SAT Prep

Noun Agreement

Josh — Wed, 10 Mar 2010 19:42:49 GMT

Current revision posted to SAT Prep by Josh on 3/10/2010 2:42:49 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

Noun Agreement

Josh — Wed, 10 Mar 2010 19:41:52 GMT

Revision 18 posted to SAT Prep by Josh on 3/10/2010 2:41:52 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:40:13 GMT

Revision 17 posted to SAT Prep by Josh on 3/10/2010 2:40:13 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:39:19 GMT

Revision 16 posted to SAT Prep by Josh on 3/10/2010 2:39:19 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:38:38 GMT

Revision 15 posted to SAT Prep by Josh on 3/10/2010 2:38:38 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Huh?

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:38:09 GMT

Revision 14 posted to SAT Prep by Josh on 3/10/2010 2:38:09 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural Huh?

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:36:57 GMT

Revision 13 posted to SAT Prep by Josh on 3/10/2010 2:36:57 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:36:21 GMT

Revision 12 posted to SAT Prep by Josh on 3/10/2010 2:36:21 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Josh — Wed, 10 Mar 2010 19:35:39 GMT

Revision 11 posted to SAT Prep by Josh on 3/10/2010 2:35:39 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Bill Huston — Fri, 15 Jan 2010 22:38:43 GMT

Revision 10 posted to SAT Prep by Bill Huston on 1/15/2010 5:38:43 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Bill Huston — Fri, 15 Jan 2010 22:12:34 GMT

Revision 9 posted to SAT Prep by Bill Huston on 1/15/2010 5:12:34 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

(back to top)

Noun Agreement

Bill Huston — Fri, 15 Jan 2010 21:55:41 GMT

Revision 8 posted to SAT Prep by Bill Huston on 1/15/2010 4:55:41 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:

"Prince and Julie were inspired to become a model after watching the T.V. show 'America's Next Top Model.'"

We have two people here: Prince and Julie. Therefore, the singular noun "a model" needs to be changed to the plural form, "models."

Correct:

"Prince and Julie were inspired to become models after watching the T.V. show 'America's Next Top Model.'"

Noun Agreement

ian — Tue, 13 Oct 2009 00:28:35 GMT

Revision 7 posted to SAT Prep by ian on 10/12/2009 8:28:35 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Make it Plural

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

1) Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect:“Prince

"Prince and Julie were inspired to become a model after watching the T.V. show 'America’s 's Next Top Model.'”"

We have two people here: Prince and Julie. Therefore, the singular noun “a "a model” " needs to be changed to the plural form, “models.” "models."

Correct:“Prince

"Prince and Julie were inspired to become models after watching the T.V. show 'America’s 's Next Top Model.”'"

Noun Agreement

Bill Huston — Wed, 15 Jul 2009 19:14:47 GMT

Revision 6 posted to SAT Prep by Bill Huston on 7/15/2009 3:14:47 PM

Noun Agreement

Filed under: SAT, writing, noun agreement

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect: “Prince and Julie were inspired to become a model after watching the T.V. show 'America’s Next Top Model.'”

We have two people here: Prince and Julie. Therefore, the singular noun “a model” needs to be changed to the plural form, “models.”

Correct: “Prince and Julie were inspired to become models after watching the T.V. show America’s Next Top Model.”

Noun Agreement

Bill Huston — Thu, 30 Apr 2009 14:25:27 GMT

Revision 5 posted to SAT Prep by Bill Huston on 4/30/2009 10:25:27 AM

Noun Agreement

Filed under: SAT, writing, noun agreement

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect: “Prince and Julie were inspired to become a model after watching the T.V. show America’s Next Top Model.”

We have two people here: Prince and Julie. Therefore, the singular noun “a model” needs to be changed to the plural form, “models.”

Correct: “Prince and Julie were inspired to become models after watching the T.V. show America’s Next Top Model.”

Noun Agreement

Bill Huston — Thu, 30 Apr 2009 14:25:27 GMT

Revision 4 posted to SAT Prep by Bill Huston on 4/30/2009 10:25:27 AM

Noun Agreement

Description:

Noun Agreement questions ask you to make sure that the nouns in a sentence represent the right number, plural vs. singular.

Approach:

Look for singular vs. plural issues and make sure that all nouns match the other nouns to which they refer.

Make it Plural

Noun Agreement problems are almost always caused by the use of a singular noun where there should be a plural noun.

Incorrect: “Prince and Julie were inspired to become a model after watching the T.V. show America’s Next Top Model.”

We have two people here: Prince and Julie. Therefore, the singular noun “a model” needs to be changed to the plural form, “models.”

Correct: “Prince and Julie were inspired to become models after watching the T.V. show America’s Next Top Model.”

Comparisons

Josh — Wed, 10 Mar 2010 19:41:00 GMT

Current revision posted to SAT Prep by Josh on 3/10/2010 2:41:00 PM

Comparisons

Filed under: SAT, writing, comparisons

Table of Contents

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Mon, 08 Mar 2010 23:08:07 GMT

Revision 20 posted to SAT Prep by Bill Huston on 3/8/2010 6:08:07 PM

Comparisons

Filed under: SAT, writing, comparisons

Table of Contents

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

[View:http://www.youtube.com/user/MindFishVideos?feature=mhw4#p/a/u/0/2E2e9D0LRE0:550:0]

Comparisons

Bill Huston — Mon, 08 Mar 2010 23:01:53 GMT

Revision 19 posted to SAT Prep by Bill Huston on 3/8/2010 6:01:53 PM

Comparisons

Filed under: SAT, writing, comparisons

Table of Contents

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice <object height="344" width="425" style="height: 344px; width: 425px;"> </object>

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

[View:http://www.youtube.com/user/MindFishVideos?feature=mhw4#p/a/u/0/2E2e9D0LRE0:550:0]

Comparisons

Bill Huston — Mon, 08 Mar 2010 22:41:18 GMT

Revision 18 posted to SAT Prep by Bill Huston on 3/8/2010 5:41:18 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice <object height="344" width="425" style="height: 344px; width: 425px;" width="425" height="344"> <param name="movie" value="http://www.youtube.com/v/2E2e9D0LRE0" /> <param name="allowFullScreen" value="true" /> <param name="allowScriptAccess" value="always" /><embed src="http://www.youtube.com/v/2E2e9D0LRE0" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="425" height="344"></embed> "> </object>

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Mon, 08 Mar 2010 22:40:45 GMT

Revision 17 posted to SAT Prep by Bill Huston on 3/8/2010 5:40:45 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Mon, 08 Mar 2010 22:36:46 GMT

Revision 16 posted to SAT Prep by Bill Huston on 3/8/2010 5:36:46 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

[View:http://www.mindfish.com/themes/hawaii/utility/ <object style="height: 344px; width: 425px;" width="425" height="344"> <param name="movie" value="http://www.youtube.com/v/QmlAI0OSl2I" /> <param name="allowFullScreen" value="true" /> <param name="allowScriptAccess" value="always" /><embed src="http://www.youtube.com/v/QmlAI0OSl2I" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="425" height="344"></embed> </object> :550:0]

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Mon, 08 Mar 2010 22:36:06 GMT

Revision 15 posted to SAT Prep by Bill Huston on 3/8/2010 5:36:06 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

[View:http://www.mindfish.com/themes/hawaii/utility/ <object style="height: 344px; width: 425px;" width="425" height="344"> <param name="movie" value="http://www.youtube.com/v/QmlAI0OSl2I" /> <param name="allowFullScreen" value="true" /> <param name="allowScriptAccess" value="always" /><embed src="http://www.youtube.com/v/QmlAI0OSl2I" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="425" height="344"></embed> </object> :550:0]

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Fri, 15 Jan 2010 22:47:37 GMT

Revision 14 posted to SAT Prep by Bill Huston on 1/15/2010 5:47:37 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Fri, 15 Jan 2010 22:45:47 GMT

Revision 13 posted to SAT Prep by Bill Huston on 1/15/2010 5:45:47 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

(back to top)

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

(back to top)

Comparisons

Bill Huston — Fri, 15 Jan 2010 21:56:06 GMT

Revision 12 posted to SAT Prep by Bill Huston on 1/15/2010 4:56:06 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word "than" or "as." These words often signal that two things or concepts are being compared.
Make sure that the two things or ideas in the comparison (ie. both sides of the "than" or "as") are phrased in the same way.

1) Practice

For example, what's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

2) Practice

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi's name is less well known than the winner of the recent Daytona 500.

he
Enrico Fermi's name
less well known
the recent
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Comparisons

ian — Tue, 13 Oct 2009 00:29:22 GMT

Revision 11 posted to SAT Prep by ian on 10/12/2009 8:29:22 PM

Comparisons

Filed under: SAT, writing, comparisons

Practice
Practice

Description:

Comparison question questions ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

Look for the word “than” "than" or “as.” "as." These words often signal that two things or concepts are being compared.
2.
Make sure that the two things or ideas in the comparison (ie. both sides of the “than” "than" or “as”) "as") are phrased in the same way.

1) Practice

For example, what’s 's wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

2) Practice:

Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi’s 's name is less well known than the winner of the recent Daytona 500.

he
B)
Enrico Fermi's name
C)
less well known
D)
the recent
E)
NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Comparisons

Bill Huston — Wed, 15 Jul 2009 18:39:11 GMT

Revision 10 posted to SAT Prep by Bill Huston on 7/15/2009 2:39:11 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison question ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

1. Look for the word “than” or “as.” These words often signal that two things or concepts are being compared.

2. Make sure that the two things or ideas in the comparison (ie. both sides of the “than” or “as”) are phrased in the same way.

For example, what’s wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

Practice: Which underlined part of the following sentence makes an incorrect comparison?

Even though he is a very influential physicist, Enrico Fermi’s name is less well known than the winner of the recent Daytona 500.

A) he

B) Enrico Fermi's name

C) less well known

D) the recent

E) NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Comparisons

Bill Huston — Wed, 15 Jul 2009 18:37:01 GMT

Revision 9 posted to SAT Prep by Bill Huston on 7/15/2009 2:37:01 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison question ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

1. Look for the word “than” or “as.” These words often signal that two things or concepts are being compared.

2. Make sure that the two things or ideas in the comparison (ie. both sides of the “than” or “as”) are phrased in the same way.

For example, what’s wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song ("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

Practice: Which underlined part of the following sentence makes an incorrect comparison?

Even though he is very influential physicist, Enrico Fermi’s name is less well known than the winner of the recent Daytona 500.

A) he

B) Enrico Fermi's name

C) less well known

D) the recent

E) NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Comparisons

Bill Huston — Wed, 15 Jul 2009 18:35:17 GMT

Revision 8 posted to SAT Prep by Bill Huston on 7/15/2009 2:35:17 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison question ask you to set up a proper comparison between two or more things. The things being compared must be similar to each other (in real life) and should be phrased in the same way.

Approach

1. Look for the word “than” or “as.” These words often signal that two things or concepts are being compared.

2. Make sure that the two things or ideas in the comparison (ie. both sides of the “than” or “as”) are phrased in the same way.

For example, what’s wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

Practice: Which underlined part of the following sentence makes an incorrect comparison?

Even though he is very influential physicist, Enrico Fermi’s name is less well known than the winner of the recent Daytona 500.

A) he

B) Enrico Fermi's name

C) less well known

D) the recent

E) NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Comparisons

Bill Huston — Wed, 15 Jul 2009 18:32:58 GMT

Revision 7 posted to SAT Prep by Bill Huston on 7/15/2009 2:32:58 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison question ask you to set up a proper comparison between two or more things. The people or things being compared must be constructed similar to each other (in real life) and should be phrased in the same way.

Approach

1. Look for the word “than” or “as.” These words often signal that two things or concepts are being compared.

2. Make sure that the two things or ideas in the comparison (ie. both sides of the “than” or “as”) are phrased in the same way.

For example, what’s wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. We can't compare a type of composing ("composing a pop song") to a type of song("rock opera"). This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities...two types of composing.

Practice: Which underlined part of the following sentence makes an incorrect comparison?

Even though he is very influential physicist, Enrico Fermi’s name is less well known than the winner of the recent Daytona 500.

A) he

B) Enrico Fermi's name

C) less well known

D) the recent

E) NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Comparisons

Bill Huston — Wed, 15 Jul 2009 18:29:01 GMT

Revision 6 posted to SAT Prep by Bill Huston on 7/15/2009 2:29:01 PM

Comparisons

Filed under: SAT, writing, comparisons

Description:

Comparison question ask you to set up a proper comparison between two or more things. The people or things being compared must be constructed and phrased in the same way.

Approach

1. Look for the word “than” or “as.” These words often signal that two things or concepts are being compared.

2. Make sure that the two things or ideas in the comparison (ie. both sides of the “than” or “as”) are phrased in the same way.

For example, what’s wrong with the following sentence?

Most musicians agree that composing a pop song is easier than a rock opera.

You guessed it. This sentence should say:

Most musicians agree that composing a pop song is easier than composing a rock opera.

In this form, the sentence compares two similar activities.activities...two types of composing.

Practice: Which underlined part of the following sentence makes an incorrect comparison?

Even though he is very influential physicist, Enrico Fermi’s name is less well known than the winner of the recent Daytona 500.

A) he

B) Enrico Fermi's name

C) less well known

D) the recent

E) NO ERROR

What are we comparing in this sentence? "Enrico Fermi's name" vs. "the winner of the recent Daytona 500."

Is this a proper comparison? How can we change it to make it work?

Prepositions

Bill Huston — Fri, 15 Jan 2010 22:38:00 GMT

Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:38:00 PM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as "for," "of," "from," "through," and "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the "normal" way. Trust your ear to make sure the idioms work!

1) Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

(back to top)

2) Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about... (ie. "Determine about the water quality...")	determine... (ie. "Determine the water quality...")
think of it that	think of it as
Contrasting with	In contrast to
Either... and... (ie. "You must choose either chocolate and vanilla.")	Either... or... (ie. "You must choose either chocolate or vanilla.")
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer... more than... (ie. "I prefer Ford more than Chevy.")	Prefer... to... (ie. "I prefer Ford to Chevy.")
Protested over (ie. "The students protested over the tution increase.")	Protested (ie. "The students protested the tution increase.")
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

(back to top)

Prepositions

Bill Huston — Fri, 15 Jan 2010 22:36:44 GMT

Revision 8 posted to SAT Prep by Bill Huston on 1/15/2010 5:36:44 PM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as "for," "of," "from," "through," and "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the "normal" way. Trust your ear to make sure the idioms work!

1) Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

(back to top)

2) Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about... (ie. "Determine about the water quality...")	determine... (ie. "Determine the water quality...")
think of it that	think of it as
Contrasting with	In contrast to
Either... and... (ie. "You must choose either chocolate and vanilla.")	Either... or... (ie. "You must choose either chocolate or vanilla.")
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer... more than... (ie. "I prefer Ford more than Chevy.")	Prefer... to... (ie. "I prefer Ford to Chevy.")
Protested over (ie. "The students protested over the tution increase.")	Protested (ie. "The students protested the tution increase.")
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

(back to top)

Prepositions

Bill Huston — Fri, 15 Jan 2010 22:24:22 GMT

Revision 7 posted to SAT Prep by Bill Huston on 1/15/2010 5:24:22 PM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as "for," "of," "from," "through," and "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the "normal" way. Trust your ear to make sure the idioms work!

1) Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

(back to top)

2) Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about... (ie. "Determine about the water quality...")	determine... (ie. "Determine the water quality...")
think of it that	think of it as
Contrasting with	In contrast to
Either... and... (ie. "You must choose either chocolate and vanilla.")	Either... or... (ie. "You must choose either chocolate or vanilla.")
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer... more than... (ie. "I prefer Ford more than Chevy.")	Prefer... to... (ie. "I prefer Ford to Chevy.")
Protested over (ie. "The students protested over the tution increase.")	Protested (ie. "The students protested the tution increase.")
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

(back to top)

Prepositions

Bill Huston — Fri, 15 Jan 2010 21:55:04 GMT

Revision 6 posted to SAT Prep by Bill Huston on 1/15/2010 4:55:04 PM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as "for," "of," "from," "through," and "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the "normal" way. Trust your ear to make sure the idioms work!

1) Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

2) Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about... (ie. "Determine about the water quality...")	determine... (ie. "Determine the water quality...")
think of it that	think of it as
Contrasting with	In contrast to
Either... and... (ie. "You must choose either chocolate and vanilla.")	Either... or... (ie. "You must choose either chocolate or vanilla.")
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer... more than... (ie. "I prefer Ford more than Chevy.")	Prefer... to... (ie. "I prefer Ford to Chevy.")
Protested over (ie. "The students protested over the tution increase.")	Protested (ie. "The students protested the tution increase.")
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

Prepositions

ian — Tue, 13 Oct 2009 00:27:55 GMT

Revision 5 posted to SAT Prep by ian on 10/12/2009 8:27:55 PM

Prepositions

Filed under: SAT, writing, prepositions

Spot the wrongly used prepositions
Common Idiomatic Phrases with Prepositions

Description:

Prepositions are words such as "for," "of," "from," "through," and "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the “normal” "normal" way. Trust your ear to make sure the idioms work!

1) Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

2) Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about… about... (ie. “Determine "Determine about the water quality…”)	determine… quality...")	determine... (ie. “Determine "Determine the water quality…”)quality...")
think of it that	think of it as
Contrasting with	In contrast to
Either…and…
Either... and... (ie. “You "You must choose either chocolate and vanilla.”)	Either…or… ")	Either... or... (ie. “You "You must choose either chocolate or vanilla.”)")
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer…more than…
Prefer... more than... (ie. “I "I prefer Ford more than Chevy.”)	Prefer…to… ")	Prefer... to... (ie. “I "I prefer Ford to Chevy.”)")
Protested over (ie. “The "The students protested over the tution increase.”)")	Protested (ie. “The "The students protested the tution increase.”)")
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

Prepositions

Bill Huston — Wed, 15 Jul 2009 19:54:06 GMT

Revision 4 posted to SAT Prep by Bill Huston on 7/15/2009 3:54:06 PM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as "for," "of," "from," "through," and "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the “normal” way. Trust your ear to make sure the idioms work!

Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about… (ie. “Determine about the water quality…”)	determine… (ie. “Determine the water quality…”)
think of it that	think of it as
Contrasting with	In contrast to
Either…and… (ie. “You must choose either chocolate and vanilla.”)	Either…or… (ie. “You must choose either chocolate or vanilla.”)
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer…more than… (ie. “I prefer Ford more than Chevy.”)	Prefer…to… (ie. “I prefer Ford to Chevy.”)
Protested over (ie. “The students protested over the tution increase.”)	Protested (ie. “The students protested the tution increase.”)
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

Prepositions

Bill Huston — Wed, 15 Jul 2009 19:51:13 GMT

Revision 3 posted to SAT Prep by Bill Huston on 7/15/2009 3:51:13 PM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as for, of, from, through, "for," "of," "from," "through," and by. "by." Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the “normal” way. Trust your ear to make sure the idioms work!

Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

You probably noticed that we can't say "talked at." The sentence should read: "The principal talked to me for most of ninth period."

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

This one is a little tricker. Which is the proper phrase, "conscious of" or "conscious about?"
"Conscious of" is the correct choice.

Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about… (ie. “Determine about the water quality…”)	determine… (ie. “Determine the water quality…”)
think of it that	think of it as
Contrasting with	In contrast to
Either…and… (ie. “You must choose either chocolate and vanilla.”)	Either…or… (ie. “You must choose either chocolate or vanilla.”)
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer…more than… (ie. “I prefer Ford more than Chevy.”)	Prefer…to… (ie. “I prefer Ford to Chevy.”)
Protested over (ie. “The students protested over the tution increase.”)	Protested (ie. “The students protested the tution increase.”)
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

Prepositions

Bill Huston — Wed, 29 Apr 2009 06:56:36 GMT

Revision 2 posted to SAT Prep by Bill Huston on 4/29/2009 2:56:36 AM

Prepositions

Filed under: SAT, writing, prepositions

Description:

Prepositions are words such as for, of, from, through, and by. Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the “normal” way. Trust your ear to make sure the idioms work!

Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about… (ie. “Determine about the water quality…”)	determine… (ie. “Determine the water quality…”)
think of it that	think of it as
Contrasting with	In contrast to
Either…and… (ie. “You must choose either chocolate and vanilla.”)	Either…or… (ie. “You must choose either chocolate or vanilla.”)
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer…more than… (ie. “I prefer Ford more than Chevy.”)	Prefer…to… (ie. “I prefer Ford to Chevy.”)
Protested over (ie. “The students protested over the tution increase.”)	Protested (ie. “The students protested the tution increase.”)
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

Prepositions

Bill Huston — Wed, 29 Apr 2009 06:56:36 GMT

Revision 1 posted to SAT Prep by Bill Huston on 4/29/2009 2:56:36 AM

Description:

Prepositions are words such as for, of, from, through, and by. Preposition questions can be difficult because they rely primarily on common usage and sound.

Approach

If you notice that a preposition is underlined in a grammar question, make sure it is used in the “normal” way. Trust your ear to make sure the idioms work!

Spot the wrongly used prepositions in the following sentences:

The principal of the school talked at me for most of ninth period.

Although many people are conscious of the prevalence of poverty in the world, much of the population is not conscious about current attempts to address the problem.

Common Idiomatic Phrases with Prepositions

WRONG EXPRESSION	CORRECT EXPRESSION
preoccupied in	preoccupied with
occupied to	occupied with
determine about… (ie. “Determine about the water quality…”)	determine… (ie. “Determine the water quality…”)
think of it that	think of it as
Contrasting with	In contrast to
Either…and… (ie. “You must choose either chocolate and vanilla.”)	Either…or… (ie. “You must choose either chocolate or vanilla.”)
Necessary in	"Necessary to" or "Necessary for"
Regarded to be	Regarded as
Prefer…more than… (ie. “I prefer Ford more than Chevy.”)	Prefer…to… (ie. “I prefer Ford to Chevy.”)
Protested over (ie. “The students protested over the tution increase.”)	Protested (ie. “The students protested the tution increase.”)
Consistent / Inconsistent to	Consistent / Inconsistent with
Listen at	Listen to
In a place that	In a place where
Similar with	Similar to

Conjunctions

Bill Huston — Fri, 15 Jan 2010 22:35:55 GMT

Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:35:55 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as "but," "and," "because," and "however."

Approach:

First of all, look for conjunctions (and, but, because, therefore, however, etc.) in the sentence. Then, make sure that there are not too many conjunctions in the sentence and that the conjunction used is the correct one. Also, look for run-on sentences that consist of two independent clauses connected with a comma. You will often need to add a conjunction to these sentences to make them correct.

1) Too many conjunctions

Incorrect:

Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

In this sentence, we don't need "since" and "therefore."

Correct:

Since I spent all of my allowance, I had no money left to go out on Friday night.

(back to top)

2) Wrong conjunction

Incorrect:

Although I was very hungry, I ate the pasta greedily.

In this case, "although" should be "since" or "because."

Correct:

Because I was very hungry, I ate the pasta greedily.

(back to top)

3) Run-on sentence

Incorrect:

Yesterday I went running, I also went out to eat.

We need a conjunction between these two clauses in order to have complete sentence.

Correct:

Yesterday I went running, and I also went out to eat.

(back to top)

Conjunctions

Bill Huston — Fri, 15 Jan 2010 22:23:49 GMT

Revision 11 posted to SAT Prep by Bill Huston on 1/15/2010 5:23:49 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as "but," "and," "because," and "however."

Approach:

1) Too many conjunctions

Incorrect:

Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

In this sentence, we don't need "since" and "therefore."

Correct:

Since I spent all of my allowance, I had no money left to go out on Friday night.

(back to top)

2) Wrong conjunction

Incorrect:

Although I was very hungry, I ate the pasta greedily.

In this case, "although" should be "since" or "because."

Correct:

Because I was very hungry, I ate the pasta greedily.

(back to top)

3) Run-on sentence

Incorrect:

Yesterday I went running, I also went out to eat.

We need a conjunction between these two clauses in order to have complete sentence.

Correct:

Yesterday I went running, and I also went out to eat.

(back to top)

Conjunctions

Bill Huston — Fri, 15 Jan 2010 22:23:25 GMT

Revision 10 posted to SAT Prep by Bill Huston on 1/15/2010 5:23:25 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as "but," "and," "because," and "however."

Approach:

1) Too many conjunctions

Incorrect:

Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

In this sentence, we don't need "since" and "therefore."

Correct:

Since I spent all of my allowance, I had no money left to go out on Friday night.

(back to top)

2) Wrong conjunction

Incorrect:

Although I was very hungry, I ate the pasta greedily.

In this case, "although" should be "since" or "because."

Correct:

Because I was very hungry, I ate the pasta greedily.

(back to top)

3) Run-on sentence

Incorrect:

Yesterday I went running, I also went out to eat.

We need a conjunction between these two clauses in order to have complete sentence.

Correct:

Yesterday I went running, and I also went out to eat.

Conjunctions

Bill Huston — Fri, 15 Jan 2010 21:54:37 GMT

Revision 9 posted to SAT Prep by Bill Huston on 1/15/2010 4:54:37 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as "but," "and," "because," and "however."

Approach:

1) Too many conjunctions

Incorrect:

Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

In this sentence, we don't need "since" and "therefore."

Correct:

Since I spent all of my allowance, I had no money left to go out on Friday night.

2) Wrong conjunction

Incorrect:

Although I was very hungry, I ate the pasta greedily.

In this case, "although" should be "since" or "because."

Correct:

Because I was very hungry, I ate the pasta greedily.

3) Run-on sentence

Incorrect:

Yesterday I went running, I also went out to eat.

We need a conjunction between these two clauses in order to have complete sentence.

Correct:

Yesterday I went running, and I also went out to eat.

Conjunctions

ian — Tue, 13 Oct 2009 00:27:05 GMT

Revision 8 posted to SAT Prep by ian on 10/12/2009 8:27:05 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Too many conjunctions
Wrong conjunction
Run-on sentence

Description:

Conjunctions are words such as "but," "and," "because," and "however."

Approach:

1) Too many conjunctions

Incorrect:

Since I spent all of my allowance, therefore I had no money left to go out on Friday night. -

In this sentence, we don’t 't need “since” "since" and “therefore."therefore."

Correct:

Since I spent all of my allowance, I had no money left to go out on Friday night.

2) Wrong conjunction

Incorrect:

Although I was very hungry, I ate the pasta greedily.

In this case, “although” "although" should be “since” "since" or “because.”"because."

Correct:

Because I was very hungry, I ate the pasta greedily.

Run-On Sentence

3) Run-on sentence

Incorrect:

Yesterday I went running, I also went out to eat.

We need a conjunction between these two clauses in order to have complete sentence.

Correct:

Yesterday I went running, and I also went out to eat.

Conjunctions

Bill Huston — Wed, 15 Jul 2009 18:49:50 GMT

Revision 7 posted to SAT Prep by Bill Huston on 7/15/2009 2:49:50 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as "but," "and," "because," and "however."

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

Run-On Sentence

Incorrect: Yesterday I went running, I also went out to eat.

-We need a conjunction between these two clauses in order to have complete sentence.

Correct: Yesterday I went running, and I also went out to eat.

Conjunctions

Bill Huston — Wed, 15 Jul 2009 18:48:34 GMT

Revision 6 posted to SAT Prep by Bill Huston on 7/15/2009 2:48:34 PM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as but, and, because, "but," "and," "because," and however."however."

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.” “therefore.

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

Run-On Sentence

Incorrect: Yesterday I went running, I also went out to eat.

-We need a conjunction between these two clauses in order to have complete sentence.

Correct: Yesterday I went running, and I also went out to eat.

Conjunctions

Josh — Wed, 29 Apr 2009 14:20:31 GMT

Revision 5 posted to SAT Prep by Josh on 4/29/2009 10:20:31 AM

Conjunctions

Filed under: SAT, writing, conjunctions

Description:

Conjunctions are words such as but, and, because, and however.

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.”

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

Conjunctions

Josh — Wed, 29 Apr 2009 14:20:31 GMT

Revision 4 posted to SAT Prep by Josh on 4/29/2009 10:20:31 AM

Conjunctions

Description:

Conjunctions are words such as but, and, because, and however.

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.”

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

One Item
Two Item
- Sub Item One
- Sub Item Two
Three Item

Conjunctions

Josh — Wed, 29 Apr 2009 14:19:52 GMT

Revision 3 posted to SAT Prep by Josh on 4/29/2009 10:19:52 AM

Conjunctions

Description:

Conjunctions are words such as but, and, because, and however.

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.”

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

One Item
Two Item
- Sub Item One
- Sub Item Two
Three Item

Conjunctions

Josh — Wed, 29 Apr 2009 14:17:13 GMT

Revision 2 posted to SAT Prep by Josh on 4/29/2009 10:17:13 AM

Conjunctions

Description:

Conjunctions are words such as but, and, because, and however.

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.”

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

One Item
Two Item
- Sub Item One
- Sub Item Two
Three Item

Conjunctions

Bill Huston — Wed, 29 Apr 2009 06:55:39 GMT

Revision 1 posted to SAT Prep by Bill Huston on 4/29/2009 2:55:39 AM

Description:

Conjunctions are words such as but, and, because, and however.

Approach:

Too many conjunctions

Incorrect: Since I spent all of my allowance, therefore I had no money left to go out on Friday night.

-In this sentence, we don’t need “since” and “therefore.”

Correct: Since I spent all of my allowance, I had no money left to go out on Friday night.

Wrong conjunction

Incorrect: Although I was very hungry, I ate the pasta greedily.

-In this case, “although” should be “since” or “because.”

Correct: Because I was very hungry, I ate the pasta greedily.

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:35:12 GMT

Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:35:12 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

(back to top)

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

To test whether an appositive works, remove the information between the commas. If the sentence still means that same thing and is grammatically correct without the appositive, the appositive has probably been used correctly.

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

(back to top)

3) Quick Comma Rules (that are almost always right):

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

(back to top)

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

(back to top)

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

(back to top)

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:10:16 GMT

Revision 16 posted to SAT Prep by Bill Huston on 1/15/2010 5:10:16 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

(back to top)

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

(back to top)

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

(back to top)

3) Quick Comma Rules (that are almost always right):

(back to top)

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

(back to top)

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

(back to top)

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

(back to top)

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:07:40 GMT

Revision 15 posted to SAT Prep by Bill Huston on 1/15/2010 5:07:40 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

(back to top)

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

(back to top)

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

(back to top)

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

(back to top)

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

(back to top)

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:07:01 GMT

Revision 14 posted to SAT Prep by Bill Huston on 1/15/2010 5:07:01 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

(back to top)

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

(back to top)

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

(back to top)

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

(back to top)

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:05:26 GMT

Revision 13 posted to SAT Prep by Bill Huston on 1/15/2010 5:05:26 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas <h8>(back

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:04:21 GMT

Revision 12 posted to SAT Prep by Bill Huston on 1/15/2010 5:04:21 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas Back <h8>(back to top)</h8>

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Fri, 15 Jan 2010 22:03:11 GMT

Revision 11 posted to SAT Prep by Bill Huston on 1/15/2010 5:03:11 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas Back to top

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Fri, 15 Jan 2010 21:53:46 GMT

Revision 10 posted to SAT Prep by Bill Huston on 1/15/2010 4:53:46 PM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

ian — Tue, 13 Oct 2009 00:25:05 GMT

Revision 9 posted to SAT Prep by ian on 10/12/2009 8:25:05 PM

Punctuation

Filed under: SAT, writing, punctuation

Commas
Appositives
Quick Comma Rules
Semi-colons
Colons

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comma splice, we can include a conjunction ("and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

Correct:

I went to the store, and I picked up Chris at school.

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

For example:

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

Commas should not come immediately before or after the main verb of the sentence.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

Colons introduce a list, an example, or a direct explanation.

Correct:

Only three things scare me: public speaking, failure, and mice.

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

ian — Tue, 13 Oct 2009 00:23:28 GMT

Revision 8 posted to SAT Prep by ian on 10/12/2009 8:23:28 PM

Punctuation

Filed under: SAT, writing, punctuation

Commas
Appositives
Quick Comma Rules
Semi-colons
Colons

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

Check to make sure the sentence does not form a comma splice.
2.
If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.
3.
Make sure all semi-colons have independent clauses on both sides.

1) Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.
An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie.

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

INCORRECT

Incorrect:

I went to the store, I picked up Chris at school.

This is a comma splice. Both of these ideas could be full sentences.

To a fix a comman comma splice, we can include a conjunction (and, but, however, "and," "but," "however," etc.) or replace the comma with a semi-colon or a period.

CORRECT

Correct:

I went to the store, and I picked up Chris at school.

CORRECT

Correct:

I went to the store; I picked up Chris at school.

2) Appositives

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.

In this sentence, the appositive is "who had previously served on the city council".

To test whether an appositive works, remove the information between the commas. If the sentence still makes sense means that same thing and is grammatically correct without this informationthe appositive, the appositive has probably been used correctly.

For example, :

"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

3) Quick Comma Rules (that are almost always right):

1.

Commas should not come immediately before or after the main verb of the sentence.

2.

Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

4) Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

CORRECT

Correct:

I went to the store; later, I picked up Chris at school.

5) Colons

Colons introduce a list, an example, or a direct explanation.

CORRECT

Correct:

Only three things scare me: public speaking, failure, and mice.

CORRECT

Correct:

His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Thu, 16 Jul 2009 13:39:07 GMT
Revision 7 posted to SAT Prep by Bill Huston on 7/16/2009 9:39:07 AM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

1. Check to make sure the sentence does not form a comma splice.

2. If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.

3. Make sure all semi-colons have independent clauses on both sides.

Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.

An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie
Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

INCORRECT: I went to the store, I picked up Chris at school.
This is a comma splice. Both of these ideas could be full sentences.

To a fix a comman splice, we can include a conjunction (and, but, however, etc.) or replace the comma with a semi-colon or a period.

CORRECT: I went to the store and I picked up Chris at school.

CORRECT: I went to the store; I picked up Chris at school.

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.
In this sentence, the appositive is "who had previously served on the city council".

To test whether an appositive works, remove the information between the commas. If the sentence still makes sense without this information, the appositive has probably been used correctly.

For example,
"The mayor declared that the new ordinance was unwise."
Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

Quick Comma Rules (that are almost always right):

1. Commas should not come immediately before or after the main verb of the sentence.

2. Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

CORRECT: I went to the store; later, I picked up Chris at school.

Colons

Colons introduce a list, an example, or a direct explanation.

CORRECT: Only three things scare me: public speaking, failure, and mice.

CORRECT: His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Thu, 16 Jul 2009 13:33:15 GMT
Revision 6 posted to SAT Prep by Bill Huston on 7/16/2009 9:33:15 AM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

1. Check to make sure the sentence does not form a comma splice.

2. If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.

3. Make sure all semi-colons have independent clauses on both sides.

Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.

An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:

Since I had to go to bed early, I decided not go to the movie

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

INCORRECT: I went to the store, I picked up Chris at school.
This is a comma splice. Both of these ideas could be full sentences.

To a fix a comman splice, we can include a conjunction (and, but, however, etc.) or replace the comma with a semi-colon or a period.

CORRECT: I went to the store and I picked up Chris at school.

CORRECT: I went to the store; I picked up Chris at school.

An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.
In this sentence, the appositive is "who had previously served on the city council".

To test whether an appositive works, remove the information between the commas. If the sentence still makes sense without this information, the appositive has probably been used correctly.

For example,
"The mayor declared that the new ordinance was unwise."
Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

Quick Comma Rules (that are almost always right):

1. Commas should not come immediately before or after the main verb of the sentence.

2. Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

CORRECT: I went to the store; later, I picked up Chris at school.

Colons

Colons introduce a list, an example, or a direct explanation.

CORRECT: Only three things scare me: public speaking, failure, and mice.

CORRECT: His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Thu, 16 Jul 2009 13:29:41 GMT
Revision 5 posted to SAT Prep by Bill Huston on 7/16/2009 9:29:41 AM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

1. Check all commas to make sure the sentence does not form a comma spliceand that appositives correctly punctuated.

2. If a sentence has two commas, remove the info between the commas to test for an incorrect appositive.

3. Make sure all semi-colons have independent clauses on both sides.

Commas

Commas separate a dependent clause from an independent clause.

A dependent clause is an incomplete thought that cannot stand on its own.

An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Here's an example of a proper use of a comma to separate a dependent and independent clause:
Since I had to go to bed early, I decided not go to the movie

Commas cannot separate two independent clauses because this construction creates a type of run-on sentence called a comma splice.

BAD…

INCORRECT: I went to the store, I picked up Chris at school.
This is a comma splice. Both of these ideas could be full sentences.

To a fix a comman splice, we can include a conjunction (and, but, however, etc.) or replace the comma with a semi-colon or a period.

GOOD…

CORRECT: I went to the store and I picked up Chris at school.

GOOD…

CORRECT: I went to the store; I picked up Chris at school.
An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.
In this sentence, the appositive is "who had previously served on the city council".

To test whether an appositive works, remove the information between the commas. If the sentence still makes sense without this information, the appositive has probably been used correctly.

For example,
"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

Quick Comma Rules (that are almost always right):

1. Commas should not come immediately before or after the main verb of the sentence.

2. Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

Correct

CORRECT: I went to the store; later, I picked up Chris at school.

Colons

Colons introduce a list, an example, or a direct explanation.

Correct

CORRECT: Only three things scare me: public speaking, failure, and mice.

Correct

CORRECT: His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Thu, 16 Jul 2009 13:29:00 GMT
Revision 4 posted to SAT Prep by Bill Huston on 7/16/2009 9:29:00 AM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

1. Check all commas to make sure the sentence does not form a comma splice and that appositives correctly punctuated.

2. Make sure all semi-colons have independent clauses on both sides.

Commas

Commas separate a dependent clause from an independent clause. An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Commas cannot separate two independent clauses because this construction creates a type of run on run-on sentence called a comma splice.

BAD… I went to the store, I picked up Chris at school.
This is a comma splice. Both of these ideas could be full sentences.

To a fix a comman splice, we can include a conjunction (and, but, however, etc.) or replace the comma with a semi-colon or a period.

GOOD… I went to the store and I picked up Chris at school.

GOOD… I went to the store; I picked up Chris at school.
An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.
Test for
In this sentence, the appositive is "who had previously served on the city council".

To test whether an appositive by removing works, remove the information between the commas. If the sentence still makes sense without this information, the appositive has probably been used correctly.

For example,
"The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

Quick Comma Rules (that are right almostalways) always right):

1. Commas should not come immediately before or after the main verb of the sentence.

2. Commas should not be placed immediately before or after a preposition ("on," "of," "from," "for," "through," etc.).

Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

ie.

Correct: I went to the store; later, I picked up Chris at school.

Colons

Colons introduce a list, an example, or a direct explanation.

Correct: Only three things scare me: public speaking, failure, and mice.

Correct: His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Thu, 16 Jul 2009 13:14:12 GMT
Revision 3 posted to SAT Prep by Bill Huston on 7/16/2009 9:14:12 AM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

1. Check all commas to make sure the sentence does not form a comma splice and that appositives correctly punctuated.

2. Make sure all semi-colons have independent clauses on both sides.

Commas

Commas separate a dependent clause from an independent clause. An independent clause is a grammatically complete thought that could form a sentence on its own (independent!).

Commas cannot separate two independent clauses because this construction creates a type of run on sentence called a comma splice.

BAD… I went to the store, I picked up Chris at school.
This is a comma splice. Both of these ideas could be full sentences.

To a fix a comman splice, we can include a conjunction (and, but, however, etc.) or replace the comma with a semi-colon or a period.

GOOD… I went to the store , and I picked up Chris at school.

GOOD… I went to the store; I picked up Chris at school.
An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.

ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.
Test for an appositive by removing the information between the commas. If the sentence still makes sense without this information, the appositive has probably been used correctly.

For example, "The mayor declared that the new ordinance was unwise."

Since this sentence holds up even without the appositive, the original sentence is probably well-constructed.

Quick Comma Rules (that are right almost always):

1. Commas should not come immediately before or after the main verb of the sentence.

2. Commas should not be placed immediately before or after a preposition (on, of, from, for, through, "on," "of," "from," "for," "through," etc.).

Semi-colons

Treat semi-colons like periods.

Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.

ie. I went to the store; later, I picked up Chris at school.

Colons

Colons introduce a list, an example, or a direct explanation.
ie.

Correct: Only three things scare me: public speaking, failure, and mice.

ie.

Correct: His reputation as a thief is obvious: last week he robbed a liquor store.

Punctuation

Bill Huston — Wed, 29 Apr 2009 06:54:08 GMT
Revision 2 posted to SAT Prep by Bill Huston on 4/29/2009 2:54:08 AM

Punctuation

Filed under: SAT, writing, punctuation

Description:

Punctuation questions ask you to properly use commas, colons, semi-colons, and periods.

Approach:

1. Check all commas to make sure the sentence does not form a comma splice and that appositives correctly punctuated.

2. Make sure all semi-colons have independent clauses on both sides.

Commas

Commas separate a dependent clause from an independent clause.
Commas cannot separate two independent clauses because this construction creates a type of run on sentence called a comma splice.

BAD… I went to the store, I picked up Chris at school.
To a fix a comman splice, we can include a conjunction (and, but, however, etc.) or replace the comma with a semi-colon or a period.
GOOD… I went to the store, and I picked up Chris at school.

GOOD… I went to the store; I picked up Chris at school.
An appositive is a description of something that came right before it in the sentence. Appositives are always enclosed in two commas, one at the beginning of the appositive and one at the end.
ie. The mayor, who had previously served on the city council, declared that the new ordinance was unwise.
Test for an appositive by removing the information between the commas. If the sentence still makes sense without this information, the appositive has probably been used correctly.

Quick Comma Rules:

1. Commas should not come immediately before or after the main verb of the sentence.

2. Commas should not be placed immediately before or after a preposition (on, of, from, for, through, etc.).

Semi-colons

Treat semi-colons like periods.
Semi-colons separate two independent clauses. In other words, the clauses before a semi-colon and after a semi-colon can each form a complete sentence individually.
ie. I went to the store; later, I picked up Chris at school.

Colons

Colons introduce a list, an example, or a direct explanation.
ie. Only three things scare me: public speaking, failure, and mice.

ie. His reputation as a thief is obvious: last week he robbed a liquor store.

Pronouns

Bill Huston — Fri, 15 Jan 2010 22:33:21 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:33:21 PM

Pronouns

Filed under: SAT, writing, pronouns

Table of Contents

Pronoun Case

Common subject and object pronouns

Who vs. Whom

I vs. Me

Tip: Pronouns and Prepositions

Practice: Choose correct pronoun

Pronoun Number

Ambiguous Pronoun Reference

Animate vs. Inanimate Pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," "it," are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

The case of the pronoun (subjective vs. objective) must be correct.

The number of the pronoun (singular vs. plural) must match the number of the noun it represents.

The pronoun must clearly refer to only one noun.

1) Pronoun Case

'Case' describes how a pronoun functions. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can appear in either the subjective or objective case. Here's the difference:

Subject pronouns do the action of the sentence.

He went to the store.
(He = subject)

We sat down to the dinner table a little late.
(We = subject)

Object pronouns receive the action of a sentence.

The bike messenger delivered the letter to her on time.
(her = object; subject = ______________)

Mr. Robertson indicated that the phone call was for me.
(me = object; subject = ______________)

(back to top)

2) The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

(back to top)

3) Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice.
If "he" works than "who" is the correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

(back to top)

4) I vs. Me

Choosing "I" or "me" can be hard if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

(back to top)

5) TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

(back to top)

6) Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal's office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

(back to top)

7) Pronoun Number

Just like subjects and verbs, a pronoun must agree with its antecedent (the noun it represents) in terms of number.

Incorrect:

Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

(back to top)

8) Ambiguous Pronoun Reference

Ambiguous pronouns are unclear; they could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect:

I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

What's wrong with this one?

In that country, they have laws that prohibit littering.

Who's 'they'?

(back to top)

9) Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

(back to top)

Pronouns

Bill Huston — Fri, 15 Jan 2010 22:21:34 GMT
Revision 12 posted to SAT Prep by Bill Huston on 1/15/2010 5:21:34 PM

Pronouns

Filed under: SAT, writing, pronouns

Table of Contents

Pronoun Case

Common subject and object pronouns

Who vs. Whom

I vs. Me

Tip: Pronouns and Prepositions

Practice: Choose correct pronoun

Pronoun Number

Ambiguous Pronoun Reference

Animate vs. Inanimate Pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," "it," are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

The case of the pronoun (subjective vs. objective) must be correct.

The number of the pronoun (singular vs. plural) must match the number of the noun it represents.

The pronoun must clearly refer to only one noun.

1) Pronoun Case

'Case' describes how a pronoun functions. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can appear in either the subjective or objective case. Here's the difference:

Subject pronouns do the action of the sentence.

He went to the store.
(He = subject)

We sat down to the dinner table a little late.
(We = subject)

Object pronouns receive the action of a sentence.

The bike messenger delivered the letter to her on time.
(her = object; subject = ______________)

Mr. Robertson indicated that the phone call was for me.
(me = object; subject = ______________)

(back to top)

2) The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

(back to top)

3) Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice.
If "he" works than "who" is the correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

(back to top)

4) I vs. Me

Choosing "I" or "me" can be hard if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

(back to top)

5) TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

(back to top)

6) Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal's office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

(back to top)

7) Pronoun Number

Just like subjects and verbs, a pronoun must agree with its antecedent (the noun it represents) in terms of number.

Incorrect:

Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

(back to top)

8) Ambiguous Pronoun Reference

Ambiguous pronouns are unclear; they could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect:

I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

What's wrong with this one?

In that country, they have laws that prohibit littering.

Who's 'they'?

(back to top)

9) Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

(back to top)

Pronouns

Bill Huston — Fri, 15 Jan 2010 21:53:15 GMT
Revision 11 posted to SAT Prep by Bill Huston on 1/15/2010 4:53:15 PM

Pronouns

Filed under: SAT, writing, pronouns

Table of Contents

Pronoun Case

Common subject and object pronouns

Who vs. Whom

I vs. Me

Tip: Pronouns and Prepositions

Practice: Choose correct pronoun

Pronoun Number

Ambiguous Pronoun Reference

Animate vs. Inanimate Pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," "it," are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

The case of the pronoun (subjective vs. objective) must be correct.

The number of the pronoun (singular vs. plural) must match the number of the noun it represents.

The pronoun must clearly refer to only one noun.

1) Pronoun Case

'Case' describes how a pronoun functions. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can appear in either the subjective or objective case. Here's the difference:

Subject pronouns do the action of the sentence.

He went to the store.
(He = subject)

We sat down to the dinner table a little late.
(We = subject)

Object pronouns receive the action of a sentence.

The bike messenger delivered the letter to her on time.
(her = object; subject = ______________)

Mr. Robertson indicated that the phone call was for me.
(me = object; subject = ______________)

2) The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

3) Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice.
If "he" works than "who" is the correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

4) I vs. Me

Choosing "I" or "me" can be hard if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

5) TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

6) Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal's office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

7) Pronoun Number

Just like subjects and verbs, a pronoun must agree with its antecedent (the noun it represents) in terms of number.

Incorrect:

Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

8) Ambiguous Pronoun Reference

Ambiguous pronouns are unclear; they could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect:

I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

What's wrong with this one?

In that country, they have laws that prohibit littering.

Who's 'they'?

9) Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

ian — Tue, 13 Oct 2009 00:20:09 GMT
Revision 10 posted to SAT Prep by ian on 10/12/2009 8:20:09 PM

Pronouns

Filed under: SAT, writing, pronouns

Table of Contents

Pronoun Case

Common subject and object pronouns

Who vs. Whom

I vs. Me

Tip: Pronouns and Prepositions

Practice: Choose correct pronoun

Pronoun Number

Ambiguous Pronoun Reference

Animate vs. Inanimate Pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" "it," are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

1)

The case of the pronoun (subject subjective vs. objectobjective) must be the correctone

2) .

The number of the pronoun (singular vs. plural) must match the number of the noun it represents

3) .

The pronoun must clearly refer to only one noun.

1) Pronoun Case

'Case' describes how a pronoun functions. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can appear in either the subjet of object subjective or objective case. Here’s 's the difference:

Subject pronouns do the action of the sentence.

He went to the store.
(He = subject)

We sat down to the dinner table a little late.
(We = subject)

Object pronouns receive the action of a sentence.

The bike messenger delivered the letter to her on time.
(her = object; subject = ___________________________)

Mr. Robertson indicated that the phone call was for me.
(me = object; subject = ______________ _____________)

2) The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

3) Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice.
If "he" works than "who" is the correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

4) I vs. Me

Choosing "I" or "me" can be hard if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

5) TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

6) Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal’s 's office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

7) Pronoun Number

Just like subjects and verbs, a pronoun must agree with its antecedents antecedent (the noun it represents) in terms of number.

Incorrect:

Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

8) Ambiguous Pronoun Reference

Ambiguous pronouns are unclear; they could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect:

I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

What's wrong with this one?

In that country, they have laws that prohibit littering.

Who’s they?'s 'they'?

9) Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Thu, 16 Jul 2009 13:02:19 GMT
Revision 9 posted to SAT Prep by Bill Huston on 7/16/2009 9:02:19 AM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

1) The case of the pronoun (subject vs. object) must be the correct one

2) The number of the pronoun (singular vs. plural) must match the number of the noun it represents

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' describes how a pronoun functions. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can appear in either the subjet of object case. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice. If "he" works than "who" is correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

Choosing "I" or "me" can be hard if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

Pronoun Number

Just like subjects and verbs, a pronoun must agree with its antecedents (the noun it represents) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

Ambiguous pronouns are unclear; they could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

What's wrong with this one?

In that country, they have laws that prohibit littering.
Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Thu, 16 Jul 2009 13:01:03 GMT
Revision 8 posted to SAT Prep by Bill Huston on 7/16/2009 9:01:03 AM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

1) The case of the pronoun (subject vs. object) must be the correct one

2) The number of the pronoun (singular vs. plural) must match the number of the noun it represents

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to describes how a category to which pronouns belongpronoun functions. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be appear in either subject or the subjet of object pronounscase. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice. If "he" works than "who" is correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

The difference between these choices is

Choosing "I" or "me" can be hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

Pronoun Number

Just like subjects and verbs, pronouns a pronoun must agree with their its antecedents (the noun they representit represents) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to

Ambiguous pronouns that are unclear: pronouns that ; they could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

What's wrong with this one?

In that country, they have laws that prohibit littering.
Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Wed, 15 Jul 2009 21:11:36 GMT
Revision 7 posted to SAT Prep by Bill Huston on 7/15/2009 5:11:36 PM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:

1) The case of the pronoun (subject vs. object) must be the correct one

2) The number of the pronoun (singular vs. plural) must match the number of the noun

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject or object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice. If "he" works than "who" is correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.

TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

Try the next

What's wrong with this one?

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

Try the next

What's wrong with this one?

In that country, they have laws that prohibit littering.

Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN	PRONOUN
person, people	who, whom
things	that, which
places	where
time	when

Pronouns

Bill Huston — Wed, 15 Jul 2009 21:06:41 GMT

Revision 6 posted to SAT Prep by Bill Huston on 7/15/2009 5:06:41 PM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:s ways:

1) The case of the pronoun (subject vs. object) must be the correct one

2) The number of the pronoun (singular vs. plural) must match the number of the noun

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject or object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns

SUBJECT	OBJECT
I	me
you	you
he	him
she	her
we	us
they	them
who	whom

Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice. If "he" works than "who" is correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice. TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

Try the next one

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

Try the next one

In that country, they have laws that prohibit littering.
Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Wed, 15 Jul 2009 21:03:40 GMT
Revision 5 posted to SAT Prep by Bill Huston on 7/15/2009 5:03:40 PM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways:s

1) The case of the pronoun (subject vs. object) must be the correct one

2) The number of the pronoun (singular vs. plural) must match the number of the noun

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject or object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice. If "he" works than "who" is correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice. TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

Try the next one

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired!

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

Try the next one

In that country, they have laws that prohibit littering.
Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Wed, 15 Jul 2009 21:01:23 GMT
Revision 4 posted to SAT Prep by Bill Huston on 7/15/2009 5:01:23 PM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. "He," "she," "we," "I," and "it" are all pronouns. Pronoun questions ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways. ways:s

1) The case of the pronoun (subject vs. object) must be the correct one

2) The number of the pronoun (singular vs. plural) must match the number of the noun

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject of or object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns

SUBJECT OBJECT I me you you he him she her we us they them who whom

Who vs. Whom

Replace "who" or "whom" with "he" or "him" to determine the right choice. If "he" works than "who" is correct option; if "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.
The masked marauder and (I, me) made a speedy getaway. TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The masked marauder and (I, me) made a speedy getaway.

The principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.
<

Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

Try the next one

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired!Who’s he?

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

Try the next one

In that country, they have laws that prohibit littering.
Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with pronouns describing people. Only inanimate objects (things) can use the pronouns "that" and "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Wed, 15 Jul 2009 20:30:24 GMT
Revision 3 posted to SAT Prep by Bill Huston on 7/15/2009 4:30:24 PM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. He, she, we, I, "He," "she," "we," "I," and it "it" are all pronouns. Pronoun questions will ask you to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways.

1) The case of the pronoun (subject vs. object) must be the correct one, the

2) The number of the pronoun (singular vs. plural) must match the number of the noun, and the

3) The pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a technical category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject of object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________

Mr. Robertson indicated that the phone call was for me.
me = object; subject = ______________

The most common subject and object pronouns SUBJECT OBJECT I me you you he him she her we us they them who whom

Who vs. Whom

Replace who "who" or whom "whom" with he "he" or him "him" to determine the right choice. If he "he" works than who "who" is correct option; if him "him" sounds right, pick "whom."

What should we do to the following sentence?

(Who, whom.) gave you permission?

Which sounds better:

Him gave you permission?

He gave you permission?

The option that uses "he" definitely sounds better, so our choice should be "who."

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

What should we do to the following sentence?

The masked marauder and (I, me) made a speedy getaway.

Which sounds better:

I made a speedy getaway.

Me made a speedy getaway.

The first option (with "I") sounds better, so "I" is the right choice.
The masked marauder and (I, me) made a speedy getaway.
TIP: If a pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The masked marauder and (I, me) made a speedy getaway.

(Who, whom) gave you permission?

The principle principal told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom <
Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Incorrect: Anyone who takes that job must be out of their mind!

("Anyone" is singular, so it doesn't match with "their." Instead of "their," we need to use the singular: "his," "her," or "his or her.")

Try the next one

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

Incorrect: I saw Davey and James yesterday and boy was he tired! Who’s he?

(The problem here is that we don't know who the "he" is: Davey or James? We need to mention one of them specifically.)

Try the next one

In that country, they have laws that prohibit littering.
Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with a pronoun pronouns describing people. Only inanimate objects (things) can use the pronouns that "that" and which. "which." Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Wed, 29 Apr 2009 06:52:32 GMT
Revision 2 posted to SAT Prep by Bill Huston on 4/29/2009 2:52:32 AM

Pronouns

Filed under: SAT, writing, pronouns

Description:

Pronouns are short nouns used in place of other nouns. He, she, we, I, and it are all pronouns. Pronoun questions will ask to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways. The case of the pronoun (subject vs. object) must be the correct one, the number of the pronoun (singular vs. plural) must match the number of the noun, and the pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a technical category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject of object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________ Mr. Robertson indicated that the phone call was for me. me = object; subject = ______________

Who vs. Whom

Replace who or whom with he or him to determine the right choice. If he works than who is correct option; if him sounds right, pick whom.

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

TIP: If pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The masked marauder and (I, me) made a speedy getaway.

(Who, whom) gave you permission?

The principle told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Anyone who takes that job must be out of their mind!

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

I saw Davey and James yesterday and boy was he tired! Who’s he?

In that country, they have laws that prohibit littering. Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with a pronoun describing people. Only inanimate objects (things) can use the pronouns that and which. Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Pronouns

Bill Huston — Wed, 29 Apr 2009 06:52:32 GMT
Revision 1 posted to SAT Prep by Bill Huston on 4/29/2009 2:52:32 AM

Description:

Pronouns are short nouns used in place of other nouns. He, she, we, I, and it are all pronouns. Pronoun questions will ask to make sure that the pronoun used in the sentence is the correct one.

Approach:

All pronouns must match the nouns they represent in several ways. The case of the pronoun (subject vs. object) must be the correct one, the number of the pronoun (singular vs. plural) must match the number of the noun, and the pronoun must clearly refer to only one noun.

Pronoun Case

'Case' refers to a technical category to which pronouns belong. As you might have learned (and possibly forgotten!) in foreign language classes, pronouns can be either subject of object pronouns. Here’s the difference:

Subject pronouns do the action of the sentence.
He went to the store. (He = subject)
We sat down to the dinner table a little late. (We = subject)

Object pronouns receive the action of a sentence.
The bike messenger delivered the letter to her on time.
her = object; subject = ______________ Mr. Robertson indicated that the phone call was for me. me = object; subject = ______________

Who vs. Whom

Replace who or whom with he or him to determine the right choice. If he works than who is correct option; if him sounds right, pick whom.

I vs. Me

The difference between these choices is hard to hear if there is another person mentioned in the sentence. Cover up the other person to determine which pronoun is better.

TIP: If pronoun comes after a preposition (to, of, from, for, etc.) it should always be an object pronoun.

Practice: Choose the correct pronoun in the following sentences.

The masked marauder and (I, me) made a speedy getaway.

(Who, whom) gave you permission?

The principle told Billy to follow Barney and (I, me) to the principal’s office.

It was unclear whether the documents were addressed to (he, him) or (I, me).

(We, Us) all want the best for all parties concerned.

SUBJECT OBJECT

I me

you you

he him

she her

we us

they them

who whom

Pronoun Number

Just like subjects and verbs, pronouns must agree with their antecedents (the noun they represent) in terms of number.

Anyone who takes that job must be out of their mind!

I asked the journalist if the error was his fault and they replied that they were not to blame.

Ambiguous Pronoun Reference

This heading refers to pronouns that are unclear: pronouns that could refer to any one of a number of antecedents. The following sentences contain ambiguous pronouns:

I saw Davey and James yesterday and boy was he tired! Who’s he?

In that country, they have laws that prohibit littering. Who’s they??

Animate vs. Inanimate Pronouns (otherwise known as People vs. Thing pronouns)

People cannot be paired with pronouns that describe things. They must be linked up with a pronoun describing people. Only inanimate objects (things) can use the pronouns that and which. Refer to the following chart:

TYPE OF NOUN PRONOUN

person, people who, whom

things that, which

places where

time when

Misplaced Modifier

Bill Huston — Fri, 15 Jan 2010 22:31:23 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:31:23 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Table of Contents

Practice

Practice: Try the next one

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject that has been described by the first part of the sentence.

Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

1) Practice:

Replace the underlined portion of the following sentence:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

most people viewed Amelia Earhart as a skillful pilot

most people viewed Amelia Earhart to be a skillful pilot

a skillful pilot was what most people viewed Amelia Earhart as

Amelia Earhart was viewed by most people as a skillful pilot

Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer is D.

(back to top)

2) Practice: Try the next one

Like most new residents, the town's winding streets confused the Curtis family for a day or two.

the town's winding streets confused the Curtis family

the winding streets of the town confusing the Curtis family

the Curtis family was confused by the town's winding streets

the Curtis family, who found the town's winding streets confusing

there were winding streets in the town which confused the Curtis family

(back to top)

Misplaced Modifier

Bill Huston — Fri, 15 Jan 2010 22:20:02 GMT
Revision 12 posted to SAT Prep by Bill Huston on 1/15/2010 5:20:02 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Table of Contents

Practice

Practice: Try the next one

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject that has been described by the first part of the sentence.

Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

1) Practice:

Replace the underlined portion of the following sentence:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

most people viewed Amelia Earhart as a skillful pilot

most people viewed Amelia Earhart to be a skillful pilot

a skillful pilot was what most people viewed Amelia Earhart as

Amelia Earhart was viewed by most people as a skillful pilot

Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer is D.

(back to top)

2) Practice: Try the next one

Like most new residents, the town's winding streets confused the Curtis family for a day or two.

the town's winding streets confused the Curtis family

the winding streets of the town confusing the Curtis family

the Curtis family was confused by the town's winding streets

the Curtis family, who found the town's winding streets confusing

there were winding streets in the town which confused the Curtis family

(back to top)

Misplaced Modifier

Bill Huston — Fri, 15 Jan 2010 21:52:43 GMT
Revision 11 posted to SAT Prep by Bill Huston on 1/15/2010 4:52:43 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Table of Contents

Practice

Practice: Try the next one

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject that has been described by the first part of the sentence.

Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

1) Practice:

Replace the underlined portion of the following sentence:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

most people viewed Amelia Earhart as a skillful pilot

most people viewed Amelia Earhart to be a skillful pilot

a skillful pilot was what most people viewed Amelia Earhart as

Amelia Earhart was viewed by most people as a skillful pilot

Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer is D.

2) Practice: Try the next one

Like most new residents, the town's winding streets confused the Curtis family for a day or two.

the town's winding streets confused the Curtis family

the winding streets of the town confusing the Curtis family

the Curtis family was confused by the town's winding streets

the Curtis family, who found the town's winding streets confusing

there were winding streets in the town which confused the Curtis family

Misplaced Modifier

ian — Tue, 13 Oct 2009 00:15:33 GMT
Revision 10 posted to SAT Prep by ian on 10/12/2009 8:15:33 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Table of Contents

Practice

Practice: Try the next one

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject that has been described by the first part of the sentence.

Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

1) Practice:

Replace the underlined portion of the following sentence:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot

(A) .

most people viewed Amelia Earhart as a skillful pilot

(B)

most people viewed Amelia Earhart to be a skillful pilot

(C)

a skillful pilot was what most people viewed Amelia Earhart as

(D)

Amelia Earhart was viewed by most people as a skillful pilot

(E)

Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer is D.

2) Practice: Try the next one

Like most new residents, the town's winding streets confused the Curtis family for a day or two.

(A)

the town's winding streets confused the Curtis family

(B)

the winding streets of the town confusing the Curtis family

(C)

the Curtis family was confused by the town's winding streets

(D)

the Curtis family, who found the town's winding streets confusing

(E)

there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Wed, 15 Jul 2009 19:10:16 GMT
Revision 9 posted to SAT Prep by Bill Huston on 7/15/2009 3:10:16 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject that has been described by the first part of the sentence.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Replace the underlined portion of the following sentencessentence:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilotnone .

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer is D.

Practice: Try the next one

Like most new residents, the town's winding streets confused the Curtis family for a day or two.

(A) the town's winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town's winding streets

(D) the Curtis family, who found the town's winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Wed, 15 Jul 2009 19:05:48 GMT
Revision 8 posted to SAT Prep by Bill Huston on 7/15/2009 3:05:48 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject that has been described by the first part of the sentence.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Replace the underlined portion of the following sentences:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilotnone .

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer if is D.

Practice: Try the next one

Like most new residents, the town'd5s s winding streets confused the Curtis familynone for a day or two.

(A) the town'd5s s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town'd5s s winding streets

(D) the Curtis family, who found the town'd5s s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Wed, 15 Jul 2009 19:01:16 GMT
Revision 7 posted to SAT Prep by Bill Huston on 7/15/2009 3:01:16 PM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into that has been described by the modifying clausefirst part of the sentence.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Replace the underlined portion of the following sentences:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilotnone .

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Who is being described by the description that ends with the comma?

It's Amelia Earhardt, right? She needs to show up right after the comma...

Therefore, the answer if D.

Practice: Try the next one

Like most new residents, the town’s 'd5s winding streets confused the Curtis familynone for a day or two.

(A) the town’s 'd5s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s 'd5s winding streets

(D) the Curtis family, who found the town’s 'd5s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Sat, 18 Apr 2009 15:10:38 GMT
Revision 6 posted to SAT Prep by Bill Huston on 4/18/2009 11:10:38 AM

Misplaced Modifier

Filed under: SAT, writing, misplaced modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into the modifying clause.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Replace the underlined portion of the following sentences:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Like most new residents, the town’s winding streets confused the Curtis family for a day or two.

(A) the town’s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s winding streets

(D) the Curtis family, who found the town’s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Sat, 18 Apr 2009 15:10:38 GMT
Revision 5 posted to SAT Prep by Bill Huston on 4/18/2009 11:10:38 AM

Misplaced Modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into the modifying clause.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Replace the underlined portion of the following sentences:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Like most new residents, the town’s winding streets confused the Curtis family for a day or two.

(A) the town’s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s winding streets

(D) the Curtis family, who found the town’s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Fri, 17 Apr 2009 20:58:55 GMT
Revision 4 posted to SAT Prep by Bill Huston on 4/17/2009 4:58:55 PM

Misplaced Modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into the modifying clause.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Try these

Replace the underlined portion of the following sentences:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Like most new residents, the town’s winding streets confused the Curtis family for a day or two.

(A) the town’s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s winding streets

(D) the Curtis family, who found the town’s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Fri, 17 Apr 2009 20:56:57 GMT
Revision 3 posted to SAT Prep by Bill Huston on 4/17/2009 4:56:57 PM

Misplaced Modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into the modifying clause.
Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Try these:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Like most new residents, the town’s winding streets confused the Curtis family for a day or two.

(A) the town’s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s winding streets

(D) the Curtis family, who found the town’s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Fri, 17 Apr 2009 20:55:50 GMT
Revision 2 posted to SAT Prep by Bill Huston on 4/17/2009 4:55:50 PM

Misplaced Modifier

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into the modifying clause. Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Try these:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Like most new residents, the town’s winding streets confused the Curtis family for a day or two.

(A) the town’s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s winding streets

(D) the Curtis family, who found the town’s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Misplaced Modifier

Bill Huston — Fri, 17 Apr 2009 20:54:39 GMT
Revision 1 posted to SAT Prep by Bill Huston on 4/17/2009 4:54:39 PM

Description

Misplaced Modifier questions are about descriptive phrases. If a sentence starts with a short descriptive phrase followed by a comma, the object of the description (person or thing being described) must come right after the comma.

Since these questions usually look like this, they are relatively easy to spot.

The first part of the sentence is not underlined, but the stuff after comma is underlined.

Approach

Look for sentences that start with a description followed by a comma and make sure the first thing after the comma is the subject you want implied into the modifying clause. Ask yourself: What is being described by the part of the sentence before the comma? That thing (or person, or idea) being described by everything before the comma must come right after the comma.

Try these:

Although criticized by a few for her daredevil aviation escapades, most people viewed Amelia Earhart as a skillful pilot.

(A) most people viewed Amelia Earhart as a skillful pilot

(B) most people viewed Amelia Earhart to be a skillful pilot

(C) a skillful pilot was what most people viewed Amelia Earhart as

(D) Amelia Earhart was viewed by most people as a skillful pilot

(E) Amelia Earhart, a skillful pilot in the view of most people

Like most new residents, the town’s winding streets confused the Curtis family for a day or two.

(A) the town’s winding streets confused the Curtis family

(B) the winding streets of the town confusing the Curtis family

(C) the Curtis family was confused by the town’s winding streets

(D) the Curtis family, who found the town’s winding streets confusing

(E) there were winding streets in the town which confused the Curtis family

Subject-Verb Agreement

Bill Huston — Fri, 15 Jan 2010 22:29:29 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:29:29 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Table of Contents

Sneaky verb traps:

Collective Nouns

Intervening Phrases

Subject After Verb

Other issues with subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

Make sure the subject and verb match each other in terms of number, singular vs. plural.

Never assume that the subject is the word right before the verb!

1) The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, "team," "class," "army," "cast," "crew," and "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as "the best thing since early Miles Davis."

This class of high school students spend too much time thinking about the SAT.

(back to top)

Trick #2: Intervening Phrases

"Intervening phrases" is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what's wrong with the following sentence?

"Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense."

Here we've got multiple nouns. What is the subject of the sentence? In this case it is "tax evasion," a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

"Tax evasion remain a relatively common offense."

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

(back to top)

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

(back to top)

2) Other issues with subject-verb agreement

"Everyone," "no one," "everybody," "nobody," and "each" should all be matched with singular pronouns.

Example: Everyone who saw the movie was impressed by its powerful special effects.

"Either / or" and "Neither / nor" both require singular pronouns.

Example: Neither the young cow nor the farmer was amused by the cold weather.

The word "all" can be singular or plural depending on the context.

Example: All of the refugees were in desperate need of food and medical care.
Example: All of my house is painted blue.

(back to top)

Subject-Verb Agreement

Bill Huston — Fri, 15 Jan 2010 22:19:18 GMT
Revision 18 posted to SAT Prep by Bill Huston on 1/15/2010 5:19:18 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Table of Contents

Sneaky verb traps:

Collective Nouns

Intervening Phrases

Subject After Verb

Other issues with subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

Make sure the subject and verb match each other in terms of number, singular vs. plural.

Never assume that the subject is the word right before the verb!

1) The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, "team," "class," "army," "cast," "crew," and "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as "the best thing since early Miles Davis."

This class of high school students spend too much time thinking about the SAT.

(back to top)

Trick #2: Intervening Phrases

"Intervening phrases" is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what's wrong with the following sentence?

"Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense."

Here we've got multiple nouns. What is the subject of the sentence? In this case it is "tax evasion," a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

"Tax evasion remain a relatively common offense."

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

(back to top)

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

(back to top)

2) Other issues with subject-verb agreement

"Everyone," "no one," "everybody," "nobody," and "each" should all be matched with singular pronouns.

Example: Everyone who saw the movie was impressed by its powerful special effects.

"Either / or" and "Neither / nor" both require singular pronouns.

Example: Neither the young cow nor the farmer was amused by the cold weather.

The word "all" can be singular or plural depending on the context.

Example: All of the refugees were in desperate need of food and medical care.
Example: All of my house is painted blue.

(back to top)

Subject-Verb Agreement

Bill Huston — Fri, 15 Jan 2010 22:18:30 GMT
Revision 17 posted to SAT Prep by Bill Huston on 1/15/2010 5:18:30 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Table of Contents

Sneaky verb traps:

Collective Nouns

Intervening Phrases

Subject After Verb

Other issues with subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

Make sure the subject and verb match each other in terms of number, singular vs. plural.

Never assume that the subject is the word right before the verb!

1) The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, "team," "class," "army," "cast," "crew," and "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as "the best thing since early Miles Davis."

This class of high school students spend too much time thinking about the SAT.

(back to top)

Trick #2: Intervening Phrases

"Intervening phrases" is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what's wrong with the following sentence?

"Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense."

Here we've got multiple nouns. What is the subject of the sentence? In this case it is "tax evasion," a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

"Tax evasion remain a relatively common offense."

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

(back to top)

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

(back to top)

2) Other issues with subject-verb agreement

"Everyone," "no one," "everybody," "nobody," and "each" should all be matched with singular pronouns.

Example: Everyone who saw the movie was impressed by its powerful special effects.

"Either / or" and "Neither / nor" both require singular pronouns.

Example: Neither the young cow nor the farmer was amused by the cold weather.

The word "all" can be singular or plural depending on the context.

Example: All of the refugees were in desperate need of food and medical care.
Example: All of my house is painted blue.

(back to top)

Subject-Verb Agreement

Bill Huston — Fri, 15 Jan 2010 22:17:52 GMT
Revision 16 posted to SAT Prep by Bill Huston on 1/15/2010 5:17:52 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Table of Contents

Sneaky verb traps:

Collective Nouns

Intervening Phrases

Subject After Verb

Other issues with subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

Make sure the subject and verb match each other in terms of number, singular vs. plural.

Never assume that the subject is the word right before the verb!

1) The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, "team," "class," "army," "cast," "crew," and "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as "the best thing since early Miles Davis."

This class of high school students spend too much time thinking about the SAT.

(back to top)

Trick #2: Intervening Phrases

"Intervening phrases" is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what's wrong with the following sentence?

"Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense."

Here we've got multiple nouns. What is the subject of the sentence? In this case it is "tax evasion," a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

"Tax evasion remain a relatively common offense."

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

(back to top)

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

2) Other issues with subject-verb agreement

"Everyone," "no one," "everybody," "nobody," and "each" should all be matched with singular pronouns.

Example: Everyone who saw the movie was impressed by its powerful special effects.

"Either / or" and "Neither / nor" both require singular pronouns.

Example: Neither the young cow nor the farmer was amused by the cold weather.

The word "all" can be singular or plural depending on the context.

Example: All of the refugees were in desperate need of food and medical care.
Example: All of my house is painted blue.

(back to top)

Subject-Verb Agreement

Bill Huston — Fri, 15 Jan 2010 21:52:20 GMT
Revision 15 posted to SAT Prep by Bill Huston on 1/15/2010 4:52:20 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Table of Contents

Sneaky verb traps:

Collective Nouns

Intervening Phrases

Subject After Verb

Other issues with subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

Make sure the subject and verb match each other in terms of number, singular vs. plural.

Never assume that the subject is the word right before the verb!

1) The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, "team," "class," "army," "cast," "crew," and "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as "the best thing since early Miles Davis."

This class of high school students spend too much time thinking about the SAT.

Trick #2: Intervening Phrases

"Intervening phrases" is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what's wrong with the following sentence?

"Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense."

Here we've got multiple nouns. What is the subject of the sentence? In this case it is "tax evasion," a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

"Tax evasion remain a relatively common offense."

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

2) Other issues with subject-verb agreement

"Everyone," "no one," "everybody," "nobody," and "each" should all be matched with singular pronouns.

Example: Everyone who saw the movie was impressed by its powerful special effects.

"Either / or" and "Neither / nor" both require singular pronouns.

Example: Neither the young cow nor the farmer was amused by the cold weather.

The word "all" can be singular or plural depending on the context.

Example: All of the refugees were in desperate need of food and medical care.
Example: All of my house is painted blue.

Subject-Verb Agreement

ian — Tue, 13 Oct 2009 00:07:23 GMT
Revision 14 posted to SAT Prep by ian on 10/12/2009 8:07:23 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Table of Contents

Sneaky verb traps:

Collective Nouns

Intervening Phrases

Subject After Verb

Other issues with subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1.

Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

2.

Make sure the subject and verb match each other in terms of number, singular vs. plural.

Never assume that the subject is the word right before the verb!

1) The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, "team," "class," "army," "cast," "crew," and "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the "the best thing since early Miles Davis.”"

This class of high school students spend too much time thinking about the SAT.

Trick #2: Intervening Phrases

“Intervening
"Intervening phrases” " is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s 's wrong with the following sentence?

“Tax

"Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”"

Here we’ve 've got multiple nouns. What is the subject of the sentence? In this case it is “tax "tax evasion,” " a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax

"Tax evasion remain a relatively common offense.”"

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

2) Other issues with subject-verb agreement
“Everyone,” “no

"Everyone," "no one,” “everybody,” “nobody,” " "everybody," "nobody," and “each” all "each" should all be matched with singular pronouns.
Ex.

Example: Everyone who saw the movie was impressed by its powerful special effects.

“Either

"Either / or” " and “Neither "Neither / nor” " both require singular pronouns.
Ex.

Example: Neither the young cow nor the farmer was amused by the cold weather.

The word “all” "all" can be singular or plural depending on the context.
Ex.

Example: All of the refugees were in desperate need of food and medical care.
Ex.
Example: All of my house is painted blue.

Subject-Verb Agreement

Bill Huston — Wed, 15 Jul 2009 18:14:50 GMT
Revision 13 posted to SAT Prep by Bill Huston on 7/15/2009 2:14:50 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, "team," "class," "army," "cast," "crew," and audience "audience" are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Since we have a plural subject (skiers), the sentence should read "there are many skiers who welcome the winter snow.

Other issues with subject-verb agreement

“Everyone,” “no one,” “everybody,” “nobody,” and “each” all should be matched with singular pronouns.
Ex. Everyone who saw the movie was impressed by its powerful special effects.

“Either / or” and “Neither / nor” both require singular pronouns.
Ex. Neither the young cow nor the farmer was amused by the cold weather.
<

The word “all” can be singular or plural depending on the context.
Ex.: All of the refugees were in desperate need of food and medical care.
Ex.: All of my house is painted blue.

Subject-Verb Agreement

Bill Huston — Wed, 15 Jul 2009 18:02:36 GMT
Revision 12 posted to SAT Prep by Bill Huston on 7/15/2009 2:02:36 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Once we've simplified the sentence like this, we can see that "remain" should actually be "remains."

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Other issues with subject-verb agreement

“Everyone,” “no one,” “everybody,” “nobody,” and “each” all should be matched with singular pronouns.
Ex. Everyone who saw the movie was impressed by its powerful special effects.
“Either / or” and “Neither / nor” both require singular pronouns.
Ex. Neither the young cow nor the farmer was amused by the cold weather.
< The word “all” can be singular or plural depending on the context.
Ex.: All of the refugees were in desperate need of food and medical care. Ex.: All of my house is painted blue.

Subject-Verb Agreement

Bill Huston — Wed, 15 Jul 2009 17:58:22 GMT
Revision 11 posted to SAT Prep by Bill Huston on 7/15/2009 1:58:22 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

(The collective noun in this sentence is "team." Therefore, the sentence should read "That team of soccer players is known to be the roughest in the league.league.)

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Practice: Try the following questions:

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Other issues with subject-verb agreement

“Everyone,” “no one,” “everybody,” “nobody,” and “each” all should be matched with singular pronouns.
Ex. Everyone who saw the movie was impressed by its powerful special effects.
“Either / or” and “Neither / nor” both require singular pronouns.
Ex. Neither the young cow nor the farmer was amused by the cold weather.
< The word “all” can be singular or plural depending on the context.
Ex.: All of the refugees were in desperate need of food and medical care. Ex.: All of my house is painted blue.

Subject-Verb Agreement

Bill Huston — Wed, 15 Jul 2009 17:54:25 GMT
Revision 10 posted to SAT Prep by Bill Huston on 7/15/2009 1:54:25 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Description:

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs. Practice: Spot and correct the errors in the following questions:
That team of soccer players are known to be the roughest in the league.

Sometimes

The collective noun in this sentence is "team." Therefore, the US Congress, that all-important group sentence should read "That team of politicians, really make me madsoccer players is known to be the roughest in the league.

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

See the pattern?

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?
“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”
Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:
“Tax evasion remain a relatively common offense.”

Practice: Identify the subject-verb errors in Try the following sentences.questions:
The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:
Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Other issues with subject verb subject-verb agreement

“Everyone,” “no one,” “everybody,” “nobody,” and “each” all should be matched with singular pronouns.
Ex. Everyone who saw the movie was impressed by its powerful special effects.
“Either / or” and “Neither / nor” both require singular pronouns.
Ex. Neither the young cow nor the farmer was amused by the cold weather.
< The word “all” can be singular or plural depending on the context.
Ex.: All of the refugees were in desperate need of food and medical care. Ex.: All of my house is painted blue.

Subject-Verb Agreement

Bill Huston — Fri, 17 Apr 2009 20:28:00 GMT
Revision 9 posted to SAT Prep by Bill Huston on 4/17/2009 4:28:00 PM

Subject-Verb Agreement

Filed under: SAT, writing, subject-verb agreement

Description

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

Sometimes, the US Congress, that all-important group of politicians, really make me mad.

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

See the pattern?

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Practice: Identify the subject-verb errors in the following sentences.

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Other issues with subject verb agreement

“Everyone,” “no one,” “everybody,” “nobody,” and “each” all should be matched with singular pronouns.

Ex. Everyone who saw the movie was impressed by its powerful special effects.

“Either / or” and “Neither / nor” both require singular pronouns.

Subject-Verb Agreement

Bill Huston — Fri, 17 Apr 2009 20:28:00 GMT
Revision 8 posted to SAT Prep by Bill Huston on 4/17/2009 4:28:00 PM

Subject-Verb Agreement

Description

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

Sometimes, the US Congress, that all-important group of politicians, really make me mad.

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

See the pattern?

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Practice: Identify the subject-verb errors in the following sentences.

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Trick #3: Subject After Verb

Oftentimes, the test writers will reverse the normal word order of a sentence and place the verb before its subject. As with other agreement issues, try to identify the subject and verb and make sure that they represent the same number, singular or plural. Try the following example:

Although some people do not enjoy cold weather, there is many skiers who welcome the winter snow.

Other issues with subject verb agreement

“Everyone,” “no one,” “everybody,” “nobody,” and “each” all should be matched with singular pronouns.

Ex. Everyone who saw the movie was impressed by its powerful special effects.

“Either / or” and “Neither / nor” both require singular pronouns.

Subject-Verb Agreement

Bill Huston — Fri, 17 Apr 2009 20:16:29 GMT
Revision 7 posted to SAT Prep by Bill Huston on 4/17/2009 4:16:29 PM

Subject-Verb Agreement

Description

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

Sometimes, the US Congress, that all-important group of politicians, really make me mad.

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

See the pattern?

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Practice: Try Identify the subject-verb errors in the following questionssentences.

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Subject-Verb Agreement

Bill Huston — Fri, 17 Apr 2009 20:15:18 GMT
Revision 6 posted to SAT Prep by Bill Huston on 4/17/2009 4:15:18 PM

Subject-Verb Agreement

Description

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

Sometimes, the US Congress, that all-important group of politicians, really make me mad.

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

See the pattern?

Trick #2: Intervening Phrases

“Intervening phrases” is a fancy name given to descriptive words placed between a subject and its verb. Oftentimes such phrases can confuse the subject / verb relationship. For example, what’s wrong with the following sentence?

“Tax evasion, a crime which has been documented in many modern novels and films, remain a relatively common offense.”

Here we’ve got multiple nouns. What is the subject of the sentence? In this case it is “tax evasion,” a singular noun which thus requires a singular verb. To help simplify sentences with intervening phrases, try crossing off the entire descriptive clause between the commas. It is much easier to spot the error in this sentence:

“Tax evasion remain a relatively common offense.”

Practice: Try the following questions.

The long plane ride, marred by too many loud passengers and too few beverages, were thoroughly repugnant.

Many children from that impoverished country never has the opportunities that we do.

All of his novels, which feature the same superficial protagonist, is much too similar.

Subject-Verb Agreement

Bill Huston — Fri, 17 Apr 2009 20:09:18 GMT
Revision 5 posted to SAT Prep by Bill Huston on 4/17/2009 4:09:18 PM

Subject-Verb Agreement

Description

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

The SAT uses several sneaky traps to hide bad verb agreement. Here are the most common:

Trick #1: Collective Nouns

Collective Nouns are singular nouns that are made up of multiple (plural) parts. For example, team, class, army, cast, crew, and audience are collective nouns. Because collective nouns are technically singular, they always should be paired with singular verbs.

Practice: Spot and correct the errors in the following questions:

That team of soccer players are known to be the roughest in the league.

Sometimes, the US Congress, that all-important group of politicians, really make me mad.

The audience of discerning jazz fans were thoroughly disgusted with the lounge act billed as “the best thing since early Miles Davis.”

This class of high school students spend too much time thinking about the SAT.

See the pattern?

Subject-Verb Agreement

Bill Huston — Fri, 17 Apr 2009 20:05:12 GMT
Revision 4 posted to SAT Prep by Bill Huston on 4/17/2009 4:05:12 PM

Subject-Verb Agreement

Description

Subject-Verb Agreement questions ask you to correct the relationship between the subject and its verb. The subject and verb must match each other in terms of number.

Approach

1. Identify the subject and the verb.

The subject is the person or thing doing the action in the sentence.

The verb is the action in the sentence.
For example, “Carlos runs three miles everyday.”
Subject = "Carlos"

Verb = "runs"

2. Make sure the subject and verb match each other in terms of number, singular vs. plural.

Verb Tense

Bill Huston — Fri, 15 Jan 2010 22:28:14 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:28:14 PM

Verb Tense

Filed under: SAT, writing, verb tense

Table of Contents

Common Tenses:

Past

Present

Future

Progressive Tenses

Past progressive

Present progressive

Future progressive

Perfect Tenses:

Past Perfect

Present perfect

Future perfect

Practice

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

1) The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

1. Past: he ran

an action that has been completed in the past.
Example: "Yesterday he ran five miles."

2. Present: he runs

an action that is currently happening.
Example: "He runs five miles every day."

3. Future: he will run

an action that will happen in the future
Example: "Tomorrow he will run five miles."

(back to top)

2) Progressive Tenses:

Progressive tenses refer to actions that are ongoing.

1. Past progressive: he was running

an action that was happening at a specific moment in the past
Example: "He was running to catch the train when he slipped and fell."

2. Present progressive: he is running

an action that is happening right now
Example: "He is running right now."

3. Future progressive: he will be running

an action that will be happening at a specific moment in the future
Example: "Tomorrow he will be running at 3:00 in the afternoon."

(back to top)

3) Perfect Tenses:

Perfect tenses refer to actions that have been completed by a specific moment in time.

1. Past perfect: he had run

an action that was completed before a specific time in the past
Example: "Before his 21st birthday he had run three marathons."

2. Present perfect: he has run

an action that was completed before the present
Example: "Now he has run 20 marathons."

3. Future perfect: he will have run

an action that will be completed by a certain time in the future
Example: "By this time next year he will have run 25 marathons."

(back to top)

4) Practice:

What's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using opiates to help him write his classic poems from the 1800's.

using opiates to help him write his classic poems of the 1700's and 1800's

using opiates in helping him write his classic poems of the 1700's and 1800's

using opiates to help, he wrote his classic poems of the 1700's and 1800's

used opiates to help him write his classic poems of the 1700's and 1800's

used opiates, so helping him write his classic poems of the 1700's and 1800's

(back to top)

Verb Tense

Bill Huston — Fri, 15 Jan 2010 22:16:19 GMT
Revision 23 posted to SAT Prep by Bill Huston on 1/15/2010 5:16:19 PM

Verb Tense

Filed under: SAT, writing, verb tense

Table of Contents

Common Tenses:

Past

Present

Future

Progressive Tenses

Past progressive

Present progressive

Future progressive

Perfect Tenses:

Past Perfect

Present perfect

Future perfect

Practice

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

(back to top)

1) The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

1. Past: he ran

an action that has been completed in the past.
Example: "Yesterday he ran five miles."

2. Present: he runs

an action that is currently happening.
Example: "He runs five miles every day."

3. Future: he will run

an action that will happen in the future
Example: "Tomorrow he will run five miles."

(back to top)

2) Progressive Tenses:

Progressive tenses refer to actions that are ongoing.

1. Past progressive: he was running

an action that was happening at a specific moment in the past
Example: "He was running to catch the train when he slipped and fell."

2. Present progressive: he is running

an action that is happening right now
Example: "He is running right now."

3. Future progressive: he will be running

an action that will be happening at a specific moment in the future
Example: "Tomorrow he will be running at 3:00 in the afternoon."

(back to top)

3) Perfect Tenses:

Perfect tenses refer to actions that have been completed by a specific moment in time.

1. Past perfect: he had run

an action that was completed before a specific time in the past
Example: "Before his 21st birthday he had run three marathons."

2. Present perfect: he has run

an action that was completed before the present
Example: "Now he has run 20 marathons."

3. Future perfect: he will have run

an action that will be completed by a certain time in the future
Example: "By this time next year he will have run 25 marathons."

(back to top)

4) Practice:

What's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using opiates to help him write his classic poems from the 1800's.

using opiates to help him write his classic poems of the 1700's and 1800's

using opiates in helping him write his classic poems of the 1700's and 1800's

using opiates to help, he wrote his classic poems of the 1700's and 1800's

used opiates to help him write his classic poems of the 1700's and 1800's

used opiates, so helping him write his classic poems of the 1700's and 1800's

(back to top)

Verb Tense

Bill Huston — Fri, 15 Jan 2010 22:14:38 GMT
Revision 22 posted to SAT Prep by Bill Huston on 1/15/2010 5:14:38 PM

Verb Tense

Filed under: SAT, writing, verb tense

Table of Contents

Common Tenses:

Past

Present

Future

Progressive Tenses

Past progressive

Present progressive

Future progressive

Perfect Tenses:

Past Perfect

Present perfect

Future perfect

Practice

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

(back to top)

1) The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

1. Past: he ran

an action that has been completed in the past.
Example: "Yesterday he ran five miles."

2. Present: he runs

an action that is currently happening.
Example: "He runs five miles every day."

3. Future: he will run

an action that will happen in the future
Example: "Tomorrow he will run five miles."

2) Progressive Tenses:

Progressive tenses refer to actions that are ongoing.

1. Past progressive: he was running

an action that was happening at a specific moment in the past
Example: "He was running to catch the train when he slipped and fell."

2. Present progressive: he is running

an action that is happening right now
Example: "He is running right now."

3. Future progressive: he will be running

an action that will be happening at a specific moment in the future
Example: "Tomorrow he will be running at 3:00 in the afternoon."

3) Perfect Tenses:

Perfect tenses refer to actions that have been completed by a specific moment in time.

1. Past perfect: he had run

an action that was completed before a specific time in the past
Example: "Before his 21st birthday he had run three marathons."

2. Present perfect: he has run

an action that was completed before the present
Example: "Now he has run 20 marathons."

3. Future perfect: he will have run

an action that will be completed by a certain time in the future
Example: "By this time next year he will have run 25 marathons."

4) Practice:

What's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using opiates to help him write his classic poems from the 1800's.

using opiates to help him write his classic poems of the 1700's and 1800's

using opiates in helping him write his classic poems of the 1700's and 1800's

using opiates to help, he wrote his classic poems of the 1700's and 1800's

used opiates to help him write his classic poems of the 1700's and 1800's

used opiates, so helping him write his classic poems of the 1700's and 1800's

(back to top)

Verb Tense

Bill Huston — Fri, 15 Jan 2010 21:51:50 GMT
Revision 21 posted to SAT Prep by Bill Huston on 1/15/2010 4:51:50 PM

Verb Tense

Filed under: SAT, writing, verb tense

Table of Contents

Common Tenses:

Past

Present

Future

Progressive Tenses

Past progressive

Present progressive

Future progressive

Perfect Tenses:

Past Perfect

Present perfect

Future perfect

Practice

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

1) The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

1. Past: he ran

an action that has been completed in the past.
Example: "Yesterday he ran five miles."

2. Present: he runs

an action that is currently happening.
Example: "He runs five miles every day."

3. Future: he will run

an action that will happen in the future
Example: "Tomorrow he will run five miles."

2) Progressive Tenses:

Progressive tenses refer to actions that are ongoing.

1. Past progressive: he was running

an action that was happening at a specific moment in the past
Example: "He was running to catch the train when he slipped and fell."

2. Present progressive: he is running

an action that is happening right now
Example: "He is running right now."

3. Future progressive: he will be running

an action that will be happening at a specific moment in the future
Example: "Tomorrow he will be running at 3:00 in the afternoon."

3) Perfect Tenses:

Perfect tenses refer to actions that have been completed by a specific moment in time.

1. Past perfect: he had run

an action that was completed before a specific time in the past
Example: "Before his 21st birthday he had run three marathons."

2. Present perfect: he has run

an action that was completed before the present
Example: "Now he has run 20 marathons."

3. Future perfect: he will have run

an action that will be completed by a certain time in the future
Example: "By this time next year he will have run 25 marathons."

4) Practice:

What's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using opiates to help him write his classic poems from the 1800's.

using opiates to help him write his classic poems of the 1700's and 1800's

using opiates in helping him write his classic poems of the 1700's and 1800's

using opiates to help, he wrote his classic poems of the 1700's and 1800's

used opiates to help him write his classic poems of the 1700's and 1800's

used opiates, so helping him write his classic poems of the 1700's and 1800's

Verb Tense

ian — Tue, 13 Oct 2009 00:04:51 GMT
Revision 20 posted to SAT Prep by ian on 10/12/2009 8:04:51 PM

Verb Tense

Filed under: SAT, writing, verb tense

Table of Contents

Common Tenses:

Past

Present

Future

Progressive Tenses

Past progressive

Present progressive

Future progressive

Perfect Tenses:

Past Perfect

Present perfect

Future perfect

Practice

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

1) The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

1. Past: he ran

an action that has been completed in the past.
ex.
Example: "Yesterday he ran five miles."

2. Present: he runs

an action that is currently happening.
ex.
Example: "He runs five miles every day."

3. Future: he will run

an action that will happen in the future
ex.
Example: "Tomorrow he will run five miles."

2) Progressive tensesTenses:

Progressive tenses refer to actions that are ongoing.

1. Past progressive: he was running

an action that was happening at a specific moment in the past
ex.
Example: "He was running to catch the train when he slipped and fell."

2. Present progressive: he is running

an action that is happening right now
ex.
Example: "He is running right now."

3. Future progressive: he will be running

an action that will be happening at a specific moment in the future
ex.
Example: "Tomorrow he will be running at 3:00 in the afternoon."

3) Perfect tensesTenses:

Perfect tenses refer to actions that have been completed by a specific moment in time.

1. Past perfect: he had run

an action that was completed before a specific time in the past
ex.
Example: "Before his 21st birthday he had run three marathons."

2. Present perfect: he has run

an action that was completed before the present
ex.
Example: "Now he has run 20 marathons."

3. Future perfect: he will have run

an action that will be completed by a certain time in the future
ex.
Example: "By this time next year he will have run 25 marathons."

4) Practice:

What's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using apiates opiates to help him write his classic poems from the 1800's.

A)

using opiates to help him write his classic poems of the 1700's and 1800's

B)

using opiates in helping him write his classic poems of the 1700's and 1800's

C)

using opiates to help, he wrote his classic poems of the 1700's and 1800's

D)

used opiates to help him write his classic poems of the 1700's and 1800's

E)

used opiates, so helping him write his classic poems of the 1700's and 1800's

Verb Tense

Bill Huston — Thu, 16 Jul 2009 14:47:21 GMT
Revision 19 posted to SAT Prep by Bill Huston on 7/16/2009 10:47:21 AM

Verb Tense

Filed under: SAT, writing, verb tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

Past: he ran

an action that has been completed in the past.
ex. "Yesterday he ran five miles."

Present: he runs

an action that is currently happening.
ex. "He runs five miles every day."

Future: he will run

an action that will happen in the future
ex. "Tomorrow he will run five miles."

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past
ex. "He was running to catch the train when he slipped and fell."

Present progressive: he is running

an action that is happening right now
ex. "He is running right now."

Future progressive: he will be running

an action that will be happening at a specific moment in the future
ex. "Tomorrow he will be running at 3:00 in the afternoon."

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past
ex. "Before his 21st birthday he had run three marathons."

Present perfect: he has run

an action that was completed before the present
ex. "Now he has run 20 marathons."

Future perfect: he will have run

an action that will be completed by a certain time in the future
ex. "By this time next year he will have run 25 marathons."

Practice: What's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using apiates to help him write his classic poems from the 1800's.

A) using opiates to help him write his classic poems of the 1700's and 1800's

B) using opiates in helping him write his classic poems of the 1700's and 1800's

C) using opiates to help, he wrote his classic poems of the 1700's and 1800's

D) used opiates to help him write his classic poems of the 1700's and 1800's

E) used opiates, so helping him write his classic poems of the 1700's and 1800's

Verb Tense

Bill Huston — Thu, 16 Jul 2009 14:44:41 GMT
Revision 18 posted to SAT Prep by Bill Huston on 7/16/2009 10:44:41 AM

Verb Tense

Filed under: SAT, writing, verb tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

Past: he ran

an action that has been completed in the past.
ex. "Yesterday he ran five miles."

Present: he runs

an action that is currently happening.
ex. "He runs five miles every day."

Future: he will run

an action that will happen in the future
ex. "Tomorrow he will run five miles."

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past
ex. "He was running to catch the train when he slipped and fell."

Present progressive: he is running

an action that is happening right now
ex. "He is running right now."

Future progressive: he will be running

an action that will be happening at a specific moment in the future
ex. "Tomorrow he will be running at 3:00 in the afternoon."

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past
ex. "Before his 21st birthday he had run three marathons."

Present perfect: he has run

an action that was completed before the present
ex. "Now he has run 20 marathons."

Future perfect: he will have run

an action that will be completed by a certain time in the future
ex. "By this time next year he will have run 25 marathons."

Practice: Try out this verb tense questionsWhat's the best way to rewrite the following sentence?

Legend has it that Samuel Taylor Coleridge using apiates to help him write his classic poems from the 1800's.

A) using opiates to help him write his classic poems of the 1700's and 1800's

B) using opiates in helping him write his classic poems of the 1700's and 1800's

C) using opiates to help, he wrote his classic poems of the 1700's and 1800's

D) used opiates to help him write his classic poems of the 1700's and 1800's

E) used opiates, so helping him write his classic poems of the 1700's and 1800's

Verb Tense

Bill Huston — Thu, 16 Jul 2009 14:43:01 GMT
Revision 17 posted to SAT Prep by Bill Huston on 7/16/2009 10:43:01 AM

Verb Tense

Filed under: SAT, writing, verb tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in -ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition ("to," "from," "for," "because," "of," etc.) near an -ing verb, it will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

Past: he ran

an action that has been completed in the past.
ex. "Yesterday he ran five miles."

Present: he runs

an action that is currently happening.
ex. "He runs five miles every day."

Future: he will run

an action that will happen in the future
ex. "Tomorrow he will run five miles."

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past
ex. "He was running to catch the train when he slipped and fell."

Present progressive: he is running

an action that is happening right now
ex. "He is running right now."

Future progressive: he will be running

an action that will be happening at a specific moment in the future
ex. "Tomorrow he will be running at 3:00 in the afternoon."

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past
ex. "Before his 21st birthday he had run three marathons."

Present perfect: he has run

an action that was completed before the present
ex. "Now he has run 20 marathons."

Future perfect: he will have run

an action that will be completed by a certain time in the future
ex. "By this time next year he will have run 25 marathons."

Practice: Try out this verb tense questions

Legend has it that Samuel Taylor Coleridge using apiates to help him write his classic poems from the 1800's.

A) using opiates to help him write his classic poems of the 1700's and 1800's

B) using opiates in helping him write his classic poems of the 1700's and 1800's

C) using opiates to help, he wrote his classic poems of the 1700's and 1800's

D) used opiates to help him write his classic poems of the 1700's and 1800's

E) used opiates, so helping him write his classic poems of the 1700's and 1800's

Verb Tense

Bill Huston — Thu, 16 Jul 2009 14:29:28 GMT
Revision 16 posted to SAT Prep by Bill Huston on 7/16/2009 10:29:28 AM

Verb Tense

Filed under: SAT, writing, verb tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in '-ing are usually wrong and should be avoided. Specifically, the verbs "having" and "being" are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, "to," "from," "for," "because," "of," etc.) near an '-ing verb, is it will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we'll use the verb "to run."

Past: he ran

an action that has been completed in the past.
ex. "Yesterday he ran five miles."

Present: he runs

an action that is currently happening.
ex. "He runs five miles every day."

Future: he will run

an action that will happen in the future
ex. "Tomorrow he will run five miles."

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past
ex. "He was running to catch the train when he slipped and fell."

Present progressive: he is running

an action that is happening right now
ex. "He is running right now." div class="SubTitle">Future
Future progressive: he will be running

\

an action that will be happening at a specific moment in the future
ex. "Tomorrow he will be running at 3:00 in the afternoon."

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past
ex. "Before his 21\super st\nosupersub 21st birthday he had run three marathons."

Present perfect: he has run

an action that was completed before the present
ex. "Now he has run 20 marathons."

Future perfect: he will have run

an action that will be completed by a certain time in the future
ex. "By this time next year he will have run 25 marathons."

Verb Tense

Bill Huston — Thu, 16 Jul 2009 14:14:34 GMT
Revision 15 posted to SAT Prep by Bill Huston on 7/16/2009 10:14:34 AM

Verb Tense

Filed under: SAT, writing, verb tense

Description:

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach:

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing 'ing are usually wrong and should be avoided. Specifically, the verbs “having” "having" and “being” "being" are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing 'ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll 'll use the verb “to "to run.”"

Past: he ran

an action that has been completed in the past.
ex. “Yesterday "Yesterday he ran five miles.”"

Present: he runs

an action that is currently happening.
ex. “He "He runs five miles every day.” "

Future: he will run

an action that will happen in the future
ex. “Tomorrow "Tomorrow he will run five miles.” "

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past
ex. “He "He was running to catch the train when he slipped and fell.” "

Present progressive: he is running

an action that is happening right now
ex. “He "He is running right now.”

Future " div class="SubTitle">Future progressive: he will be running

\

an action that will be happening at a specific moment in the future
ex. “Tomorrow "Tomorrow he will be running at 3:00 in the afternoon.” "

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past
ex. “Before "Before his 21st 21\super st\nosupersub birthday he had run three marathons.” "

Present perfect: he has run

an action that was completed before the present
ex. “Now "Now he has run 20 marathons.” "

Future perfect: he will have run

an action that will be completed by a certain time in the future
ex. “By "By this time next year he will have run 25 marathons.” "

Verb Tense

Bill Huston — Wed, 22 Apr 2009 14:39:33 GMT
Revision 14 posted to SAT Prep by Bill Huston on 4/22/2009 10:39:33 AM

Verb Tense

Filed under: SAT, writing, verb tense

Description:

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach:

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing are usually wrong and should be avoided. Specifically, the verbs “having” and “being” are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll use the verb “to run.”

Past: he ran

an action that has been completed in the past. ex. “Yesterday he ran five miles.”

Present: he runs

an action that is currently happening. ex. “He runs five miles every day.”

Future: he will run

an action that will happen in the future ex. “Tomorrow he will run five miles.”

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past ex. “He was running to catch the train when he slipped and fell.”

Present progressive: he is running

an action that is happening right now ex. “He is running right now.”

Future progressive: he will be running

an action that will be happening at a specific moment in the future ex. “Tomorrow he will be running at 3:00 in the afternoon.”

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past ex. “Before his 21st birthday he had run three marathons.”

Present perfect: he has run

an action that was completed before the present ex. “Now he has run 20 marathons.”

Future perfect: he will have run

an action that will be completed by a certain time in the future ex. “By this time next year he will have run 25 marathons.”

Verb Tense

Bill Huston — Wed, 22 Apr 2009 14:39:33 GMT
Revision 13 posted to SAT Prep by Bill Huston on 4/22/2009 10:39:33 AM

Verb Tense

Description:

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach:

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing are usually wrong and should be avoided. Specifically, the verbs “having” and “being” are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll use the verb “to run.”

Past: he ran

an action that has been completed in the past. ex. “Yesterday he ran five miles.”

Present: he runs

an action that is currently happening. ex. “He runs five miles every day.”

Future: he will run

an action that will happen in the future ex. “Tomorrow he will run five miles.”

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past ex. “He was running to catch the train when he slipped and fell.”

Present progressive: he is running

an action that is happening right now ex. “He is running right now.”

Future progressive: he will be running

an action that will be happening at a specific moment in the future ex. “Tomorrow he will be running at 3:00 in the afternoon.”

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past ex. “Before his 21st birthday he had run three marathons.”

Present perfect: he has run

an action that was completed before the present ex. “Now he has run 20 marathons.”

Future perfect: he will have run

an action that will be completed by a certain time in the future ex. “By this time next year he will have run 25 marathons.”

Verb Tense

Bill Huston — Fri, 17 Apr 2009 20:27:30 GMT
Revision 12 posted to SAT Prep by Bill Huston on 4/17/2009 4:27:30 PM

Verb Tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing are usually wrong and should be avoided. Specifically, the verbs “having” and “being” are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll use the verb “to run.”

Past: he ran

an action that has been completed in the past. ex. “Yesterday he ran five miles.”

Present: he runs

an action that is currently happening. ex. “He runs five miles every day.”

Future: he will run

an action that will happen in the future ex. “Tomorrow he will run five miles.”

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past ex. “He was running to catch the train when he slipped and fell.”

Present progressive: he is running

an action that is happening right now ex. “He is running right now.”

Future progressive: he will be running

an action that will be happening at a specific moment in the future ex. “Tomorrow he will be running at 3:00 in the afternoon.”

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past ex. “Before his 21st birthday he had run three marathons.”

Present perfect: he has run

an action that was completed before the present ex. “Now he has run 20 marathons.”

Future perfect: he will have run

an action that will be completed by a certain time in the future ex. “By this time next year he will have run 25 marathons.”

Verb Tense

Bill Huston — Wed, 15 Apr 2009 12:04:44 GMT
Revision 11 posted to SAT Prep by Bill Huston on 4/15/2009 8:04:44 AM

Verb Tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing are usually wrong and should be avoided. Specifically, the verbs “having” and “being” are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll use the verb “to run.”

Past: he ran

an action that has been completed in the past. ex. “Yesterday he ran five miles.”

Present: he runs

an action that is currently happening. ex. “He runs five miles every day.”

Future: he will run

an action that will happen in the future ex. “Tomorrow he will run five miles.”

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past ex. “He was running to catch the train when he slipped and fell.”

Present progressive: he is running

an action that is happening right now ex. “He is running right now.”

Future progressive: he will be running

an action that will be happening at a specific moment in the future ex. “Tomorrow he will be running at 3:00 in the afternoon.”

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past ex. “Before his 21st birthday he had run three marathons.”

Present perfect: he has run

an action that was completed before the present ex. “Now he has run 20 marathons.”

Future perfect: he will have run

an action that will be completed by a certain time in the future ex. “By this time next year he will have run 25 marathons.”

Verb Tense

Bill Huston — Wed, 15 Apr 2009 12:03:30 GMT
Revision 10 posted to SAT Prep by Bill Huston on 4/15/2009 8:03:30 AM

Verb Tense

Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing are usually wrong and should be avoided. Specifically, the verbs “having” and “being” are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll use the verb “to run.”

Past: he ran

an action that has been completed in the past. ex. “Yesterday he ran five miles.”

Present: he runs

an action that is currently happening. ex. “He runs five miles every day.”

Future: he will run

an action that will happen in the future ex. “Tomorrow he will run five miles.”

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past ex. “He was running to catch the train when he slipped and fell.”

Present progressive: he is running

an action that is happening right now ex. “He is running right now.”

Future progressive: he will be running

an action that will be happening at a specific moment in the future ex. “Tomorrow he will be running at 3:00 in the afternoon.”

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past ex. “Before his 21st birthday he had run three marathons.”

Present perfect: he has run

an action that was completed before the present ex. “Now he has run 20 marathons.”

Future perfect: he will have run

an action that will be completed by a certain time in the future ex. “By this time next year he will have run 25 marathons.”

Verb Tense

Bill Huston — Wed, 15 Apr 2009 12:02:52 GMT
Revision 9 posted to SAT Prep by Bill Huston on 4/15/2009 8:02:52 AM

Verb Tense

Verb Tense
Description

Verb Tense refers to the time in which the action of a verb takes place: present, past, future, etc. Verb tense questions will ask you to identify verbs that are in the wrong tense or change these verbs to the proper tense.

Approach

Make It Match

Verb tenses should generally match the other tenses that are nearby. If most of the passage is in the past tense, you should be suspicious if the verbs suddenly switch to present tense. They should probably be in past tense as well.

-ing is B-A-D

Verbs that end in –ing are usually wrong and should be avoided. Specifically, the verbs “having” and “being” are almost always wrong! Moreover, if a sentence has a preposition (to, from, for, because, of, etc.) near an –ing verb, is will almost always be wrong.

The Most Common Tenses

The point here is not to memorize the name of each tense, but to know what time frame each tense represents. To illustrate the tenses, we’ll use the verb “to run.”

Past: he ran

an action that has been completed in the past. ex. “Yesterday he ran five miles.”

Present: he runs

an action that is currently happening. ex. “He runs five miles every day.”

Future: he will run

an action that will happen in the future ex. “Tomorrow he will run five miles.”

Progressive tenses: Progressive tenses refer to actions that are ongoing.

Past progressive: he was running

an action that was happening at a specific moment in the past ex. “He was running to catch the train when he slipped and fell.”

Present progressive: he is running

an action that is happening right now ex. “He is running right now.”

Future progressive: he will be running

an action that will be happening at a specific moment in the future ex. “Tomorrow he will be running at 3:00 in the afternoon.”

Perfect tenses: Perfect tenses refer to actions that have been completed by a specific moment in time.

Past perfect: he had run

an action that was completed before a specific time in the past ex. “Before his 21st birthday he had run three marathons.”

Present perfect: he has run

an action that was completed before the present ex. “Now he has run 20 marathons.”

Future perfect: he will have run

an action that will be completed by a certain time in the future ex. “By this time next year he will have run 25 marathons.”

Parallelism

Bill Huston — Fri, 15 Jan 2010 22:27:02 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:27:02 PM

Parallelism

Filed under: SAT, writing, parallelism

Table of Contents

Verb Tense Parallelism

Parallel Phrasing

Seek Balance

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence (such as verb tense, noun number, or pronoun case) agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

1) Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

power lines were snapped

power lines snapping

snapping power lines

snapped power lines

power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

(back to top)

2) Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what's wrong with the following sentence:

Incorrect:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism the sentence should read:

Correct:

“Working with computers is sometimes easier for younger individuals than for older people.”

(back to top)

3) Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

(back to top)

Parallelism

Bill Huston — Fri, 15 Jan 2010 22:26:23 GMT
Revision 26 posted to SAT Prep by Bill Huston on 1/15/2010 5:26:23 PM

Parallelism

Filed under: SAT, writing, parallelism

Table of Contents

Verb Tense Parallelism

Parallel Phrasing

Seek Balance

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence (such as verb tense, noun number, or pronoun case) agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

1) Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

power lines were snapped

power lines snapping

snapping power lines

snapped power lines

power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

(back to top)

2) Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what's wrong with the following sentence:

Incorrect:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism the sentence should read:

Correct:

“Working with computers is sometimes easier for younger individuals than for older people.”

(back to top)

3) Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

(back to top)

Parallelism

Bill Huston — Fri, 15 Jan 2010 22:13:08 GMT
Revision 25 posted to SAT Prep by Bill Huston on 1/15/2010 5:13:08 PM

Parallelism

Filed under: SAT, writing, parallelism

Table of Contents

Verb Tense Parallelism

Parallel Phrasing

Seek Balance

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence (such as verb tense, noun number, or pronoun case) agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

1) Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

power lines were snapped

power lines snapping

snapping power lines

snapped power lines

power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

(back to top)

2) Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what's wrong with the following sentence:

Incorrect:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism the sentence should read:

Correct:

“Working with computers is sometimes easier for younger individuals than for older people.”

(back to top)

3) Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

(back to top)

Parallelism

Bill Huston — Fri, 15 Jan 2010 21:51:03 GMT
Revision 24 posted to SAT Prep by Bill Huston on 1/15/2010 4:51:03 PM

Parallelism

Filed under: SAT, writing, parallelism

Table of Contents

Verb Tense Parallelism

Parallel Phrasing

Seek Balance

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence (such as verb tense, noun number, or pronoun case) agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

1) Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

power lines were snapped

power lines snapping

snapping power lines

snapped power lines

power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

2) Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what's wrong with the following sentence:

Incorrect:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism the sentence should read:

Correct:

“Working with computers is sometimes easier for younger individuals than for older people.”

3) Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

ian — Mon, 12 Oct 2009 23:59:29 GMT
Revision 23 posted to SAT Prep by ian on 10/12/2009 7:59:29 PM

Parallelism

Filed under: SAT, writing, parallelism

Table of Contents

Verb Tense Parallelism

Parallel Phrasing

Seek Balance

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – (such as verb tense, noun number, or pronoun case– ) agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

1) Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

(A)

power lines were snapped

(B)

power lines snapping

(C)

snapping power lines

(D)

snapped power lines

(E)

power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

2) Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s 's wrong with the following sentence:

Incorrect:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism , we should have the sentence should read:

Correct:

“Working with computers is sometimes easier for younger individuals than for older people.”

3) Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Bill Huston — Wed, 15 Jul 2009 19:33:53 GMT
Revision 22 posted to SAT Prep by Bill Huston on 7/15/2009 3:33:53 PM

Parallelism

Filed under: SAT, writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

(A) power lines were snapped

(B) power lines snapping

(C) snapping power lines

(D) snapped power lines

(E) power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

Incorrect: “Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

Correct: “Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Bill Huston — Wed, 15 Jul 2009 19:30:47 GMT
Revision 21 posted to SAT Prep by Bill Huston on 7/15/2009 3:30:47 PM

Parallelism

Filed under: SAT, writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

(A) power lines were snapped

(B) power lines snapping

(C) snapping power lines

(D) snapped power lines

(E) power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Bill Huston — Fri, 17 Apr 2009 20:27:11 GMT
Revision 20 posted to SAT Prep by Bill Huston on 4/17/2009 4:27:11 PM

Parallelism

Filed under: writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with

How should we change the underlined part of the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

(A) power lines were snapped

(B) power lines snapping

(C) snapping power lines

(D) snapped power lines

(E) power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Bill Huston — Wed, 15 Apr 2009 12:35:38 GMT
Revision 19 posted to SAT Prep by Bill Huston on 4/15/2009 8:35:38 AM

Parallelism

Filed under: writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

(A) power lines were snapped

(B) power lines snapping

(C) snapping power lines

(D) snapped power lines

(E) power lines snapped

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Bill Huston — Mon, 13 Apr 2009 13:06:41 GMT
Revision 18 posted to SAT Prep by Bill Huston on 4/13/2009 9:06:41 AM

Parallelism

Filed under: writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Josh — Wed, 08 Apr 2009 16:15:11 GMT
Revision 17 posted to SAT Prep by Josh on 4/8/2009 12:15:11 PM

Parallelism

Filed under: writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

Item I.

Item II.

Item III.

Item IV.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Josh — Wed, 08 Apr 2009 15:56:33 GMT
Revision 16 posted to SAT Prep by Josh on 4/8/2009 11:56:33 AM

Parallelism

Filed under: writing, parallelism

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

Item I.

Item II.

Item III.

Item IV.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Bill Huston — Wed, 08 Apr 2009 15:46:07 GMT
Revision 15 posted to SAT Prep by Bill Huston on 4/8/2009 11:46:07 AM

Parallelism

Filed under: writing, parallelism

PARALLELISM
Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

Item I.

Item II.

Item III.

Item IV.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Josh — Wed, 08 Apr 2009 15:29:28 GMT
Revision 14 posted to SAT Prep by Josh on 4/8/2009 11:29:28 AM

Parallelism

Filed under: writing, parallelism

PARALLELISM

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

Item I.

Item II.

Item III.

Item IV.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Josh — Wed, 08 Apr 2009 15:25:35 GMT
Revision 13 posted to SAT Prep by Josh on 4/8/2009 11:25:35 AM

Parallelism

Filed under: writing, parallelism

PARALLELISM

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

Item I.

Item II.

Item III.

Item IV.

A.) Answer I.

B.) Answer II.

C.) Answer III.

D.) Answer IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Parallelism

Josh — Wed, 08 Apr 2009 15:19:02 GMT
Revision 12 posted to SAT Prep by Josh on 4/8/2009 11:19:02 AM

Parallelism

Filed under: writing, parallelism

PARALLELISM

Description

Parallelism questions are all about consistency. These questions ask you to make elements of a sentence – such as verb tense, noun number, or pronoun case – agree with one another.

Approach

When you see a list (look for commas), make sure that the items in the list are parallel with each other. Mostly, make sure that verbs in a list are in the same tense.

Verb Tense Parallelism

What's wrong with the following sentence?

The tornado ripped through the central part of town, toppling small buildings, uprooting trees, and power lines were snapped.

Item I.

Item II.

Item III.

Item IV.

The above question is based on a verb tense parallelism issue, and is therefore very similar to the idea of “Make it Match” in the Verb Tense section.

Parallel Phrasing

Another common type of parallelism question deals with general phrase structure and is often related to the use of prepositions.

For example, what’s wrong with the following sentence:

“Working with computers is sometimes easier for younger individuals than older people.”

In the name of parallelism, we should have the sentence should read:

“Working with computers is sometimes easier for younger individuals than for older people.”

Seek Balance

Sentences should generally be balanced and repetitive in their phrasing and structure. Even though this style may seem heavy-handed, the first half of a sentence should generally have a similar flow to the second half.

Number Comparisons

Bill Huston — Fri, 15 Jan 2010 22:00:18 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 5:00:18 PM

Number Comparisons

Filed under: SAT, writing, number comparisons

Table of Contents

More vs. Most

-er vs. -est

Between vs. Among

Summary

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the languange used to compare things.

Approach:

Determine whether you are comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison.

1) More vs. Most

The word "most" can only be used to compare more than two things or ideas.

Incorrect:

"James Joyce's novels Ulysses and Finnegan's Wake are both difficult to understand, but Ulysses is the most popular among students."

Since we are only comparing two books, we need to say "more" instead of "most."

Correct:

"James Joyce's novels Ulysses and Finnegan's Wake are both difficult to understand, but Ulysses is more popular among students."

2) -er vs. -est

The -er ending is a comparative ending and can only be used to compare two things. The -est ending is a superlative ending and can only be used for more than two things.

Incorrect:

"Of the three T.V.s for sale, the Sony has a clearer picture."

This sentence needs to say "clearest" because we have three T.V.s.

Correct:

"Of the three T.V.s for sale, the Sony has the clearest picture."

3) Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.

Incorrect:

"Thanks to the meeting, there was quickly an agreement between Sarah, Katie, and Tracy."

Since there are three women involved, "between" should be "among."

Correct:

"Thanks to the meeting, there was quickly an agreement among Sarah, Katie, and Tracy."

4) Summary

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

ian — Tue, 13 Oct 2009 00:34:44 GMT
Revision 9 posted to SAT Prep by ian on 10/12/2009 8:34:44 PM

Number Comparisons

Filed under: SAT, writing, number comparisons

Table of Contents

More vs. Most

-er vs. -est

Between vs. Among

Summary

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way languange used to compare things.

Approach:

Determine whether your you are comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison.

1) More vs. mostMost

The word "most" can only be used to compare more than two things or ideas.

Incorrect:“James

"James Joyce’s 's novels Ulysses and Finnegan’s 's Wake are both difficult to understand, but Ulysses is the most popular among students.”"

Since we are only comparing two books, we need to say “more” "more" instead of “most.” "most."

Correct:“James

"James Joyce’s 's novels Ulysses and Finnegan’s 's Wake are both difficult to understand, but Ulysses is more popular among students.”

–er "

2) -er vs. –est-est

The –er -er ending is a comparative ending and can only be used to compare two things. The –est -est ending is a superlative ending and can only be used for more than two things.

Incorrect:“Of

"Of the three T.V.’s T.V.s for sale, the Sony has a clearer picture.”"

This sentence needs to say “clearest” "clearest" because we have three T.VT.V.s. ’s.

Correct:“Of

"Of the three T.V.’s T.V.s for sale, the Sony has the clearest picture.”"

3) Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.

Incorrect:“Thanks

"Thanks to the meeting, there was quickly an agreement between Sarah, Katie, and Tracy.”"

Since there are three women involved, “between” "between" should be “among.” "among."

Correct:“Thanks

"Thanks to the meeting, there was quickly an agreement among Sarah, Katie, and Tracy.”"

4) Summary

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 15 Jul 2009 19:21:38 GMT
Revision 8 posted to SAT Prep by Bill Huston on 7/15/2009 3:21:38 PM

Number Comparisons

Filed under: SAT, writing, number comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish

Determine whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word "most" can only be used to compare more than two things or ideas.

Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”

Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.

Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.

Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.

Incorrect: “Thanks to the meeting, there was quickly an agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly an agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 15 Jul 2009 19:20:40 GMT
Revision 7 posted to SAT Prep by Bill Huston on 7/15/2009 3:20:40 PM

Number Comparisons

Filed under: SAT, writing, number comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word "most" can only be used to compare more than two things or ideas.

Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”

Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.

Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.

Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.

Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 06 May 2009 15:42:06 GMT
Revision 6 posted to SAT Prep by Bill Huston on 5/6/2009 11:42:06 AM

Number Comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word "most" can only be used to compare more than two things or ideas.

Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”

Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.

Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.

Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.

Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 06 May 2009 15:41:01 GMT
Revision 5 posted to SAT Prep by Bill Huston on 5/6/2009 11:41:01 AM

Number Comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word most "most" can only be used to compare more than two things or ideas.

Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”

Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.
Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.
Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.
Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 06 May 2009 15:40:16 GMT
Revision 4 posted to SAT Prep by Bill Huston on 5/6/2009 11:40:16 AM

Number Comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word most can only be used to compare more than two things or ideas.

Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”

Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.
Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.
Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

"Between" is the right choice when comparing two things. "Among" is correct for more than two.
Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 06 May 2009 15:39:52 GMT
Revision 3 posted to SAT Prep by Bill Huston on 5/6/2009 11:39:52 AM

Number Comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word most can only be used to compare more than two things or ideas.
Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”
Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.
Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.
Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

Between

"Between" is the right choice when comparing two things. Among "Among" is correct for more than two.
Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 06 May 2009 15:37:49 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 11:37:49 AM

Number Comparisons

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word most can only be used to compare more than two things or ideas.
Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”
Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.
Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.
Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

Between is the right choice when comparing two things. Among is correct for more than two.
Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”
Since there are three women involved, “between” should be “among.”
Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Number Comparisons

Bill Huston — Wed, 06 May 2009 15:35:26 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 11:35:26 AM

Description:

The language used to make comparisons differs depending on how many things or ideas are being compared. Number Comparisons questions ask about the proper way to compare things.

Approach:

Distinguish whether your comparing two or more than two things. The number of people or things being compared will determine how to set up the comparison

More vs. most

The word most can only be used to compare more than two things or ideas.
Incorrect: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is the most popular among students.”
Since we are only comparing two books, we need to say “more” instead of “most.”
Correct: “James Joyce’s novels Ulysses and Finnegan’s Wake are both difficult to understand, but Ulysses is more popular among students.”

–er vs. –est

The –er ending is a comparative ending and can only be used to compare two things. The –est ending is a superlative ending and can only be used for more than two things.
Incorrect:“Of the three T.V.’s for sale, the Sony has a clearer picture.”
This sentence needs to say “clearest” because we have three T.V.’s.
Correct: “Of the three T.V.’s for sale, the Sony has the clearest picture.”

Between vs. Among

Between is the right choice when comparing two things. Among is correct for more than two.

Incorrect: “Thanks to the meeting, there was quickly agreement between Sarah, Katie, and Tracy.”

Since there are three women involved, “between” should be “among.”

Correct: “Thanks to the meeting, there was quickly agreement among Sarah, Katie, and Tracy.”

Number of elements (people, things, etc.) in the comparison Proper comparison word

2 more (i.e. more quickly, more fair, etc.)

3 or more most (i.e. most quick, most fair, etc.

2 -er ending (slower, better, etc.)

3 or more -est ending (slowest, best, etc.)

2 between (i.e. between you and me, between the two students, etc.)

3 or more among (i.e. among the four students, etc.)

Adjective vs. Adverb

Bill Huston — Fri, 15 Jan 2010 21:59:41 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:59:41 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Table of Contents

What is an Adjective?

What is an Adverb?

Practice

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in -ly. Most adjective vs. adverb questions will use an adjective where there should be an adverb. You need to spot the misused adjective and replace it with an adverb.

Approach:

Look for Adjectives: Adjectives are often used incorrectly.

Analyze the Sentence: Find the word that is being described by the adverb/adjective. If it's a noun, you should go with the adjective form. If it's not a noun, you need an adverb.

1) Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? What size? What quality? etc.

2) Adverbs describe verbs, adjectives, or other adverbs

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? How dark? How quickly? etc.

3) Practice: What's wrong with the following sentence?

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

growing

composed

slow

his

NO ERROR

Look for the Adjectives: the only adjectives underlined are "growing" and "slow."

Analyze the Sentence: "growing" describes "deafness." This is correct, because "deafness" is a noun and therefore requires an adjective like "growing." The word "slow" describes how Beethoven composed. Since "slow" is therefore describing a verb, we need to turn it into the adverb "slowly."

Adjective vs. Adverb

ian — Tue, 13 Oct 2009 00:33:28 GMT
Revision 15 posted to SAT Prep by ian on 10/12/2009 8:33:28 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Table of Contents

What is an Adjective?

What is an Adverb?

Practice

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. -ly. Most adjective vs. adverb questions will use an adjective where there should be an adverb. You need to spot the misused adjective and replace it with an adverb.

Approach:

1.

Look for Adjectives: Adjectives are often used incorrectly.

2.

Analyze the Sentence: Find the word that is being described by the adverb/adjective. If it’s 's a noun, you should go with the adjective form. If it’s 's not a noun, you need an adverb.

1) Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what What size? what What quality? etc.

2) Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how How dark? how How quickly? etc.

3) Practice: What's wrong with the following sentence?

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

A)

growing

B)

composed

C)

slow

D)

his

E)

NO ERROR

1.

Look for the Adjectives: the only adjectives underlined are "growing" and "slow."
2.

Analyze the Sentence: "growing" describes "deafness." This is correct, because "deafness" is a noun and therefore requires an adjective like "growing." The word "slow" describes how Beethoven composed. Since "slow" is therefore describing a verb, we need to turn it into the adverb "slowly."

Adjective vs. Adverb

Bill Huston — Wed, 15 Jul 2009 17:45:58 GMT
Revision 14 posted to SAT Prep by Bill Huston on 7/15/2009 1:45:58 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Most adjective vs. adverb questions will use an adjective where there should be an adverb. You need to spot the misused adjective and replace it with an adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the Sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Practice: What's wrong with the following sentence?

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

A) growing

B) composed

C) slow

D) his

E) NO ERROR

1. Look for the Adjectives: the only adjectives underlined are "growing" and "slow."
2. Analyze the Sentence: "growing" describes "deafness." This is correct, because "deafness" is a noun and therefore requires an adjective like "growing." The word "slow" describes how Beethoven composed. Since "slow" is therefore describing a verb, we need to turn it into the adverb "slowly."

Adjective vs. Adverb

Bill Huston — Wed, 15 Jul 2009 17:45:04 GMT
Revision 13 posted to SAT Prep by Bill Huston on 7/15/2009 1:45:04 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Most adjective vs. adverb questions will use an adjective where there should be an adverb. You need to spot the misused adejective adjective and replace it with an adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the Sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Practice: What's wrong with the following sentence?

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

A) growing

B) composed

C) slow

D) his

E) NO ERROR

1. Look for the Adjectives: the only adjectives underlined are "growing" and "slow."
2. Analyze the Sentence: "growing" describes "deafness." This is correct, because "deafness" is a noun and therefore requires an adjective like "growing." The word "slow" describes how Beethoven composed. Since "slow" is therefore describing a verb, we need to turn it into the adverb "slowly."

Adjective vs. Adverb

Bill Huston — Wed, 15 Jul 2009 17:42:52 GMT
Revision 12 posted to SAT Prep by Bill Huston on 7/15/2009 1:42:52 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective Most adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these adverb questions will use an adjective where there should be an adverb. You need to spot the misused adejective and replace it with an adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the Sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Practice: What's wrong with the following sentence?

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

A) growing

B) composed

C) slow

D) his

E) NO ERROR

1. Look for the Adjectives: the only adjectives underlined are "growing" and "slow."
2. Analyze the Sentence: "growing" describes "deafness." This is correct, because "deafness" is a noun and therefore requires an adjective like "growing." The word "slow" describes how Beethoven composed. Since "slow" is therefore , describing a verb, we need to turn it into the adverb "slowly."

Adjective vs. Adverb

Bill Huston — Wed, 15 Jul 2009 17:37:24 GMT
Revision 11 posted to SAT Prep by Bill Huston on 7/15/2009 1:37:24 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentenceSentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs.adverb issue in

Practice: What's wrong with the following sentence:?

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

JavaScript Test

A) growing

B) composed

C) slow

D) his

E) NO ERROR

1. Look for the Adjectives: the only adjectives underlined are "growing" and "slow." 2. Analyze the Sentence: "growing" describes "deafness." This is correct, because "deafness" is a noun and therefore requires an adjective like "growing." The word "slow" describes how Beethoven composed. Since "slow" is therefore, describing a verb, we need to turn it into the adverb "slowly."

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 19:52:50 GMT
Revision 10 posted to SAT Prep by Josh on 7/7/2009 3:52:50 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

JavaScript Test

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 18:46:13 GMT
Revision 9 posted to SAT Prep by Josh on 7/7/2009 2:46:13 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

JavaScript Test

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 18:40:34 GMT
Revision 8 posted to SAT Prep by Josh on 7/7/2009 2:40:34 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 18:39:34 GMT
Revision 7 posted to SAT Prep by Josh on 7/7/2009 2:39:34 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 18:36:49 GMT
Revision 6 posted to SAT Prep by Josh on 7/7/2009 2:36:49 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 18:36:17 GMT
Revision 5 posted to SAT Prep by Josh on 7/7/2009 2:36:17 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

Adjective vs. Adverb

Josh — Tue, 07 Jul 2009 18:35:31 GMT
Revision 4 posted to SAT Prep by Josh on 7/7/2009 2:35:31 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

JavaScript Test

Adjective vs. Adverb

Bill Huston — Mon, 06 Jul 2009 18:55:55 GMT
Revision 3 posted to SAT Prep by Bill Huston on 7/6/2009 2:55:55 PM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

Adjective vs. Adverb

Bill Huston — Wed, 06 May 2009 15:34:13 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 11:34:13 AM

Adjective vs. Adverb

Filed under: SAT, writing, adjective vs. adverb

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

Adjective vs. Adverb

Bill Huston — Wed, 06 May 2009 15:34:13 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 11:34:13 AM

Description:

Adjectives describe nouns. Adverbs describe everything else (verbs, adjectives, and other adverbs) and often end in –ly. Adjective vs. Adverb questions will ask you to pick one or the other. Almost every one of these questions will use an adjective where there should be adverb.

Approach:

1. Look for Adjectives: Adjectives are often used incorrectly.

2. Analyze the sentence: Find the word that is being described by the adverb/adjective. If it’s a noun, you should go with the adjective form. If it’s not a noun, you probably need an adverb.

Adjectives describe nouns (people, places, or things)

Adjectives focus on the what: what color? what size? what quality? etc.

Adverbs describe verbs, adjectives, or other adverbs.

In other words, adverbs describe everything except nouns.

Adverbs focus on the how: how fast? how dark? how quickly? etc.

Spot the adjective vs. adverb issue in the following sentence:

Due to his growing deafness, Beethoven composed more slow than many of his contemporaries.

Awkward / Miscellaneous

Bill Huston — Fri, 15 Jan 2010 21:59:19 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:59:19 PM

Awkward / Miscellaneous

Filed under: SAT, writing, awkward / miscellaneous

Table of Contents

Short is Sweet

-ing is B-A-D

Make it Match

Description:

Sentences that fall into this category are usually long and awkwardly constructed, but often do not have specific, technical grammar problems.

Approach:

Remember several of the following general suggestions about grammar questions.

1) Short is Sweet

Correct answers are usually short and to the point.

2) -ing is B-A-D

Verbs that end with -ing are very often wrong.

"Being" and "having" are almost always wrong!

-ing verbs that are surrounded by prepositions are almost always wrong!

3) Make it Match

Sentences should generally sound balanced and even. The last part of the sentence should have the same sound as the first part of the sentence. Sentences, paragraphs, and whole passages should have rhythmic and consistent phrasing all the way through.

Awkward / Miscellaneous

ian — Tue, 13 Oct 2009 00:32:37 GMT
Revision 4 posted to SAT Prep by ian on 10/12/2009 8:32:37 PM

Awkward / Miscellaneous

Filed under: SAT, writing, awkward / miscellaneous

Table of Contents

Short is Sweet

-ing is B-A-D

Make it Match

Description:

Sentences that fall into this category are usually long and awkwardly constructed, but often do not have specific, technical grammar problems.

Approach:

Remember several of the following general suggestions about grammar questions.

1) Short is Sweet

Correct answers are usually short and to the point.

–ing

2) -ing is B-A-D

Verbs that end with –ing -ing are wrong very often

“Being” wrong.

"Being" and “having” "having" are almost always wrong!

-ing verbs that are surrounded by prepositions are almost always wrong!

3) Make it Match

Sentences should generally sound balanced and even. The last part of the sentence should have the same sound as the first part of the sentence. Sentences, paragraphs, and whole passages should have rhythmic and consistent phrasing all the way through.

Awkward / Miscellaneous

Bill Huston — Wed, 15 Jul 2009 18:19:45 GMT
Revision 3 posted to SAT Prep by Bill Huston on 7/15/2009 2:19:45 PM

Awkward / Miscellaneous

Filed under: SAT, writing, awkward / miscellaneous

Description:

Sentences that fall into this category are usually long and awkwardly constructed, but often do not have specific, technical grammatical grammar problems.

Approach:

Remember several of our most common the following general suggestions about grammar questions.

Short is Sweet

Correct answers are usually short and two to the point.

–ing is B-A-D

Verbs that end with –ing are wrong very often

“Being” and “having” are almost always wrong!

-ing verbs that are near surrounded by prepositions are almost always wrong!

Make it Match

Sentences should generally sound balanced and even. The last part of the sentence should have the same sound as the first part of the sentence. Sentences, paragraphs, and whole passages should have rhythmic and consistent phrasing all the way through.

Awkward / Miscellaneous

Bill Huston — Wed, 06 May 2009 15:32:17 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 11:32:17 AM

Awkward / Miscellaneous

Filed under: SAT, writing, awkward / miscellaneous

Description:

Sentences that fall into this category are usually long and awkwardly constructed, but often do not have specific, technical grammatical problems.

Approach:

Remember several of our most common general suggestions about grammar questions.

Short is Sweet

Correct answers are usually short and two the point.

–ing is B-A-D

Verbs that end with –ing are wrong very often

“Being” and “having” are almost always wrong!

-ing verbs that are near prepositions are almost always wrong!

Make it Match

Sentences should generally sound balanced and even. The last part of the sentence should have the same sound as the first part of the sentence. Sentences, paragraphs, and whole passages should have rhythmic and consistent phrasing all the way through.

Awkward / Miscellaneous

Bill Huston — Wed, 06 May 2009 15:32:17 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 11:32:17 AM

Description:

Sentences that fall into this category are usually long and awkwardly constructed, but often do not have specific, technical grammatical problems.

Approach:

Remember several of our most common general suggestions about grammar questions.

Short is Sweet

Correct answers are usually short and two the point.

–ing is B-A-D

Verbs that end with –ing are wrong very often

“Being” and “having” are almost always wrong!

-ing verbs that are near prepositions are almost always wrong!

Make it Match

Sentences should generally sound balanced and even. The last part of the sentence should have the same sound as the first part of the sentence. Sentences, paragraphs, and whole passages should have rhythmic and consistent phrasing all the way through.

Redundancy

Bill Huston — Fri, 15 Jan 2010 21:56:58 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:56:58 PM

Redundancy

Filed under: SAT, writing, redundancy

Table of Contents

Two Redundancy Traps:

Word and its Definition

Word and its Opposite

Spot the redundancy

Description:

Redundancy questions deal with wordiness.

A sentence shouldn't say the same thing twice.

Right answers are generally short and to the point.

Approach:

Remember that the correct answers to many grammar questions are quite short. Ask yourself:
is all the information in the sentence necessary, or is it repetitive?

1) Two Redundancy Traps:

1. Word and its Definition
Incorrect:

"The dramatic movie filled with drama caused people to cry."

If it's a dramatic movie, we already know that it's "filled with drama."

Correct:

"The dramatic movie caused people to cry."
2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.

Incorrect:

"The private golf club, which is not public, is very well maintained."

If we know the club is private, we don't have to mention that it's not public.

Correct:

"The private golf club is very well maintained."

2) Spot the redundancy problems in the following sentences:

Both you as well as I attended the basketball game last week.

We haven't hardly any of our original team members left in the current lineup.

In the year 1941, Japan attacked Pearl Harbor.

I woke up at 9:00 AM this morning.

Redundancy

ian — Tue, 13 Oct 2009 00:31:48 GMT
Revision 7 posted to SAT Prep by ian on 10/12/2009 8:31:48 PM

Redundancy

Filed under: SAT, writing, redundancy

Table of Contents

Two Redundancy Traps:

Word and its Definition

Word and its Opposite

Spot the redundancy

Description:

Redundancy questions deal with wordiness.

A sentence shouldn’t 't say the same thing twice.

Right answers are generally short and to the point.

Approach:

Remember that the correct answers to many grammar questions are quite short. Ask yourself:
is all the information in the sentence necessary, or is it repetitive?

1) Two Redundancy Traps:

1. Word and its Definition
Incorrect:“The

"The dramatic movie filled with drama caused people to cry.”"

If it’s 's a dramatic movie, we already know that it’s “filled 's "filled with drama.” "

Correct:

"The dramatic movie caused people to cry."
2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.

Incorrect:“The

"The private golf club, which is not public, is very well maintained.”"

If we know the club is private, we don’t 't have to mention that it’s 's not public.

Correct:“The

"The private golf club is very well maintained.”"

2) Spot the redundancy problems in the following sentences:

1.

Both you as well as I attended the basketball game last week.

2.

We haven’t 't hardly any of our original team members left in the current lineup.

3.

In the year 1941, Japan attacked Pearl Harbor.

4.

I woke up at 9:00 AM this morning.

Redundancy

Bill Huston — Thu, 16 Jul 2009 15:03:41 GMT
Revision 6 posted to SAT Prep by Bill Huston on 7/16/2009 11:03:41 AM

Redundancy

Filed under: SAT, writing, redundancy

Description:

Redundancy questions deal with wordiness.

A sentence shouldn’t say the same thing twice.

Right answers are generally short and to the point.

Approach:

Remember that the correct answers to many grammar questions are quite short. Ask yourself: is all the information in the sentence necessary, or is it repetitive?

Two Redundancy Traps

1. Word and its Definition

Incorrect: “The dramatic movie filled with drama caused people to cry.”
If it’s a dramatic movie, we already know that it’s “filled with drama.”

Correct: "The dramatic movie caused people to cry."

2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.

Incorrect: “The private golf club, which is not public, is very well maintained.”
If we know the club is private, we don’t have mention that it’s not public.

Correct: “The private golf club is very well maintained.”

Spot the redundancy problems in the following sentences:

1. Both you as well as I attended the basketball game last week.

2. We haven’t hardly of our original team members left in the current lineup.

3. In the year 1941, Japan attacked Pearl Harbor.

4. I woke up at 9:00 AM this morning.

Redundancy

Bill Huston — Thu, 16 Jul 2009 15:01:50 GMT
Revision 5 posted to SAT Prep by Bill Huston on 7/16/2009 11:01:50 AM

Redundancy

Filed under: SAT, writing, redundancy

Description:

Redundancy questions deal with wordiness.

A sentence shouldn’t say the same thing twice, and right .

Right answers are generally short and to the point.

Approach:

Remember that correct answers to many grammar questions are quite short. Ask yourself: is all the information in the sentence necessary, or is it repetitive?

Two Redundancy Traps

1. Word and its Definition

Incorrect: “The dramatic movie filled with drama caused people to cry.”
If it’s a dramatic movie, we already know that it’s “filled with drama.”

Correct: "The dramatic movie caused people to cry."

2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.

Incorrect: “The private golf club, which is not public, is very well maintained.”
If we know the club is private, we don’t have mention that it’s not public.

Correct: “The private golf club is very well maintained.”

Spot the redundancy problems in the following sentences:

1. Both you as well as I attended the basketball game last week.

2. We haven’t hardly of our original team members left in the current lineup.

3. In the year 1941, Japan attacked Pearl Harbor.

4. I woke up at 9:00 AM this morning.

Redundancy

Bill Huston — Wed, 06 May 2009 15:30:43 GMT
Revision 4 posted to SAT Prep by Bill Huston on 5/6/2009 11:30:43 AM

Redundancy

Filed under: SAT, writing, redundancy

Description:

Redundancy questions deal with wordiness. A sentence shouldn’t say the same thing twice, and right answers are generally short and to the point.

Approach:

Remember that correct answers to many grammar questions are quite short. Ask yourself: is all the information in the sentence necessary, or is it repetitive?

Two Redundancy Traps

1. Word and its Definition

Incorrect: “The dramatic movie filled with drama caused people to cry.”
If it’s a dramatic movie, we already know that it’s “filled with drama.”

Correct: "The dramatic movie caused people to cry."

2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.
Incorrect: “The private golf club, which is not public, is very well maintained.”
If we know the club is private, we don’t have mention that it’s not public.

Correct: “The private golf club is very well maintained.”

Spot the redundancy problems in the following sentences:

1. Both you as well as I attended the basketball game last week.

2. We haven’t hardly of our original team members left in the current lineup.

3. In the year 1941, Japan attacked Pearl Harbor.

4. I woke up at 9:00 AM this morning.

Redundancy

Bill Huston — Wed, 06 May 2009 15:30:43 GMT
Revision 3 posted to SAT Prep by Bill Huston on 5/6/2009 11:30:43 AM

Redundancy

Description:

Redundancy questions deal with wordiness. A sentence shouldn’t say the same thing twice, and right answers are generally short and to the point.

Approach:

Remember that correct answers to many grammar questions are quite short. Ask yourself: is all the information in the sentence necessary, or is it repetitive?

Two Redundancy Traps

1. Word and its Definition

Incorrect: “The dramatic movie filled with drama caused people to cry.”
If it’s a dramatic movie, we already know that it’s “filled with drama.”

Correct: "The dramatic movie caused people to cry."

2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.
Incorrect: “The private golf club, which is not public, is very well maintained.”
If we know the club is private, we don’t have mention that it’s not public.

Correct: “The private golf club is very well maintained.”

Spot the redundancy problems in the following sentences:

1. Both you as well as I attended the basketball game last week.

2. We haven’t hardly of our original team members left in the current lineup.

3. In the year 1941, Japan attacked Pearl Harbor.

4. I woke up at 9:00 AM this morning.

Redundancy

Bill Huston — Wed, 06 May 2009 15:29:58 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 11:29:58 AM

Redundancy

Description:

Redundancy questions deal with wordiness. A sentence shouldn’t say the same thing twice, and right answers are generally short and to the point.

Approach:

Remember that correct answers to many grammar questions are quite short. Ask yourself: is all the information in the sentence necessary, or is it repetitive?

Two Redundancy Traps

1. Word and its Definition

Incorrect: “The dramatic movie filled with drama caused people to cry.”
If it’s a dramatic movie, we already know that it’s “filled with drama.”

Correct: "The dramatic movie caused people to cry."

2. Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.
Incorrect: “The private golf club, which is not public, is very well maintained.”
If we know the club is private, we don’t have mention that it’s not public.

Correct: “The private golf club is very well maintained.”

Spot the redundancy problems in the following sentences:

1. Both you as well as I attended the basketball game last week.

2. We haven’t hardly of our original team members left in the current lineup.

3. In the year 1941, Japan attacked Pearl Harbor.

4. I woke up at 9:00 AM this morning.

Redundancy

Bill Huston — Wed, 06 May 2009 15:28:09 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 11:28:09 AM

Description:

Redundancy questions deal with wordiness. A sentence shouldn’t say the same thing twice, and right answers are generally short and to the point.

Approach:

Remember that correct answers to many grammar questions are quite short. Ask yourself: is all the information in the sentence necessary, or is it repetitive?

Two Redundancy Traps

1. Word and its Definition

Incorrect: “The dramatic movie filled with drama caused people to cry.”
If it’s a dramatic movie, we already know that it’s “filled with drama.”
Word and its Opposite
It is often not necessary to mention the definition of the opposite of a concept in a sentence.
Incorrect: “The private golf club, which is not public, is very well maintained.”
If we know the club is private, we don’t have mention that it’s not public.
Correct: “The private golf club is very well maintained.”

Spot the redundancy problems in the following sentences:

1. Both you as well as I attended the basketball game last week.

2. We haven’t hardly of our original team members left in the current lineup.

3. In the year 1941, Japan attacked Pearl Harbor.

4. I woke up at 9:00 AM this morning.

Sentence Fragments

Bill Huston — Fri, 15 Jan 2010 21:56:32 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:56:32 PM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Table of Contents

Some fragments lack a main verb

Fragments containing "who", "which", or "that"

Practice: Sentence rewrite

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1) Some fragments lack a main verb

Incorrect:

The man on the rooftop.

Fix this fragment by adding a main verb.

Correct:

The man walked on the rooftop.

2) Fragments containing "who," "which," or "that"

Many fragments begin an appositive (description) with the words "who," "that," or "which" and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the "who," "that," or "which."

Incorrect:

"The members of the town council, who believe that taxes should not be raised."

To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct:

"The members of town council believe that taxes should not be raised."

2. Or, we can add another idea after the appositive to complete the sentence.

Incorrect:

"Igor Stravinsky's Rite of Spring, which was very controversial when it was debuted."

To transform this fragment into a sentence, we will add another idea to the end.

Correct:

"Igor Stravinsky's Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music."

3) Practice: What is the best way to rewrite the following sentence?

The book Jesse just finished reading, which describes the lives of the Ohlone Indians and relates the history of ancient California.

reading, which describes the lives of the Ohlone Indians

reading, which through describing the lives of the Ohlone Indians

reading, that described the lives of the Ohlone Indians

reading describes the lives of the the Ohlone Indians

reading, describes the lives of the Ohlone Indians

Sentence Fragments

ian — Tue, 13 Oct 2009 00:31:02 GMT
Revision 13 posted to SAT Prep by ian on 10/12/2009 8:31:02 PM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Table of Contents

Some fragments lack a main verb

Fragments containing "who", "which", or "that"

Practice: Sentence rewrite

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. ) Some fragments to lack a main verb.

Incorrect:

The man on the rooftop.

Fix this fragment by adding a main verb:.

Correct:

The man walked on the rooftop.

2. ) Fragments containing "who," "which," or "that"

Many fragments begin an appositive (description) with the words “who,” “that,” "who," "that," or “which” "which" and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” "who," "that," or “which.""which."

Incorrect:“The

"The members of the town council, who believe that taxes should not be raised.”"

To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct:“The

"The members of town council believe that taxes should not be raised.”"

2. Or, we can add another idea after the appositive to complete the sentence.

Incorrect:“Igor

"Igor Stravinsky’s 's Rite of Spring, which was very controversial when it was debuted.”"

To transform this fragment into a sentence, we will add another idea to the end.

Correct:“Igor

"Igor Stravinsky’s 's Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”"

3) Practice: What is the best way to rewrite the following sentence?

The book Jesse just finished reading, which describes the lives of the Ohlone Indians and relates the history of ancient California.

A)

reading, which describes the lives of the Ohlone Indians

B)

reading, which through describing the lives of the Ohlone Indians

C)

reading, that described the lives of the Ohlone Indians

D)

reading describes the lives of the the Ohlone Indians

E)

reading, describes the lives of the Ohlone Indians

Sentence Fragments

Bill Huston — Thu, 16 Jul 2009 15:21:30 GMT
Revision 12 posted to SAT Prep by Bill Huston on 7/16/2009 11:21:30 AM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Incorrect: The man on the rooftop.

Fix this fragment by adding a main verb:

Correct: The man walked on the rooftop.

2. Fragments containing "who," "which," or "that"

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.

Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Practice: What is the best way to rewrite the following sentence?

The book Jesse just finished reading, which describes the lives of the Ohlone Indians and relates the history of ancient California.

A) reading, which describes the lives of the Ohlone Indians

B) reading, which through describing the lives of the Ohlone Indians

C) reading, that described the lives of the Ohlone Indians

D) reading describes the lives of the the Ohlone Indians

E) reading, describes the lives of the Ohlone Indians

Sentence Fragments

Bill Huston — Thu, 16 Jul 2009 15:20:36 GMT
Revision 11 posted to SAT Prep by Bill Huston on 7/16/2009 11:20:36 AM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Incorrect: The man on the rooftop.

Fix this fragment by adding a main verb:

Incorrect: The man on the rooftop.
Correct: The man walked on the rooftop.

2. Fragments containing "who," "which," or "that"

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.

Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Practice: What is the best way to rewrite the following sentence?

The book Jesse just finished reading, which describes the lives of the Ohlone Indians and relates the history of ancient California.

A) reading, which describes the lives of the Ohlone Indians

B) reading, which through describing the lives of the Ohlone Indians

C) reading, that described the lives of the Ohlone Indians

D) reading describes the lives of the the Ohlone Indians

E) reading, describes the lives of the Ohlone Indians

Sentence Fragments

Bill Huston — Thu, 16 Jul 2009 15:18:24 GMT
Revision 10 posted to SAT Prep by Bill Huston on 7/16/2009 11:18:24 AM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix this fragment by adding a main verb:

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing "who," "which," or "that"

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.

Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Practice: What is the best way to rewrite the following sentence?

The book Jesse just finished reading, which describes the lives of the Ohlone Indians and relates the history of ancient California.

A) reading, which describes the lives of the Ohlone Indians

B) reading, which through describing the lives of the Ohlone Indians

C) reading, that described the lives of the Ohlone Indians

D) reading describes the lives of the the Ohlone Indians

E) reading, describes the lives of the Ohlone Indians

Sentence Fragments

Bill Huston — Thu, 16 Jul 2009 15:16:57 GMT
Revision 9 posted to SAT Prep by Bill Huston on 7/16/2009 11:16:57 AM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments this fragment by adding a main verb. :

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, "who," "which," or that"that"

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.

Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Practice: What is the best way to rewrite the following sentence?

The book Jesse just finished reading, which describes the lives of the Ohlone Indians and relates the history of ancient California.

A) reading, which describes the lives of the Ohlone Indians

B) reading, which through describing the lives of the Ohlone Indians

C) reading, that described the lives of the Ohlone Indians

D) reading describes the lives of the the Ohlone Indians

E) reading, describes the lives of the Ohlone Indians

Sentence Fragments

Bill Huston — Thu, 16 Jul 2009 15:16:09 GMT
Revision 8 posted to SAT Prep by Bill Huston on 7/16/2009 11:16:09 AM

Sentence Fragments

Filed under: SAT, writing, sentence fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:17:43 GMT
Revision 7 posted to SAT Prep by Bill Huston on 5/6/2009 11:17:43 AM

Sentence Fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:17:06 GMT
Revision 6 posted to SAT Prep by Bill Huston on 5/6/2009 11:17:06 AM

Sentence Fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:16:04 GMT
Revision 5 posted to SAT Prep by Bill Huston on 5/6/2009 11:16:04 AM

Sentence Fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."

Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”

To transform this fragment into a sentence, we will add another idea to the end.

Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:15:31 GMT
Revision 4 posted to SAT Prep by Bill Huston on 5/6/2009 11:15:31 AM

Sentence Fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:

1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."
Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.
Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:13:24 GMT
Revision 3 posted to SAT Prep by Bill Huston on 5/6/2009 11:13:24 AM

Sentence Fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.

We can fix these types of fragments in one of two ways:
1

. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."
Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.
Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:11:04 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 11:11:04 AM

Sentence Fragments

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.
We can fix these types of fragments in one of two ways:
1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."
Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.
Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Sentence Fragments

Bill Huston — Wed, 06 May 2009 15:10:20 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 11:10:20 AM

Description:

Sentence Fragments are incomplete sentences. Sentence fragments will usually lack a main verb.

Approach:

Ask yourself if the sentence contains a complete thought. Or, does the sentence sound incomplete or leave you wondering what happens next? If so, it is probably not a sentence, but a sentence fragment.

1. Some fragments to lack a main verb.

Fix these fragments by adding a main verb.

Incorrect: The man on the rooftop.

Correct: The man walked on the rooftop.

2. Fragments containing who, which, or that

Many fragments begin an appositive (description) with the words “who,” “that,” or “which” and never finish the main thought.
We can fix these types of fragments in one of two ways:
1. Fix these sentences by removing the “who,” “that,” or “which."

Incorrect: “The members of the town council, who believe that taxes should not be raised.”
To transform this fragment into a sentence, we can remove the comma and the word "who."
Correct: “The members of town council believe that taxes should not be raised.”
2. Or, we can add another idea after the appositive to complete the sentence.
Incorrect: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted.”
To transform this fragment into a sentence, we will add another idea to the end.
Correct: “Igor Stravinsky’s Rite of Spring, which was very controversial when it was debuted, eventually became accepted as a masterpiece of 20th century music.”

Reading Passages

Bill Huston — Fri, 15 Jan 2010 21:50:22 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:50:22 PM

Reading Passages

Filed under: SAT, reading, passages

Table of Contents

Read with intent

Manage your time

Read it all

Skim it

Outline style

Work from specific to general

Read around line reference

Find the proof

Avoid extreme language

5 steps to comprehension questions

Short passages

Long passages

Dual passages

Types of passage-based reading questions

Line reference

Big picture

Specific questions

Vocab-in-context

Tone

Technique

Two passage comparisons

Inference / Suggestion

Assumptions

Hypotheticals

Description:

The SAT consists of three Reading Passage sections.

Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, and the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students think the reading sections are the hardest part of the SAT. However, with a little preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test

Reading Passages require a different type of reading than that with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teacher ask "What did you think of the reading?"
However, the SAT is a standardized test.
There is only one right answer, and it is not open to interpretation.

The strategies below will help you figure out the answer rather than interpret the passage.

1) Read With Intent

Know what you're looking for when you start reading. Ask yourself big questions: what is the author's main point? What is the author's attitude or tone?

2) Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don't read anything two or three times! Don't worry about the details! Keep moving! Also, you need to find a reading style that works well for you.
Here are three possible reading strategies:

1. Read the whole passage.
If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don't slow down or go back to read anything twice.

2. Skim the whole passage.
If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.

3. Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading method works because the above parts of the passage give most of the important information in the passage quickly and do not slow you down with unnecessary details.

3) Work from Specific to General

After you read the passage, answer the questions with specific line number references first. After you're done with the line reference questions, go back and do the questions that don't have line numbers.

4) Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 19 or 20.

5) Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

6) Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statements are wrong more often than more middle-of-the-road ideas.

7) Five Steps to Successful Reading Comprehension Questions

Read the Question.

Go back to the passage and find the proof you need.

Make up your own answer. Don't look at the provided answers before you do this.

Eliminate three answers that don't work.

Choose the best answer.

8) Short Passages

Short Passages are a couple of paragraphs long.

Read the questions first. Then, read the entire passage and answer the questions. Make sure that your answers are supported by proof from the passage.

9) Long Passages

Long passages are a half page to a full page in length.

Read the passage in your preferred style. Then, answer the questions from specific to general.

10) Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

11) Types of Passage-Based Reading Questions

1. Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

2. Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

3. Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

4. Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the "normal" definition of the word!

5. Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author's attitude in passage.

6. Technique
These questions ask about the author's writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

7. Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passages rather than specific details.

8. Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren't. You still must find proof for the right answer to these questions.

9. Assumptions
Assumption questions ask what the author must believe to be true in order to write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let's say an author states the following in a short passage: "Very little is known about the true style of Smith's music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work."

An important assumption in the above sentence is that recordings of music help us to understand the music's true style. The author's statement can only be true is this assumption is true.

10. Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author's main idea in the passage.

For example, let's say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

a recent high school graduate

a young woman who reads many books about clothing

the middle-aged former owner of a clothing store

a recent college graduate who studied Economics

a teenage fashion model

Answer D) is the only one that matches the author's idea that "recent college graduates are always better job candidates than people without college degrees," and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

ian — Mon, 12 Oct 2009 23:24:01 GMT
Revision 9 posted to SAT Prep by ian on 10/12/2009 7:24:01 PM

Reading Passages

Filed under: SAT, reading, passages

Table of Contents

Read with intent

Manage your time

Read it all

Skim it

Outline style

Work from specific to general

Read around line reference

Find the proof

Avoid extreme language

5 steps to comprehension questions

Short passages

Long passages

Dual passages

Types of passage-based reading questions

Line reference

Big picture

Specific questions

Vocab-in-context

Tone

Technique

Two passage comparisons

Inference / Suggestion

Assumptions

Hypotheticals

Description:

The SAT consists of three Reading Passage sections.

1.

Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2.

A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3.

One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, and the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find think the reading sections to consist of some of are the hardest material on part of the SAT. However, with a little preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test

Reading Passages require a different type of reading than that with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach teacher ask , "What did you think of the reading?"
However, the SAT is a standardized test.
There is only one right answer, and it is not open to interpretation.

The strategies below will help you figure out the answer rather than interpret the passage.

1) Read With Intent

Know what you’re 're looking for when you start reading. Ask yourself big questions: what is the author’s 's main point? What is the author’s 's attitude or tone?

2) Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t 't read anything two or three times! Don’t 't worry about the details! Keep moving! Also, you need to find a reading style that works well for you.
Here are three possible reading strategies:

1. Read the whole passage.
If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t 't slow down or go back to read anything twice.

2. Skim the whole passage.
If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.

3. Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading method works because the above parts of the passage give the most of the important information in the passage quickly and do not slow you down with unnecessary details.

3) Work from Specific to General

After you read the passage, answer the questions with specific line number references first. After you’re 're done with the line reference questions, go back and do the questions that don’t 't have line numbers.

4) Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 19 or 20.

5) Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

6) Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement statements are wrong more often than more middle-of-the-road ideas.

7) Five Steps to Successful Reading Comprehension Questions

1.

Read the Question

2.
Go back to the passage and find the proof you need.

3.
Make up your own answer. Don’t 't look at the provided answers before you do this.

4.
Eliminate three answers that don’t 't work.

5.
Choose the best answer.

8) Short Passages

Short Passages are a couple of paragraphs long.

Read the questions first. Then, read the entire passage and then answers answer the questions. Make sure that your answers are supported by proof from the passage.

9) Long Passages

Long passages are a half of a page to a full page longin length.

Read the passage in your preferred style. Then, answer the questions from specific to general.

10) Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

11) Types of Passage-Based Reading Questions

1. Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

2. Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

3. Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

4. Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” "normal" definition of the word!

5. Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s 's attitude in passage.

6. Technique
These questions ask about the author’s 's writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

7. Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage passages rather than specific details.

8. Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. 't. You still must find proof for the right answer to these questions.

9. Assumptions
Assumption questions ask what the author must believe to be true in order to write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s 's say an author states the following in a short passage: “Very "Very little is known about the true style of Smith’s 's music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”"

An important assumption in the above sentence is that recordings of music help us to understand the music’s 's true style. The author’s 's statement can only be true is this assumption is true.

10. Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s 's main idea oin in the passage.

For example, let’s 's say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A)

a recent high school graduate

B)
a young woman who reads many books about clothing

C)
the middle-aged former owner of a clothing store

D)
a recent college graduate who studied Economics

E)
a teenage fashion model

Answer D) is the only one that matches the author’s 's idea that “college "recent college graduates are always better job candidates than people without college degrees,” " and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:36:58 GMT
Revision 8 posted to SAT Prep by Bill Huston on 5/6/2009 2:36:58 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:

1. Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

2. Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.

3. Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:36:07 GMT
Revision 7 posted to SAT Prep by Bill Huston on 5/6/2009 2:36:07 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:

1. Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

2. Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
3. Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:34:06 GMT
Revision 6 posted to SAT Prep by Bill Huston on 5/6/2009 2:34:06 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:

Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:33:40 GMT
Revision 5 posted to SAT Prep by Bill Huston on 5/6/2009 2:33:40 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:

Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:20:06 GMT
Revision 4 posted to SAT Prep by Bill Huston on 5/6/2009 2:20:06 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:
Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:13:38 GMT
Revision 3 posted to SAT Prep by Bill Huston on 5/6/2009 2:13:38 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:
Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:12:34 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 2:12:34 PM

Reading Passages

Filed under: SAT, reading, passages

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:
Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.

Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.

Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.

Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!

Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.

Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.

Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.

Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.

Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Reading Passages

Bill Huston — Wed, 06 May 2009 18:09:09 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 2:09:09 PM

Description:

The SAT consists of three Reading Passage sections.

1. Two short passages (~15 lines each) with two questions each; 2 medium-length passages (~50 lines) with 10 questions

2. A short, two-passage comparison (~15 lines for each passage) with 4 questions; 1 long passage (~100 lines) with 15 questions

3. One medium-length double passage (~50 lines for each passage) with 15 questions

Reading Passages ask questions about the specific lines from the passage, the author's tone, the overall meaning of the passage. One of the passages on each SAT test will be fiction; the rest are nonfiction passages. Many students find the reading sections to consist of some of the hardest material on the SAT. However, with a preparation and solid strategy, these sections are very beatable.

Approach:

Adapt Your Reading Strategy to the Test
Reading Passages require a different type of reading with which many students are unfamiliar. In school and in life, we are encouraged to interpret literature in our own way, to derive our own meaning from what we read. In English class, it is very common to hear the teach ask, "What did you of the reading? However, the SAT is a standardized test. There is only one right answer and it is not open to interpretation.
The strategies below will help you figure out the answer rather than interpret the passage.

Read With Intent

Know what you’re looking for when you start reading. Ask yourself big questions: what is the author’s main point? What is the author’s attitude or tone?

Manage Your Time

Many students have a hard time finishing the reading sections. Your goal when reading is to find the main idea of the passage, not to understand every tiny detail. Don’t read anything two or three times! Don’t worry about the details! Keep moving! Also, you need to find a reading style that works well for you. Here are three possible reading strategies:
Read the whole passage.

If you are a pretty comfortable and quick reader, you can read the entire passage. But, remember, don’t slow down or go back to read anything twice.

Skim the whole passage.

If you have experience skimming and are comfortable doing so, you can skim quickly through the entire piece.
Read in the outline style.

1. Read the entire first paragraph.

2. Read the first and last sentences of all of the other paragraphs.

3. Read the entire last paragraph.

The outline reading works because the above parts of the passage give the most important information in the passage quickly and do not slow you down with unnecessary details.

Work from Specific to General

After you read the passage, answer the questions with line references first. After you’re done with the line reference questions, go back and do the questions that don’t have line numbers.

Read Around the Line Reference

Be sure to read three or four lines before and after the line reference. For example, if the question refers to line 15, start reading at line 10 or 11 and read all the way through line 29 or 20.

Find the Proof

There must be proof for the right answer. In contrast to what we often do in English class, you cannot interpret the material in the a reading passage. You must search the passage and find solid evidence for every one of your answers. Specific answers will only be right if there is direct support for them.

Avoid Extreme Language

On the reading sections, most correct answers feature moderate, wishy-washy language. Avoid extremely positive or extremely negative language and words like "all", "always", "never", and "none." Also, very opinionated statement are wrong more often than more middle-of-the-road ideas.

Five Steps to Successful Reading Comprehension Questions

1. Read the Question

2. Go back to the passage and find the proof you need.

3. Make up your own answer. Don’t look at the provided answers before you do this.

4. Eliminate three answers that don’t work.

5. Choose the best answer.

Short Passages

Short Passages are a couple of paragraphs long.

Read the entire passage and then answers the questions. Make sure that your answers are supported by proof from the passage.

Long Passages

Long passages are a half of a page to a page long.

Read the passage in your preferred style. Then, answer the questions from specific to general.

Dual Passages

Dual Passages present two passages next to each other, Passage 1 and Passage 2. These sections can be made up of either short or long passages.

For short dual passages, read both passages first and then answer the questions.

For long dual passages, read Passage 1 and do the questions that only ask about it. Then read passage two and answer any questions about it. Save the questions that ask about both passages for the end.

Types of Passage-Based Reading Questions

Line Reference
Do these questions first. You must look up the PROOF on Line Reference questions. Start reading three or four lines before the reference and read through three to four lines after the reference. The right answers to these questions must have evidence to specifically support the answer. If the answer includes an idea that is not specifically mentioned in the passage, it is probably wrong.
Big Picture
Do these questions after you finish the line reference questions. These questions will ask about the overall idea of the passage. Your answers to the Line Reference questions should add up to prove the answer to the Big Picture questions.
Specific Questions
These questions refer to certain parts of the text even though they do not have line number references. Look back to the specific sentence or paragraph mentioned in the question.
Vocab-in-Context
Treat these questions like Sentence Completion questions. Make up your own definition for the word in question before looking at the answers provided. For questions that ask about easy words, the right answer will usually not be the “normal” definition of the word!
Tone
Tone questions are a lot like Big Picture questions. The right answer will be a general concept that describes the author’s attitude in passage.
Technique
These questions ask about the author’s writing style. Ask yourself how and why the author chose to write the passage in the exact way that it appears.
Two Passage Comparisons
These questions will ask you to compare the ideas from Passage 1 with those from Passage 2. The answer to comparison questions will usually involve the main ideas from these passage rather than specific details.
Inference / Suggestion
These questions ask what the author suggests or implies. Even though they seem open to interpretation, they aren’t. You still must find proof for the right answer to these questions.
Assumptions
Assumption questions ask what the author must believe to be true in order write the things she does. The right answer to an assumption question describes an idea that is necessary for the author to believe her own statements in the passage.

Let’s say an author states the following in a short passage: “Very little is known about the true style of Smith’s music because, although there are many surviving pages of Smith's sheet music, we have no recordings of his work.”

An important assumption in the above sentence is that recordings of music help us to understand the music’s true style. The author’s statement can only be true is this assumption is true.

Hypotheticals
These questions ask you to comment on a situation that is not specifically discussed in the passage. This situation will relate the author’s main idea oin the passage.

For example, let’s say the author of a passage claims that "recent college graduates are always better job candidates than people without college degrees." Keeping this in mind, try the following question:

Which of the following hypothetical job applicants would the author believe to be most qualified for a job at his clothing store?

A) a recent high school graduate

B) a young woman who reads many books about clothing

C) the middle-aged former owner of a clothing store

D) a recent college graduate who studied Economics

E) a teenage fashion model

Answer D) is the only one that matches the author’s idea that “college graduates are always better job candidates than people without college degrees,” and is therefore the right answer.

The right answer to Inference/Suggestion, Assumption, and Hypothetical questions will always agree with the main idea of the passage!

Two-Blank Sentence Completions

Bill Huston — Fri, 15 Jan 2010 21:49:19 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:49:19 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample Sentence Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based Sentence Completions

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 22:54:08 GMT
Revision 8 posted to SAT Prep by ian on 10/12/2009 6:54:08 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample Sentence Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based Sentence Completions

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 22:18:56 GMT
Revision 7 posted to SAT Prep by ian on 10/12/2009 6:18:56 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample Sentence Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based Sentence Completions

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 19:13:18 GMT
Revision 6 posted to SAT Prep by ian on 10/12/2009 3:13:18 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

[[sat_preparation:#Toc1|Sample

Sample Sentence Completion]]Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based Sentence Completions

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 19:09:55 GMT
Revision 5 posted to SAT Prep by ian on 10/12/2009 3:09:55 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample

[[sat_preparation:#Toc1|Sample Sentence CompletionCompletion]]

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based Sentence Completions

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 18:24:38 GMT
Revision 4 posted to SAT Prep by ian on 10/12/2009 2:24:38 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample Sentence Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

[[sat_preparation:#Toc6|Relationship-Based

Relationship-Based Sentence Completions]]Completions

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 18:23:54 GMT
Revision 3 posted to SAT Prep by ian on 10/12/2009 2:23:54 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample Sentence Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based

[[sat_preparation:#Toc6|Relationship-Based Sentence CompletionsCompletions]]

Practice

Description:

Two-Blank Sentence Completions have two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We'll use the following question to talk about Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

an intelligent . . enormous

a gargantuan . . small

a minute . . tiny

a prodigious . . fossilized

an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for only one of the blanks. Don't try to do both blanks at once. First work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

Eliminate any answers that don't work for the one blank you chose to work with.

Which answers definitely don't work?

Plug in the answers that are left over.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question - "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

ian — Mon, 12 Oct 2009 18:17:20 GMT
Revision 2 posted to SAT Prep by ian on 10/12/2009 2:17:20 PM

Two-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sample Sentence Completion

6 Steps to Success

Deal with what you know

What would Webster do?

Pay attention to punctuation

Relationship-Based Sentence Completions

Practice

Description:

Two-Blank Sentence Completions have one two missing words represented by blanks. Your task is to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances!
Be sure to check out our Vocab Videos to learn great words!
Although studying vocab is essential, you can get sentence completion questions right even if you don’t 't know all of the words.
Pick one of the blanks and focus on it first.

1) A Sample Sentence Completion

We’ll 'll use the following question to talk about One-Blank Two-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

A)

an intelligent . . enormous

B)
a gargantuan . . small

C)
a minute . . tiny

D)
a prodigious . . fossilized

E)
an extinct . . extant

2) Six Steps to Successful Two-Blank Sentence Completions

1.

Read the sentence all the way through. Don’t 't just stop at the blank and start looking for the answer.

2.

Diagram the main ideas of the sentence.

Underline the key to the sentence.
It will be about half of the sentence and will indicate what type of word you need for one of the blanks.
What is the key to the practice question above?

Circle any change-up words.
Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence.
What are the change up words in the practice question above?

3.

Make up your own word or concept for only one of the blanks. Don’t 't try to do both blanks at once. First , work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

4.

Eliminate any answers that don’t 't work for the one blank you chose to work with.

Which answers definitely don’t 't work?
5.

Plug in the answers that are left over.
5.

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It’s 's not worth your time to think about answers that you don’t 't know. Don’t 't eliminate words you don’t 't know. But , don’t 't make up definitions for words you don’t 't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s 's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s 's definition either works for the sentence 100% or not at all! Ask yourself the hard question - “Is "Is this word right or not?”"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Relationship-Based Sentence Completions

Some sentence completion questions won't have a very good clue for either blank, but the relationship between the blanks will be all you need to get the right answer.

For every two-blanker, ask this question: are the blanks similar to or different from each other?
If there is a change-up (but, however, etc.) between the blanks they're probably opposites.
If there is a word like and, even, or because between the blanks, they're probably more similar than different.

Practice: Try the following questions

Since the mid-eighteenth century, there has been much ------- between the cultures of France and Germany despite the frequent ------- between those two countries.

communication . . alliances

hatred . . opposition

interaction . . enmity

antagonism . . misunderstanding

hostility . . alienation

In order to answer this question, ask yourself:

What is the relationship between the two blanks in the sentence: similar or different?

Which answer choices have the wrong relationship? Cross these off!

What's left over?

Two-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 18:03:39 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 2:03:39 PM

Description:

Two-Blank Sentence Completions have one missing words represented by blanks. Your task to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words. Pick one of the blanks and focus on it first.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

A) an intelligent . . enormous

B) a gargantuan . . small

C) a minute . . tiny

D) a prodigious . . fossilized

E) an extinct . . extant

Six Steps to Successful Two-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for only one of the blanks. Don’t try to do both blanks at once. First, work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

4. Eliminate any answers that don’t work for the one blank you chose to work with.

Which answers definitely don’t work?
5. Plug in the answers that are left over.
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

One-Blank Sentence Completions

Bill Huston — Fri, 15 Jan 2010 21:48:44 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:48:44 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sentence Completion

5 Steps to Success

Deal with what you know

What would Webster do?

Watch the punctuation

Practice

Description:

One-Blank Sentence Completion questions are sentences that have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word from the answer choices.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don't know all of the words.

1) A Sample Sentence Completion

We will use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star's memoirs will surprise even his most ardent fans, much of his story is quite ________.

significant

familiar

impressive

explicit

thorough

2) Five Steps to successful One-Blank Sentence Completions

Read the sentence all the way through. Don't just stop at the blank and start looking for the answer.

Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence.
What is the key to the practice question above?

Circle any change-up words. Change-ups are words like "but," "however," "although," "even though," or "yet." They change the definition of the key to the sentence.
What are the change up words in the practice question above?

Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

Eliminate three bad answer choices.

Which answers definitely don't work?

Choose the best answer. Remember the dictionary!

3) You can only deal with what you know

It's not worth your time to think about answers that you don't know. Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It's not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer's definition either works for the sentence 100% or not at all! Ask yourself the hard question- "Is this word right or not?"

5) Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

6) Practice: Now try this one...

The teacher's approach to education is distinctly ________; she employs techniques drawn from many different sources.

personal

unique

eclectic

thriving

skillful

One-Blank Sentence Completions

ian — Mon, 12 Oct 2009 23:20:40 GMT
Revision 14 posted to SAT Prep by ian on 10/12/2009 7:20:40 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sentence Completion

Critical Reading

Description

The Reading Comprehension sections of
5 Steps to Success

Deal with what you know

What would Webster do?

Watch the SAT consist of two types of questionspunctuation

Practice

Description:

Sentence Completion Questions are based on vocabulary words.

One-Blank Sentence Completion questions will are sentences that have either one or two blanksmissing word represented by a blank. It is your job Your task to fill in replace the blank or blanks with the most appropriate words.
Critical Reading Questions: There are nine reading passages on the SAT that vary in length best vocabulary word from a few paragraphs (~15 lines) to a page (~100 lines). These questions will test your understanding of the readingsanswer choices.

Approach

Although there are a few different types of

Sentence completion questions on Reading Comprehension sections, there are several general pointers that will always helpvocabulary questions.

Make up Learn as many vocab words as possible to maximize your own answer before chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you look at can get sentence completion questions right even if you don't know all of the choiceswords. For

1) A Sample Sentence Completions, this means filling the blank with your own word. For Critical Reading Questions, this means coming up with your own answer before you look at Completion

We will use the answer options.

ELIMINATE! Try following question to get rid talk about One-Blank Sentence Completion strategy:

Although some of two or three bad answers before you look for the good stuff. Itrevelations in the movie star's always easier to see horrible answers than it memoirs will surprise even his most ardent fans, much of his story is quite ________.

significant

familiar

impressive

explicit

thorough

2) Five Steps to find successful One-Blank Sentence Completions

Read the one good onesentence all the way through.

Find Don't just stop at the proofblank and start looking for the answer. These questions are not open

Diagram the main ideas of the sentence.

Underline the key to interpretationthe sentence.There must It will be evidence for about half of the right answersentence. Evidence for Sentence Completion answers
What is in the dictionary key to the practice question above?

Circle any change-up words. Change-ups are words like "but," "however," "although," "even though," or "yet." They change the definition of the vocab wordskey to the sentence. Evidence for Critical Reading answers is
What are the proof within change up words in the passagepractice question above?

Make up your own word or concept for the blank.

1) A Sample Sentence Completion Question

Fill

What word would you put in the blank in the following above questionwith ?

Eliminate three bad answer choices.

Which answers definitely don't work?

Choose the best choice from the answersanswer.

Although some of the stories in Remember the athletedictionary!

3) You can only deal with what you know

It's biography are _______, much of the tale will surprise even his most ardent fansnot worth your time to think about answers that you don't know.

inconsequential

familiar

circumstantial

morbid

shocking

2Don't eliminate words you don't know. But don't make up definitions for words you don't know either.

4) A Sample Critical Reading Question What would Merriam Webster Do?

The following is a brief excerpt from a Critical Reading passage:

"...For a number dictionary definition of reasons the work draggedright answer must fit the sentence exactly. Ittook one year 's not enough to complete the first forty milesthink that an answer might fit or could fit. The lack of rail connections east of Omaha was You cannot envision a very serious occasion of expense and delayscenario in which the word would fit. The work was new, those in charge were right answer's definition either works for the sentence 100% or not at that time experienced, funds were scarce, and the credit of all! Ask yourself the Company was hard question- "Is this word right or notyet established. As a result the average rate ?"

5) Pay attention to punctuation

Marks of progress during punctuation break up the first twelve months was but a mile logic of a week..sentence. "

Which is Take note of any punctuation (commas, colons, and semi-colons) in the following sentence, because the important information is NOT identified as probably nearby. If there is a reason why colon or semi-colon in the work was slow?

The company lacked money

The weather was horrible sentence, the key will come after it every time.

6) Practice: Now try this one...

The work was new and teacher's approach to education is distinctly ________; she employs techniques drawn from many different

The people in charge were inexperienced

The company did not have credit sources.

personal

unique

eclectic

thriving

skillful

One-Blank Sentence Completions

ian — Mon, 12 Oct 2009 18:05:33 GMT
Revision 13 posted to SAT Prep by ian on 10/12/2009 2:05:33 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sentence Completion[[sat_preparation:#Toc1|#Toc1]] Completion

Critical Reading

Description

The Reading Comprehension sections of the SAT consist of two types of questions:

Sentence Completion Questions are based on vocabulary words. Sentence Completion questions will have either one or two blanks. It is your job to fill in the blank or blanks with the most appropriate words.

Critical Reading Questions: There are nine reading passages on the SAT that vary in length from a few paragraphs (~15 lines) to a page (~100 lines). These questions will test your understanding of the readings.

Approach

Although there are a few different types of questions on Reading Comprehension sections, there are several general pointers that will always help.

Make up your own answer before you look at the choices. For Sentence Completions, this means filling the blank with your own word. For Critical Reading Questions, this means coming up with your own answer before you look at the answer options.

ELIMINATE! Try to get rid of two or three bad answers before you look for the good stuff. It's always easier to see horrible answers than it is to find the one good one.

Find the proof. These questions are not open to interpretation. There must be evidence for the right answer. Evidence for Sentence Completion answers is in the dictionary definition of the vocab words. Evidence for Critical Reading answers is the proof within the passage.

1) A Sample Sentence Completion Question

Fill in the blank in the following question with the best choice from the answers.

Although some of the stories in the athlete's biography are _______, much of the tale will surprise even his most ardent fans.

inconsequential

familiar

circumstantial

morbid

shocking

2) A Sample Critical Reading Question

The following is a brief excerpt from a Critical Reading passage:

"...For a number of reasons the work dragged. It took one year to complete the first forty miles. The lack of rail connections east of Omaha was a very serious occasion of expense and delay. The work was new, those in charge were not at that time experienced, funds were scarce, and the credit of the Company was not yet established. As a result the average rate of progress during the first twelve months was but a mile a week..."

Which is the following is NOT identified as a reason why the work was slow?

The company lacked money

The weather was horrible

The work was new and different

The people in charge were inexperienced

The company did not have credit

One-Blank Sentence Completions

ian — Mon, 12 Oct 2009 18:04:13 GMT
Revision 12 posted to SAT Prep by ian on 10/12/2009 2:04:13 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sentence CompletionCompletion[[sat_preparation:#Toc1|#Toc1]]

Critical Reading

Description

The Reading Comprehension sections of the SAT consist of two types of questions:

Sentence Completion Questions are based on vocabulary words. Sentence Completion questions will have either one or two blanks. It is your job to fill in the blank or blanks with the most appropriate words.

Critical Reading Questions: There are nine reading passages on the SAT that vary in length from a few paragraphs (~15 lines) to a page (~100 lines). These questions will test your understanding of the readings.

Approach

Although there are a few different types of questions on Reading Comprehension sections, there are several general pointers that will always help.

Make up your own answer before you look at the choices. For Sentence Completions, this means filling the blank with your own word. For Critical Reading Questions, this means coming up with your own answer before you look at the answer options.

ELIMINATE! Try to get rid of two or three bad answers before you look for the good stuff. It's always easier to see horrible answers than it is to find the one good one.

Find the proof. These questions are not open to interpretation. There must be evidence for the right answer. Evidence for Sentence Completion answers is in the dictionary definition of the vocab words. Evidence for Critical Reading answers is the proof within the passage.

1) A Sample Sentence Completion Question

Fill in the blank in the following question with the best choice from the answers.

Although some of the stories in the athlete's biography are _______, much of the tale will surprise even his most ardent fans.

inconsequential

familiar

circumstantial

morbid

shocking

2) A Sample Critical Reading Question

The following is a brief excerpt from a Critical Reading passage:

"...For a number of reasons the work dragged. It took one year to complete the first forty miles. The lack of rail connections east of Omaha was a very serious occasion of expense and delay. The work was new, those in charge were not at that time experienced, funds were scarce, and the credit of the Company was not yet established. As a result the average rate of progress during the first twelve months was but a mile a week..."

Which is the following is NOT identified as a reason why the work was slow?

The company lacked money

The weather was horrible

The work was new and different

The people in charge were inexperienced

The company did not have credit

One-Blank Sentence Completions

ian — Mon, 12 Oct 2009 18:00:29 GMT
Revision 11 posted to SAT Prep by ian on 10/12/2009 2:00:29 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Table of Contents

Sentence Completion

Critical Reading

Description

The Reading Comprehension sections of the SAT consist of two types of questions:

One-Blank

Sentence Completion questions Questions are sentences that based on vocabulary words. Sentence Completion questions will have either one missing word represented by a blankor two blanks. Your task It is your job to replace fill in the blank or blanks with the best vocabulary word most appropriate words.

Critical Reading Questions: There are nine reading passages on the SAT that vary in length from a few paragraphs (~15 lines) to a page (~100 lines). These questions will test your understanding of the answer choicesreadings.

Approach

Sentence completion questions

Although there are vocabulary a few different types of questions on Reading Comprehension sections, there are several general pointers that will always help. Learn as many vocab words as possible to maximize

Make up your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if own answer before you don’t know all of look at the wordschoices.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank For Sentence Completions

1. Read the sentence all , this means filling the way throughblank with your own word. Don’t just stop For Critical Reading Questions, this means coming up with your own answer before you look at the blank and start looking for the answer .

2options. Diagram the main ideas

ELIMINATE! Try to get rid of two or three bad answers before you look for the sentencegood stuff.

Underline the key It's always easier to see horrible answers than it is to find the sentenceone good one. It will be about half of

Find the sentenceproof.What is the key These questions are not open to interpretation. There must be evidence for the practice question above?

Circle any change-up wordsright answer. Change-ups are words like "but," "however," "although," "even though," or "yet." They change Evidence for Sentence Completion answers is in the dictionary definition of the sentence. What are the change up vocab wordsin the practice question above?

3. Make up your own word or concept Evidence for Critical Reading answers is the blankproof within the passage.

What word would you put

1) A Sample Sentence Completion Question

Fill in the blank in the above following question ?

4. Eliminate three bad answer choices

Which answers definitely don’t work?

5. Choosewith the best answer. Remember choice from the dictionary!

You can only deal with what you know

It’s not worth your time to think about answersthat you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either

Although some of the stories in the athlete's biography are _______, much of the tale will surprise even his most ardent fans.

What would Merriam Webster Do?

inconsequential

familiar

circumstantial

morbid

shocking

2) A Sample Critical Reading Question

The dictionary definition following is a brief excerpt from a Critical Reading passage:

"...For a number of the right answer must fit reasons the sentence exactlywork dragged. It ’s not enough took one year to think that an answer might fit or could fit. You cannot envision a scenario in which complete the word would fitfirst forty miles. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks lack of punctuation break up the logic rail connections east of Omaha was a sentence. Take note very serious occasion of any punctuation (commas, colons, expense and semi-colons) delay. The work was new, those in the sentencecharge were not at that time experienced, because funds were scarce, and the important information is probably nearbycredit of the Company was not yet established. If there is As a colon or semi-colon in result the sentence, average rate of progress during the key will come after it every time.

Practice: Now try this one..first twelve months was but a mile a week...

The teacher’s approach to education "

Which is distinctly -------; she employs techniques drawn from many the following is NOT identified as a reason why the work was slow?

The company lacked money

The weather was horrible

The work was new and different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful
The people in charge were inexperienced

The company did not have credit

One-Blank Sentence Completions

Bill Huston — Thu, 16 Jul 2009 18:55:54 GMT
Revision 10 posted to SAT Prep by Bill Huston on 7/16/2009 2:55:54 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank Sentence Completion questions are sentences that have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word from the answer choices.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like "but," "however," "although," "even though," or "yet." They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?

5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Practice: Now try this one...

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Thu, 16 Jul 2009 18:55:08 GMT
Revision 9 posted to SAT Prep by Bill Huston on 7/16/2009 2:55:08 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank Sentence Completion questions are sentences that have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word from the answer choices.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like "but," "however," "although," "even though," or "yet." They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?

5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Practice: Now try this one...

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Thu, 16 Jul 2009 18:54:05 GMT
Revision 8 posted to SAT Prep by Bill Huston on 7/16/2009 2:54:05 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank Sentence Completion questions are sentence sentences that have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word from the answer choices.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even "but," "however," "although," "even though," or yet. "yet." They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Practice: Now try this one:one...

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 18:02:52 GMT
Revision 7 posted to SAT Prep by Bill Huston on 5/6/2009 2:02:52 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

Two-Blank

One-Blank Sentence Completions Completion questions are sentence have one missing words word represented by blanksa blank. Your task to replace the blanks blank with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questionsword.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words. Pick one of the blanks and focus on it first.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, yet its brain was much of his story is quite -------.

A) an intelligent . . enormous significant

B) a gargantuan . . small familiar

C) a minute . . tiny impressive

D) a prodigious . . fossilized explicit

E) an extinct . . extant

Six thorough

Five Steps to Successful Two-Blank successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for only one of the blanks. Don’t try to do both blanks at once. First, work with the blankthat you know more about.

Which blank would you start with on the question above?

What word would you make up for that put in the blank in the above question?

4. Eliminate any answers that don’t work for the one blank you chose to work with. three bad answer choices

Which answers definitely don’t work?
5. Plug in the answers that are left over.
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Now try this one:

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 18:01:42 GMT
Revision 6 posted to SAT Prep by Bill Huston on 5/6/2009 2:01:42 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

Two-Blank Sentence Completions have one missing words represented by blanks. Your task to replace the blanks with the best pair of vocabulary words. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words. Pick one of the blanks and focus on it first.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Weighing over seventy tons, Brachiosaurus was ------- creature, yet its brain was quite -------.

A) an intelligent . . enormous

B) a gargantuan . . small

C) a minute . . tiny

D) a prodigious . . fossilized

E) an extinct . . extant

Six Steps to Successful Two-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for only one of the blanks. Don’t try to do both blanks at once. First, work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you make up for that blank?

4. Eliminate any answers that don’t work for the one blank you chose to work with.

Which answers definitely don’t work?
5. Plug in the answers that are left over.
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 18:00:39 GMT
Revision 5 posted to SAT Prep by Bill Huston on 5/6/2009 2:00:39 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank

Two-Blank Sentence Completion questions are sentence Completions have one missing word words represented by a blankblanks. Your task to replace the blank blanks with the best pair of vocabulary wordwords. With solid strategy, two-blank sentence completion questions can actually be easier than one-blank questions.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words. Pick one of the blanks and focus on it first.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans

Weighing over seventy tons, much of his story is Brachiosaurus was ------- creature, yet its brain was quite -------.

A) significant an intelligent . . enormous

B) familiar a gargantuan . . small

C) impressive a minute . . tiny

D) explicit a prodigious . . fossilized

E) thorough

Five an extinct . . extant

Six Steps to successful One-Blank Successful Two-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for only one of the blanks. Don’t try to do both blanks at once. First, work with the blank that you know more about.

Which blank would you start with on the question above?

What word would you put in the make up for that blankin the above question?

4. Eliminatethree bad answer choices any answers that don’t work for the one blank you chose to work with.

Which answers definitely don’t work?
5. Plug in the answers that are left over.
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Now try this one:

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 17:58:23 GMT
Revision 4 posted to SAT Prep by Bill Huston on 5/6/2009 1:58:23 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank Sentence Completion questions are sentence have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Now try this one:

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 17:56:28 GMT
Revision 3 posted to SAT Prep by Bill Huston on 5/6/2009 1:56:28 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank Sentence Completion questions are sentence have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Now try this one:

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 17:54:58 GMT
Revision 2 posted to SAT Prep by Bill Huston on 5/6/2009 1:54:58 PM

One-Blank Sentence Completions

Filed under: SAT, reading, sentence completion

Description:

One-Blank Sentence Completion questions are sentence have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Now try this one:

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

One-Blank Sentence Completions

Bill Huston — Wed, 06 May 2009 17:53:10 GMT
Revision 1 posted to SAT Prep by Bill Huston on 5/6/2009 1:53:10 PM

Description:

One-Blank Sentence Completion questions are sentence have one missing word represented by a blank. Your task to replace the blank with the best vocabulary word.

Approach

Sentence completion questions are vocabulary questions. Learn as many vocab words as possible to maximize your chances! Be sure to check out our Vocab Videos to learn great words! Although studying vocab is essential, you can get sentence completion questions right even if you don’t know all of the words.

A Sample Sentence Completion

We’ll use the following question to talk about One-Blank Sentence Completion strategy:

Although some of the revelations in the movie star’s memoirs will surprise even his most ardent fans, much of his story is quite -------.

A) significant

B) familiar

C) impressive

D) explicit

E) thorough

Five Steps to successful One-Blank Sentence Completions

1. Read the sentence all the way through. Don’t just stop at the blank and start looking for the answer.

2. Diagram the main ideas of the sentence.

Underline the key to the sentence. It will be about half of the sentence. What is the key to the practice question above?

Circle any change-up words. Change-ups are words like but, however, although, even though, or yet. They change the definition of the sentence. What are the change up words in the practice question above?

3. Make up your own word or concept for the blank.

What word would you put in the blank in the above question?

4. Eliminate three bad answer choices

Which answers definitely don’t work?
5. Choose the best answer. Remember the dictionary!

You can only deal with what you know

It’s not worth your time to think about answers that you don’t know. Don’t eliminate words you don’t know. But, don’t make up definitions for words you don’t know either.

What would Merriam Webster Do?

The dictionary definition of the right answer must fit the sentence exactly. It’s not enough to think that an answer might fit or could fit. You cannot envision a scenario in which the word would fit. The right answer’s definition either works for the sentence 100% or not at all! Ask yourself the hard question- “Is this word right or not?”

Pay attention to punctuation

Marks of punctuation break up the logic of a sentence. Take note of any punctuation (commas, colons, and semi-colons) in the sentence, because the important information is probably nearby. If there is a colon or semi-colon in the sentence, the key will come after it every time.

Now try this one:

The teacher’s approach to education is distinctly -------; she employs techniques drawn from many different sources.

A) personal

B) unique

C) eclectic

D) thriving

E) skillful

Quadrilaterals

Bill Huston — Fri, 15 Jan 2010 21:47:51 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:47:51 PM

Quadrilaterals

Table of Contents

Practice:

Description:

Quadrilateral questions require you to know and apply a few quadrilateral properties.

Approach:

Make sure you apply the following quadrilateral properties:

All angles add up to 360 degrees.

The area of a parralelogram or a rectangle is length times width.
A = L * W

1) Practice

If the perimeter of a rectangle is 30 and its area is 50, what is the length and width of the rectangle?

Quadrilaterals

Ryan Krug — Tue, 17 Nov 2009 19:25:45 GMT
Revision 8 posted to SAT Prep by Ryan Krug on 11/17/2009 2:25:45 PM

Quadrilaterals

Table of Contents

Practice:

Description:

Quadrilateral questions require you to know and apply a few quadrilateral properties.

Approach:

Make sure you apply the following quadrilateral properties:

All angles add up to 360 degrees.

The area of a quadrilateral parralelogram or a rectangle is length times width.
A = L * W

1) Practice

If the perimeter of a rectangle is 30 and its area is 50, what is the length and width of the rectangle?

Quadrilaterals

Ryan Krug — Tue, 17 Nov 2009 19:20:56 GMT
Revision 7 posted to SAT Prep by Ryan Krug on 11/17/2009 2:20:56 PM

Quadrilaterals

Table of Contents

Practice:

Description:

Quadrilateral questions require you to know and apply a few quadrilateral properties.

Approach:

Make sure you apply the following quadrilateral properties:

All anglesare 90 add up to 360 degrees.

Rectangles have two sets of equal sides.

The area of arectangle quadrilateral is length times width.
A = L * W

1) Practice

If the perimeter of a rectangle is 30 and its area is 50, what is the length and width of the rectangle?

Quadrilaterals

Ryan Krug — Tue, 17 Nov 2009 19:18:25 GMT
Revision 6 posted to SAT Prep by Ryan Krug on 11/17/2009 2:18:25 PM

Quadrilaterals

Table of Contents

Practice:

Description:

Rectangle

Quadrilateral questions require you to know and apply a few rectangle quadrilateral properties.

Approach:

Make sure you apply the following rectangle quadrilateral properties:

All angles are 90 degrees.

Rectangles have two sets of equal sides.

The area of a rectangle is length times width.
A = L * W

1) Practice

If the perimeter of a rectangle is 30 and its area is 50, what is the length and width of the rectangle?

Quadrilaterals

Ryan Krug — Tue, 17 Nov 2009 19:17:25 GMT
Revision 5 posted to SAT Prep by Ryan Krug on 11/17/2009 2:17:25 PM

RectanglesQuadrilaterals

Table of Contents

Practice:

Description:

Rectangle questions require you to know and apply a few rectangle properties.

Approach:

Make sure you apply the following rectangle properties:

All angles are 90 degrees.

Rectangles have two sets of equal sides.

The area of a rectangle is length times width.
A = L * W

1) Practice

If the perimeter of a rectangle is 30 and its area is 50, what is the length and width of the rectangle?

Rectangles

ian — Tue, 13 Oct 2009 01:49:08 GMT
Revision 4 posted to SAT Prep by ian on 10/12/2009 9:49:08 PM

Rectangles

Table of Contents

Practice:

Description:

Rectangle questions require you to know and apply a few rectangle properties.

Approach:

Make sure you apply the following rectangle properties: all

All angles are 90 degrees, rectangles .

Rectangles have two sets of equal sides, the .

The area of a rectangle is length times width.
A = L * W

1) Practice

If the perimeter of a rectangle is 30 and its area is 50, what are is the length and width of the rectangle?

Rectangles

Ryan Krug — Thu, 16 Jul 2009 14:39:04 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 7/16/2009 10:39:04 AM

Rectangles

Description:

Rectangle questions require you to know and apply a few rectangle properties.

Approach:

Make sure you apply the following rectangle properties: all angles are 90 degrees, rectangles have two sets of equal sides, the area of a rectangle is length times width.

Question:

Practice

If the perimeter of a rectangle is 30 and its area is 50, what are the length and width of the rectangle?

Rectangles

Ryan Krug — Sun, 10 May 2009 15:51:24 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/10/2009 11:51:24 AM

Rectangles

Description:

Rectangle questions require you to know and apply a few rectangle properties.

Approach:

Make sure you apply the following rectangle properties: all angles are 90 degrees, rectangles have two sets of eqaul equal sides, the area of a rectangle is base length times perpendicular heightwidth.

Question: If the perimeter of a rectangle is 30 and its area is 50, what are the length and width of the rectangle?

Rectangles

Ryan Krug — Sun, 10 May 2009 15:48:32 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/10/2009 11:48:32 AM

Description:

Rectangle questions require you to know and apply a few rectangle properties.

Approach:

Make sure you apply the following rectangle properties: all angles are 90 degrees, rectangles have two sets of eqaul sides, the area of a rectangle is base times perpendicular height.

Total-Average-Number

Bill Huston — Fri, 15 Jan 2010 21:47:04 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:47:04 PM

Total-Average-Number

Table of Contents

Never Average Averages

Practice:

Description:

Total-Average-Number (or " TAN ") problems involve calculating an average from sets of numbers.

Approach:

In order to solve for average, divide the sum of the set's elements by the number of elements in the set.

1) Never Average Averages

You cannot find the average of multiple averages by combining the averages.
In order to avoid this trap, combine the sums of sets and calculate the overall average by dividing the combined sum by the combined number.

For example:

If Tommy averaged 20 points for 3 basketball games and averaged 30 in the next 2, what was his average for all five games?

First, calculate the total points scored:

20 * 3 = 60

30 * 2 = 60

60 + 60 = 120

Second, calculate the total number of games played:

2 + 3 = 5

Last, divide the total points scored by the total number of games:

¹²⁰ ⁄ ₅ = 24

2) Practice:

If Alice averages 25 points in her first 4 basketball games, what must she average in the next 2 games to raise her overall average to 30 points per game?

27.5

30

32.5

37.5

40

Total-Average-Number

ian — Tue, 13 Oct 2009 01:48:31 GMT
Revision 4 posted to SAT Prep by ian on 10/12/2009 9:48:31 PM

Total-Average-Number

Table of Contents

Never Average Averages

Practice:

Description:

Total-Average-Number (or "TAN") " TAN ") problems involve calculating an average from sets of numbers.

Approach:

In order to solve for average, divide the sum of the set's elements by the number of elements in the set.

1) Never Average Averages

You cannot find the average of multiple averages by combining the averages.
In order to avoid this trap, combine the sums of sets and calculate the overall average by dividing the combined sum by the combined number.

Example

For example:

If Tommy averaged 20 points for 3 basketball games and averaged 30 in the next 2, what was his average for all five games?

First, calculate the total points scored:

20 * 3 = 60, 30*2

30 * 2 = 60,

60 + 60 = 120

Second, calculate the total number of games played:

2 + 3 = 5

Last, divide the total points scored by the total number of games:

^120/ ⁄ ₅ = 24

2) Practice:

If Alice scores averages 25 points in her first 4 basketball games, what must she score average in the next 2 games to raise her overall average to 30 points per game?

1.

27.5

2.

30

3.

32.5

4.

37.5

5.

40

Total-Average-Number

Ryan Krug — Thu, 16 Jul 2009 14:38:27 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 7/16/2009 10:38:27 AM

Total-Average-Number

Description:

Total-Average-Number (or TAN "TAN") problems involve calculating an average from sets of numbers.

Approach:

In order to solve for average, divide the sum of the set's elements by the number of elements in the set.

Never Average Averages

You cannot find the average of multiple averages by combining the averages. In order to avoid this trap, combine the sums of sets and calculate the overall average by dividing the combined sum by the combined number.

Example: If Tommy averaged 20 points for 3 basketbal basketball games and averaged 30 in the next 2, what was his average for all five games?
First, calculate the total points scored: 20 * 3 = 60, 30*2 = 60, 60 + 60 = 120

Second, calculate the total number of games played: 2 + 3 = 5

Last, divided divide the total points scored by the total number of games: 120 / 5 = 24

Question:

Practice

If Alice scores 25 points in her first 4 basketball games, what must she score in the next 2 games to raise her overall average to 30 points per game?

1. 27.5

2. 30

3. 32.5

4. 37.5

5. 40

Total-Average-Number

Ryan Krug — Sun, 10 May 2009 15:43:51 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/10/2009 11:43:51 AM

Total-Average-Number

Description:

Total-Average-Number or TAN problems involve calculating an average from sets of numbers.

Approach:

In order to solve for average, divide the sum of the set's elements by the number of elements in the set.

Never Average Averages

You cannot find the average of multiple averages by combining the averages. In order to avoid this trap, combine the sums of sets and calculate the overall average by dividing the combined sum by the combined number.

Example: If Tommy averaged 20 points for 3 basketbal games and averaged 30 in the next 2, what was his average for all five games?
First, calculate the total points scored: 20 * 3 = 60, 30*2 = 60, 60 + 60 = 120

Second, calculate the total number of games played: 2 + 3 = 5

Last, divided the total points scored by the total number of games: 120 / 5 = 24

Question: If Alice scores 25 points in her first 4 basketball games, what must she score in the next 2 games to raise her overall average to 30 points per game?

1. 27.5

2. 30

3. 32.5

4. 37.5

5. 40

Total-Average-Number

Ryan Krug — Sun, 10 May 2009 15:41:40 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/10/2009 11:41:40 AM

Description:

Total-Average-Number or TAN problems involve calculating an average from sets of numbers.

Approach:

In order to solve for average, divide the sum of the set's elements by the number of elements in the set.

Never Average Averages

You cannot find the average of multiple averages by combining the averages. In order to avoid this trap, combine the sums of sets and calculate the overall average by dividing the combined sum by the combined number.

Example: If Tommy averaged 20 points for 3 basketbal games and averaged 30 in the next 2, what was his average for all five games?

First, calculate the total points scored:
20 * 3 = 60, 30*2 = 60, 60 + 60 = 120
Second, calculate the total number of games played:
2 + 3 =5
Last, divided the total points scored by the total number of games:
120 / 5 = 24

Question: If Alice scores 25 points in her first 4 basketball games, what must she score in the next 2 games to raise her overall average to 30 points per game?

1. 27.5

2. 30

3. 32.5

4. 37.5

5. 40

Divisibility

Bill Huston — Fri, 15 Jan 2010 21:46:29 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:46:29 PM

Divisibility

Table of Contents

Remainders

Practice:

Algebraic Divisibility

Practice:

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers or algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator to see if the answer is a whole number result. If the result is not a whole number then the larger number is not divisible by the smaller number.

1) Remainders

When a number is not divisible by another, then dividing the two numbers produces a remainder.

Determine the remainder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next, determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

100 - 98 = 2, so our remainder is 2

1-1. Practice:

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divide evenly amongst her 22 students. If she gives each student the most pencils possible, while still making sure each student receives the same number of pencils, how many of the 100 pencils are not given to the students?

2) Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

For example:

Is x² + 6x + 9 divisible by x + 3?

Plug in 5 for x and the question becomes is 64 divisible by 8.

2-1. Practice:

Is (4x² + 12x + 9) divisible by (2x + 3)?

Divisibility

ian — Tue, 13 Oct 2009 01:47:45 GMT
Revision 8 posted to SAT Prep by ian on 10/12/2009 9:47:45 PM

Divisibility

Table of Contents

Remainders

Practice:

Algebraic Divisibility

Practice:

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of or algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator to see if the answer is a whole number result; if . If the result is not a whole number then the larger number is not divisible by the smaller number.

1) Remainders

When a number is not divisible by another, then dividing the two numbers produces a remainder.

Determine the remainder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next, determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =

100 - 98 = 2, so our remainder is 2

1-1. Practice:

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divide evenly amongst her 22 students. If she gives each student the most pencils possible, while still making sure each student receives the same number of pencils, how many of the 100 pencils are not given to the students?

2) Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

Example

For example:

Is (x² + 6x 6x + 9) divisible by (x+3)? x + 3?

Plug in 5 for x and the question becomes is 64 divisible by 8.

2-1. Practice:

Is (4x4x² + 12x 12x + 9) divisible by (2x+3)? 2x + 3)?

Divisibility

Ryan Krug — Thu, 16 Jul 2009 14:37:29 GMT
Revision 7 posted to SAT Prep by Ryan Krug on 7/16/2009 10:37:29 AM

Divisibility

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator to see if the answer is a whole number result; if the result is not a whole number then the larger number is not divisible by the smaller number

Remainders

When a number is not divisible by another, then dividing the two numbers produces a remainder.

Determine the remainder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next, determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

Practice

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divide evenly amongst her 22 students. If she gives each student the most pencils possible, while still making sure each student receives the same number of pencils, how many of the 100 pencils are not given to the students?

Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

Example: Is (x² + 6x + 9) divisible by (x+3)?

Plug in 5 for x and the question becomes is 64 divisible by 8.

Practice

Is (4x² + 12x + 9) divisible by (2x+3)?

Divisibility

Ryan Krug — Thu, 16 Jul 2009 14:36:49 GMT
Revision 6 posted to SAT Prep by Ryan Krug on 7/16/2009 10:36:49 AM

Divisibility

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator and to see if the answer is a whole number result; if the result is not a whole number than then the larger number is not divisible by the smaller number

Remainders

When a number is not divisible by anotherthan , then dividing the two numbers produces a remainder.

Determine the reaminder remainder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next, determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

Practice

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divided divide evenly amonst amongst her 22 students. If she gives each student the most pencils possible, while still making sure each student receives the same number of pencils, how many of the 100 pencils are not given to the students?

Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

Example: Is (x² + 6x + 9) divisible by (x+3)?

Plug in 5 for x and the question becomes is 64 divisible by 8.

Question:

Practice

Is (4x² + 12x + 9) divisible by (2x+3)?

Divisibility

Ryan Krug — Sun, 10 May 2009 15:28:44 GMT
Revision 5 posted to SAT Prep by Ryan Krug on 5/10/2009 11:28:44 AM

Divisibility

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator and see if the answer is a whole number result; if the result is not a whole number than the larger number is not divisible by the smaller number

Remainders

When a number is not divisible by another than dividing the two numbers produces a remainder.

Determine the reaminder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divided evenly amonst her 22 students. If she gives each student the most pencils possible, while still making sure each student receives the same number of pencils, how many of the 100 pencils are not given to the students?

Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

Example: Is (x² + 6x + 9) divisible by (x+3)?

Plug in 5 for x and the question becomes is 64 divisible by 8.

Question: Is (4x² + 12x + 9) divisible by (2x+3) 2x+3)?

Divisibility

Ryan Krug — Sun, 10 May 2009 15:27:54 GMT
Revision 4 posted to SAT Prep by Ryan Krug on 5/10/2009 11:27:54 AM

Divisibility

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator and see if the answer is a whole number result; if the result is not a whole number than the larger number is not divisible by the smaller number

Remainders

When a number is not divisible by another than dividing the two numbers produces a remainder.

Determine the reaminder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divided evenly amonst her 22 students. If she gives every each student the most pencils possible, while still making sure they receive each student receives the same number of pencils, how many of the 100 pencils are not given to the students?

Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

Example: Is (x² + 6x + 9) divisible by (x+3)?

Plug in 5 for x and the question becomes is 64 divisible by 8.

Question: Is (4x² + 12x + 9) divisible by (2x+3)

Divisibility

Ryan Krug — Sun, 10 May 2009 15:26:38 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 5/10/2009 11:26:38 AM

Divisibility

Description:
Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator and see if the answer is a whole number result; if the result is not a whole number than thew the larger number is not divisible by the smaller number

Remainders

When a number is not divisible by another than dividing the two numbers produces a remainder.

Determine the reaminder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divided evenly amonst her 22 students. If she gives every student the most pencils possible, while still making sure they receive the same number of pencils, how many of the 100 pencils are not given to the students?

Algebraic Divisibility

When asked to determine if one algebraic expression is divisible by another, plug in numbers to make it an arithmetic problem.

Example: Is (x² + 6x + 9) divisible by (x+3)?

Plug in 5 for x and the question becomes is 64 divisible by 8.

Question: Is (4x² + 12x + 9) divisible by (2x+3)

Divisibility

Ryan Krug — Sun, 10 May 2009 15:20:22 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/10/2009 11:20:22 AM

Divisibility

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator and see if the answer is a whole number result; if the result is not a whole number than thew larger number is not divisible by the smaller number

Remainders

When a number is not divisible by another than dividing the two numbers produces a remainder.

Determine the reaminder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divided evenly amonst her 22 students. I If she gives every student the most amount of pencils possible, while still making sure they all have receive the same amountnumber of pencils, how many of the 100 pencils are not given to the students. ?

Divisibility

Ryan Krug — Sun, 10 May 2009 15:18:27 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/10/2009 11:18:27 AM

Description:

Divisibility questions ask you to determine if certain numbers or algebraic terms can be divided evenly by other numbers of algebraic terms.

Approach:

Divide the larger number by the smaller number on the calculator and see if the answer is a whole number result; if the result is not a whole number than thew larger number is not divisible by the smaller number

Remainders

When a number is not divisible by another than dividing the two numbers produces a remainder.

Determine the reaminder by first dividing two numbers on your calculator:

100/7 = 14.285714

Next determine the whole number result of the denominator (7) multiplied by the result without the decimal (14).

7 * 14 = 98

Finally, determine the remainder by subtracting the result (98) from the original numerator (100).

Remainder =100 -98 = 2

Calculate a remainder to solve the questions below.

If today is Tuesday, what day will it be 100 days from today?

A teacher has 100 pencils which she wants to divided evenly amonst her 22 students. I she gives every student the most amount of pencils possible, while still making sure they all have the same amount, how many of the 100 pencils are not given to the students.

Square Roots

Bill Huston — Fri, 15 Jan 2010 21:45:58 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:45:58 PM

Square Roots

Table of Contents

Negative Numbers

Practice:

Description:

Square Root Questions involve solving equations with either the √ symbol, or a variable raised to a fraction such as (x)^¹⁄₂

Approach:

Remember that you cannot take the square root of a negative number, and remember that you can remove square roots by squaring both sides of an equation.

1) Negative Numbers

You cannot take the square root of a negative number unless the problem's answers have i in them.

i ² = -1

For example:

-9^(¹⁄₂) = 3i

This is because 3 squared equals 9,

and i² = -1

2) Practice:

What is the value of -36a²

-6a

6a

-6ai

6ai

36ai

Square Roots

ian — Tue, 13 Oct 2009 01:45:25 GMT
Revision 7 posted to SAT Prep by ian on 10/12/2009 9:45:25 PM

Square Roots

Table of Contents

Negative Numbers

Practice:

Description:

Square Root Questions involve solving equations with either the √ symbol, or a variable raised to a fraction such as (x)^1/2. x)^¹⁄₂

Approach:

Remember that you cannot take the square root of a negative number, and remember that you can remove square roots by squaring both sides of an equation.

1) Negative Numbers

You cannot take the square root of a negative number unless the problem's answers have i in them.

i ² = -1

For examplethe (-9):

-9^{(1/2)¹⁄₂)} = 3i

This is because 3 squared equals 9,

and i² = -1

2) Practice:

What is the value of(-36a²)

1. of -6a36a^{2. 6a}

3.

-6ai

4. 6ai

5. 36ai6a

6a

-6ai

6ai

36ai

Square Roots

Ryan Krug — Thu, 16 Jul 2009 14:35:47 GMT
Revision 6 posted to SAT Prep by Ryan Krug on 7/16/2009 10:35:47 AM

Square Roots

Description:

Square Root Questions involve solving equation equations with either the √ symbol or a variable raised to a fraction such as (x)^1/2.

Approach:

Remember that you cannot take the sqaure square root of a negative number and that you can remove square roots by squaring both sides of an equation.

Negative Numbers

You cannot take the sqaure square root of a negative number unless the problem's answers have i in them.

i² = -1
For example the (-9)^(1/2) = 3i because 3 sqaured squared equals 9 and i² = -1

Question:

Practice

What is the value of(-36a²)

1. -6a

2. 6a

3. -6ai

4. 6ai

5. 36ai

Square Roots

Ryan Krug — Wed, 15 Jul 2009 21:04:05 GMT
Revision 5 posted to SAT Prep by Ryan Krug on 7/15/2009 5:04:05 PM

Sqaure Square Roots

Description:

Square Root Questions involve solving equation with either the √ symbol or a variable raised to a fraction such as (x)^1/2.

Approach:

Remember that you cannot take the sqaure root of a negative number and that you can remove square roots by squaring both sides of an equation.

Negative Numbers

You cannot take the sqaure root of a negative number unless the problem's answers have i in them.

i² = -1
For example the (-9)^(1/2) = 3i because 3 sqaured equals 9 and i² = -1

Question: What is the value of(-36a²)

1. -6a

2. 6a

3. -6ai

4. 6ai

5. 36ai

Sqaure Roots

Ryan Krug — Sun, 10 May 2009 14:51:50 GMT
Revision 4 posted to SAT Prep by Ryan Krug on 5/10/2009 10:51:50 AM

Sqaure Roots

Description:

Square Root Questions involve solving equation with either the √ symbol or a variable raised to a fraction such as (x)^1/2.

Approach:

Remember that you cannot take the sqaure root of a negative number unless the problem has i² = -1 in it. Also, remember and that you can remove square roots by squaring both sides of an equation.

Negative Numbers :

You cannot take the sqaure root of a negative number unless the problem's answers have i in them.

i² = -1
For example the (-9)^(1/2) = 3i because 3 sqaured equals 9 and i² = -1

Question: What is the value of(-36a²)

1. -6a

2. 6a

3. -6ai

4. 6ai

5. 36ai

Sqaure Roots

Ryan Krug — Sun, 10 May 2009 14:50:29 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 5/10/2009 10:50:29 AM

Sqaure Roots

Description:

Square Root Questions involve solving equation with either the √ symbol or a variable raised to a fraction such as (x)^1/2.

Approach:

Remember that you cannot take the sqaure root of a negative number unless the problem involves the has i² = -1. 1 in it. Also, remember that you can remove square roots by sqauring squaring both sides of anequationan equation.

Negative Numbers:

You cannot take the sqaure root of a negative number unless the problems problem's answers have i in them.

i² = -1
For example the (-9)^(1/2) = 3i because 3 sqaured equals 9 and i² = -1

Question: What is the value of(-36a²)

1. -6a

2. 6a

3. -6ai

4. 6ai

5. 36ai

Sqaure Roots

Ryan Krug — Sun, 10 May 2009 14:48:01 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/10/2009 10:48:01 AM

Sqaure Roots

Description:

Square Root Questions involve solving equation with either the √ symbol or a variable raised to a fraction such as (x)^1/2.

Approach:

Remember that you cannot take the sqaure root of a negative number unless the problem involves the i² = -1. Also, remember that you can remove square roots by sqauring both sides of anequation.

Negative Numbers

You cannot take the sqaure root of a negative number unless the problems answers have i in them.
i² = -1
For example the (-9)^(1/2) = 3i because 3 sqaured equals 9 and i² = -1

Question: What is the value of(-36a²)

1. -6a

2. 6a

3. -6ai

4. 6ai

5. 36ai

Sqaure Roots

Ryan Krug — Sun, 10 May 2009 14:44:58 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/10/2009 10:44:58 AM

Description:

Square Root Questions involve solving equation with either the √ symbol or a variable raised to a fraction such as (x)^1/2.

Approach:

Remember that you cannot take the sqaure root of a negative number unless the problem involves the i² = -1. Also, remember that you can remove square roots by sqauring both sides of anequation.

Negative Numbers

You cannot take the sqaure root of a negative number unless the problems answers have i in them.
i² = -1 For example the (-9)^(1/2) = 3i because 3 sqaured equals 9 and i² = -1

Question: What is the value of(-36a²)

-6a

6a

-6ai

6ai

36ai

Ratios

Bill Huston — Fri, 15 Jan 2010 21:45:18 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:45:18 PM

Ratios

Table of Contents

Find the Missing Number

Practice:

Ratio:Ratio:Ratio

Practice:

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions can be easily solved if you create a chart with the quantities you know and the quantities you want to find.

1) Find the Missing Number

When a ratio question provides a ratio of two quantities, it is often helpful to add the two quantities. For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8.
If the problem said that there were 40 cars and trucks total in the parking lot, then you create a proportion with 40 and 8. This proportion can then be used to solve for the number of cars or trucks in the parking lot.

⁴⁰ ⁄ ₈ = ^Cars ⁄ ₃ = ^Trucks ⁄ ₅

1-1. Practice:

The ratio of goldfish to beta fish in Bobby's aquarium is 3 to 2.
If Bobby has a total of 45 fish, how many fish are betas?

12

15

18

21

24

2) Ratio:Ratio:Ratio

Ratio parts don't always reference the same whole.
Consequently, make sure the common portion of both ratios is the same quantity.

For example:

In Billy's marble collection the ratio of red to blue marbles is 5:2.
The ratio of blue marbles to yellow marbles is 3:4.
What is the ratio of red to yellow marbles?

The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both:
R:B = 15:6 and B:Y = 6:8

Now that blue is the same (6) in both ratios, the ratio of R:Y can be calculated to be:
15:8

2-1. Practice:

If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6:7, what is the ratio of cats to people?

3:7

1:2

18:35

6:7

7:5

Ratios

ian — Tue, 13 Oct 2009 01:44:35 GMT
Revision 6 posted to SAT Prep by ian on 10/12/2009 9:44:35 PM

Ratios

Table of Contents

Find the Missing Number

Practice:

Ratio:Ratio:Ratio

Practice:

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions can be easily solved if you create a chart with the quantities you know and the quantities you want to find.

1) Find the Missing Number

When a ratio question provides a ratio of two quantities, it is often helpful to add the two quantities. For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8.
If the problem said that there were 40 cars and trucks total in the parking lot, then you create a proportion with 40 and 8. This proportion can then be used to solve for the number of cars or trucks in the parking lot.

⁴⁰ ⁄ ₈ = ^Cars ⁄ ₃ = ^Trucks ⁄ ₅

1-1. Practice:

The ratio of goldfish to beta fish in Bobby's aquarium is 3 to 2.
If Bobby has a total of 45 fish, how many fish are betas?

12

15

18

21

24

2) Ratio:Ratio:Ratio

Ratio parts don't always reference the same whole.
Consequently, make sure the common portion of both ratios is the same quantity.

For example:

In Billy's marble collection the ratio of red to blue marbles is 5:2.
The ratio of blue marbles to yellow marbles is 3:4.
What is the ratio of red to yellow marbles?

The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both:
R:B = 15:6 and B:Y = 6:8

Now that blue is the same (6) in both ratios, the ratio of R:Y can be calculated to be:
15:8

2-1. Practice:

If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6:7, what is the ratio of cats to people?

3:7

1:2

18:35

6:7

7:5

Ratios

ian — Wed, 26 Aug 2009 23:18:07 GMT
Revision 5 posted to SAT Prep by ian on 8/26/2009 7:18:07 PM

Ratios

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions can be easily solved if you create a chart with the quantities you know and the quantities you want to find.

Find the Missing Number

When a ratio question provides a ratio of two quantities, it is often helpful to add the two quantities. For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8.
If the problem said that there were 40 cars and trucks total in the parking lot, then you create a proportion with 40 and 8. This proportion can then be used to solve for the number of cars or trucks in the parking lot.

⁴⁰ ⁄ ₈ = ^Cars ⁄ ₃ = ^Trucks ⁄ ₅

Practice:

The ratio of goldfish to beta fish in Bobby's aquarium is 3 to 2.
If Bobby has a total of 45 fish, how many fish are betas?

12

15

18

21

24

Ratio:Ratio:Ratio

Ratio parts don't always reference the same whole.
Consequently, make sure the common portion of both ratios is the same quantity.

For example:

In Billy's marble collection the ratio of red to blue marbles is 5:2.
The ratio of blue marbles to yellow marbles is 3:4.
What is the ratio of red to yellow marbles?
The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both:
R:B = 15:6 and B:Y = 6:8

Now that blue is the same (6) in both ratios, the ratio of R:Y can be calculated to be:
15:8

Practice:

If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6:7, what is the ratio of cats to people?

3:7

1:2

18:35

6:7

7:5

Ratios

ian — Wed, 26 Aug 2009 23:16:11 GMT
Revision 4 posted to SAT Prep by ian on 8/26/2009 7:16:11 PM

Ratios

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions can be easily solved if you create a chart with the quantities you know and the quantities you want to find.

Find the Missing Number

When a ratio questions question provides a ratio of two quantities, it is often helpful to add the two quantities.
For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8.
If the problem said that there were 40 cars and trucks total in the parking lot, then you create a proportion with 40 and 8.
This proportion can then be used to solve for the number of cars or trucks in the parking lot.

^40/ ⁄ ₈ = ^Cars/ ⁄ ₃ = ^Trucks/ ⁄ ₅

Practice:

The ratio of goldfish to beta fish in Bobby’s 's aquarium is 3 to 2.
If Bobby has a total of 45 fish, how many fish are betas?

1.

12

2.

15

3.

18

4.

21

5.

24

Ratio:Ratio:Ratio

Ratio parts don’t 't always reference the same whole.
Consequently, make sure the common portion of both ratios is the same quantity.
Example

For example:

In Billy’s 's marble collection , the ratio of red to blue marbles is 5:2.
The ratio of blue marbles to yellow marbles is 3:4.
What is the ratio of red to yellow marbles?
The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both:
R:B = 15: 6 15:6 and B:Y = 6:8.

Now that blue is the same (6) in both ratios, the ratio of R:Y can be calculated to be:
15:8.

Practice:

If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6 : 76:7, what is the ratio of cats to people?

1. 3 : 7

2. 1 : 2

3. 18 : 35

4. 6 : 7

5. 7 : 5

3:7

1:2

18:35

6:7

7:5

Ratios

Ryan Krug — Thu, 16 Jul 2009 14:34:52 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 7/16/2009 10:34:52 AM

Ratios

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions require can be easily solved if you create a chart with the quatities quantities you know and the quantities you want to find.

Find the Missing Number

When a ratio questions provides a ratio of two quatities quantities it is often helpful to add the two quantities. For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8. If the problem said that there were 40 cars and trucks total in the parking lot then you create a proportion with 40 and 8. This proportion can then be used to solve for the number of cars or trucks in the parking lot.

40 /8 = Cars / 3 = Trucks / 5

Question:

Practice

The ratio of goldfish to betas beta fish in Bobby’s aquarium is 3 to 2. If Bobby has a total of 45 fish, how many fish are betas?

1. 12

2. 15

3. 18

4. 21

5. 24

Ratio:Ratio:Ratio

Ratio parts don’t always reference the same whole. Consequently, make sure the common portion of both ratios is the same quantity.
Example:In Billy’s marble collection, the ratio of red to blue marbles is 5:2. The ratio of blue marbles to yellow marbles is 3:4. What is the ratio of red to yellow marbles?
The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both: R:B = 15: 6 and B:Y = 6:8.

Now that blue is the same in both ratios, the ratio of R:Y can be calculated to be 15:8.

Question:

Practice

If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6 : 7, what is the ratio of cats to people?

1. 3 : 7

2. 1 : 2

3. 18 : 35

4. 6 : 7

5. 7 : 5

Ratios

Ryan Krug — Fri, 08 May 2009 14:44:17 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/8/2009 10:44:17 AM

Ratios

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions require can be easily solved if you create a chart with the quatities you know and the quantities you want to find.

Find the Missing Number

When a ratio questions provides a ratio of two quatities it is often helpful to add the two quantities. For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8. If the problem said that there were 40 cars and trucks total in the parking lot then you create a proportion with 40 and 8. This proportion can then be used to solve for the number of cars or trucks in the parking lot.

40 /8 = Cars / 3 = Trucks / 5

Question: The ratio of goldfish to betas in Bobby’s aquarium is 3 to 2. If Bobby has a total of 45 fish, how many are betas?

1. 12

2. 15

3. 18

4. 21

5. 24

Ratio:Ratio:Ratio

Ratio parts don’t always reference the same whole. Consequently, make sure the common portion of both ratios is the same quantity.
Example:In Billy’s marble collection, the ratio of red to blue marbles is 5:2. The ratio of blue marbles to yellow marbles is 3:4. What is the ratio of red to yellow marbles?
The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both: R:B = 15: 6 and B:Y = 6:8.

Now that blue is the same in both ratios the ratio of R:Y can be calculated to be 15:8.

Question: If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6 : 7, what is the ratio of cats to people?

1. 3 : 7

2. 1 : 2

3. 18 : 35

4. 6 : 7

5. 7 : 5

Ratios

Ryan Krug — Fri, 08 May 2009 14:43:19 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/8/2009 10:43:19 AM

Description:

Ratio problems ask you to compare quantities of various items and answer questions about them.

Approach:

Most ratio questions require can be easily solved if you create a chart with the quatities you know and the quantities you want to find.

Find the Missing Number

When a ratio questions provides a ratio of two quatities it is often helpful to add the two quantities. For example, if the ratio of cars to trucks in a parking lot is 3:5 then the "missing number" is 8. If the problem said that there were 40 cars and trucks total in the parking lot then you create a proportion with 40 and 8. This proportion can then be used to solve for the number of cars or trucks in the parking lot.

40 /8 = Cars / 3 = Trucks / 5

Question: The ratio of goldfish to betas in Bobby’s aquarium is 3 to 2. If Bobby has a total of 45 fish, how many are betas?

1. 12

2. 15

3. 18

4. 21

5. 24

Ratio:Ratio:Ratio

Ratio parts don’t always reference the same whole. Consequently, make sure the common portion of both ratios is the same quantity.
Example:In Billy’s marble collection, the ratio of red to blue marbles is 5:2. The ratio of blue marbles to yellow marbles is 3:4. What is the ratio of red to yellow marbles?
The answer is not 5:4.

Change the two ratios so that the blue quantity is the same in both: R:B = 15: 6 and B:Y = 6:8.

Now that blue is the same in both ratios the ratio of R:Y can be calculated to be 15:8.

Question: If the ratio of cats to dogs is 3:5 and the ratio of dogs to people is 6 : 7, what is the ratio of cats to people?

1. 3 : 7

2. 1 : 2

3. 18 : 35

4. 6 : 7

5. 7 : 5

Distance-Rate-Time

Bill Huston — Fri, 15 Jan 2010 21:35:06 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:35:06 PM

Distance-Rate-Time

Table of Contents

Average Speed

Practice:

Practice:

Description:

Distance, Rate and Time (or DRT) questions ask you to solve for any of the three variables in the DRT equation:

Distance = Rate * Time

Approach:

In order to solve the more difficult questions from this category, you must resist the temptation to average different speeds. Average speed is always total distance divided by total time, and not the average of the speeds.

1) Average Speed is NOT the Average of Your Speeds

In order to properly calculate an average speed for a series of different trips, first determine the total time and the total distance for the trips combined. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time.

2) Practice:

Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum's average speed for the round trip?

First, make up a distance like 120 miles (which is a multiple of both 30 and 60).

Second, determine the time for the 30 mph trip by dividing.
120 / 30 = 4

Third, determine the time for the 60 mph trip by dividing.
120 / 60 = 2

Finally, divide the total distance (120 + 120) by the total time (4 + 2) to determine the average speed.
240 / 6 = 40

3) Practice:

If Susan drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

44

48

50

56

58

Distance-Rate-Time

ian — Tue, 13 Oct 2009 01:42:28 GMT
Revision 6 posted to SAT Prep by ian on 10/12/2009 9:42:28 PM

Distance-Rate-Time

Table of Contents

Average Speed

Practice:

Practice:

Description:

Distance, Rate and Time (or "DRT") DRT) questions ask you to solve for any of the three variables in the DRT equation: Distance= Rate*Time.

Distance = Rate * Time

Approach:

In order to solve the more difficult questions from this category, you must resist the temptation to average different speeds. Average speed is always total distance divided by total time, and not the average of the speeds.

1) Average Speed is not NOT the average Average of your speeds Your Speeds

In order to properly calculate an average speed for a series of different trips, first determine the total time and the total distance for the triptrips combined. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time.

2) Practice:

Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum’s 's average speed for the round trip?

First, make up a distance like 120 , miles (which is a multiple of both 30 and 6060).

Second, determine the time for the 30 mph trip by dividing.
120 / 30 = 4

Third, determine the time for the 60 mph trip by dividing.
120 / 60 = 2 .

Finally, divide the total distance (120+120) 120 + 120) by the total time (4+2) 4 + 2) to determine the average speed= .
240 / 6 = 40.

3) Practice:

If Susan drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

1.

44

2.

48

3.

50

4.

56

5.

58

Distance-Rate-Time

Ryan Krug — Thu, 16 Jul 2009 14:33:40 GMT
Revision 5 posted to SAT Prep by Ryan Krug on 7/16/2009 10:33:40 AM

Distance-Rate-Time

Description:

Distance, Rate and Time (or "DRT") questions require ask you to solve for any of the three variables in the DRT equation: Distance= Rate*Time.

Approach:

In order to solve the more difficult questions from this category you must resist the temptation to average speeds. Average speed is always total distance divided by total time and not the average of the speeds.

Average Speed is not the average of your speeds

In order to properly calculate an average speed for a series of different trips, first determine the total time and the total distance for the trip. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time

Example:

Practice

Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum’s average speed for the roundtripround trip?
First, make up a distance like 120, which is a multiple of both 30 and 60.

Second, determine the time of for the 30 mph trip by dividing 120 / 30 = 4

Third, determine the time of for the 60 mph trip by dividing 120 / 60 = 2.

Finally, divide the total distance (120+120) by the total time (4+2) to determine the average speed = 240 / 6 = 40.

Question:

Practice

If Susane Susan drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

1. 44

2. 48

3. 50

4. 56

5. 58

Distance-Rate-Time

Ryan Krug — Fri, 08 May 2009 14:23:32 GMT
Revision 4 posted to SAT Prep by Ryan Krug on 5/8/2009 10:23:32 AM

Distance-Rate-Time

Description:

Distance, Rate and Time questions require you to solve for any of the three variables in the DRT equation: Distance= Rate*Time.

Approach:

In order to solve the more difficult questions from this category you must resist the temptation to average speeds. Average speed is always total distance divided by total time and not the average of the speeds.

Average Speed is not the average of your speeds

In order to properly calculate an average speed for a series of different trips first determine the total time and distance for the trip. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time

Example: Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum’s average speed for the roundtrip?
First, make up a distance like 120, which is a multiple of both 30 and 60.

Second, determine the time of the 30 mph trip by dividing 120 / 30 = 4

Third, determine the time of the 60 mph trip by dividing 120 / 60 = 2.

Finally, divide the total distance (120+120) by the total time (4+2) to determine the average speed = 240 / 6 = 40.

Question:If Susane drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

1. 44

2. 48

3. 50

4. 56

5. 58

Distance-Rate-Time

Ryan Krug — Fri, 08 May 2009 14:22:27 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 5/8/2009 10:22:27 AM

Distance-Rate-Time

Description:

Distance, Rate and Time questions require you to solve for any of the three variables in the DRT equation: Distance= Rate*Time.

Approach:

In order to solve the more difficult questions from this category you must resist the temptation to average speeds. Average speed is always total distance divided by total time and not the average of the speeds.

Average Speed is not the average of your speeds

In order to properly calculate an average speed for a series of different trips first determine the total time and distance for the trip. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time

Example: Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum’s average speed for the roundtrip?
First, make up a distance like 120, which is a multiple of both 30 and 60.

Second, determine the time of the 30 mph trip by dividing 120 / 30 = 4

Third, determine the time of the 60 mph trip by dividing 120 / 60 = 2.

Finally, divide the total distance (120+120) by the total time (4+2) to determine the average speed = 240 / 6 = 40. 40.

Question:If Susane drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

1. 44

2. 48

3. 50

4. 56

5. 58

Distance-Rate-Time

Ryan Krug — Fri, 08 May 2009 14:21:26 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/8/2009 10:21:26 AM

Distance-Rate-Time

Description:

Distance, Rate and Time questions require you to solve for any of the three variables in the DRT equation: Distance= Rate*Time.

Approach:

In order to solve the more difficult questions from this category you must resist the temptation to average speeds. Average speed is always total distance divided by total time and not the average of the speeds.

Average Speed is not the average of your speeds

In order to properly calculate an average speed for a series of different trips first determine the total time and distance for the trip. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time

Example: Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum’s average speed for the roundtrip?

First, make up a distance like 120, which is a multiple of both 30 and 60.

Second, determine the time of the 30 mph trip by dividing 120 / 30 = 4

Third, determine the time of the 60 mph trip by dividing 120 / 60 = 2.

Finally, divide the total distance (120+120) by the total time (4+2) to determine the average speed = 240 / 6 =40.

If Susane drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

1. 44

2. 48

3. 50

4. 56

5. 58

Distance-Rate-Time

Ryan Krug — Fri, 08 May 2009 14:20:20 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/8/2009 10:20:20 AM

Description:

Distance, Rate and Time questions require you to solve for any of the three variables in the DRT equation: Distance= Rate*Time.

Approach:

In order to solve the more difficult questions from this category you must resist the temptation to average speeds. Average speed is always total distance divided by total time and not the average of the speeds.

Average Speed is not the average of your speeds

In order to properly calculate an average speed for a series of different trips first determine the total time and distance for the trip. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time

Example: Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum’s average speed for the roundtrip?

First, make up a distance like 120, which is a multiple of both 30 and 60.
Second, determine the time of the 30 mph trip by dividing 120 / 30 = 4
Third, determine the time of the 60 mph trip by dividing 120 / 60 = 2.
Finally, divide the total distance (120+120) by the total time (4+2) to determine the average speed = 240 / 6 =40.

If Susane drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

1. 44

2. 48

3. 50

4. 56

5. 58

Percentages

Bill Huston — Fri, 15 Jan 2010 21:34:30 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:34:30 PM

Percentages

Filed under: Math, percentages

Table of Contents

Never Add or Subtract Percentage Changes

Start with 100 and work through the percent changes

Practice:

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you CAN'T ADD the percentages together.

1) Never Add or Subtract Percentage Changes

When a quantity is increased or decreased multiple times, you can't add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday, its final value is not equal to 100% of its starting value.

2) Start with 100 and work through the percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday, assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1:
100 * 1.1 = 110

Apply a 10% decrease on Tuesday by multiplying 110 by 0.9:
110 * 0.9 = 99

Therefore, after an identical percentage increase and decrease you only have $99.

3) Practice:

Sally bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Sally sold the bike to her friend Tom for 30% more than she had paid. The price Tom paid was what percent less than the bike's original store price?

20%

25%

30%

35%

40%

Percentages

ian — Tue, 13 Oct 2009 01:41:52 GMT
Revision 6 posted to SAT Prep by ian on 10/12/2009 9:41:52 PM

Percentages

Filed under: Math, percentages

Table of Contents

Never Add or Subtract Percentage Changes

Start with 100 and work through the percent changes

Practice:

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you CAN'T ADD the percentages together.

1) Never Add or Subtract Percentage Changes

When a quantity is increased or decreased multiple times, you can't add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday, its final value is not equal to 100% of its starting value.

2) Start with 100 and work through the percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday, assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1:
100 * 1.1 = 110

Apply a 10% decrease on Tuesday by multiplying 110 by 0.9:
110 * 0.9 = 99

Therefore, after an identical percentage increase and decrease you only have $99.

3) Practice:

Sally bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Sally sold the bike to her friend Tom for 30% more than she had paid. The price Tom paid was what percent less than the bike's original store price?

20%

25%

30%

35%

40%

Percentages

Bill Huston — Thu, 10 Sep 2009 17:05:31 GMT
Revision 5 posted to SAT Prep by Bill Huston on 9/10/2009 1:05:31 PM

Percentages

Filed under: Math, percentages

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you CAN'T ADD the percentages together.

Never Add or Subtract Percentage Changes

When a quantity is increased or decreased multiple times, you can't add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday, its final value is not equal to 100% of its starting value.

Start with 100 and work through the percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday, assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1:
100 * 1.1 = 110

Apply a 10% decrease on Tuesday by multiplying 110 by 0.9:
110 * 0.9 = 99

Therefore, after an identical percentage increase and decrease you only have $99.

Practice

Sally bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Sally sold the bike to her friend Tom for 30% more than she had paid. The price Tom paid was what percent less than the bike's original store price?

20%

25%

30%

35%

40%

Percentages

Bill Huston — Thu, 10 Sep 2009 17:05:31 GMT
Revision 4 posted to SAT Prep by Bill Huston on 9/10/2009 1:05:31 PM

PrecentagesPercentages

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you CAN'T ADD the percentages together.

Never Add or Subtract Percentage Changes

When a quantity is increased or decreased multiple times, you can't add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday, its final value is not equal to 100% of its starting value.

Start with 100 and work through the percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday, assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1:
100 * 1.1 = 110

Apply a 10% decrease on Tuesday by multiplying 110 by 0.9:
110 * 0.9 = 99

Therefore, after an identical percentage increase and decrease you only have $99.

Practice

Sally bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Sally sold the bike to her friend Tom for 30% more than she had paid. The price Tom paid was what percent less than the bike's original store price?

20%

25%

30%

35%

40%

Precentages

ian — Wed, 26 Aug 2009 22:55:56 GMT
Revision 3 posted to SAT Prep by ian on 8/26/2009 6:55:56 PM

Precentages

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you can’t add CAN'T ADD the percentages together.

Never Add or Subtract Percentage Changes

When a quantity is increased or decreased multiple times, you can’t 't add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday, its final value is not equal to 100% of its starting value.

Start with 100 and work through the percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday, assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1: 100*1.1
100 * 1.1 = 110

Apply a 10% decrease on Tuesday by multiplying 110 by 0.9: 110*0.9=
110 * 0.9 = 99.

Therefore, after an identical percentage increase and decrease you only have $99.

Practice

Billy

Sally bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Billy Sally sold the bike to his her friend Tom for 30% more than he she had paid. The price Tom paid was what percent less than the bike’s 's original store price?

1.

20%

2.

25%

3.

30%

4.

35%

5.

40%

Precentages

Ryan Krug — Thu, 16 Jul 2009 14:32:20 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 7/16/2009 10:32:20 AM

Precentages

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you can’t add the percentages together.

Never Add or Subtract Percentage changes Changes

When a quantity is increased or decreased multiple times, you can’t add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday its final value is not equal to 100% of its starting value.

Start with 100 and work through the percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1: 100*1.1 = 110
Apply a 10% decrease on Tuesday by multiplying 110 by 0.9: 110*0.9= 99.
Therefore, after an identical percentage increase and decrease you only have $99.

Question:

Practice

Billy bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Billy sold the bike to his friend Tom for 30% more than he had paid. The price Tom paid was what percent less than the bike’s original store price?

1. 20%

2. 25%

3. 30%

4. 35%

5. 40%

Precentages

Ryan Krug — Fri, 08 May 2009 14:11:18 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/8/2009 10:11:18 AM

Description:

Percentage questions test your ability to change a value by a certain percentage.

Approach:

In order to succeed on these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you can’t add the percentages together.

Never Add or Subtract Percentage changes

When a quantity is increased or decreased multiple times, you can’t add the percentages together. If a stock went up 10% on Monday and then went down 10% on Tuesday its final value is not equal to 100% of its starting value.

Start with 100 and work through percent changes

In order to properly determine the final percentage value of a stock that went up 10% on Monday and went down 10% on Tuesday assume a $100 starting value.

Apply a 10% increase on Monday by multiplying 100 by 1.1: 100*1.1 = 110
Apply a 10% decrease on Tuesday by multiplying 110 by 0.9: 110*0.9= 99.
Therefore, after an identical percentage increase and decrease you only have $99.

Question:Billy bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing the bike up, Billy sold the bike to his friend Tom for 30% more than he had paid. The price Tom paid was what percent less than the bike’s original store price?

1. 20%

2. 25%

3. 30%

4. 35%

5. 40%

Mean-Median-Mode

Bill Huston — Fri, 15 Jan 2010 21:34:03 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:34:03 PM

Mean-Median-Mode

Table of Contents

Arithmetic Mean (Average)

Median (Middle)

Mode (Most Often)

Practice:

Description:

Mean-Median-Mode questions ask you to compute the mean, median and/or mode for a given set of data. Mean equals average, median equals middle, and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

1) Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, first add together the values of all the members in the set to find the set's total. Then divide that total by the number of members in the set.

For example:

What is the average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62 + 44 + 86 = 192

Then divide the total by 3 since there are three numbers in the set: 192 / 3 = 64

2) Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending).

For example:

Given the set {3, 6, 8, 12, 14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

For example:

What is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}

The median is the middle value, 12

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

For example:

What is the median of the following set: {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14, so 14 is the median.

3) Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example:

In the set {-3, -5, 2, 6, 2, 8, 2, 13}, the mode is 2 because it appears more than any of the others.

4) Practice:

Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12}

Determine the median for the set {3,-4,6,8,-10, 15}

Mean-Median-Mode

ian — Tue, 13 Oct 2009 01:40:52 GMT
Revision 6 posted to SAT Prep by ian on 10/12/2009 9:40:52 PM

Mean-Median-Mode

Table of Contents

Arithmetic Mean (Average)

Median (Middle)

Mode (Most Often)

Practice:

Description:

Mean-Median-Mode questions ask you to compute the mean, median and/or mode for a given set of data: mean . Mean equals average; , median equals middle; , and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

1) Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, first add together the values of all the members in the set to find the set’s 's totaland then . Then divide the that total by the number of members in the set.

Example

For example:

What is the average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62+ 62 + 44 + 86 = 192

Then divide the total by 3 since there are three numbers in the set: 192/3 192 / 3 = 64

2) Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending order)descending).

Example

For example:

Given the set {3, 6, 8, 12, 14}14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

Example

For example:

What is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}

The median is therefore the middle value, 12 .

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

Example

For example:

What is the median of the following set: {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14, so 14 is the median.

3) Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example, in :

In the set {-3, -5, 2, 6, 2, 8, 2, 13}13}, the mode is 2 because it appears more than any of the others.

4) Practice:

Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12}? 12}

Determine the median for the set {3,-4,6,8,-10, 15}? 15}

Mean-Median-Mode

Ryan Krug — Thu, 16 Jul 2009 14:31:38 GMT
Revision 5 posted to SAT Prep by Ryan Krug on 7/16/2009 10:31:38 AM

Mean-Median-Mode

Description:

Mean-Median-Mode questions ask you to compute the mean, median and/or mode for a given set of data: mean equals average; median equals middle; and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, add all the members in the set to find the set’s total and then divide the total by the number of members in the set.

Example: What is average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62+ 44 + 86 = 192

Then divide the total by 3 since there are three numbers: 192/3 = 64

Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending order).

Example: Given the set {3, 6, 8, 12, 14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

Example: What is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}
The median is therefore 12.

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

Example: What is the median of {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14, so 14 is the median.

Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example, in the set {-3, -5, 2, 6, 2, 8, 2, 13}, the mode is 2 because it appears more than any of the others.

Practice

Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12} 12}?

Determine the median for the set {3,-4,6,8,-10, 15}?

Mean-Median-Mode

Ryan Krug — Thu, 16 Jul 2009 14:31:01 GMT
Revision 4 posted to SAT Prep by Ryan Krug on 7/16/2009 10:31:01 AM

Mean-Median-Mode

Description:

Mean-Median-Mode questions ask you to compute the mean, median and or and/or mode for a given set of data: mean equals average; median equals middle; and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, add all the members in the set to find the set’s total and then divide the total by the number of members in the set.

Example: What is average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62+ 44 + 86 = 192

Then divide the total by 3 since there are three numbers: 192/3 = 64

Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending)descending order).

Example: Given the set {3, 6, 8, 12, 14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

Example: what What is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}
The median is therefore 12.

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

Example: what What is the median of {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14. This , so 14 is the median.

Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example, in the set {-3, -5, 2, 6, 2, 8, 2, 13}, the mode is 2 because it appears more than any of the others.

Question:

Practice

Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12}

Determine the median for the set {3,-4,6,8,-10, 15}?

Mean-Median-Mode

Ryan Krug — Fri, 08 May 2009 14:05:30 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 5/8/2009 10:05:30 AM

Mean-Median-Mode

Description:

Mean-Median-Mode questions ask you to compute the mean, median and or mode for a given set of data: mean equals average; median equals middle; and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, add all the members in the set to find the set’s total and then divide the total by the number of members in the set.

Example: What is average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62+ 44 + 86 = 192

Then divide the total by 3 since there are three numbers: 192/3 = 64

Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending).

Example: Given the set {3, 6, 8, 12, 14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

Example: what is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}
The median is therefore 12.

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

Example: what is the median of {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14. This is the median.

Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example, in the set {-3, -5, 2, 6, 2, 8, 2, 13}, the mode is 2 because it appears more than any of the others.

Question: Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12}

Mean-Median-Mode

Ryan Krug — Fri, 08 May 2009 14:05:02 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/8/2009 10:05:02 AM

Mean-Median-Mode

Description:

Mean-Median-Mode questions ask you to compute the mean, median and or mode for a given set of data: mean equals average; median equals middle; and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, add all the members in the set to find the set’s total and then divide the total by the number of members in the set.

Example: What is average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62+ 44 + 86 = 192

Then divide the total by 3 since there are three numbers: 192/3 = 64

Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending).

Example: Given the set {3, 6, 8, 12, 14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

Example: what is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}
The median is therefore 12.

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

Example: what is the median of {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14. This is the median.

Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example, in the set {-3, -5, 2, 6, 2, 8, 2, 13}, the mode is 2 because it appears more than any of the others.

Question: Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12}

Mean-Median-Mode

Ryan Krug — Fri, 08 May 2009 14:04:24 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/8/2009 10:04:24 AM

Description:

Mean-Median-Mode questions ask you to compute the mean, median and or mode for a given set of data: mean equals average; median equals middle; and mode equals most often.

Approach:

Make sure you rearrange the data from least to greatest when dealing with a median question, and never take the average of two averages when solving for a mean.

Arithmetic Mean (Average)

The arithmetic mean of a set is synonymous with the average of the set.

In order to calculate the mean of a set, add all the members in the set to find the set’s total and then divide the total by the number of members in the set.

Example: What is average (arithmetic mean) of 62, 44, and 86?

First add the three numbers together: 62+ 44 + 86 = 192

Then divide the total by 3 since there are three numbers: 192/3 = 64

Median (Middle)

The term median refers to the middle number of a set that is arranged in order (ascending or descending).

Example: Given the set {3, 6, 8, 12, 14}, the median is 8.

If a set of numbers is not given in numerical order, you must first reorganize them from least to greatest and then find the median.

Example: what is the median of the following set: {6, -2, 14, 36, 12}

First, arrange the numbers in order as follows: {-2, 6, 12, 14, 36}
The median is therefore 12.

Exception: When a set of numbers has an even number of members, take the average of the two numbers in the middle to find the median.

Example: what is the median of {2, 7, 13, 15, 18, 20}

The average of the middle numbers is (13 + 15) / 2, or 14. This is the median.

Mode (Most Often)

The mode is the number that shows up the most times in a given set.

For example, in the set {-3, -5, 2, 6, 2, 8, 2, 13}, the mode is 2 because it appears more than any of the others.

Question: Determine the mean, median and mode for the set {2, 9, 7, -3, 9, 6, 12}

Simplification

Bill Huston — Fri, 15 Jan 2010 21:33:29 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:33:29 PM

Simplification

Table of Contents

Square roots

Squares

Practice:

Description:

Simplification questions involve complicated equations with few variables.

Approach:

Solve these questions by changing the form of the equations given until variables cancel out or a familiar outcome becomes apparent.

1) Square roots

If an equation has square roots, eliminate them by squaring both sides of the equation

For example:

(4x - 4)^¹⁄₂ = x

Squaring both sides of the equation yields (4x - 4) = x².
Moving terms to one side of the equation yields the quadratic equation x² - 4x + 4 which can be factored;

(x - 2)² = 0

2) Squares

If an equation has squares, eliminate them by taking the square root of both sides.

For example:

4x² = 9y²

Taking the square root of both sides the equation yields 2x = 3y.
Now y can be solved directly in terms of x;

y = ²⁄₃ * x

Remember that when you you solve for a square there are usually two solutions.
If y² = 9 and you take the square root of both sides the resulting equation is y = 3.
However, y can equal 3 or -3.

3) Practice:

What value of x satisfies the equation (2x - 1)² = x⁴?

What value of x satisfies the equation (4x - 4)^¹⁄₂ = x?

Simplification

ian — Tue, 13 Oct 2009 01:40:03 GMT
Revision 6 posted to SAT Prep by ian on 10/12/2009 9:40:03 PM

Simplification

Table of Contents

Square roots

Squares

Practice:

Description:

Percentage

Simplification questions test your ability to change a value by a certain percentageinvolve complicated equations with few variables.

Approach:

In order to succeed on

Solve these questions you must make percentage adjustments one at a time. Remember that when a quantity is increased or decreased multiple times, you CAN'T ADDby changing the percentages together.

Never Add form of the equations given until variables cancel out or Subtract Percentage Changes

When a quantity is increased or decreased multiple timesfamiliar outcome becomes apparent.

1) Square roots

If an equation has square roots, you can't add eliminate them by squaring both sides of the percentages togetherequation

For example:

(4x - 4)^¹⁄₂ = x

Squaring both sides of the equation yields (4x - 4) = x².
Moving terms to one side of the equation yields the quadratic equation x² - 4x + 4 which can be factored;

(x - 2)² = 0

2) Squares

If a stock went up 10% on Monday and then went down 10% on Tuesdayan equation has squares, its final value is not equal to 100% eliminate them by taking the square root of its starting valueboth sides.

Start with 100 and work through

For example:

4x² = 9y²

Taking the percent changes

In order to properly determine square root of both sides the final percentage value equation yields 2x = 3y.
Now y can be solved directly in terms of a stock x;

y = ²⁄₃ * x

Remember that went up 10% on Monday and went down 10% on Tuesday, assume when you you solve for a $100 starting valuesquare there are usually two solutions.

Apply a 10% increase on Monday by multiplying 100 by 1.1: 100 * 1.1
If y² = 110
Apply a 10% decrease on Tuesday by multiplying 110 by 0.9: 110 * 0.9= 99.
Therefore, after an identical percentage increase 9 and decrease you only have $99.

Practice

Sally bought a bike at a garage sale for 50% less than it originally sold for in the store. After fixing take the bike up, Sally sold square root of both sides the bike to her friend Tom for 30% more than she had paidresulting equation is y = 3. The price Tom paid was what percent less than
However, y can equal 3 or -3.

3) Practice:

What value of x satisfies the bike's original store price? equation (2x - 1. 20% )^{2. 25%}

3. 30% = x^{4. 35%}

5. 40% ?

What value of x satisfies the equation (4x - 4)^¹⁄₂ = x?

Simplification

ian — Mon, 24 Aug 2009 15:09:10 GMT
Revision 5 posted to SAT Prep by ian on 8/24/2009 11:09:10 AM

Simplification

Description:
Simplification

Percentage questions involve complicated equations with few variablestest your ability to change a value by a certain percentage.

Approach:
Solve

In order to succeed on these questions by changing the form of the equations given until variables cancel out or you must make percentage adjustments one at a familiar outcome becomes apparenttime.

Square roots

If an equation has square rootsRemember that when a quantity is increased or decreased multiple times, eliminate them by squaring both sides of the equation

For example:

(4x - 4)^¹⁄₂ = x

Squaring both sides of you CAN'T ADD the equation yields (4x - 4) = x^{2percentages together.

Moving terms to one side of the equation yields the quadratic equation
x² - 4x + 4
which}

Never Add or Subtract Percentage Changes

When a quantity is increased or decreased multiple times, you canbe factored;

(x - 2)² = 0

Squares 't add the percentages together. If an equation has squaresa stock went up 10% on Monday and then went down 10% on Tuesday, eliminate them by taking the square root its final value is not equal to 100% of both sidesits starting value.

For example:

4x² = 9y²

Taking

Start with 100 and work through the square root of both sides percent changes

In order to properly determine the equation yields 2x = 3y.
Now y can be solved directly in terms final percentage value of x;

y = ²⁄₃ * x

Remember a stock that when you you solve for went up 10% on Monday and went down 10% on Tuesday, assume a square there are usually two solutions$100 starting value.
If y^{2

Apply a 10% increase on Monday by multiplying 100 by 1.1: 100 * 1.1 =
9110

Apply a 10% decrease on Tuesday by multiplying 110 by 0.9: 110 * 0.9=
99.

Therefore, after an identical percentage increase and decrease you take the square root of
both sides only
have $99.}

Practice

Sally bought a bike at a garage sale for 50% less than it originally sold for in the resulting equation is y = 3store.
HoweverAfter fixing the bike up, y can equal 3 or -3.

Practice

What value of x satisfies Sally sold the equation (2x - 1)² = x⁴?

What value of x satisfies bike to her friend Tom for 30% more than she had paid. The price Tom paid was what percent less than the equation (4x - 4)bike's original store price?

1⁄. 20%

2 = x? . 25%

3. 30%

4. 35%

5. 40%

Simplification

ian — Mon, 24 Aug 2009 06:13:04 GMT
Revision 4 posted to SAT Prep by ian on 8/24/2009 2:13:04 AM

Simplification

Description:

Simplification questions involve complicated equations with few variables.

Approach:

Solve these questions by changing the form of the equations given until variables cancel out or a familiar outcome becomes apparent.

Square roots

If an equation has square roots, eliminate them by squaring both sides of the equation
Example

For example:

(4x-4)^{1/24x - 4)^¹⁄₂ = x.}

Squaring both sides of the equation yields (4x-4)=x4x - 4) = x².
Moving terms to one side of the equation yields the quadratic equation x² - 4x 4x + 4 which can be factoredinto ;
(x-2)x - 2)² = 0 .

Squares

If an equation has squares, eliminate them by taking the square root of both sides.
Example

For example: 4x

4x² = 9y9y²

Taking the square root of both sides the equation yields 2x 2x = 3y3y.
Now y can be solved directly in terms of x;

y = 2/3 ²⁄₃ * x

Remember that when you you solve for a square there are usually two solutions.
If y² = 9 and you take the square root of both sides the resulting equation is y=3, howevery = 3.
However, y can equal 3 or -3.

Practice

What value of x satisfies the equation (2x2x - 1)1)² = x⁴?

What value of x satisfies the equation (4x4x - 4)^{1/24)^¹⁄₂
= x}?

Simplification

Ryan Krug — Thu, 16 Jul 2009 14:29:12 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 7/16/2009 10:29:12 AM

Simplification

Description:

Simplification questions involve complicated equations with few variables.

Approach:

Solve these questions by changing the form of the equations given until variables cancel out or a familiar outcome becomes apparent.

Square roots

If an equation has square roots, eliminate them by squaring both sides of an the equation
Example: (2x+1)4x-4)^1/2 = x.
By squaring
Squaring both sides of the equation changes to yields (4x-4)=x² .This Moving terms to one side of the equation yields the quadratic equation x² - 4x + 4 which can be factored into (x-2)² = 0.

Sqaures

Squares

If an equation has squares, eliminate them by taking the square root of both sides.
Example: 4x² = 9y²
By taking thesqaure
Taking the square root of both sides the equation changes to yields 2x = 3y. Now y can be solved directly in terms of x; y = 2/3 * x

Remember that when you you solve for a sqaure square there are usually two solutions. If y² = 9 and you take the sqaure square root of both sides the resulting equation is y=3, however, y can equal 3 or -3.
Practice

What value of x satisfies the equation (2x-1)² = x⁴?

What value of x satisfies the equation (4x-4)^1/2 = x?

Simplification

Ryan Krug — Fri, 08 May 2009 13:54:02 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/8/2009 9:54:02 AM

Simplification

Description:

Simplification questions involve complicated equations with few variables.

Approach:

Solve these questions by changing the form of the equations given until variables cancel out or a familiar outcome becomes apparent.

Square roots

If an equation has square roots, eliminate them by squaring both sides of an equation
Example: (2x+1)^1/2 = x.
By squaring both sides the equation changes to (4x-4)=x² .This yields the quadratic equation x² - 4x + 4 which can be factored into (x-2)² = 0.

Sqaures

If an equation has squares, eliminate them by taking the square root of both sides.
Example: 4x² = 9y²
By taking thesqaure root of both sides the equation changes to 2x = 3y. Now y can be solved directly in terms of x; y = 2/3 * x

Remember that when you you solve for a sqaure there are usually two solutions. If y² = 9 and you take the sqaure root of both sides the resulting equation is y=3, however, y can equal 3 or -3.

Simplification

Ryan Krug — Fri, 08 May 2009 13:52:59 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/8/2009 9:52:59 AM

Description:

Simplification questions involve complicated equations with few variables.

Approach:

Solve these questions by changing the form of the equations given until variables cancel out or a familiar outcome becomes apparent.

Square roots

If an equation has square roots, eliminate them by squaring both sides of an equation
Example: (2x+1)^1/2 = x.

By squaring both sides the equation changes to (4x-4)=x² .This yields the quadratic equation x² - 4x + 4 which can be factored into (x-2)² = 0.

Sqaures

If an equation has squares, eliminate them by taking the square root of both sides.
Example: 4x² = 9y²

By taking thesqaure root of both sides the equation changes to 2x = 3y. Now y can be solved directly in terms of x; y = 2/3 * x

Remember that when you you solve for a sqaure there are usually two solutions. If y² = 9 and you take the sqaure root of both sides the resulting equation is y=3, however, y can equal 3 or -3.

Powers

Bill Huston — Fri, 15 Jan 2010 21:33:00 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:33:00 PM

Powers

Table of Contents

Powers (MADS)

Practice:

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the these three rules and apply them as needed:

When multiplying add the exponents

When dividing subtract the exponents

When a power is raised to a power, multiply the exponents.

1) Powers (MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers:
x² * x³ = x⁵

When dividing common bases, subtract the powers:
x⁵ ⁄ x² = x³

When a power is raised to a power multiply the powers:
(x²)³ = x⁶

2) Practice:

x² * x⁵ = ?

x² ⁄ x⁷ = ?

(x^¹⁄₃)³ =?

Powers

ian — Tue, 13 Oct 2009 01:38:59 GMT
Revision 9 posted to SAT Prep by ian on 10/12/2009 9:38:59 PM

Powers

Table of Contents

Powers (MADS)

Practice:

Description:

Distance, Rate and Time (or DRT)

Power questions ask you to solve for any test your knowledge of the three variables in the DRT equation:

Distance = Rate * Time power rules used with exponents.

Approach:

In order to solve the more difficult questions from this category, you must resist

Memorize the temptation to average different speeds. Average speed is always total distance divided by total time, these three rules and not apply them as needed:

When multiplying add the average of exponents

When dividing subtract the speeds.

Average Speed exponents

When a power is NOT the Average of Your Speeds.
In order raised to properly calculate an average speed for a series of different tripspower, first determine the total time and the total distance for multiply the trips combined. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time.

Practice:

Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive homeexponents. What was Tatum's average speed for the round trip?

First, make up a distance like 120 miles

1) Powers (which is a multiple of both 30 and 60).
Second, determine the time for the 30 mph trip by MADS)

When multiplying or dividing variables with powers remember the acronym MADS.
120 / 30 = 4
Third

When multiplying common bases, determine the time for add the 60 mph trip by dividing.
120 / 60 = powers:
x²

Finally * x³ = x⁵

When dividing common bases, divide subtract the total distance (120 + 120) by powers:
x⁵ ⁄ x² = x³

When a power is raised to a power multiply the total time powers:
(4 + x²)to determine the average speed.
240 / 6 ³ = 40x⁶

2) Practice:

If Susan drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip

x² * x⁵ = ?

44

48

50

56

58

x² ⁄ x⁷ = ?

(x^¹⁄₃)³ =?

Powers

ian — Wed, 26 Aug 2009 23:12:18 GMT
Revision 8 posted to SAT Prep by ian on 8/26/2009 7:12:18 PM

Powers

Description:

Distance, Rate and Time (or DRT) questions ask you to solve for any of the three variables in the DRT equation:

Distance = Rate * Time

Approach:

In order to solve the more difficult questions from this category, you must resist the temptation to average different speeds. Average speed is always total distance divided by total time, and not the average of the speeds.

Average Speed is NOT the Average of Your Speeds.

In order to properly calculate an average speed for a series of different trips, first determine the total time and the total distance for the trips combined. Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time.

Practice:

Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum's average speed for the round trip?

First, make up a distance like 120 miles (which is a multiple of both 30 and 60).

Second, determine the time for the 30 mph trip by dividing.
120 / 30 = 4

Third, determine the time for the 60 mph trip by dividing.
120 / 60 = 2

Finally, divide the total distance (120 + 120) by the total time (4 + 2) to determine the average speed.
240 / 6 = 40

Practice:

If Susan drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

44

48

50

56

58

Powers

ian — Wed, 26 Aug 2009 23:11:27 GMT
Revision 7 posted to SAT Prep by ian on 8/26/2009 7:11:27 PM

Powers

Description:

Power
Distance, Rate and Time (or DRT) questions test your knowledge ask you to solve for any of the three power rules used with exponents. variables in the DRT equation:
Distance = Rate * Time

Approach:

Memorize
In order to solve the these three rules more difficult questions from this category, you must resist the temptation to average different speeds. Average speed is always total distance divided by total time, and apply them as needed:

When multiplying add not the exponents

When dividing subtract average of the exponents

When a power speeds.

Average Speed is raised NOT the Average of Your Speeds.

In order to properly calculate an average speed for a powerseries of different trips, multiply first determine the exponentstotal time and the total distance for the trips combined.

POWERS (MADS)

When multiplying or dividing variables with powers remember Divide total distance by total time to determine average speed.

Average Speed = Total Distance / Total Time.

Practice:

Tatum averaged 30 mph on her drive to work. She averaged 60 mph on her drive home. What was Tatum's average speed for the acronym MADSround trip?

First, make up a distance like 120 miles (which is a multiple of both 30 and 60).

When multiplying common bases

Second, add determine the powers:
x² * x³ = x⁵

When time for the 30 mph trip by dividingcommon bases.
120 / 30 = 4

Third, subtract determine the powers:
x⁵ ⁄ x^{2time for the 60 mph trip by dividing.

120 / 60 = x³}

When a power is raised to a power multiply 2

Finally, divide the powers: total distance (x^{2120 + 120)
³
= x⁶}

Practice

x² * x⁵ = ?

x² ⁄ x⁷ = ? by the total time (x^{¹⁄_{34 + 2) ^{3to
determine the average speed.

240 / 6 = 40}}}

Practice:

If Susan drives to school at 40 mph and returns home at 60 mph, what was her average speed for the round trip?

44

48

50

56

58

Powers

ian — Mon, 24 Aug 2009 05:55:48 GMT
Revision 6 posted to SAT Prep by ian on 8/24/2009 1:55:48 AM

Powers

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the these three rules and apply them as needed:

When multiplying add the exponents

When dividing subtract the exponents

When a power is raised to a power, multiply the exponents.

POWERS (MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers:
x² * x³ = x⁵

When dividing common bases, subtract the powers:
x⁵ ⁄ x² = x³

When a power is raised to a power multiply the powers:
(x²)³ = x⁶

Practice

x² * x⁵ = ?

x² ⁄ x⁷ = ?

(x^¹⁄₃)³ =?

Powers

ian — Mon, 24 Aug 2009 05:54:45 GMT
Revision 5 posted to SAT Prep by ian on 8/24/2009 1:54:45 AM

Powers

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the these three rules and apply them as needed: when

When multiplying add the exponents ; when

When dividing subtract the exponents ; and when

When a power is raised to a power, multiply the exponents.

POWERS (MADS) MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers; :
x² * x³ = x⁵

When dividing common bases, subtract the powers; :
x⁵ / ⁄ x² = x³

When a power is raised to a power multiply the powers; :
(x²)³ = x⁶

Practice

x² * x⁵ = ?

x² / ⁄ x⁷ = ?

(x^1/3^¹⁄₃)³ =?

Powers

Ryan Krug — Thu, 16 Jul 2009 14:21:28 GMT
Revision 4 posted to SAT Prep by Ryan Krug on 7/16/2009 10:21:28 AM

Powers

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the three rules and apply them as needed: when multiplying add the exponents; when dividing subtract the exponents; and when a power is raised to a power, multiply the exponents.

POWERS (MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers; x²*x³ = x⁵

When dividing common bases, subtract the powers; x⁵ / x² = x³

When a power is raised to a power multiply the powers; (x²)³ = x⁶

Practice

x² * x⁵ =?
x² / x⁷ =?
(x^1/3)³ =?

Powers

Ryan Krug — Fri, 08 May 2009 13:40:35 GMT
Revision 3 posted to SAT Prep by Ryan Krug on 5/8/2009 9:40:35 AM

Powers

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the three rules and apply them as needed: when multiplying add the exponents; when dividing subtract the exponents; and when a power is raised to a power, multiply the exponents.

POWERS (MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers; x²*x³ = x⁵

When dividing common bases, subtract the powers; x⁵ / x² = x³

When a power is raised to a power multiply the powers; (x²)³ = x⁶

sup>

Powers

Ryan Krug — Fri, 08 May 2009 13:39:28 GMT
Revision 2 posted to SAT Prep by Ryan Krug on 5/8/2009 9:39:28 AM

Powers

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the three rules and apply them as needed: when multiplying add the exponents; when dividing subtract the exponents; and when a power is raised to a power, multiply the exponents.

POWERS (MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers; x²*x³ = x⁵

When dividing common bases, subtract the powers; x⁵ / x² = x³

When a power is raised to a power multiply the powers; (x²)³ = x⁶

sup>

Powers

Ryan Krug — Fri, 08 May 2009 13:38:09 GMT
Revision 1 posted to SAT Prep by Ryan Krug on 5/8/2009 9:38:09 AM

Description:

Power questions test your knowledge of three power rules used with exponents.

Approach:

Memorize the three rules and apply them as needed: when multiplying add the exponents; when dividing subtract the exponents; and when a power is raised to a power, multiply the exponents.

POWERS (MADS)

When multiplying or dividing variables with powers remember the acronym MADS.

When multiplying common bases, add the powers; x²*x^{3 = x⁵

When dividing common bases, subtract the powers; x⁵ / x² = x³

When a power is raised to a power multiply the powers; (x²)³ = x⁶}

Statistical Figures

Bill Huston — Fri, 15 Jan 2010 21:32:28 GMT
Current revision posted to SAT Prep by Bill Huston on 1/15/2010 4:32:28 PM

Statistical Figures

Table of Contents

Percent Change and Change

Percent and Degrees

Practice:

Description:

Statistical Figure questions require you to interpret data from a figure in order to answer a question. These questions rarely require more than arithmetic, but they often present the data in a less than straightforward manner.

Approach:

Read the information carefully: pay attention to units, keys, and labels.

1) Percent Change and Change are not the same thing

In order to calculate the percent change in two values on a chart or graph, you have to divide the change between the two values by the starting value. For example if Tom was 5 feet tall at 13 and 6 feet tall at 18, the percent change in his height for the 5 years would be:

^{(6 - 5)} ⁄ ₅ = 0.20, or 20%.

2) Percent and Degrees do not have the same value in a pie chart

Often, the SAT will give you pie chart values in percentages, and then ask you for the number of degrees in one of the sectors of the pie chart. Make sure you convert the remaining percentage into degrees using the following proportion:

^Percent ⁄ ₁₀₀ = ^Degrees ⁄ ₃₆₀

3) Practice:

If a company's stock price was $20 in January and $30 in March, what was the percent change in the stock price during the period?

If Mark was 60 inches tall when he was 13 and 72 inches tall when he was 16, what was the percent change in Mark's height during the three year period?

Statistical Figures

ian — Tue, 13 Oct 2009 01:37:54 GMT
Revision 12 posted to SAT Prep by ian on 10/12/2009 9:37:54 PM

Statistical Figures

Table of Contents

Percent Change and Change

Percent and Degrees

Practice:

Description:

Statistical Figure questions require you to interpret data from a figure in order to answer a question. These questions rarely require more than arithmetic, but they often present the data in a less than straightforward manner.

Approach:

Read the information carefully: pay attention to units, keys, and labels.

1) Percent Change and Change are not the same thing

In order to calculate the percent change in two values on a chart or graph, you have to divide the change between the two values by the starting value. For example if Tom was 5 feet tall at 13 and 6 feet tall at 18, the percent change in his height for the 5 years would be:

^{(6 - 5)} ⁄ ₅ = 0.20, or 20%.

2) Percent and Degrees do not have the same value in a pie chart

Often, the SAT will give you pie chart values in percentages, and then ask you for the number of degrees in one of the sectors of the pie chart. Make sure you convert the remaining percentage into degrees using the following proportion:

^Percent ⁄ ₁₀₀ = ^Degrees ⁄ ₃₆₀

3) Practice:

If a company's stock price was $20 in January and $30 in March, what was the percent change in the stock price during the period?

If Mark was 60 inches tall when he was 13 and 72 inches tall when he was 16, what was the percent change in Mark's height during the three year period?