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SAT Digital Reading and Writing Test quick start guide (view source)

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'''Quick start guide for punctuation & grammar rules for the 2024 new Digital SAT Test'''
'''Quick start guide for punctuation & grammar rules for the new 2024 digital format SAT Test'''
* see [[SAT Writing section techniques, strategies & approaches]] for more detailed instructions (related to the pre-2024 paper test)
* see [[SAT Writing section techniques, strategies & approaches]] for more detailed instructions (related to the pre-2024 paper test)


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* IC = independent clause
* IC = independent clause
* DC = dependent clause
* DC = dependent clause
* RC = relative clause
* Phr = phrase
* Phr = phrase
* S= subject (noun)
* S= subject (noun)
* V = verb
* V = verb
* O = object (noun)
* O = object (noun)
Also:
* CC = coordinating conjunction (FANBOYS)
* SC = subordinating conjunction (creates DC)
* RP = relative pronoun (creates a relative clause


= Overview =
= Overview =
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** punctuation of phrases, dependent clauses and independent clauses
** punctuation of phrases, dependent clauses and independent clauses


= Reading Strategies =  
= Reading Strategies quick start guide =  
=== Identify sentence core Subject-Verb match ===
=== Identify sentence core Subject-Verb match ===
* every sentence has a Subject and Verb that establish the basis of the sentence's Independent Clause (s)
* every sentence has a Subject and Verb that establish the basis of the sentence's Independent Clause (s)
* the subject indicates the perspective or "person" of the sentence
** the '''subject''' indicates the perspective or "person" of the sentence
* the verb contains a verb that matches the subject
** the '''verb''' creates a '''predicate''' which expresses the "idea" of the sentence
** and indicates the "idea" of the sentence (what the subject "is" or "does")
*** i.e., what the subject "is" or "does"
* by identifying the core Subject-Verb the student will identify the basic perspective and idea of the sentence
* the verb "matches" the subject in terms of tense and "person"
** all other sentence parts add information to the Subject-Verb core
** ie. ''It goes'' v ''They go''
* since it matches to a subject the verb is "'''finite'''"
** "finite verbs" have a subject
** "finite verbs" create clauses (i.e., sentence parts that contain a Subject-Verb
 
* '''by identifying the core Subject-Verb the student will identify the basic perspective and idea of the sentence'''
** all other sentence parts add information to the Subject-Verb/Predicate core
=== Get rid of the noise" ===  
=== Get rid of the noise" ===  
* identify the sentence core
* identify the sentence core
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* convert participle phrases (non-finite verbs that start with "-ing" and do not have a subject) into a separate sentence
* convert participle phrases (non-finite verbs that start with "-ing" and do not have a subject) into a separate sentence
Example:
Example:
<blockquote>''"Studying marsupials in Western Australia during a heavy drought, the field researchers incorrectly assumed normalcy of aberrant behaviors for abiding characteristics."''</blockquote>
<blockquote>''"Studying marsupials in Western Australia during a heavy drought, the field researchers incorrectly assumed aberrant behaviors for abiding characteristics."''</blockquote>
# identify sentence core: "researchers [incorrectly] assumed"
# identify sentence core: "researchers [incorrectly] assumed"
# key nouns: "drought", "researchers", "behaviors", "characteristics"
# key nouns: "drought", "researchers", "behaviors", "characteristics"
# convert and simplify participle phrase: "Researchers studied marsupials during a drought."
# convert and simplify participle phrase: "Researchers studied marsupials during a drought."
Gives us:
Gives us:
<blockquote>'' Researchers studied marsupials during a drought. <strike>The field</strike> researchers incorrectly assumed <strike>normalcy</strike> <nowiki>[normal?]</nowiki> <strike>of aberrant</strike> <nowiki>[not normal??]</nowiki> behaviors</strike> for <strike>abiding</strike> characteristics."''</blockquote>
<blockquote>'' Researchers studied marsupials during a drought. <strike>The field</strike> researchers incorrectly assumed <strike>aberrant</strike>'' <nowiki>[not normal??]</nowiki> ''behaviors for <strike>abiding</strike>'' [normal??] ''characteristics."''</blockquote>


=== Identify Transition Words ===  
=== Identify Transition Words ===  
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* what is the overall "perspective" of the piece?
* what is the overall "perspective" of the piece?


= Grammar & Punctuation =
= Grammar quick start guide =
 
== Verbs quick start guide ==
== Verbs quick start guide ==
{| style="width: 30%; float: right; border: 1px solid; padding:10px;"
* Students are frequently taught that verbs are "action words"
|''Students are frequently taught that verbs are "'''action words'''". However; the definition is misleading because verbs may indicate an action, but they may also indicate a state, condition, existence or occurrence.''
* However; the definition is misleading because verbs may indicate an action, but they may also indicate a state, condition, existence or occurrence
''The best way to think of a verb is that it is the core of a "predicate" and establishes the "idea" of the sentence (see "predicate")''
** and not a clear "action"
|-
* The best way to think of a verb is that it is the core of a "predicate" and establishes the "idea" of the sentence (see "predicate")
|}


=== '''Verb definition''' ===
=== Verb definition ===
*indicates an action, state, condition, existence or occurrence
*indicates an action, state, condition, existence or occurrence
*the dictionary definition of "verb" is
*the dictionary definition of "verb" is
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*** they are forms of "to be" and are linking verbs (see below)
*** they are forms of "to be" and are linking verbs (see below)


===Verbs and predicates: ===  
== Verbs and predicates ==
* the verb is the basis of the '''predicate''' of a sentence
* the verb is the basis of the '''predicate''' of a sentence
*the predicate = the action and its result/s, modifier/s or object/s
*the predicate = the action and its result/s, modifier/s or object/s
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(i.e., what is or happens)
(i.e., what is or happens)
|}
|}
=== Finite vs. Non-Finite Verb===
== Finite vs. Non-Finite Verb==
'''BIG IDEA''': for the SAT, identify if a verb is '''''finite''''' or '''''non-finite'''''
'''BIG IDEA''': for the SAT, identify if a verb is '''''finite''''' or '''''non-finite'''''


==== Finite Verb ====
== Finite Verb ==
*has a subject
*has a subject
*finite verbs form the core of a sentence or clause
*finite verbs form the core of a sentence or clause
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*** S-V of relative clause = I + like
*** S-V of relative clause = I + like


==== Non-finite verb ====*does not have a subject
== Non-finite verb ==
*non-finite verbs act as a noun (gerund), adjective (past or present participle) or infinitive ("to" form of a verb)
* does not have a subject
*for the SAT, the most important non-finite verb is the present participle adjective  
* non-finite verbs act as a noun (gerund), adjective (past or present participle) or infinitive ("to" form of a verb)
**= the '''-ing''' form of a non-finite verb acting as an adjective  
* for the SAT, the most important non-finite verb is the present participle adjective  
***note that non-finite verbs acting as nouns, called gerunds, are also in the '''-ing''' form of the verb
** = the '''-ing''' form of a non-finite verb acting as an adjective  
**present participles are used to add information to an independent clause  
*** note that non-finite verbs acting as nouns, called gerunds, are also in the '''-ing''' form of the verb
***''ex. Driving carefully, she made it home safely in the storm''   
** present participles are used to add information to an independent clause  
****= "She drove carefully in the storm. She made it home safely."
*** ''ex. Driving carefully, she made it home safely in the storm''   
****we can combine those two sentences into a more compact sentence by using the non-finite verb "driving"
**** = "She drove carefully in the storm. She made it home safely."
***note that participle phrases are attached to an independent clause by a comma and not a coordinating conjunction (FANBOYS)
**** we can combine those two sentences into a more compact sentence by using the non-finite verb "driving"
*** note that participle phrases are attached to an independent clause by a comma and not a coordinating conjunction (FANBOYS)


===Linking verb ===  
== Linking verb ==


*a finite verb (has a subject) that "links" a noun or adjective (the complement) to the subject
*a finite verb (has a subject) that "links" a noun or adjective (the complement) to the subject
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***instead, they have "complements
***instead, they have "complements


==Verb tense, conjugation and subject-verb matching quick start guide==
== Verb tense, conjugation and subject-verb matching quick start guide ==


*"conjugation" means "to inflect" a verb according to the "person" of its subject
*"conjugation" means "to inflect" a verb according to the "person" of its subject
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===Person ===
===Person ===
{| class="wikitable"
{| class="wikitable" style="text-align:center"
|+Verbs: "person" of the subject
|+Verbs: "person" of the subject
!Person
!Person
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! singular
! singular
!plural
!plural
!
|-
|-
|First person
|First person
|I am
|I '''am'''
|We are  
|We '''are'''
|
|-
|-
|Second person
|Second person
|You are
|You '''are'''
| You (all) are
| You (all) '''are'''
|
|-
|-
|Third person
|Third person
|He / She / It is
|He / She / It '''is'''


|They are
|They '''are'''
|
|}
|}
the SAT test will only ask students to select between third person singular ("'''it'''") and third person plural ("'''they'''")
the SAT test will only ask students to select between third person singular ("'''it'''") and third person plural ("'''they'''")
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|}
|}


===Tense===  
== Tense ==


*tense = verb forms that indicate time (when)
*tense = verb forms that indicate time (when)
**past, present, future
**past, present, future
**and sub-categories of them
**and sub-categories of them
*for the SAT, know that the present perfect '''HAS''' and '''HAVE''' verb forms are PRESENT TENSE
*'''HAS''' and '''HAVE''' finite verb forms are '''PRESENT TENSE'''


{| class="wikitable"
{| class="wikitable"
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|}
|}


*HAD is PAST TENSE
*'''HAD''' finite verb forms are '''PAST TENSE'''


{| class="wikitable"
{| class="wikitable"
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!Present Perfect
!Present Perfect
|-
|-
|Singular
| rowspan="3" |Singular
|It worked
|It worked


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| It '''had''' worked
| It '''had''' worked
|-
|-
|
|It interacted
|It interacted


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|It '''had''' interacted
|It '''had''' interacted
|-
|-
|
|It did*  
|It did*  
|It was doing
|It was doing
|It '''had''' done*
|It '''had''' done*
|-
|-
|Plural
| rowspan="3" |Plural
|They worked
|They worked
|They were working
|They were working
|They '''had''' worked
|They '''had''' worked
|-
|-
|
|They interacted
|They interacted
|They were interacting
|They were interacting
|They '''had''' interacted
|They '''had''' interacted
|-
|-
|
|They did*
|They did*
|They were doing
|They were doing
|They had done.*
|They '''had''' done.*
|}
|}
<nowiki>*</nowiki> irregular


== Sentences quick start guide ==
* note that '''HAVE''' can also create a "perfect participle" that is '''non-finite''' (does not have a subject)
** ''Having practiced hard, the team won the championship''
** "having practiced" = perfect participle
*** and creates the participle phrase, "having practiced hard"
* for use on the digital SAT, see [https://satsuite.collegeboard.org/media/pdf/sat-practice-test-2-digital.pdf Practice Test 2, Module 2, question 18]:
 
'''18''' For thousands of years, people in the Americas
______ the bottle gourd, a large bitter fruit with a
thick rind, to make bottles, other types of containers,
and even musical instruments.
A) to use
B) have used
C) having used
D) using
 
* We see that the sentence needs a finite verb (a sentence must have a finite verb)
* We can identify "people as the subject" and ______ as the finite verb to match the subject
** (the objects of the __(missing)___ finite verb is "bottles" "containers" and instruments")
 
* Elimination:
** A) is incorrect bc it is a '''non-finite infinitive verb''' and thereby does not match the subject
*** ''people to use bottles''  << does not create a subject-verb match
** B) is correct bc it is a '''present perfect verb''' that matches the subject "people"
*** ''people have used bottles''  << creates a subject-verb match
** C) is incorrect bc it is a '''non-finite perfect participle verb''' and thereby does not match the subject
*** ''people having used'' << does not create a subject-verb match
** D) is incorrect bc it is a '''non-finite present participle verb''' that does not match the subject "people"
*** ''people using the bottle gourd'' << does not create a subject-verb match
 
= Sentence quick start guide =


*A sentence is a grammatically correct, complete thought.
*A sentence is a grammatically correct, complete thought.
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***and/or phrases, especially participle phrases (see below)
***and/or phrases, especially participle phrases (see below)


===Sentence core===  
==Sentence core==
*the "core" of a sentence is its subject-verb
*the "core" of a sentence is its subject-verb
*for the SAT, identify the "sentence core" in order to   
*for the SAT, identify the "sentence core" in order to   
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**correctly answer subject-verb match questions
**correctly answer subject-verb match questions


===Sentence parts===  
==Sentence parts==
* we can divide a sentence into two core parts:   
* we can divide a sentence into two core parts:   
** SUBJECT and PREDICATE
** SUBJECT and PREDICATE
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*PREDICATE = the action or idea of the sentence
*PREDICATE = the action or idea of the sentence
{| class="wikitable"
{| class="wikitable" style="text-align:center"
!SUBJECT
!SUBJECT
the doer or perspective
the doer or perspective
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|''the''
|''the''
|''scared''
|''scared''
|'''mailman'''
|style="background-color:lightyellow"|'''mailman'''
|'''runs'''
|style="background-color:lightblue"|'''runs'''
|''from''
|''from''
|''the''
|''the''
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|
|
|
|
|'''subject'''
|style="background-color:lightyellow"|'''subject'''
|'''verb'''
|style="background-color:lightblue"|'''verb'''
|
|
|
|
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}}
}}


== Clauses quick start guide==  
= Clause quick start guide =


* a clause has a finite verb
* a clause has a finite verb
**i.e. it consists of a subject + verb
**i.e. it consists of a subject + verb


===independent clause=== 
== Independent clause (IC) ==


*has a finite verb
*has a finite verb
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**i.e., if by itself it would make a (simple) sentence
**i.e., if by itself it would make a (simple) sentence


===dependent clause===  
== Dependent clause (DC)==


*has a finite verb
*has a finite verb
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*dependent clauses are formed by '''subordinating conjunctions''' or '''relative pronouns'''
*dependent clauses are formed by '''subordinating conjunctions''' or '''relative pronouns'''


====Subordinate clause====
===Subordinate clause===


*"subordinate" = "below" or "under"
*"subordinate" = "below" or "under"
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| '''canceled'''
| '''canceled'''
|-
|-
|subordinating
|subordinating  
conjunction  
conjunction
| ''subject''
| ''subject''


|''verb''
|''verb''
|''prepositional phrase''  
|''prepositional phrase''  
| ''subject''
| ''subject''
''(relative pronoun)''
|''verb''
|''verb''
|-
|-
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|}
|}


====Relative clause (also called "adjective clause")====  
===Relative clause (also called "adjective clause")===


*adds modifying information
*adds modifying information
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|'''which'''
|'''which'''
|'''meant'''  
|'''meant'''  
|'''no school!'''
|'''no school.'''
|-
|-
| ''subject''
| ''subject''
|''verb''  
|''verb''  
|''prepositional phrase''
|''prepositional phrase''
|''subject(relative pronoun)''
|''subject (relative pronoun)''
|''verb''
|''verb''
|''object phrase''
|''object phrase''
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|-
|-
| colspan="3" |'''''The snow fell all night.'''''  
| colspan="3" |'''''The snow fell all night.'''''  
| colspan="3" |'''''Which meant no school!'''''
| colspan="3" |'''''Which meant no school.'''''


|}  
|}  
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}}
}}


====BIG IDEAS for relative clauses==== 
=== BIG IDEAS for relative clauses ===


* with the relative pronoun "'''that'''" <u>no punctuation is used</u>   
* with the relative pronoun "'''that'''" <u>no punctuation is used</u>   
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*do not confuse the subject-verb of the relative clause with the subject-verb of the independent clause (IC)
*do not confuse the subject-verb of the relative clause with the subject-verb of the independent clause (IC)


==Phrases quick start guide==   
= Phrase (Phr) quick start guide =


*a phrase is two or more words that do not contain a finite verb
*a phrase is two or more words that do not contain a finite verb
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|}
|}


===Prepositional phrases===   
== Preposition / Prepositional Phrase quick start guide ==
*'''prepositions'''
**include ''about, by, from, near, of, on'' , etc.
*prepositions create a relationship between nouns
**the nouns or other words that follow the preposition are called a "prepositional phrase" ("about something I once knew")
*prepositional phrases establish a relationship with a noun or as part of a subject-verb clause:
**ex. adding information to a noun (like an adjective):
***''The ideas '''of the professor''' are hardly novel''.
***''The keys '''on the desk''' are just sitting there.''
***''The path '''up the hill''' is steep''
**ex. adding information to a subject noun (like a subject complement adjective):
***''The keys are '''on the desk'''''
***''Those tired ideas are '''from that professor'''''
***''The path goes '''up the hill'''''
**ex. adding information to a verb (like an adverb):  
***''The professor was educated '''at Yale'''''.
***''I left the keys '''on the desk'''''
***''He ran '''up the hill'''''


*identify prepositional phrases (see [[SAT Writing section techniques, strategies & approaches#prepositional%20phrase|SAT Writing section #prepositional phrase]] for more)
* the noun in prepositional phrases are '''NEVER the subject of a sentence'''
*the noun that follows the preposition is its object
{{#mermaid:flowchart LR;
*the noun that precedes the preposition is modified by the prepositional phrase
A[SUBECT]-->B[PREPOSITION];
**''I left the keys <u>on the desk</u>'' 
A[SUBECT]--CLAUSE-->D[VERB];
***the noun (object) "keys" is modified by the prepositional phrase "on the desk"
B[PREPOSITION]--PREPOSITIONAL PHRASE-->C[OBJECT OF PREPOSITION]
**or, if separated by a verb, the noun is the subject and the prepositional phrase serves as the subject or verb complement (like an adverb) 
C[OBJECT OF PREPOSITION]-->D[VERB]
***''The keys are <u>on the desk</u>''  
}}
****"on" is the preposition and "desk" is its object
**i.e., for subject-verb matching, the preposition/ prepositional phrase is NOT the subject  
**** the prepositional phrase "on the desk" is the subject complement of "keys" (connected by the linking verb "are")
***ex. ''Books about sailing '''are''' fun'' and note ''Books about sailing '''is''' fun''
*** ''He ran <u>up the hill</u>''
****"about" = a preposition, so "sailing" is not the subject and the verb is therefore matched to the plural "books"
**** "up the hill" is an adverbial prepositional phrase that modifies the verb "ran"
{{#mermaid:flowchart LR;
A[BOOKS]-->B[ABOUT];
A[BOOKS]--CLAUSE-->D[ARE FUN];
B[ABOUT]--PREPOSITIONAL PHRASE-->C[SAILING]
C[SAILING]-->D[ARE FUN]
}}


* The SAT will try to confuse students between the subject of a clause and the object of a preposition  
* Strategies:
** identify prepositional phrases
*** identify the noun in the prepositional phrase
**identify the noun or verb that the preposition modifies
**recognize that prepositional phrases are modifiers that add information to a sentence core but are not the core of the sentence
 
* the SAT will try to confuse students between the subject of a clause and the object of a preposition  
**note that the object of a preposition <u>is never the subject of a clause</u>
**note that the object of a preposition <u>is never the subject of a clause</u>
**example from April 2018 paper test Writing question 20 (slightly modified here):
20. Finally, traditional methods of storage
________ heat to compress the air, which can
lower the energy efficiency of the process.
A) requires
B) had required
C) does require
D) require


===Participle phrases===
*the question is trying to trick the student into thinking that the object of the preposition, "of" is the subject of the sentence:
**"''of storage''"
***whereas, the object of a preposition is never the subject of a sentence!
*thus the elimination:
**'''A) requires''' < incorrect because the subject of the verb is the plural "methods" and not the singular "storage" (which is the object of the preposition)
**'''B) had required''' < incorrect because the sentence is in the present tense ("can lower") and "had required" is past perfect tense
**'''C) does require''' << incorrect because the modal verb "does" is singular (''it does require'' v. ''they do require'') and the subject of the sentence is the plural "methods"
**'''D) require''' << correct because the plural "require" matches the plural subject, "methods"
*Note that a prepositional phrase may come before the verb, while the subject of the verb is after it
**see Digital SAT Practice [https://satsuite.collegeboard.org/media/pdf/sat-practice-test-3-digital.pdf Test 3, Module 2, question 24]
'''24.''' The Progressive Era in the United States witnessed
the rise of numerous Black women’s clubs, local
organizations that advocated for racial and gender
equality. Among the clubs’ leaders ______ Josephine
St. Pierre Ruffin, founder of the Women’s Era Club
of Boston.
A) was
B) were
C) are
D) have been
*the correct answer is '''A)''' was because "among the club's leaders" is a prepositional phrase
**so the plural "leaders" is the object of the preposition and not the subject of the sentence
**the subject, "Josephine St. Pierre Ruffin" follows the verb, as the sentence is in the passive voice
*the sentence can be seen better by inverting the prepositional phrase and the subject, giving us:
Josephine St. Pierre Ruffin, founder of the Women’s Era Club of Boston, was among the clubs’ leaders.
 
* or, eliminating the parenthetical attributive noun phrase:
 
Josephine St. Pierre Ruffin was among the clubs’ leaders.
*see [[SAT Writing section techniques, strategies & approaches#prepositional%20phrase|SAT Writing section #prepositional phrase]] for more
 
==Participle phrase quick start guide ==


*participles are the verb forms of using ''-ing'' and ''-ed''
*participles are the verb forms of using ''-ing'' and ''-ed''
Line 703: Line 805:
|}
|}


====Participle phrase BIG IDEAS ====  
=== Participle phrase BIG IDEAS ===


* The SAT will:
* The SAT will:
** try to fool the student into mis-matching a subject with a non-finite participle
** try to fool the student into mis-matching a subject with a non-finite participle
**ask to combine two sentences or clauses using a participle phrase   
**ask to combine two sentences or clauses using a participle phrase   
***i.e., going from "Eight graders take Algebra. Ninth graders then have to take Geometry."    
***i.e., going from ''Eight graders take Algebra. Ninth graders then have to take Geometry.''    
****to "After taking Algebra in eighth grade, ninth graders take Geometry"
****to "''After taking Algebra in eighth grade, ninth graders take Geometry''
 
=Conjunction quick start guide =
 
* conjunctions:
** combine words, phrases, and clauses
 
== Coordinating conjunction (CC) ==
*combines ICs (FANBOYS)
**''I was hungry, so I bought a burger''


==Punctuation quick start guide==
*'''note''': the word '''however''' is NOT a coordinating conjunction ("FANBOYS" does not have an "H" !),
===periods .===  
**therefore it must be combined with another CC or a semicolon if combining two ICs
**"however" is a "conjunctive adverb", or "transition word"
 
== Subordinating conjunction (SC) ==
* = turns an IC into a DC by requiring additional ideas to complete the thought of the clause
*ex. ''I was hungry, so I bought a burger'' = two IC w/ a CC
*whereas, if we use the SC "'''since'''"
**= ''Since I was hungry, I bought a burger''
** = DC, IC ("Since I was hungry is not a complete thought, therefore it is a DC, or subordinate clause)
 
*'''no comma if the dependent clause (DC) or phrase (Ph) is requisite or necessary'''
**usually, when the SC follows the IC, there is not a comma
**the subordinating conjunction becomes a relative conjunction
***''We couldn't play '''when it rained'''''
** just as SV or SVO are not separated by punctuation (because they are necessary or required of each other to make sense):
***some clauses and phrases are requisite or necessary to complete a thought, which means they are not separated from the main clause by punctuation
*** ex. ''I bought the shoes that were on sale'' << "that were on sale" is necessary to the idea that "I bought" particular shoes
**see "Relative clause" below for more on essential and non-essential sentence elements
**some teachers use the term "SWABIs" for SC (''Since, When, After, Because, If'')
***although that list is incomplete
 
== Conjunctive Adverb ("transition words") ==
 
* also called "transition words" because they "conjoin" predicates (ideas)
* conjunctive adverbs DO NOT join grammatical sentence parts;
** instead, they join ideas
* therefore, they DO NOT combine clauses
** which requires other punctuation or grammatical form (such as coordinating or subordinating conjunctions)
* some teachers call conjunctive adverbs "THAMOs" although that list is incomplete (''Though, However, Also, Moreover, Otherwise'')
 
examples:
{| class="wikitable"
| colspan="2" style="background-color:darkgray; color:white;"|<center>'''''I love Oreos, however, I know they are bad for me.''''' &#10008;
|-
| <center>IC
|<center>IC
|-
| colspan="2" |<center>'however' (a conjunctive adverb) incorrectly conjoins the ICs
|-
| colspan="2" style="background-color:darkgray; color:white;"|<center>'''''I love to eat Oreos, but I know they are bad for me. &#10003;'''''
|-
|<center>IC
|<center>IC
|-
| colspan="2" |<center>'but' (a coordinating conjunction) correctly conjoins the ICs
|-
| colspan="2" style="background-color:darkgray; color:white;"|<center>'''''I love to eat Oreos; however, I know they are bad for me. &#10003;'''''
|-
|<center>IC
|<center>IC
|-
| colspan="2" |<center>the semicolon correctly conjoins the ICs, and the prefatory 'however' is okay if followed by a comma
|-
| colspan="2"style="background-color:darkgray; color:white;" |<center>'''''I love to eat Oreos, even though I know they are bad for me. &#10003;'''''
|-
|<center>IC
|<center>DC
|-
| colspan="2" |<center>'though' (a subordinating conjunction) correctly conjoins the IC to the DC
|}
 
* see below for "transition words" (which are conjunctive adverbs)
 
= Transition Word quick start guide =
 
* "Transition words" are "conjunctive adverbs" that compare or relate two or more ideas (predicates) either between or within a sentence.
** called "conjunctive" because it joins or relates ideas (predicates)
** called adverb because it modifies predicates (which have a verb as their basis)
* Transition words generally create
** positive transition (''thus, additionally, for example'')
** negative transition (''but, nevertheless, alternatively''),
** neutral or chronological transition (''next, meanwhile'')
* '''Here for list of Transition word definitions: [[Transition words translations]]'''
* Notes on transition words questions:
** "however" is a transition word and not a coordinating conjunction (i.e. it does not combine ICs)
** students should summarize the idea (predicate) of sentences or clauses on either side of the transition word
*** and assess whether the second predicate (idea) supports, negates, or moves on from the first
** always read several sentences before the transition word for context
** if the transition word is in the middle of a sentence, it may be transitioning from the prior sentence
*** to check, put the transition word at the beginning of the sentence, and see if it makes sense.
*** ex.
October 2022 QAS, Writing section, question 14:
 
  In the early twentieth century, the Dutch were cycling enthusiasts, not only riding but also manufacturing bicycles in large numbers. As personal income grew in the postwar boom years of the 1950s and 1960s, <u>[ in short ]</u>, car ownership rose sharply, and cars began to eclipse bikes in popularity.
 
  A) NO CHANGE
  B) in other words
  C) therefore
  D) however
 
* note that the transition word falls within the sentence.
** test if the transition is actually between the two sentences, i.e.
 
In the early twentieth century, the Dutch were cycling enthusiasts, not only riding but also manufacturing bicycles in large numbers. <u>[ In short ] a</u>s personal income grew in the postwar boom years of the 1950s and 1960s, car ownership rose sharply, and cars began to eclipse bikes in popularity.
 
* At that point, the transition becomes more clear
** Sentence 1 summary: "Dutch = cycling enthusiasts"
** Sentence 2 summary: "With more income i 1950s/60s they started buying cars
* therefore we see that Sentence 2 creates a NEGATIVE transition from sentence 1
** thus '''D) however''' is the correct answer
 
= Punctuation quick start guide =
== Period . ==
*'''periods''' separate sentences
*'''periods''' separate sentences
*periods do '''ONE''' thing =
'''periods do ONE thing ='''
# separate grammatically correct and complete thoughts that are distinct sentences
# separate grammatically correct and complete thoughts that are distinct sentences <u>(note</u>: a sentence contains a finitve verb and makes a complete thought)
---------------------------------------------------------- 
*What PERIODS do & how to eliminate using the rule:


=== What PERIODS do & how to eliminate using the rule: ===
<u>periods</u>:   
<u>periods</u>:   
*periods separate grammatically correct and complete thoughts that are distinct sentences
*periods separate grammatically correct and complete thoughts that are distinct sentences
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****= "[you] Take this idea, for example." << as a sentence or independent clause
****= "[you] Take this idea, for example." << as a sentence or independent clause


====semicolons ;==== 
== semicolon ; ==
*combine independent clauses for comparison, contrast or some relation between them     
*combine independent clauses for comparison, contrast or some relation between them     
**as opposed to periods which completely separate the ideas/ thoughts
**as opposed to periods which completely separate the ideas/ thoughts
*semicolons do (almost) '''ONE''' thing:
'''semicolons do TWO things:'''
#combine ICs
 
*note that semicolons can -- but rarely:
<span style="margin-left:15px";>1. combine ICs (independent clauses)</span>
**separate a list of IC's:    
* note that semicolons can -- but rarely: separate a list of IC's:
***as in "IC; IC; IC; IC."
** as in "IC; IC; IC; IC."
**a semicolon may also be used as a "super comma" in order to emphasize separate elements in a list of common examples, usually following a colon: 
 
***as in, "IC: this; that; the other thing." 
<span style="margin-left:15px";>2. act as a "'''super comma'''"</span>
****ex. "''On our trip, we will visit tons of places: in Africa, Egypt & Morrocco; in Europe, Greece and Italy; and in Asia, Turkey"''
 
****the "super comma" does not have to follow a colon, so we could write:
* <span style="margin-left:15px" ;>a semicolon may also be used -- uncommonly -- as a "super comma" in order to emphasize separate elements in a list of common examples, usually following a colon</span>
*****''"On our trip, we will visit tons of places, including in Africa, Egypt & Morrocco; in Europe, Greece and Italy; and in Asia, Turkey"''
* identify a colon working as a "super comma" by identiying other semicolons in the sentence
***the "super comma" is rarely used in practice and on the SAT test (see May QAS 2022 Writing section question no. 35 )
** ex. ''Years later, the experiment had unexpected results: yielding new antibiotic drugs; uncovering prior laboratory mistakes; identifying new microorganisms.''
----------------------------------------------------------
 
*What SEMICOLONS do & how to eliminate using the rule/s:
=== What SEMICOLONS do & how to eliminate using the rule/s: ===
<u>semicolons</u>:   
<u>semicolons</u>:   
#combine two ICs
 
#*"School is boring; I should go anyway"= IC; IC
1. combine two ICs
*''School is boring; I should go anyway'' = IC; IC
 
*can also create a list of IC's (IC; IC; IC; IC.)  
*can also create a list of IC's (IC; IC; IC; IC.)  
**"School is boring; I already know that stuff; I should go anyway" = "IC; IC; IC
**''School is boring; I already know that stuff; I should go anyway'' = "IC; IC; IC
*elimination:   
*elimination:   
**must have IC or complete sentences & thoughts on both sides of the semicolon
**must have IC or complete sentences & thoughts on both sides of the semicolon
***i.e., if the two clauses on either side of the semicolon would not stand on their own as grammatically complete sentences and thoughts, the semicolon is incorrect
***i.e., if the two clauses on either side of the semicolon would not stand on their own as grammatically complete sentences and thoughts, the semicolon is incorrect
**if a period and a semicolon are both possible answers, they are both wrong
**if a period and a semicolon are both possible answers, they are both wrong
2. semicolon as super comma:
* as in, ''IC: this; that; the other thing.'' 
**ex. "''On our trip, we will visit tons of places: in Africa, Egypt & Morocco; in Europe, Greece and Italy; and in Asia, Turkey"''
**the "super comma" does not have to follow a colon, so we could write: 
***''On our trip, we will visit tons of places, including in Africa, Egypt & Morocco; in Europe, Greece and Italy; and in Asia, Turkey.''
***or ''We defeated the enemy at the gates; rescued the homeland; and saved the children.''2.
* *the "super comma" is rarely used in practice and on the SAT test (as on the May SAT QAS 2022 paper test Writing section question no. 35):
  35. Critics lauded the film’s predominantly Black
<u>[ cast ]</u> its director, Ryan Coogler<span style="background:yellow>'''; </span>its Kendrick
Lamar-produced soundtrack<span style="background:yellow>''' ; </span>and its Afrofuturist aesthetic.
A) NO CHANGE
B) cast:
C) cast,
D) cast;
*Elimination:
**'''A) NO CHANGE''' is incorrect because it creates a run-on sentence between the IC ("critics lauded") and the examples that follow
**'''B) cast:''' is correct because the colon is properly preceded by an IC and the colon sets up the the list that follows, which is separated by semicolons acting as "super commas"
**'''C) cast,''' is incorrect because the comma does not set up the subsequent list
**'''D) cast;''' is incorrect because the list that follows would not be parallel with the initial IC
***(it would incorrectly create "IC; phrase; phrase; phrase", and IC and phrases are not conjoined by a semicolon)
*for an example of a "super comma" on the Digital SAT practice tests see [https://satsuite.collegeboard.org/media/pdf/sat-practice-test-3-digital.pdf Practice Test 3, Module 1, question 7]; the question is not about the super comma,
The work of Kiowa painter T.C. Cannon derives its power in part from the tension among his ______ influences<span style="background:yellow>''':''' </span>classic European portraiture, with its realistic treatment of face<span style="background:yellow>'''s;''' </span>the American pop art movement, with its vivid colors<span style="background:yellow>''';''' </span>and flatstyle, the intertribal painting style that rejects the effect of depth typically achieved through shading and perspective.
== Comma , ==
* commas create a pause
** we use commas to distinguish -- but not separate -- grammatical parts or ideas
** i.e., create a pause between them ("let the reader breathe")
* instead of separating, as a period or a semicolon, commas combine those distinct sentence parts
'''commas do FIVE things:'''


===commas ,=== 
* create pauses
*commas do '''FIVE''' things:
<u>commas</u>:     
<u>commas</u>:     
#combine IC, DC, or DC, IC
#combine IC, DC, or DC, IC
#*or IC, Phr  or Phr, IC  
#*or IC, Phr  or Phr, IC  
#**ex. "He ate fast, which upset his stomach" = IC, DC
#**''He ate fast, which upset his stomach'' = IC, DC
#**ex. "After eating too fast, his stomach was upset" = Phr, IC  
#**''After eating too fast, his stomach was upset'' = Phr, IC  
#***= prepositional phrase, independent clause
#***= prepositional phrase, independent clause
#**''Eating too fast, he upset his stomach ='' Phr, IC
#***= participle phrase* + IC
#combine ICs   
#combine ICs   
#*''but only with a coordinating conjunction'' (FANBOYS), i.e., IC, and IC
#*''but only with a coordinating conjunction'' (FANBOYS), i.e., IC, and IC
Line 778: Line 1,022:
# act parenthetically   
# act parenthetically   
#*", .... ," (like these parentheses)   
#*", .... ," (like these parentheses)   
#**The movie, which was about Ancient Rome, was very informative" = S, .... , V
#**''The movie''', which was about Ancient Rome,''' was very informative'' = S, .... , V
#introduce a direct quotation  
#introduce a direct quotation  
#* ex. "The judge declared, "Guilty!"
#* ex. ''The judge declared, "Guilty!"''
*elimination:
*elimination:
**commas can only separate a S-V or V-O if acting parenthetically (see below for examples)
**commas can only separate a S-V or V-O if acting parenthetically (see below for examples)
**commas can NOT combine two ICs without a coordinating conjunction (FANBOYS)
**commas can NOT combine two ICs without a coordinating conjunction (FANBOYS)
**1 or more commas can separate multiple subjects, verbs or objects from one another (called "compound" subjects, verbs, objects)   
**1 or more commas can separate multiple subjects, verbs or objects from one another (called "compound" subjects, verbs, objects)   
***"Joey, Joella and Josephina jumped for joy"    
***''Joey, Joella and Josephina jumped for joy''    
****= a single comma between the subject "Joey" and its verb "jumped" because the comma creates a list and not a grammatical separation of the subject and verb
****= a single comma between the subject "Joey" and its verb "jumped" because the comma creates a list and not a grammatical separation of the subject and verb


===colons :===  
== Colon : ==
*distinguish additional information following an IC, usually a list, explanation, or example to clarify or extend the idea presented in the IC
*distinguish additional information following an IC, usually a list, explanation, or example to clarify or extend the idea presented in the IC
*colons = do '''ONE''' thing:
'''colons do ONE thing:'''
#extend or provide examples in support of a prior IC  
#extend or provide examples in support of a prior IC  
#*i.e., a colon MUST be preceded by an IC
#*i.e., a colon MUST be preceded by an IC
Line 799: Line 1,043:
#**an IC, phrase, exclamation, multiple ICs with semicolons or coordinating conjunctions
#**an IC, phrase, exclamation, multiple ICs with semicolons or coordinating conjunctions
#**a direct quotation (if that quotation is a complete sentence and if the colon is preceded by an IC
#**a direct quotation (if that quotation is a complete sentence and if the colon is preceded by an IC
#**exceptions arenthat colons are not followed by   
#**exceptions are that colons are not followed by:  
#***another colon
#***another colon
#***a dependent clause that modifies the independent clause prior to the colon  
#***a dependent clause that modifies the independent clause prior to the colon  
Line 813: Line 1,057:
*****(a comma separating the IC and DC is okay)
*****(a comma separating the IC and DC is okay)
** have multiple colons in a sentence
** have multiple colons in a sentence
---------------------------------------------------------- 
 
*What COLONS do & how to eliminate using the rule/s:
=== What COLONS do & how to eliminate using the rule/s: ===
<u>colons</u>:   
<u>colons</u>:   
#extend or provide examples following an IC
#extend or provide examples following an IC
Line 825: Line 1,069:
*elimination:   
*elimination:   
**if NOT preceded by an IC, eliminate the colon
**if NOT preceded by an IC, eliminate the colon
**if another possible answer is a dash that is acting like a colon, then both cannot be correct, so eliminate
**if another possible answer is a dash that is acting like a colon, then both cannot be correct, so eliminate the colon
 
***but do not eliminate the dash yet, because it does two things, 1) act like a colon; 2) act like parentheses)


===dashes --===
== Dash -- ==
*separate ideas within a sentence, either parenthetically or like a colon
*separate ideas within a sentence, either parenthetically or like a colon
*dashes do '''TWO''' things:
'''dashes do TWO things:'''
#act like a colon
#act like a colon
# act like parentheses (...) = -...-
# act like parentheses (...) = -...-
----------------------------------------------------------
*What DASHES do & how to eliminate using the rule/s:


=== What DASHES do & how to eliminate using the rule/s: ===
<u>dashes</u>:   
<u>dashes</u>:   
# act like a colon     
# act like a colon     
#*ex. "She left stuff behind -- a plastic ring, a cheap phone, and a pencil" = IC -- list
#*ex. ''She left stuff behind -- a plastic ring, a cheap phone, and a pencil''
#**= IC separated from a list by a dash (as would a colon)
#*the dash is often used for emphasis (as opposed to a colon, which adds information)
#*the dash is often used for emphasis (as opposed to a colon, which adds information)
#act like parentheses (...) = -...-   
#act like parentheses (...) = -...-   
#* The stuff that she left behind -- a plastic ring, a cheap phone, and a pencil -- wasn't that expensive"
#* ''The stuff that she left behind '''-- a plastic ring, a cheap phone, and a pencil --''' wasn't that expensive''
*elimination:
*elimination:
**if the dash is acting like a colon, and there is not an IC preceding it, eliminate
***if another possible answer is a colon, then the dash is not acting like a colon, since both cannot be correct
**if there is NOT another dash in the sentence, then the dash is NOT acting parenthetically (...)
**if there is NOT another dash in the sentence, then the dash is NOT acting parenthetically (...)
**if not acting like parentheses, and there is NOT an IC preceding the dash, eliminate
**if another possible answer is a colon and the dash is not acting like a parentheses, then both cannot be correct


==Apostrophes quick start guide==  
== Parentheses ( ) ==
*'''apostrophes''' do two things:
 
**create contractions ("it's" from "it is" or "can't" from "can not")
* parentheses create agrammatical sentence elements
**show possession  
** i.e., the (  ) does not change the grammar or punctuation of the sentence
***nouns possess nouns and nouns can only possess nouns (not verbs)
** a parenthesis may be inserted anywhere in a sentence
***punctuation can NOT separate the possessor noun from the possessed noun
* <u>note</u>: the parenthetical element usually explains or gives an example for a word or idea that it follows
***adjectives may separate the two nouns, as in "The cowboy's fast horse"
** ''Joey (a growing young man) is always hungry''
**possessive apostrophes singular v plural:   
** ''Joey is always (I mean always!) hungry''
***''''s''' for singular nouns ("that dog's toys") and '''s'''' for plural nouns ("those dogs' toys")
** ''Joey is always hungry (and voraciously hungry)''
 
* <u>note:</u> dashes and commas can create parenthetical elements
 
'''parentheses do ONE thing:'''
 
# add information between two parentheses (  ...  )
 
'''What PARENTHESES do & how to eliminate using the rule/s:'''
 
* if the parenthecal element does not explain the word or idea it follows, it or the word choice is likely incorrect
* parentheses or parenthetical elements may interrupt essential elements
** a subject and verb, or a verb and object, are never separated by punctuation
*** except a parentheses or parenthetical element may come in between them
*** all of these are correct:
**** ''Five monkeys (dressed up like clowns) juggled bananas (''< parentheses)
**** ''Five monkeys, dressed like clowns, juggled bananas''  (< parenthetical commas)
**** ''Five monkeys dressed up like clowns juggled bananas  (''< no punctuation)
*** note that if we move the parenthetical phrase, it becomes illogical:
**** ''Five monkeys juggled (dressed up like clowns) bananas''
***** here the parenthetical phrase incorrectly adds information to the verb "juggled"
*** when "that" operates as a "relative pronoun," it is not separated from the clause or word it describes by punctuation, EXCEPT if that punctuation is parenthetical:
**** ''It was the choice of material (poetry rather than prose) that made it difficult  (<< parentheses)''
**** ''It was the choice of material, poetry rather than prose, that made it difficult  (<< parenthetical commas)''
**** ''It was the choice of material -- poetry rather than prose -- that made it difficult''  (<< parenthetical dashes)
 
== Apostrophe ' ==
 
* an apostrophe is a single hash mark that 1) creates contractions or 2) indicates possession
** contractions: cannot --> can't; they are --> they're; it is --> it's
** possesion:
** <u>note</u>:
*** only nouns can be possessive
*** and only nouns can be possessed
**** ex. ''dog's bone''
*** if a verb, preposition or adverb follow the possessive noun it is wrong
*** an adjective may follow a possessive if that adjective is modifying the possessed noun
**** ex.  ''dog's juicy bone''
*** possesive personal pronouns do not use apostrophes:
**** ''my/mine, your/yours, his, hers, its, our/ours, their/theirs''
 
'''apostrophes do TWO things:'''
*create contractions ("it's" from "it is" or "can't" from "can not")
*show possession  
**nouns possess nouns and nouns can only possess nouns (not verbs)
**punctuation can NOT separate the possessor noun from the possessed noun
**adjectives may separate the two nouns, as in "The cowboy's fast horse"
*possessive apostrophes singular v plural:   
**''''s''' for singular nouns ("that dog's toys") and '''s'''' for plural nouns ("those dogs' toys")
 
* elimination:
* elimination:
**if punctuation or a verb follow the possessor noun, eliminate (see examples below)
**if punctuation or a verb follow the possessor noun, eliminate (see examples below)
Line 861: Line 1,154:
**ex., "winning's good" for "winning is good" is informal
**ex., "winning's good" for "winning is good" is informal


==Conjunctions quick start guide==
= Punctuation and "restrictive elements" quick start guide =
*'''conjunctions''' combine words, phrases, and clauses
**'''coordinating conjunction''' (CJ)
***combines ICs (FANBOYS)
****''I was hungry, so I bought a burger''
*note: the word '''however''' is NOT a conjunction,
**therefore it must be combined with another CJ or a semicolon if combining two ICs
**'''subordinating conjunction''' (SJ)
*** = turns an IC into a DC by requiring additional ideas to complete the thought of the clause
***ex. "I was hungry, so I bought a burger" = two IC w/ a CC
***whereas, if we use the CS "since" = Since I was hungry, I bought a burger"
**** = DC, IC ("Since I was hungry is not a complete thought, therefore it is a DC, or subordinate clause)
*'''requisite or necessary clause or phrase''' (Phr)
**usually, when the SC follows the IC, there is not a comma
**the subordinating conjunction becames a relative conjunction
***''We couldn't play '''when it rained'''''
** just as SV or SVO are not separated by punctuation (because they are necessary or required of each other to make sense):
***some clauses and phrases are requisite or necessary to complete a thought, which means they are not separated from the main clause by punctuation
*** ex. "I bought the shoes that were on sale" << "that were on sale" is necessary to the idea that "I bought" particular shoes
**see "Relative clause" below for more on essential and non-essential sentence elements
 
== Prepositions / Prepositional Phrases quick start guide ==
*'''prepositions'''
**include ''about, by, from, near, of, on'' , etc.
*prepositions create a relationship between nouns
**the nouns or other words that follow the preposition are called a "prepositional phrase" ("about something I once knew")
*prepositional phrases establish a relationship with a noun or as part of a subject-verb clause:
**ex. adding information to a subject noun: "The ideas of the professor are novel."
**ex. adding information to a subject-verb: "The professor was educated at Yale."
*for the SAT, only prepositions that come before the verb matter
*the noun in prepositional phrases are '''NEVER the subject of a sentence'''
**elimination:
***for subject-verb matching, the preposition/ prepositional phrase is NOT the subject 
****ex. "Books about sailing are fun" and not "Books about sailing is fun"
*****"about" = a preposition, so "sailing" is not the subject and the verb is therefore matched to the plural "books"
 
==Restrictive elements quick start guide== 


*a "restrictive" element is a sentence part that is not separated from the rest of the sentence by a comma or other punctuation
*a "restrictive" element is a sentence part that is not separated from the rest of the sentence by a comma or other punctuation
Line 905: Line 1,162:
****S V O
****S V O
*****cannot be separated from one another by punctuation, ex.:
*****cannot be separated from one another by punctuation, ex.:
*****''SoHo, is fun to say, and to visit << incorrect''
*****''SoHo, is fun to say, and to visit''  << incorrect
***** ''SoHo is fun to say and to visit'' << correct
***** ''SoHo is fun to say and to visit'' << correct
****but could be separated by a parenthetical phrase or clause:  
****but could be separated by a parenthetical phrase or clause:  
*****''SoHo, a neighborhood in New York, is fun to say and to visit''
*****''SoHo, a neighborhood in New York, is fun to say and to visit''
Line 937: Line 1,194:
***thus they can intrude upon a sentence
***thus they can intrude upon a sentence
***but they ALWAYS have paired punctuation, commas, dashes or parentheses, that isolate them from the rest of the sentence
***but they ALWAYS have paired punctuation, commas, dashes or parentheses, that isolate them from the rest of the sentence
|}
 
[[Category:SAT verbal]]
[[Category:SAT Reading]]
[[Category:SAT Writing]]
[[Category:SAT exam prep]]
[[Category:SAT digital test]]
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