongs to someone or something else %y using

the comparison word than. <ou have to mae sure that the two things on either side of

the than are in the same category )examples 3 and 4*.

For instance, you can compare apples and oranges %ecause %oth are fruits. ut if %oth

Stanley and &ora have apples, you can't say+

I like Stanley's apples better than #ora.

<ou'd have to say+

I like Stanley's apples better than #ora's apples.

or simply+

I like Stanley's apples better than #ora's.

The second ind of illogical comparison that the SAT lies to test is the idea that youcan't compare something to all things of that type. <ou can only compare that thing

to all other things of that type )example 5*.

Examples

The two things that each sentence is comparing are underlined.

Error+ Some regulators %elieve that new drugs should have to go through an even

morerigorous testing process than patients who prefer the one currently in place.

Fix+ Some regulators %elieve that new drugs should have to go through an even

morerigorous testing process than the one currently in place, which patients prefer.

http://blog.prepscholar.com/illogical-comparisons-the-weirdest-topic-on-sat-writing

http://blog.prepscholar.com/illogical-comparisons-the-weirdest-topic-on-sat-writing



Error+ &harles icens's epic novels, which are almost universally admired %y readers

and critics alie, are more sweeping than ane Austen, who writes novels of manners.

Fix+ &harles icens's epic novels, which are almost universally admired %y readers

and critics alie, are more sweeping than ane Austen's novels of manners.

Error+ For astronauts, the moon is easier to get to than any space o%/ect.

Fix+ For astronauts, the moon is easier to get to than any other space o%/ect.

4ou an ompare the polar bear with

the girls, but you an't ompare the polar bear's fa"orite toy with the girls. 5nless that is

one extremely dangerous zoo.

&oncision and 0edundancy

There are times when saying something twice is needed+ for emphasis, to review a

difficult topic, or to explain something more clearly. The $"T, however, is all about



being as succinct and to the point as possible. <our a%ility to edit the fat out of your

sentences is tested in three ways+ fixing overly wordy phrases, finding redundancies,

and com%ining two simple sentences into a more complex one.

@verly !ordy 1hrases

The SAT %elieves deeply in Shaespeare's maxim that =%revity is the soul of wit>+ if you

can say the same thing with fewer words, do it.

It;s tempting to thin that when a sentence uses a multi2word phrase where a single

word will do, the sentence sounds formal or more academic. ut this is not the case

B often, one word is better than many )examples 3 and 4*.

Sometimes a sentence uses words when they don;t serve any purpose and don;t even

need to %e replaced with one word, %ut instead should /ust %e deleted )examples 5

and 7*.

Examples

Error+ Thining in a manner more general, we can say that good schools ena%le peopleto learn more.

Fix+ Cenerally, we can say that good schools ena%le people to learn more.

Error+ The company may not %e awarded the contract %ecause it lacs production

facilities, maing it a worse choice from a theoretical way of speaing.

Fix+ The company may not %e awarded the contract %ecause it lacs productionfacilities, maing it a worse choice theoretically.

Error+ Although hesitant to challenge herself at first, the student decided to enroll in

three A1 courses, two honors courses, and an intensive art course on top of that.

http://blog.prepscholar.com/wordiness-and-redundancy-in-sat-writing

http://blog.prepscholar.com/wordiness-and-redundancy-in-sat-writing



Fix+ Although hesitant to challenge herself at first, the student decided to enroll in

three A1 courses, two honors courses, and an intensive art course.

Error+ !hen the audience stood to applaud the speaer, it was clear that her words had

hada marvelous, even stupendous, effect on the crowd.

Fix+ !hen the audience stood to applaud the speaer, it was clear that her words had

had a marvelous effect on the crowd.

0edundancy

!hen a sentence expresses the same %it of information two or more times, it;s

considered redundant. 1ic the %est way of stating the necessary fact and delete the

repetition.

Examples

!ords or phrases that mean the same thing as each other are underlined.

Error+ The stoc maret may repeat its drop and rise pattern again, warns the financial

forecast.

Fix+ The stoc maret may repeat its drop and rise pattern, warns the financial forecast.

Error+ Soon a relative calm period followed #uicly after the %runt of the cyclone had

passed.

Fix+ A relative calm period followed #uicly after the %runt of the cyclone had passed.

Error+ (anagement was surprised to see a %iannual uptic in sales twice each year.

Fix+ (anagement was surprised to see a %iannual uptic in sales.



&om%ining Simple Sentences

Sometimes, in order to write with concision, you have to combine simple or related

sentences into one. on;t worry a%out eeping word order B the point of this ind of

revision is that you will need to shift things around.

To com%ine sentences correctly you have to thin a%out several things+

• Is there a person, place, thing, or concept that %oth sentences are taling a%out If so,

you can mae one sentence into a dependent clause of the other through this repeated

noun )example 3*.

• Is there a chronological se#uence that the two sentences are descri%ing Then you can

mae one into a dependent clause of the other using prepositions lie =%efore,> =after,> or

=following> )example 4*.

• oes one sentence define the other &om%ine them %y inserting whatever is %eing

defined into the defining sentence )example 5*.

Examples

The nouns, chronology, or definitions used to com%ined the sentences are underlined.

Error+ The voting rate has not decreased among uneducated citi9ens. $neducated

voterscontinue to vote for %etter schools.

Fix+ The voting rate does has not decreased among uneducated citi9ens, who continue

to vote for %etter schools.

Error+ <oung musicians are encouraged to perfect their techni#ues and sills throughtheir conservatory training. After this, they can start their careers in smaller, local

orchestras.

Fix+ After perfecting their techni#ues and sills through their conservatory training,

young musicians can start their careers in smaller, local orchestras.



Error+ The conclusion scientists came to is the idea that instead of %eing made up of

particles, matter is actually made out of one2dimensional o%/ects called strings. This is

string theory.

Fix+ The conclusion scientists came to is string theory, the idea that instead of %eingmade up of particles, matter is actually made out of one2dimensional o%/ects called

strings.

6edunday7 good for mountain

limbing, bad for writing.

Idioms and Standard English

The SAT tests your nowledge of common English usage.

<ou'll see #uestions a%out two types of idioms. First, there are epressions that mean

something different than the actual words they use )lie -raining cats and dogs- or-ic the %ucet-*. And second, there are short phrases or groups of words that

always go together )lie -stum%le on- or -eep at %ay-*.

Also, you'll %e ased to distinguish among fre4uently confused homonyms )words

that sound lie each other %ut are used in different circumstances %ecause they mean

different things, lie -%ear- and -%are-*.

http://blog.prepscholar.com/all-the-sat-idioms-you-need-complete-list-and-tips

http://blog.prepscholar.com/all-the-sat-idioms-you-need-complete-list-and-tips



Her%al 1hrases

The SAT particularly loves one type of idiom+ ver%al phrases, which are ver% 6

preposition pairs. They always want to now if you now which is the correct

preposition, as in the incorrect sentences %elow.

Examples

Error+ The show was followed on an encore.

Fix+ The show was followed %y an encore.

Error+ She is responsi%le of returning her li%rary %oos.

Fix+ She is responsi%le for returning her li%rary %oos.

Error+ @ne should refrain for texting while driving.

Fix+ @ne should refrain from texting while driving.

1repositional Idioms

These are /ust lie ver%al phrases, except they don;t involve ver%s. There are /ust some

groups of words that always end on a specific preposition.

Examples

Error+ The translucent sculpture used light as a means through connecting viewers

standing across from each other.

Fix+ The translucent sculpture used light as a means of connecting viewers standing

across from each other.



Error+ In accordance to these findings, future research will focus on analy9ing the effect

of facial expressions on mirror neurons.

Fix+ In accordance with these findings, future research will focus on analy9ing the effect

of facial expressions on mirror neurons.

&ommonly &onfused !ords

English has a lot of words that sound similar to each other but mean very different

things. ere is a very incomplete list )you can find more of them %y searching

=commonly confused words>*+

"ccept+ to receive )ver%*

#cept+ with the exclusion of )preposition*

"ffect+ to influence )ver%*: emotional response )noun*

#ffect+ result )noun*: to cause )ver%*

5eside+ close to: next to

5esides+ except for: in addition to

6omplement+ something that completes: to pair well with

6ompliment+ praise, flattery

#minent+ prominent

mminent+ a%out to happen

%recede+ to come %efore

%roceed+ to continue, to eep going

$ight+ scene, view, picture, %eing a%le to see$ite+ place, location: a we% page

6ite+ to #uote, to point to evidence

Than+ a con/unction used in comparisons

Then+ an adver% denoting time



Examples

Error+ After losing his hearing, eethoven heard his music in his mind, which was #uite

different then hearing musicians perform it.

Fix+ After losing his hearing, eethoven heard his music in his mind, which was #uite

differentthan hearing musicians perform it.

Error+ espite hours of wor, the we% administration team was una%le to restore

the sightafter the denial of service attac.

Fix+ espite hours of wor, the we% administration team was una%le to restore

the site after the denial of service attac.

Error+ The presidential candidate used rhetorical flourishes to great affect in his speech,

receiving a standing ovation.

Fix+ The presidential candidate used rhetorical flourishes to great effect in his speech,

receiving a standing ovation.

"anguage Formality

!hen writing for school, for wor, or for pu%lication in a news or scientific /ournal, you

have to use formal English. This means avoiding slang and words and phrases that

sound too casual. Instead, it;s important to eep each sentence at the same language

elevation.

Examples

Error+ A %unch of guys doing experiments was a%le to synthesi9e a lithium2ion %attery

smaller than a grain of sand.



Fix+ A team of researchers was a%le to synthesi9e a lithium2ion %attery smaller than a

grain of sand.

Error+ At "ondon;s !estminster A%%ey in 388J, Eli9a%eth Tudor, the 482year2old

daughter of enry HIII and Anne oleyn, got to %ecome ?ueen Eli9a%eth I.

Fix+ At "ondon;s !estminster A%%ey in 388J, Eli9a%eth Tudor, the 482year2old daughter

of enry HIII and Anne oleyn, was crowned ?ueen Eli9a%eth I.

Inappropriate informality won't get you

into the !uke's exlusi"e lub either.

&on/unctions and &on/unctive Adver%s

&on/unctions and con/unctive adver%s are words that explain how two clauses in a

sentence, or how to two or more successive sentences, relate to one another.

http://blog.prepscholar.com/complete-list-parts-of-speech-for-sat-writing-and-act-english

http://blog.prepscholar.com/complete-list-parts-of-speech-for-sat-writing-and-act-english



The SAT checs your a%ility to use con/unctions and con/unctive adver%s to clarify

cause and effect or logic within sentences.

Explanation

Some con/unctions lin events in a cause and effect relationship, helping to point out

what happened as a result of something else.

5ecause+ what has /ust %een said is true as a conse#uence of what is a%out to %e said

Therefore and hence+ it follows from what has /ust %een said that

1or eample and for instance+ here is evidence that %acs up the previous argument

/hereby+ %y which: using the ideaprincipleconcept /ust mentioned: %y means of

6onse4uently+ directly following the thing that has /ust %een descri%ed

Examples

The incorrect con/unctions are in %old, while the right ones are underlined.

Error+ 0ecent advances in medicine include a new (0I techni#ue for detecting heart

damage in chemotherapy patients. 7owever , doctors will %e a%le to see heart defects

earlier and more effectively.

Fix+ 0ecent advances in medicine include a new (0I techni#ue for detecting heart

damage in chemotherapy patients. &onse#uently, doctors will %e a%le to see heart

defects earlier and more effectively.

1!otors an see better as a result of the new 86I test.2

Error+ Not only have archaeologists in ritain unearthed several well2preserved ron9e

Age dwellings, we are getting new insight into domestic life 5DDD years ago.



Fix+ ecause archaeologists in ritain have unearthed several well2preserved ron9e

Age dwellings, we are getting new insight into domestic life 5DDD years ago.

1(e are getting insight as a result of dwellings being unearthed.2

Error+ Foreshadowing, a literary techni#ue when an author hints at what will happen

later in the text, is a useful tool for setting the right atmosphere.

Fix+ Foreshadowing, a literary techni#ue where%y an author hints at what will happen

later in the text, is a useful tool for setting the right atmosphere.

13n author hints by means of this tehni9ue.2

&ontradiction or igression

@ther con/unctions are useful for descri%ing a negative or opposing relationship

between events. They can explain that something happened despite something else,

or even though common sense would not have predicted it. They can also indicate that

the argument is shifting to a different point.

7owever + introduces a statementidea that contradicts what has /ust %een said

On the one hand, on the other hand+ presents two ideas that oppose each other

)these always go together*

5ut+ despite what has /ust %een said, here is information to the contrary

Nevertheless+ in spite of what has /ust %een said

"side from+ the example follows is an exception to what is %eing discussed

/hile and whereas+ in contrast or comparison with the fact that



Examples

The incorrect con/unctions are in %old, while the correct ones are underlined.

Error+ The pianist had not had nearly enough time to study and practice the

sonata, and she played it flawlessly.

Fix+ The pianist had not had nearly enough time to study and practice the

sonata, %ut she played it flawlessly.

1The flawlessness happened despite the lak of pratie time.2

Error+ 8ust as crayons are a medium generally reserved for young children,

professional artists have used them to great effect.

Fix+ Though crayons are a medium generally reserved for young children, professional

artists have used them to great effect.

1:rofessional artists ha"e used rayons ontrasts with the fat that rayons are usually

for hildren.2

Similarity and Emphasis

The final category of con/unctive adver%s connects things that are e#ual or similar, or

adds examples that emphasi9e the direction of the argument.

&oreover + as an additional B potentially more convincing or important B matter

8ust as+ in comparison to: similar to

9ikewise+ in the same way: also

Not only, but also+ presents two ideas that support and emphasi9e each other )these

always go together*



Examples

The incorrect con/unctions are in %old, while the right ones are underlined.

Error+ Investing money is one way to plan for the future. 7ence, another good long2term

planning option is to tae advantage of a retirement savings account.

Fix+ Investing money is one way to plan for your future. "iewise, another good long2

term planning option is to tae advantage of a retirement savings account.

1The word ;another< means that two similar things are being disussed.2

Error+ ressing to attract attention can affect the way people perceive

you. Nevertheless, it can %e inappropriate depending on the context.

Fix+ ressing to attract attention can affect the way people perceive you. (oreover, it

can %e inappropriate depending on the context.

1The inappropriateness is an additional, more signifiant, effet of attention-getting

lothing.2

*onestly, this is in no way onneted to onjunti"e

ad"erbs. *owe"er, look - ute=



1unctuation

There are many punctuation rules in English, %ut, fortunately, the SAT doesn;t test all of

them. Instead, the test focuses on several specific types.

1unctuating (odifiers

%hrases that modify or describe a part of a sentence are punctuated differently

depending on whether they are an essential or nonessential part of the sentence.

If the sentence needs the modifier in order to mae sense, then the modifier is=restrictive> and doesn;t get surrounded %y commas.

If you could easily tae out the modifier without losing the sentence;s meaning, then the

modifier is =nonrestrictive> and should %e surrounded %y commas lie this+

• 1ut one comma right after a modifier that starts a sentence.

• 1ut one comma right %efore a modifier that ends a sentence, .

• If the modifier appears in the middle of the sentence, surround it with commas on %oth

sides.

Examples

Incorrect and correct punctuation are underlined.

Error+ $S 1resident, arac @%ama, will meet with his counterparts from the Europeancountries for the multinational summit.

Fix+ $S 1resident arac @%ama will meet with his counterparts from the European

countries for the multinational summit.

1Sine ;>arak ?bama< is key to the sentene's meaning, no ommas are needed.2



Error+ The daisy, a perennial plant, sometimes nown as %ruisewort, grows low to the

ground.

Fix+ The daisy, a perennial plant sometimes nown as %ruisewort, grows low to the

ground.

1The modifier just needs to be surrounded by ommas, and doesn&t need any ommas

inside it.2

Error+ Started on a whim %y an eccentric resident: the pro/ect to clean up the

a%andoned lot soon %ecame a popular neigh%orhood pastime.

Fix+ Started on a whim %y an eccentric resident, the pro/ect to clean up the a%andoned

lot soon %ecame a popular neigh%orhood pastime.

1The modifier should be set off by a omma, not a semiolon.2

Error+ This last part of the minuet should %e played with steadily increasing volume, or

crescendo: until the final chord.

Fix+ This last part of the minuet should %e played with steadily increasing volume, or

crescendo, until the final chord.

1;#resendo< is being defined, so it needs to be set off by ommas, not semiolons.2

$sing ashes

Thin of dashes as %eing ind of lie parentheses. +ashes separate out a sentence

piece that is eplanatory, but isnt crucial+ an aside, or something muttered under

your %reath. Sometimes this piece is a digressive thought: sometimes it's a list of

examples.

Typically, the phrase inside the dashes has commas in it, so dashes are the %est way to

set it off from the rest of the sentence. If the phrase is in the middle of the sentence, it

needs to %e surrounded %y dashes on %oth sides.





Error+ Teachers give out a variety of homewor assignments, such as,

worsheets, hands2on pro/ects, and online #ui99es.

Fix+ Teachers give out a variety of homewor assignments, such as worsheets, hands2

on pro/ects, and online #ui99es.

Error+ The anti#ue %oo shop also sold other paper ephemera such as, maps and

newspapers.

Fix+ The anti#ue %oo shop also sold other paper ephemera, such as maps and

newspapers.

Formatting "ists

A list is a series of people, ideas, o%/ects, actions, or conditions that follow each other,

play the same role in the sentence, and are typically separated by commas. In fact,

the last sentence has two lists+ =people, ideas, o%/ects, actions, or conditions> and

=follow each other, play the same role in the sentence, and are separated %y commas.>

See what I did there

1unctuation rules for lists+

• They should %e separated %y commas, with a comma coming %efore the =and> or =or>

that precedes the last list item+ dogs, ats, gerbils, and fish.

• If one of the list items has a comma within it, then all the list items should %e separated

%y semicolons+ shaggy, purebred dogs@ white ats@ soft, uddly gerbils@ and fish.

Examples


Error+ The maret stall sold ripe apples, dar red cherries: and sometimes even

apricots.



Fix+ The maret stall sold ripe apples, dar red cherries, and sometimes even apricots.

Error+ The class focused on programming languages, algorithms and documentation.

Fix+ The class focused on programming languages, algorithms, and documentation.

$sing &olons

&olons are used in two different ways.

First, they can indicate that a list is coming up, and that after the list the sentence will

end.

*ere is my list of aeptable pets7 dogs, ats, gerbils, and fish.

Second, they are used to indicate that an explanation, a definition, or an example of

what has /ust %een said is coming.

8y searh for the perfet pet ame down to man's best friend7 a dog.

Examples


Error+ It;s easy to explain why many 34th graders start taing school less

seriously toward the end of the year: senioritis.

Fix+ It;s easy to explain why many 34th graders start taing school less seriously toward

the end of the year+ senioritis.

1ASenioritisA is the defined term.2

Error+ The more I coo at home, the more itchen techni#ues I learn, nife sills, mise

en place, and cooing several dishes simultaneously.



Fix+ The more I coo at home, the more itchen techni#ues I learn+ nife sills, mise en

place, and cooing several dishes simultaneously.

1;0earn< introdues a list.2

Error+ &onsider lo%sters for example, with age, they only get stronger and more fertile.

Fix+ &onsider lo%sters for example+ with age, they only get stronger and more fertile.

1AExample< introdues an explanation.2

$sing Semicolons

Semicolons have two %asic functions.

First, in lists they separate list items that have commas+

(e ate mushrooms, whih had been piked in a nearby forest@ herbs, nuts, and berries

foraged from a publi park@ and hampagne.

Second, they fix run2on sentences %y separating two independent clauses without a

con/unction+

/im rode his bike@ 8ary walked.

Examples


Error+ The State epartment completed three assignments+ diplomatic tals, led %y anexpert in arms control, a %ilateral meeting, chaired %y an assistant director, and a state

visit.



Fix+ The State epartment completed three assignments+ diplomatic tals, led %y an

expert in arms control: a %ilateral meeting, chaired %y an assistant director: and a state

visit.

1Two of the three list items ha"e ommas in them, so they are separated bysemiolons.2

Error+ The architect wored on the model all night, he was %leary2eyed during the

presentation.

Fix+ The architect wored on the model all night: he was %leary2eyed during the

presentation.

1These are independent lauses, so they should be onneted by a semiolon.2

The ottom "ine

ere is a #uic summary of all the grammar rules we taled a%out in this article+

• 1aulty &odifiers 2 words or phrases that descri%e something

3. angling (odifier 2 a descriptive phrase that %egins a sentence, has a comma

after it, and has the noun it descri%es @T placed right after the comma

4. (isplaced (odifier 2 a descriptive phrase that's not close enough to the thing it's

supposed to %e descri%ing, maing it sound lie it's referring to the wrong thing

• %arallel 6onstruction 2 a list where all the items have the same grammatical format

• $entences 2 made up of independent and dependent clauses

3. Sentence Fragments 2 sentences made of anything less than an independent

clause

4. 0un2on Sentences 2 multiple independent clauses /oined %y only a comma or no

punctuation at all



5. ependent &lauses as Su%/ects 2 sentences can use a whole dependent clause

as su%/ects: treat the dependent clause as a singular noun

• %lurals and %ossessives 2 plural is when there is two or more of

something: possessive is when something %elongs to something else

3. 1lural oun 2 add =s> to the end of a singular noun

4. 1ossessive Singular oun 2 add -apostrophe6s- to the end of a singular noun

5. 1ossessive 1lural oun 2 add an apostrophe to the end of a plural noun

• %ronouns 2 parts of speech that stand in for a noun )its antecedent*

3. Su%/ect vs. @%/ect 1ronouns 2 pronouns change form depending on whether they

are su%/ects or o%/ects

4. !ho vs. !hom 2 who is the su%/ect form, and whom is the o%/ect form

5. 1ronouns and Antecedents 2 it should %e o%vious which noun each pronoun is

referring %ac to

7. 1ronoun and Antecedent Agreement 2 pronouns have to match their antecedents'

person and num%er

8. That vs. !ho 2 who is for a person or people, and that is for everything else

K. Indefinite 1ronouns 2 pronouns lie -everyone- that seem plural are actually

singular

L. ItsIt;s, TheirThey;reThere, <our<ou;re, !hose!ho;s 2 you have to memori9e

these

• 0erbs 2 the SAT tests tense agreement and su%/ect2ver% agreement

3. Her% Tense 2 eep ver%s in a single sentence within the same time period+

present, past, or future



4. Su%/ectHer% Agreement 2 a noun and its ver% %e the same num%er )singular or

plural*

• llogical 6omparisons 2 you can only compare things that are alie in some way: you

can't compare something to all things of that type

• 6oncision and edundancy 2 the SAT, however, is all a%out %eing as succinct and to

the point as possi%le

3. @verly !ordy 1hrases 2 often, one word is %etter than many: sometimes, extra

words should /ust %e deleted

4. 0edundancy 2 if a sentence expresses the same %it of information two or more

times, delete the repetition

5. &om%ining Simple Sentences 2 mae one sentence into a dependent clause of

the other through a repeated noun, using prepositions lie =%efore,> =after,> or

=following,> or %y inserting whatever is %eing defined into the defining sentence

• dioms and $tandard #nglish

3. Her%al 1hrases 2 ver% 6 preposition pairs that always go together

4. 1repositional Idioms 2 groups of words that always end on a specific preposition

5. &ommonly &onfused !ords 2 English has a lot of homonyms )words that sound

similar to each other %ut mean very different things*

7. "anguage Formality 2 avoiding slang and words and phrases that sound too

casual

• 6onjunctions and 6onjunctive "dverbs 2 words that explain how two clauses in a

sentence or successive sentences relate to one another

3. Explanation 2 con/unctions lie -%ecause,- -conse#uently,- and -for example- lin

events in a cause and effect relationship



4. &ontradiction or igression 2 con/unctions lie -however,- -%ut,- and

-nevertheless- descri%e a negative or opposing relationship %etween events

5. Similarity and Emphasis 2 con/unctions lie -moreover- and -liewise- connect

things that are e#ual or similar, or add examples to the argument

• %unctuation

3. 1unctuating (odifiers 2 if the sentence needs the modifier in order to mae

sense, then the modifier doesn;t need commas: if you can tae out the modifier

without losing meaning, then the modifier should %e surrounded %y commas

4. $sing ashes 2 separate out a sentence piece that is explanatory, %ut isn;t crucial

5. 1unctuating =Such As> 2 put a comma %efore =such as,> and then no comma after

it

7. Formatting "ists 2 list items are typically separated %y commas, with a comma

%efore the =and> or =or> that precedes the last list item

8. $sing &olons 2 indicating that a list is coming up, and that after the list the

sentence will end: indicating that an explanation, a definition, or an example is

coming

K. $sing Semicolons 2 separating list items that have commas: fixing run2on

sentences %y separating two independent clauses without a con/unction

!hat's ext

Mnowing the grammar rules is /ust the %eginning. &hec out our complete guide to SAT

!riting for a comprehensive take on all of the topics and strategies you need toknow.

Excelling on the writing also re4uires a lot of practice, so mae sure to chec out our

complete list of SAT practice tests.

http://blog.prepscholar.com/the-complete-prep-guide-to-sat-writing-practice


http://blog.prepscholar.com/free-sat-practice-tests-massive-collection



http://blog.prepscholar.com/free-sat-practice-tests-massive-collection



/ant an ;<< on $"T eading and /riting= First, start %y checing out our

comprehensive advice on how to study for the new SAT. Then, read our detailed guide

on how to get a perfect !riting score and how to get a perfect 0eading score.

/ant to improve your $"T score by >?< points= !e've written an eoo guide a%out

the top 8 strategies you must %e using to have a shot at improving your score. This

includes advice on how you should be practicing your $"T @rammar rules to

improve the fastest+

http://blog.prepscholar.com/how-to-study-for-the-new-sat-in-2016


http://blog.prepscholar.com/how-to-get-800-on-sat-writing-11-strategies-from-a-perfect-scorer

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http://blog.prepscholar.com/how-to-get-800-on-sat-writing-11-strategies-from-a-perfect-scorer

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The Complete Guide to SAT Grammar Rules