NUM8ERS SAT Writing and Language: Deep Dive into Sentence Structure

Welcome to the NUM8ERS deep dive into sentence structure, the first of three comprehensive guides designed to help you master the SAT Writing and Language section. This guide focuses on the technical aspects of Standard English Conventions, a crucial component of the SAT. By understanding the rules and standards of written English, you’ll be better prepared to tackle the questions that test your knowledge of sentence structure.

Introduction to Sentence Structure in SAT Writing and Language

Sentence structure is a key element in the SAT Writing and Language section. Your task is to recognize and correct issues related to sentence formation, such as incomplete sentences, incorrect punctuation, and inappropriate shifts in sentence construction. To help you understand these concepts, we’ve broken down sentence structure into six key subsections:

1. Sentence Boundaries
2. Subordination and Coordination
3. Parallel Structure
4. Modifier Placement
5. Shifts in Verb Tense, Mood, and Voice
6. Shifts in Pronoun Person and Number

Each subsection will be explored in detail, providing you with the knowledge and strategies needed to excel in this part of the SAT.

1. Sentence Boundaries

What the College Board Says: Recognizing and correcting grammatically incomplete sentences that aren’t rhetorically effective.

Understanding Sentence Boundaries: A complete sentence must have a subject (who or what the sentence is about), a predicate (what the subject does or is), and a complete thought. If any of these elements are missing, the sentence is incomplete, or a fragment.

Example of a Complete Sentence:

• “I always wake up early to catch a glimpse of the sunrise.”

Example of a Fragment:

• “To catch a glimpse of the sunrise.” (This is missing a subject and does not express a complete thought.)

Punctuation and Sentence Completion: Sentences can be completed with a period, exclamation point, or question mark. These punctuation marks signal the end of a thought. For example:

• “Have you seen the latest episode?”
• “I can’t believe it’s already the weekend!”

Semicolons and Sentence Connection: A semicolon can connect two closely related independent clauses (complete sentences) that are related in thought:

• “The storm was intense; the roads were flooded by morning.”

Avoiding Comma Splices: A comma splice occurs when two independent clauses are incorrectly joined by a comma without a conjunction:

• Incorrect: “I went for a run, it was a beautiful day.”
• Correct: “I went for a run; it was a beautiful day.”

Key Takeaway: Ensure that your sentences are complete and correctly punctuated. Watch out for fragments and comma splices.

2. Subordination and Coordination

What the College Board Says: Recognizing and correcting problems in how major parts of sentences are related.

Understanding Subordination and Coordination: Subordination involves linking a dependent clause (a group of words that cannot stand alone as a sentence) to an independent clause. Coordination involves linking two independent clauses with equal importance using coordinating conjunctions.

Independent vs. Dependent Clauses:

• Independent Clause: “The sun set.” (This can stand alone as a sentence.)
• Dependent Clause: “Although the sun set,” (This cannot stand alone; it needs more information to complete the thought.)

Coordinating Conjunctions: These link two independent clauses or phrases of equal importance. The acronym FANBOYS can help you remember them:

• For
• And
• Nor
• But
• Or
• Yet
• So

Example of Coordination:

• “She wanted to go to the beach, but it started raining.”

Subordinating Conjunctions: These introduce a dependent clause and link it to an independent clause. Examples include “although,” “because,” “since,” “unless,” “when,” and “while.”

Example of Subordination:

• “Although it was raining, we decided to go for a walk.”

Sample Question:

• “Because he missed the bus, Jeremy was late to school.”
  • (A) NO CHANGE
  • (B) Although
  • (C) Since
  • (D) Even though

Correct Answer: (C) Since. “Because” and “Since” both establish a cause-and-effect relationship, but “Since” is more appropriate here because it clearly connects Jeremy’s lateness to missing the bus.

Key Takeaway: Understand the roles of coordinating and subordinating conjunctions to create well-structured sentences.

3. Parallel Structure

What the College Board Says: Recognizing and correcting problems with parallelism.

Understanding Parallel Structure: Parallel structure involves using the same grammatical form for elements that are part of a list or series. This creates balance and clarity in your writing.

Examples of Parallel Structure:

• Correct: “She enjoys reading, writing, and hiking.” (All elements in the list are in the same -ing form.)
• Incorrect: “She enjoys reading, to write, and hiking.” (Inconsistent verb forms.)

Sample Question:

• “To excel in college, one must be diligent, organized, and planning well.”
  • (A) NO CHANGE
  • (B) plan well
  • (C) planned well
  • (D) planning to do well

Correct Answer: (B) plan well. This maintains parallel structure by keeping all items in the list consistent.

Key Takeaway: Ensure that all elements in a list or series are grammatically parallel for clarity and coherence.

4. Modifier Placement

What the College Board Says: Recognizing and correcting problems with modifier placement, including dangling and misplaced modifiers.

Understanding Modifier Placement: A modifier is a word or phrase that provides additional information about a noun or verb. A misplaced modifier is incorrectly placed in the sentence, leading to confusion. A dangling modifier lacks a clear subject to modify.

Examples of Correct Modifier Placement:

• Correct: “Running quickly, the athlete crossed the finish line.”
• Incorrect: “Running quickly, the finish line was crossed by the athlete.” (This suggests that the finish line is running.)

Sample Question:

• “Covered in mud, the dog was bathed by its owner.”
  • (A) NO CHANGE
  • (B) The dog, covered in mud, was bathed by its owner.
  • (C) Bathed by its owner, the dog was covered in mud.
  • (D) Covered in mud, the owner bathed the dog.

Correct Answer: (B) The dog, covered in mud, was bathed by its owner. This correctly places the modifier “covered in mud” next to the noun it modifies, “the dog.”

Key Takeaway: Place modifiers as close as possible to the word or phrase they modify to avoid confusion.

5. Shifts in Verb Tense, Mood, and Voice

What the College Board Says: Avoid changing inappropriately from past to present tense.

Understanding Verb Tense, Mood, and Voice: Consistency in verb tense, mood, and voice is crucial for clarity in writing.

Verb Tense: Ensure that your verb tenses are consistent within a sentence or passage. For example:

• Past Tense: “She walked to the store.”
• Present Tense: “She walks to the store.”

Indicative vs. Conditional Mood:

• Indicative Mood: Used for factual statements and declarations. Example: “He studies every day.”
• Conditional Mood: Used for hypothetical situations. Example: “If he studied every day, he would pass the exam.”

Active vs. Passive Voice:

• Active Voice: The subject performs the action. Example: “The chef cooked the meal.”
• Passive Voice: The action is performed on the subject. Example: “The meal was cooked by the chef.”

Sample Question:

• “The coach encourages the players, and the game will be won by them.”
  • (A) NO CHANGE
  • (B) they will win the game.
  • (C) the game is won by them.
  • (D) they win the game.

Correct Answer: (B) they will win the game. This change ensures consistency in verb tense and maintains active voice.

Key Takeaway: Keep verb tenses consistent and use the active voice whenever possible for clarity and conciseness.

6. Shifts in Pronoun Person and Number

What the College Board Says: Avoid changing inappropriately from second person “you” to third person “one.”

Understanding Pronoun Person and Number: Pronouns must agree with their antecedents (the words they refer to) in both number (singular/plural) and person (first, second, third).

Example of Pronoun Agreement:

• Correct: “Each student must bring his or her own book.”
• Incorrect: “Each student must bring their own book.” (This is incorrect because “student” is singular, but “their” is plural.)

Sample Question:

• “The committee made their decision after much debate.”
  • (A) NO CHANGE
  • (B) its decision
  • (C) his or her decision
  • (D) their decisions

Correct Answer: (B) its decision. “Committee” is a collective noun that is singular, so it should be paired with the singular pronoun “its.”

Key Takeaway: Ensure that pronouns agree with their antecedents in both number and person for grammatical accuracy.

Conclusion: Mastering Sentence Structure for the SAT

Mastering sentence structure is essential for success in the SAT Writing and Language section. By understanding the rules of sentence boundaries, subordination and coordination, parallel structure, modifier placement, verb tense consistency, and pronoun agreement, you’ll be well-prepared to tackle this section of the exam.

Take the time to practice these concepts and apply them to sample questions. By doing so, you’ll gain the confidence and skills needed to excel in the SAT Writing and Language section. Continue your preparation with our deep dive into the conventions of usage and punctuation, and you’ll be on your way to achieving a high score on the SAT. Good luck!

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