NEW SAT GRAMMAR

General Rules:

1. Shorter is better
Short, clear constructions are generally preferably to long and wordy ones.
That does not, however, mean that the shortest answer – or even the second-shortest answer – will
consistently be right. There are many exceptions to this rule, and you must judge each question
individually.

2. Avoid the passive voice

In a passive construction, the normal order of subject and object is flipped.
Active : He eats an apple.

SUBJECT-VERB AGREEMENT
Singular verbs end in –S; plural verbs do not end in –S.
e.g. he speaks = singular, they speak = plural.

One effective strategy for approaching these question is to scan answer choices for differences in number.
When some answers contain singular verbs and other contain plural verbs, the question is testing subject-
verb agreement.

1. Start by identifying the subject of the relevant verb, determine whether it is singular or plural, and
eliminate all answers that do not fit. Remember that verbs can be separated from their subjects in a
variety of ways, including separated clauses and prepositional phrases, so do not assume that the noun
immediately before the verb is the subject.

Example:
(wrong) : Freedom of speech and action are encouraged in a democratic country.
(correct) : Freedom of speech and action is encouraged in a democratic country.

(wrong) : Most experimental results which are made in laboratory shows great
improvements in theoretical science.
(correct) : Most experimental results which are made in laboratory show great
improvements in theoretical science.

2. Two singular nouns joined by and is considered plural.

Example : The cobble street and avenue are found in every streets in Kathmandu.

3. When neither…nor or either….or is paired with a verb, the verb agrees with the noun after nor or or.
Example : Neither the boys nor the girl is going to the party.
Either the boy or the girls are going to the party.

4. Neither of and Either of are always followed by plural verb.

Example : Neither of the twins is sick
Either of the twins is sick.

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5. Some nouns derived from Latin and Greek retain their original singular and plural forms.
Example : crisis – crises
phenomenon – phenomena
radius – radii
media – medium
data – datum
criteria – criterion
oasis – oases
memorandum – memoranda

6. Inverted Sentence: the verb comes before the subject in a sentence.

Example : Available through the office are a list of job referrals and a list of companies.

PARALLELISM
The laws of parallelism demand that words or phrases be in the same form of speech (nouns, adjectives,
verbs, adverbs) and use the same structure.

Notes : When you see lists, comparison, correlative conjunctions, pronouns, CHECK for parallelism.

1. Balancing Lists
Example : She went swimming, running, and cycling.

2. Balancing Comparisons
Example : Jeff liked to participate in science competition more than he liked to play basketball.

3. Balancing two sides of a correlative conjunction

Example : Paul is either nervous or excited.
I prefer salty food to sweet food.
He goes there not only in winter, but also in summer.

List of commonly used correlative conjunctions:

- Not only… but also
- As… as
- More/less… than
- Between… and
- So/such… that
- Just as… so
- Neither… nor
- Either… or
- Both… and
- …, …, and…
- whether… or
- So… as
- Rather… than
- The more… the more
- Not… but
- No sooner… than

4. Balancing pronouns
Example : One should always do what one wants.

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5. Balancing two sides of a conjunction
Example : To prepare for the party, we should set the table and make the pasta.
John’s book is simple but informative.

COMPARISON
Illogical Comparisons
Example : (wrong) In my opinion, there is no story more intriguing than Othello
(correct) In my opinion, there is no story more intriguing than the story of Othello.
(correct) In my opinion, there is no story more intriguing than that of Othello.

(wrong) Napoleon Bonaparte is more famous than any leader in French history.
(correct) Napoleon Bonaparte is more famous than any other leader in French history.

SUBJECT-PRONOUN AGREEMENT
The number of subject in a sentence should agree with the pronoun.
Singular pronouns : he, she, it, him, her, it, his, her, its
Plural pronouns : they, them, their

1. Everyone, everybody, every, each, no one, nobody, anything, anybody, someone, or somebody takes
singular verb.
Example : Everyone is to brush his teeth every day.

2. Look out for ambiguous pronouns

If the pronoun in the sentence can refer to more than one thing, it is ambiguous. The connection
between the subject and pronoun should be clear.
Example : (wrong) Austin became a good friend of Mark’s after he helped him repair his car.
(correct) Austin and Mark became good friends after Austin helped Mark repair his car.

DANGLING MODIFIER
A dangling modifier is a descriptive phrase followed by the wrong subject.

1. Placing the subject after the modifier (or after the comma)
Example : (wrong) Known to be poisonous, the unsuspecting tourist was bitten by a rattlesnake.
(correct) Known to be poisonous, the rattlesnake bit the unsuspecting tourist.

2. Dangling modifier at the end of the sentence.

Example : (wrong) Tom swallowed his last bite of watermelon, parking the truck.
(correct) Parking the truck, Tom swallowed his last bite of watermelon.

3. The Apostrophe trap

Example : (wrong) Walking down the street, Jane’s head was almost hit by a pole.
(correct) Walking down the street, Jane was almost hit on her head by a pole.

VERB TENSE
1. If you see an underlined verb and you are unsure if you should change the tense, USE THE CONTEXT of
the rest of the sentence or the paragraph to clarify the tense of the verb.
Example : (wrong) Megan arrives at the train station just when the ticket booth closed.
(correct) Megan arrived at the train station just when the ticket booth closed.

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2. HAS/HAVE
When you see HAS or HAVE before a verb (past participle), the sentence should refer to an action or
condition that began in the past and which continues to the present, and perhaps may continue to the
future.
Example : (wrong) I went to see fireworks since evening.
(correct) I have gone to see fireworks since evening.

3. HAD
When you see HAD before a verb past participle), the sentence should refer to an event or condition
that occurred prior to another event in the past.
Example : (wrong) By the time Sam reached his office, he remembered that he left his wallet.
(correct) By the time Sam reached his office, he remembered that he had left his wallet.

Notes:
Modals as present and past tense
Present Past
can could
may might
shall should
will would

The word “being” when it is put in the middle of a sentence is usually wrong.

IDIOM
Fixed phrases are known as idioms or sometimes they are referred to as phrasal verb.

1. Idiomatic error
Incorrect preposition: For my birthday, my parents insist about having dinner together.
Correct preposition : For my birthday, my parents insist on having dinner together.

2. Colloquial speech errors

The SAT occasionally use colloquial speech, or slang, to hide an error.
Example : (wrong) She should of gone to the market herself.
(correct) She should have gone to the market herself.

SENTENCE STRUCTURE
Sentence structure refers to the arrangement of ideas in a sentence. The arrangement should be logical and
should adhere to the laws of grammar. If a sentence is illogical, it is necessary to consider the common
problems below.

1. Comma Splices and Run-On Sentence

A comma splice occurs when two independent clauses are combined using only a comma. To fix a
comma splice problem, you have to use a full stop (.), a semi-colon (;), or a transitional word (FANBOYS).
Example : (wrong) John was sick, he went to school.
(correct) John was sick, but he went to school.
(correct) John was sick; however, he went to school.
(correct) John was sick. He went to school.

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2. Redundancy
Redundancy occurs when words or phrases with the same meaning are repeated.
Example : (wrong) Every year the college’s alumni gather for the annual jamboree.
(correct) Every year the college’s alumni gather for jamboree.

3. Reason/because/since/why
Those words cannot be used in the same sentence. If you see two of these words used in the same
sentence, try replacing one of the words with THAT.
Example : (wrong) The reason I arrived late was because I didn’t hear my alarm clock ringing.
(correct) The reason I arrived late was THAT I didn’t hear my alarm clock ringing.

4. Coordinating Conjunction (for, and, nor, but, or, yet, so connect to two independent clauses)
Example : I wanted to watch movie, but my bother insisted on us going to the beach.

5. Subordinating Conjunction connects an independent clause and a dependent clause.

(after, before, as, once, since, until, whenever, although, though, even though, whereas, while, because,
if, unless, whenever, so/such that, as if, if only, in case, etc).
Example : She never saw him after he left town. (independent clause and dependent clause)
Though he still felt ill, he decided to go back to work. (dependent clause and independent
clause)

6. Transitional word or phrase is used to clarify the link between topic ideas.
To extend an idea: indeed
furthermore
moreover
additionally
in addition
in fact

To illustrate or specify an idea: for example

such as
in particular
especially
namely

To compare or contrast: similarly

likewise
actually
otherwise
nevertheless
however
nonetheless
although/even though/though
despite/in spite of
on the other hand

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 To show consequence: as a result
thus
therefore
hence
subsequently
consequently
for this reason

To provide explanation or reason: this is because

since

DICTION
The SAT may use word that appears to be the intended word, but does not make sense in context. It is
usually a word that is commonly confused because of the spelling or sound.

accept except
adopt adapt adept
affect effect
allude elude
allusion illusion
ambivalent ambiguous
anecdote antidote
assure ensure
collaborate corroborate
complement compliment
counsel council
defer refer
delude dilute
discrete discreet
disinterested uninterested
elegant eloquent
elicit illicit
flaunt flout
imminent eminent
inapt inept
inequity iniquity
inhabit inhibit
perspective prospective
reluctant reticent
principal principle
cite site sight

SUBJUNCTIVE
The subjunctive is a special kind of present tense which has no –s in the third person singular. It is sometimes
used in that-clauses in a formal style, after words that express the idea that something is important, urgent
or desirable (e.g. suggest, recommend, ask, insist, vital, essential, important, advise, urge, etc). Base verb is
used in both present and past tense.
Example : It is essential that every child have the same educational opportunities. (present tense)
The judge recommended that Simon remain in prison for another three years. (past tense)

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ADJECTIVE and ADVERB
When you see a descriptive word is underlined, stop and check whether it is correctly used or not.

1. Adjective is a word that describes a noun.

Example : Jane is a beautiful girl.

2. Adverb is a word that describes a verb.

Example : Jane dances beautifully.

3. Sometimes an adverb can be used to describe an adjective or another adverb. An adverb is usually used
to explain how, when, where, why.
Example : Jane is amazingly quick. (amazingly describes how quick she is)
Jane is breathtakingly pretty.

COHESION AND ORGANIZATION

COHESION: the continuity from sentence to sentence, with regards to style and content.
ORGANIZATON: the logical presentation of ideas in the passage, especially with regards to sentence order.

Cohesion and organization errors disrupt the logical sequence of ideas for a paragraph or for an entire
passage. Corrections for these errors can include reorganizing the order of sentences or paragraphs, deleting
sentences, or adding sentences.

Sentences should be positioned so that they flow seamlessly from a given sentence to the following
sentence. As a general rule, ideas in a paragraph should go from general to specific and back to general:

First sentence of the paragraph states a general topic and central point of the paragraph.
Middle sentences of paragraph provide specific details and analyses that are relevant to the topic and that
support the central point of the paragraph.
Last sentence of the paragraph restates the general topic and central point of the paragraph (and sometimes
provide a link to connect to the idea of the following paragraph).

Example: (1) Jocelyn was a generally well-behaved girl. (2) She did her homework promptly, played
nicely with her friends, and was respectful to her parents. (3) However, sometimes she acted out
of character, breaking the rules. (4) On these nights, she simply could not resist the temptation
that the sweet night air and beckoning tree posed.

Question:
The writer plans to add the following sentence

For instance, sometimes Jocelyn would sneak out after dark, without her parents’ permission,
to climb the tree that she so dearly loved.

To make this paragraph most logical, the sentence should be placed

(A) after sentence 1
(B) after sentence 2
(C) after sentence 3
(D) after sentence 4

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While reading the passage, you must:
- identify the focus of the passage.
- identify the more specific topics of the paragraphs.
- understand the writer’s stance on the topic.

Make sure that the content that is RETAINED IN or ADDED TO or DELETED FROM the passage clarifies or
support the writer’s point. Make sure to DELETE content that is irrelevant, redundant, or contradicting the
writer’s point.

Example: Green energy sources represent a valuable opportunity to improve the environment and
maintain our current standard of living in a sustainable way. Wind power, solar power, and even
wave power—an emerging field that harness the kinetic energy of waves in the ocean—are
growing sectors of the energy economy and should not be ignored.

Question:
The writer is considering deleting the underlined portion. Should the writer make this deletion?
(A) Yes, because the underlined portion detracts from the paragraph’s focus on green energy.
(B) Yes, because the information in the underlined portion is provided in the previous sentence.
(C) No, because the underlined portion defines a term that us important to the passage.
(D) No, because the underlined portion gives an example of a particular ocean that can efficiently
provide wave power.

PUNCTUATION
Punctuation errors occur when a punctuation is misused.

1. Semicolon (;)
- A semicolon is used to connect two independent clauses without a coordinating conjunction.
Example: The river rose and overflowed its banks; roads became flooded and impassable.

- A semicolon is used to connect two independent clauses when the second clause includes a
conjunctive adverb such as however, on the other hand, as a result, indeed, thus, etc.
Example: It won’t be easy to solve the problem; however, a decision must be made.
Most people are covered by insurance; indeed, many don’t even see their medical bills.

2. Colon (:)
Colon is used to list, add more information, or define a term.
Example : My mother has just bought a set of China: tea cups, plates, and bowls.
The house needs a serious renovation: the basement is not structurally sound.
I take an organic architecture major: a design of building that blends to the natural
surrounding.

3. Comma (,)
- A Comma separates two independent clauses joined by a coordinating conjunction (FANBOYS)
Example: The trial lasted for three months, but the jury reached the verdict in three hours.

- When one or both independent clauses are short and closely related in meaning, the comma is often
omitted.
Example: They said good-bye and everyone hugged.

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 - A non-restrictive subordinate clause or phrase is set off by commas.
Example: They entered through the first door, which was blocked before.
The woman, who just gave me a book, was the librarian in my school.

- Adverbial clauses and phrases that begin a sentence are set off with a comma (read about dangling
modifier)
Example: Having made a decision, we turned our attention to other matters.

- Commas set off modifying an adverbial clause or phrase that falls between the subject and verb.
Example: The Carpenter sisters, to keep up appearance, rode a carriage to the park every Sunday.

- Commas are often used to set off words or phrases that introduce examples or explanations, such as
for example, namely, and that is.
Example: He was expected to visit three countries, namely, France, Britain, and Italy.

- A comma is sometimes used to set off contrasting expressions within a sentence.

Example: This project will take six months, not six weeks.

- A comma is usually used to separate two or more adjectives or adverbs, or phrases that modify the
same word or phrase. However, a comma is usually omitted when the adjectives are too short or it is
ambiguous whether the last modifier and the noun constitute one unit.
Example: She spoke in a calm, reflexive manner.
I held a small white stone.
I stood in front of a pink stucco nightclub.

- A comma is not used between two adjective which the first modifies the second and the noun it
modifies.
Example: They rode away in their black pickup truck.

4. Dash (-)
Dash can function like a comma, a colon, or parenthesis. Like commas and parentheses, dashes set of
parenthetical material such as examples, supplement facts, and explanatory phrases. Like a colon, a
dash introduces clauses that explain or expand upon something that precedes them.
Example: The amendment will prevent corporations—large or small—from buying influence.
Davis was a leading innovator in at least three style—bebop, cool jazz, and jazz-rock fusion.

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GRAPH
You will occasionally find graphic or visual representation of a concept or idea that the writer is discussing.
You will be asked to ensure that the underlined portion of the sentence accurately represents the data and
information represented by the graphic or visual representation.

When you see a graph, chart, table, map, or other visual that supplements the passage, do these steps:
1. Understanding Key Components
Before reading the answer options, circle or underline any key components of the graphic—the title, the
legend, the units, and any other labels or captions. Make sure you understand how these components
interact.

2. Applying Key Components

To briefly test your understanding of the graphic, randomly choose one point on the graphic and out it
into words. To maintain accuracy, keep the words you use close to the words used in the graphic.

It appears that as average yearly income For families whose average yearly income is
rises, the percent of children qualifying between 50,000 and 90,000 dollars, slightly
as obese decreases. over 25 percent of children qualify as obese.

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 Be careful about the units used in the answer options. For instance, when percentages are involved,
take note of the PERCENTAGE OF WHAT (is being measured). There will most likely be a trap answer
that uses wrong units according the graph.

Example: The passage claims that students who eat breakfast succeed in school.

At this point, the writer wants to add specific information that supports the main topic of the
paragraph.

Which choice most effectively provides relevant and accurate information based on the graph
above?

A) 93 percent of respondents noted that eating breakfast hindered their academic

achievement.
B) Respondents credited eating breakfast with 67 percent of their focus.
C) 87 percent of respondents indicated that eating breakfast increased their efficient use of
class time.
D) Respondents reported that their social interactions improved by 9 percent after eating
breakfast.

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 When you are fixing an underlined portion of a sentence, the non-underlined portion will often tell you
where to look in the graphic. Be sure to look in the right spot, as dictated by the sentence. There will
frequently be a trap answer for those test-takers who are simply looking in the wrong spot for their
answers.

Example: Matching the underlines portion of the sentence to the graph’s data

As the graph shows, patients who follow a low-cholesterol diet but do not exercise daily
experience roughly 30% fewer cases of atherosclerosis than patients who do not follow a
low-cholesterol diet and do not exercise daily.

Which choice offers an accurate interpretation of the data in the chart?

A) NO CHANGE
B) a substantially lower rate of atherosclerosis than
C) four times as many cases of atherosclerosis as
D) a slightly lower rate of atherosclerosis than

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