SAT Writing and Language Strategies for Success SAT

SAT Writing and Language Strategies for Success

SAT Writing and Language Standard English Conventions Questions that contribute to this subscore focus on editing text to ensure conformity to the conventions of standard written English sentence structure, usage, and punctuation. These questions will ask a student to recognize and correct: Grammatically incomplete sentences, run-ons, and comma splices. Problems with coordination or subordination of clauses in sentences. Sentences with similar parts that are not parallel. Dangling and other misplaced modifiers. Inappropriate shifts in verb tense, voice, and mood and in pronoun person and number. Vague or ambiguous pronouns. Confusion between the words its/it’s, your/you’re, and their/they’re/there, as well as other commonly confused words (e. g. , affect and effect).

Continued. . . Lack of agreement between pronouns and antecedents, between subjects and verbs, and between nouns. Illogical comparisons between unlike terms. Cases of nonstandard expression (when words and phrases are used in a way not typical to standard written English). Problems with using end-of-sentence punctuation or punctuation within sentences (particularly colons, semicolons, and dashes) to signal sharp breaks in thought. Confusion between plurals and possessives and between singular and plural possessives. Problems with punctuating a series of items. Confusion between restrictive/essential and nonrestrictive/nonessential sentence elements. Unnecessary punctuation (for example, between a subject and a verb).

Usage and Mechanics Part 1: Punctuation

Usage & Mechanics Punctuation ●Commas ●Apostrophes ●Semicolons ●Colons ●Parenthesis and Dashes ●Periods, Question Marks, and Exclamation Points

Punctuation - Commas ●Commas separate Independent Clauses (FAN BOYS) ●Lesley wanted to sit outside, but it was raining. ●Henry could tie the shoe himself, or he could ask Amanda to tie his shoe.

Commas In a Series ●A series contains three or more items separated by commas. The items can either be nouns (such as “dog”) or verb phrases (such as “get in the car”). ●The hungry girl devoured a piece of chicken, a pound of pasta, and a slice of chocolate cake.

Commas Separate Adjectives ●A comma separates adjectives only if they can be in reverse order and still make sense. ●Rebecca’s new dog has long, silky hair. ●My mother hates noisy electronic music.

Commas Set Off Clauses and Phrases from a Complete Sentence ●Commas set off clauses and phrases from a complete sentence ●After preparing an elaborate meal for herself, Anne was too tired to eat. ●Anne was too tired to eat after preparing an elaborate meal for herself.

Commas Set Off Nonessential Elements ●Nonessential elements embellish nouns without specifying them (Extra info). ●Everyone voted Carrie, who is the most popular girl in our class, prom queen. ●The decrepit street sign, which had stood in our town since 1799, finally fell down.

Commas: Essential Elements ●Essential elements are not set off by commas because they are necessary to the meaning of the sentence. ●The girl who is sick missed three days of school. ●The dog that ate the rotten steak fell down and died.

Commas: Appositives ●An appositive is a phrase that renames or restates the modified noun, usually enhancing it with additional information. ●Everyone voted Carrie, the most popular girl in school, prom queen. ●The dog, a Yorkshire Terrier, barked at all the neighbors.

Apostrophes ●Apostrophes are the second most commonly tested punctuation mark on the English Test. ●Apostrophes primarily indicate possession, but they are also used in contractions.

Apostrophes: Possessive and Singular Nouns ●A singular noun can be made possessive by adding an apostrophe followed by an “s”. ●Simon’s teacher was in the room. ●My mom forgot the dog’s food. ●We removed the bottle’s label.

Apostrophes: Possessive and Plural Nouns ●Most plural nouns can be made possessive by adding only an apostrophe. ●The boys’ teacher was in the room. ●My mom forgot the dogs’ food. ●We removed the bottles’ labels.

Apostrophes: Plural Nouns ●For plural nouns that do not end in “s”, you should treat the plural form as a singular noun. ●The women’s locker room needs to be cleaned.

Apostrophes: Possessive and Multiple Nouns ●Sometimes you’ll want to indicate the possession of more than one noun. ●The placement of the apostrophe depends on whether the possessors share the possession. ●Nick and Nora’s dog solves crimes. ●Dan’s and Joann’s socks are dirty.

Apostrophes: Explanation ●In the example of Nick and Nora, the dog belongs to both of them, so you treat “Nick and Nora” as a single unit. ●In the second example, both Dan and Joann have dirty socks, but they don’t share the same dirty socks, so you treat Dan and Joann as separate units.

Apostrophes: Wrong Word ●The SAT will test on your ability to distinguish between “its” and “it’s. ” ●Other commonly tested issues: ●“their/they’re/there” ●“your/you’re” ●“whose/who’s”

Semicolons ●You’ll usually find several questions dealing with semicolons on the Writing and Language Test. ●The main functions of a semicolon that you should know for the test are its ability to join related independent clauses and its use in a series.

Semicolon: Independent Clauses ●Semicolons are commonly used to separate two related but independent clauses. ●Julie ate five brownies; Eileen ate seven. ●Josh needed to buy peas; he ran to the market.

Semicolon: Explanation ●In the previous examples, the semicolon functions as a “weak period. ” It suggests a short pause before moving to a less-related thought. ●Generally, a period between these independent clauses would work just as well, so the SAT won’t offer you a choice between a semicolon and a period.

Semicolons: Independent Clauses with a Transition ●Frequently, you will see two independent clauses joined by a semicolon and a transitional adverb (such as however, consequently, furthermore, nevertheless, etc. ) ●Julie ate five brownies; however, Eileen ate seven. ●Josh needed to buy peas; thus, he ran to the market.

Semicolons: A Series ●The semicolon replaces the comma as a structural backbone of a series if the items already contain commas. ●The tennis tournament featured the surprise comeback player, Koch, who dropped out last year due to injuries; the up-and-coming star Popp, who dominated the junior tour; and the current favorite, Farrington, who won five of the last six tournaments.

Colons ●Colons are used after complete sentences to introduce related information that comes in the form of a list, an explanation, or a quotation. ●When you see a colon, you should know to expect elaborating information.

Colons: Examples ●The wedding had all the elements to make it a classic: the elegant bride, the weeping mother, and the fainting bridesmaid. ●The wedding had all the elements to make it a classic: the elegant bride beamed as her mother wept and as the bridesmaid fainted. ●The mother’s exclamation best summed up the wedding: “If only the bridesmaids hadn’t fainted!”

Colons: Problems ●A colon should ALWAYS be preceded by an independent clause. ●Wrong: ●The ingredients I need to make a cake: flour, butter, sugar, and icing. ●Right: ●I need several ingredients to make a cake: flour, butter, sugar, and icing.

Colons: Problems ●There should never be more than one colon in a sentence. ●Wrong: ●He brought many items on the camping trip: a tent, a sleeping bag, a full cooking set, warm clothes, and several pairs of shoes: sneakers, boots, and sandals. ●Right: ●He brought many items on the camping trip: a tent, a sleeping bag, a full cooking set, warm clothes, sneakers, boots, and sandals.

Other SAT Punctuation ●The Writing and Language test rarely test punctuation marks other than those already listed. ●However, in the odd case that test writers do throw in some other punctuation errors, you should know what to expect. ●The SAT officially states that it covers, in addition the previously mentioned punctuation, parentheses, dashes, periods, question marks, and exclamation points.

Parenthesis ●Parenthesis usually surround words or phrases that break a sentence’s train of thought but provide explanatory information for it. ●The road trip (which was made in a convertible) lasted three weeks and spanned fourteen states.

Parenthesis ●Similarly, parenthetical sentences can be inserted between other sentences, adding additional information to them without diverting their flow. ●Their road trip lasted three weeks and spanned fourteen states. (The one they took two years ago lasted two weeks and covered ten states). When they got home, they were exhausted.

Dashes ●Dashes function similarly to parenthesis. ●Dashes indicate either an abrupt break in thought or an insertion of additional, explanatory information. ●He walked slowly – with his hurt leg he couldn’t go much faster – that even his neighbor’s toddler eventually overtook him. ●I don’t have the heart to refuse a friend’s request for help – do you?

Periods, Question Marks, and Exclamation Points ●These are the least common forms of punctuation tested. ●The sentence ends here. ●Does the sentence end here? ●Hooray, the sentence ends here!

SAT Practice Questions https: //collegereadiness. collegeboard. org/sample-questions/writing/1

Usage and Mechanics Part 2: Basic Grammar and Usage

Basic Grammar and Usage ●Subject-Verb Agreement ●Pronoun-Antecedent Agreement ●Pronoun Cases ●Verb Tenses ●Adverbs and Adjectives ●Idioms ●Comparative and Superlative Modifiers

Subject-Verb Agreement ●Singular verbs must accompany singular subjects, and plural verbs must accompany plural subjects. ●The man wears four ties. ●His favorite college is in Nebraska. ●Matt, along with his friends, goes to Coney Island. ●The men wear four ties each. ●His favorite colleges are in Nebraska. ●Matt and his friends go to Coney Island.

Subject-Verb Agreement ●Subject-verb agreement is a simple idea, but SAT writers will make it tricky. ●Often, they’ll put the subject at one end of the sentence and the verb a mile away.

Subject-Verb Agreement: Examples ●An audience of thousands of expectant people who have come from afar to listen to live music in an outdoor setting seem terrifying to a nervous performer. ●A. No Change ●B. seems ●C. have seemed ●D. to seem

Subject-Verb Agreement: Explanation ●To solve this problem, cross out the junk in the middle that separates the subject, “an audience, ” from the verb, “seem. ” ●You’re left with: An audience seem terrifying to a nervous performer. ●Now you can see what the verb should be: An audience seems terrifying to a nervous performer.

Subject-Verb Agreement: Collective Nouns ●Collective nouns (such as committee, family, group, number, and team) can be either singular or plural ●It depends on whether the noun is being treated as a single unit or as divided individuals.

Subject-Verb Agreement: Collective Nouns ●Singular: ●The number of people living in Florida varies from year to year. ●Plural: ●A number of people living in Florida wish they had voted for Gore. ●Singular: ●The committee decides on the annual program. ●Plural: ●The committee have disagreed on the annual program.

Subject-Verb Agreement: Collective Nouns ●Trick ●The - is generally singular ●A is generally plural

Subject-Verb Agreement: Indefinite Pronouns ●Indefinite pronouns refer to persons or things that have not been specified. ●These can be tricky because some indefinite pronouns that seem plural are in fact singular. ●Indefinite pronouns are popular with SAT writers, so you’d be wise to memorize a few of these.

Subject-Verb Agreement: Indefinite Pronouns ●These are always singular, and they tend to appear on the English Test: ●Another Everybody Nobody ●Anybody Everyone No one ●Anyone Everything Somebody ●Anything Each Someone

Subject-Verb Agreement: Indefinite Pronouns ●The most commonly tested are the ones previously listed ●You probably won’t come across more than a couple of indefinite pronouns on the English Test you take. ●Examples: ●Anyone over the age of 21 is eligible to vote in the United States. ●Each has its own patch of grass.

Subject-Verb Agreement: Compound Subjects ●Most compound subjects (subjects joined by and) should be plural. ●Kerry and Vanessa live in Nantucket. ●The blue bike and the red wagon need repairs.

Subject-Verb Agreement: Compound Subjects ●“There is” or “There are” ●Depends on whether the noun is singular or plural. ●There are five grapes. ●There is a cat

Subject-Verb Agreement: Compound Subjects ●“Or” or “Nor” ●If you have singular subjects joined by an “or” or “nor, ” the sentence always takes a singular verb. ●Either Susannah or Caitlin is going to be in trouble.

Subject-Verb Agreement: Compound Subjects ●“Or” or “Nor” ●If one of the subjects is plural and the other is singular, the verb agrees with the subject closer to it. ●Neither the van nor the buses were operating today. ●Either the dogs or the cat is responsible for the mess.

Pronoun-Antecedent Agreement SAT writers usually include several pronoun-antecedent agreement errors on the English Test. ●An antecedent is a word to which a later pronoun refers back. ●Example: ●In the sentence “Richard put on his shoes, ” “Richard” is the antecedent to which “his” refers.

Pronoun-Antecedent Agreement ●Wrong: ●Already late for the show, Mary couldn’t find their keys. ●Right: ●Already late for the show, Mary couldn’t find her keys.

Pronoun-Antecedent Agreement ●Sometimes the agreement error isn’t as obvious on the test. ●In everyday speech, we tend to attempt gender neutrality and brevity by using “their” instead of “his” or “her. ” ●People tend to say “someone lost their shoe” rather than “someone lost his or her shoe. ”

Pronoun Cases ●The SAT writers will definitely include some questions on pronoun cases: ●Nominative ●Objective ●Possessive ●You don’t need to know the names of these cases, but you do need to know the differences.

Verb Tenses ●You LIE down for a nap. ●You LAY something down on the table. ●You LAY down yesterday. ●You SWIM across the English channel. ●You SWAM across the Atlantic Ocean. ●You HAD SWUM across the bathtub as a child. ●“To lie” and “to swim” aren’t the only tricky verbs.

Adverbs and Adjectives ●SAT writers will test you once or twice on your ability to use adjectives and adverbs correctly. ●To describe a noun, use an adjective. ●To describe a verb, adjective, or adverb, use an adverb.

Adverbs and Adjectives ●Examples ●Wrong: My mom made a well dinner. ●Right: My mom made a good dinner. ●Since “dinner” is the noun, the descriptive word modifying it should be an adjective (good).

Adverbs and Adjectives ●Adverb/Adjective errors are pretty common in everyday speech, so don’t rely entirely on your ear. For example: ●Wrong: She shut him up quick. ●Right: She shut him up quickly. ●Wrong: I got an A easy. ●Right: I got an A easily.

Comparative and Superlative Modifiers ●Comparative modifiers compare one thing to another. ●Examples: ●My boyfriend is hotter than yours. ●That purple-and-orange spotted dog is weirder than the blue cat. ●Dan paints better than the other students.

Comparative and Superlative Modifiers ●Superlative modifiers tell you how one thing compares to everything else. ●Examples: ●My boyfriend is the hottest boyfriend in the world. ●That purple-and-orange dog is the weirdest pet on the block. ●Of all the students, Dan is the best.

Usage and Mechanics Part 3: Sentence Structure

Connecting and Transitional Words ●Coordinating Conjunctions ●(and, or, for, nor, so, but, yet) connect words, phrases, and independent clauses of equal importance in a sentence. ●Words: you can hand the bottle to Mike or Beth. ●Phrases: To get there, you must drive over a bridge and through a farm. ●Clauses: Time can go to the store, or Jen can go instead.

Transitional Adverbs ●These adverbs can also join independent clauses (however, also, consequently, nevertheless, thus, moreover, furthermore, etc. ) ●When they do, they should be preceded by a semicolon and followed by a comma. ●Joe always raves about soccer; however, he always refuses to watch a match. ●If you can’t go to the prom with me, let me know as soon as possible; otherwise, I’ll resent you and your inability to communicate for the rest of my life.

Sentence Fragments ●Incomplete ●Even sentences though the rain had stopped. ●Having spent his last dollars on sunglasses. ●Always a bit shy.

Sentence Fragments ●The answer choices on English Test questions will often make clear whether you should incorporate a fragment into a neighboring sentence. ●Example: ●We didn’t go outside. Even though the rain had stopped. A. No Change B. outside; C. outside; even D. outside, even

Sentence Fragments ●Other sentence fragment questions will ask you to turn a fragment into its own full sentence. ●Example: ●We didn’t go outside. While the rain continued to fall. A. No Change B. Although the C. The D. Since the

Comma Splices ●A comma splice occurs when two independent clauses are joined together by a comma with no intervening conjunction. ●Bowen walked to the park, Leah followed behind. ●Mary bought cookies for the party, Johnny bought chips.

Run-on Sentences ●Two or more independent clauses joined together without punctuation. ●Joan runs every day she is preparing for a marathon. ●John likes to walk his dog through the park Kevin doesn’t.

Run-on Sentences ●Figure out where the sentences need to be split and punctuate accordingly. ●John likes to walk his dog through the park. Kevin doesn’t. ●John likes to walk his dog through the park, but Kevin doesn’t. ●John likes to walk his dog through the park; however, Kevin doesn’t.

Misplaced Modifiers ●Does the following sentence sound odd to you? ●Having eaten six corn dogs, nausea overwhelmed Jane. Nausea didn’t eat six corn dogs. Jane did. This is a case of a misplaced modifier. The modifier must come directly before or after the word it is modifying.

Misplaced Modifiers ●Correct Answers to previous sentence: ●Having eaten six corn dogs, Jane was overwhelmed by nausea. ●Jane, having eaten six corn dogs, was overwhelmed by nausea.

Misplaced Modifiers ●Wrong: ●Bill packed his favorite clothes in his suitcase, which he planned to wear on vacation. ●Right: ●Bill packed his favorite clothes, which he planned to wear on vacation, in his suitcase.

Misplaced Modifiers ●Other ●Only ●This ●Jay Examples: Jay walked an hour to the store. means no one but Jay made the walked only an hour to the store. ●This means the walk to the store wasn’t too bad; it took Jay only an hour.

Parallelism ●When you see a list on the English test, look for a parallelism error. ●Parallelism errors occur when items in a list are mismatched. ●If you have a list of verbs, then all items in the list must be verbs of the same tense.

Parallelism ●Example: ●Wrong: ●In the pool area, there is no spitting, no running, and don’t throw your cigarette butts in the water. ●Right: ●In the pool area, there is no spitting, no running, and no throwing your cigarette butts in the water.

Parallelism ●More Examples: ●Wrong: ●To grow tired of London is growing tired of life. ●Right: ●To grow tired of London is to grow tired of life. ●Wrong: ●Growing tired of London is to grow tired of life. ●Right: ●Growing tired of London is growing tired of life.

Rhetorical Skills Part 1: Writing Strategy

Writing Strategy ●Writing strategy involves improving the effectiveness of a passage through careful revision and editing. ●Choose the most appropriate topic or transitional sentence. ●Choose which sections of an argument can be deleted.

Rhetorical Skills Organization

Organization ●Sentence reorganization questions often invoke the placement of a modifier in a sentence.

Organization ●Example: ●Austen wrote about a society of manners, in which love triumphs over a rigid social hierarchy despite confinement to her drawing room. A. No Change B. (place after love) C. (place after Austen) D. (place after society)

Rhetorical Skills Style

Style ●Redundancy ●Redundant statements say the same thing twice. ●ALWAYS avoid redundancy on the test. ●Wrong: The diner closes at 3 a. m. in the morning. ●Right: The diner closes at 3 a. m.

Style ●Appropriate Word Choice: ●The content of a passage will generally give you a clue about the appropriate tone. ●Tone is one of the most important elements in correctly answering word choice questions.

Style ●Word Choice Example: ●During the Great War, the British Public believed that Lloyd George rocks! He was wisely admired for his ability to unify the government and thus to unify Britain. A. No Change B. rocked! C. was an effective political leader. D. had the ability to unify the government and thus to unify Britain.

Question Types ●The Question Types—There are three main question types you’ll encounter in the SAT Writing and Language ●Economy ●Sense ●Technicality

Economy These questions test your understanding of whether material is strictly essential to the passage, or whether it could be said more simply or economically.

Sense These questions ask you to identify and correct logical flaws in the passage—statements that just don’t make sense.

Technicality These questions check your knowledge of key punctuation, grammar, and usage issues.

Strategies

Suggested Strategies for taking the English Test ●Practice pacing yourself on the test. ●Taking a practice test will help you feel more comfortable with the pace at which you should work. You should allow about 30 seconds for each question.

Strategies continued… ●Answer every question. ●First do the questions that are easy for you. Eliminate the answers you’re sure are incorrect. Guess the answer from the remaining choices. You won’t be penalized if your guess is wrong (and it might be right).

Strategies continued… ●Save the hard items for last. ●If you find yourself spending too much time on any one question, circle it in the test booklet and pass it by. Return to it if you have time later.

Strategies continued… ●Notice that the directions ask for the BEST answer. That means that you cannot stop at the first correct answer you find. You must read all the choices and select the one you think is best.

Strategies continued… ●Read the text before and after the underlined portion before selecting your answer. ●The correct answer will be consistent with the author’s intent for the paragraph and the passage as a whole.

Strategies continued… ●Determine the best phrasing for the underlined portion on your own…then look for it among the answer choices. ●Re-read the sentence you are correcting, substituting your answer for the underlined portion to make sure it is the best answer.

Strategies continued… ●Circle the letter for the answer choice in your test booklet. Going back and forth from the test booklet to the answer sheet can be difficult, takes time, and may result in a mismarked answer sheet. When you have circled the answers for each two page spread, transfer the answers to the answer sheet.

Strategies continued… ●Keep it short. Almost a third of all the English items test your awareness of redundancy, verbosity, relevance, and similar issues. For these “economy” questions, the shortest answer is frequently correct. ●Avoid wordiness—think short and clear.

Strategies continued… ●Sentences must have fluency or flow—say it to yourself in your head to hear how it sounds. ●When in doubt, look for the two shortest options, and pick the one that sounds the best.

Strategies continued… ●RELAX!!! ●Realize that you will make mistakes.

Quick Summary ●When in doubt, take it out. ●Make sure it makes sense. ●Use your ears. ●Look for pitfalls.

Do you think you’re ready? ? ? Let’s practice!!!