SAT

GRAMMAR
P
ADVANCED
PRACTICE
SERIES

¯¯ For the Redesigned SAT

¯¯ Full Practice Tests
¯¯ Essential Tips and Tactics TEST
PREP
1 SUBJECT–VERB AGREEMENT LESSON 1
SUBJECT: The noun or pronoun that indicates what the sentence is about
VERB: The action of the noun or pronoun
REMEMBER: Subject/verb agreement is commonly tested by using: is/are, was/were, and has/have.
If these words are underlined, check for subject/verb agreement.
AGREEMENT: All subjects and verbs must agree in number.

SINGULAR PLURAL
WHEN YOU SEE a verb The girl jumps. The girls jump.
underlined, you must ask yourself:
He is happy. They are happy.
“Who (or what) is doing the verb, and do
both subject and verb agree in number?”

PREPOSITION: Any word (in, at, of, for, to, over, among, between, under…) that
LESSON 1.1
indicates a relationship between a noun and another part of the sentence

PREPOSITIONAL PHRASE: Any phrase (in the house, at the mall, to the store, for a
jog, under the table…) that begins with a preposition and ends before the verb

Eliminate all PREPOSITIONAL PHRASES. The subject will never be in a prepositional

phrase. Prepositional phrases contain extra details that often mislead the reader.
CROSSING THEM OUT makes it easier to identify the subject.

EXAMPLE

The cars in the lot are clean. One of the girls is visiting.
The cars in the lot are clean. → Cross out “in the One of the girls is visiting. → Cross out “of the girls”
lot” One is visiting. P
The cars are clean. P

LESSON 1.2 INTERRUPTER: Any detail positioned between two commas

Eliminate all INTERRUPTERS. The subject will never be in an interrupter.

Interrupters contain extra details that often mislead the reader. CROSSING
THEM OUT makes it easier to identify the subject.

EXAMPLE

Patrick, in addition to Tom and Mark, is coming to the reception.

Patrick, in addition to Tom and Mark, is coming to the reception. → Cross out “in addition to Tom and Mark,”
Patrick is coming to the reception. P

12
 1
LESSON 1.3 TRICKY SINGULAR: A singular word that sounds plural or is commonly misused as a plural

Look out for TRICKY SINGULARS (neither, either, everyone, everybody,

someone, somebody, anybody, anything, each, anyone, no one, everything,
little, and much).

EXAMPLE

Neither of the twins is sick.

Neither of the twins is sick. → Cross out “of the twins"
Neither is sick. P

Either of the rooms at the hotel is available.

Either of the rooms at the hotel is available. → Cross out “of the rooms at the hotel”
Either is available. P

LESSON 1.4 TRICKY PLURAL: A plural word that sounds singular or is commonly misused as a singular

Look out for TRICKY PLURALS (Plural/Singular: data/datum,

phenomena/phenomenon, media/medium, and criteria/criterion).

EXAMPLE

The data from the computer are on my disc.

The data from the computer are on my disc. → Cross out “from the computer”
The data are on my disc. P

The criteria for the assigned essay are very complex.

The criteria for the assigned essay are very complex. → Cross out “for the assigned essay"
The criteria are very complex. P

13
1
LESSON 1.5 NEITHER/NOR AND EITHER/OR: Two subjects separated by a standard phrase

Look out for NEITHER/NOR and EITHER/OR phrases. Although NEITHER and
EITHER are singular, when grouped with NOR/OR, the word that ends the phrase
determines the verb.
FORMULA:
Either A or B → B determines the verb Neither A nor B → B determines the verb

EXAMPLE

Either John or Mary is right. P

Neither John nor the Parkers are wrong. P

PS
Sometimes the “B Phrase” includes a prepositional phrase. Apply the technique:
TI

Either the Smiths or one of the Johnsons was expected to bring the salad.
Either the Smiths or one of the Johnsons was expected to bring the salad. → Cross out “of the Johnsons”
Either the Smiths or one was expected to bring the salad. P

LESSON 1.6 INVERTED SENTENCE: The verb comes before the subject in a sentence

Look out for anything INVERTED (VERB/SUBJECT). Sentences that start with the
word “there” and compound sentences that have more than one subject/verb
combination tend to be inverted.

HOW TO CHECK THE VERB:

Simply un-invert (flip) the subject and verb.

EXAMPLE

There is a cat in the house. During the day, there is ten cats in the garage.

FLIPPED: cat is P FLIPPED: ten cats is O

ten cats are P

PS
When subject nouns are LINKED with an “AND,” the subject is PLURAL.
TI

P The house and the car were ruined by the storm.

P John and Mary eat chocolate all day.

P The dog and the cat are in trouble for eating the cake on the counter.
14 a
Use this page for additional notes. The following pages have exercises regarding Subject/Verb
1
Agreement.

15
1 EXERCISE DIRECTIONS: Using the strategies you learned on pages 12 - 14, fix the verb(s) where necessary.

EXAMPLE:
ONE is
Neither of the twins are happy about the convention being canceled.

1. By Anita’s estimate, there is at least a hundred birds in the tropical rain forest exhibit.

2. There has always been too many conflicting clauses and stipulations in the company’s hiring policy.

3. There is a public park, a swimming pool, and a miniature golf course just down the road from the house where I grew
up.

4. The principles of morality, government, and perception was all investigated by British philosopher John Locke.

5. Neither Mr. Carruthers nor his son were invited to this year’s golf outing.

6. Neither of the contestants were willing to use dishonest methods and thus risk her reputation.

7. The overwhelming support of both emerging and established authors have undeniably enriched the world literature
scene.

8. The proceeds from the auction of Ms. Dutton’s estate was distributed among her children.

9. Neither the cheerleaders nor the football players themselves believes that the coach has had a positive influence on the
team.

10. Either a German novel or a French novel are going to be assigned to the class for summer reading.

11. There is only five more miles to go until we reach our destination.

12. Weather phenomena, from deadly tornadoes to gentle spring rain, is analyzed in great detail on an informative new
television show.

13. The building inspectors were astonished to discover that there was three hidden rooms in the basement of the old
mansion.

14. Every tenured faculty member of the department of literature and languages were present at Dr. McNulty’s retirement
party.

16
EXERCISE These are examples of questions that you will see on the SAT concerning Subject–Verb Agreement.
Follow the directions below.
1
TWO

Questions 1-7 are based on the following passage. 1

A) NO CHANGE
Subject / Verb Agreement
B) there are
For large numbers of both film critics and casual C) there was
D) they’re
movie-goers, the greatest Japanese filmmaker isn’t a man
2
who created blockbusters or sci-fi epics, as George Lucas A) NO CHANGE
B) were
and Steven Spielberg have done. Instead, 1 there is many
C) will
who would grant the title “greatest Japanese filmmaker” to D) is

Yasujiro Ozu, whose films feature highly realistic stories. 3

A) NO CHANGE
What 2 are the typical Ozu movie like? Very often, the film B) This is
C) There is
starts with a family or other small group of people dealing D) These are
with everyday problems. By the end, the overall situation 4
A) NO CHANGE
has changed, possibly because of a marriage, travel plans, or
B) seemed
an unexpected new friendship. 3 There are the usual extent C) seem
D) seeming
of Ozu’s plot, and the camera shots 4 seems very simple
5
and direct, completely free of confusion. A) NO CHANGE
B) was
So why is Ozu astonishing? There 5 is a few intriguing
C) were
answers to this question. The first is that Ozu’s films are D) are

about fascinating moments in history. From 1920 to 1960— 6

A) NO CHANGE
the period when Ozu was very active—the Japanese wanted B) makes
C) are making
to modernize their economy while preserving their cultural
D) made
traditions. This tension between old and new 6 make 7
Ozu’s work fascinating. Another reason for Ozu’s prowess A) NO CHANGE
B) was
is that Ozu is a great storyteller. In his film Tokyo Story, for C) have been
D) are
instance, two aging parents visit their children. From the

old father and mother to their grandchildren, each of the

characters in Tokyo Story 7 is depicted with a combination

of gentle humor and compassion.

(ANSWERS ON NEXT PAGE) 17

2 PARALLELISM LESSON 2
aking a sentence parallel simply involves making the sentence balanced. Grammar is based on
M
parallel structure.
HE LAWS OF PARALLELISM demand that words or phrases be in the same form of speech
T
(adjectives, verbs, nouns) and use the same structure. Often, balancing a phrase requires the removal
of extraneous words.

more than, as much as, is, like

comparisons:

WHEN YOU SEE lists, comparisons, standard phrases: not only/but also, so/that,
standard phrases, pronouns, and either/or, neither/nor, prefer/to
conjunctions, CHECK for parallelism.
pronouns: one, you

and, but
conjunctions:

LESSON 2.1 BALANCING LISTS

EXAMPLE

She went swimming, running, and danced all night. O

She went swimming, running, and dancing all night. P

This is a call for all professors, editors, and people who collaborate. O
This is a call for all professors, editors, and collaborators. P

LESSON 2.2 BALANCING COMPARISONS

EXAMPLE

Jefferson actually liked to participate in the science league more than he liked
playing basketball. O
Jefferson actually liked participating in the science league more than he liked
playing basketball. P
Jefferson actually liked to participate in the science league more than he
liked to play basketball. P

LESSON 2.3 BALANCING TWO SIDES OF A STANDARD PHRASE

EXAMPLE

Judging by the look on his face, Paul is either nervous or filled with excitement. O
Judging by the look on his face, Paul is either nervous or excited. P

I prefer eating salty foods to sweet foods. O

20
I prefer eating salty foods to eating sweet foods. P
 2
LESSON 2.4 BALANCING PRONOUNS
EXAMPLE

One should always do what you want. O

One should always do what one wants.P
You should always do what you want. P

LESSON 2.5 BALANCING TWO SIDES OF A CONJUNCTION

EXAMPLE

To prepare for the party, we should set the table and making the pasta.O
To prepare for the party, we should set the table and make the pasta. P

John’s book is informative but full of entertainment. O

John’s book is informative but entertaining. P

PS
As mentioned before, sometimes balancing a sentence merely requires the OMISSION of
TI

extraneous words.

O  he students were happy to learn the lesson, finish the homework, and they
T
could enjoy the weekend.

a
P  he students were happy to learn the lesson, finish the homework, and enjoy
T
the weekend.

Use this space for additional notes. The following pages have exercises regarding Parallelism.

21
2 EXERCISE DIRECTIONS: Using the strategies you learned on pages 20 - 21, balance the sentence if necessary.

EXAMPLE:
ONE Loving
To love is essential, but so is working on your career.

1. In preparation for the train heist, the outlaws obtained ropes and ladders, disguised themselves in black clothing, and they
also devised a foolproof escape plan.

2. If you are interested in learning about Italian cinema, one should watch the film La Strada.

3. The ballerina was neither committed to a single performance style nor was she willing to ally herself with only one dance troupe.

4. Many students would agree that actually traveling the world is more exciting than when you simply read about faraway places.

5. In recent times, some investment bankers have been more interested in amassing wealth than in how scrupulous the
business practices they follow are.

6. To say that Meredith works out “now and then” is underestimating her devotion to health and fitness.

7. Norman yearned not only to write innovative poetry, but also he yearned to create experimental sculptures and
architectural designs.

8. Walking through the old haunted house was like a return to all my childhood fears.

9. The Caribbean heritage festival attracted traditional dancers, community service organizers, and documentaries by
directors from around the world.

10. Richard is worried not only about how his teachers perceive him, but also about his peers reacting to his personality.

11. Delilah prefers the music of the Rolling Stones to the music which was made by the Beatles.

12. Visitors discovered that the performance art exhibit was not only innovative, but also it educated.

13. My uncle purchased steaks and sausage links, set up his new deck furniture, and he also sent out invitations for
his Friday cookout.

14. Compared to its competitors, the new bistro is more spacious and it is more efficiently managed.

15. Linda is neither comfortable speaking in front of others nor is she capable of making her points succinctly.

22
EXERCISE These are examples of questions that you will see on the SAT concerning Parallelism. Follow
the directions below.
2
TWO

Questions 1-5 are based on the following passage.

Parallelism 1
A) NO CHANGE
1 To write was always easier for her than talking.
B) To write was always easier for her than having
Jane Wu, author of The Ties That Bind Us, seems to have talked.
C) Writing was always easier for her than to talk.
been born the quintessential author. She has other hobbies, D) Writing was always easier for her than talking.

of course. 2 She enjoys playing golf, tennis, and to play 2

A) NO CHANGE
chess. She sometimes collects stray cats and delivers them to
B) to play golf, to play tennis, and to play chess.
a shelter where the kind people 3 care for these unwanted C) playing golf, tennis, and chess.
D) playing golf, playing tennis, and chess.
creatures and are finding homes for them. But she does all
3
of this in a perfunctory way. It is in her novels that she is A) NO CHANGE
B) care for these unwanted creatures and try to find
both 4 at home and peacefully. The novels are the place homes for them.
C) cares for these unwanted creatures, also trying to
where her passion comes alive. Her 5 characters fly and are
find homes for them.
dancing through their emotionally vigorous lives—creating D) caring for these unwanted creatures and try to find
homes for them
sharp contrasts with Wu’s own persona of calmness and
4
introspection. A) NO CHANGE
B) at home and at peace.
C) at home and peace.
D) homeful and peaceful.

5
A) NO CHANGE
B) are flying and are dancing
C) fly and dance
D) flying and dancing

(ANSWERS ON NEXT PAGE) 23

3 COMPARISON LESSON 3
Comparison problems are often tricky to catch because the reader infers the correct comparison.
Checking for comparison requires the use of visual parallelism. Be aware of what is being compared
in the sentence. These comparisons must be LOGICAL.

as, than, like, to,

COMPARISONS between, among

WHEN YOU SEE these words in a a student, a player,

sentence, check for the problems “A” PHRASE
a musician
described in the following lessons.

WORDS THAT fewer/ less, number/

DESCRIBE
amount, many/ much
QUANTITY

LESSON 3.1 ILLOGICAL COMPARISONS

EXAMPLE In my opinion, there is no story more intriguing than Othello. O

EXPLANATION The word than signals that there is a comparison in this sentence. This is not a logical
comparison because we must compare a “story” to a “story.”

In my opinion, there is no story more intriguing than the story of Othello. P

EXAMPLE Her inclination to eat a cupcake is much stronger than to go for a jog. O
EXPLANATION This sentence is wrong because her “inclination [to eat a cupcake]” is being compared
to “to go for a jog.” You must compare inclination and inclination, not inclination and
to go for a jog.

Her inclination to eat a cupcake is much stronger than her inclination to go for a jog. P
EXAMPLE Napoleon Bonaparte is more famous than any leader in French history. O
EXPLANATION This sentence is wrong because Napoleon Bonaparte was a leader himself, and
he could not have been more famous than himself. We must compare him to
other leaders.

Napoleon Bonaparte is more famous than any other leader in French history. P

When checking for ILLOGICAL COMPARISON, think of parallelism: Pineapples to

apples, NOT pineapples to eating apples!

26
 3
LESSON 3.2 NUMBER AGREEMENT/”A” PHRASE

Things that you compare have to agree in number. Both are either singular or
plural.

EXAMPLE Though their parents wished otherwise, they were both struggling to be a musician. O
EXPLANATION Because the word “musician” is referring to “they,” we must use musicians.

Though their parents wished otherwise, they were both struggling to be musicians. P
EXAMPLE Both Kristi and Kim are an administrator in the office. O
EXPLANATION Because “administrator” is referring to “Kristi and Kim,” we must use administrators.

Both Kristi and Kim are administrators in the office. P

LESSON 3.3 COUNTABLE/NOT COUNTABLE

DESCRIBES THINGS THAT ARE DESCRIBES THINGS THAT ARE

COUNTABLE NOT COUNTABLE
(hot dogs, dollars, kisses) (food, money, love)

fewer / number / many less / amount / much

EXAMPLE There are much more architectural decorations on this skyscraper than I had expected. O
EXPLANATION This sentence is wrong because decorations can be counted. We must use many.

There are many more architectural decorations on this skyscraper than I had expected. P
EXAMPLE No one could guess the number of candy in the jar. O
EXPLANATION This sentence is wrong because candy cannot be counted. We must use amount.

No one could guess the amount of candy in the jar. P

27
3
LESSON 3.4 COMPARING EXACTLY TWO VS. THREE OR MORE

COMPARING ONLY COMPARING THREE

TWO THINGS OR MORE THINGS

between among

more most

-er ending words: -est ending words:

better, faster, stronger best, fastest, strongest

EXAMPLE Of the dozens of kids in the club, Sarah was the more popular. O
EXPLANATION Because there are dozens of kids (3 or more), we must use most.

Of the dozens of kids in the club, Sarah was the most popular. P
EXAMPLE There was no animosity between Joe, Chris, and Patrick. O
EXPLANATION Because there are three people, we must use among.

There was no animosity among Joe, Chris, and Patrick. P

IPS
T

When you see BETWEEN or AMONG, remember:

BETWEEN AMONG
Compares exactly two things Compares three things or more
Always use “and” Always use “and”
Always use “me”, not “I” Always use “me”, not “I”

EXAMPLE EXAMPLE

The decision is between John Among Mary, Rhonda or

O
or I. I, Mary is the prettiest. O
The decision is between John Among Mary, Rhonda and me,
and me. P Mary is the prettiest. P

28
Use this page for additional notes. The following pages have exercises regarding Comparison.
3

29
3 EXERCISE DIRECTIONS: Using the strategies you learned on pages 26 - 28, fix the comparison error if necessary.

EXAMPLE: in traveling across

ONE V
More people are interested in traveling across the United States than Europe.

1. The ship could not maneuver effectively because too much barrels of provisions and cases of ammunition had been
stored on board.

2. In nineteenth-century America, activists such as Elizabeth Cady Stanton and Susan B. Anthony urged women to
become a participant in the democratic process.

3. The word problem asked students to determine the amount of marbles that could fill a cylindrical jar.

4. He believes that wearing sandals in summer is better for his health than sneakers.

5. Senator Joseph McCarthy rose to notoriety by determining which citizens of the United States had a communist
belief.

6. Terry is firmly convinced that the best comic novels are P.D. Wodehouse.

7. After much deliberation, the judges decided that Grover was the better of the seven performers who had appeared in
the talent show.

8. It is hard to deny that flying in a private jet is a much more glamorous way to travel than a commercial plane.

9. Only a few of the air force cadets were interested in becoming an astronaut.

10. Like so many other academic essays on literature, Sharon bombards readers with awkward sentences and unclear
definitions.

11. The gardening and yard maintenance duties were equally divided between Jacques, Frederic, and me.

12. Independence and determination are a quality that will lead you to success in your college studies.

30
EXERCISE These are examples of questions that you will see on the SAT concerning Comparisons. Follow
the directions below.
3
TWO

Questions 1-8 are based on the following passage. 1

A) NO CHANGE
Comparison
B) to the hysteria depicted in the movie Jaws.
Sharks, real sharks, have been making quite a splash in C) to Jaws, the movie’s depicted hysteria.
D) to Jaws, the movie’s, shark attacks.
this summer’s news cycle. Forget the yearly “Shark Week”
2
television events; shark sightings and shark attacks have been A) NO CHANGE
B) heroines.
reported on almost every beach on the East Coast. The hysteria
C) a hero.
is almost surreal and can be likened 1 to Jaws, the movie. D) hero.

Every fisherman wants to nab the “big one” and be 2 heroes. 3

A) NO CHANGE
Every swimmer wants to brave the waters­—only to boast later B) Among
C) In between
that he or she “survived.” 3 Between the aspiring fishermen, D) Even
the frenzied media, and the foolhardy beach-goers, there is a 4
morbid fascination in these events. Of all the species in the A) NO CHANGE
B) most scariest.
ocean, sharks were always the 4 scarier. There is no story C) more scarier.
D) scariest.
more intriguing than 5 the story of a shark attack survivor, yet
5
welcoming an attack for the sake of a good story is lunacy. A) NO CHANGE
B) the attack of
Sensationalism aside, some commentators have made
C) those of
conscientious efforts to get to the heart of the situation. Their D) DELETE the underlined portion.

efforts, though, have not yielded decisive answers. It is unclear 6

A) NO CHANGE
whether there are 6 much more sharks than usual in the B) more
C) less
oceans today, and unclear when and why a population increase
D) many
might have taken place. Have we polluted the water 7 like the 7
earth, and thus forced the sharks to hunt innocent swimmers for A) NO CHANGE
B) like the earth is polluted
food? Is this phenomenon due to global warming? At least for C) like we polluted the earth
D) as the earth
the present, scientists don’t have 8 many information to share.
8
A) NO CHANGE
B) any
C) much
D) many more

(ANSWERS ON NEXT PAGE) 31

4 SUBJECT–PRONOUN AGREEMENT LESSON 4
PRONOUN: T
he word that takes the place of the noun
EXAMPLES: I , you, we, us, our, me, he, she, him, her, they, their, it, its
FORMULA: Janet is tired because she studied for the SAT all day.

WHEN YOU SEE a PRONOUN SINGULAR PLURAL

underlined, you must ask yourself: He/ She, It They

Her/ Him, It Them

“Who (or what) is this pronoun referring to and do
His/ Her, Its Their
both (subject and pronoun) agree in number?”

LESSON 4.1 DON’T MISTAKE SINGULAR SUBJECTS FOR PLURAL SUBJECTS.

EXAMPLE SUBJECT PRONOUN

The University of Massachusetts (one place) =
IT
the radio station =
people (more than one person) =
the doctors = THEY
students =

each of the girls (Tricky Singular) = SHE

everybody (Tricky Singular) = HE OR SHE

LESSON 4.2 JUST LIKE SUBJECT/VERB AGREEMENT, BE AWARE OF TRICKY SINGULARS.

TRICKY SINGULARS
EITHER, NEITHER, EVERYONE, EVERYBODY, SOMEONE,
SOMEBODY, ANYBODY, ANYTHING, EACH, ANYONE, NO ONE,
EVERYTHING, LITTLE, MUCH

EXAMPLE Everyone should brush their teeth three times a day. O

EXPLANATION Everyone is a tricky singular.

Everyone should brush his or her teeth three times a day. P

PS
Do NOT cross out prepositional phrases. The pronoun’s subject may be in the
TI

prepositional phrase.

The quality of the multivitamins depends entirely on its ingredients. O

What has the ingredients? The quality or the multivitamins?

The quality of the multivitamins depends entirely on their ingredients. P

34
 4
LESSON 4.3 BE AWARE OF TRICKY PRONOUNS.

What, where, when, why, who, and how are all interrogative pronouns that can
begin a question or refer to an unknown. BUT, sometimes they refer directly to
the subject.

USE WHAT ONLY TO REFER TO A THING.

EXAMPLE The quality of the product is what’s important. P

EXPLANATION What refers to quality. Quality is important.

USE WHERE ONLY TO REFER TO A PLACE.

EXAMPLE Seattle is where I got engaged. P

EXPLANATION Where refers to Seattle. I got engaged in Seattle.

USE IN WHICH IF THE “WHERE” IS NOT LITERAL.

EXAMPLE This is a story where the hero dies. O

This is a story in which the hero dies. P
EXAMPLE I like movies where the guy gets the girl. O
I like movies in which the guy gets the girl. P
USE WHEN ONLY TO REFER TO A TIME.

EXAMPLE 2014 is when the incident happened. P

EXPLANATION When refers to 2014. The incident happened in 2014.

USE WHY ONLY TO REFER TO A REASON.

EXAMPLE Please tell me why you refuse to wear a helmet. P

Why refers to the reason you refuse to wear a helmet. (Please tell me the reason you
EXPLANATION refuse to wear a helmet.)

USE WHO TO REFER TO A PERSON. (Do not use THAT when referring to a person.)

EXAMPLE The students that ate got sick. O

The students who ate got sick. P
USE HOW ONLY TO REFER TO AN EXPLANATION.

EXAMPLE Studying hard is how I aced my SAT. P

EXPLANATION How refers to studying hard. (I aced my SAT by studying hard.)
35
4
LESSON 4.4 LOOK OUT FOR AMBIGUOUS PRONOUNS.

If the pronoun in the sentence can refer to more than one thing, it is ambiguous.
The connection between the subject and the pronoun should be clear.

EXAMPLE Austin told Joe that he had some spinach in his teeth. O
EXPLANATION Who “had spinach in his teeth?” Austin or Joe?

EXAMPLE Deep-sea exploration has occurred, but they still haven’t found any new species. O
EXPLANATION Who “haven’t found any new species?”

36
Use this page for additional notes. The following pages have exercises regarding Subject/Pronoun Agreement.
4

37
4 EXERCISE DIRECTIONS: Using the strategies you learned on pages 34 - 36, fix the pronoun(s) if necessary.

EXAMPLE:
ONE their
Each year, the local churches collect money to support its charity programs.

1. Everyone that wants a part in the play should report to the auditorium with their script.

2. I still vividly remember that it was Jacksonville, not Orlando, when I got engaged.

3. Someone forgot their credit card in the lobby of the hotel.

4. The insects, though each distinct in their own way, were all equally despised by Hannah.

5. After a long and contentious deliberation, the soccer association decided that they would punish the offending player
by suspending them for two months.

6. Even though the Center for Disease Control has been charged with the task of researching methods to prevent
harmful diseases, they often publish findings that are largely ignored by the public.

7. Sometimes, high school students bite off more than they can chew with sports, clubs, and academics.

8. No parent wants to hear that their child is the one that has a bad reputation at school.

9. The Bronx Zoo in New York City is very much concerned with providing their animals with a good quality of
life by housing them in habitats that reflect its indigenous environments.

10. Both Lady Gaga and Madonna are known for their stage performances, but she has the more powerful voice.

38
 4

(ANSWERS ON NEXT PAGE) 39

5 PRONOUN CASE LESSON 5
Similar to SUBJECT/PRONOUN, PRONOUN CASE focuses
WHEN YOU SEE a PRONOUN on the correct use of a pronoun in relation to the rest of the
you must ask yourself: sentence. Below are general instances in which the SAT will
test PRONOUN CASE.
“Is this pronoun in the proper form?”

LESSON 5.1 PEOPLE OR GROUPS

You will see a pronoun combined with ANOTHER PRONOUN, PERSON, or

GROUP by a conjunction.

EXAMPLE

The sports team and he… Sally and they…

Read the following sentence:

Every Sunday at the playground, the other children and her pretended to be valiant knights.
Did you see the problem? If not, here is what you should do when you see a
pronoun used in combination with another person or group:
STOP and PLACE YOUR FINGER over the other person or group and REREAD
the sentence.

Every Sunday at the playground, the other children and her pretended to be valiant knights.

her pretended O she pretended P

Every Sunday at the playground, the other children and she pretended to be valiant knights. P

EXAMPLE
The school presented the award to Andre and he.
The school presented the award to Andre and he.

presented the award to he O

presented the award to him P

The school presented the award to Andre and him. P

EXAMPLE
Us and the other parents went to the beach.
Us and the other parents went to the beach.

Us wentO
We went P

42
We and the other parents went to the beach. P
 5
LESSON 5.2 THAN OR AS

Pronoun Case may also appear in comparisons usually indicated by the words
THAN or AS:

No one did better than her. No one has scored as many

touchdowns as him.

In both sentences, there is an implied verb after the pronoun. Here is what you
should do: INSERT the implied verb to REVEAL the correct pronoun.

No one did better than her (did). No one has scored as many
touchdowns as him (scored).

her did O him scoredO

she did P he scored P

No one did better than she. P No one has scored as many

touchdowns as he. P
EXAMPLE
Betty is faster than me. Chris is as noisy as her.
Betty is faster than me (am). Chris is as noisy as her (is).

me am O her is O
I am P she is P

P
Betty is faster than I. Chris is as noisy as she. P

LESSON 5.3 REFLEXIVE PRONOUNS

Another way that you will see PRONOUN CASE is in REFLEXIVE PRONOUNS
such as himself, herself, themselves, ourselves, and myself. Note: myself is the
most commonly used on the SAT. If you see me or myself underlined, check to
make sure that the pronoun is being used properly.

To celebrate my graduation, I scheduled a party for me and the other graduates.

I scheduled a party for me O

I scheduled a party for myself P
To celebrate my graduation, I scheduled a party for myself and the other graduates. P

43
5
LESSON 5.4 BETWEEN / AMONG

Do you recall the tip from comparison about “BETWEEN” and “AMONG”?
Always use “me” not “I”. The same rule applies in these cases. When you see
the words between and among use the OBJECTIVE form of the pronoun. See
table below.

SUBJECTIVE OBJECTIVE
I Me

He Him

She Her

We Us

EXAMPLE

Between Mary and I O Between Mary and me P

Among Stacy, Richard, and she O Among Stacy, Richard, and her P

44
EXERCISE DIRECTIONS: Using the strategies you learned on pages 42 - 44, circle the correct pronoun.
5
ONE (is)
EXAMPLE: I am better at tennis than ( her / she ) and thus I win every game.

1. Despite our differences, Yolanda and ( I / me ) must work together on this science project.

2. No one is sorrier than ( I / me ) that you lost your dog.

3. G
 ertrude was trying to provoke me the whole night, but I had to remind ( me / myself ) not to dignify her antics
with a response.

4. After the shopping spree, we all agreed that no one had spent more than ( she / her ).

5. Did Dad bring any exotic souvenirs home for Keshav and ( I / me )?

6. ( We / Us ) and the rest of our posse decided that, in order to assert our territory on the beach, we would need to
bring a blanket and multiple chairs.

7. The man making the broccoli and cheddar soup accidentally spilled it all over my Yorkshire Terrier and ( I / me ).

8. ( He and I / Him and me ) work well together.

9. Even though I wore my best dress and my most dramatic hairdo, none of the boys at the event would dance
with ( I / me ).

10. Over the course of 28 years, Kelly, Linda, and ( he / him ) cultivated a bountiful pumpkin patch.

11. The other Civil War reenactors and ( she / her ) got into a dispute with the municipal parks department about the
use of real cannons.

12. Since we were provided with a pamphlet about the mating habits of apes, it was easy for ( she and I / her and me )
to spot indications of romance at the gorilla exhibit.

45
5 EXERCISE These are examples of questions that you will see on the SAT concerning Subject–Pronoun and
Pronoun Case. Follow the directions below.
TWO

Questions 1-7 are based on the following passage. 1

A) NO CHANGE
Pronoun Errors
B) their
By working together, a hardy group of pet enthusiasts has C) it’s
D) the
created a community organization with the potential to do an
2
enormous amount of good. In 2007, People Pick-Me-Up began A) NO CHANGE
B) they’re regular visits
when two recent college graduates began bringing
C) its regular visits
1 our pets—rabbits, parakeets, and a cheerful golden D) it’s regular visits

retriever—to a local nursing home. The idea of using “visiting 3

A) NO CHANGE
pets” to comfort others quickly caught on. Now, People Pick- B) there
C) its
Me-Up has over twenty members and is recognized in a large D) our
number of local newspapers. The group’s activities include 4
2 their regular visits to nursing homes and veterans’ hospitals A) NO CHANGE
B) we
as well as occasional sessions at camps for children from C) he
D) they
troubled families.
5
The successes of People Pick-Me-Up can be explained by A) NO CHANGE
B) it’s
3 their dedication to the immediate community—in this case,
C) their
a few counties in suburban Connecticut. “We have had plenty D) his

of opportunities to expand, but 4 one would rather build

stronger connections to the people we know,” says Ron

MacKinner, one of the two People Pick-Me-Up founding

members. However, MacKinner doesn’t see staying local as

turning 5 its back on people in need. He is confident that other

organizations will see the good work that People Pick-Me-Up

has done, and he has the business savvy to effectively

46
EXERCISE These are examples of questions that you will see on the SAT concerning Subject–Pronoun and
Pronoun Case. Follow the directions below.
5
TWO

publicize even a single-area charity. As it turns out, 6

MacKinner’s background is in communications and marketing, A) NO CHANGE
B) they
both of which 6 him studied at the university level. C) he
D) we
Indeed, MacKinner’s “stay close, inspire far” strategy has
7
begun to show positive results, as other pet therapy groups A) NO CHANGE
B) its
have begun to follow the approach set by MacKinner. One
C) it’s
newly-established organization in rural Pennsylvania even cites D) there

the good work done by People Pick-Me-Up as 7 their specific

inspiration.

(ANSWERS ON NEXT PAGE)

47
6 Dangling Modifier LESSON 6
A DANGLING MODIFIER IS A DESCRIPTIVE PHRASE FOLLOWED BY THE WRONG SUBJECT.

MODIFIER:
Descriptive Regularly lifting heavy packages, John hurt his back. P
phrase
SUBJECT: The person or other noun
that the modifier describes

WHEN YOU SEE a sentence Ask yourself, WHO or WHAT does this descriptive
beginning with a modifier...
phrase apply to?

LESSON 6.1 PLACING THE SUBJECT AFTER THE MODIFIER (THUS AFTER THE COMMA)

EXAMPLE Known to be poisonous, the unsuspecting tourist was bitten by the rattlesnake. O
EXPLANATION Who is known to be poisonous—the tourist, or the rattlesnake?

Known to be poisonous, the rattlesnake bit the unsuspecting tourist. P

EXAMPLE Walking down the street, Jane saw a shooting star. P

EXPLANATION If JANE is walking down the street, then JANE must come right after the comma.

LESSON 6.2 THE APOSTROPHE TRAP

BE CAREFUL not to pick a subject that is a possessive noun, or a subject with an

apostrophe (Picasso’s paintings; Carol’s legs). The apostrophe means ownership,
so the word following it cannot be separated from the person. They must remain
together unless the apostrophe is removed.

EXAMPLE Walking down the street, Jane’s head was almost cut off by a shooting star. O
EXPLANATION Jane’s head was not walking down the street.

EXCEPTION Pounding like a hammer, Jane’s headache would not stop. P

EXPLANATION Jane’s headache was pounding like a hammer, so there is no dangling modifier.

50
 6
LESSON 6.3 DANGLING MODIFIERS AT THE END OF THE SENTENCE

EXAMPLE Raj swallowed his last bite of watermelon parking the truck. O
aEXPLANATION His last bite of watermelon was not parking the truck.

Parking the truck, Raj swallowed his last bite of watermelon. P

Use this page for additional notes. The following pages have exercises regarding Dangling
Modifier.

51
6 EXERCISE DIRECTIONS: Using the strategies you learned on pages 50 - 51, fix the Dangling Modifier if necessary.

EXAMPLE:
ONE
While attending college, her family was happy to see Cindy every weekend.

1. Without any formal training, the landscape paintings by Rhonda were beautiful.

2. Famous for having popularized colorful socks, Harry’s shoes also have a stylish flair.

3. Before taking off into the sunset, the kiss the cowboy shared with his lover was passionate.

4. The teacher was proud that by lightening the homework load, her students’ performance and participation in class
increased.

5. Kandi invented a new toilet that cleans itself when pulling a lever.

6. Hoping that her performance had been good enough to earn her a spot on the cheerleading squad, Caroline waited in
the hallway.

7. Worn out after years of use, Jacob needed to replace his favorite pair of jeans.

8. Perhaps his finest work, Picasso created a mural-sized painting in black and white called Guernica.

9. Easily the most sought-after countertop material, most people want granite for its durability and attractiveness.

10. Having climbed for days, the torrential downpour forced the disheartened travelers to abandon their goal of reaching
the summit.

52
EXERCISE These are examples of questions that you will see on the SAT concerning Dangling Modifier.
Follow the directions below.
6
TWO

Questions 1-6 are based on the following passage. 1

A) NO CHANGE
Dangling Modifier
B) viewers are often bombarded
When watching movies and television shows, 1 it is often C) they are common for viewers bombarded
D) viewer’s bombardment is common
common for viewers to be bombarded with tense depictions of

stern parents and their rebellious teenagers. Knowing full well 2

A) NO CHANGE
the entertainment value of such vivid 2 stereotypes, television B) stereotypes, parents
C) stereotypes, teenagers
producers capitalize on one segment of the parent-teenager
D) stereotypes, we
relationship. Yet popular entertainment may be wrong about
3
today’s “generation gap.” Since the advent of the Internet and its
A) NO CHANGE
possibilities of increased connectivity, 3 psychiatrist’s theories B) psychiatrists have
C) TV stations have
have found that the much-sensationalized divide that flourished D) technology has
in the days of James Dean, the Brat Pack, and My So-Called Life
4
doesn’t fit the reality of 4 today, listening to the same music
A) NO CHANGE
and wearing the same styles. B) today’s parents and teens, listening to the
same music and wearing the same styles.
The case of recent American Idol contestant Amy C) music and styles.
D) today’s parents and teens, who listen to the
McKeithan is firm evidence of such tendencies. Hoping that same music and wear the same styles.

her performance had gone well, 5 Amy’s anxiety pushed

5
her directly to her mother, who was waiting in the wings. “I A) NO CHANGE
B) it pushed Amy directly
do not trust any of my friends to guide me or critique me,”
C) Amy pushed her way directly
says Amy definitively. “My mom knows this industry and D) the generation gap pushed her directly

its style trends better than any teenager does.” Family ties,
6
somewhat unexpectedly, can endure thanks to of-the-moment A) NO CHANGE
B) parents and teens
entertainment. And because they view the world in more or less C) trends
D) family happiness
the same way, 6 computers will only continue to become closer

and closer.

53
(ANSWERS ON NEXT PAGE)
7 Adjective Vs. Adverb LESSON 7
WHEN YOU SEE a descriptive word Lilly is AMAZING at baseball.
UNDERLINED – stop and ask yourself:
Madison SLOWLY jogged on Sunday.

The movie was DISTURBINGLY horrific.

“What is it describing? Is it describing
a noun, verb, or adjective?”

LESSON 7.1 ADJECTIVE: The word that describes a noun

EXAMPLE
1. Jane is beautiful. Beautiful describes Jane.

2. The beat is constant. Constant describes the beat.

3. She is a safe driver. Safe describes her as a driver.

LESSON 7.2 ADVERB: The word that describes a verb or an adjective

EXAMPLE Adverbs describing verbs

1. Jane runs beautifully. Beautifully describes how Jane runs.

2. The beat is constantly playing. Constantly describes how the beat is playing.

3. Drive safely. Safely describes how to drive.

EXAMPLE
Adverbs describing adjectives

1. She is amazingly quick. Amazingly describes how quick she is.

2. She is breathtakingly pretty. Breathtakingly describes how pretty she is.

3. The casserole came out of the oven with a horrifically burnt top layer. Horrifically
describes how burnt the top layer was.

PS
TI

ADJECTIVE VS. ADVERB seems like an easy type to detect. However, the College
Board test makers are very adept at picking adjectives and adverbs that do not sound
wrong even when used incorrectly.

56
Use this page for additional notes. As you complete practice tests, write down the adjectives
7
and adverbs that you find. This list can be used for further study. The following pages have
exercises regarding Adjective vs. Adverb.

57
7 EXERCISE DIRECTIONS: Using the strategies you learned on page 56, correct the adjective or adverb if needed.

EXAMPLE:
ONE swiftly
The calm river became wild due to the swift changing storm.

1. Although my dentist does a thoroughly job cleaning my teeth, he lacks charisma.

2. Jennifer and Austin were awarded the highest honors in the class for their ingenious science projects.

3. No matter how hard you try, you will never steal the recipe for my moist and sweetly brownies.

4. Whenever he mows the lawn, Akshay sings enthusiastic because nobody can hear him above the roar of the
lawnmower.

5. Even though I understand that my comments were offensive, you should cut me a break because I only meant them
joking.

6. In today’s society, finding affordable and sustainable energy sources is more important than owning irresponsible
immense homes.

7. Sravani is our new intern at the office; her acumen and diligence make her a likely candidate for an officially position.

8. Despite the fact that the black bear at my local nature reserve is general harmless, inconsiderate tourists sometimes
move this animal to wrath.

9. Maya Angelou, a gifted poet, literary legend, and fervently dancer, died on May 28, 2014, at the ripe old age of 86.

10. Just because you are more skilled at the steel drums than I, you do not have the right to regard me condescendingly.

58
EXERCISE These are examples of questions that you will see on the SAT concerning Adjective Vs. Adverb.
Follow the directions below.
7
TWO

Questions 1-7 are based on the following passage. 1

Adjective Vs. Adverb A) NO CHANGE
B) smarter
Twenty-first century elementary education arbitrarily groups C) more smart
D) smartest
students together—no matter their abilities, intellects, or special
2
needs. Among the first-graders at Guthrie Ridge Grammar
A) NO CHANGE
School, Sandra is clearly 1 more smarter than Caroline. Harold B) taller
C) tallest
is the 2 most tallest in the class and even looks a full year or D) more taller

two older than any of his peers. The walls are covered with 3
A) NO CHANGE
3 creatively drawings—some of them barely stick figures,
B) creatively drawn
others 4 amazingly adept. Some students 5 walk slow, still C) more creative drawings
D) creative drawings
nervous and unsure of their surroundings; others seem to 6
4
dance frantic through the halls of the school. Are more advanced A) NO CHANGE
B) amazing adept.
children merely held back by this hodgepodge approach to
C) adept amazingly.
learning, or are the slower ones pushed to learn 7 more D) adeptly amazingly.

quickly? 5
A) NO CHANGE
B) walk slowly
C) walk slower
D) walk slowest

6
A) NO CHANGE
B) frantic dance
C) dance frantically
D) frantically dancing

7
A) NO CHANGE
B) more quick
C) more quicker
D) quickest

59
(ANSWERS ON NEXT PAGE)
8 Irregular Verbs LESSON 8
IRREGULAR VERBS: Verbs that are not conjugated by simply adding an “s” or “ed”. Irregular verbs
change spelling when tense changes.

NORMAL VERB
slap → slapped step → stepped

→ had slapped → had stepped

WHEN YOU SEE a verb
underlined, you must ask yourself:
IRREGULAR VERB
Is there a “had/have” before it? break → broke drink → drank
Does this verb change spelling
when the tense changes? → had broken → had drunk

LESSON 8.1 IRREGULAR VERBS

Changing “IRREGULAR VERBS” to past tense or to the “had/have” tenses is not

straightforward. An easy way to spot irregular verbs on the SAT is to look for an
irregular verb alone or an irregular verb paired with a had or have.

EXAMPLE

drive → drove know → knew creep → crept

→ had/have driven → had/have known → had/have crept

PS
TI

Anytime there is a had or have in front of an irregular verb, it changes its spelling
to incorporate a u, m, or n. In simplest terms, if you see an irregular verb with a u,
m, or n in it, it must have had or have. See below.

EXAMPLE By the time Jeffery had drove to California, the rocky road ice cream stored in the trunk
of his car was completely melted and inedible.
EXPLANATION The verb drive is conjugated to drove to indicate past tense. However, because there is
a had next to it, we must change drove to driven.
By the time Jeffery had driven to California, the rocky road ice cream stored in the
trunk of his car was completely melted and inedible. P

NOTE: There are some exceptions to the u, m, n rule, but they are not tested on the SAT.

PS
TI

WHENEVER YOU SEE “had” or “have” right before a verb, check that the verb is in the correct form. Refer
to the list on the next page for an illustration of this principle. This list is not comprehensive, but it will give
62 you a good foundation for checking this type of error in the future.
 8
COMMON IRREGULAR VERBS ON THE SAT
INFINITIVE PAST TENSE “HAD” OR “HAS”/”HAVE”
To arise Arose Arisen

To awake Awoke Awoken

To beat Beat Beaten

To begin Began Begun

To bite Bit Bitten

To blow Blew Blown

To break Broke Broken

To choose Chose Chosen

To do Did Done

To draw Drew Drawn

To drink Drank Drunk

To drive Drove Driven

To eat Ate Eaten

To freeze Froze Frozen

To fly Flew Flown

To forsake Forsook Forsaken

To forget Forgot Forgotten

To go Went Gone

To know Knew Known

To ride Rode Ridden

To run Ran Run

To sing Sang Sung

To sink Sank Sunk

To speak Spoke Spoken

To spring Sprang Sprung

To swim Swam Swum

To take Took Taken

To tear Tore Torn

To write Wrote Written

PS
NOTE the common change in the third column. The verbs now have a u, m, or n. When the helping
TI

a
verb is added, the main verb takes on a new form. 63
8 EXERCISE DIRECTIONS: Using the strategies you learned on pages 62 - 63, fix the irregular verb if necessary.

EXAMPLE:
ONE forgotten
Have we forgot the necessity of human kindness?

1. I should have knew that Henry was going to betray me: his shifty eyes were a dead giveaway.

2. Mickey told me that you had beat the principal in the student-faculty tennis tournament.

3. Even though the sandcastles that we built last summer have sunk into the ground, my memories of that idyllic
vacation will never fade away.

4. I would have wrote the letter if the stationery I wanted to use had been available.

5. Since Ananya is such a kind girl, I did not expect you to have spoke to her in such a nasty tone.

6. Until thirty-five years ago, Sachin had always rode his bicycle to school.

7. If you had froze the steak, it would not have gone bad so soon.

8. The students should have taken the extension that the professor offered them; instead, they insisted on finishing on
time with just a mediocre presentation.

9. Janet decided that she needed to go to the bathroom only after the concert had began.

10. In his youth, Kenji, like his friends, had forsook his former lifestyle to pursue the freedom of living as a
vagabond in California.

64
EXERCISE These are examples of questions that you will see on the SAT concerning Irregular Verbs.
Follow the directions below.
8
TWO

Questions 1-8 are based on the following passage. 1

A) NO CHANGE
Irregular Verb
B) forsaked
A few years ago, news magazines carried the story of C) forsaken
D) forsakes
a woman named Janet Bascomb, who had 1 forsook her
2
everyday life in a suburb of Denver. A few months into a A) NO CHANGE
B) wrote
protracted trip abroad, she 2 writes a letter that explained her
C) had wrote
unfulfilled desires, her longing to experience the violent jolt of D) has written

a life of adventure. Indeed, Janet’s journey seems to 3 have 3

A) NO CHANGE
took her to a remote part of the world. There, without a phone B) has taken
or a post office, she 4 swum with the dolphins and laid in the C) take
D) have taken
sun.
4
Janet drank coconut juice when possible­—at times, in A) NO CHANGE
B) swam
energetic embrace of her new existence, even 5 spring into
C) swims
action to catch a fish for dinner. If she 6 had knew that her D) had swum

days would end like this, she would most likely 7 have 5
A) NO CHANGE
spoke once more with her family, perhaps to offer a slow B) had sprung
C) springing
and proper “good-bye.” As it was, she had 8 flew half
D) will spring
way around the world thinking that she’d see all her closest
6
relatives again. A) NO CHANGE
B) had known
C) knew
D) knows

7
A) NO CHANGE
B) speak
C) have spoken
D) had spoken

8
A) NO CHANGE
B) flown
C) flies
D) flied
(ANSWERS ON NEXT PAGE) 65
9 Verb Tense LESSON 9
There are a multitude of tenses in the English language. It is not necessary for the purpose of the SAT to
learn and/or memorize every single tense.
The best way to master verb tense questions is to recognize when you are being tested on tense:

Y A 1969, nineteenth century

WH YOU the following references
E RS

EN SEE

to time in a sentence, use your basic

DAT On October 6th, 1999
knowledge of tense to check for an error.
ES

TIM E 2PM, 15 hours

Though the SAT does not test your in-depth year, later, after, since,
knowledge of tenses, it will expect you to T ENSE WO D R S yesterday, tomorrow,
know the basic guidelines in this chapter: ago, past, future

LESSON 9.1 HA /HAV

S E

When you see HAS or HAVE before the verb, it should refer to an action or
condition that began in the past, has continued to the present, and perhaps may
continue into the future.

EXAMPL E

I went to see the fireworks since I was four years old. O

I have been going to see fireworks since I was four years old. P

LESSON 9.2 HAD

When you see HAD before the verb, it should refer to an event or condition that
occurred prior to another event in the past.

EXAMPL E

By the time George organized his closet, his mother berated him about his filthy room. O
By the time George organized his closet, his mother had berated him about his filthy room. P

LESSON 9.3 PA T TENSE

S

When the sentence establishes PAST TENSE, verbs describing action should not
end in ing.

EXAMPL E

Fifty years ago, Isabella marrying a rich banker just for his money. O

68
Fifty years ago, Isabella married a rich banker just for his money. P
 Verb Tense Chart based on Azar
simple present present continuous present perfect present perfect continuous
I study every day. I am studying right now. I have studied Chapter 1. I have been studying for two hours.
(habitual action – past to present to future) (action began in past, may continue into (past action with indefinite time span) (action began in past and continues until
future) now)

simple past past continuous past perfect past perfect continuous

I studied last night. I was studying when you called. I had studied drawing before I began to I had been studying for two hours when my
(action completed in the past) (action begun in past, implies possible study painting. friends came over.
continuation after second past event) (past action completed before second past (past continuous action occurring when
action) second past action occurred)

simple future future continuous future perfect future perfect continuous

I will study tomorrow. I will be studying when you arrive. He will have finished reading by the time I will have been studying for two hours by
(action will occur in the future) (continuous future action will continue to you arrive. the time you arrive.
happen when another future action occurs) (future action will be completed by time (future continuous action will happening
another future action occurs) when another future action occurs )

Chart adapted from Betty S. Azar, Understanding & Using English Grammar, Prentice-Hall, Inc.: Englewood Cliffs, NJ, 1981, pages 74-77.

69 Guidelines for working with NNS (first edition by Renata Fitzpatrick; edited in 2007 by Kit Hansen, et al.) Page 16
9 EXERCISE DIRECTIONS: Using the strategies you learned on pages 68 - 69, fix the Verb Tense if necessary.

EXAMPLE:
ONE has continued
Ramona was hired as a director at a small company and was continuing in this capacity ever since.

1. In 1979, the Islamic Republic of Iran being established.

2. Sandy regretted his decision to ignore his parents’ curfew: when he gets home late, they were waiting at the door
with a list of punishments.

3. After Olga had thrown me out of her apartment, I thought that perhaps I should not have tried to bathe my pet goat in
her shower.

4. Fiona was writing her novel for nine hours straight, and she is still going strong.

5. In 1969, the famous Woodstock concert attracting hordes of people.

6. Phil only returned my call after I have fallen asleep.

7. We are happy to have you in our home, but tomorrow, while we are preparing dinner, we hope you did the laundry.

8. I refuse to leave the casino so soon after arriving; it was only twenty minutes.

9. Matilda plans to arrive at four o’clock, when the dancers performed their ballet routine.

10. If you were so concerned about Lauren’s decision to get a tattoo of a jack-o-lantern on her neck, then maybe you
should have said something before she did so.

70
EXERCISE These are examples of questions that you will see on the SAT concerning Verb Tense. Follow the
directions below.
9
TWO

Questions 1-6 are based on the following passage. 1

A) NO CHANGE
Verb Tense
B) make
Society is making efforts to turn its back on technology. The C) be making
D) had made
very devices that were created to 1 have made our lives easier
2
and more efficient have ultimately brought upon us a pandemic A) NO CHANGE
B) was
of addiction. The cell phone is one clear example. Every moment
C) can be
of life has shifted from experiences worth “seeing” to those that D) had been

must be “recorded.” Some argue that such recording 2 could 3

A) NO CHANGE
have been detrimental to real education and real emotional B) occurring
C) are occurring
health. What 3 occur, for the users of such technology, is that
D) occurs
they merely record and then forget to internalize the actual
4
experiences. For instance, a picture of Mount Fuji becomes just A) NO CHANGE
B) are
that­—a picture to be uploaded for others to see. Our active roles C) was
D) being
4 is no longer to witness, to feel, and to learn but instead “to
5
click” and “to post.” Our feelings come not from what we see
A) NO CHANGE
independently but instead are defined by people’s reactions to B) has been
C) will be
the images we have distributed. In the future, what 5 was in D) have been
front of us at firsthand will not matter as much as what will be 6
on some acquaintance’s screen. The question remains: if we A) NO CHANGE
B) know
6 knew in the past that our perceptions of the world could C) will know
D) had known
be so altered and so cheapened, would we have created this

technology?

(ANSWERS ON NEXT PAGE) 71

10 Idiom LESSON 10
An Idiom is simply the customary way of saying a particular phrase. The idioms on the SAT should
not to be confused with colloquial expressions such as “all ears” or “across the board.” Instead, an
idiomatic error occurs when the preposition is used incorrectly.

FORMULA: p
 reposition + phrase OR
WHEN YOU SEE a preposition or a preposition alone
prepositional phrase underlined,
STOP and CHECK: EXAMPLES: listen to, at the mall, from, of

Is this the correct preposition?

LESSON 10.1 IDIOMATIC ERRORS

The best way to master IDIOMATIC ERRORS on the SAT is to keep a list of the
idioms, prepositions, and prepositional phrases that you come across in any SAT
practice test that you might do.

EXAMPLE
She was arguing against her mother. O
She was arguing with her mother. P
PS
TI

When you come across an idiom that is not on your list, use the written idiom in three
short and simple sentences in your head and see which preposition you use most often.
If it is a different preposition than the one written, you may be looking at an idiom error.
Still, remember to follow the format of the sentence. See below.

LESSON 10.2 INCORRECT PREPOSITION

EXAMPLE For my birthday, my parents insisted about taking me to dinner. O

EXPLANATION To check if the preposition about is used correctly, quickly create three sentences in your
head using the word (or phrase) before the preposition. Here, that word is insisted.

SENTENCE 1: They insisted on driving their own car.

SENTENCE 2: She insisted on paying me back.
SENTENCE 3: He insisted on opening the door for me.

For my birthday, my parents insisted on taking me to dinner. P

74
 10
LESS N 10.3
O
C LL QUIAL SPEECH ERR RS

O
O
O
The SAT will occasionally use COLLOQUIAL SPEECH, or slang, to hide an error.

EXA PLE She should of gone to the market herself if she was that hungry. O
M
EXPLANATI N Did you catch the error? The SAT selectively hides the error based on colloquial speech.
O
In this case, should of sounds similar to should’ve, which is the contraction for the
phrase should have.

She should of gone to the market herself if she was that hungry. O
She should’ve gone to the market herself is she was that hungry. P
She should have gone to the market herself if she was that hungry. P

PS
TI

Following the principle explained above, WHEN YOU SEE should of, could of, or would of,
these phrases are wrong. a

75
10 EXERCISE DIRECTIONS: Using the strategies you learned on pages 74 - 75, complete the idiomatic phrase.

EXAMPLE:
ONE with
Johnathan was familiar ________ social media and digital marketing strategies.

1. The defendant was accompanied ________________ two police officers.

2. I refuse to be held responsible ________________ something I didn’t do.

3. She has a tendency ________________ cower when someone yells at her.

4. After watching the movie, he was convinced ________________ the existence of aliens.

5. The scientist’s findings were inconsistent ________________ other researchers’ results.

6. The actor was celebrated ________________ his philanthropic work in developing countries.

7. Eric was criticized ________________ being indecisive in making life choices.

8. I prefer iced tea ________________ sweetened soda.

9. The record player I bought Bruce looks similar ________________ older record players.

10. The students constantly complained ________________ the amount of homework they received.

76
EXERCISE These are examples of questions that you will see on the SAT concerning Idiom. Follow the
directions below.
10
TWO

Questions 1-7 are based on the following passage. 1

A) NO CHANGE
Idiom
B) in
I have always enjoyed traditional ballet, and I even C) on
D) with
participated 1 at a few dance recitals as I was growing up. Yet

I first experienced the world of non-classical dance 2

A) NO CHANGE
2 with seeing my first modern, experimental dance B) to see
C) by seeing
performance this past summer. For my birthday, I was given a
D) as seeing
ticket to a production by the Alvin Ailey Dance Company. This
3
celebrated troupe was performing just a brief train ride away
A) NO CHANGE
3 to my hometown, presenting a repertoire of works based 4 B) at
C) from
by both African-American traditions and modern theories of D) near
dynamism.
4
It took me a little while to understand exactly how an
A) NO CHANGE
Alvin Ailey piece is meant to be interpreted; 5 in contrast to a B) for
C) to
traditional long ballet such as Swan Lake, there is neither a D) on

storyline nor a definable main character. However, it soon

5
became clear to me that everything in an Ailey routine has a A) NO CHANGE
B) contrasting to
purpose. Each set of dances refers 6 at historical or cultural
C) in contrast with
forces, or to ideas from society and religion. D) contrary with

Perhaps the most cogent expression of this artistic vision

6
is the dance composition Revelations, which is regarded as A) NO CHANGE
B) into
an Alvin Ailey masterpiece. A performance 7 by different C) to
D) by
movements, Revelations includes references to the sacrament

of Baptism, to evil and sin, and to the pleasures of worship and 7

community. The finale reconciles these themes in moment of A) NO CHANGE
B) with
true joy and redemption. C) in
D) from

(ANSWERS ON NEXT PAGE) 77

11 Diction LESSON 11
Diction simply means “word choice.”

The SAT may use a word that appears to be the

WHEN YOU SEE a word that sounds intended word, but does not make sense in context.
similar to another word, STOP and CHECK: Sometimes, a word will sound almost right, but not
“Is this the correct word?” quite. It is usually a word that is commonly confused
with another due to spelling or sound.

PS
TI

The best way to combat diction errors is to KNOW YOUR VOCABULARY. Generally, only
1 to 2 Diction errors appear on any given test. On the next page is a chart of the most
common diction errors on the SAT.

LESSON 11.1 DICTION

A common DICTION error is mixing proceed(s) and precede(s).

Proceed(s) can function as a verb or noun depending on the context of the sentence:
Proceed(s) as a VERB means “to advance.” / Proceeds as a NOUN refers to money.
Precede(s) as a VERB will ALWAYS mean “to come before.”
Below are examples of diction errors involving the words proceed(s) and precede(s).

EXAMPLE We decided to precede with the business venture even though the market is volatile. O
EXPLANATION Precede means to come before. We didn’t decide to come before the business venture.
We decided to advance, or continue with the business venture, or proceed with it.

We decided to proceed with the business venture even though the market is volatile. P

EXAMPLE
The precedes from the fundraiser helped to build wells in a dozen impoverished villages. O
EXPLANATION Here, based on the context of the sentence, we know that we are looking for a word
that means the funds received for charitable purposes. Therefore, precedes is incorrect.
The correct word would be proceeds.

The proceeds from the fundraiser helped to build wells in a dozen impoverished villages. P

80
ACCEPT
COMMON DICTION ERRORS ON THE SAT
EXCEPT
11
To agree or consent to To exclude; to leave out

ADOPT ADAPT
To take in To adjust

AFFECT EFFECT
To influence (n) result; (v) to bring about

ALLUDE ELUDE
To refer to To escape from

ALLUSION ILLUSION
An indirect reference (often to literature) An unreal image; a false impression

AMBIVALENT AMBIGUOUS
Uncertain, having mixed feelings Unclear

ANECDOTE ANTIDOTE
A short account based on real life experience A remedy

ASSURE ENSURE
To comfort in order to dispel doubts To confirm; to make certain

COLLABORATE CORROBORATE
To work together To confirm

COMPLEMENT COMPLIMENT
An addition that enhances or improves Praise

COUNSEL COUNCIL
To advise, to offer guidance An advisory body that meets regularly

DEFER REFER
To put off; to comply To bring up; to consult

DELUDE DILUTE
Deceive To reduce strength

DISCRETE DISCREET
Separate, distinct Reserved in speech and action, circumspect

DISINTERESTED UNINTERESTED
Neutral, impartial Not interested

ELEGANT ELOQUENT
Well-designed Articulate or well-spoken

ELICIT ILLICIT
To draw out or bring forth Not legally allowed

FLAUNT FLOUT
To show off To exhibit scorn or contempt

IMMINENT EMINENT
Likely to occur at any moment High in rank or repute

INAPT INEPT
Unsuitable Unskilled

INEQUITY INIQUITY
Inequality Immorality

INHABIT INHIBIT
To occupy To constrain

PERSPECTIVE PROSPECTIVE
Viewpoint Potential, possible

RELUCTANT RETICENT
Unwilling Silent, reserved 81
11 EXERCISE DIRECTIONS: Identify the diction error using the information from pages 80 - 81.

EXAMPLE:
ONE complemented
Using the same color for the furniture complimented the interior decorator’s overall aesthetic.

1. The president was finally impeached for flaunting governmental procedures.

2. We decided that it was time to precede to the lodge before it got any darker in the woods.

3. When he eluded to “Big Brother” in his novel, we all knew that he was really talking about communism.

4. We were thrilled to get such an imminent professor on our teaching staff.

5. As an expert, John was used to people referring to his decisions.

6. If the hospital refuses to stock anecdotes for rare spider bites, more people will inevitably die.

7. A euphemism involves deluding harsh criticism in order to sound nicer.

8. The hieroglyphics are essentially ambivalent; scientists must rely on the “Rosetta Stone” to decipher them.

9. We were amazed at the eloquence of her dress since she usually wears jeans and hiking boots.

10. The corroboration was so successful because every department head played a role in the creative process.

82
EXERCISE These are examples of questions that you will see on the SAT concerning Diction. Follow the
directions below.
11
TWO

Questions 1-6 are based on the following passage. 1

Diction A) NO CHANGE
B) imminent
For many years, the prospect of electric and partially C) monetary
D) minute
electric cars was seen by the market as an 1 eminent reality.

Now, hybrid cars are everywhere on American roads, as 2

A) NO CHANGE
evidenced by the runaway popularity of the efficient and
B) corrodes
affordable Toyota Prius. This vehicle’s success 2 collaborates C) corroborates
D) colludes
earlier marketing research on the economic viability of “green”

cars, even though many buyers of hybrid and electric cars are 3
A) NO CHANGE
not solely concerned with saving money. Consumers are now B) eloquently
C) locution
purchasing 3 eloquent and expensive models such as the
D) elegant
BMW i8 and the Tesla Model S. While some of these buyers
4
merely want to 4 flout their wealth or indulge a selfish
A) NO CHANGE
5 allusion of greatness, others want to associate themselves B) flaunt
C) flourish
with a popular and worthwhile 6 prospective on life: D) flame

environmental activism.
5
A) NO CHANGE
B) elusion
C) illusion
D) alternation

6
A) NO CHANGE
B) perspective
C) perception
D) prospect

(ANSWERS ON NEXT PAGE)

83
12 Sentence Structure LESSON 12
SENTENCE STRUCTURE refers to the arrangement of ideas in a sentence. The arrangement should be
logical and should adhere to the laws of grammar. If a sentence is illogical, it is necessary to consider the
common problems below. Each problem will have a specific visual clue that will act as a guide to identifying
the errors in the sentence.

LESSON 12.1 COMMA SPLICES AND RUN-ON SENTENCES

A COMMA SPLICE occurs when two full sentences (commonly called independent
clauses) are combined using only a comma. To fix a comma splice problem on the
SAT, you have to use a colon (:), a semi-colon (;), or a transition word (but, and, yet,
or, so, for, nor).

EXAMPLE
John went to Vermont to ski, he had a really good time. O
John went to Vermont to ski, and he had a really good time. P

I have taken several yoga classes over the years, my favorite is Vinyasa Yoga. O
I have taken several yoga classes over the years, but my favorite is Vinyasa Yoga. P

PS
TI

BE CAREFUL when fixing comma splices. Inserting a transition word after the comma
fixes the problem, but never insert a transition word followed by a comma. This often
creates a clause that can stand alone as a sentence. This does not fix the comma splice.
See below.

EXAMPLE
Cars are notoriously bad for the environment, but, the development of
alternative fuel has mitigated the automobile’s impact on emissions. O
Cars are notoriously bad for the environment, but the development of
alternative fuel has mitigated the automobile’s impact of emissions. P

86
 12
LESSON 12.2 THE COLON AND SEMI-COLON

Use a SEMI-COLON (;) when joining two closely related independent clauses in a
single sentence. When using a semi-colon, make sure that the two adjoining clauses
can stand alone as sentences. Avoid using a semi-colon WITH a conjunction.

EXAMPLE
The film’s plot was confusing; and the audience members didn’t understand it. O
The film’s plot was confusing; the audience members didn’t understand it. P
A COLON (:) is used in basically the same way a semi-colon is used, except that a
colon implies that an explanation will follow.

EXAMPLE The house needs a serious renovation and the basement is not structurally sound. (Clarify more)

EXPLANATION The sentence is grammatically correct. However, if you replace and with a colon, this
replacement clarifies why the house needs a serious renovation.

The house needs a serious renovation: the basement is not structurally sound. (Clear) P

LESSON 12.3 TRANSITION WORDS

A TRANSITION WORD error occurs when the transition word given does not
follow the logic of the sentence.

EXAMPLE She seemed very upset at work today, and she looked happier when she left. O
EXPLANATION The content of the sentence signals a CONTRAST in tone (upset to happier), but the transition
word and implies agreement. Therefore, we must replace and with a word that will follow the
logic of the sentence (but, yet).

She seemed very upset at work, but she looked happier when she left. P
PS
TI

Sometimes there will be two similar conjunctions given in the same sentence. Be aware
of these errors as they are often disguised. See below.

EXAMPLE Although it rained at the family picnic, but everyone still had a good time. O
EXPLANATION Although and but signify the same relationship shift (rained to good time), so including both
transition words causes a redundancy error. Omit one.

Although it rained at the family picnic, everyone still had a good time. P
P
It rained at the family picnic, but everyone still had a good time.
87
12
PS
I
WH YO S one of the following in
T

However • herefore • Moreover

EN U EE

the grammar section, check to make sure T

that this word is preceded by a semi-colon (;) onsequently • evertheless

C N

if it begins an independent clause.

EXAMPLE Many people know that eating breakfast is essential, nevertheless, most people skip this meal. O
In this sentence, nevertheless begins the independent clause most people skip this meal. Use a
EXPLANATION
semi-colon before nevertheless to connect the independent clauses.

Many people know that eating breakfast is essential; nevertheless, most people skip this meal. P
a

L SSO
E N 12.4 S A DA D PH AS S
T N R R E

The SAT will test you on the correct completion of

WH YO S the first or second half
standard phrases. There are many standard phrases
EN U EE

of a standard phrase underlined, check that

the other half is placed appropriately. in the English language, but here are some common
examples found on the SAT.

CORRELATIVE CONJ UNCTIONS (Word Pairs)

I was neither happy about the I was neither happy about the
NEITHER…NOR service or satisfied by the service nor satisfied by the food at
food at that restaurant. O that restaurant. P

Either we take the car into the city Either we take the car into the city
EITHER…OR and hope we find parking and on the and hope we find parking or we
other hand we take the train in. O take the train in.P
The dogs at the shelter were not The dogs at the shelter were not only
NOT ONLY…BUT only cramped in their cages but in cramped in their cages but also not
ALSO addition to that they were not fed at fed at regular intervals.P
regular intervals. O
Janet is just as deserving of the teacher Janet is just as deserving of the
AS…AS
of the year award than Jeff. O teacher of the year award as Jeff. P

Carol is both jealous of her brother’s Carol is both jealous of her brother’s
BOTH…AND soccer skill in addition to being mad at soccer skill and mad at him for stealing
him for stealing her ball.O her ball.P
88
 12
LESSON 12.5 REDUNDANCY

REDUNDANCY occurs when words or phrases with the same meaning are
repeated.

EXAMPLE In the year 1912, O

EXPLANATION Year is not needed when a specific year is given.

In 1912, P
EXAMPLE Every year the college’s alumni gather for the annual jamboree. O
EXPLANATION Every year and annual mean the same thing.

Every year the college’s alumni gather for the jamboree. P

The college’s alumni gather for the annual jamboree. P

REASON/BECAUSE/SINCE/WHY
The words REASON, BECAUSE, SINCE, and WHY cannot be in the same sentence.
These words all indicate explanation; therefore, it would be redundant to use them
in conjunction with one another. If you see these words used in the same sentence,
try replacing one of the words with THAT.

EXAMPLE The reason I arrived late was because I didn’t hear my alarm clock. O
EXPLANATION The explanation for my lateness was that I didn’t hear my alarm clock. Use the word that in
place of because.

The reason I arrived late was that I didn’t hear my alarm clock. P

Use this space for additional notes. The following pages have exercises regarding Sentence Structure.

89
12 EXERCISE
DIRECTIONS: Using what you learned on pages 86 - 89, identify the Sentence Structure error:
comma splice, semi-colon, colon, redundancy, standard phrase, transition word, or none.
EXAMPLE:
ONE Many argue that the criticism of art is primarily subjective, this often leads to varying
opinions on the definition of art. (Comma splice)

1. Even though one studied much more than the other studied, both students similarly got the same grade on the test.

2. Math is Marc’s favorite subject, he is naturally very skilled in it.

3. Although it has taken me three decades, I have realized that not everything in life is either black nor white.

4. I don’t think that teaching, for most, is simply a job; teachers often genuinely care about their students.

5. Because I deactivated my social networking account, but I now feel disconnected from all my friends who live
far away.

6. I know it was an irresponsible decision to stay out past curfew, furthermore I had so much fun with my friends that
I think it was worth getting grounded.

7. My favorite book is a thousand pages long: but it still feels too short every time I read it.

8. Joan not only is fully qualified for this job, as well as very highly recommended by her peers.

9. I drink coffee in the morning every single day; but today I decided to eat fruit instead.

10. The reason we scaled the side of the mountain was because we wanted to get to the peak faster.

90
EXERCISE These are examples of questions that you will see on the SAT concerning Sentence Structure.
Follow the directions below.
12
TWO

Questions 1-8 are based on the following passage. 1

A) NO CHANGE
Sentence Structure
B) similarly?
Did you know that there is an author who is equally loved C) the same.
D) DELETE the underlined portion and end with a
by children and adults all over the world 1 the same? question mark.

Perhaps you have heard of this great writer, Roald Dahl. His 2
A) NO CHANGE
books have been adapted into popular 2 movies; including
B) movies, including
some with wild special effects. If you think it’s incredible that C) movies, they include
D) movies. Include
Dahl’s books possess such large appeal, you might find a look
3
at his lifestyle enlightening. He lived through adventures as A) NO CHANGE
B) to
interesting 3 than anything you will find in his celebrated
C) as
novels Charlie and the Chocolate Factory and James and the D) with

Giant Peach. 4
A) NO CHANGE
During World War II, Dahl was a fighter pilot, constantly B) and
C) to
putting his life in danger 4 or protect his home country. When
D) but
he turned to fiction, Dahl took a different kind of risk. His
5
books criticize the world of adults and prize characters such as A) NO CHANGE
B) movements, only
dreamers, freethinkers, and rebels—characters who oppose C) movements only
D) movements; only
everything that makes life uninteresting. Some people believe

that Dahl’s writings enthusiastically represent the 1960s

counterculture and other 5 movements. Only using fantasy

scenarios instead of real-life political statements.

91
12 EXERCISE These are examples of questions that you will see on the SAT concerning Sentence Structure.
Follow the directions below.
TWO

One well-known example of Dahl’s spirit of adventure is 6

James and the Giant Peach. In this novel, a young boy named A) NO CHANGE
B) so he
James loses his parents 6 and even makes new 7 friends: C) but also
D) but
huge insects who take James on a perilous yet bracing journey.
7
8 Because both adults and children can relate to this desire
A) NO CHANGE
to live unpredictably, a factor that explains the popularity of B) friends; huge
C) friends. Huge
Dahl’s many prose creations. D) friends huge

8
A) NO CHANGE
B) Both
C) Because
D) Since both

92
 12
The Writing Center • University of North Carolina at Chapel Hill

Transitional expressions
Effectively constructing each transition often depends upon your ability to identify words or phrases that will
indicate for the reader the kind of logical relationships you want to convey. The table below should make it
easier for you to find these words or phrases. Whenever you have trouble finding a word, phrase, or
sentence to serve as an effective transition, refer to the information in the table for assistance. Look in the
left column of the table for the kind of logical relationship you are trying to express. Then look in the right
column of the table for examples of words or phrases that express this logical relationship.

Keep in mind that each of these words or phrases may have a slightly different meaning. Consult a
dictionary or writer’s handbook if you are unsure of the exact meaning of a word or phrase.

TYPES EXAMPLES

Compare also, in the same way, just as … so too, likewise, similarly

Contrast but, however, in spite of, on the one hand … on the other hand, nevertheless,
nonetheless, notwithstanding, in contrast, on the contrary, still, yet

Sequence/Order first, second, third, … next, then, finally

Time after, afterward, at last, before, currently, during, earlier, immediately, later,
meanwhile, now, recently, simultaneously, subsequently, then

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly

Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there

Cause and Effect accordingly, consequently, hence, so, therefore, thus

Addition additionally, again, also, and, as well, besides, equally important, further,
furthermore, in addition, moreover, then

Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis,
on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary

https://writingcenter.unc.edu/tips-and-tools/transitions/ 93
13 Subjunctive Mood-Hypothetical LESSON 13
WHEN YOU SEE “IF” or suggestions/ he proposes that / he insists that
proposals indicated by the word “THAT” this he asks that / he suggests that
will indicate the SUBJUNCTIVE MOOD
or simply, the HYPOTHETICAL. The word if or that indicates a situation that either HAS
NOT HAPPENED YET or DID NOT HAPPEN AT ALL.

LESSON 13.1 WISH/CONDITIONAL

FORMAT: If I were… I would… OR If I were to…. I would

EXAMPLE If I was stronger, I would be able to lift that heavy box. O

EXPLANATION Based on the context of the sentence, a wish or desire is indicated. Therefore, was must
be changed to were.

If I were stronger, I would be able to lift that heavy box. P

EXAMPLE If she was to own a farm, she would be self-sustaining. O
EXPLANATION Based on the context of the sentence, she will be self-sustaining on the condition that
she owns a farm. Therefore, was to must be changed to were to.

If she were to own a farm, she would be self-sustaining. P

LESSON 13.2 PAST SUBJUNCTIVE

FORMAT: If I had…. I would have

EXAMPLE If he would have remembered earlier, he would not have missed his appointment. O
EXPLANATION Notice that this sentence is in PAST TENSE, implying that this DID NOT HAPPEN AT
ALL. Therefore, would have must be changed to had.

If he had remembered earlier, he would not have missed his appointment. P

96
 13
LESSON 13.3 SUGGESTIONS/PROPOSALS

If you see the word that, stop and check for the following common problems:

EXAMPLE The child desperately begs that his mother gives him candy. O
EXPLANATION Notice that his mother has not yet given him candy.
TO SOLVE, there are TWO steps:

(1) Find the verb that is being suggested or proposed.

The child desperately begs that his mother gives him candy. O
He’s begging for her to give.

(2) Insert the infinitive of the verb (to + verb) WITHOUT the preposition to.
The child desperately begs that his mother (to give) him candy.
The child desperately begs that his mother give him candy. P
PS
TI

Remember that is and are is conjugated from the infinitive verb to be. See below.

EXAMPLE He proposed that his birthday is celebrated at the community pool. O

EXPLANATION Follow the TWO steps as indicated above:

(1) Find the verb that is being suggested or proposed.

He proposed that his birthday is celebrated at the community pool.
He is proposing for his birthday to be.

(2) Insert the infinitive of the verb (to + verb) WITHOUT the preposition to.
He proposed that his birthday (to be) celebrated at the community pool.
He proposed that his birthday be celebrated at the community pool. P

PS
TI

Would indicates a situation that is still possible. Would have indicates a situation that is
a missed opportunity. Will indicates a definite future.

EXAMPLE If you were to keep these tips in mind, you would be well-prepared.

If you had kept these tips in mind, you would have been better prepared.

If you keep these tips in mind, you will be well-prepared. a

97
13 EXERCISE DIRECTIONS: Correct the sentences using the strategies from pages 96 - 97 if needed.
EXAMPLE:
ONE were
If it was more docile, Dorothy’s horse would be perfect for equestrian training.

1. If Jackson had wrapped his elbow before he played, he would not have suffered from severe muscle strain.

2. If he was alive, he would be proud of his son.

3. I wish I was still living in my hometown, Cincinnati.

4. The manager insists that the parking lot is locked at night.

5. The board of directors recommends that he joins the special committee.

6. I wish the vacation was longer.

7. If I would have known Petunia’s real intentions, I would have insisted on a prenuptial agreement.

8. If I was an Academy Award winner, I would be more confident in producing my own work.

9. If he were to invite the neighbors to his mother’s home for Easter, his sister would be upset.

10. If I was Lee, I would play the guitar every day.

11. I suggest that the last applicant plays the piano for the audition.

12. I propose that John is asked to sing.

98
 13

(ANSWERS ON NEXT PAGE)

99
14 CONCISION, STYLE, AND WORD USAGE LESSON 14
A concision, style, or word usage error occurs when the underlined portion of a sentence does not match
how the passage is written. To correct, use the sentences above and below.

WHEN YOU SEE an underlined portion that does not contain an explicit grammatical error:

Ask yourself:
◊ Am I using language that is consistent with the style of the passage?
◊ Am I avoiding wordiness and ambiguity?

LESSON 14.1 CONCISION

CONCISION: using as few words as possible to convey the correct meaning.

WORDINESS: expressing an idea with more words than are necessary.

Choose the shortest possible option while still conveying the original meaning of
the sentence.

REDUNDANCY: repeating the same information.

Be wary of two words or phrases that seem different but mean the same thing.
Here are some redundancies that the SAT will test:

“may possibly” “initially begin”

“repeat again” “soon quickly”

LESSON 14.2 STYLE

STYLE: the tone of the passage.
AMBIGUITY: unclear reference to ideas in the rest of the sentence, paragraph, or
passage (often the word “things”)
Avoid ambiguity and choose a tone that is consistent with that of the passage.
Typically, the passage will be written in a “formal yet accessible” tone; the
writing is scholarly but does not use unnecessarily complex vocabulary or
sentence structure.

General range that the SAT will test:

CONVERSATIONAL FORMAL YET ACCESSIBLE ESOTERIC

“bare-bones” “simple” “facile”
“how-tos” “directions” “protocols”
“law troubles” “legal issues” “litigious concerns”
“hodge-podge” “mixed” “multifarious”
“hemmed in” “limited” “proscribed”
102 “double-dealing” “dishonesty” “chicanery”
 14
EXAMPLE [GIVEN: the rest of the passage has a formal yet accessible tone]

The problems with genetically modified crops should not be ignored.

A) NO CHANGE P
B) oblige us to exercise meticulousness. (too esoteric)
C) are things to which we must pay attention. (too wordy; “things” is
vague)
D) should not be put on the back burner. (too conversational)

PS
REMEMBER:
TI

These edits are CONTEXTUAL, so your job is to MATCH the prevailing tone of the passage. When the
passage seems conversational, choose a conversational revision. However, highly esoteric vocabulary will
rarely ever be correct.

LESSON 14.3 WORD USAGE

Sometimes, the answer options will present four different vocabulary words. They will
typically be similar in meaning and might even be similar in tone, but these words are
NOT used interchangeably.
In order to achieve correct word usage, you must be able to identify not only the
meaning and tone of the word, but also the correct CONTEXT in which it is used.

Use the words in the surrounding sentence to establish the CONTEXT for your
word.

PRACTICE Match the following words with their correct contexts. (answers are on page 106.)

1. Profound A. describes necessary job skills

2. Important B. describes the tone of an opinionated politician
3. Emphatic C. describes a famous scholar
4. Eminent D. describes a deeply significant experience

5. Firm E. describes fresh fruit

6. Taut F. describes an inflexible system of rules
7. Rigid G. describes the tension of a tightrope
8. Tight H. describes the seal on an unopened jar

9. Fulfilled I. describes the feeling after eating a large meal

10. Satiated J. describes a spiritually satisfied person
11. Complacent K. describes a quantity that is enough
12. Sufficient L. describes a smug person

13. Austere
M. describes a clear contrast
14. Stark N. describes a typo that cannot be overlooked
15. Egregious O. describes an unremitting heat wave
16. Unmitigated P. describes a strict and severe headmaster 103
14 EXERCISE
DIRECTIONS: Using the strategies you learned on pages 102 - 103, circle the best option within the

EXAMPLE:
parentheses. Note: (--) means do not add any phrase.

ONE The new intern followed the very explicit (how-tos | directions | protocols) that were
provided in the training manual.

1. If government officials and corporate leaders work together, they will (wallow in a happy commune | luxuriate in mutual
prosperity | enjoy shared benefits | make good times).

2.  Dance is an artistic form of self-expression, but (to speak of it in a more practical way | more practically | speaking in a
way more practical | in a more practical consideration) it is a good way to stay in shape.

3. By 2009, sixteen practice books were available (for distribution | to be distributed widely | for their distribution | for
them to be distributed).

4. The mayor judges his city’s potential by the annual influx of new residents, growth in jobs, and number of (inventions
created | inventions | big ideas that were patented | creations being made).

5. The economist warned that merely (having a higher population than other cities | the people moving in | having more
people | increasing the population) will not increase revenue.

6. The phenomenon has spread to New York, New Jersey, Pennsylvania, and other states (-- | on top of that | likewise | in
addition).

7. By changing their electrical supply to a more environment-friendly source, the tenants of the building were able to enjoy
annual electricity cost reductions of $20,000 (-- | every year | per year | each year).

8. The conditions of the public restroom were so unsanitary that the facility was closed down for being (corrupting |
unclean | icky | bedraggled).

9. (The reception of Jen’s ideas was underwhelming, even unexciting | The way that they received Jen’s ideas was even
unexciting and underwhelming | The reception of Jen’s ideas was underwhelming | There was a reception of Jen’s ideas
that was both underwhelming and unexciting), so she lost enthusiasm for her project.

10. Although time-consuming and mentally taxing, (the choice to write | writing | you should choose to write because it |
choosing to write) is a rewarding endeavor.

104
EXERCISE These questions match the format of the Concision, Style, and Word Usage errors that you will
see on the SAT. Follow the directions below.
14
TWO

Questions 1-6 are based on the following passage. 1

A) NO CHANGE
Concision, Style, and Word Usage B) Riots in the year 1886
C) Riots that happened in 1886
Chicago was in disarray after the Haymarket 1 Riots of D) Riots of 1886

the year 1886; the police decidedly 2 ignored their own laws 2
A) NO CHANGE
that they made and barged into demonstrators’ homes, making B) ignored their own laws
C) ignored the laws of their own making
more arrests than most courthouses could handle. Anarchist
D) did not pay heed to their own laws
labor unions, believing that the government should have
3
less control over workers’ lives, agitated for equality in the A) NO CHANGE
B) were not peaceful at that time
workforce and an eight-hour workday. This came at a time C) were not peaceful
D) were anything but peaceful
when demonstrations 3 were not peaceful then: corporations
4
hired ruffians to harass demonstrators. The police only feigned
A) NO CHANGE
a moral and ethical code, taking every chance they could to B) The unions responded with mainly protests that were
predominantly peaceful,
viciously attack the protesters. 4 In response, the unions C) In response, the unions mainly had predominantly
peaceful protests,
reacted with predominantly peaceful protests, only becoming D) The unions responded with predominantly peaceful
protests,
violent when 5 provoked. The press, however,
5
6 worked against the labor unions—slandering their leaders A) NO CHANGE
B) egged on.
and condemning anarchy, forever sullying this philosophy in
C) irritated.
the national mind of America. D) set off.

6
A) NO CHANGE
B) toiled in opposition against
C) got on the bad side of
D) were antagonizing to

(ANSWERS ON NEXT PAGE) 105

15 COHESION AND ORGANIZATION LESSON 15
Cohesion and Organization errors disrupt the logical sequence of ideas for a paragraph or for an entire
passage. Corrections for these errors can include reorganizing the order of sentences or paragraphs,
deleting sentences, or adding sentences.

WHEN YOU SEE questions that ask about conclusions or introductions, questions that ask
where a sentence or paragraph should be placed, questions that ask whether a sentence
should be added or deleted, and questions that ask which choice most effectively accomplishes
a goal:

Ask yourself:
◊ Am I following the exact wording of the question?
◊ Do the sentences or paragraphs form a logical transition with those
before and after?

LESSON 15.1 COHESION AND ORGANIZATION

COHESION: the continuity from sentence to sentence, with regards to style and
content.
ORGANIZATION: the logical presentation of ideas in the passage, especially with
regards to sentence order.

BREAKDOWN LOGICAL SEQUENCE OF IDEAS

Sentences should be positioned so that they flow seamlessly from a given sentence
to the following sentence. As a general rule, ideas in a paragraph should go from
general to specific and back to general:

FIRST SENTENCE OF THE PARAGRAPH: States the general topic and central point
of the paragraph.

MIDDLE SENTENCES OF THE PARAGRAPH: Provide specific details and analyses

that are relevant to the topic and that support the central point of the paragraph.

LAST SENTENCE OF THE PARAGRAPH: Restates the general topic and central point

P
of the paragraph.

NOTE: Sometimes the question asks where an existing sentence should be placed, and
sometimes the question states that the writer plans to add a sentence and asks you where it
should be placed. In both cases, the standards by which you make your choice are the same:

1 2
To make this paragraph most logical, sentence 4 The writer wants to add the following sentence to
should be placed the paragraph.
A) where it is now.
B) after sentence 1. The courtiers were too busy constructing a
nonsense image of Camelot.
C) after sentence 2.
D) after sentence 5. The best placement for the sentence is immediately
A) before sentence 1.
B) after sentence 1.
C) after sentence 2.
108 D) after sentence 3.
 15
Place the sentence so that it does not abruptly change the topic of the paragraph,
and so that it enhances and clarifies the meaning of the previous and the following
sentences

EXAMPLE

[1] Jocelyn was a generally well-behaved girl. The writer plans to add the following sentence.
[2] She did her homework promptly, played nicely
For instance, sometimes Jocelyn would
with her friends, and was respectful to her parents.
sneak out after dark, without her parents’
[3] However, sometimes she acted out of character, permission, to climb the tree that she so
breaking the rules. [4] On these nights, she simply dearly loved.
could not resist the temptation that the sweet
night air and beckoning tree posed. To make this paragraph most logical, the
sentence should be placed

A) after sentence 1.
B) after sentence 2.
C) after sentence 3. P
D) after sentence 4.
EXPLANATION

A) (the new sentence is NOT an instance of Jocelyn being “well-behaved.”)

B) (the new sentence is NOT an instance of Jocelyn being “respectful to her parents.”)
C) (the new sentence IS an instance of “her breaking the rules.”)
D) (sentence 4 would be unclear without the appropriate introduction to “these nights” and the
“tree.”)

P NOTE: Sometimes the question will ask where to place a certain paragraph in the context of
the passage as a whole. In these cases, the same standards apply as those involving sentence
placement:

EXAMPLE When you read a paragraph, keep in mind what each paragraph does (see below). This
will help you answer the questions about paragraph placement more aptly.

[GIVEN THAT…]
[Paragraph 1 introduces a museum.] To make the passage most logical, paragraph
[Paragraph 2 describes the details of a specific 2 should be placed
exhibit.]
A) where it is now.
[Paragraph 3 introduces a specific exhibit within
that museum.]
B) after paragraph 3. P
C) after paragraph 4.
[Paragraph 4 expands on the details of that D) after paragraph 5.
specific exhibit.]
[Paragraph 5 mentions how museum visitors
respond to that specific exhibit.]

EXPLANATION

A) (details may confuse the reader without an introduction to the exhibit)

B) (describing details of the exhibit should be placed BEFORE expanding on those details)
C) (expanding on details should come after the details)
D) (describing details at the end would interrupt the flow between the paragraphs about the details
109
of the exhibit.)
15
LESSON 15.2 USING YOUR UNDERSTANDING OF THE PASSAGE

Over the course of the passage, you must:

◊ Identify the main focus of the passage.
◊ Identify the more specific topics of the paragraphs.
◊ Understand the writer’s stance on the topic he or she has written about.

Ensure that content that is RETAINED IN or ADDED TO the passage clarifies or

supports the writer’s point. Make sure to DELETE content that is irrelevant to the
topic of the paragraph or passage, DELETE content that is redundant, and DELETE
content that directly contradicts the writer’s point.

P NOTE: Some questions ask whether an underlined portion should be deleted, and some
ask whether a given sentence should be added to the passage. In order to answer these
questions, you must apply your understanding of the passage as a whole:

EXAMPLE

Green energy sources represent a valuable The writer is considering deleting the
opportunity to improve the environment and underlined portion. Should the writer make
maintain our current standard of living in a this deletion?
sustainable way. Wind power, solar power, A) Yes, because the underlined portion
and even wave power—an emerging field detracts from the paragraph’s focus on
that harnesses the kinetic energy of waves in green energy.
the ocean—are growing sectors of the energy B) Yes, because the information in the
economy and should not be ignored…. underlined portion is provided in the
previous sentence.
C) No, because the underlined portion
[GIVEN THAT THE FOLLOWING PARAGRAPH defines a term that is important to the
IS ABOUT WAVE POWER.]
passage. P
D) No, because the underlined portion
gives an example of a particular ocean
that can efficiently provide wave power.
PS
In the answer choices for these types of questions:
TI

The BECAUSE is just as important as the YES or NO. Carefully read all answer options before selecting one.
If you use your knowledge of the entire passage, it is possible to PREDICT the answer to be YES or NO prior
to process of elimination.

LESSON 15.3 FOLLOWING INSTRUCTIONS IN THE QUESTION

Often, questions will be worded as follows:

◊ The writer wants to do X. Which choice best accomplishes this goal?

◊ Which choice does X?

110
 Choose the option that fulfills the instructions given as X. Some options will satisfy
15
one part of X but not all. These are incorrect.

EXAMPLE

Reading every day has many benefits. The writer wants to provide a specific example
of a positive effect of reading every day. Which
choice best accomplishes this goal?
A) NO CHANGE
B) Those who read often find that their
eyesight is significantly improved.
C) Reading every day can mean that you
have less time for other activities.
D) Reading daily has improved my IQ
score by 10 percentage points. P
EXPLANATION

A) (does not give “a specific example”)

B) (does not specify “reading every day”)
C) (does not give a “positive effect”)
D) (provides a “specific positive effect”)

P NOTE: Sometimes, more than one answer option will make sense. If this is the case, pick
the one that is most concise:

EXAMPLE

Typically, the forest begins to show evidence Which choice most effectively combines the
of browsing in early autumn. This follows several two sentences at the underlined portion?
weeks of deer population growth. A) autumn, following P
B) autumn, and this browsing follows
C) autumn, and such browsing follows
D) autumn, and this evidence follows

Use this space to write additional notes about Cohesion and Organization errors.

111
15 EXERCISE
These questions match the format of the Cohesion and Organization errors that you will see on
the SAT. Follow the directions below.

ONE

Questions 1-8 are based on the following passage. 1

The writer plans to add the following sentence to this
—1—
paragraph.
One of the advantages of living in a part of France that
On nights like that, there is only one thing to do: give
way to one of my television guilty pleasures.
borders the English Channel is that I can get not only the TV
To make this paragraph most logical, the sentence
channels of France but also those of the UK. I would like
should be placed
to say that I switch between the two, enjoying two different A) before sentence 1.
B) after sentence 1.
views of the world. Sadly, the truth is that I have neither the C) after sentence 2.
D) after sentence 3.
ability nor the patience to follow French programs.
2
—2—
Which choice most effectively combines the two
sentences at the underlined portion?
[1] This is not to say that I spend my evenings watching
A) show,” a
the news. [2] It is ironic that even with such a plethora of B) show,” he is a
C) show;” a
choices, there are some evenings when I look through the TV D) show” a

schedules and declare that there is nothing worth watching. [3]

There is a channel that only shows endless repeats of shows

from the past. [4] There I find my favorite program when the

news is not on. [5] It is neither British nor French. [6] Rather,

this program is an American TV series that ran for over ten

years. 1

—3—

French television is placid, urbane, patronizing, and

boring. It is also a poor venue for women. Of course, women

do appear, but rarely as central performers in a program.

On early evening chat shows, they are always supporters of

the central male “star of the 2 show.” He is a charismatic

guy who flashes frequent smiles: he clearly thinks that he is

irresistible. The participants laugh a great deal and the “star”

112
EXERCISE
These questions match the format of the Cohesion and Organization errors that you will see
on the SAT. Follow the directions below.
15
ONE

talks, interminably. French news bulletins are invariably 3

At this point, the writer is considering adding the
presented by men and present a view of the world that is
following sentence.
centered completely on Paris, as if the rest of France did
But my absolute favorite French program is one about
not exist. Politicians are treated with deference and are traditional food in agrarian communities.

Should the writer make this addition here?

never questioned aggressively. The major evening program
A) Yes, because it reinforces the passage’s main point
is inevitably a movie, regularly French but sometimes an about the superior quality of French television.
B) Yes, because it acknowledges the writer’s preference
American or English film that has been poorly dubbed. for areas of France outside of Paris.
C) No, because it discusses a mode of entertainment that
3 There is no variation throughout the week, except on is irrelevant to the passage.
D) No, because it undermines the passage’s emphasis on
Saturday nights when the film is replaced with an endless the inferior quality of French television.
cabaret featuring very old French singers.
4
—4—
Which choice gives an additional supporting example
British news programs, unlike those of France, are that emphasizes how British news programs feature a
more diverse staff than do French news programs?
aggressive, investigative, critical of politics, and wide- A) NO CHANGE
B) They also are all highly educated.
ranging in their attempts to provoke, infuriate, and entertain C) They invariably are more blunt than French reporters.
D) They also do a better job of speaking clearly.
their viewers. No matter which news channel is in question,

British reporters from war zones or other dangerous areas

are as likely to be female as male. 4 They will also be of

different ethnic origins. What the viewer sees on television

reflects the full spectrum of UK society. The accents of

those who present the news range from Northern Irish to

West Indian to Asian. As a result, television is a much more

important element in the society of the UK: in France, it is,

by and large, ignored.

113
15 EXERCISE
These questions match the format of the Cohesion and Organization errors that you will see on
the SAT. Follow the directions below.

ONE

—5— 5
The writer wants to include a phrase that conveys the
[1] Murder, She Wrote features an amateur detective,
broad applicability of the claim in the sentence. Which
choice best accomplishes this goal?
loosely based on Agatha Christie’s Miss Marple but
A) NO CHANGE
transformed into an American writer of detective novels. [2] B) no matter where she is
C) disregarding any hope of plausibility
But 5 even though she tends to solve crimes, her appearance D) since she brings bad luck with her
in that town means that very shortly at least one murder will 6
The writer is considering deleting the underlined
occur. [3] Sadly, the police are quite incapable of solving the
portion (ending the sentence with a period). Should the
writer make this deletion?
crime and are determined to imprison the innocent. [4] Her
A) Yes, because the information in the underlined
name is Jessica Fletcher and she lives in Cabot Cove in New portion blurs the paragraph’s focus by introducing
new ideas that are not explained.
England. [5] Happily, in between finishing the latest novel in B) Yes, because the underlined portion repeats
information that has been provided in an earlier
time for its publication deadline, giving lectures at various paragraph.
C) No, because the information in the underlined
academic institutions and stopping by the homes of her rich portion clarifies the writer’s assertion about the show.
D) No, because the information in the underlined
and famous friends, Jessica is able to sort things out to the portion reinforces the thesis of the passage.
admiration of the professionals and the gratitude of the falsely 7
To make this paragraph most logical, sentence 4 should
accused—and all in forty-five minutes! [6] The show is total
be placed
nonsense 6 : absurd plots, mechanical acting, and appalling A) where it is now
B) after sentence 1.
scripts. [7] However, from the moment the opening bars of the C) after sentence 2.
D) after sentence 5.
show’s opening theme are sounded, I am hooked. 7

Think about the previous passage as a whole as

you answer question 8.
Question 8 asks about the previous passage as a 8
whole. To make this passage most logical, paragraph 2 should
be placed
A) where it is now.
B) after paragraph 3.
C) after paragraph 4.
D) after paragraph 5.

114
EXERCISE
These questions match the format of the Cohesion and Organization errors that you will see on
the SAT. Follow the directions below.
15
TWO

Questions 9-16 are based on the following passage. 9

Which choice most effectively combines the two
The way I write an essay is like this: I think of a topic that
sentences at the underlined portion?
I want to have a go at. Then I write a long first 9 paragraph. A) paragraph, and trying
B) paragraph; trying
I try to make it striking and invitingly phrased. Then I let C) paragraph, trying
D) paragraph to try
the second paragraph develop. Then, I look at what I have
10
composed and ask the question that I should really have
At this point, the writer is considering adding the
following sentence.
thought about before I started: where do I think this piece is
Writing is different for everyone, so it is probable
going? Then I start to reread and cut all the unnecessary and
that other people have different strategies.
showy stuff I have put in the first paragraph. 10
Should the writer make this addition here?
For example, when asked about what I actually like about A) Yes, because it adds a relevant fact to the writer’s
discussion of writing.
Baltimore (where I live) and why I remain here (apart from B) Yes, because it clarifies the writer’s claim about his
personal writing process.
the inability to escape because I cannot drive), I determine the C) No, because it merely reformulates the thought
expressed in the preceding sentence.
tone from my view of the subject, from writing as honestly D) No, because it detracts from the paragraph’s focus on
the writer’s individual writing process.
as I can. I know that whenever I write anything which is
11
quite good, I do so by behaving like a camera and 11 using Which choice most effectively reinforces the writer’s
main point about “behaving like a camera”?
technology to aid my creative process. The energy that comes
A) NO CHANGE
from doing what you love is inspiring. I felt a similar sensation B) expressing myself artistically.
C) recording what I see in my mind’s eye.
when I was directing plays. The energy spurs on ideas and the D) creating memories that I can look back on.

honest eye stops me from being too clever for words. And all

of it is just fun, too.

115
15 EXERCISE
These questions match the format of the Cohesion and Organization errors that you will see on
the SAT. Follow the directions below.

TWO

[1] 12 Nevertheless, teaching writing was similar. [2] I 12

Which choice most smoothly and effectively introduces
liked nearly all the classes I used to teach—well, for sure, there
the writer’s discussion of teaching in this paragraph?
were some difficult times, but on the whole I looked forward A) NO CHANGE
B) I felt the same way about teaching writing.
to each day. [3] 13 I treated my classes as though they were C) Teaching writing, it evoked the same feelings in me.
D) I also felt a certain way when I was doing paid work,
theater performances. [4] After all, in the theater you have to like teaching writing.
work the audience, to engage it, to surprise it, to make it want 13
The writer is considering deleting the underlined
to come back the next time to see what is going to happen. [5]
sentence. Should the sentence be kept or deleted?
I think (and I don’t want to sound arrogant here) that students A) Kept, because it introduces a comparison that
continues in the paragraph.
used to look forward to the next class to find out what was B) Kept, because it substantiates the writer’s claim that
teaching is not for everyone.
going to happen, and because I had enthusiasm for what I was C) Deleted, because it merely reformulates the thought
expressed in the preceding sentence.
presenting, they began to look at each of our sessions not as D) Deleted, because it interrupts the discussion of
teaching writing.
a chore but as something rather fun. [6] You give a student a
14
good grade because what the student has produced is good.
Which choice most effectively combines the two
sentences at the underlined portion?
[7] You give a student a top grade only when there is nothing
A) school, and the
further to be said on what the student has produced. [8] When B) school, the
C) school; and the
anyone in my class got the top mark possible, the news went D) school, which the

round the 14 school. [9] That student felt deservedly proud. 15

The writer plans to add the following sentence to this
[10] A teacher does not tell a student what to think. [11] A paragraph.
teacher helps a student to want to think. 15
This enjoyment is not just a matter of “playing
to the gallery” and giving in to the student—too
many teachers do that—but of maintaining a certain
strictness of quality.

To make this paragraph most logical, the sentence

should be placed
A) after sentence 2.
B) after sentence 4.
C) after sentence 5.
D) after sentence 10.

116
EXERCISE
These questions match the format of the Cohesion and Organization errors that you will see on
the SAT. Follow the directions below.
15
TWO

[1] All I know is that my ex-students still write about 16

To make this paragraph most logical, sentence 3 should
what they discovered in my lessons, and I feel proud of that.
be placed
[2] Personally, I was a useless student at school—awkward, A) where it is now.
B) after sentence 1.
completely lost, and miserable in a boarding house. [3] I C) after sentence 4.
D) after sentence 5.
wanted to escape and didn’t know how to break free. [4] When

I did become a teacher, one of the main things I wanted to do

was to make sure that nobody felt as lost and muddled and

awful as I did when I was a teenager (or in my twenties, for

that matter). [5] But I have digressed, once again, carried away

by my memories of life, swept off in a sea of emotion. [6] At

least, the tone is clear, no? 16

117
16 PUNCTUATION LESSON 16
Punctuation errors occur when a punctuation is misused according to the standards of conventional
English. Much like the rules of Sentence Structure, the rules of punctuation logically arrange and present
the ideas in a sentence.

; semicolon

WHEN YOU SEE answer options that : colon

have semicolons, colons, em dashes, — em dash
apostrophes, or quotations:
’ apostrophe
“” quotation

Ask yourself:
◊ Am I following the semicolon rule?
◊ Am I avoiding creating or retaining a comma splice?
◊ Am I avoiding unnecessary punctuation?
◊ Am I using possessive nouns appropriately?
◊ Am I avoiding redundancy?
◊ Am I setting off modifiers from the rest of the sentence?

LESSON 16.1 SEMICOLONS, COMMA SPLICES, AND REDUNDANCY

The semicolon rule and comma splice rules should be familiar to you from lesson 11
(sentence structure):

SEMICOLON RULE: a semicolon must separate two independent clauses that CAN
STAND ALONE AS 2 SEPARATE SENTENCES.

Make sure that on both sides of the semicolon you have two distinct,
independent clauses.

COMMA SPLICE: in layman’s terms, a comma splice is a type of error in which TWO
FULL SENTENCES are combined using only a comma.

Make sure that you do not choose an option that creates or retains a comma
splice.

REDUNDANCY: in punctuation questions, generally a “subject, subject verb”

Redundancy in punctuation questions will look something like this:

. . . Shirley, she is . . .O P
. . . Shirley is . . . OR . . . she is . . . P
. . . my car, it is . . . O . . . my car is . . . P OR . . . it is . . . P
. . . happiness, this feeling is . . . O . . . happiness is . . . P OR . . . this feeing is . . . P

120
 EXAMPLE
16
I tend to bite my nails when I am nervous; this My school has just ratified a new set of
feeling is usually because I have a presentation rules, some of them are exceedingly strict.
to make in school. A) NO CHANGE (retains a comma splice)
A) NO CHANGE (creates redundancy) B) rules (retains comma splice)
B) nervous, P C) of which P
C) nervous, this is (creates a comma splice; D) DELETE the underlined portion (retains
redundant) comma splice)
D) nervous; (violates semicolon rule)

LESSON 16.2 COMMONLY CONFUSED POSSESSIVES AND CONTRACTIONS

POSSESSIVES: words that indicate ownership.

CONTRACTIONS: words that combine two words.

EXAMPLES Its versus It’s versus Its’

Its is the possessive version of a singular noun.
The car’s air conditioning is broken. = Its air conditioning is broken.
It’s is a contraction, the combined form of “it is” or “it has”
The car has been painted green. = It’s been painted green.
The car is green. = It’s green.
PS
Its’ is NEVER CORRECT, and actually does not exist in English.
TI

EXAMPLES There versus Their versus They’re

There describes a place that is not here. There is neither a contraction nor a
possessive.
I am parking the car in the garage. = I am parking the car in there.
Their is the possessive version of a plural noun.
The kids’ toys are blue. = Their toys are blue.
They’re is a contraction, the combined form of “they are”
They are well-behaved. = They’re well-behaved.

EXAMPLES Noun’s versus Nouns’ versus Nouns’s versus Nouns

Using “Insect” as the noun:
Insect’s is the possessive form of a singular noun.
The wings of that insect are green = The insect’s wings are green.
Insects’ is the possessive form of a plural noun.
The wings of those insects are green = The insects’ wings are green.
Insects is plural, not possessive.
More than one insect = Insects
Insects’s is NEVER CORRECT. 121
16
PS
TI For words ending with y, use these examples when indicating ownership:

The laws of the country = The country’s laws, NOT the countries’ laws
The skin of the body = The body’s skin, NOT the bodies’ skin.

LESSON 16.3 PUNCTUATION FOR MODIFIERS

MODIFIERS: descriptive phrases that provide extra information AND are not central to
the structure of the sentence.

EXPLANATION The lawnmower is old and broken. NOT A MODIFIER.

The lawnmower, old and broken, is going to be replaced soon. A MODIFIER.

To set off modifiers from the rest of the sentence, make sure that you use the
SAME punctuation on either side of the modifier.

EXAMPLE

The lawnmower, old and broken, is going to be My sister—or, at least, the closest thing to
replaced soon. a sister that I have just got married.
A) NO CHANGE P A) NO CHANGE
B) broken is B) have, just
C) broken; is C) have—just P
D) broken—is D) have: just

LESSON 16.4 UNNECESSARY PUNCTUATION

Dogs, love to please their owners. I couldn’t stop poking fun at my professor,
A) NO CHANGE Mr. Green’s, bright orange bifocals.
B) Dogs: love A) NO CHANGE
C) Dogs; love B) professor, Mr. Green’s
D) Dogs love P C) professor Mr. Green’s,
D) professor Mr. Green’s P

EXPLANATION

There is no punctuation needed between the Commas inappropriately separate parts of

subject (Dogs) and their verb (love). the noun phrase (“my professor Mr. Green’s
bright orange bifocals”).

122
 16
LESSON 16.5 ITEMS IN A LIST

Use commas or the word and to separate items in a list, and use a colon to
introduce a list.

EXAMPLES

Alexander’s pets, plants; and peaches are all downstairs.

A) NO CHANGE (violates semicolon rule; fails to recognize that items are part of a list)
B) plants, and P
C) plants: and (fails to recognize that items are part of a list)
D) plants, and, (adds unnecessary comma)

Alexander has moved his belongings: his pets, plants, and peaches.
A) NO CHANGE (appropriately uses a colon to introduce a list) P
B) belongings; (violates semicolon rule)
C) belongings, (incorrectly positions “belongings” as a member of the list)
D) belongings (needs a colon to introduce the list)

Use this space to write additional notes about Punctuation errors.

123
16 EXERCISE DIRECTIONS: Using the strategies you learned on pages 120 - 123, fix punctuation errors if necessary.

EXAMPLE: contrary—that
ONE V
Jonathan believed—despite all evidence to the contrary, that Mrs. Devereaux was innocent.

1. Akshay learned many gardening skills this summer, such as, weeding, planting, and harvesting.

2. Its perfectly clear that Davina simply has a better work ethic than you do.

3. I enjoy spending my Friday nights watching Battlestar Galactica, it is a science fiction thriller about space exploration.

4. Harry’s biggest role model, his coach, Miss Floyd, taught him the value of determination.

5. A recent article by two journalists at Hunter College, Dr. Jones and Dr. Black, claims, that sleeping for exactly seven
hours a night can improve cognition in adults over forty.

6.The transportation commission has found that trucks weighing over four tons can do significant damage to roadway’s.

7. Although he always wanted to go to Maine, he never managed to move they’re.

8. Dairy farmers, environmentalists; and government officials are collaborating on a project that would reduce methane
emissions by as much as thirty percent.

9. Anna Hanes, my old teacher from when I was in second grade just got back in touch with me.

10. I can think of a very good reason for your poor grades in school: your lack of interest.

11. I just read a compelling criticism of painter, Pablo Picasso’s, Geurnica.

12. After working all day, Ashley found that her legs were sore, her arms were tired.

124
EXERCISE These questions match the format of the Punctuation errors that you will see on the redesigned
SAT. Follow the directions below.
16
TWO

Questions 1-8 are based on the following passage. 1

A) NO CHANGE
Punctuation
B) Marmosets
1 Marmoset’s exhibit a rather shallow range of fearful C) Marmosets’
D) Marmosets’s
responses when confronted with stressful 2 situations, these
2
reactions include distress calls, bouts of crippling A) NO CHANGE
B) situations, however, these
3 anxiety, and, major increases in cortisol levels. These
C) situations: these
small, squirrel-like 4 primates, use a technique dubbed D) situations, some of these

“mobbing” to deal with tense scenarios, relying on 5 it’s 3

A) NO CHANGE
numbers and collective voices for support. The high-pitched B) anxiety, and:
C) anxiety; and
and 6 excited calls they produce when mobbing, called D) anxiety, and
7 tsiks: are thought by researchers to directly serve to 4
A) NO CHANGE
decrease cortisol levels, perhaps acting to calm marmosets
B) primates use
and give them a sense of security. Growing to only a C) primates, use,
D) primates; use
diminutive eight 8 inches, these monkeys must rely on their
5
collective voice to feign great numbers or, at the very least, to A) NO CHANGE
B) its
produce confusion concerning their specific locations.
C) they’re
D) their

6
A) NO CHANGE
B) excited, calls
C) excited calls,
D) excited: calls

7
A) NO CHANGE
B) tsiks,
C) tsiks
D) tsiks:

8
A) NO CHANGE
B) inches; these
C) inches. These
D) inches—these

(ANSWERS ON NEXT PAGE) 125

17 GRAPHS LESSON 17
On the SAT, passages will occassionally have a graphic or visual representation of a concept or idea that
the writer is discussing. You will be asked to ensure that the underlined portion of the sentence
accurately represents the data and information presented by the graphic or visual representation.

WHEN YOU SEE questions that ask you to make a revision to the passage based on the
information provided in a graph, table, chart, map, or other visual that supplements the
passage…

Ask yourself:
◊ Do I know how the information in the graphic relates to the information in the passage?
◊ Do I know how to accurately interpret the information in the graphic?

LESSON 17.1 ACCURATE INTERPRETATION

ACCURATE: directly supported by the information presented in the graphic

INTERPRETATION: translating the visual information from the graphic into words.

EXAMPLE UNDERSTANDING KEY COMPONENTS

Before reading the answer options, circle or underline any key components of the
graphic—the title, the legend, the units, and any other labels or captions. Make
sure you understand how these components interact.

Y-axis Units Chart Title

Childhood Obesity Rates in the United States
Percentage of chidren qualifying

50
45
Y-axis 40
35
as obese

30
25
20 X-axis Units
15
10
5
0
less than 20,000 20,000-50,000 50,000-90,000 90,000-150,000
Family's Average Yearly Income (dollars)

X-axis

128
 17
EXAMPLE APPLYING KEY COMPONENTS

To briefly test your understanding of the graphic, randomly choose one point on
the graphic and put it into words. To maintain accuracy, keep the words you use
close to the words used in the graphic.

Childhood Obesity Rates in the United States

Percentage of chidren qualifying

50
45
40
35
as obese

30
25
20
15
10
5
0
less than 20,000 20,000-50,000 50,000-90,000 90,000-150,000
Family's Average Yearly Income (dollars)

It appears that as average yearly income rises, the For families whose average yearly income is
percent of children qualifying as obese decreases. between 50,000 and 90,000 dollars, slightly over
25 percent of children qualify as obese.

PS
TI

Make a mental note of any obvious correlation between variables.

Use this space to note additional ways to interpret the bar graph from this lesson.

129
17
LESSON 17.2 ANSWERING THE QUESTION
Once you understand the graphic, you are ready to revise the passage.

Be careful about the units used in the answer options. For instance, when
percentages are involved, take note of the PERCENTAGE OF WHAT (is being
measured)! There will most likely be a trap answer that uses the wrong units
according the graph.

EXAMPLE MATCHING GRAPH’S UNITS TO THE UNITS OF THE ANSWER CHOICES

[GIVEN: the passage claims that students who eat breakfast succeed in school.]
At this point, the writer wants to add specific information that supports the main topic of the paragraph.

Perceived Effect of Breakfast on Student Behavior

PERCENTAGE OF RESPONDENTS

9%
SOCIAL INTERACTIONS
91%

13%
EFFICIENT USE OF CLASS TIME
87%

7%
ACADEMIC ACHIEVEMENT
93%

33%
FOCUS
67%

negative impact positive impact

Which choice most effectively provides relevant and accurate information based on the graph above?

A) 93 percent of respondents noted that eating breakfast hindered their academic achievement.
(Graph indicates that 93 percent of respondents noted a positive impact on their academic
achievement.) O
B) Respondents credited eating breakfast with 67 percent of their focus. (Graph measures the
percentage of respondents, not the percentage of focus.) O
C) 87 percent of respondents indicated that eating breakfast increased their efficient use of class
time. P
D) Respondents reported that their social interactions improved by 9 percent after eating breakfast.
(Graph measures percentage of respondents, not the percentage of improvement; in addition, 9
percent is associated with a negative impact.) O

130
 17
When you are fixing an underlined portion of a sentence, the non-underlined
portion will often tell you where to look in the graphic. Be sure to look in the
right spot, as dictated by the sentence. There will frequently be a trap answer
for those test-takers who are simply looking in the wrong spot for their answers.

EXAMPLE MATCHING THE UNDERLINED PORTION OF THE SENTENCE TO THE GRAPH’S DATA

As the graph shows, patients who follow a low-cholesterol diet but do not exercise daily
experience roughly 30% fewer cases of atherosclerosis than patients who do not follow a
low-cholesterol diet and do not exercise daily.

who follow a low-cholesterol diet but do not exercise daily

who do not follow a low-cholesterol diet and do not exercise daily.

Results of Lifestyle Changes to Prevent Atherosclerosis

patients following a low-cholesterol diet
patients not following a low-cholesterol diet

60
Percentage of Patients with

50
Atherosclerosis

40

30

20

10

0
patients excercising daily patients not exercising daily

Which choice offers an accurate interpretation of the data in the chart?

A) NO CHANGE
B) a substantially lower rate of atherosclerosis than
C) four times as many cases of atherosclerosis as
D) a slightly lower rate of atherosclerosis than P

PS
TI

BE CAREFUL of key words and phrases like:.

◊ “roughly” (means about, not precisely)

◊ “slightly” (means a little bit)
◊ “substantially” (means a lot)
◊ “completely” (means entirely, absolutely)
◊ “as low as” and “at least” (implies no lower than)
131
17 EXERCISE DIRECTIONS: Using the strategies you learned on pages 128-131, answer the following questions.

EXAMPLE:
A recent study projects that the average gas and electric bill for New York residents will
increase by 10 percent every summer. 12 percent every winter.

[GIVEN: the passage discusses the different motivations that people have for relocating.]

REASONS FOR MOVING

desire to travel other
14% 10%

saving money
16%
job opportunity
32%

being near
family
28%

A survey asked respondents for the one major reason that caused them to move.

In fact, 1 saving money is the least significant 1

Which choice offers an accurate interpretation of the data
factor causing people to relocate.
in the chart?
A) NO CHANGE
B) 32 percent of all job opportunities cause people to
relocate.
C) 28 percent of respondents cite the desire to be near
family as their reason for moving.
D) people report that a desire to travel is responsible for 14
percent of their motivation to relocate.

As the chart shows, saving money is 2 cited 2

Which choice offers an accurate interpretation of the data
roughly 4 percent less often than job opportunity
in the chart?
as a factor which motivates someone to move. A) NO CHANGE
B) cited less than half as often as
C) slightly more important than
D) substantially less significant than

132
 17
[GIVEN: the passage discusses the uses of various antibiotics.]

Effectiveness of Selected Antibiotics

Cure rate of selected antibiotics for listed conditions
Condition streptomycin gentamicin neomycin amoxicillin
(%) (%) (%) (%)
Tuberculosis 80 0 0 0
Eye infection 4 97 2 1
Heart valve infection 82 89 0 87
Urinary tract infection 2 92 91 99
E. coli infection 0 98 98 42
Hepatic coma 0 0 97 0
Soft tissue infection 7 95 6 93

Amoxicillin is 3 more effective than any other 3

Which choice offers an accurate interpretation of the data
antibiotic in treating urinary tract infections.
in the table?
A) NO CHANGE
B) slightly less effective than gentamicin
C) the least effective option
D) slightly more effective than streptomycin

The best antibiotic used for treating a heart valve 4

The writer wants the information in the passage to
infection is streptomycin; the best option for a correspond as closely as possible to the information in
the table. Given that goal and assuming that the rest of
patient suffering from a urinary tract infection is
the sentence would remain unchanged, in which sequence
amoxicillin; the only treatment option for a patient should the four antibiotics be discussed?
A) NO CHANGE
with tuberculosis is gentamicin, and the only B) “gentamicin,” “amoxicillin,” “streptomycin,”
“neomycin”
antibiotic that is highly effective against urinary
C) “amoxicillin,” “neomycin,” “gentamicin,”
tract infections, E. coli infections, and hepatic “streptomycin”
D) “gentamicin,” “neomycin,” “streptomycin,”
coma is neomycin. 4
“amoxicillin”

Patients suffering from soft tissue infection 5

Which choice offers an accurate interpretation of the data
5 have a slightly better chance of recovery using
in the table?
amoxicillin than using gentamicin. A) NO CHANGE
B) are completely guaranteed recovery if treated with
gentamicin.
C) are significantly more likely to recover using
gentamicin than using neomycin.
D) have a chance of recovery if they are treated with only
neomycin.

133
17 [GIVEN: the passage explains the properties of alcohols and alkanes.]

Boiling Points versus Molar Mass

alcohols alkanes

Boiling Point (degrees celsius)

180
160
140
120
100
80
60
40
20
0
0 20 40 60 80 100 120
Molar Mass

As recent observations have shown, 6 boiling 6

points for alkanes can fall to as low as 60 degrees Which choice offers an accurate interpretation of the data
in the chart?
Celsius. A) NO CHANGE
B) alkanes have consistently higher boiling points than
alcohols.
C) as molar mass increases, boiling points increase.
D) at the molar mass of 100, alkanes and alcohols have the
same boiling point.

The boiling points of alkanes whose molar mass is 7

Which choice offers an accurate interpretation of the data
greater than 80 7 reach nearly 150 degrees
in the chart?
Celsius. A) NO CHANGE
B) are at least 100 degrees Celsius.
C) are consistently higher than 60 degrees Celsius.
D) approach but do not reach 120 degrees Celsius.

134
 [GIVEN: the passage discusses how the concentration of particulate matter, a type of
17
pollutant, has changed in the United States]

Ambient Air Quality in the United States

20 maximum accepted level
CONCENTRATION OF PARTICULATE MATTER

18
(MICROGRAMS PER CUBIC METER OF AIR)

16

14

12

10

0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
YEAR
A 2013 study reveals that 8 the concentration of 8
Which choice most effectively completes the sentence
particulate matter reached its highest point in
with relevant and accurate information based on the
2007, followed by a decline in concentration. graph?
A) NO CHANGE
B) not until 2013 did the concentration of particulate
matter fall below the accepted maximum level.
C) the concentration of particulate matter has stayed at
about the same level since 2004.
D) the concentration of particulate matter has declined
overall since 2000.
The atmosphere of the United States 9 has never 9
Which choice offers an accurate interpretation of the data
exhibited an accepted level of particulate matter.
in the graph?
A) NO CHANGE
B) from 2000 to 2011 fell within
C) for two consecutive years achieved
D) is unlikely to remain within

Since 2006, the concentration of particulate matter 10

10 has been above the acceptable maximum each Which choice offers an accurate interpretation of the data
in the graph?
year. A) NO CHANGE
B) has not changed noticeably from year to year.
C) greatly decreased every year.
D) rose for one year and then gradually declined.

135
18 Grammar Technique
On the SAT, you will encounter four main question types.

Grammar
◊ Includes 13 types of grammar and punctuation rules

Tone/ Style
◊ Revising words, thesis, topic sentences; adding and omitting content
◊ Understanding main idea, tone, and supporting claims
◊ Precision, conclusion, style, and syntax revisions

Placement
◊ Adding, omitting, organizing; logical sequences and conclusions

Graphs
◊ Applying quantitative information from a graph to the passage

GRAMMAR TECHNIQUE STEPS (S.E.E.)

SAT Grammar is not difficult, though it is very easy to make a mistake. Often, these mistakes come from
colloquial speech and things that we “hear” in acceptable daily conversation. However, for SAT Grammar, DO
NOT use your ears.
Use your EYES and S.E.E. (Skim, Edit, Eliminate)

1 SKIM
Skim from the beginning of the passage and into Question #1.
Option: Some test-takers are fine with only reading a couple of sentences before the question and
will go back and read extensively only as needed. Your GOAL is always to assess the author’s overall

P
point and tone.

NOTE: If you see a paragraph in which every sentence is numbered with brackets [#], you
should read the entire paragraph because this indicates that a placement question will be
imminent:

[1] This is not to say that I spend my evenings watching the 1

The writer plans to add the following sentence to this
news. [2] It is ironic that even with such a plethora of choice, paragraph.
On nights like that, there is only one thing to do: give
there are some evenings when I look through the TV schedules way to one of my television guilty pleasures.
and declare that there is nothing worth watching. [3] There is a To make this paragraph most logical, the sentence
should be placed
channel that only shows endless repeats of shows from the past.
A) before sentence 1.
138 1
 18
2 EDIT
Make an initial edit ON THE PASSAGE (yes, write on the passage!) before looking at answer
choices. An EDIT is a change made to the underlined portion of the passage that adheres to the
question types and grammar rules.

P NOTE: This EDIT may seem daunting at first. Yet the more you get used to the question types
and grammar rules, the easier it will be to make precise edits.

EXAMPLE 1

A practiced test-taker will see the following sentence and know to EDIT for parallelism list and punctuation rules.

These ideas are known to water filter A) NO CHANGE

scientists, and B) scientists­—and
manufacturers, food scientists; and elected C) scientists, and
D) scientists, but
officials.

EXAMPLE 2

A practiced test-taker will see the following sentence and know to EDIT for subject/pronoun agreement and the
difference between it/its/it’s.

Scientists have long known that dirt A) NO CHANGE

B) its
particles hasten melting by darkening
its C) its’
snow and obstructing it’s ability to absorb the D) it
S P
sun’s rays efficiently.

EXAMPLE 3

A practiced test-taker will see the following sentence and know to EDIT for aptness of word choice while keeping
style in mind. Remember, when you are dealing with concision, style, and word usage, your EDIT may be notes
that help you choose the best answer.

Given these solutions as well as the many A) NO CHANGE to move better than
B) outmaneuver
health benefits of clean air, the advantages
to be better than C) outperform to do better than
of air filters outdo the drawbacks of their D) outweigh

expensive production. to be more important than

Advantages are more important

than drawbacks. They are NOT
competing with each other. 139
18
P NOTE: If the EDIT seems difficult, you may require a greater area of reading in order to
understand important context clues. Broaden your reading area while keeping in mind the
exact question.

EXAMPLE

A practiced test-taker will see context clues in the paragraph and know to EDIT for aptness of word choice while
keeping style in mind.
personal pronoun
While you may not realize this at first, A) NO CHANGE
B) you can say
calories in a fruit or vegetable are actually forms
personal pronoun C) it can be stated
of solar energy. Your fruits and vegetables D) DELETE the underlined portion.

undergo a chemical reaction known as

photosynthesis, which converts air, water, and

other nutrients by using the sun’s rays. Because

not a personal pronoun
calories measure energy, one can say that eating

fruits and vegetables is indeed inherently solar.

3 ELIMINATE
Now, use your EDIT to perform a Process of Elimination (POE). This process involves eliminating any
choice that does not fall within your initial edit.

EXAMPLE

If your edit for the underlined portion indicates a change from THEY to IT, go through and cross out THEY and
any plural pronouns in the answer choices.
Acereperi dolorempos maximet
A) NO CHANGE
labo. Nuscienet opturendebis et duntiure B) their memories will live on.
C) them remembering.
serferum
D) it will not be forgotten.
they will be remembered.
it

PS
TI

◊ Do not substitute all choices into the sentence. Trust your edit!
◊ Control the test by using your edit to eliminate.
◊ Cross out the wrong answer choices for quick and accurate POE.
last

140
 18
! BEWARE (PITFALLS AND COMMON MISTAKES)

1. STYLE CHANGES
Changing an answer to what YOU think sounds better WITHOUT using grammar and rules of logic.
2. NOT USING A CONTEXTUAL EDIT
Editing a sentence for style but NOT using surrounding sentences and context to determine this
edit. REMEMBER: your answer may be correct for the line, but NOT correct when read in context.
3. “IT SOUNDS FINE”
Choosing an answer because you trust your ear. Always apply the rules of grammar and context by
looking at both the rest of the sentence and the surrounding sentences. Remember S.E.E. !

141
18 Grammar Technique
Before proceeding to the practice tests, correct
and/or identify the errors in the following chosen
grammar types.

GRAMMAR
first LESSON EXERCISE
1. SUBJECT/VERB AGREEMENT Neither of the girls are coming to the party.

2. PARALLELISM I went walking, hiking, and I went swimming.

Her happiness was equal to his being clever.

3. COMPARISON I prefer the reading of classic fiction to non-fiction.

They want to be a lifeguard.
I have less dollars than you.
Between Jack, Mary, and I things are good.
Jack is the best of the two of us.

4. SUBJECT/PRONOUN Everyone wants their way.

5. PRONOUN CASE John and me went to the store.

John, Steve, and Ken went to the park and he fell.
I did better than him.

6. DANGLING MODIFIER Having driven all night, the bed looked so inviting to John.

7. ADJECTIVE/ADVERB The girl runs quick.

The girl is quick.

8. IRREGULAR VERB He swum all afternoon.

She would have wrote the letter if she had had time.

9. VERB TENSE In 1969, she is happy to have met him.

10. IDIOM Listening at the music relaxes me.

We all agreed to seeing the same movie.

11. DICTION She was reticent to ride the huge roller coaster.
I alluded the cops after robbing the bank.

12. SENTENCE STRUCTURE I was very happy, I loved life.

She was not only a good musician, and a good tennis player.
She was neither happy or sad.
He was very angry but she was very mad too.
I put sugar in my coffee: I like long books.
Every two weeks, I receive my bi-weekly paycheck.
His shirt is too short in length.

13. SUBJUNCTIVE MOOD/ If she was finished cleaning the house, she would have relaxed.
142 HYPOTHETICAL I suggest that Austin wears his seatbelt.
18

143