Complete Digital SAT Grammar and Punctuation Rules Cheat Sheet

The SAT tests grammar like clockwork. Once you know the rules, you can predict 99% of the questions.

Mastering SAT grammar is the fastest route to boosting your RW score. Why? Because these rules show up again and again, no matter which version of the test you take. When you recognize them, you don’t waste time guessing—you know exactly how to handle each question. In fact, with enough practice, you'll fly through them in no time.

In this cheat sheet, we’ll unpack every important SAT grammar rule, illustrate them with quick examples, and point you to the next steps in your prep. From subject-verb agreement to appositives, you’ll get a clear roadmap of what to practice (and how to practice it effectively).

Bookmark this page — we’ll keep updating it with fresh examples and practice sets so you can keep your grammar game on point!

Table of Contents

• 1. Grammar and Mechanics Rule Deep Dives
  • 1.1 Subject-Verb Agreement
  • 1.2 Verb Tense and Form
  • 1.3 Pronoun Usage
  • 1.4 Noun Forms: Plural vs Possessive
• 2. Sentence Boundaries and Punctuation
  • 2.1 Comma splice/run-on sentence correction:
    Use a period to separate independent clauses (Band 4)
  • 2.2 Comma usage:
    Set off an interrupting nonessential element (Band 5)
    Mark a boundary between main clause and supplementary phrase (Band 4)
  • 2.3 Semicolon usage:
    Separate two closely related independent clauses with a conjunctive adverb (e.g., however) (Band 5)
    Separate two subtly distinct independent clauses (Band 6)
  • 2.4 Colon usage:
    Introduce a list or elaboration (Band 6)
    Introduce an independent clause elaborating on a statement (Band 7)
  • 2.5 Eliminating unnecessary punctuation:
    Avoid commas between subject and predicate (Band 6)
    Avoid commas between two coordinate elements in a sentence (Band 6)
• 3. Sentence Structure and Clarity
  • 3.1 Modifier Placement
  • 3.2 Appositive Phrases

Use these links to jump to specific sections or revisit the rules you find trickiest. Ready? Let’s dive in!

1.1 Subject-Verb Agreement

Subject-verb agreement means that the verb must match the subject in number. In other words, if your subject is singular (e.g., “She runs”), then your verb has to be singular, too. If the subject is plural (e.g., “They run”), the verb must be plural. Simple enough, right?

But the SAT loves to make this look tougher than it is.

Tips to Master It Quickly

1. Find the Real Subject: Whenever you see a long sentence, ignore the extra descriptions and prepositional phrases. Zoom in on the main subject. That’s the only noun that decides whether your verb is singular or plural.
2. Cross Out Intervening Phrases: Phrases like “along with,” “together with,” or “as well as” often come between the subject and the verb. They do NOT change the number of the subject.
3. Check for Compound Subjects: If you have two subjects joined by “and,” you’re usually looking at a plural verb (e.g., “Kate and Tom are studying”). But if you see something like “Mac and Cheese” as a single dish, that’s considered singular.
4. One of the… / Either/Neither: “One of the boys” is singular (the “one” is your subject). “Either of the students” is also singular. “Neither of these solutions works” = singular verb.

Common Traps

• Prepositional Phrases: “The group of students is celebrating.” (Subject = group, not students.)
• Confusing Plurals: “Mathematics is tricky.” (Even though it looks plural, math is treated as a singular subject.)
• Collective Nouns: “The committee meets every Friday.” (Committee is singular when it’s acting as a single unit.)

Examples for Clarity

• Simple (Skill Band 2): “The team is excited.” (Singular collective noun, singular verb)
• Medium: “One of the engines was faulty.” (The subject is “one,” not “engines.”)
• Complex (Skill Band 7): “Neither of the elaborate designs in those sketches appears workable.” (Don’t be fooled by “designs”—the true subject is “Neither.”)

Sample Question

What is the correct pronunciation of Kiribati? In the Gilbertese language spoken by residents of the island nation, the letter combination -ti makes the -s sound; as a result, the country’s name _____ pronounced “Kiribas.”

Which choice completes the text so that it conforms to the conventions of Standard English?

A. are
B. have been
C. are being
D. is

Step-by-Step Workthrough

1. Identify the Subject
   • The subject is “the country’s name.” That’s a singular noun.
2. Match Verb Number
   • A singular subject needs a singular verb.
3. Eliminate Incorrect Forms
   • (A) are → plural verb, doesn’t match the singular “name.”
   • (B) have been → plural or at least not matching the simple present context.
   • (C) are being → plural verb form.
   • (D) is → singular verb, correct for “the country’s name.”
4. Correct Choice
   • D. is (singular present tense verb to match the singular subject “the country’s name”).

Hence, the correct sentence reads:

“…the letter combination -ti makes the -s sound; as a result, the country’s name is pronounced ‘Kiribas.’”

1.2 Verb Tense and Form

Verb tense indicates when an action takes place—past, present, or future. Verb form is about using the correct version of the verb to match its tense and context (e.g., runs, ran, running). On the SAT, you’ll see questions testing whether you can maintain consistent tense, accurately indicate shifts in time, and use standard forms of irregular verbs.

Tips to Master It Quickly

1. Check for Context Clues: Words like yesterday, currently, last week, since, when, before, after, soon can anchor you to a specific time. The verb tense should match that reference.
2. Stay Consistent: In a single sentence or paragraph, if everything is happening in the past, keep all your verbs in the past unless there’s a logical reason for a shift (e.g., referencing something general that’s always true).
3. Look Out for Perfect Tenses:
   • Present Perfect (has/have + past participle) indicates an action that started in the past and continues into the present or has relevance in the present (has improved, have eaten).
   • Past Perfect (had + past participle) is used when one action happens before another past action (had started, had left).
   • Future Perfect (will have + past participle) is much rarer on the SAT but can show up in contexts that reference a completion by a certain time in the future (will have finished).
4. Watch for Irregular Verbs: Not everything ends in “-ed” for the past tense. Know your common irregular forms (go → went → gone, drive → drove → driven, come → came → come, etc.).

Common Traps

• Unnecessary Shift: “She went to the store, and then she buys a snack.” The sentence starts in the past tense, so “buys” should be “bought.”
• Misusing Perfect Tense: “By the time he arrived, she has left.” If both events are in the past, you likely need past perfect and simple past: “she had left.”
• Gerunds vs. Participles: Running can function as a noun (Running is fun) or part of a verb phrase (She was running). The SAT might test whether you use the correct form (e.g., “run” vs. “running” vs. “ran”).

Examples for Clarity

• Simple: “I walked to school yesterday.” (Straight past tense)
• Medium: “They have studied English for four years.” (Present perfect for ongoing action)
• Complex: “By the time we had arranged the seating, the guests already began to file in.” (Sequential past events: first action needed past perfect, second in simple past)

Sample Question

Each night in Gijón, Spain, a section of the city’s marina is bathed in a soft green glow. The source of the glow is the Árbol de la Sidra, a large sculpture made up of 3,200 recycled glass bottles. A lamp inside the tree-shaped structure _____ the green glass.

Which choice completes the text so that it conforms to the conventions of Standard English?
A. will be illuminating
B. illuminates
C. would illuminate
D. illuminated

Step-by-Step Workthrough

Identify the Time Frame

The passage says:

"Each night… a section of the city’s marina is bathed…"
"The source is the Árbol de la Sidra…"

These are all present tense verbs: "is bathed," "is." That sets the timeline to present tense and ongoing action.

Match the Verb Tense

We need a verb that fits this present-time description of a regular event that happens each night.

Let’s look at the choices:

• A. will be illuminating → Future continuous. Doesn’t match the present-tense context (“Each night” refers to a recurring action, not future).
• B. illuminates → Present tense. Matches “is bathed” and “is.” Works well with “Each night.”
• C. would illuminate → Conditional. Suggests a hypothetical or uncertain situation, which isn’t supported by the factual tone of the passage.
• D. illuminated → Simple past tense. Doesn’t match the present context (“is bathed,” “is the Árbol”).

Correct Choice

B. illuminates
This is the only answer that fits the present tense, ongoing nature of the description.

Final Sentence Reads:
A lamp inside the tree-shaped structure illuminates the green glass.

1.3 Pronoun Agreement

Pronoun agreement means that the pronoun must match its antecedent in both number and gender. In other words, if your antecedent is singular (e.g., “She misplaced her keys”), then your pronoun must be singular, too. If the antecedent is plural (e.g., “They misplaced their keys”), the pronoun must be plural. Simple enough, right? But the digital SAT makes this look tougher than it is.

Tips to Master It Quickly

• Find the Correct Antecedent: Identify the noun or noun phrase that the pronoun is replacing. Focus on that word alone—ignore extra descriptions and modifiers.
• Match in Number and Gender:
  • For singular antecedents, choose singular pronouns (he, she, it).
  • For plural antecedents, choose plural pronouns (they, them).
• Maintain Agreement:
  • Maintain agreement between subject pronoun and referent (Band 3).
  • Maintain agreement between noun and pronoun in a sentence (Band 4).
• Beware of Extra Details: Distracting adjectives or prepositional phrases can mislead you. Zero in on the actual antecedent to determine the correct pronoun.

Common Traps

• Distracting Phrases: Extra descriptive details may lead you to mistakenly match the pronoun with a nearby noun instead of the true antecedent.
• Singular vs. Plural Confusion: In sentences with multiple nouns, ensure you select the pronoun that corresponds to the correct antecedent.
• Misleading Options: Although options like one or you might appear, remember that for pronoun agreement on the digital SAT, they are never the answer.

Examples for Clarity

• Simple (Skill Band 3):
  “The scientist presented his findings.”
  (The singular noun “scientist” is correctly matched with the singular pronoun “his.”)
• Medium (Skill Band 4):
  “These letters demonstrate Alcott's keen business sense.”
  (The plural pronoun “these” is correctly matched with the plural noun “letters.”)
• Complex (Skill Band 7):
  “After the athletes returned from the competition, each one reviewed its performance critically.”
  (Even though “athletes” is plural, “each one” is singular, so the pronoun “its” must be singular to agree with “each one.”)

Sample Question

When they were first introduced to western Europe from Byzantium in the eleventh century, table forks were met with much resistance. The Bishop of Ostia, St. Peter Damian, condemned the eating utensils because he considered _____ dangerous and unnecessary luxury items.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. them
B. this
C. that
D. it

Step-by-Step Workthrough

1. Identify the Antecedent:
   The pronoun must refer back to “eating utensils,” which is a plural noun.
2. Analyze the Options:
   • Option A “them” is plural, matching the antecedent “eating utensils.”
   • Options B “this,” C “that,” and D “it” are singular and do not agree with the plural noun.
3. Determine Correct Agreement:
   Since the pronoun must match the plural nature of “eating utensils,” the correct choice is the plural pronoun.
4. Correct Choice:
   A. them

Hence, the correct sentence reads:
“… condemned the eating utensils because he considered them dangerous and unnecessary luxury items.”

1.4 Noun Forms: Plural vs. Possessive

Noun forms indicate whether you're referring to more than one of something (plural) or showing ownership (possessive). The SAT often tests your ability to recognize if a sentence needs a simple plural (students) or a possessive form (student’s, students’). Getting apostrophes right is crucial.

Tips to Master It Quickly

1. Plural vs. Singular:
   • Plural nouns typically just add -s or -es (e.g., cats, wishes).
   • Singular nouns remain the base word (e.g., cat, wish).
2. Possessives:
   • Singular Possessive: Usually add ’s (e.g., the cat’s toy).
   • Plural Possessive: Plural noun + apostrophe (e.g., the cats’ toys). If the noun is already plural, such as children, add ’s for the possessive (children’s).
3. Check Irregular Plurals: Some words don’t end in -s when plural (e.g., children, men, people). To make them possessive, add ’s (children’s, men’s, people’s).
4. Its vs. It’s:
   • Its = possessive form of it (The dog wagged its tail).
   • It’s = it is (It’s raining).

Common Traps

• Apostrophe Placement: The teachers lounge vs. The teacher’s lounge vs. The teachers’ lounge. Figure out if it’s 1 teacher, multiple teachers, or no possession at all.
• Possessive with Double ‘S’: If you have a singular noun that ends in s (James), you can either add ’s (James’s car) or just ’ (James’ car). The SAT typically accepts both, but ’s is more common unless you see explicit style instructions.
• Unnecessary Apostrophes: Don’t add an apostrophe just because a noun ends in s. “Business” can just be “businesses” for plural; “business’s” for singular possessive; or “businesses’” for plural possessive.

Examples for Clarity

• Simple: “The boy’s backpack was left in the hallway.” (1 boy, so add ’s)
• Medium: “The children’s performance received a standing ovation.” (Irregular plural, add ’s)
• Complex: “The scientists’ new findings supported the previous year’s data.” (Multiple scientists, so the apostrophe comes after the plural s)

Sample Question

Novelist Jane Austen greatly admired the work of Fanny Burney, a popular English author. In fact, scholars believe that a passage from the last chapter of Cecilia, a 1782 novel by Burney, likely inspired the title of one of _____ Pride and Prejudice.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. Austen’s most famous novels,
B. Austens’ most famous novels’,
C. Austens most famous novels,
D. Austen’s most famous novel’s,

Step-by-Step Workthrough

1. Identify the Context
   • We’re talking about Jane Austen, a single person. Therefore, her name is a singular noun.
   • The sentence references “the title of one of _____ Pride and Prejudice.” Since Pride and Prejudice is among multiple well-known works, we need plural “novels.”
2. Evaluate Each Choice
   • (A) Austen’s most famous novels,
     • Austen’s (singular possessive) + novels (plural) → This matches the idea of “one of her many famous novels.”
   • (B) Austens’ most famous novels’,
     • Austens’ suggests multiple people named Austen owning something, and novels’ suggests the novels themselves own something. This is incorrect.
   • (C) Austens most famous novels,
     • No apostrophe means no possession—this would just be multiple Austens (plural), which doesn’t fit.
   • (D) Austen’s most famous novel’s,
     • The first apostrophe is correct for possession, but the second apostrophe indicates the novels themselves are possessive, which makes no sense here. We need a plural noun, novels, not another possessive.
3. Select the Correct Answer
   • Choice (A) uses the singular possessive form of “Austen” and correctly keeps “novels” plural. It accurately conveys “one of Austen’s famous novels.”

Hence, the correct sentence reads:

“…likely inspired the title of one of Austen’s most famous novels, Pride and Prejudice.”

2.1 Comma Splice/Run-On Sentence Correction

One of the most common pitfalls in the writing section is the comma splice or run-on sentence. In essence, a comma splice happens when two independent clauses (complete sentences) are joined by just a comma—no coordinating conjunction (and, but, or, etc.) or other correct punctuation. A run-on occurs when two complete sentences flow together with no punctuation or connecting words at all.

By correcting these mistakes, you ensure that the sentences have proper boundaries—an essential skill for the SAT writing section.=

Tips to Master It Quickly

1. Use a Period (or Semicolon) between Independent Clauses
   If you have two complete sentences, you can separate them with a period:
   1. I went to the store. I bought apples.
      Or use a semicolon if the ideas are closely related:
      I went to the store; I bought apples.
2. Add a Coordinating Conjunction
   If you want to keep your sentence as one, add a comma plus a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so):
   1. I went to the store, and I bought apples.
3. Check Dependent and Independent Clauses
   A dependent clause (e.g., “because I wanted apples”) cannot stand alone. If you’re connecting it to a complete sentence, you may or may not need a comma, depending on its position and meaning.

• Dependent clause last: Usually no comma.
  • I went to the store because I wanted apples.
• Dependent clause first: Use a comma.
  • Because I wanted apples, I went to the store.

Common Traps

• Using a Comma in Place of a Period
  Writers often try to “force” one long sentence with a single comma. If both halves could stand alone, you’re likely looking at a comma splice.
• Forgetting Transitions
  Words like “however,” “therefore,” or “moreover” do not act as coordinating conjunctions. Putting a comma before “however” won’t solve a run-on. You’ll usually need a semicolon or a period.
• Confusion with Conjunctive Adverbs
  Words such as “thus,” “indeed,” “hence,” or “instead” are adverbs, not coordinating conjunctions. If each side of the sentence is independent, treat them as two separate clauses (period, semicolon, or comma+conjunction).

Examples for Clarity

• Simple (Skill Band 2):
  Incorrect: I love summer, it’s warm.
  Correct: I love summer. It’s warm.
• Medium:
  Incorrect: I studied all night, therefore, I aced the test.
  Correct: I studied all night; therefore, I aced the test.
• Complex (Skill Band 7):
  Incorrect: The crowd roared, the band started playing, the festival was underway.
  Correct: The crowd roared, and the band started playing. The festival was underway.

Sample Question

A study led by scientist Rebecca Kirby at the University of Wisconsin–Madison found that black bears that eat human food before hibernation have increased levels of a rare carbon isotope, _____ due to the higher 13C levels in corn and cane sugar. Bears with these elevated levels were also found to have much shorter hibernation periods on average.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. carbon-13, (13C)
B. carbon-13 (13C)
C. carbon-13, (13C),
D. carbon-13 (13C),

Step-by-Step Workthrough

1. Identify the Structure of the Sentence
   The phrase “a rare carbon isotope” introduces something that should be “named” immediately after, which functions as an appositive. In English, an appositive is often offset by commas if it’s nonessential.
2. Check Punctuation with Parentheses
   Normally, you write a term (e.g., “carbon-13”) followed immediately by its symbol in parentheses (e.g., “(13C)”) without inserting a comma between the word and the parentheses.
3. Maintain Proper Boundaries
   After you introduce the appositive, you still want the sentence to flow correctly into the rest of the clause—“due to the higher 13C levels in corn and cane sugar.” Because the inserted phrase “carbon-13 (13C)” is nonessential detail, it needs a comma after the parenthetical to rejoin the main sentence.
4. Evaluate the Choices
   • A. carbon-13, (13C) → Comma before parentheses is not typically standard.
   • B. carbon-13 (13C) → Missing a comma afterward, creating a potential run-on with “due to…”
   • C. carbon-13, (13C), → Too many commas around the parentheses; it becomes clunky.
   • D. carbon-13 (13C), → Best fits conventional punctuation: no comma between “carbon-13” and “(13C),” but a comma follows the closing parenthesis before “due to.”

Answer: D. carbon-13 (13C),

Corrected sentence:

…found that black bears that eat human food before hibernation have increased levels of a rare carbon isotope, carbon-13 (13C), due to the higher13C^{13}C13C levels in corn and cane sugar.

2.2 Comma Usage

Commas often serve as “traffic signals” to guide readers through a sentence. Two key uses to master for the SAT are:

1. Setting Off an Interrupting Nonessential Element (Band 5)
   A nonessential element (also called a nonrestrictive element) is extra information that can be removed from the sentence without changing the core meaning. This might be a phrase, clause, or even a single word. We use commas on both sides of that element to “lift it out” of the sentence.
   • Example: “My sister, who just moved to Boston, loves clam chowder.” (The italicized clause can be removed, and the main sentence still makes sense.)
2. Marking a Boundary between a Main Clause and a Supplementary Phrase (Band 4)
   A supplementary phrase often comes at the beginning or end of a sentence, adding details or context. If it’s not crucial to the sentence’s main meaning, it should be set off with a comma.
   • Example: “Nevertheless, I decided to join the trip.”

Tips to Master It Quickly

1. Test if the Information Is Essential
   Read the sentence without the phrase or clause. If it still makes perfect sense, then it’s likely nonessential. If removing it changes the sentence’s fundamental meaning, it’s essential—don’t use commas around it.
2. Look for Clue Words
   Words like “however,” “indeed,” “for example,” and “in fact” often introduce supplementary or interrupting remarks that need commas around them.
3. Use Commas in Pairs
   When you have an interrupting phrase inside a main clause, don’t forget that you need a comma on both sides.
4. Check Sentence Starters and Enders
   When a clause or phrase that’s supplementary appears at the start (like “However,” “In contrast,” “On the other hand,” etc.) or the end (“for instance,” “though,” etc.), you typically need a comma to mark its boundary from the main clause.

Common Traps

• Confusing Essential vs. Nonessential
  • Essential: “Students who study daily usually score higher.” (Here, the clause “who study daily” specifies which students we’re talking about—no commas.)
  • Nonessential: “My friend Bob, who is a huge coffee fan, opened a café.” (Additional detail about Bob, not limiting which friend you mean—use commas.)
• Forgetting One Comma in the Pair
  When a phrase is inserted in the middle of a sentence, remember:
  • Incorrect: “My car which is red, is parked outside.”
  • Correct: “My car, which is red, is parked outside.”
• Starting or Ending Clauses without Proper Punctuation
  • Incorrect: “However I decided to stay home.”
  • Correct: “However, I decided to stay home.”

Examples for Clarity

Simple (Skill Band 3–4)

“I plan to attend the festival, however, the tickets sold out.”
Fix: Use a semicolon before “however,” or separate into two sentences. If “however” is just an introductory word to the second clause, put a comma after it:
“I plan to attend the festival; however, the tickets sold out.”

Medium (Skill Band 5)

“The bakery which opened last week, has the best chocolate croissants.”
Fix: “The bakery, which opened last week, has the best chocolate croissants.” (Nonessential descriptive clause needs commas around it.)

Complex (Skill Band 6–7)

“George Washington considered by many to be the father of his country is remembered for his leadership.”
Fix: “George Washington, considered by many to be the father of his country, is remembered for his leadership.”

Sample Question

_______ to physics and chemistry, paving the way for modern nuclear science.

Which choice best completes the sentence so that it conforms to the conventions of Standard English?

A. The scientist Marie Curie best known for her groundbreaking work on radioactivity, made revolutionary contributions…
B. The scientist Marie Curie, best known for her groundbreaking work on radioactivity—made revolutionary contributions…
C. The scientist, Marie Curie best known for her groundbreaking work on radioactivity—made revolutionary contributions…
D. The scientist Marie Curie, best known for her groundbreaking work on radioactivity, made revolutionary contributions…

Step-by-Step Workthrough

1. Identify the Nonessential Element
   “best known for her groundbreaking work on radioactivity” is describing “Marie Curie” in a nonessential way. Removing that phrase still leaves us with “The scientist Marie Curie made revolutionary contributions…” which makes sense.
2. Punctuate the Nonessential Element
   Since it’s inserted into the sentence, it needs a comma on both sides if we’re treating it as a nonessential phrase.
3. Check Each Option
   • (A) Missing the second comma after “radioactivity” to close off the nonessential element.
   • (B) Uses a dash at the end of the phrase, but has only one comma at the start—this creates an inconsistent boundary for a nonessential element.
   • (C) Puts a comma after “scientist,” splitting “The scientist” and “Marie Curie” awkwardly. “Marie Curie” is essential to the sentence (the name identifies the scientist), so it shouldn’t be separated from “The scientist.”
   • (D) Correctly places commas around the nonessential phrase “best known for her groundbreaking work on radioactivity.”

Answer: D. The scientist Marie Curie, best known for her groundbreaking work on radioactivity, made revolutionary contributions…

Correct sentence:

The scientist Marie Curie, best known for her groundbreaking work on radioactivity, made revolutionary contributions to physics and chemistry, paving the way for modern nuclear science.

2.3 Semicolon Usage

Definition

A semicolon (;) is used to connect two independent clauses that are closely related in meaning but structured as separate statements. Think of a semicolon as a halfway point between a comma and a period: it keeps the flow of ideas in one sentence while giving each independent clause enough “breathing room” to stand on its own.

Two specific situations where the SAT loves to test semicolon usage include:

1. Separating Two Subtly Distinct Independent Clauses (Band 6)
   Example: “I like classical music; my roommate prefers jazz.”
   These are two full sentences (independent clauses) closely related to each other. A semicolon fits perfectly here.
2. Joining Independent Clauses with a Conjunctive Adverb (e.g., however, therefore, nevertheless) (Band 5)
   Example: “I planned to go for a run; however, it started raining.”
   You can’t just put a comma before “however” in this scenario—either use a period or a semicolon before it, plus a comma after it.

Tips to Master It Quickly

1. Check if Both Halves Are Complete Sentences
   If each side of the potential semicolon can stand alone as a sentence (subject + verb + complete idea), you likely need either a period or a semicolon—not just a comma.
2. Use Conjunctive Adverbs Correctly
   Words like however, indeed, therefore, moreover often cause confusion. A typical formula is:
   1. Independent Clause; conjunctive adverb, Independent Clause.
3. Use Semicolons Sparingly
   Don’t sprinkle semicolons everywhere. Use them strategically to join related ideas without forcing them into a single run-on.

Common Traps

• Comma Splice
  Using only a comma to join two independent clauses is incorrect.
  • Incorrect: “I wanted a break, I decided to take a walk.”
  • Correct: “I wanted a break; I decided to take a walk.”
• Random Conjunctions
  Don’t confuse coordinating conjunctions (FANBOYS) with conjunctive adverbs. If you’re using and, but, or so, you typically need a comma before it—not a semicolon (unless the clause already contains lots of commas that would create confusion).
• Overuse
  Too many semicolons can clutter your writing. Check if a period might be simpler.

Examples for Clarity

• Simple (Skill Band 5)
  “She loves reading novels; however, she rarely has time for them nowadays.”
  (Semicolon + conjunctive adverb)
• Medium
  “The car was nearly out of fuel; we had no choice but to stop.”
  (Two independent clauses with closely related meaning)
• Complex (Skill Band 6–7)
  “He spent the entire summer interning at a robotics lab; consequently, he gained invaluable experience working with cutting-edge technology.”

Sample Question

Seneca sculptor Marie Watt’s blanket art comes in a range of shapes and sizes. In 2004, Watt sewed strips of blankets together to craft a 10-by-13-inch _____ in 2014, she arranged folded blankets into two large stacks and then cast them in bronze, creating two curving 18-foot-tall blue-bronze pillars.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. sampler later,
B. sampler;
C. sampler,
D. sampler, later,

Step-by-Step Workthrough

1. Identify the Two Independent Clauses
   • First Clause: “In 2004, Watt sewed strips of blankets together to craft a 10-by-13-inch sampler”
   • Second Clause: “in 2014, she arranged folded blankets into two large stacks…”
   • Each can stand as a complete sentence.
2. Check for Correct Separation
   Since the second clause starts with “in 2014,” we need a strong punctuation mark before it if we’re keeping it in the same sentence. A comma would create a comma splice because both sides are independent clauses.
3. Evaluate the Answer Choices
   • (A) “sampler later,” → This incorrectly glues “later” in there with a comma, creating a run-on.
   • (B) “sampler;” → Correctly uses a semicolon to separate two independent clauses.
   • (C) “sampler,” → This would cause a comma splice.
   • (D) “sampler, later,” → This adds “later” unnecessarily and still doesn’t fix the run-on issue.

Correct Choice
B. sampler;
This gives us:

“…to craft a 10-by-13-inch sampler; in 2014, she arranged folded blankets…”

Now we have two independent clauses, correctly joined by a semicolon.

2.4 Colon Usage

Definition

A colon (:) is used to introduce or elaborate on what comes before it. Think of a colon as an arrow pointing forward: whatever follows provides more detail, explanation, or a list related to the preceding statement. There are two core scenarios the SAT often tests:

1. Introducing a List or Elaboration (Band 6)
   • Example: “She packed all the essentials: clothes, shoes, and toiletries.”
     Here, the colon tells the reader, “I’m about to show you exactly what those essentials are.”
2. Introducing an Independent Clause Elaborating on a Statement (Band 7)
   • Example: “He had only one goal in mind: he wanted to finish the marathon in under four hours.”
     The second clause further explains the “one goal” mentioned before the colon.

Tips to Master It Quickly

1. Ensure an Independent Clause Comes Before the Colon
   The portion before the colon should be able to stand as a complete sentence on its own.
   • Correct: “We had only one option: leave immediately.”
   • Incorrect: “We had only one: option leave immediately.” (The part before the colon isn’t a complete sentence.)
2. Use a Colon to Emphasize Key Information
   Colons can provide a dramatic pause before an important detail, summary, or list.
3. Avoid Overusing Colons
   If you can use a comma or simpler phrasing without losing clarity, do so. Reserve colons for when you truly want to draw attention to what follows.

Common Traps

• Using a Colon after “such as,” “including,” or “for example”
  If you already have one of these lead-ins, adding a colon is redundant.
  • Incorrect: “He enjoys outdoor activities such as: hiking, biking, and climbing.”
  • Correct: “He enjoys outdoor activities such as hiking, biking, and climbing.”
• Forgetting the Clause Before the Colon Must Be Complete
  • Incorrect: “The best friends are: dogs and cats.”
  • Correct: “The best companions to many people are these: dogs and cats.”
• Confusing a Dash with a Colon
  A colon often introduces a formal list or explanation, while a dash (—) can be used more flexibly for emphasis or abrupt shifts. They’re similar but not always interchangeable.

Examples for Clarity

• Simple
  “I have three main chores this morning: feed the cat, wash the dishes, and water the plants.”
• Medium
  “Her dream was clear: she wanted to pursue a career in astrophysics.”
• Complex (Skill Band 7)
  “Only one thing stood between them and victory: an unexpected change in the weather that threatened to cancel the match.”

Sample Question

How do scientists determine what foods were eaten by extinct hominins such as Neanderthals? In the past, researchers were limited to studying the marks found on the fossilized teeth of skeletons, but in 2017 a team led by Laura Weyrich of the Australian Centre for Ancient DNA tried something _____ the DNA found in Neanderthals’ fossilized dental plaque.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. new: sequencing
B. new; sequencing
C. new, sequencing:
D. new. Sequencing

Step-by-Step Workthrough

1. Check the Sentence Structure
   Before the blank, we have a complete clause: “but in 2017 a team … tried something new.” We want to elaborate on what that “something new” actually is.
2. Recognize the Need for a Colon
   A colon can introduce or elaborate on that “something new,” which is “sequencing the DNA found in Neanderthals’ fossilized dental plaque.”
3. Evaluate Each Option
   • (A) “new: sequencing” → This fits the standard usage: “tried something new: sequencing…”
   • (B) “new; sequencing” → A semicolon would mean we’re joining two independent clauses, but “sequencing the DNA…” is not structured as a complete independent clause.
   • (C) “new, sequencing:” → Having a comma before “sequencing” and then a colon afterward creates awkward and incorrect punctuation.
   • (D) “new. Sequencing” → This unnecessarily chops the sentence into two parts, and “Sequencing the DNA found…” would become a fragment or abrupt phrase.

Answer: A. new: sequencing

Correct sentence:

“…in 2017 a team led by Laura Weyrich of the Australian Centre for Ancient DNA tried something new: sequencing the DNA found in Neanderthals’ fossilized dental plaque.”

2.5 Eliminating Unnecessary Punctuation

Definition

Sometimes commas slip into places where they don’t belong, disrupting the natural flow of a sentence. Two frequent errors are:

1. Placing a Comma between a Subject and Its Predicate (Band 6)
   • Incorrect: “My brother, plays soccer on the weekends.”
   • Correct: “My brother plays soccer on the weekends.”
     The subject is “My brother,” and the predicate (the part that contains the verb and completes the thought) is “plays soccer on the weekends.” A comma is not needed between them unless there is a nonessential phrase inserted.
2. Inserting Commas between Two Coordinate Elements (Band 6)
   This typically happens when you have two elements joined by a conjunction (like “and” or “but”) that don’t form separate independent clauses. If they share the same subject or belong together without needing a pause, skip the comma.
   • Incorrect: “I walked to the store, and bought some snacks.”
   • Correct: “I walked to the store and bought some snacks.”

Tips to Master It Quickly

1. Identify the Core Subject and Verb
   Before placing a comma, isolate the subject and the verb. If you’re simply separating them, check if there’s a nonessential phrase in between that truly needs commas. If not, remove the comma.
2. Check for Full Independent Clauses
   When you see “and” or “but” connecting two parts of a sentence, ask: “Is the second part an independent clause with its own subject and verb?”
   • If yes, a comma is typically correct (e.g., “I walked to the store, and I bought snacks.”).
   • If no, you likely don’t need a comma (e.g., “I walked to the store and bought snacks.”).
3. Read It Aloud
   If you find yourself pausing unnaturally in the middle of your subject-verb pair or between two coordinated elements, the comma might be unnecessary.

Common Traps

• Long Sentences with Multiple Phrases
  The presence of several phrases doesn’t necessarily demand a comma between the subject and its predicate.
  • Incorrect: “The elaborate artwork in the foyer, attracts numerous visitors.”
  • Correct: “The elaborate artwork in the foyer attracts numerous visitors.”
• Overusing Commas with Conjunctions
  If you see “and,” “but,” or “or” connecting just a single subject doing multiple actions, skip the comma.
  • Incorrect: “He grabbed his coat, and stormed out the door.”
  • Correct: “He grabbed his coat and stormed out the door.”

Examples for Clarity

Simple

Incorrect: “My dog, wants to go for a walk.”
Correct: “My dog wants to go for a walk.”
(Subject = “My dog”; Predicate = “wants to go for a walk.”)

Medium

Incorrect: “She opened her laptop, and began typing her report.”
Correct: “She opened her laptop and began typing her report.”
(Single subject “She,” multiple actions “opened… and began…”)

Complex (Skill Band 6)

Incorrect: “The historical building, which was renovated last year, now operates as a museum, and hosts educational tours.”
Correct: “The historical building, which was renovated last year, now operates as a museum and hosts educational tours.”
(The nonessential clause is correctly set off by commas, but there’s no need for a comma before “and hosts.”)

Sample Question

Gathering accurate data on water flow in the United States is challenging because of the country’s millions of miles of _____ the volume and speed of water at any given location can vary drastically over time.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. waterways and the fact that,
B. waterways, and the fact that,
C. waterways, and, the fact that
D. waterways and the fact that

Step-by-Step Workthrough

1. Understand the Sentence StructureSo we’re listing two factors connected by “and.”
   • The core statement is that gathering accurate water-flow data is challenging because of two reasons:
     1. The country’s millions of miles of waterways, and
     2. the fact that water volume and speed vary drastically over time.
2. Check for Unnecessary Commas
   • A comma after “waterways” or after “that” would interrupt the natural flow of “because of X and Y.”
   • In this construction, we don’t need commas around “and the fact that.”
3. Evaluate Each Option
   • A. “waterways and the fact that,” → Unnecessary comma after “that,” which disrupts the sentence.
   • B. “waterways, and the fact that,” → Inserts a comma before “and” and again after “that,” creating choppy punctuation in a simple list of reasons.
   • C. “waterways, and, the fact that” → Even more commas, which is definitely incorrect.
   • D. “waterways and the fact that” → Smoothly pairs “millions of miles of waterways” with “the fact that the volume and speed vary,” and uses no unnecessary commas.
4. Correct Answer
   D. waterways and the fact that

Revised Sentence

Gathering accurate data on water flow in the United States is challenging because of the country’s millions of miles of waterways and the fact that the volume and speed of water at any given location can vary drastically over time.

3.1 Modifier Placement

A modifier is a word or phrase that describes or clarifies another part of the sentence. Proper modifier placement ensures that the word or phrase you’re describing is positioned right next to that descriptor. When the target (i.e., the thing being modified) is missing or too far away from the modifier, you get awkward sentences—often called “misplaced” or “dangling” modifiers.

Tips to Master It Quickly

1. Place Descriptive Phrases Close: Immediately follow or precede the noun or pronoun you’re describing.
2. Identify Who/What Is Being Modified: If it’s not crystal clear which noun your phrase refers to, you may have a dangling or misplaced modifier.
3. Introductory Phrases: Words like “Walking,” “Flying,” or “Hoping” at the start of a sentence can easily lead to dangling modifiers if the subject doesn’t appear right after the comma.

Common Traps

• Dangling Modifiers: “Hiking through the mountains, the fresh air was rejuvenating.” (Sounds like the fresh air was hiking!)
• Stacked Modifiers: Too many describing phrases can crowd a sentence, making it unclear which noun is being described.
• Passive Constructions: “While watching a movie, popcorn was served.” The sentence never specifies who did the serving.

Examples for Clarity

• Simple (Skill Band 2): “Opening the door, I noticed a package outside.” (Modifier “opening the door” clearly refers to “I.”)
• Medium: “While editing her essay, Maria found several misplaced modifiers.” (The phrase modifies “Maria.”)
• Complex (Skill Band 7): “Placing her notes carefully on the shelf, the research assistant double-checked every citation.” (Modifier “placing her notes…” correctly attaches to “the research assistant.”)

Sample Question

On April 5, 1977, Kitty Cone and 150 other disability rights activists entered a San Francisco federal building. After pleading for years—to no effect—for the passage of key antidiscrimination legislation, _____ until their demands were addressed. Finally, on April 28, the legislation was signed.

Which choice completes the text so that it conforms to the conventions of Standard English?

A. Pressure on lawmakers increased when the activists staged a sit-in protest
B. A sit-in protest staged by the activists increased pressure on lawmakers
C. lawmakers came under increased pressure when the activists staged a sit-in protest
D. the activists increased pressure on lawmakers by staging a sit-in protest

Step-by-Step Workthrough

1. Identify the Modifying Phrase
   • The introductory phrase is: “After pleading for years—to no effect—for the passage of key antidiscrimination legislation…”
2. Find the Intended Subject
   • The people who were “pleading for years” are Kitty Cone and 150 other disability rights activists.
3. Check Placement
   • Right after this introductory modifier, we need the same subject to appear—i.e., the activists—so the sentence flows logically.
4. Evaluate Each Option
   • (A) begins with “Pressure on lawmakers…” → This implies “pressure” did the pleading, which is incorrect.
   • (B) begins with “A sit-in protest…” → This suggests “the protest” did the pleading, also incorrect.
   • (C) begins with “lawmakers came under…” → This suggests “lawmakers” did the pleading, incorrect.
   • (D) begins with “the activists…” → Correct, as “the activists” logically follow from the introductory phrase “After pleading for years…”
5. Correct Choice
   • D. “the activists increased pressure on lawmakers by staging a sit-in protest.”

Hence, the corrected sentence reads:

“…After pleading for years—to no effect—for the passage of key antidiscrimination legislation, the activists increased pressure on lawmakers by staging a sit-in protest until their demands were addressed.”

3.2 Restrictive Sentence Element

A restrictive sentence element zeroes in on a noun in such a way that, if removed, the sentence’s meaning changes. One common way to form a restrictive element is with an appositive phrase—an extra detail tacked on directly after a noun. Unlike a nonrestrictive element, a restrictive appositive phrase is essential to the sentence and shouldn’t be set off by commas.

But that’s the official definition. Let’s look at how the SAT loves to test this skill.

Tips to Master It Quickly

1. Identify the Noun Being Modified
   Pinpoint which noun your appositive phrase is clarifying. In a restrictive phrase, you’re telling readers exactly which noun you mean—no commas are needed because it’s vital information.
2. Decide If It’s Essential
   Ask: Does the sentence change meaning if this phrase disappears? If yes, that’s your sign it’s restrictive.
3. Check for Comma Usage
   Restrictive = zero commas. Nonrestrictive = phrase set off by commas. (Example: My cousin Adam loves pizza vs. My cousin, Adam, loves pizza. The first version suggests you have multiple cousins, so “Adam” is necessary info. The second implies you have one cousin, whose name just happens to be Adam.)
4. Test By Removing
   If you remove the phrase and the sentence meaning becomes unclear or incomplete, you needed that phrase to restrict the noun.
5. Be Consistent with Noun Phrases
   Especially in technical or formal contexts, appositives often name a person’s title, a chemical compound, or a unique identifier. Decide whether that detail is absolutely needed.

Common Traps

• Adding or Removing Commas
  The single biggest grammar slip is sprinkling commas before and after every extra phrase. In a restrictive phrase, no commas are allowed.
• Misidentifying the Noun
  Sometimes, students mislabel the noun that the appositive modifies, creating a mismatch.
• Misidentifying Essential vs. Nonessential
• Essential: “My cousin Jake works at the bank.” (You have multiple cousins, so specifying Jake is crucial.)
• Nonessential: “My cousin Jake, who loves to travel, works at the bank.” (The fact that he loves to travel is extra info.)

Examples for Clarity

• Medium: “The famous painting Starry Night draws massive crowds.” (“Starry Night” identifies which painting specifically.)
• Complex (Skill Band 7): “Their new software application Artifex AI will streamline data analysis.” (“Artifex AI” is the essential name of the application.)

Sample Question

Passage:
“When external forces are applied to common glass made from silicates, energy builds up around minuscule defects in the material, resulting in fractures. Recently, engineer Erkka Frankberg of Tampere University in Finland used the chemical _____ to make a glassy solid that can withstand higher strain than silicate glass can before fracturing.”

Which choice completes the text so that it conforms to the conventions of Standard English?

A. compound, aluminum oxide
B. compound aluminum oxide,
C. compound, aluminum oxide,
D. compound aluminum oxide

Step-by-Step Workthrough

1. Identify the Noun + Appositive
   The sentence refers to “the chemical” and then immediately specifies that it is a “compound,” naming which compound it is.
2. Decide If the Appositive Is Essential or Nonessential
   Here, the name “aluminum oxide” is essential to identify which chemical compound. Removing “aluminum oxide” would not tell us which compound was used. Therefore, it is a restrictive (essential) appositive and should not be set off by commas.
3. Match the Correct Punctuation
   • (A) compound, aluminum oxide → This would make “aluminum oxide” appear nonessential. Not correct.
   • (B) compound aluminum oxide, → A comma after “oxide” is also incorrect for a restrictive phrase in this context.
   • (C) compound, aluminum oxide, → Commas before and after “aluminum oxide” make it doubly nonessential.
   • (D) compound aluminum oxide → No commas, correctly treating “aluminum oxide” as the essential name of the chemical compound.
4. Correct Choice
   D. compound aluminum oxide
   Because we’re dealing with a restrictive appositive that identifies precisely which compound was used.

Hence, the sentence reads:

“…engineer Erkka Frankberg of Tampere University in Finland used the chemical compound aluminum oxide to make a glassy solid…”

What's Next?

• Need a basic overview of just punctuations? Use our punctuation guide to get a basic overview of concepts.
• Is time your biggest enemy on the exam? You might benefit from practicing increasing reading speed or having a general strategy for the reading and writing section.
• Not sure what to do on test day? This checklist covers everything you need to know until the day you take the test.
• If you want to raise your scores for the reading and writing section, read our detailed guide on boosting your SAT score from 600 to 700+.
• If you like what you see and want to get more help based on all of the content found in this blog, check out our SAT curriculum with super fast 1:1 online tutoring. Our goal is to help you raise scores as quickly as possible.