ACT English: Conventions of Standard English – Usage

Welcome to a deep dive into the Conventions of Standard English—Usage on the ACT English section. The “Usage” questions in this section assess your ability to apply the rules of standard English in sentence construction and word choice. It’s all about using language correctly and effectively to convey your ideas with clarity and precision. This guide will explore the nuances of correct word usage and help you gain the confidence to tackle any “Usage” question on the ACT.

Conventions of Standard English: Usage Concepts to Know

Adjectives, Adverbs, Nouns, Pronouns, Verbs

Understanding the roles and functions of adjectives, adverbs, nouns, pronouns, and verbs is essential for mastering usage questions. Let’s break down these key components:

Pronouns and Subject-Verb Agreement: Pronouns are used to replace nouns, but it’s crucial that the pronoun clearly refers to its antecedent (the word it replaces). If the antecedent is unclear or absent, it’s better to use the noun instead. Pay special attention to subject-verb agreement when dealing with pronouns. For example, a singular pronoun must be paired with a singular verb, and a plural pronoun with a plural verb.

• Examples of possessive pronouns: your, their, its
• Examples of pronoun contractions: you’re, they’re, it’s

Adjectives: Adjectives describe or modify nouns and pronouns, answering questions like “what kind?” or “which one?”

• Examples of adjectives: happy, beautiful, tall

Adverbs: Adverbs modify verbs, adjectives, or other adverbs, usually answering questions like “how,” “when,” “where,” “why,” or “to what extent?” Adverbs often end in “-ly” but not always.

• Examples of adverbs: very, quickly, softly, loudly

Understanding the difference between these parts of speech and how they function in sentences is crucial for the ACT English section.

Modifiers

Modifiers are words or phrases that provide additional information about a noun or verb in a sentence. There are two main types of modifiers tested on the ACT: comparative and superlative modifiers.

Comparative Modifiers: Comparative modifiers are used to compare one thing to another. They often involve adding “-er” to the end of a one-syllable adjective or adverb, or using “more” before multi-syllable words.

• Examples:
  • Fast becomes faster
  • Generous becomes more generous

Irregular Modifiers: Some modifiers do not follow the typical rules and instead take on a completely different word in their comparative form.

• Examples:
  • Good becomes better
  • Bad becomes worse

Superlative Modifiers: Superlative modifiers are used when comparing one item to multiple others, indicating the highest degree of quality. Typically, this involves adding “-est” to a one-syllable word or using “most” before longer words.

• Examples:
  • Happy becomes happiest
  • Generous becomes most generous

Irregular Superlative Modifiers: As with comparatives, some superlatives are irregular.

• Examples:
  • Good becomes best
  • Bad becomes worst

Idioms

Idioms are expressions that have a figurative meaning different from the literal meaning of the words used. On the ACT, idioms appear in two main forms: prepositional idioms and idioms with gerunds and infinitives.

Prepositional Idioms: These idioms involve phrases that require specific prepositions to sound correct. The choice of preposition often depends on conventional usage rather than strict grammatical rules.

• Examples:
  • Outraged by
  • Suspicious of
  • Wonder about

Idioms with Gerunds and Infinitives: Gerunds are verbs that function as nouns and end in “-ing.” Infinitives are verbs used as nouns that are constructed with “to” followed by the verb.

• Examples:
  • As being
  • In graduating
  • To leave

Mastering idioms involves familiarizing yourself with common expressions and understanding the context in which they are used.

Tips for Success

Utilize, Don’t Memorize

While it’s important to know the rules of grammar and usage, it’s equally important to understand how to apply them in context. Rather than relying solely on memorization, focus on understanding the principles behind the rules. This approach will help you recognize and correct errors more effectively.

Take it Slow

Usage questions can be tricky, often hinging on subtle differences in word choice or sentence structure. It’s essential to read carefully and consider the entire sentence before selecting an answer. Rushing through these questions increases the risk of overlooking key details, so take your time and approach each question methodically.

Stay Contextually Attuned

Language is a dynamic tool influenced by context. The correct usage of a word or phrase can vary depending on the tone, intent, and audience of the text. Always consider the broader context when answering usage questions. This awareness will guide you toward making more precise and effective choices.

Practice Questions

Ready to test your skills? Let’s explore some ACT-style practice questions. Remember, it’s not just about picking the correct answer, but understanding why it’s correct.

Practice Question 1

The committee members [FILL BLANK] already submitted their reports for review.

• a) has
• b) have
• c) having
• d) is

Correct Answer: b) have.

Explanation: In this sentence, “committee members” is a plural subject, so the correct verb needs to be plural as well. “Have” is the plural form of the verb. The correct sentence is: “The committee members have already submitted their reports for review.” To approach this question, first identify the subject of the sentence, determine whether it is singular or plural, and then match the verb form accordingly.

Practice Question 2

She plays the piano more skillful [FILL BLANK] her sister.

• a) than
• b) as
• c) then
• d) too

Correct Answer: a) than.

Explanation: The sentence is comparing the skill level of the speaker and her sister. The correct comparative word is “than.” The correct sentence is: “She plays the piano more skillfully than her sister.” To answer this question, identify the comparison being made and select the appropriate comparative word.

Practice Question 3

The movie was [FILL BLANK] reviewed by critics.

• a) worse
• b) worst
• c) bad
• d) badly

Correct Answer: d) badly.

Explanation: In this context, “badly” is an adverb describing how the movie was reviewed. Adverbs modify verbs, and in this sentence, “badly” is the correct choice to describe the manner in which the reviews were conducted. Distinguishing between adjectives and adverbs is crucial for answering this type of question.

Practice Question 4

The chef recommended [FILL BLANK] the chicken for at least an hour before grilling.

• A) to marinate the chicken at least for an hour before grilling it.
• B) marinating the chicken for at least an hour before grilling.
• C) for marinating the chicken for at least an hour before grilling.
• D) marinate the chicken at least for an hour before grilling.

Correct Answer: B) marinating the chicken for at least an hour before grilling.

Explanation: Use the gerund form “marinating” to describe the action that is recommended. After verbs like “recommend,” gerunds are typically more appropriate than infinitives.

Wrapping Up Conventions of Standard English: Usage

Congratulations on completing the Usage study guide for the ACT English section! Armed with a comprehensive understanding of language nuances, word choice, and grammatical rules, you’re now well-prepared to confidently tackle any usage question that comes your way. Remember, it’s not just about memorizing rules; it’s about developing the ability to critically assess and apply these rules in context. Now, with your newfound knowledge and skills, it’s time to put them into practice. Best of luck on your ACT English section.

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