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| '''SAT Writing Section Techniques, Strategies & Approaches''' | | '''SAT Writing Section Techniques, Strategies & Approaches''' |
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| [[Category:SAT verbal]]
| | {{New SAT test disclaimer}} |
| [[Category:SAT exam prep]]
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| [[Category:Grammar]]
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| [[Category:SAT Writing]]
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| * see also:
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| ** [[Transition_words_translations|Writing Section transition words translations]]
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| ** [[SAT Reading section techniques, strategies & approaches]]
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| ** [[SAT Reading section historical timeline & themes]]
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| ** [[Grammar]]
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| ** [[Parts of speech]]
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| ** [[List of word parts of speech & their grammar rules]]
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| | See also: |
| | * [[Transition_words_translations|Writing Section transition words translations]] |
| | * [[SAT Reading section techniques, strategies & approaches]] |
| | * [[SAT Reading section historical timeline & themes]] |
| | * [[Grammar]] |
| | * [[Parts of speech]] |
| | * [[List of word parts of speech & their grammar rules]] |
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| * Note on abbreviations | | * Note on abbreviations |
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| == Quick start guides for punctuation & grammar rules == | | == Quick start guides for punctuation & grammar rules == |
| * see further below for more on all these concepts and rules in the quick start guides | | * for quick review of grammar and punctuation basics go to [[SAT Reading and Writing quick start grammar and punctuation guide]] |
| === Punctuation quick start guide ===
| | * for more in-depth review of concepts and rules, see below. |
| ==== periods . ====
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| * '''periods''' separate sentences
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| * periods do '''ONE''' thing =
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| # separate grammatically correct and complete thoughts that are distinct sentences
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| click EXPAND to see what PERIODS do & how to eliminate using the rule:
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| <div class="mw-collapsible mw-collapsed">
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| ----------------------------------------------------------
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| <u>periods</u>:
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| * periods separate grammatically correct and complete thoughts that are distinct sentences
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| * elimination:
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| ** if the sentence is grammatically or logically incomplete, the period is wrong
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| *** i.e., SUBJECT VERB and an object or subject complement if needed to make sense
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| ** note that "interjection" verbs do not have an explicit SUBJECT, but can still create a complete sentence
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| *** ex. "Go to the store." or "Stop!"
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| ** if a period and a semicolon are both possible answers, they are both wrong
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| ----------------------------------------------------------
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| </div>
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| ==== semicolons ; ====
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| * combine independent clauses for comparison, contrast or some relation between them
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| ** as opposed to periods which completely separate the ideas/ thoughts
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| * semicolons do '''ONE''' thing:
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| # combine ICs
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| * note that semicolons can -- but rarely:
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| ** separate a list of IC's:
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| *** as in "IC; IC; IC; IC."
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| ** separate a list of common examples, usually following a colon
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| *** as in, "IC: this; that; the other thing."
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| **** ex. "''On our trip, we will visit tons of places: in Africa, Egypt & Morrocco; in Europe, Greece and Italy; and in Asia, Turkey."''
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| ***
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| *** < this is very rare and we have only seen it on one SAT test (May 2022)
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| click EXPAND to see what SEMICOLONS do & how to eliminate using the rule/s:
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| <div class="mw-collapsible mw-collapsed">
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| ----------------------------------------------------------
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| <u>semicolons</u>:
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| # combine two ICs
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| #* "School is boring; I should go anyway"= IC; IC
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| * can also create a list of IC's (IC; IC; IC; IC.)
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| ** "School is boring; I already know that stuff; I should go anyway" = "IC; IC; IC
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| * elimination:
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| ** must have IC or complete sentences & thoughts on both sides of the semicolon
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| *** 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
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| ** if a period and a semicolon are both possible answers, they are both wrong
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| ----------------------------------------------------------
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| </div>
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| ==== commas , ====
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| * create pauses
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| * commas do '''FIVE''' things:
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| click EXPAND to see what COMMAS do & how to eliminate using the rule/s:
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| <div class="mw-collapsible mw-collapsed">
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| ----------------------------------------------------------
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| <u>commas</u>:
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| # combine IC, DC, or DC, IC
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| #* or IC, Phr or Phr, IC
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| #** ex. "He ate fast, which upset his stomach" = IC, DC
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| #** ex. "After eating too fast, his stomach was upset" = Phr, IC
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| #*** (prepositional phrase, independent clause)
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| # combine ICs
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| #* ''but only with a coordinating conjunction'' (FANBOYS), i.e., IC, and IC
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| #* ex.: "IC, and IC" or "IC, but IC"
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| #** "They played hard, and they won big" = IC, and IC
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| #** "They played hard, but they lost" = IC, but IC
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| # separate lists (subjects, verbs, objects)
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| #* ex.: S, S and S V, V O, O and O
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| # act parenthetically
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| #* ", .... ," (like these parentheses)
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| #** The movie, which was about Ancient Rome, was very informative" = S, .... , V
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| # introduce a direct quotation
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| #* ex. "The judge declared, "Guilty!"
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| * elimination:
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| ** 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)
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| ** 1 or more commas can separate multiple subjects, verbs or objects from one another
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| *** "Joey, Joella and Josephina jumped for joy"
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| **** = 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
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| ----------------------------------------------------------
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| </div>
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| ==== colons : ====
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| * distinguish additional information following an IC, usually a list, explanation, or example to clarify or extend the idea presented in the IC
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| * colons = do '''ONE''' thing:
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| # extend or provide examples in support of a prior IC
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| #* i.e., a colon MUST be preceded by an IC
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| #* i.e., colons follow a complete statement with an extended idea or example/s
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| #** ''The prosecutor presented the evidence: a fingerprint, the weapon, and a written confession" = IC: list''
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| #* just about any grammatical form can follow a colon, including
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| #** an IC, phrase, exclamation, multiple ICs with semicolons or coordinating conjunctions
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| #** a direct quotation (if that quotation is a complete sentence and if the colon is preceded by an IC
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| * note that colons <U>DO NOT</u>:
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| ** follow a dependent clause
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| ** interrupt a clause or requisite (essential, required) element in a sentence
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| *** ex., "''I went to the store''': because''' I needed some supplies''"
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| **** the colon here interrupts the connection between "I went to the store" and the reason why, "because..."
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| *** or "''She knew''': that''' it was the right thing to do''"
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| **** the colon here interrupts the requisite relative pronoun "that" and the clause it creates
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| ** have multiple colons in a sentence
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| click EXPAND to see what COLONS do & how to eliminate using the rule/s:
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| <div class="mw-collapsible mw-collapsed">
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| ----------------------------------------------------------
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| <u>colons</u>:
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| # extend or provide examples following an IC
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| * what follows the colon can be in any grammatical form (IC, DC, phrase)
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| ** except a conjunction (as in : I bought shoes: and some socks (= incorrect)
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| ** or a required (requisite) phrase or clause ("I bought shoes: that fit" = incorrect)
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| ** colons are usually followed by a list or an example
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| ** a colon may set up a direct quotation, such as:
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| *** ''The lawyer claimed the accusation was wrong: "He's innocent!"'' = IC: IC
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| * elimination:
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| ** if NOT preceded by an IC, eliminate the colon
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| ** if another possible answer is a dash that is acting like a colon, then both cannot be correct, so eliminate
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| ----------------------------------------------------------
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| </div>
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| ====dashes -- ====
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| * separate ideas within a sentence, either parenthetically or like a colon
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| * dashes do '''TWO''' things:
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| # act like a colon
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| # act like parentheses (...) = -...-
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| click EXPAND to see what DASHES do & how to eliminate using the rule/s:
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| <div class="mw-collapsible mw-collapsed">
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| ----------------------------------------------------------
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| <u>dashes</u>:
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| # act like a colon
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| #* ex. "She left stuff behind -- a plastic ring, a cheap phone, and a pencil" = IC -- list
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| #* the dash is often used for emphasis (as opposed to a colon, which adds information)
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| # act like parentheses (...) = -...-
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| #* The stuff that she left behind -- a plastic ring, a cheap phone, and a pencil -- wasn't that expensive"
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| * elimination:
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| ** if there is NOT another dash in the sentence, then the dash is NOT acting parenthetically (...)
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| ** if not acting like parentheses, and there is NOT an IC preceding the dash, eliminate
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| ** if another possible answer is a colon and the dash is not acting like a parentheses, then both cannot be correct
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| ----------------------------------------------------------
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| </div>
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| === Apostrophes quick start guide ===
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| * '''apostrophes''' do two things:
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| ** create contractions ("it's" from "it is" or "can't" from "can not")
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| ** show possession
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| *** nouns possess nouns and nouns can only possess nouns (not verbs)
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| *** punctuation can NOT separate the possessor noun from the possessed noun
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| *** adjectives may separate the two nouns, as in "The cowboy's fast horse"
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| ** possessive apostrophes singular v plural:
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| *** ''''s''' for singular nouns ("that dog's toys") and '''s'''' for plural nouns ("those dogs' toys")
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| * elimination:
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| ** if punctuation or a verb follow the possessor noun, eliminate (see examples below)
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| * note: use of an apostrophe to create a contraction with a noun and the verb, "to be" is informal and not measured on the SAT
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| ** ex., "winning's good" for "winning is good" is informal
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| === Conjunctions quick start guide ===
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| * '''conjunctions''' combine words, phrases, and clauses
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| ** '''coordinating conjunction''' (CJ)
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| *** combines ICs (FANBOYS)
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| **** ''I was hungry, so I bought a burger''
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| * note: the word '''however''' is NOT a conjunction,
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| ** therefore it must be combined with another CJ or a semicolon if combining two ICs
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| ** '''subordinating conjunction''' (SJ)
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| *** = turns an IC into a DC by requiring additional ideas to complete the thought of the clause
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| *** ex. "I was hungry, so I bought a burger" = two IC w/ a CC
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| *** whereas, if we use the CS "since" = Since I was hungry, I bought a burger"
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| **** = DC, IC ("Since I was hungry is not a complete thought, therefore it is a DC, or subordinate clause)
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| * '''requisite or necessary clause or phrase''' (Phr)
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| ** usually, when the SC follows the IC, there is not a comma
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| ** the subordinating conjunction becames a relative conjunction
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| *** ''We couldn't play '''when it rained'''''
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| ** just as SV or SVO are not separated by punctuation (because they are necessary or required of each other to make sense):
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| *** some clauses and phrases are requisite or necessary to complete a thought, which means they are not separated from the main clause by punctuation
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| *** ex. "I bought the shoes that were on sale" << "that were on sale" is necessary to the idea that "I bought" particular shoes
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| ** see "Relative clause" below for more on essential and non-essential sentence elements
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| === Prepositions quick start guide ===
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| * '''prepositions'''
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| ** include ''about, by, from, near, of, on'' , etc.
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| * prepositions create a relationship between nouns
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| ** the nouns or other words that follow the preposition are called a "prepositional phrase" ("about something I once knew")
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| * prepositional phrases establish a relationship with a noun or as part of a subject-verb clause:
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| ** ex. adding information to a subject noun: "The ideas of the professor are novel."
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| ** ex. adding information to a subject-verb: "The professor was educated at Yale."
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| * for the SAT, only prepositions that come before the verb matter
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| * the noun in prepositional phrases are '''NEVER the subject of a sentence'''
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| ** elimination:
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| *** for subject-verb matching, the preposition/ prepositional phrase is NOT the subject
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| **** ex. "Books about sailing are fun" and not "Books about sailing is fun"
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| ***** "about" = a preposition, so "sailing" is not the subject and the verb is therefore matched to the plural "books"
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| == BIG IDEAS == | | == BIG IDEAS == |
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| * use the test to answer itself | | * use the test to answer itself |
| * read punctuation "out loud" to yourself" so as not to miss it | | * read punctuation "out loud" to yourself" so as not to miss it |
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| | === Writing section is rules-based === |
| | * answers and eliminations follow set grammar, punctuation, and usage conventions |
| | * therefore, identify the rules as you practice & apply them in your elimination strategies |
| | * see [[SAT Writing section grammar rules chart]] for quick start review of Writing section Rules & eliminations |
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| === Passage titles === | | === Passage titles === |
| * use passage titles! | | * read passage titles! |
| ** titles express author intent | | ** titles express author intent |
| ** titles are frequently a thesis statements (no other details are provided) | | ** titles are frequently a thesis statements (no other details are provided) |
| ** titles generally answer the last question on each passage (not always) | | ** titles generally answer the last question on each passage (not always) |
| | *** concluding sentences must align w/ the title |
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| === Writing section is rules-based ===
| | === Difficulty level === |
| * answers and eliminations follow set grammar, punctuation, and usage conventions
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| * therefore, identify the rules as you practice & apply them in your elimination strategies
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| * see [[SAT Writing section grammar rules chart]] for quick start review of Writing section Rules & eliminations
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| === Difficulty level === | |
| * difficulty level is based on the passage and not the questions | | * difficulty level is based on the passage and not the questions |
| ** there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages | | ** there can be difficult questions on easy passages, but the bulk of "hard" questions will coincide with difficult passages |
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| * '''the correct answer B) was matches or is "parallel" to the verb "were" from "Children were entertained"''' | | * '''the correct answer B) was matches or is "parallel" to the verb "were" from "Children were entertained"''' |
| </div> | | </div> |
| ==== subject-verb agreement ==== | | ==== parallel subject-verb agreement ==== |
| * subjects and verbs match singular vs. plural forms | | * subjects and verbs match singular vs. plural forms |
| ** = a form of "parallel" structure (i.e, matching singular or plural subjects and verbs) | | ** = a form of "parallel" structure (i.e, matching singular or plural subjects and verbs) |
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| * rules for logic & chronology | | * rules for logic & chronology |
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| == Common errors == | | == Common errors == |
| === punctuation & combining clauses & phrases ===
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| * comma splice
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| * run-on sentence
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| === adverbs used to combine independent clauses === | | === adverbs used to combine independent clauses === |
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| * adverbs and other transition words are not coordinating conjunctions that combine independent clauses | | * adverbs and other transition words are not coordinating conjunctions that combine independent clauses |
| * especially "however," which cannot combine independent clauses | | * especially "however," which cannot combine independent clauses |
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| === grammatical usage ===
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| * misplaced or dangling modifier
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| === emphasis shift === | | === emphasis shift === |
| logical usage | | logical usage |
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| | === grammatical usage === |
| | * misplaced or dangling modifier |
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| === object preposition mistaken for subject === | | === object preposition mistaken for subject === |
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| | *''A census by park rangers in Australia in 2015 of kangaroos '''show/shows''' population declines'' |
| | * ''A census by park rangers in Australia in 2015 of kangaroos '''show/shows''' population declines'' |
| | ** ignore the prepositional phrase/s in order to identify the correct subject for the verb "show/shows": |
| | ** ''A census <s>by park rangers</s> i<s>n Australia</s> i<s>n 2015</s> <s>of kangaroos</s> '''show/shows''' population declines'' |
| | ** thus ''A census '''<s>show/</s>shows''' population declines'' << singular "census" matches singular verb "shows" |
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| === parallelism mistakes === | | === parallelism mistakes === |
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| **** ''The dog chewed on a bone and a toy and then slept.'' | | **** ''The dog chewed on a bone and a toy and then slept.'' |
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| ==== subject-verb mismatch & parallelism ==== | | === punctuation & combining clauses & phrases === |
| | * comma splice |
| | * run-on sentence |
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| | === punctuation between restrictive (necessary) sentence elements === |
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| | * "restrictive" sentence elements are not separated from one another by punctuation |
| | * SAT will often add a colon, comma or semicolon between restrictive sentence elements: |
| | * ex. |
| | ** ''The doctor explained that: the problem is severe'' |
| | *** incorrect colon separating "that" (dependent clause conjunction) from "the problem" |
| | *** here "that" is a conjunction that combines the independent clause "the doctor explained" with the dependent clause "the problem is severe" |
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| | === subject-verb mismatch & parallelism === |
| * verb tense switch in same sentence | | * verb tense switch in same sentence |
| ** maintain parallel or logically consistent verb tense | | ** maintain parallel or logically consistent verb tense |
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| === appositive: nouns as parenthetical or introductory phrases === | | === appositive: nouns as parenthetical or introductory phrases === |
| * "appositive" is from Latin for "to put near" | | * "appositive" is from Latin for "to put near" |
| * = nouns that explain another noun (or pronouns) | | * with the purpose of "by way of explanation", i.e. |
| * = nouns that add to or qualify another noun | | ** = nouns that explain another noun (or pronouns) |
| | ** = nouns that add to or qualify another noun |
| * appositives used parenthetically: | | * appositives used parenthetically: |
| ** "Steve, my little brother, hates Minecraft." | | ** "Steve, my little brother, hates Minecraft." |
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| ** “He went to the store, bought food, and returned home.” | | ** “He went to the store, bought food, and returned home.” |
| === subject-verb agreement === | | === subject-verb agreement === |
| | [[File:The radiation that occurs.jpg|thumb|The finite verb "is" is the verb of the main, or independent, clause. The S-V of the clause is "radiation is". The S-V of the relative clause is "that occurs". The relative clause come between the S and V of the main clause. (Sentence adapted from Digital PSAT practice test 1.)]] |
| * for SAT Writing, maintain subject-verb agreement | | * for SAT Writing, maintain subject-verb agreement |
| ** i.e. singular subject = singular verb form | | ** i.e. singular subject = singular verb form |
| * identify the correct noun as subject, as test will try to confuse subject nouns from relative nouns | | * identify the correct noun as subject, as test will try to confuse subject nouns from relative nouns |
| | * note that finite verbs have a subject but non-finite verbs do not |
| | * "is" and "are" are finite verbs |
| | ** match them to their subject in order to identify correct S-V conjugation ("it is" v. "they are") |
| === transitive v. intransitive verbs === | | === transitive v. intransitive verbs === |
| * transitive verbs require an object: | | * transitive verbs require an object: |
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| **** i.e., IC <=> , + <=> IC | | **** i.e., IC <=> , + <=> IC |
| === Semicolon === | | === Semicolon === |
| * semicolons juxtapose complete sentences (ICs) for comparison or emphasis or their relationship | | * semicolons juxtapose complete sentences as ICs for comparison or emphasis of a relation |
| * eliminate semicolons if there are not ICs on both sides of the semicolon | | * eliminate semicolons if there are not ICs on both sides of the semicolon |
| | * an exception is use of the semicolon as a "super comma" (see above) |
| | ** rarely used on the SAT |
| === comma === | | === comma === |
| * commas create a pause | | * commas create a pause |
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| ** idiomatic is different from "informal" or colloquial (local, common) language | | ** idiomatic is different from "informal" or colloquial (local, common) language |
| * By definition idiomatic words have no set rule | | * By definition idiomatic words have no set rule |
| | ** idioms include colloquial (informal) expressions, prepositions, or vocabulary. |
| | ** prepositions can be "idiomatic" in that there may not be a logic or rule in the difference between some of them, but we tend to use one over the other, even it is synonymous |
| * HOWEVER, on the SAT Writing section, students can use elimination techniques to eliminate down to the correct idiomatic expression | | * HOWEVER, on the SAT Writing section, students can use elimination techniques to eliminate down to the correct idiomatic expression |
| | * |
| * see this video for demonstration of [[https://www.youtube.com/watch?v=PV7QK_ex0jQ&list=PLyC6Fj2OdXlpDypu0__dsv5y6EZS5NpmH&index=1&t=4s on elimination techniques with idiomatic & vocabulary questions (by Michael Bromley)]] | | * see this video for demonstration of [[https://www.youtube.com/watch?v=PV7QK_ex0jQ&list=PLyC6Fj2OdXlpDypu0__dsv5y6EZS5NpmH&index=1&t=4s on elimination techniques with idiomatic & vocabulary questions (by Michael Bromley)]] |
| Click EXPAND for an example from CB Test 6, Writing question no. 21, on how to eliminate idiomatic possible answers using grammar rules: | | Click EXPAND for an example from CB Test 6, Writing question no. 21, on how to eliminate idiomatic possible answers using grammar rules: |
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| ** then decide between "yes" or "no" | | ** then decide between "yes" or "no" |
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| == Vocabulary == | | == Vocabulary questions == |
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| * Writing section vocabulary questions are never antonyms | | * Writing section vocabulary questions are never antonyms |
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| *** any adverbs? | | *** any adverbs? |
| ** is it part of the main clause or a subordinate clause? | | ** is it part of the main clause or a subordinate clause? |
| | |
| | == Useful vocabulary words for SAT Writing section == |
| | |
| | * '''mere / merely''' |
| | ** = "only" as in "barely any but some or a few" |
| | *** can be negative, as in "''What, that's merely a two bucks!''" |
| | **** also, "hardly" |
| | *** or positive, as in |
| | **** "''Merely two bucks is all it took!''" |
| | **** or "''I got in done in mere seconds''" |
| | ** the SAT frequently measures student comprehension of this word |
| | *** note that "merely" is different from "a little," "a few" or "few" |
| | * '''nevertheless''' |
| | ** = "yes, but..." |
| | * '''nominal''' |
| | ** = "insignificant", "barely or hardly any", "just a few" |
| | * see also |
| | ** similar entry for the SAT Reading section : Useful vocabulary words for SAT Reading section |
| | ** [[Transition words translations]] |
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| == Grammar and punctuation rules == | | == Grammar and punctuation rules == |
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| * avoid repetition and unnecessary pronouns | | * avoid repetition and unnecessary pronouns |
| * avoid [[#Emphasis shift]] errors | | * avoid [[#Emphasis shift]] errors |
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| | [[Category:SAT verbal]] |
| | [[Category:SAT exam prep]] |
| | [[Category:Grammar]] |
| | [[Category:SAT Writing]] |