Faulty Modifiers

A modifier is a word or phrase that describes (a.k.a. modifies) something. There are two kinds of
modifier problems tested on the SAT: dangling modifiers and misplaced modifiers. 

 Dangling Modifiers

A dangling modifier is a descriptive phrase that begins a sentence, has a comma after it, and
has the noun it describes NOT placed right after the comma. In the first example below, for
instance, the modifier "coating the sidewalk" is supposed to describe the snow. However, since
"we" is the first word after the comma, the sentence makes it sound like "we" are the ones that
are "coating the sidewalk." 

 Examples

Modifiers are underlined, while the nouns being correctly and incorrectly modified are in bold.

Error: Coating the sidewalk, we trudged through the heavy snow.

Fix: We trudged through the heavy snow coating the sidewalk.

Error: Long and tangled, it was difficult to comb the child's hair.

Fix: Long and tangled, the child's hair was difficult to comb.

Error: Exhausted and weak, the soldiers' uniforms were covered in frost.

Fix: Exhausted and weak, the soldiers were covered in frost.

 Misplaced Modifiers

A misplaced modifier is a descriptive phrase that's not close enough to the thing it's
supposed to be describing, making it sound like it's referring to the wrong thing. In the first
example below, for instance, the modifier "on the sale rack" is supposed to show where the
jacket is hanging. However, since it's been placed next to "too small," the sentence seems to say
that it's the way the jacket was hanging that is too small. To correct it, we move the modifier
closer to the noun it describes.

 Examples

Modifiers are underlined, while the things being correctly and incorrectly modified are in bold.

Error: The jacket was too small on the sale rack.

Fix: The jacket on the sale rack was too small.

Error: Ray wore his one collared shirt to the job interview, which was stained with mustard.

Fix: Ray wore his one collared shirt, which was stained with mustard, to the job interview.

Error: She handed out brownies to children wrapped in foil.

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

 Parallel Construction
To use parallel construction is to write a list where all the items have the same grammatical
format. For example, if two things in a list are verbs ending in -ing, the third should also be a
verb ending in -ing. If one item in a list is a prepositional phrase, then the second should also be
in the form of a prepositional phrase. 

 Examples

Words or phrases that are already parallel are in bold, while those that need to be corrected to
parallel are underlined.

Error: The couple bought the concert tickets, arrived at the theater, and they sat down in their
seats.

Fix: The couple bought the concert tickets, arrived at the theater, and sat down in their seats.

Error: Painting your bedroom requires picking a color, measuring the walls, get the right tools,
and buying paint.

Fix:  Painting your bedroom requires picking a color, measuring the walls, getting the right
tools, and buying paint.

Error: The workshop had a whiteboard on one wall, a set of shelves against another wall, and
a third wall had many drawers for tools.

Fix: The workshop had a whiteboard on one wall, a set of shelves against another wall, and
many drawers for tools along a third wall.

Error: Her essay focused on characters' reactions to bad news and showing how these characters
handled success.

Fix: Her essay focused on characters' reactions to bad news and showed how these characters
handled success.

 
Sentences
Sentences are made up of groups of words that are called clauses. There are two types of
clauses: independent and dependent. An independent clause can function as a complete
sentence because it has a subject-verb pair and does not start with a word or phrase that makes
the clause dependent, such as "when" or "because." Meanwhile, a dependent clause must be
attached to an independent clause to be part of a complete sentence.

The SAT tests three different types of clause-related situations: fixing sentence fragments,
splitting up run-on sentences, and using a dependent clause as the subject of a sentence.

 Sentence Fragments

A sentence fragment is a sentence made of anything less than an independent clause. To fix
it, we either connect the fragment to an independent clause (examples 1 and 2), or add the
missing subject or verb (example 3).

Examples

In these sentences, subjects are underlined and verbs are in bold.

Error: To boost the number of women in STEM fields, including electrical, chemical, and
industrial engineering.

Fix: To boost the number of women in STEM fields, including electrical, chemical, and
industrial engineering, senior female executives also act as mentors to young women.

Error: From diving hard for every attempted shot to deftly throwing the ball to the most open
defender.

Fix: From diving hard for every attempted shot to deftly throwing the ball to the most open
defender, the goalie was saving her team at a time when they needed her.

Error: For the sake of a better experience at school, asking his adviser for a new room
assignment.

Fix: For the sake of a better experience at school, the freshman asked his adviser for a new room
assignment.

Run-on Sentences

A run-on sentence is made of multiple independent clauses joined by only a comma or no

punctuation at all. To find the correct answer on the SAT, look for an answer choice that uses
one of these three fixes:
  If one independent clause is an explanation or definition of the other, add a word like
"because" or "which" to the beginning of the explanation (examples 1 and 2).

 If neither independent clause defines or explains the other, combine them with either a
comma + conjunction like "and" or "but," or with a semicolon (examples 3 and 4).

 Alternately, split them up into two separate sentences (example 5).

Examples

The separation between the two independent clauses is marked with a |, while the correction is
underlined.

Error: The dog Mary wants to put in the dog show is a beagle, | it is a medium-sized member of
the hound family.

Fix: The dog Mary wants to put in the dog show is a beagle, which is a medium-sized member of
the hound family.

Error: The deli had no milk left after a rush of morning customers, | the owner rushed to order
more.

Fix: Because the deli had no milk left after a rush of morning customers, the owner rushed to
order more.

Error: My favorite Mediterranean spread is hummus it is very garlicky.

Fix: My favorite Mediterranean spread is hummus, as it is very garlicky.

Error: Air plants like the Tillandsia species are tolerant of a wide range of climates, | they thrive
in room temperatures.

Fix: Air plants like the Tillandsia species are tolerant of a wide range of climates; they thrive in
room temperatures.

Error: Deciding which play to put on is only the first step, | even a great script won’t succeed
without a well-selected cast and a set design that works with the director’s vision.

Fix: Deciding which play to put on is only the first step. Even a great script won’t succeed
without a well-selected cast and a set design that works with the director’s vision.

Dependent Clauses as Sentence Subjects

Sometimes, instead of having a simple noun for a subject, a sentence can use a whole
dependent clause as the subject.  When this happens, you should treat the dependent clause as
a singular noun.

For instance, in the first example, the clause "whoever came up with the idea to put solar panels
on rooftops" is the subject of the sentence. You can tell by using this trick: replace the clause
with a singular noun like "Albert Einstein" to see if the sentence still works. Here, when we
do this, we can see that "Albert Einstein are geniuses" doesn't work. The verb needs to be
singular to match the subject.

Examples

The subordinate clause that is the subject is underlined, while the verb it's doing is bold.

Error: Whoever came up with the idea to put solar panels on rooftops are geniuses.

Fix: Whoever came up with the idea to put solar panels on rooftops is a genius.

Error: That cleaning a kitchen is a repetitive chore which makes it especially thankless.

Fix: That cleaning a kitchen is a repetitive chore makes it especially thankless.

Plurals and Possessives

The SAT will test your understanding of how to make nouns plural (when there is two or more
of something) and how to make them possessive (when you have to explain that something
belongs to something else).

To make a plural noun that doesn't own anything, add “s” to the end of a singular noun:

one student, but three students

To make a possessive singular noun, add "apostrophe+s" to the end of a singular noun:

the pencil that belongs to one student = the student’s pencil

To make a possessive plural noun, add an apostrophe to the end of a plural noun:

the classroom that belongs to three students = the students’ classroom

 Examples

Error: Every morning, many hawk’s circled the field, looking for prey.

Fix: Every morning, many hawks circled the field, looking for prey.
Error: The more I read the novel, the closer I felt to the authors’ point of view.

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

Error: Art Deco furniture is marked by the artists use of geometric shapes, curves, strong colors,
and new materials, such as plastics.

Fix: Art Deco furniture is marked by the artist’s use of geometric shapes, curves, strong colors,
and new materials, such as plastics.

Pronouns
A pronoun is a part of speech stands in for a noun. For example, the pronoun "she" can stand in
for "the woman" or "Queen Elizabeth." But, unlike nouns, pronouns change their form if
they're used in different ways. These are the ways that pronouns are tested on the SAT.

Subject vs. Object Pronouns

Nouns and pronouns can be either the subjects or the objects of verbs. Subjects "do" verbs and
objects have verbs "done" to them. For instance, in the sentence "a dog chases its tail," dog is the
subject noun, chases is the verb that it's doing, and tail is the object noun. 

Unlike nouns like dog or tail, pronouns change form depending on whether they are subjects or
objects. For example, in the phrase "she likes him," the woman is the subject, so the pronoun is
she. On the other hand, in the phrase "he likes her," the woman is the object, so the pronoun
changes to her.

Subject
Object Pronouns
Pronouns
I Me
You You
He Him
She Her
It It
We Us
They Them

If you’re trying to figure out whether to use a subject or object pronoun when dealing with a
compound noun, one trick is to take out the other noun and try the sentence with just the
pronoun – you’ll quickly know which is right. In the first example, "me ate dinner" is clearly
wrong, and in the third example, "sold cookies to I" is also clearly wrong.

Examples
Error: Me and my parents ate dinner.

Fix: My parents and I ate dinner.

Error: The tourists asked my friends and I for directions.

Fix: The tourists asked my friends and me for directions.

Error: The Girl Scouts sold cookies to my sister and I.

Fix: The Girl Scouts sold cookies to my sister and me.

Who vs. Whom

Who is a relative pronoun which can start either dependent or independent clauses inside
sentences. Who is used when this pronoun is the subject doing the action and whom is used
when this pronoun is the object of the action.

What's tricky about who is that figuring out whether to use its subject or object form doesn't
depend on its antecedent. Instead, you have to see what role who is playing inside its own clause.

For instance, in example 1, even though “people” is an object of the verb “benefits”, inside the
clause “who understand the tax code,” “who” is the subject of the verb "understand." On the
other hand, in example 2, even though “skydivers” is the subject of the sentence, in the clause
“whom many people greatly admire,” “whom” is the object of the verb “admire.”

One trick is to replace the “who” or “whom” with “I” or “me” to see whether you need the
subject or object form. Here, “me understand the tax code” doesn’t work, and neither does
“many people greatly admire I.”

Examples

Subjects are bold, verbs are in italics, and objects are underlined.

Error: The essay points out that the reduction in taxes only benefits those people whom
understand the tax code.

Fix: The essay points out that the reduction in taxes only benefits those people who understand
the tax code.

Error: Skydivers, who many people greatly admire, tend to be comfortable with risk-taking and
in excellent physical shape.

Fix: Skydivers, whom many people greatly admire, tend to be comfortable with risk-taking and
in excellent physical shape.
Pronouns and Antecedents

If there is a pronoun, it should be obvious what noun the pronoun is referring back to. If
it's not clear which noun a pronoun is referring to, or if a pronoun has no antecedent, the sentence
needs to be rewritten in one of two ways: either the pronoun can be replaced with a noun, or the
phrase can be simplified.

For instance, in example 1, "this" could refer either to "Industrial Revolution," "resistance
group," "mechanization," or "labor force," so a noun is added. Meanwhile, in example 3, there is
no antecedent for "them," so the sentence has to be rewritten.

Examples

The unclear pronouns are in bold, while corrected pronouns and antecedents are underlined.

Error: During the Industrial Revolution in England, a resistance group sprang up to protest the
mechanization of the labor force. Workers associated with this began to break and burn factory
machinery to protest what they saw as unfair treatment.

Fix: During the Industrial Revolution in England, a resistance group sprang up to protest the
mechanization of the labor force. Workers associated with this faction began to break and burn
factory machinery to protest what they saw as unfair treatment.

Error: The files arranged by the temporary workers were out of order, so management sent them
back to the main office.

Fix: The files arranged by the temporary workers were out of order, so management sent the
files back to the main office.

Error: The amount of entertainment available is increasing steadily; soon there will be over 5000
shows for them to distribute to subscribers.

Fix: The amount of entertainment available is increasing steadily; soon there will be over 5000
shows for distribution to subscribers.

Pronoun and Antecedent Agreement

Pronouns have to match their antecedents in various ways. 

This means that when we use pronouns more than once in a sentence, we have to use the same
person throughout (to clarify: 1st person means I or we, 2nd person means you, and 3rd person
means he, she, it, or they). 

This also means that plural nouns are matched with plural pronouns, and singular pronouns
refer back to singular nouns. 
Examples

Mismatched pronouns and antecedents are in bold, while matching pronouns and antecedents are
underlined.

Error: If a person wants to succeed in corporate life, you have to know the rules of the game.

Fix: If a person wants to succeed in corporate life, she has to know the rules of the game.

Error: Like its distant oceanic relatives whales, hippopotamuses can alter their density to sink or
float in water.

Fix: Like their distant oceanic relatives whales, hippopotamuses can alter their density to sink or
float in water.

Error: After acquiring several new companies, the multinational corporation moved their
headquarters to a state with more favorable tax loop holes.

Fix: After acquiring several new companies, the multinational corporation moved its
headquarters to a state with more favorable tax loop holes.

That vs. Who

The basic concept behind these relative pronouns is simple: who is the pronoun for a person or
people, and that is the pronoun for everything else.

Examples

Mismatched relative pronouns are in bold, while matching pronouns and antecedents are
underlined.

Error: Coaching can be difficult for people, that have a hard time planning strategy on the field.

Fix: Coaching can be difficult for people who have a hard time planning strategy on the field.

Error: The scientific establishment who rejected Giordano Bruno’s theory that the earth revolves
around the sun later had to acknowledge its mistake.

Fix: The scientific establishment that rejected Giordano Bruno’s theory that the earth revolves
around the sun later had to acknowledge its mistake.

Error: The decision was made by the director, wanting to organize the group in a more efficient
way.

Fix: The decision was made by the director, who wanted to organize the group in a more
efficient way.
Indefinite Pronouns

Indefinite pronouns refer to a person, place, or thing that is unknown or unspecified. Many

indefinite pronouns that seem like they are referring to many things or people are actually
singular.

This means that they use singular forms of verbs: “everyone is” instead of “everyone are" (like in
examples 1 and 2). This also means that any nouns that refer to them also have to be singular and
not plural: “no one wants to be a dropout” instead of “no one wants to be dropouts” (like in
examples 3 and 4).

Person Place Thing

everyone everywher
everything
everybody e
someone
somewhere something
somebody
anyone
anywhere anything
anybody
no one
nowhere nothing
nobody
each (of these)
either (of these)    
neither (of these)

Examples

Pronouns and matching verbs or nouns are underlined, while mismatched verbs or nouns are in
bold.

Error: On big budget movies, each of the actors have large, well-decorated trailers.

Fix: On big budget movies, each of the actors has a large, well-decorated trailer.

Error: Every one of the experts invited to speak at the conference were unable to make it.

Fix: Every one of the experts invited to speak at the conference was unable to make it.

Error: Anyone thinking about becoming writers must be excellent readers.

Fix: Anyone thinking about becoming a writer must be an excellent reader.

Error: Either of these desks would be great surfaces to work on.

Fix: Either of these desks would be a great surface to work on.

Its/It’s, Their/They’re/There, Your/You’re, Whose/Who’s

The different forms and abbreviations of these pronouns are frequently mixed up, but they are
something you simply have to memorize. Here are some tricks to use if you're stuck:

 Take the abbreviation apart: does “it is,” “you are,” “they are,” or “who is” work in the
sentence? Then use it’s, you’re, they’re, or who’s.

 If the sentence is trying to say that something belongs to something else, use its, your,
their, or whose.

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

Pronoun Definition Examples

the puppy’s toy = its toy
its belonging to it
the leg of the table = its leg
the sky is cloudy = it is cloudy = it’s cloudy
it’s it is
the book is long = it is long = it’s long
the sisters’ bedroom = their bedroom
their belonging to them
the color of walls = their color
flowers are blooming = they are blooming = they’re blooming
they’re they are
friends are great = they are great = they’re great
in/on that place in the world exist many trees = there are many trees
there
existing somewhere the pants are on the shelf = the pants are there
your belonging to you this is my dinner, and this is your dinner
you are delighted = you’re delighted
you’re you are
you are a student = you’re a student
whose belonging to whom? I don’t know who owns this house = whose is this house?
who’s who is who from the team is coming? = who’s coming?

Examples

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

Error: Who could have known that Da Vinci’s most mysterious painting would become his most
famous, with it’s famous half-smile forever expressing some unknowable emotion.

Fix: Who could have known that Da Vinci’s most mysterious painting would become his most
famous, with its famous half-smile forever expressing some unknowable emotion.
Error: Your just like all the other Americans visiting England who think that cricket is closely
related to baseball.

Fix: You’re just like all the other Americans visiting England who think that cricket is closely
related to baseball.

Error: Having several books to return to the library, Maria checks they’re due dates to make sure
she won’t have to pay fines.

Fix: Having several books to return to the library, Maria checks their due dates to make sure she
won’t have to pay fines.

Error: Dismayed that no one agreed with his argument, the city councilman asked, “Whose with
me on this?”

Fix: Dismayed that no one agreed with his argument, the city councilman asked, “Who’s with
me on this?”

Error: Every study we have come across suggests that bicycles are an excellent way to get
around: there economical, good for public health, and environmentally friendly.

Fix: Every study we have come across suggests that bicycles are an excellent way to get around:
they’re economical, good for public health, and environmentally friendly.

Verbs
There are two main issues with verbs tested on the SAT: verb tenses and subject-verb
agreement. 

 Verb Tense

There are nine basic verb tenses, three for each time period. Here are the basic tenses formed
from the verb to sing. As you can see, some of the verb tenses are created by adding forms of the
verbs have, be,  and do.

Time Period Verb Forms

Simple Present: They sing.
Present Present Continuous: They are singing.
Present Perfect: They have sung.
Simple Past: They sang.
Past Past Continuous: They were singing.
Past Perfect: They had sung.
Future Future: They will sing.
Future Continuous: They will be
singing.
 Future Perfect: They will have sung.

 Generally, the idea is to keep verbs in a single sentence within the same time period,
especially if a sentence is describing things that happen during the same time period (example 1).

If a sentence contains a shift in chronological time, then verb tenses should shift to account
for the change in time (example 3).

 Examples

Verbs in the same tense are underlined, while verbs that are in the wrong tense are in bold.

Error: According to the cardiologist, since the patient’s arteries are (present) dangerously
clogged with cholesterol deposits, the medical team had (past) to check for elevated blood
pressure and other heart attack risks.

Fix: According to the cardiologist, since the patient’s arteries are (present) dangerously clogged
with cholesterol deposits, the medical team has (present) to check for elevated blood pressure
and other heart attack risks.

Error: Even though office hours had been (past) over for some time, the professor and her
student are continuing (present) their productive work on the research project.

Fix: Even though office hours have been (present) over for some time, the professor and her
student are continuing (present) their productive work on the research project.

Error: If the pace of technological advancements continues (present), in the future we

ride (present) self-driving cars.

Fix: If the pace of technological advancements continues (present), in the future we will
ride (future) self-driving cars.

 Subject/Verb Agreement

Nouns and verbs are both parts of speech with number: they are written differently if they refer
to just one thing or multiple things. One dog runs fast, for example, but two dogs run fast.

Subject/verb agreement just means that the noun and the verb have the same number
(singular or plural). One thing to remember is that collective nouns are singular (a “crowd of
people laughs” instead of “crowd of people laugh”).

 Examples

Matching subjects and verbs are underlined, while verbs that don't match subjects are bold.
Error: The survey supported the researchers' hypothesis when they found that the furniture in
most people's homes are mostly made of wood.

Fix: The survey supported the researchers' hypothesis when they found that the furniture
(singular) in most people's homes is (singular) mostly made of wood.

Error: There was a beaker and three pipettes on the top shelf of the cupboard.

Corrected: There were (plural) a beaker and three pipettes (plural) on the top shelf of the
cupboard.

Error: I am trying to read the name of the store across the street, but a crowd of people keep
getting in the way.

Fix: I am trying to read the name of the store across the street, but a crowd (singular) of people
keeps (singular) getting in the way.

Illogical Comparisons
There are two different kinds of comparisons that break the rules of logic.

The first relies on the idea that you can only compare things that are alike in some way. One
trick to spotting illogical comparisons is that they tend to happen when a sentence is comparing
something that belongs to someone or something else by using the comparison word than. You
have to make sure that the two things on either side of the than are in the same category
(examples 1 and 2).

For instance, you can compare apples and oranges because both are fruits. But if both Stanley
and Cora have apples, you can't say:

I like Stanley's apples better than Cora.

You'd have to say:

I like Stanley's apples better than Cora's apples.

or simply:

I like Stanley's apples better than Cora's.

The second kind of illogical comparison that the SAT likes to test is the idea that you can't
compare something to all  things of that type. You can only compare that thing to all other
things of that type (example 3).
 Examples

The two things that each sentence is comparing are underlined.

Error: Some regulators believe that new drugs should have to go through an even more rigorous
testing process than patients who prefer the one currently in place. 

Fix: Some regulators believe that new drugs should have to go through an even more rigorous
testing process than the one currently in place, which patients prefer. 

Error: Charles Dickens's epic novels, which are almost universally admired by readers and critics
alike, are more sweeping than Jane Austen, who writes novels of manners.

Fix: Charles Dickens's epic novels, which are almost universally admired by readers and critics
alike, are more sweeping than Jane Austen's novels of manners.

Error: For astronauts, the moon is easier to get to than any space object.

Fix: For astronauts, the moon is easier to get to than any other space object.

 Concision and Redundancy

There are times when saying something twice is needed: for emphasis, to review a difficult topic,
or to explain something more clearly. The SAT, however, is all about being as succinct and to
the point as possible. Your ability to edit the fat out of your sentences is tested in three
ways: fixing overly wordy phrases, finding redundancies, and combining two simple sentences
into a more complex one. 

 Overly Wordy Phrases

The SAT believes deeply in Shakespeare's maxim that “brevity is the soul of wit”: if you can say
the same thing with fewer words, do it.

It’s tempting to think that when a sentence uses a multi-word phrase where a single word will do,
the sentence sounds formal or more academic. But this is not the case – often, one word is
better than many (examples 1 and 2).

Sometimes a sentence uses words when they don’t serve any purpose and don’t even need to be
replaced with one word, but instead should just be deleted (examples 3 and 4).

 Examples

Error: Thinking in a manner more general, we can say that good schools enable people to learn
more.

Fix: Generally, we can say that good schools enable people to learn more.
Error: The company may not be awarded the contract because it lacks production facilities,
making it a worse choice from a theoretical way of speaking.

Fix: The company may not be awarded the contract because it lacks production facilities, making
it a worse choice theoretically.

Error: Although hesitant to challenge herself at first, the student decided to enroll in three AP
courses, two honors courses, and an intensive art course on top of that.

Fix: Although hesitant to challenge herself at first, the student decided to enroll in three AP
courses, two honors courses, and an intensive art course.

Error: When the audience stood to applaud the speaker, it was clear that her words had had a
marvelous, even stupendous, effect on the crowd.

Fix: When the audience stood to applaud the speaker, it was clear that her words had had a
marvelous effect on the crowd.

 Redundancy

When a sentence expresses the same bit of information two or more times, it’s considered
redundant. Pick the best way of stating the necessary fact and delete the repetition.

 Examples

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

Error: The stock market may repeat its drop and rise pattern again, warns the financial forecast.

Fix: The stock market may repeat its drop and rise pattern, warns the financial forecast. 

Error: Soon a relative calm period followed quickly after the brunt of the cyclone had passed.

Fix: A relative calm period followed quickly after the brunt of the cyclone had passed. 

Error: Management was surprised to see a biannual uptick in sales twice each year.

Fix: Management was surprised to see a biannual uptick in sales. 

 Combining Simple Sentences

Sometimes, in order to write with concision, you have to combine simple or related sentences
into one. Don’t worry about keeping word order – the point of this kind of revision is that you
will need to shift things around.

To combine sentences correctly you have to think about several things:

  Is there a person, place, thing, or concept that both sentences are talking about? If so, you
can make one sentence into a dependent clause of the other through this repeated noun
(example 1).

 Is there a chronological sequence that the two sentences are describing? Then you can
make one into a dependent clause of the other using prepositions like “before,” “after,” or
“following” (example 2).

 Does one sentence define the other? Combine them by inserting whatever is being
defined into the defining sentence (example 3).

 Examples

The nouns, chronology, or definitions used to combined the sentences are underlined.

Error: The voting rate has not decreased among uneducated citizens. Uneducated voters continue
to vote for better schools.

Fix: The voting rate has not decreased among uneducated citizens, who continue to vote for
better schools. 

Error: Young musicians are encouraged to perfect their techniques and skills through their
conservatory training. After this, they can start their careers in smaller, local orchestras.

Fix: After perfecting their techniques and skills through their conservatory training, young
musicians can start their careers in smaller, local orchestras. 

Error: The conclusion scientists came to is the idea that instead of being made up of particles,
matter is actually made out of one-dimensional objects called strings. This is string theory.

Fix: The conclusion scientists came to is string theory, the idea that instead of being made up of
particles, matter is actually made out of one-dimensional objects called strings. 

 Idioms and Conventional Expression

The SAT tests your knowledge of common English usage.

You'll see questions about two types of idioms. First, there are expressions that mean
something different than the actual words they use (like "raining cats and dogs" or "kick the
bucket"). And second, there are short phrases or groups of words that always go together
(like "stumble on" or "keep at bay"). 

Also, you'll be asked to distinguish among frequently confused homonyms (words that sound
like each other but are used in different circumstances because they mean different things, like
"bear" and "bare").
 Verbal Phrases

The SAT particularly loves one type of idiom: verbal phrases, which are verb + preposition pairs.
They always want to know if you know which is the correct preposition, as in the incorrect
sentences below.

 Examples

Error: The show was followed on an encore.

Fix: The show was followed by an encore.

Error: She is responsible of returning her library books.

Fix: She is responsible for returning her library books.

Error: One should refrain for texting while driving.

Fix: One should refrain from texting while driving.

 Prepositional Idioms

These are just like verbal phrases, except they don’t involve verbs. There are just some groups of
words that always end on a specific preposition.

 Examples

Error: The translucent sculpture used light as a means through connecting viewers standing
across from each other.

Fix: The translucent sculpture used light as a means of connecting viewers standing across from
each other.

Error: In accordance to these findings, future research will focus on analyzing the effect of facial
expressions on mirror neurons.

Fix: In accordance with these findings, future research will focus on analyzing the effect of facial
expressions on mirror neurons.

 Commonly Confused Words

English has a lot of words that sound similar to each other but mean very different things.
Here is a very incomplete list (you can find more of them by searching “commonly confused
words”):
Accept: to receive (verb)
Except: with the exclusion of (preposition)

Affect: to influence (verb); emotional response (noun)

Effect: result (noun); to cause (verb)

Beside: close to; next to

Besides: except for; in addition to

Complement: something that completes; to pair well with

Compliment: praise, flattery

Eminent: prominent
Imminent: about to happen

Precede: to come before

Proceed: to continue, to keep going

Sight: scene, view, picture, being able to see

Site: place, location; a web page
Cite: to quote, to point to evidence

Then: an adverb denoting time

Than: a conjunction used in comparisons

 Examples

Error: After losing his hearing, Beethoven had to rely on his imagination to hear his music, rather
then hearing musicians perform it.

Fix: After losing his hearing, Beethoven had to rely on his imagination to hear his music, rather
than hearing musicians perform it.

Error: Despite hours of work, the web administration team was unable to restore the sight after
the denial of service attack.

Fix: Despite hours of work, the web administration team was unable to restore the site after the
denial of service attack.

Error: The presidential candidate used rhetorical flourishes to great affect in his speech,
receiving a standing ovation.

Fix: The presidential candidate used rhetorical flourishes to great effect in his speech, receiving a
standing ovation.

 Language Formality
When writing for school, for work, or for publication in a news or scientific journal, you have to
use formal English. This means avoiding slang and words and phrases that sound too casual.
Instead, it’s important to keep each sentence at the same language elevation.

 Examples

Error: A bunch of guys doing experiments was able to synthesize a lithium-ion battery smaller
than a grain of sand.

Fix: A team of researchers was able to synthesize a lithium-ion battery smaller than a grain of
sand.

Error: At London’s Westminster Abbey in 1559, Elizabeth Tudor, the 25-year-old daughter of
Henry VIII and Anne Boleyn, got to become Queen Elizabeth I.

Fix: At London’s Westminster Abbey in 1559, Elizabeth Tudor, the 25-year-old daughter of
Henry VIII and Anne Boleyn, was crowned Queen Elizabeth I.

 Conjunctions and Conjunctive Adverbs

Conjunctions and conjunctive adverbs are words that explain how two clauses in a sentence, or
how to two or more successive sentences, relate to one another.

The SAT checks your ability to use conjunctions and conjunctive adverbs to clarify cause and
effect or logic within sentences.

 Explanation

Some conjunctions link events in a cause and effect relationship, helping to point out what
happened as a result of something else. 

Because: what has just been said is true as a consequence of what is about to be said

Therefore and hence: it follows from what has just been said that

For example and for instance: here is evidence that backs up the previous argument

Whereby: by which; using the idea/principle/concept just mentioned; by means of

Consequently: directly following the thing that has just been described

 Examples

The incorrect conjunctions are in bold, while the right ones are underlined.
Error: Recent advances in medicine include a new MRI technique for detecting heart damage in
chemotherapy patients. However, doctors will be able to see heart defects earlier and more
effectively.

Fix: Recent advances in medicine include a new MRI technique for detecting heart damage in
chemotherapy patients. Consequently, doctors will be able to see heart defects earlier and more
effectively.

(Doctors can see better as a result of the new MRI test.)

Error: Not only have archaeologists in Britain unearthed several well-preserved Bronze Age
dwellings, we are getting new insight into domestic life 3000 years ago.

Fix: Because archaeologists in Britain have unearthed several well-preserved Bronze Age
dwellings, we are getting new insight into domestic life 3000 years ago.

(We are getting insight as a result of dwellings being unearthed.)

Error: Foreshadowing, a literary technique when an author hints at what will happen later in the
text, is a useful tool for setting the right atmosphere.

Fix: Foreshadowing, a literary technique whereby an author hints at what will happen later in the
text, is a useful tool for setting the right atmosphere.

(An author hints by means of foreshadowing.)

 Contradiction or Digression

Other conjunctions are useful for describing a negative or opposing relationship between
events. They can explain that something happened despite something else, or even though
common sense would not have predicted it. They can also indicate that the argument is shifting
to a different point.

However: introduces a statement/idea that contradicts what has just been said

On the one hand, on the other hand: presents two ideas that oppose each other (these always
go together)

But: despite what has just been said, here is information to the contrary

Nevertheless: in spite of what has just been said

Aside from: the example follows is an exception to what is being discussed

While and whereas: in contrast or comparison with the fact that

 Examples

The incorrect conjunctions are in bold, while the correct ones are underlined.

Error: The pianist had not had nearly enough time to study and practice the sonata, and she
played it flawlessly.

Fix: The pianist had not had nearly enough time to study and practice the sonata, but she played
it flawlessly.

(The flawlessness happened despite the lack of practice time.)

Error: Just as crayons are a medium generally reserved for young children, professional artists
have used them to great effect.

Fix: Though crayons are a medium generally reserved for young children, professional artists
have used them to great effect.

(That professional artists have used crayons contrasts with the fact that crayons are usually for
children.)

 Similarity and Emphasis

The final category of conjunctive adverbs connects things that are equal or similar, or adds
examples that emphasize the direction of the argument.

Moreover: as an additional – potentially more convincing or important – matter

Just as: in comparison to; similar to

Likewise: in the same way; also

Not only, but also: presents two ideas that support and emphasize each other (these always go
together)

 Examples

The incorrect conjunctions are in bold, while the right ones are underlined.

Error: Investing money is one way to plan for the future. Hence, another good long-term
planning option is to take advantage of a retirement savings account.

Fix: Investing money is one way to plan for your future. Likewise, another good long-term
planning option is to take advantage of a retirement savings account.

(The word “another” means that two similar things are being discussed.)
Error: Dressing to attract attention can affect the way people perceive you. Nevertheless, it can
be inappropriate depending on the context.

Fix: Dressing to attract attention can affect the way people perceive you. Moreover, it can be
inappropriate depending on the context.

(The inappropriateness is an additional, more significant, effect of attention-getting clothing.)

Punctuation
There are many punctuation rules in English, but, fortunately, the SAT doesn’t test all of them.
Instead, the test focuses on several specific types.

Punctuating Modifiers

Phrases that modify or describe a part of a sentence are punctuated differently depending
on whether they are an essential or nonessential part of the sentence.

If the sentence needs the modifier in order to make sense, then the modifier is “restrictive” and
doesn’t get surrounded by commas.

If you could easily take out the modifier without losing the sentence’s meaning, then the
modifier is “nonrestrictive” and should be surrounded by commas like this:

 Put one comma right after a modifier that starts a sentence.

 Put one comma right before a modifier that ends a sentence.
 If the modifier appears in the middle of the sentence, surround it with commas on both
sides.

 Examples

Incorrect and correct punctuation are underlined.

Error: US President, Barack Obama, will meet with his counterparts from the European countries
for the multinational summit.

Fix: US President Barack Obama will meet with his counterparts from the European countries
for the multinational summit.

(Since “Barack Obama” is key to the sentence's meaning, no commas are needed.)
Error: The daisy, a perennial plant, sometimes known as bruisewort, grows low to the ground.

Fix: The daisy, a perennial plant sometimes known as bruisewort, grows low to the ground.

(The modifier just needs to be surrounded by commas, and doesn’t need any commas inside it.)

Error: Started on a whim by an eccentric resident; the project to clean up the abandoned lot soon
became a popular neighborhood pastime.

Fix: Started on a whim by an eccentric resident, the project to clean up the abandoned lot soon
became a popular neighborhood pastime.

(The modifier should be set off by a comma, not a semicolon.)

Error: This last part of the minuet should be played with steadily increasing volume, or
crescendo; until the final chord.

Fix: This last part of the minuet should be played with steadily increasing volume, or crescendo,
until the final chord.

(“Crescendo” is being defined, so it needs to be set off by commas, not semicolons.)

 Using Dashes

Think of dashes as being kind of like parentheses. Dashes separate out a sentence piece that is
explanatory, but isn’t crucial, like an aside, or something muttered under your breath.
Sometimes this piece is a digressive thought; sometimes it's a list of examples.

Typically, the phrase inside the dashes has commas in it, so dashes are the best way to set it off
from the rest of the sentence. If the phrase is in the middle of the sentence, it needs to be
surrounded by dashes on both sides.

 Examples

Incorrect and correct punctuation are underlined.

Error: The hairstylist picked up the scissors – the kind that usually sit in the jar of blue liquid,
and started to snip bits of hair off his client’s head.

Fix: The hairstylist picked up the scissors – the kind that usually sit in the jar of blue liquid – and
started to snip bits of hair off his client’s head.

Error: The best hotel concierges have many skills: knowledge of foreign customs, the ability to
speak several languages, and a charming manner, that put even the most diffident guests at ease.
Fix: The best hotel concierges have many skills – knowledge of foreign customs, the ability to
speak several languages, and a charming manner – that put even the most diffident guests at ease.

Error: After readers found the errors, all 243 of them – the publishing company was forced to
issue a reprint of the book.

Fix: After readers found the errors – all 243 of them – the publishing company was forced to
issue a reprint of the book.

 Punctuating “Such As”

The phrase “such as” introduces a series of examples to back up the point that’s just been
made. The correct way to punctuate it is to put a comma before “such as,” and then no comma
before the first list item or example.

 Examples

Incorrect and correct punctuation are underlined.

Error: Teachers give out a variety of homework assignments, such as, worksheets, hands-on
projects, and online quizzes.

Fix: Teachers give out a variety of homework assignments, such as worksheets, hands-on
projects, and online quizzes. 

Error: The antique book shop also sold other paper ephemera such as, maps and newspapers.

Fix: The antique book shop also sold other paper ephemera, such as maps and newspapers.

 Formatting Lists

A list is a series of people, ideas, objects, actions, or conditions that follow each other, play the
same role in the sentence, and are typically separated by commas. In fact, the last sentence has
two lists: “people, ideas, objects, actions, or conditions” and “follow each other, play the same
role in the sentence, and are separated by commas.” See what I did there?

Punctuation rules for lists:

 They should be separated by commas, with a comma coming before the “and” or “or”
that precedes the last list item: dogs, cats, gerbils, and fish.

 If one of the list items has a comma within it, then all the list items should be separated
by semicolons: shaggy, purebred dogs; white cats; soft, cuddly gerbils; and fish.

 Examples
Incorrect and correct punctuation are underlined.

Error: The market stall sold ripe apples, dark red cherries; and sometimes even apricots.

Fix: The market stall sold ripe apples, dark red cherries, and sometimes even apricots.

Error: The class focused on programming languages, like Python, algorithms and documentation.

Fix: The class focused on programming languages, like Python; algorithms; and documentation. 

 Using Colons

Colons are used in two different ways.

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

Here is my list of acceptable pets: dogs, cats, gerbils, and fish.

Second, they are used to indicate that an explanation, a definition, or an example of what has just
been said is coming.

My search for the perfect pet came down to man's best friend: a dog.

 Examples

Incorrect and correct punctuation are underlined.

Error: It’s easy to explain why many 12th graders start taking school less seriously toward the
end of the year; senioritis.

Fix: It’s easy to explain why many 12th graders start taking school less seriously toward the end
of the year: senioritis. 

("Senioritis" is the defined term.)

Error: The more I cook at home, the more kitchen techniques I learn, knife skills, mise en place,
and cooking several dishes simultaneously.

Fix: The more I cook at home, the more kitchen techniques I learn: knife skills, mise en place,
and cooking several dishes simultaneously.

(“Learn” introduces a list.)

Error: Consider lobsters, for example, with age, they only get stronger and more fertile.

Fix: Consider lobsters, for example: with age, they only get stronger and more fertile.
("Example” introduces an explanation.)

 Using Semicolons

Semicolons have two basic functions.

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

We ate  mushrooms, which had been picked in a nearby forest; herbs, nuts, and berries foraged
from a public park; and champagne.

Second, they fix run-on sentences by separating two independent clauses without a conjunction:

Jim rode his bike; Mary walked.

 Examples

Incorrect and correct punctuation are underlined.

Error: The State Department completed three assignments: diplomatic talks, led by an expert in
arms control, a bilateral meeting, chaired by an assistant director, and a state visit.

Fix: The State Department completed three assignments: diplomatic talks, led by an expert in
arms control; a bilateral meeting, chaired by an assistant director; and a state visit. 

(Two of the three list items have commas in them, so they are separated by semicolons.)

Error: The architect worked on the model all night, he was bleary-eyed during the presentation.

Fix: The architect worked on the model all night; he was bleary-eyed during the presentation.

(These are independent clauses, so they should be connected by a semicolon.)

 The Bottom Line

Here is a quick summary of all the grammar rules we talked about in this article:

 Faulty Modifiers - words or phrases that describe something

1. Dangling Modifier - a descriptive phrase that begins a sentence, has a comma
after it, and has the noun it describes NOT placed right after the comma 
2. Misplaced Modifier - a descriptive phrase that's not close enough to the thing it's
supposed to be describing, making it sound like it's referring to the wrong thing 

 Parallel Construction - a list where all the items have the same grammatical format
 Sentences - made up of independent and dependent clauses
1. Sentence Fragments - sentences made of anything less than an independent
clause
2. Run-on Sentences - multiple independent clauses joined by only a comma or no
punctuation at all
3. Dependent Clauses as Subjects - sentences can use a whole dependent clause as
subjects; treat the dependent clause as a singular noun

 Plurals and Possessives - plural is when there is two or more of something; possessive is

when something belongs to something else
1. Plural Noun - add “s” to the end of a singular noun
2. Possessive Singular Noun - add "apostrophe+s" to the end of a singular noun
3. Possessive Plural Noun - add an apostrophe to the end of a plural noun

 Pronouns - parts of speech that stand in for a noun (its antecedent)

1. Subject vs. Object Pronouns - pronouns change form depending on whether
they are subjects or objects
2. Who vs. Whom - who is the subject form, and whom is the object form
3. Pronouns and Antecedents - it should be obvious which noun each pronoun is
referring back to
4. Pronoun and Antecedent Agreement - pronouns have to match their
antecedents' person and number
5. That vs. Who - who is for a person or people, and that is for everything else
6. Indefinite Pronouns - pronouns like "everyone" that seem plural are actually
singular
7. Its/It’s, Their/They’re/There, Your/You’re, Whose/Who’s - you have to
memorize these

 Verbs - the SAT tests tense agreement and subject-verb agreement

1. Verb Tense - keep verbs in a single sentence within the same time period:
present, past, or future 
2. Subject/Verb Agreement - a noun and its verb have the same number (singular
or plural)

 Illogical Comparisons - you can only compare things that are alike in some way; you
can't compare something to all things of that type

 Concision and Redundancy - the SAT is all about being as succinct and to the point as
possible
1. Overly Wordy Phrases - often, one word is better than many; sometimes, extra
words should just be deleted
2. Redundancy - if a sentence expresses the same bit of information two or more
times, delete the repetition
3. Combining Simple Sentences - make one sentence into a dependent clause of the
other through a repeated noun, using prepositions like “before,” “after,” or
“following,” or by inserting whatever is being defined into the defining sentence
  Idioms and Standard English
1. Verbal Phrases - verb + preposition pairs that always go together
2. Prepositional Idioms - groups of words that always end on a specific preposition
3. Commonly Confused Words - English has a lot of homonyms (words that sound
similar to each other but mean very different things)
4. Language Formality - avoiding slang and words and phrases that sound too
casual

 Conjunctions and Conjunctive Adverbs - words that explain how two clauses in a
sentence or successive sentences relate to one another
1. Explanation - conjunctions like "because," "consequently," and "for example"
link events in a cause and effect relationship
2. Contradiction or Digression - conjunctions like "however," "but," and
"nevertheless" describe a negative or opposing relationship between events
3. Similarity and Emphasis - conjunctions like "moreover" and "likewise" connect
things that are equal or similar, or add examples to the argument

 Punctuation
1. Punctuating Modifiers - if the sentence needs the modifier in order to make
sense, then the modifier doesn’t need commas; if you can take out the modifier
without losing meaning, then the modifier should be surrounded by commas 
2. Using Dashes - separate out a sentence piece that is explanatory, but isn’t crucial
3. Punctuating “Such As” - put a comma before “such as,” and then no comma
after it 
4. Formatting Lists - list items are typically separated by commas, with a comma
before the “and” or “or” that precedes the last list item
5. Using Colons - indicating that a list is coming up, and that after the list the
sentence will end; indicating that an explanation, a definition, or an example is
coming
6. Using Semicolons - separating list items that have commas; fixing run-on
sentences by separating two independent clauses without a conjunction