SAT Writing Sentence and Paragragph Improvement

Question 1

What are the three types of multiple choice questions in SAT Writing?

Answer 1

1. sentence improvement
2. sentence correction
3. paragraph improvement

Question 2

How long are the underlined portions of sentence improvement questions?

Answer 2

Sentence improvement questions can have short underlines,…

Having come this far, the marathoner dug deep for the final push.

…or ones that cover the whole sentence.

Writing over the course of fifteen months, the book was finally finished by the overwrought author.

Question 3

How can you immediately recognize the sentence improvement portion of the Writing section?

Answer 3

Sentence improvement questions have one continuous underline with five choices for suggested improvements.

Holmes had an excellent, if dark, understanding of human nature, it served him well in guiding his suspicions.

Question 4

How should a student properly use intuition on sentence improvement questions?

Answer 4

Students should use intuition to identify parts of a sentence to which they should apply analysis, but not as a substitute for analysis.

Question 5

What are the two ways to approach sentence improvement within SAT Writing?

Answer 5

Intuition and analysis

Intuition is a gut response - a sense that something is wrong in some part of the sentence.

Analysis involves identiflying an error and being able to predict an improvement.

Question 6

Use your intuition to decide if this sentence has anything in it that needs to be improved.

Glad to find everyone safe and sound, dad’s first thought was to call the security company to repair the system.

Answer 6

If you said “yes”, then you have good intuition.

There is something about the first part of the sentence that needs improvement.

Question 7

What does your intuition tell you as to whether the following sentence requires improvement?

Higher still above the Alleghany Mountains rolled the white clouds through the sky.

Answer 7

Your intuition probably tells you to improve this sentence, though you might not be able to nail down why.

Inverted construction and unusual usage always sound wrong to our ears, but in this case, the sentence won’t need improvement.

Question 8

What are the two main kinds of errors related to sentence structure?

Answer 8

Run-on sentences and fragments

Question 9

What is the most common type of error in the sentence improvement portion of SAT Writing?

Answer 9

Sentence structure errors

Question 10

What makes a complex sentence?

Answer 10

A complex sentence has two or more pairs of subjects and predicates within clauses that are related to express an idea.

Question 11

What are the key components of a sentence?

Answer 11

A sentence must have a subject and a predicate.

Question 12

Find the subject/predicate combinations in this sentence.

Nikola Tesla, who might be called the “Father of Alternating Current Electricity,” made bitter enemies in his career.

Answer 12

subject/predicate combos:

who / might be called

Nikola Tesla / made

Remember, “who” is a subject of the internal clause. This is a common construction for sentence fragment errors on the SAT.

Question 13

Identify why this sentence is a complex sentence:

Although Washington, D.C. is the seat of government power in the U.S., it would be a mistake to underestimate the powers of the financial and cultural capitals: New York City and Los Angeles.

Answer 13

The sample sentence is complex because the main clause “it would be a mistake” is subordinated to the clause “Washington… is…seat of power”.

Question 14

Identify the subject(s) and predicate(s) in the following sentence:

The United Nations has a long history of sanctions against countries that show aggression toward their neighbors.

Answer 14

subject/predicate combos:

United Nations / has

that / show

“That” is a pronoun standing for “countries”.

Question 15

Identify the subject(s) and predicate(s) in the following sentence:

The ukulele, which is associated with Hawaiian culture, actually has its origins in Portugal.

Answer 15

subject/predicate combos:

ukulele / has

which / is associated

Question 16

What is the key to confidently identifying run-ons and fragments in sentence improvement?

Answer 16

The key to confidently identifying these errors lies in finding and associating the subjects with their predicates.

Question 17

Find the predicate(s) in the following sentence, then ask yourself “who is doing this action?” and find the subject that goes with it.

Many experts with battlefield experience agree that the Powell Doctrine provided a good blueprint for the post-Vietnam American military strategy.

Answer 17

subject/predicate combos:

experts / agree

Powell Doctrine / provided

Find “agree.” Ask “Who is agreeing?” Answer: “Experts”

Then search the “that” clause. Find “provided.” Ask “Who or what provided?” Answer: “Powell Doctrine”

Question 18

What is the most common type of run-on sentence on the SAT?

Answer 18

comma splice

(comma used incorrectly to separate clauses)

Question 19

Which of these two sentences contains a comma splice?

(a) Huckleberry Finn pretends not to know his own motive, he puts the snakeskin in Jim’s bed.
(b) Whoever it was who stole the hamster should return it to Ms. Brosky’s room immediately.

Answer 19

(a) either the comma needs a conjunction or a semi-colon should be used

Question 20

Which sentence contains a comma splice?

(a) Unfortunately, the British pound is not what it once was, and other currencies challenge it in the financial world.
(b) The sequencing of the human genome began in October, 1990, it took only 13 years to complete, a relatively short time.

Answer 20

(b) two clauses are separated incorrectly by the comma

Question 21

Once you’ve confirmed a run-on sentence, how many ways can it be improved?

Answer 21

There are five different ways to improve a run-on sentence.

Finding and confirming run-ons is sometimes easier than deciding which of the suggested improvements is correct.

(We’re going to show them one at a time.)

Question 22

What is the simplest way to improve a run-on sentence?

Answer 22

Separate the two clauses into two sentences with a period.

The SAT will not give you this improvement option in the sentence improvement section, but you may see it in the paragraph improvement section.

Question 23

What is most common way to improve run-on sentences through punctuation?

SAT students today love studying on their phones, the devices are both convenient and effective.

Answer 23

The semi-colon ( ; ) is another way to improve run-ons through punctuation.

SAT students today love studying on their phones; the devices are both convenient and effective.

Question 24

What’s the best way to punctuate this sentence?

In ancient Greece togas were normal daily clothing ( . : ; ) today, togas are worn to high school proms.

Answer 24

A semicolon works best here.

In ancient Greece togas were normal daily clothing; today, togas are worn to high school proms.

Question 25

How does the SAT use punctuation improvements to trap students to confidently choose wrong answers?

Answer 25

Students can acquire tunnel-vision with the semi-colon --missing other usually obvious errors introduced in longer sentence improvement choices.

Question 26

How can a run-on sentence be improved while maintaining the same punctuation? ## Footnote We were hungry, we ate.

Answer 26

A run-on sentence can be improved by adding the right conjunction. ## Footnote We were hungry, **so** we ate. **Since** we were hungry, we ate.

Question 27

How can a run-on sentence be improved by making one of the clauses subordinated to the other without conjunctions? ## Footnote The Hoover Dam was dedicated by Franklin D. Roosevelt on September 30, 1935, it cost over 100 lives to construct.

Answer 27

Use an integrated clause (who, which, or that). ## Footnote The Hoover Dam, **which** cost over 100 lives to construct, was dedicated by Franklin D. Roosevelt on September 30, 1935. The clause "which cost over 100 lives to construct" is subordinate because it can not stand alone as a sentence. "The Hoover Dam was dedicated by Franklin D. Roosevelt on September 30, 1935," is an independent clause because it can stand alone as a sentence.

Question 28

How can a run-on sentence be improved **without** using punctuation or clauses? ## Footnote Tom Brady has great skills, he is a proven leader on the football field.

Answer 28

Run-ons can be made into a sentence with a compound predicate. ## Footnote Tom Brady has great skills and is a proven leader on the football field.

Question 29

What are the five ways run-on sentences can be improved on the SAT?

Answer 29

5 ways to improve run-ons: * Through punctuation -- changing comma to **period** * or with a **semi-colon** * Through **conjunctions** (keeping the comma) * Through **integration** (using who, that, or which) * Through **compounding** the sentence (eliminating the comma and 2nd subject)

Question 30

What determines the best improvement for a particular run-on sentence? ## Footnote Having the best product on the market doesn't necessarily mean success, good marketing, advertising, and promoting often trump it when design is only marginally better.

Answer 30

The context of the sentence and the relationship of the meanings of the two clauses. ## Footnote Having the best product on the market doesn't necessarily mean success**;** good marketing, advertising, and promotion often trump it when design is only marginally better. or Having the best product on the market doesn't necessarily mean success, **because** good marketing, advertising, and promotion often trump it when design is only marginally better. Remember: In writing, there is always more than one way to phrase something.

Question 31

Identify an error. Pick the best way to fix it. ## Footnote The surrounding lands were too _dry and rocky, they couldn't raise enough_ food there to sustain a larger population. (a) dry and rocky, they couldn't raise enough (b) dry and rocky; and they couldn't raise enough (c) dry and rocky, but they couldn't raise enough (d) dry and rocky, so they couldn't rise enough (e) dry and rocky, so they couldn't raise enough

Answer 31

(e) dry and rocky, so they couldn't raise enough ## Footnote (b) uses a semicolon with "and" (c) "but" makes a faulty coordination (d) "rise" is a wrong word error (Once you indentify an error, that always eliminates choice "a" which copies the underlined portion.)

Question 32

Identify an error. Pick the best way to fix it. ## Footnote _The chef understood that quality, locally grown food was the trend, he designed a menu around that concept._ (a) The chef understood that quality, locally grown food was the trend, he designed a menu around that concept. (b) The chef understood the concept that quality, locally grown food was the trend, which he designed a menu around. (c) The chef understood the concept that quality, locally grown food was the trend, he designed a menu around it. (d) The chef understood that quality, locally grown food was the trend; he designs a menu around that concept. (e) The chef understood that quality, locally grown food was the trend and designed a menu around that concept.

Answer 32

(e) The chef understood that quality, locally grown food was the trend and designed a menu around that concept. (b) "which" creates faulty subordination (c) still a run on (d) "designs" makes a tense error (Again, choice "a" is eliminated when you identify an error.)

Question 33

What is a sentence fragment on the SAT?

Answer 33

A sentence fragment on the SAT is when a clause is missing a predicate, or sometimes a subject.

Question 34

What makes sentence fragments a challenge on the SAT?

Answer 34

Sentence fragments are challenging because they occur in complex sentences and with participles that can be mistaken for predicates. ## Footnote Participles are verb forms that are used to form tenses. *I am going*. *Mother has spoken.* Here "going" and "spoken" are part of the predicate. However, both can be used in non-verb functions. *Going to California,* *the Joads look upon their home for the last time*.* * *Spoken in a hushed tone**, those words were not heard by any living soul.* Neither "going" nor "spoken" are in the predicate. "Look" and "were not heard" are the verbs in the predicate here.

Question 35

Which of these sentences contains a fragment? ## Footnote (a) Sid Caesar, who was trained on the Vaudeville stage, making a successful transition to television and film. (b) Going to the farm with her grandmother for the first time, Gretchen was to see a duck slaughtered, scorched, gutted, plucked, and dressed for dinner.

Answer 35

Sentence (a) is a fragment. ## Footnote The subject, "Sid Caesar", has no predicate to match with it. The predicate, "was trained", goes with the pronoun "who". The participle "making" cannot be a predicate without a form change.

Question 36

Which of these sentences contains a fragment? ## Footnote (a) Noticing the clouds, the organizers put a damper on the plans for the late afternoon activites at the fair. (b) Unable to start, Carl's practically new car, which seemed great during the test drive, seemingly having a manufacturer's defect.

Answer 36

Sentence (b) is the fragment. ## Footnote The subject, "car", has no active predicate. The predicate "seemed" matches with the pronoun "which" to form a complete clause. The participle "having" does not match with "car".

Question 37

How does the SAT confuse you when you try to identify fragments? ## Footnote Lautering, which is the process of separating the wort from the grains, an important step in the brewing of pale ales.

Answer 37

The SAT will attempt to confuse you with contextual meaning when you need to concentrate on form and grammar. ## Footnote The main part of the sentence was missing a VERB. At best, this technique wastes your time as you try to solve the puzzle of context. At worst, you get frustrated or confused by the context and you just guess.

Question 38

Once you've correctly identified a fragment sentence, what's the best process for efficiently finding the correct answer? ## Footnote Harry Bailey, who is the younger son of Peter Bailey, standing in the shadow of his older brother until the war.

Answer 38

Predict the correction and scan the suggested improvements until you find it. ## Footnote "Harry Bailey" needs a verb to complete the independent clause. Look for "standing" to change to "stands". Harry Bailey, who is the younger son of Peter Bailey, **stands** in the shadow of his older brother until the war.

Question 39

Once you've identified a fragment and predicted a correction, for what do you still have to check?

Answer 39

When you search for the right improvement, make sure there is no new error introduced later in the sentence. ## Footnote Scan all of the suggested improvements for what you predicted, then check them carefully. Attention to detail is key on the SAT.

Question 40

Identify an error. Pick the best way to fix it. ## Footnote The electrolytic process, in which a cryolyte bath containing alumina sustains an electric _current, revolutionizing the late industrial age with a cheap and versatile metal._ (a) current, revolutionizing the late industrial age with a cheap and versatile metal. (b) current, revolutionized the late industrial age with a cheap and versatile metal. (c) current, revolutionized the late industrial age with a versatilely cheap metal. (d) current; revolutionizing the late industrial age with a cheap and versatile metal. (e) current; revolutionized the late industrial age with a cheap and versatile metal.

Answer 40

(b) current, revolutionized the late industrial age with a cheap and versatile metal. ## Footnote (c) "versatilely" cheap is a nonsense form (d) semi-colon doesn't fix the fragment (e) semi-colon creates another fragment

Question 41

Identify an error. Pick the best way to fix it. ## Footnote Marilyn Monroe, who was born under the name Norma Jeane Mortenson on June 1, 1923 but baptized and raised under the surname _Baker, becoming a lasting American film icon._ (a) Baker, becoming a lasting American film icon. (b) Baker; became a lasting American film icon. (c) Baker, has becoming a lasting American film icon. (d) Baker, have become a lasting American film icon. (e) Baker, became a lasting American film icon.

Answer 41

(e) Baker, became a lasting American film icon. ## Footnote (b) semi-colon makes a fragment (c) "has becoming" is a form error (d) "have become" creates verb agreement error

Question 42

Which common error can resemble a fragment, but actually isn't a sentence structure error? ## Footnote Unlike the rest of my students, Lauren reviews all the materials before coming to the discussion group.

Answer 42

A mistake in the placement of a modifying phrase. ## Footnote "Unlike the rest of my students," could seem to be a subject without a verb, but it is properly differentiating Lauren from the others. Since the phrase is located directly next to the word being modified (Lauren), the sentence doesn't need improvement.

Question 43

What is the modifying phrase in the following sentence? ## Footnote Coming to the party late, Belinda admonished Greg that he'd completely missed meeting Cindy.

Answer 43

The modifying phrase is "Coming to the party late". ## Footnote The phrase doesn't need to be corrected as a fragment, although it could be improved that way on the SAT. Remember, there is more than one way to improve a sentence.

Question 44

Once you identify a modifying phrase, how do you decide if it needs improvement? ## Footnote Coming to the party late, Belinda admonished Greg that he'd completely missed meeting Cindy.

Answer 44

You must decide whether the phrase that gives information is physically next to the noun that it modifies. ## Footnote "Coming late to the party" is the phrase. Does that phrase refer to Belinda, Greg or Cindy? The sentence structure leads us to assume Belinda was late, but she's mad at Greg for missing Cindy, so Greg was late. Improve the sentence by moving the phrase to modify Greg, not Belinda.

Question 45

What is the modifying phrase in the following sentence; does it need improvement? ## Footnote Caught picking daisies in his neighbor's yard again, Mr. Wilson chided Dennis not to trespass.

Answer 45

The modifying phrase is "Caught picking daisies in his neighbor's yard again"; the sentence needs improvement. ## Footnote Dennis is being admonished, so he was in his neighbor's, Mr. Wilson's, yard. Knowledge of vocabulary affects ability here. You have to know what "chided" and "trespass" mean to be sure of this one.

Question 46

Is there a fragment or misplaced modifier in the following sentence? ## Footnote Adroitly totting up the situation, the politician tactfully modified his position to meet the mood of his constituents.

Answer 46

This sentence has neither a fragment nor a misplaced modifier. ## Footnote This is the context distractor, using idioms and vocabulary to make you want to change it to a more comforting form. Just because you wouldn't write a sentence this way doesn't mean it's wrong. This kind of item errodes confidence. Study vocab so that this doesn't happen often.

Question 47

Which sentence contains a fragment and which contains a misplaced modifier? ## Footnote (a) Alexander, by virtue of his excellent understanding of music theory, finding himself inventing new variations of the melody of every piece that he heard. (b) Sitting on the park bench in the shade on such a glare filled morning, Phoebe couldn't see Roger at all without her sunglasses.

Answer 47

Sentence (a) is the fragment because "finding" is not a verb here. Sentence (b) is a misplaced modifier because Roger is sitting on the park bench.

Question 48

Identify an error. Pick the best way to fix it. ## Footnote Immediately rushing out to help the injured, _the cyclist lay unconscious, while Bethany applied direct pressure to his bleeding leg._ (a) the cyclist lay unconscious, while Bethany applied direct pressure to his bleeding leg. (b) Bethany lay unconscious, while the cyclist applied direct pressure to his bleeding leg. (c) Bethany applied direct pressure to the cyclist's leg, while he lay unconscious. (d) Bethany's direct pressure application lay the cyclist unconscious. (e) Bethany applied direct pressure to his bleeding leg, while the cyclist lay unconscious..

Answer 48

(c) Bethany applied direct pressure to the cyclist's bleeding leg, while he lay unconscious. ## Footnote (b) still misplaced modifier (d) "pressure" cannot be the nearest noun (e) "his" has no antecedent

Question 49

Identify an error. Pick the best way to fix it. ## Footnote _Standing in the hot sun on the parade grounds, the ranks_ listened to the general's speech about coming challenges to the armed forces. (a) Standing in the hot sun on the parade grounds, the ranks (b) The ranks, standing in the hot sun on the parade grounds, the ranks (c) Having stood in the hot sun on the parade grounds, the ranks (d) Standing in the hot sun on parade, the grounded ranks (e) Stood in the hot sun on the parade grounds, the rank

Answer 49

(a) Standing in the hot sun on the parade grounds, the ranks ## Footnote (b) repeats "the ranks" (c) creates tense error (d) misuses "grounded" (e) creates a fragment

Question 50

What is a parallel structure in writing?

Answer 50

Parallel structure refers to matching forms within comparisons and lists using gerunds and infinitives. ## Footnote I've always loved to study, explore and especially **executing** labs in chemistry. **Executing** (gerund) is not parallel with **to study and explore **(infinitive).

Question 51

Why are parallels sometimes hard to see?

Answer 51

They still make sense when you read them. They are an improvement in readability, not a correction. They require an identification of form.

Question 52

How should you approach finding and improving parallels? ## Footnote The team lost the crucial game not only because of a lack of preparation, but also because of over-confidence. Sarah loved Noel for his circumspection, kindness, and way he thought of others.

Answer 52

Parallels only occur in sentences with comparisons or compounds of gerunds or infinitives, so learn to recognize those phrases and structures that trigger you to check for this error.

Question 53

Do the following sentences contain parts that need to be checked for parallel improvement? ## Footnote (a) A post-modern journalist needs to concentrate on immediacy, accuracy, and alacrity, but, most of all, on shameless self-promotion. (b) He wasn't the kind of guy who complained; he was the kind of guy to whine like an unoiled axle. (c) Lucy always either had something she wanted to do or a place she wanted to go.

Answer 53

Yes, they all contain elements that read better with parallels. ## Footnote (a) a list (**immediacy, accuracy, alacrity**) (b) **He wasn't/he was** (c) **either/or**

Question 54

Once you've identified the flags that trigger you to check for parallelism, what do you do next? ## Footnote The assistant coach reminded the players to give their classes a high priority, look after nutrition and hygiene, and **that abuse of alcohol would not be tolerated**.

Answer 54

Follow this process: * predict wording * look for your prediction in the least words In this case..."and not abuse alcohol." Non-parallel structures are usually somewhat wordy.

Question 55

Identify an error. Pick the best way to fix it. ## Footnote Adherents to *Realpolitik* are less concerned with ideological constraints or ethical principles _than with approaches that are pragmatic and goals bounded by reality._ (a) than with approachs that are pragmatic and goals bounded by reality. (b) than with pragmatic approachs and goals bounded by reality. (c) than with approachs that are pragmatic and realistic goals. (d) than with pragmatic approachs and realistic goals. (e) than pragmatic approachs that are bounded by reality.

Answer 55

(d) than pragmatic approachs and realistic goals. ## Footnote (b) doesn't correct parallel. (c) only corrects half. (e) doesn't correct parallel.

Question 56

Identify an error. Predict the best way to fix it. ## Footnote If you want to meet your weight goal, you will need to exercise vigorously, choose healthy foods, _and eat moderate portions._ (a) and eat moderate portions. (b) and to eat moderate portions. (c) and eating moderate portions. (d) and moderate portions. (e) and eat portions that are more moderate.

Answer 56

(d) and moderate portions. ## Footnote (b) "to" is not necessary again. (c) "eating" creates parallel error. (e) still not parallel, and now wordier.

Question 57

A clause is a portion of a sentence that has a subject and predicate. What are the two types of clauses?

Answer 57

Clauses are either **independent** or **subordinate**. ## Footnote *Because I could not stop for Death,* **Death kindly stopped for me.** The 2nd part of the sentence (bold) could stand as a sentence on its own, making it independent. The 1st part (italics) could not because of the word "since", which makes it subordinate to the other clause.

Question 58

In grammar, what part of speech coordinates or subordinates clauses?

Answer 58

Coordination and subordination of clauses always require conjunctions.

Question 59

What are the two main types of conjunctions?

Answer 59

Conjunctions are either coordinating or subordinating.

Question 60

What are coordination-subordination errors on SAT sentence improvement questions?

Answer 60

They are inappropriate or illogical connections of clauses with the wrong conjunction. ## Footnote In Ia Drang, the 7th Air-Cavalry killed over a thousand PVNA forces, and the Vietnamese solidiers kept coming for a second day.

Question 61

What makes coordination and subordination improvements challenging on the SAT?

Answer 61

Coordination and subordination problems sometimes have no effect on readability or comprehension. ## Footnote Benjamin Franklin was a notable writer and statesman, and is perhaps best known as the inventor of the lightning rod. (There **is** an improvement to be made in this sentence.)

Question 62

Which of these sentences have coordinated clauses? Which have subordinated clauses? ## Footnote (a) While Mom and Dad shopped for supplies, Susan and I prepared the house for the high winds and rain. (b) The Beatles began a wave of interest called "The British Invasion", and, subsequently, many careers of promising American performers waned.

Answer 62

(a) Subordinated clause beginning with "While..." (b) Coordinated clause ("and" connects two independent clauses)

Question 63

Which of these sentences have coordinated clauses? Which have subordinated clauses? ## Footnote (a) The Takoma Narrows Bridge, which failed November 7, 1940, influenced the designs of bridges all across the world. (b) The Student Council at Warren G, Harding High School wanted to organize a pajama dance for March Madness week, but the pompus principal nixed the idea.

Answer 63

(a) Subordinated clause "which" phrase (b) Coordinated clause "but"

Question 64

What conjunction would you use to connect these two clauses? ## Footnote After World War II, the U.S. administered West Berlin...the U. S. S. R. oversaw East Berlin.

Answer 64

You should use "and" here. ## Footnote After World War II, the U. S. administered West Berlin, **and** the U. S. S. R. oversaw East Berlin. (These clauses are almost equal, so leaving them both independent makes the most sense.)

Question 65

Which conjunction would you choose to connect these two clauses? ## Footnote Demand for steel dropped after World War I...U. S. Steel continued an agressive policy against unionization to keep costs low.

Answer 65

# Choose a conjunction like "so" here, since one thing caused another. Demand dropped, **so** U. S. Steel continued a policy against unionization. U. S. Steel continued a policy against unioniztion, **for** demand dropped... or **Because/since** demand dropped, U. S. Steel...

Question 66

What is a good conjunction to use to link these two clauses? ## Footnote He wanted to go to the concert...his boss told him to finish the project.

Answer 66

"But" is a good conjunction to link here. Since the two clauses oppose each other. ## Footnote He wanted to go to the concert, **but** his boss told him to finish the project. **Although** he wanted to go to the concert, his boss told him to finish the project.

Question 67

What's the best process for finding faulty coordinations and subordinations? ## Footnote In Ia Drang, the 7th Air-Cavalry killed over a thousand PVNA forces, and the Vietnamese solidiers kept coming for a second day. Benjamin Franklin was a notable writer and statesman, and is perhaps best known as the inventor of the lightning rod.

Answer 67

Be suspicious. Check the context of both clauses and establish the relationship between them. ## Footnote In Ia Drang, the 7th Air-Cavalry killed over a thousand PVNA forces, **but** the Vietnamese solidiers kept coming for a second day. Benjamin Franklin was a notable writer and statesman, **but** is perhaps best known as the inventor of the lightning rod.

Question 68

Identify an error. Pick the best way to fix it. ## Footnote _Moving a piano has always been a delicate and even dangerous undertaking, because_ Admiral and Mrs. Dover left the task to experienced movers. (a) Moving a piano has always been a delicate and even dangerous undertaking, because (b) Because moving a piano had always being a delicate and even dangerous undertaking, (c) Because moving a piano is always a delicate and even dangerous undertaking, because (d) Because moving a piano has always been a delicate and undertaking danger; (e) Because moving a piano has always been a delicate and even dangerous undertaking,

Answer 68

(e) Because moving a piano has always been a delicate and even dangerous undertaking, ## Footnote (b) "being" is a form error (c) "because" is used to introduce both clauses (d) semi-colon makes a fragment

Question 69

Identify an error. Pick the best way to fix it. ## Footnote Juliet tries to be a dutiful and obedient daughter, _and agrees to marry the Noble Paris only when threatened_ with expulsion from the family. (a) and agrees to marry the Noble Paris only when threatened (b) but agrees to marry the Noble Paris only when threatened (c) however, agrees to marry the Noble Paris only when threatened (d) and yet is agreeable to marry the Noble Paris only when threatened (e) but agrees to marry the Noble Paris only when threatening

Answer 69

(b) but agrees to marry the Noble Paris only when threatened ## Footnote (c) "however" is not a conjunction (d) "is agreeable" is wordier (e) "threatening" doesn't describe Juliet

Question 70

Which sentence improvement distractor answer is identical to the portion underlined?

Answer 70

Answer choice (a) merely recopies the suspect portion of the question item, which effectively means "no error". ## Footnote It wastes time to read it. Skip it.

Question 71

Why are the "no error" selections among the most difficult answers on the SAT?

Answer 71

Selecting "no error" requires knowledge, good process, and confidence; they are also the most unfamiliar to most standardized test takers.

Question 72

Identify an error. Pick the best way to fix it. ## Footnote _That Jack Gantos won the Newbery Award this year came as no_ surprise to those who have read his two successful series. ( a) That Jack Gantos won the Newbery Award this year came as no (b) Jack Gantos won the Newbery Award this year, and it came as no (c) Jack Gantos won the Newbery Award this year and comes as no (d) Jack Gantos won the Newbery Award this year has not come as a (e) Jack Gantos has won the Newbery Award this year came as no

Answer 72

(a) That Jack Gantos won the Newbery Award this year came as no ## Footnote (b) wordy (c) Jack Gantos doesn't come as no surprise (d) Jack does't come as a surprise (e) Jack has not come as a surprise

Question 73

Identify an error. Pick the best way to fix it. ## Footnote _Without trying to annoy anyone in the family, Jenny's new boyfriend is managing to irritate each member, one by one._ (a) Without trying to annoy anyone in the family, Jenny's new boyfriend is managing to irritate each member, one by one. (b) Without trying to annoy everyone in the family, Jenny's new boyfriend has managed irritating each member, one by one. (c) Although without trying to annoy anyone in the family, Jenny's new boyfriend is managing to irritate each member, one by one. (d) Without trying to annoy anyone in the family, Jenny's new boyrirend is managing irritating each member, one by one. (e) Without trying to annoy anyone in the family, Jenny's new boyfriend is managing to irritate each member, one at a time.

Answer 73

(a) Without trying to annoy anyone in the family, Jenny's new boyfirend is managing to irritate each member, one by one. ## Footnote (b) "irritating" is a misuse of gerund (c) "Although" makes a fragment (d) "irritating" is a misuse of gerund (e) "one at a time" is a little wordier

Question 74

After seeing no other need for improvement, what is the last thing that should be checked before picking "no error"?

Answer 74

Wordiness

Question 75

What makes wordiness hard to spot on the SAT?

Answer 75

Wordiness could be caused by even one unnecessary word. ## Footnote He liked Ju-Ju Fruits, Mike & Ike's, **and also** Junior Mints, but only when he went to the movies.

Question 76

How should you handle finding wordiness on the SAT?

Answer 76

If you see it in the course of looking for other errors, then predict a fix and search for it.

Question 77

What if you can't identify wordiness, but your intuition is telling you it might be there?

Answer 77

Check the list of answers starting with the _shortest_. If it doesn't introduce another error, pick it.

Question 78

Which is the better improvement for this sentence? ## Footnote _He liked Ju-Ju Fruits, Mike & Ike's, and also Junior Mints, but only when he went to the movies._ (a) When he went to the movies, he liked Ju-ju Fruits, Mike & Ike's and Junior Mints. (b) He liked Ju-ju Fruits, Mike & Ike's and Junior Mints, but only when he went to the movies.

Answer 78

(b) is the better improvement. ## Footnote Even though (a) is shorter and corrects the "and also" wordiness, it loses a portion of the meaning that these are candies only consumed at the movie theater. So, even though looking for the shortest is the right idea, it may not always be the correct answer.

Question 79

Identify an error. Pick the best way to fix it. ## Footnote Philip Pullman, after receiving the Carnegie Award in 1996 for his first novel, _*Northern Lights*, was sanguine about his opportunity for a chance to sell the movie rights_*.* * (a) Northern Lights,* was sanguine about sell the movie rights. * (b) Northern Lights,* was optimistically about his opportunity for a chance to sell the movie rights. * (c) Northern Lights,* was sanguine for a chance to sell the movie rights. * (d) Northern Lights,* was sanguine about selling the movie rights*.* * (e) Northern Lights,* was sanguinal about his chances to sell the movie rights.

Answer 79

(d) *Northern Lights*, was sanguine about selling the movie rights. ## Footnote (b) "optimistically" misuses adverb (c) wordy still (e) "sanguinal" is a misuse, still wordy

Question 80

Identify an error. Pick the best way to fix it. ## Footnote The corn in the fields was high, and the farmer hoped _the price would hold this season until he was able to pick and bushel it and bring it all to market._ (a) the price would hold this season until he was able to pick and bushel it and bring it all to market. (b) the price would hold this season until he was able to market it. (c) the price would hold this season until he was able harvest it and bring it all to market. (d) the price would hold this season until he was able to pick, bushel, and market it. (e) the price would hold this season until he was able to bring it all to market.

Answer 80

(d) the price would hold this season until he was able to pick, bushel, and market it. ## Footnote (b) loses details (c) still wordy (e) "bring it all to market" is still too wordy

Question 81

How does the sentence improvement section of SAT Writing challenge you as you check for errors?

Answer 81

This section requires you to both search for grammar form and search for errors based on contextual meaning. ## Footnote The brain has different locations devoted to grammar and context, so while you're concentrating on one you often don't see the other.

Question 82

How should you divide your checklist process to make sure you cover both types of errors?

Answer 82

Read for grammatical form first. Then read for contextual errors.

Question 83

What are the sentence improvement errors you will find based on analyzing grammatical form?

Answer 83

Grammar form errors: * Run-on * Fragment * Parallelism

Question 84

What are the sentence improvement errors that must be checked through sentence context?

Answer 84

Contextual improvements: * Misplaced modifiers * Faulty coordination-subordination * Wordiness

Question 85

Once you've become familiar with identifying the six common errors, how can the test still slip something past you?

Answer 85

The test can present a double error. ## Footnote Sentences that have an obvious error sometimes also have a less obvious one lurking elsewhere in the sentence. These errors often pair with wordiness, or come from the sentence correction section of the test. You'll want to look at that list next.`

Question 86

What does the paragraph improvement portion of SAT Writing look like -- and where is it found?

Answer 86

Paragraph improvement begins with a student essay of about 250 words in three paragraphs. It is the last section of the 25-minute multiple choice section.

Question 87

What are you instructed to do on the paragraph improvement portion of the SAT?

Answer 87

In a text box introducing the section, the test identifies an "**early draft**" of an essay to follow that needs to be "**rewritten**". Then, it advises you to "**read the passage**" in order to "**select the best answer for each question that follows**." Then, it gives you an idea of the type of questions to follow. Some are about "**organization and development**"; others are about "**sentence structure, wording, and word choice**" within individual sentences.

Question 88

What is the strategy for getting the best result on paragraph improvement?

Answer 88

**Improve your speed** through the other sections of the test with good time management. You may need the time for this section. **Review common errors** from sentence improvement and sentence correction so that those questions can be handled efficiently. **Practice test samples** once you've improved your knowledge of the process and the questions to expect.

Question 89

What process should you follow for paragraph improvement?

Answer 89

Check time going into the section. You should need about 4 minutes. ## Footnote If you have that much time, **scan the essay** marking errors that you see. Then, read and **identify each type of question** to predict an answer. **Search and eliminate**. If a question takes more than 30 seconds, move on and come back if you have time.

Question 90

What should you do if you don't have 4 minutes to do the paragraph improvement section?

Answer 90

Skip the scanning of the paragraphs. Read and identify each question type; then do the questions related to sentence correction and wording first. ## Footnote (As time runs out, for the others, you may try to eliminate a few distractor answer choices before you have to guess.)

Question 91

What types of questions are asked on paragraph improvement (P.I.)?

Answer 91

P.I. questions deal with: * General organization (involving adding sentences, moving sentences and deleting sentences to improve coherency and the flow of ideas) * Revising sentences (including improving word order, word choice, and grammar) * Combining sentences

Question 92

What kinds of general organization questions will you see in paragraph improvement?

Answer 92

General organization questions: * Questions that give a choice about a proposed added sentence * Questions that ask where a new sentence would be best added * Questions that ask where a sentence within the passage would be better placed (including deleting it)

Question 93

How can you identify, at a glance, questions on general organization?

Answer 93

General organization questions will use phrases such as "which sentence", "add", "insert", or "delete". ## Footnote If you're running out of time, skip these until last. They take the longest.

Question 94

What is the key to quickly deciding where a sentence belongs in P.I.?

Answer 94

Decide if the sentence is an opinion or a detail supporting an opinion. ## Footnote Opinions will be located at or near the first sentence of a paragraph. Details will come in a reasonable order thereafter.

Question 95

Decide whether this sentence is an opinion or supporting detail. ## Footnote The jumbotron with its instant replay, "Kiss Cam", "Dancing Hats", and trivia questions fills the gaps in the action.

Answer 95

This is a detail, supporting some point about stadium entertainment. ## Footnote Details support opinions. So, look for a lower placement within the paragraph.

Question 96

Decide whether this sentence is an opinion or supporting detail. ## Footnote Most audience members do not realize the number of practice hours that go into one classical orchestral performance.

Answer 96

This is an opinion, looking for details about preparation to become a musician. ## Footnote Opinions usually start paragraphs of this type. So, look for that placement.

Question 97

Decide whether this sentence is an opinion or supporting detail. ## Footnote Along with its scintillating appearance, a cover of snow provides a deep quiet.

Answer 97

This is a detail, supporting a defense of snow. ## Footnote Details usually follow opinions on these SAT essays. So look to place this after the first sentence.

Question 98

How would you begin to answer this question? ## Footnote Which of the following sentences, if inserted after sentence 2, would most improve the paragraph? (1) The Olympic Games show the duality of competition. (2) They bring well-trained athletes together to push the envelope of human ability.

Answer 98

Analyze the paragraph identifying sentence types and keywords. Sentence (1) is an opinion. Sentence (2) is detail supporting opinion. You should predict another supporting opinion.

Question 99

In order to choose the right detail sentence, what do you have to recognize in the opinion sentence? ## Footnote Which of the following sentences, if inserted after sentence 2, would most improve the paragraph? (1) The Olympic Games show the duality of competition. (2) They bring well-trained athletes together to push the envelope of human ability.

Answer 99

In this case, you have to recognize the keyword "duality," which means two opposing qualities. ## Footnote Since only one sentence follows, the next sentence must give a meaning that is in opposition to sentence (2) to complete the "duality".

Question 100

Answer the question based upon the context within the keyword "duality". ## Footnote Which of the following sentences, if inserted after sentence 2, would most improve the paragraph? (1) The Olympic Games show the duality of competition. (2) They bring well-trained athletes together to push the envelope of human ability. (a) The althetes follow a challenging regimen of diet and exercise to reach this peak of performance. (b) Also, they tempt these athletes to risk damaging their bodies with performance enhancing drugs. (c) They provide an opportunity for national unity and inspiration. (d) They give an economic boost to a region of the world. (e) They give an opportunity for those athletes specializing in less popular sports to be known.

Answer 100

(b) shows a negative side of the Olympics, which connects back to the keyword "duality."

Question 101

How should you approach the paragraph improvement section when you have over 4 minutes? ## Footnote

Answer 101

Read the essay quickly to identify the overall context. ## Footnote Almost every question on this section references context. If you've practiced the other sections, you WILL have more than enough time to read this passage.

Question 102

Skim this passage and identify the overall context. ## Footnote (1) It is generally understood, that college is accepted as the only credible path to success in life today. (2) However, there have been two disturbing trends in America regarding higher education: the invalidation of the high school diploma, and the uncertainty that a college education leads to success. (3) There was a time when a high school diploma was adequate to prepare a person for a life of work with some hope for prosperity. (4) Manufacturing jobs, requiring only a diploma, brought to a decent living on very little education. (5) The vast majority of Americans didn’t think college was necessary to having a good life. (6) That so much prosperity could be built upon a high school degree is almost mystifying today. (7) That was then. (8) Today, there is tremendous pressure to go to college, and those who have only a high school diploma face a serious struggle to reach a comfortable position in society. (9) The ambivalence creates the high school curriculum, and learning opportunities are lost, because the student knows the “important” education comes in college. (10) Ironically though, instead of it being a dream, for many of these students, it becomes a nightmare. (11) For a significant number of students, college represents a way into permanent debt with little or no hope for a better career path. (12) Almost every student, even students who say that they hate school, declares that they are college bound. (13) For-profit universities cater to students with less impressive high school credentials by securing loans for them. (14) The academic programs are either too hard and they fail, or too easy and the degrees are meaningless in the marketplace.

Answer 102

Overall, the passage discusses problems in higher education. ## Footnote Sentences (1) - (2) is a preconceived notion vs. a two-fold problematic reality. Sentences (3) - (6) gives a retrospective of the opportunities of a high school education. Sentences (7) - (10) details the changes in the effectiveness of high school programs Sentences (11) - (14) details the dangers and failures of the college experience for some students. (This kind of detail is NOT necessary during the skimming, but the overall gist must be understood.)

Question 103

How do you approach the questions after skimming the passage?

Answer 103

Identify the type of question. ## Footnote Either paragraph structure questions or sentence effectiveness questions.

Question 104

Identify the type of PI question. ## Footnote In context, which revision to this portion of sentence (2) is most needed? However, there have been two disturbing trends in America regarding higher _education: the invalidation of the high school diploma, and that college leads to an uncertain success._

Answer 104

This is a sentence revision, but you will have clues from the context of the passage.

Question 105

Answer the sentence revision question. ## Footnote In context, which revision to this portion of sentence (2) is most needed? However, there have been two disturbing trends in American higher _education: the invalidation of the high school diploma, and that college leads to an uncertain success_. (a) education; the invalidation of the high school diploma, and that college leads to an uncertain success. (b) education: the invalidation of the high school diploma, and the uncertainty that a college education leads to success. (c) education: the uncertainty of the high school diploma, and the invalidation of college success. (d) education: the high school diploma invalidates an uncertain college success. (e) education: the invalidation of high school diplomas, and uncertainty of college successes.

Answer 105

(b) creates a parallel structure and addresses the illogic of "uncertain success". ## Footnote (a) The semicolon creates a run-on. (c) "Uncertainty of a high school diploma" is not a point explored in the paragraph to follow. (d) "high school diploma invalidates an unceratin college success" makes very little sense. (e) "Invalidation of high school diplomas" refers to a specific event, and is illogical.

Question 106

Identify the kind of question this is and how you would predict an answer. ## Footnote Which sentence would improve the overall flow if added to the end of the first parapragh? (1) It is generally understood, that college is accepted as the only credible path to success in life today. (2) However, there have been two disturbing trends in America regarding higher education: the invalidation of the high school diploma, and the uncertainty that a college education leads to success.

Answer 106

This is a general organization question, and you must look at the first paragraph and predict a transition from main sentence to first topic.

Question 107

Answer the general organization question. ## Footnote Which sentence would improve the overall flow if added to the end of the first parapragh? (1) It is generally understood, that college is accepted as the only credible path to success in life today. (2) However, there have been two disturbing trends in America regarding higher education: the invalidation of the high school diploma, and the uncertainty that a college education leads to success. (a) These two trends are partners in crime that have solidified the two career paths in America. (b) Although there is stronger evidence of this in other nations in the recent past, it is still a truly American phenomenon. (c) However, the elasticity of the American Dream is expected to weather this stormy crisis. (d) These trends have endangered the very soul of America, starting with high schoolers and then onto college students. (e) Fifty years ago, the U.S. economy was humming, and no one saw these trends coming.

Answer 107

(e) closes the paragraph and indicates the retrospective paragraph that follows. ## Footnote (a) Starts well, but the paragraphs to follow don't support "solidified". (b) Is illogical on its face, saying opposite things about the problem. (c) This is not supported by the paragraphs to follow. (d) Awkwardly written and not supported by the paragraph.

Question 108

Identify the kind of question this is and how you would predict an answer. ## Footnote Where would the following sentence be added to improve paragraph two? In fact, these jobs paid well enough, that only one member of the household often worked full-time. (3)There was a time when a high school diploma was adequate to prepare a person for a life of work with some hope for prosperity. (4) Manufacturing jobs, requiring only a diploma, brought to a decent living on very little education. (5) The vast majority of Americans didn’t think college was necessary to having a good life. (6) That so much prosperity could be built upon a high school degree is almost mystifying today.

Answer 108

This is general organization of a single paragraph. Decide whether the proposed sentence is opinion or detail, then check context for best position. ## Footnote It is a detail statement.

Question 109

Answer the general organization question. ## Footnote Where would the following sentence be added to improve paragraph two? In fact, these jobs paid well enough, that often only one member of the household worked full-time. (3) There was a time when a high school diploma was adequate to prepare a person for a life of work with some hope for prosperity. (4) Manufacturing jobs, requiring only a diploma, brought to a decent living on very little education. (5) The vast majority of Americans didn’t think college was necessary to having a good life. (6) That so much prosperity could be built upon a high school degree is almost mystifying today. (a) Before sentence 3 (b) Between sentence 3 and 4 (c) Between sentence 4 and 5 (d) Between sentence 5 and 6 (e) After sentence 6

Answer 109

(c) Between 4 and 5. ## Footnote The sentence clearly continues from "manufacturing jobs" and leads to the summation to follow.

Question 110

Identify the kind of question this is and how you would predict an answer? ## Footnote How could sentence 7 and 8 be best combined into one sentence? (6) That was then. (7) Today, there is tremendous pressure to go to college, and those who have only a high school diploma face a serious struggle to reach a comfortable position in society.

Answer 110

This is a combining sentence question. The two sentences are in opposition, so look for that to be reflected in the conjunctions.

Question 111

Answer the sentence combination question. How could sentence 7 and 8 be best combined into one sentence? (6) That was then. (7) Today, there is tremendous pressure to go to college, and those who have only a high school diploma face a serious struggle to reach a comfortable position in society. (a) That was then; today, there is tremendous pressure to go to college, and those who have only a high school diploma face a serious struggle to reach a comfortable position in society. (b) That was then, while, today, those who have a high school diploma face tremendous pressure to go to college or will struggle to reach a comfortable position in society. (c) That was then, however, today, those who have a high school diploma face tremendous pressure to go to college or will struggle to reach a comfortable position in society. (d) That was then, but now those who have a high school diploma face tremendous pressure to go to college or struggle to reach a comfortable position in society. (e) That was then, but now high school graduates have a choice between tremendous pressure to go to college or face a serious struggle to reach a comfortable position in society.

Answer 111

(d) The connections between the clauses are better here and its more clearly stated overall. ## Footnote (a) is still wordy and the connections do not show proper relationship between the clauses. (b) "while" means things are happening siumlataneously which is not the right connection. (c) creates a comma splice, and we can't have that, now can we. (e) makes an illogical statement, because the "pressure to go to college" is always there. It's not a "choice" of pressure or struggle. It's a choice of "go to college" or "struggle".

Question 112

Identify the kind of question this is and how you would predict an answer? ## Footnote Which sentence from paragraph 2 could be deleted without altering the flow of the passage? (3)There was a time when a high school diploma was adequate to prepare a person for a life of work with some hope for prosperity. (4) Manufacturing jobs, requiring only a diploma, brought to a decent living on very little education. (5) The vast majority of Americans didn’t think college was necessary to having a good life. (6) That so much prosperity could be built upon a high school degree is almost mystifying today.

Answer 112

This is a general organization question. Look for a sentence that is off topic for the passage.

Question 113

Answer the deletion question. ## Footnote Which sentence from paragraph 2 could be deleted without altering the flow of the passage? (3) There was a time when a high school diploma was adequate to prepare a person for a life of work with some hope for prosperity. (4) Manufacturing jobs, requiring only a diploma, brought to a decent living on very little education. (5) The vast majority of Americans didn’t think college was necessary to having a good life. (6) That so much prosperity could be built upon a high school degree is almost mystifying today. (a) Sentence 3 (b) Sentence 4 (c) Sentence 5 (d) Sentence 6 (e) No sentence should be deleted.

Answer 113

(d) Sentence 6 presents a commentary on the possibility of a viable career path based on a high school diploma from a current perspective, which is not quite on topic.

Question 114

Identify the kind of question this is and how you would predict an answer? ## Footnote In context, what is the best revision for sentence 9? The ambivalence creates the high school curriculum, and learning opportunities are lost, because the student knows the “important” education comes in college.

Answer 114

This is a sentence revision, check the context of the paragraph to be sure of the correction.

Question 115

Answer the sentence revision question. ## Footnote In context, what is the best revision for sentence 9? (7) That was then. (8) Today, there is tremendous pressure to go to college, and those who have only a high school diploma face a serious struggle to reach a comfortable position in society. (9) The ambivalence creates the high school curriculum, and learning opportunities are lost, because the student knows the “important” education comes in college. (10) Ironically though, instead of it being a dream, for many of these students, it becomes a nightmare. (a) The ambivalence creates the high school curriculum, and learning opportunities are lost, because the student knows the “important” education comes in college. (b) The high school creates ambivalent curriculum and loses learning opportunities, because the student knows the important education happens in college. (c) High schools create ambivalence for learning opportunities, because they tell the student that the most important education happens in college. (d) This creates ambivalence towards high school opportunites, because the student knows the important education comes after college. (e) This creates ambivalence towards the high school curriculum, and learning opportunities are lost, because the student knows the “important” education comes in college.

Answer 115

(e) best revises sentence 9 ## Footnote (a) makes no change when "ambivalence" can't create anything. (b) "high schools" are not losing "learning opportunities. They provide them. (c) makes the statement too broad. If "high schools cteate ambivalence of learning opportunities", then they can't be promoting "education in college". (d) makes the statement too broad, also. The "ambivalence" is toward learning "opportunities".

Question 116

Identify the kind of question this is and how you would predict an answer? ## Footnote Where would sentence 12 be best place within the passage? Almost every student, even students who say that they hate school, declares that they are college bound.

Answer 116

This is general organization. Read the context of the sentence locate the paragraph with the topic related to it.

Question 117

Answer the sentence placement question. ## Footnote Where would sentence 12 be best placed within the passage? Almost every student, even students who say that they hate school, declares that they are college bound. (1) It is generally understood, that college is accepted as the only credible path to success in life today. (2) However, there have been two disturbing trends in America regarding higher education: the invalidation of the high school diploma, and the uncertainty that a college education leads to success. (3) There was a time when a high school diploma was adequate to prepare a person for a life of work with some hope for prosperity. (4) Manufacturing jobs, requiring only a diploma, brought to a decent living on very little education. (5) The vast majority of Americans didn’t think college was necessary to having a good life. (6) That so much prosperity could be built upon a high school degree is almost mystifying today. (7) That was then. (8) Today, there is tremendous pressure to go to college, and those who have only a high school diploma face a serious struggle to reach a comfortable position in society. (9) The ambivalence creates the high school curriculum, and learning opportunities are lost, because the student knows the “important” education comes in college. (10) Ironically though, instead of it being a dream, for many of these students, it becomes a nightmare. (11) For a significant number of students, college represents a way into permanent debt with little or no hope for a better career path. (12) Almost every student, even students who say that they hate school, declares that they are college bound. (13) For-profit universities cater to students with less impressive high school credentials by securing loans for them. (14) The academic programs are either too hard and they fail, or too easy and the degrees are meaningless in the marketplace. (a) Between sentence 1 and 2 (b) Between sentence 4 and 5 (c) Between sentence 8 and 9 (d) Between sentence 10 and 11 (e) As it is.

Answer 117

(c) between sentence 8 and 9. The sentence stresses how many students think they are college bound, which supports sentence 8. ## Footnote (a) doesn't belong in the opening paragraph. (b) this paragraph is about high school education formerly leading to success. (d) & (e) this paragraph is about how college is a less certain path to success, which doesn't match sentence 12.