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Navigating the Digital SAT Grammar Rules can be challenging, but mastering them is crucial for achieving a high score on the SAT Writing and Language section. As the SAT evolves, the digital format introduces new nuances in grammar testing. This comprehensive guide provides an in-depth look at the essential grammar rules you need to know for the Digital SAT, helping you to sharpen your skills and improve your test performance.
Discover the most effective strategies for tackling grammar questions, understand common pitfalls, and learn how to apply grammar rules accurately in a digital testing environment. With expert tips and practice questions, this guide is designed to enhance your grammar knowledge and boost your confidence on test day.
Combining Simple Sentences
To achieve conciseness in writing, merging related sentences into one is often necessary. This process involves rearranging or integrating information to streamline your message. When combining sentences, consider the following strategies:
- Shared Subject: Identify if both sentences discuss the same person, place, thing, or concept. You can then use this common element to link the sentences by incorporating it into a dependent clause (see Example 1).
- Chronological Order: If the sentences describe events in a sequence, one can be transformed into a dependent clause using time-related prepositions like before, after, or during (see Example 2).
- Definitional Relationship: When one sentence defines another, merge them by including the definition within the main sentence (see Example 3).
Examples:
- Shared Subject
- Error: The voting rate has not decreased among uneducated citizens. Uneducated voters continue to vote for better schools.
- Fix: The voting rate among uneducated citizens has not decreased, as these voters continue to support better schools.
- Chronological Order
- Error: Young musicians are encouraged to perfect their techniques and skills through their conservatory training. After this, they can start their careers in small, local orchestras.
- Fix: After perfecting their techniques and skills through conservatory training, young musicians can begin their careers in small, local orchestras.
- Definitional Relationship
- 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 scientists’ conclusion is string theory, which posits that matter is composed of one-dimensional objects called strings rather than particles.
Conjunctions and Conjunctive Adverbs
Conjunctions and conjunctive adverbs are essential for showing relationships between clauses in a sentence or linking successive sentences. The SAT tests your ability to effectively use these words to clarify logical connections, cause and effect, and other relationships.
Explanation Conjunctions and conjunctive adverbs help illustrate how one event or idea leads to another. Here’s a breakdown of how some common terms function:
- Because: Indicates that what follows is a consequence of what was previously stated.
- Therefore and Hence: Suggest that something follows logically from what was just mentioned.
- For example and For instance: Provide evidence supporting the previous statement.
- Whereby: Means “by which” or “using the concept just mentioned.”
- Consequently: Shows that something directly follows from the previously described situation.
Examples
- Cause and Effect
- Error: The new smartphone has advanced camera features. So, many users are choosing it over other models.
- Fix: The new smartphone has advanced camera features. Consequently, many users are choosing it over other models.
(The increase in user choice is a direct result of the advanced features.)
- Logical Connection
- Error: Scientists have discovered a new element. It might revolutionize renewable energy sources.
- Fix: Because scientists have discovered a new element, it might revolutionize renewable energy sources.
(The potential impact on renewable energy is a result of the new element’s discovery.)
- Providing Evidence
- Error: This novel has been praised for its intricate plot. For instance, many critics have highlighted its unexpected twists.
- Fix: This novel has been praised for its intricate plot. For example, many critics have highlighted its unexpected twists.
(The unexpected twists are evidence supporting the novel’s praised plot.)
- Clarifying Methods
- Error: The new educational policy aims to improve student engagement. This involves innovative teaching methods.
- Fix: The new educational policy aims to improve student engagement through innovative teaching methods.
(The methods are a means by which the policy seeks to achieve its goal.)
Contradiction or Digression
Conjunctions that indicate contrast or opposition are crucial for demonstrating how events or ideas differ or contradict each other. These words highlight exceptions or shifts in arguments, clarifying relationships between contrasting points.
Explanation
- However: Introduces a statement that contradicts the previous one.
- On the one hand, on the other hand: Presents two opposing ideas together.
- But: Provides information that contradicts what was previously mentioned.
- Nevertheless: Indicates that something happened despite the previous statement.
- Aside from: Shows an exception to the general rule being discussed.
- While and Whereas: Contrast or compare with the stated fact.
Examples
- Contradiction
- Error: The city’s public transportation system is notoriously unreliable. Nonetheless, it is still the most used form of travel in the area.
- Fix: The city’s public transportation system is notoriously unreliable. However, it remains the most used form of travel in the area.
(The widespread use contrasts with the system’s unreliability.)
- Exception
- Error: Most students find the subject challenging. However, a few excel in it with minimal effort.
- Fix: Most students find the subject challenging. Aside from these exceptions, a few excel in it with minimal effort.
(The exceptions are those who excel despite the general difficulty.)
Similarity and Emphasis
Conjunctive adverbs are essential for linking equal or similar ideas and adding emphasis or examples in your writing. They help clarify relationships between related concepts and highlight additional points.
Explanation
- Moreover: Adds an additional, often more significant point.
- Just as: Compares or shows similarity to another idea.
- Likewise: Indicates that something is similar or follows in the same manner.
- Not only, but also: Emphasizes and supports two related ideas.
Examples
- Additional Point
- Error: Eating a balanced diet supports good health. Thus, regular exercise is also crucial for maintaining overall wellness.
- Fix: Eating a balanced diet supports good health. Moreover, regular exercise is crucial for maintaining overall wellness.
(Exercise is an additional, important factor in health.)
- Similarity
- Error: Learning a new language opens up cultural opportunities. Thus, acquiring new skills can also broaden your horizons.
- Fix: Learning a new language opens up cultural opportunities. Just as acquiring new skills can broaden your horizons.
(Both learning a language and acquiring new skills provide similar benefits.)
- Emphasis
- Error: Public speaking can enhance your career prospects. Nevertheless, it is also beneficial for personal development.
- Fix: Public speaking can enhance your career prospects. Not only does it benefit your career, but it also contributes to personal development.
(The benefits of public speaking are emphasized for both career and personal growth.)
Punctuation
The SAT focuses on specific punctuation rules, especially regarding modifiers. Understanding how to punctuate modifiers correctly is crucial for clarity and correctness.
Punctuating Modifiers
- Restrictive Modifiers: Essential to the sentence’s meaning. No commas needed.
- Nonrestrictive Modifiers: Can be removed without altering the sentence’s meaning. Surrounded by commas.
Rules:
- Place a comma after a modifier that begins a sentence.
- Place a comma before a modifier that ends a sentence.
- Surround a modifier in the middle of a sentence with commas on both sides.
Examples
- Incorrect Modifier Usage
- Error: The famous author, J.K. Rowling, wrote the popular Harry Potter series.
- Fix: The famous author J.K. Rowling wrote the popular Harry Potter series.
(J.K. Rowling is crucial to the sentence’s meaning, so no commas are needed.)
- Nonrestrictive Modifier
- Error: The museum, which houses many ancient artifacts, is a popular tourist destination.
- Fix: The museum, which houses many ancient artifacts, is a popular tourist destination.
(The clause is additional information, set off by commas.)
- Modifier Placement
- Error: Developed in the 1960s; the technique revolutionized digital communications.
- Fix: Developed in the 1960s, the technique revolutionized digital communications.
(The introductory modifier should be set off by a comma.)
- Clarification
- Error: The composer Johann Sebastian Bach; was known for his intricate fugues.
- Fix: The composer Johann Sebastian Bach, was known for his intricate fugues.
(The name and title should be connected with a comma, not a semicolon.)
| Punctuation Type |
Rule |
Description |
Examples |
| Dashes |
Use: |
To set off explanatory, digressive thoughts or lists that add detail but are not crucial. |
Correct: “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.”
Incorrect: “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.” |
| Modifiers |
Use: |
Surround nonessential modifiers with commas; no commas for essential modifiers. |
Correct: “The daisy, a perennial plant sometimes known as bruisewort, grows low to the ground.”
Incorrect: “The daisy, a perennial plant, sometimes known as bruisewort, grows low to the ground.” |
| “Such As” |
Use: |
Place a comma before “such as” and no comma before the first item in the list. |
Correct: “Teachers give out a variety of homework assignments, such as worksheets, hands-on projects, and online quizzes.” Incorrect: “Teachers give out a variety of homework assignments, such as, worksheets, hands-on projects, and online quizzes.” |
| Lists |
Use: |
Separate list items with commas; use semicolons for items with internal commas. |
Correct: “The market stall sold ripe apples, cherries, and sometimes even apricots.”
Incorrect: “The market stall sold ripe apples, cherries; and sometimes even apricots.” |
| Colons |
Use: |
Introduce lists, explanations, or definitions. |
Correct: “Here is my list of acceptable pets: dogs, cats, gerbils, and fish.”
“The more I cook at home, the more kitchen techniques I learn: knife skills, mise en place, and cooking several dishes simultaneously.”
Incorrect: “It’s easy to explain why many 12th graders start taking school less seriously toward the end of the year; senioritis.” |
| Semicolons |
Use: |
Separate list items with internal commas; connect independent clauses. |
Correct: “We ate mushrooms, which had been picked in a nearby forest; herbs, nuts, and berries foraged from a public park; and homegrown apples.”
“The architect worked on the model all night; he was bleary-eyed during the presentation.”
Incorrect: “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.” |
Sentences
1. Sentence Fragments
A sentence fragment lacks a complete thought or is missing essential elements. To correct it:
- Connect to an Independent Clause: Add the fragment to a complete sentence.
Example: “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.”
- Add Missing Elements: Include the necessary subject or verb.
Example: “For the sake of a better experience at school, the freshman asked his adviser for a new room assignment.”
2. Run-On Sentences
Run-ons improperly join independent clauses. To fix them:
- Add Explanation: Use conjunctions like “because” or “which” for clarity.
Example: “The dog Mary wants to put in the dog show is a beagle, which is a medium-sized member of the hound family.”
- Use Punctuation: Combine with a comma + conjunction or a semicolon.
Example: “Air plants like the Tillandsia species are tolerant of a wide range of climates; they thrive in room temperatures.”
- Separate Sentences: Split into distinct sentences.
Example: “Deciding which play to put on is only the first step. Even a great script won’t succeed without a well-selected cast and set design.”
3. Dependent Clauses as Subjects
When a dependent clause acts as the subject, treat it as a singular noun:
- Ensure Singular Verb: Match the verb to the singular subject.
Example: “Whoever came up with the idea to put solar panels on rooftops is a genius.”
By mastering these rules, you can ensure clear and effective sentence structure in your writing.
Pronouns
Pronouns replace nouns and change form based on their role in a sentence. Unlike nouns, which remain the same regardless of their function, pronouns vary between subject and object forms.
Subject vs. Object Pronouns
- Subject Pronouns (perform the action): I, you, he, she, it, we, they
- Object Pronouns (receive the action): me, you, him, her, it, us, them
Tips for Correct Usage
To determine the correct pronoun:
- Test with a Single Pronoun: Remove other nouns and use the pronoun alone to see if it fits.
- Incorrect: “Me ate dinner.”
- Correct: “I ate dinner.”
- Match Pronouns to Functions:
- Subject Pronoun Example: “My parents and I went to dinner.”
- Object Pronoun Example: “The tourists asked my friends and me for directions.”
By ensuring proper use of subject and object pronouns, you can improve clarity and correctness in your writing.
Its/It’s, Their/They’re/There, Your/You’re, Whose/Who’s
| Pronoun |
Definition |
Examples |
| its |
belonging to it |
the puppy’s toy = its toy
the leg of the table = its leg
|
| it’s |
it is |
the sky is cloudy = it is cloudy = it’s cloudy
the book is long = it is long = it’s long
|
| their |
belonging to them |
the sisters’ bedroom = their bedroom
the color of walls = their color
|
| they’re |
they are |
flowers are blooming = they are blooming = they’re blooming
friends are great = they are great = they’re great
|
| there |
in/on that place
existing somewhere
|
in the world exist many trees = there are many trees
the pants are on the shelf = the pants are there
|
|
your
|
belonging to you
|
this is my dinner, and this is your dinner
|
|
you’re
|
you are
|
you are delighted = you’re delighted
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?
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All Digital SAT Grammar Rules You Should Know
| Rule |
Explanation |
Examples |
| Combining Simple Sentences |
Merge sentences into dependent clauses using repeated nouns, prepositions, or defining phrases. |
Example: “He studied hard. He passed the exam.” → “He passed the exam after studying hard.” |
| Conjunctions and Conjunctive Adverbs |
Explain the relationship between clauses or sentences. |
Explanation: Use “because” for cause, “however” for contradiction, “moreover” for similarity. |
| Punctuation |
Various punctuation rules for clarity and correctness. |
Examples: Use commas for lists, dashes for explanatory phrases, and semicolons for complex lists. |
| Punctuating Modifiers |
Use commas if the modifier can be removed without losing meaning; no commas if essential. |
Example: “Running fast, she won the race.” (essential) vs. “The fastest runner, she won the race.” (non-essential) |
| Using Dashes |
Separate explanatory or non-crucial elements with dashes. |
Example: “The dog—who was very playful—chased the ball.” |
| Punctuating “Such As” |
Place a comma before “such as,” but not after. |
Example: “The fruits you should eat, such as apples and oranges, are healthy.” |
| Formatting Lists |
Separate list items with commas, and place a comma before “and” or “or” in the final item. |
Example: “We need eggs, milk, bread, and butter.” |
| Using Colons |
Introduce lists, explanations, or definitions with colons. |
Example: “She brought three items: a book, a pen, and a notebook.” |
| Using Semicolons |
Separate list items with internal commas, or fix run-on sentences. |
Example: “We visited Paris, France; London, England; and Berlin, Germany.” |
| Sentences |
Composed of independent and dependent clauses. |
Example: “She smiled when she saw him.” |
| Sentence Fragments |
Incomplete sentences; fix by adding missing components or attaching to an independent clause. |
Example: “To improve, the team practiced daily.” (Complete) vs. “To improve, practicing daily.” (Fragment) |
| Run-on Sentences |
Independent clauses improperly joined; fix with punctuation, conjunctions, or separation. |
Example: “She likes tea; he prefers coffee.” |
| Dependent Clauses as Subjects |
Treat dependent clauses as singular nouns for subject-verb agreement. |
Example: “What she said is important.” |
| Faulty Modifiers |
Incorrectly placed modifiers; correct by ensuring proper placement. |
Example: “The man who was wearing a red hat ran fast.” (Correct placement) |
| Dangling Modifier |
Modifier not clearly related to the noun; fix by placing the noun immediately after the comma. |
Example: “Running to the store, the rain started pouring.” → “Running to the store, I saw the rain starting to pour.” |
| Misplaced Modifier |
Modifier not close enough to the noun it describes; correct by repositioning. |
Example: “She almost drove the car for six hours every day.” → “She drove the car almost every day for six hours.” |
| Parallel Construction |
Items in a list must have the same grammatical format. |
Example: “She enjoys hiking, swimming, and running.” |
| Plurals and Possessives |
Plural for multiple items, possessive for ownership. |
Examples: “Cats” (plural), “cat’s toy” (singular possessive), “cats’ toys” (plural possessive) |
| Pronouns |
Replace nouns with appropriate pronouns. |
Examples: “He, she, it, they” (subject); “him, her, it, them” (object) |
| Subject vs Object Pronouns |
Use subject pronouns for doing actions, object pronouns for receiving actions. |
Examples: “I saw him.” (subject: I, object: him) |
| Who vs Whom |
“Who” is for subjects, “whom” is for objects. |
Example: “Who is coming?” (subject) vs. “Whom did you see?” (object) |
| Pronouns and Antecedents |
Pronouns must clearly refer to their antecedents. |
Example: “Sarah lost her book.” |
| Pronoun and Antecedent Agreement |
Pronouns must agree in person and number with their antecedents. |
Example: “Everyone did their best.” |
| That vs Who |
Use “who” for people, “that” for things or groups. |
Example: “The person who called you is here.” vs. “The book that I borrowed was interesting.” |
| Indefinite Pronouns |
Pronouns like “everyone” that are singular but may seem plural. |
Example: “Everyone has their own opinion.” |
| Its/It’s, Their/They’re/There, Your/You’re, Whose/Who’s |
Memorize and differentiate between these homophones. |
Examples: “Its” (possessive), “it’s” (it is), “their” (possessive), “they’re” (they are), “your” (possessive), “you’re” (you are), “whose” (possessive), “who’s” (who is) |
| Verbs |
Test tense agreement and subject-verb agreement. |
Examples: “She walks” (present) vs. “She walked” (past) |
| Verb Tense |
Keep verbs consistent within the same sentence. |
Example: “He eats breakfast and then went to work.” → “He eats breakfast and then goes to work.” |
| Subject/Verb Agreement |
Ensure verbs agree in number with their subjects. |
Example: “The dogs bark” (plural subject, plural verb) |
| Illogical Comparisons |
Compare items that are alike in some way. |
Example: “She is more skilled than her colleagues.” |
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