Amanda Eakin, Author at 91��

A Guide to Digital SAT Grammar and Punctuation

Amanda Eakin — Mon, 22 Jul 2024 20:03:55 +0000

The following article is peppered with literary allusions, using the titles of well-known or well-loved classics (notice that these two terms are not mutually exclusive). See if you can find all nineteen!

Download a PDF of the Guide to Digital SAT Grammar and Punctuation

Which Choice Completes the Text So That It Conforms to the Conventions of Standard English?

Let’s address the elephant in the room: “Standard English conventions” may seem to be a nebulous term to describe the innumerable rules one must memorize in order to attain a high Reading and Writing score on the digital SAT. However, it may help to examine why we have such rules in the first place. After all, you probably don’t fixate on plugging in all the appropriate commas when composing a text message to a friend, and yet casual conversation is usually understood anyway.��

It all comes down to purpose and context. While your friends may be able to decipher the intended meaning of a text message because they know you, the same may not apply for individuals who are not familiar with your way of communication. This, essentially, is why we have such conventions: mastering the rules of grammar and punctuation empowers you to maintain control over your message, whether you are crafting an application essay, a resume, or an email to a peer. Failure to understand the basic rules of grammar and punctuation may lead to some hard times Literary Reference #1: Hard Times
by Charles Dickens ahead when you are trying to communicate a message that comes across as polished and professional.

In short, Standard English conventions exist to ensure that your message is understood in precisely the way that you intend.��

To illustrate, let’s compare two versions of the same sentence:��

Version 1
After being on the road Literary Reference #2: On the Road
by Jack Kerouac for hours Clarissa Literary Reference #3: Clarissa
by Samuel Richardson realized that she did not know where she was confounded by the maze of winding roads and obscure signposts.��

Version 2
After being on the road Literary Reference #2: On the Road
by Jack Kerouac for hours, Clarissa Literary Reference #3: Clarissa
by Samuel Richardson��realized that she did not know where she was, confounded by the maze of winding roads and obscure signposts

Without punctuation separating the main clause from the other elements in the sentence, Version 1 is a lot more difficult to decipher. Inserting a comma after the introductory modifying phrase (“After…hours”) and another before the participial phrase (“confounded…signposts”) is crucial for providing the necessary clarity to help the reader understand the action of the sentence.��

Now let’s look at another variation:��

Version 3
After being on the road Literary Reference #2: On the Road
by Jack Kerouac for hours, the maze of winding roads and obscure signposts confounded Clarissa, Literary Reference #3: Clarissa
by Samuel Richardson as she realized that she did not know where she was.��

Even with punctuation, this sentence is confusing. Notice how placing the noun phrase “the maze of winding roads and obscure signposts” right after the introductory phrase “After…hours” creates ambiguity, because placement matters. The syntax of a sentence—also known as its structure—is one of the key components of grammar. While punctuation refers to the symbols that are used to separate and combine ideas, grammar refers to the words and how they function within a sentence.��

Therefore, when talking about Standard English conventions, we are talking about the rules that include both punctuation and grammar. Without a solid grasp on both, language becomes unclear, ineffective. So it’s important to regard these conventions not merely as a set of rules to memorize, but rather as guidelines to shape your writing in ways that best fit your purpose.��

On the digital SAT, punctuation conventions are within the “Boundaries” realm, while grammar conventions are within the “Form, Structure, and Sense” realm. Both will appear towards the second half of the Reading and Writing modules and are intermixed—that is, you may see a question that tests for verb forms (Form, Structure, and Sense), while the next question tests for end-of-sentence punctuation (Boundaries).��

You can view the exact breakdown of Reading and Writing content domains and testing points on .��

Punctuation on the Digital SAT: Boundaries

Let's Set Some Boundaries

As it happens, “boundaries” do not just refer to the limitations you establish within interpersonal relationships—they can also refer to the relationship between words. While this may not sound as exciting, do not be fooled! Without setting boundaries within a sentence, things fall apart Literary Reference #4: Things Fall Apart
by Chinua Achebe.��

After all, what is the purpose of punctuation? As we’ve seen in the earlier example, we rely on punctuation to clarify our meaning. The very symbols that dot our pages—commas, periods, semicolons, colons, and dashes—do not exist for arbitrary reasons, but rather to make our written communication more effective and less ambiguous.��

With that in mind, College Board tests your ability to connect phrases and clauses by having you determine if or where punctuation should appear within specific parts of a sentence. This can be broken down into a number of punctuation conventions that may make an appearance on the digital SAT, and we’ll go over some of them here.��

But first, in order to explain these rules, let’s take a step back and consider what makes a sentence “complete.”��

A complete sentence must include two parts: a subject and a predicate. The subject is a noun that performs the action of the main verb in the sentence—it tells us who or what the sentence is about. The predicate, on the other hand, includes the main verb and any other information pertaining to the subject.��

To truly understand where clauses should begin and end (thereby knowing if punctuation is required), you must have a solid grasp on this concept. The easier it is for you to identify parts of a sentence, the easier time you will have with understanding punctuation rules.��

When you are faced with a Boundaries question, you can expect to see a few sentences with a tactical blank placed at a crucial junction between clauses. You will then see four answer choices, usually distinguished by different punctuation marks, and in some cases, a coordinating conjunction. For many Boundaries questions, you can rule out “distractor” answer choices by identifying if a certain punctuation mark (or lack thereof) results in a comma splice or run-on error.��

To illustrate the point, the following is an example from College Board’s .

Archaeologist Laila Nehmé recently traveled to Hegra to study its ancient _______ into the rocky outcrops of a vast desert, these burial chambers seem to blend seamlessly with nature.

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

A) tombs. Built

B) tombs, built

C) tombs and built

D) tombs built

For the passage above, we can either have two sentences or just one long sentence, depending on what answer choice we choose. To decide the best way to punctuate this passage, we should start by identifying where there are independent clauses.

Consider the following: “Archeologist Laila Nehmé recently traveled to Hegra to study its ancient tombs.” Is this a complete sentence? We can check by determining the subject and predicate:��

Subject: Laila Nehmé. We know this sentence is about Laila Nehmé because she is the one performing the action.��

Main verb (part of the predicate): traveled. We know that Laila Nehmé traveled. Following “traveled” we have the rest of the predicate, which includes the prepositional phrase “to Hegra” and the infinitive phrase “to study its ancient tombs.” Both of these phrases modify the subject “Laila Nehmé”—they clarify where Nehme traveled and why. Because these phrases modify the subject/action of the subject, they belong with this sentence.

Now that we have determined that the first part is a complete sentence, we can recognize that a period would be an appropriate punctuation mark after “tombs.”��

Next, we can move on to the other part of the passage (if we are still looking at Choice A): “Built into the rocky outcrops of a vast desert, these burial chambers seem to blend seamlessly in nature.”��

Whenever you see punctuation already inserted into the passage, pay attention—they offer valuable clues to determine how the passage should be divided. With the comma above, we can determine that we have a participial phrase (“Built into the rocky outcrops of a vast desert”) that is modifying the second subject of the passage, “burial chambers.” After the subject, we also have the verb “seem,” which is followed by the infinitive phrase “to blend seamlessly in nature.” Since we have both a subject and a verb, we can determine that we have another complete sentence. Therefore, a period between “tombs” and “built” is correct.��

Let’s briefly consider the other choices, because no matter how sure you think you are, it’s good practice to review all your options:��

Choice B: tombs, built
The Offense: comma splice
Why? Two independent clauses are connected with only a comma. That’s a punctuation no-no.��

Choice C: tombs and built
The Offense: incorrect use of coordinating conjunction
Why? While “and” can connect two independent clauses, it requires a comma as well to separate clause 1 from clause 2 (side note: even if you did add a comma, this is not a great example of clear writing. Notice how sentence 1 is focused on Laila Nehmé while sentence 2 is focused on the burial chambers. Separate thoughts should be separated—who would have thought?)��

Choice D: tombs built
The Offense: run-on sentence
Why? Two independent clauses are connected without appropriate punctuation. Read these two sentences together without any punctuation—it becomes a lot more difficult to understand.��

Therefore, Choice A is the best answer.

The example we just discussed illustrates how to approach an end-of-sentence punctuation question. This approach can be extended to navigate other Boundaries questions as well. While the following rules don’t encompass all punctuation conventions that might be tested on the digital SAT, they should provide you with a solid understanding of what you can expect.��

Commas

Rule: use a comma when a coordinating conjunction connects two independent clauses.

Example: As the mysterious events unfolded on the haunted estate, guests vanished one by one, and then there were none Literary Reference #5: And Then There Were None
by Agatha Christie remaining to solve the enigma.

“As the mysterious events unfolded on the haunted estate, guests vanished one by one” is a complete sentence, and so is “there were none remaining to solve the enigma.” Since these two independent clauses are joined by “and,” you should use a comma before it to indicate the relationship between the two clauses. This comma helps clarify that the two ideas are separate but related.

Rule: when a participial phrase is at the end of a sentence and separated from the word it modifies, it needs to be separated from the main clause with a comma.

Example: Standing in the doorway of her dorm room, the college student surveyed her windowless and cramped quarters, longing for a room with a view. Literary Reference #6:
A Room With a View
by E. M. Forster��

The participial phrase “longing for a room with a view” modifies the subject “student.” Because the participial phrase is not right next to its subject, a comma is required (otherwise, it sounds like the “cramped quarters” are longing).��

Rule: separate a subordinate clause from the main clause with a comma.��

Example:��While she skillfully employed the art of persuasion, Literary Reference #7: Persuasion
by Jane Austen her argument nevertheless failed to sway the skeptical audience.

In this sentence, the clause “While she skillfully employed the art of persuasion” cannot stand on its own—this is because of the subordinating conjunction “while.” This clause depends on the independent clause “her argument nevertheless failed to sway the skeptical audience” in order to make sense. In this sentence, a comma is placed after “persuasion” in order to signal the transition from the dependent clause to the independent clause.

As a reminder, a subordinate clause, also known as a dependent clause, is a group of words that has both a subject and a verb but cannot stand alone as a complete sentence. It needs to be attached to an independent clause to form a complete sentence. To spot them, be on the lookout for subordinating conjunctions, such as “because,” “although,” “if,” “when,” “while,” and “since.”��

Did you know? “Subordinate” is an adjective that describes a lower rank or position. Just as a subordinate officer doesn’t carry the same weight as a higher-ranking officer, a subordinate clause doesn’t carry the same weight as an independent clause.

Rule: nonessential elements should be separated from the rest of the sentence with commas (dashes and parentheses can be used in this way as well). Specifically:��

If the nonessential element is at the beginning of the sentence: a comma must follow it
If the nonessential element is in the middle of a sentence: it must be preceded by a comma and end with one
If the nonessential element is at the end of the sentence: it must be preceded by a comma

Example: The woman, anxious to get her morning coffee, asked the strangerLiterary Reference #8: The Stranger
by Albert Camus on the park bench for directions to the nearest cafe.��

In this sentence, the phrase “anxious to get her morning coffee” is not needed in order to understand the sentence. Without this phrase, we can still understand that a woman spoke to a stranger to get directions to a cafe. Because this phrase is in the middle of a sentence, it is framed by a pair of commas.��

If you can remove the word(s) from the sentence and it still makes sense, then it is considered a nonessential element—it’s not important to have in order to understand the sentence. While nonessential elements may not be required to understand the sentence, they do add extra details or background information that can make a sentence more interesting. Think of nonessential elements as a “nice to have,” not a “need to have” part of the sentence. When the inverse is true—when the information is vital to the sentence’s meaning—then commas are not used (see “When Punctuation Isn’t Needed” for more details).��

In short, commas are used to set off nonessential information to show that it can be removed without altering the fundamental meaning of the sentence. Essential information is not set off by commas because it is necessary for understanding the main message of the sentence.

Semicolons

Rule: a semicolon can be used to connect two independent clauses. A semicolon cannot, however, connect an independent clause to a dependent clause.��

Example: The project required a significant investment of time, but the tight deadline meant the team couldn’t afford to delay any further; it was a catch-22.Literary Reference #9: Catch-22
by Joseph Heller

Notice how the clauses (“The project…further” and “it…catch-22”) are closely related. You wouldn’t want to connect two independent clauses with a semicolon if they address different subjects—in that case, use a period.��

Rule: use a semicolon to separate items in a list when the items are complex and already contain commas. This is often referred to as a “super comma” because the semicolon saves the day when a comma just isn’t cutting it.��

Example: The motley adventuring party in the game included Wysteria, the spell-casting witch; Alec, the alchemist;Literary Reference #10: The Alchemist
by Paulo Coelho and Percival, the potions master.��

The semicolon helps to clarify the separation between items. If we replaced the semicolons with commas, the sentence would become a lot more confusing.

Colons

Rule: a colon can be used to introduce information or add clarity to a previous point. Like semicolons, colons always require an independent clause before the punctuation mark. Unlike��semicolons, the information after colons does not have to be an independent clause. As little as a single word can follow, and it would be grammatically correct.

Example: After frantically flipping through old journal pages, the man finally stumbled upon the entry that confirmed the year he went on a trip that would forever change his life: 1984.Literary Reference #11: 1984
by George Orwell��

Sometimes, it’s not as obvious when a colon is needed. Consider the following example from College Board’s :��

A study published by Rice University geoscientist Ming Tang in 2019 offers a new explanation for the origin of Earth’s _______ structures called arcs, towering ridges that form when a dense oceanic plate subducts under a less dense continental plate, melts in the mantle below, and then rises and bursts through the continental crust above.��

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

A) continents geological��

B) continents: geological

C) continents; geological

D) continents. Geological

In this example, a period and semicolon can both be ruled out because the punctuation is not connecting two independent clauses. Choice A, the option without any punctuation, can also be ruled out because there should be some kind of separation between the main clause (“A study…continents”) and the supplementary phrase (“geological…above”).��

This leaves us with Choice B, which uses a colon to indicate that the supplementary phrase “geological…above” is providing a “new explanation” for the origin of the Earth’s continents. Colons can be used in this way to indicate that an explanation or further clarification will follow.

But how do we know that the part “geological…above” is merely a phrase, not an independent clause? Do not be fooled by the length—if we break down everything following the colon, we can determine that:

“geological structures called arcs” is a noun phrase that clarifies what the “new explanation” is
“towering ridges” is another noun phrase that functions to describe the arcs
“that form when…above” is a relative clause that modifies “towering ridges.” Relative clauses are never independent.��

By breaking a sentence into parts, it becomes easier to see how the words come together to form phrases and clauses. In this case, since we are able to confirm that everything following “continents” is part of a supplementary phrase, we can confidently say that Choice B is the correct answer.��

Dashes

Rule: Use dashes to set off nonessential elements within a sentence. If used as a parenthetical in the middle of a sentence, always be sure to use a pair of dashes, not just one.��

Example: My cat—the very creature that once huddled behind a dumpster when I first spotted her—is now a beloved Literary Reference #12: Beloved
by Toni Morrison and cherished member of the family, perhaps even more favored by my parents than me or my siblings.

In the sentence above, the supplementary element “the very creature…her” is separated from the main clause (“My cat is now a beloved and cherished member of the family”) with a set of dashes, which signals the inclusion of nonessential information. As discussed earlier, commas and parentheses function in the same way when there is a nonessential element in the middle of a sentence.

When Punctuation Isn’t Needed On the Digital SAT

Sometimes you may be faced with a “trick” question, where punctuation isn’t required. This is often tested through a select number of specific situations:

Essential Elements

Supplements, which can be either essential or nonessential, are words that provide additional detail or clarity to a sentence. Essential elements should not be separated from the word(s) they modify with any sort of punctuation. On the digital SAT, be on the lookout for relative clauses and appositives, as both can function as either essential or nonessential elements.

Relative Clauses
An essential (or restrictive) relative clause is a type of subordinate clause that provides crucial information about a noun in the main clause. The relative clause “restricts” or narrows down the identity of the noun it modifies, making it clear which specific person, thing, or idea is being referred to. You can generally identify restrictive relative clauses by recognizing relative pronouns such as “that,” “who,” “whom,” “whose,” or in some cases “which.”

Example: The notebook Literary Reference #13: The Notebook
by Nicholas Sparks that is covered in scribbles and doodles is mine.

In this sentence, “that is covered in scribbles and doodles” is an essential relative clause. Without this information, it would be unclear which notebook the speaker is claiming. Imagine that there is a giant pile of notebooks on your teacher’s desk, and your teacher instructs the class to collect their notebooks. If your friend asks you to grab her notebook for her, it would not be helpful for her to just say, “The notebook is mine.” More than likely, you would turn to your friend and say, “That’s not helpful. Which notebook?” Your friend would need to offer specific details if she has any hope of you helping her out. Similarly, in writing, restrictive relative clauses are used to provide clarity, especially when there might be more than one item in question (or in this case, notebook).

Now let’s consider an alternative version:

The notebook, Literary Reference #13: The Notebook
by Nicholas Sparks which is covered in scribbles and doodles, is mine.��

In this example, there is an assumption that the identity of the notebook is already evident. To continue our previous scenario, perhaps there is only one notebook in the room, so there is no need to specify. The pair of commas around the relative clause “which is covered in scribbles and doodles” indicates that this detail is not essential to the core meaning of the sentence.��

The bottom line? Context matters.

Did you know? Years ago, “that” and “which” used to be interchangeable, but it’s now recommended to reserve “that” for restrictive relative clauses and “which” for nonrestrictive relative clauses. College Board seems to prefer this distinction, as there has yet to be a question that uses “which” for a restrictive relative clause.

Restrictive Appositives
Similar to relative clauses, appositives also help to define the subject in question. They function to rename or explain the noun that is right beside it. Just like with restrictive relative clauses, a restrictive appositive should not have any punctuation separating it from the noun it is modifying.��

Example: My friend Rebecca Literary Reference #14: Rebecca
by Daphne du Maurier is coming over for dinner.��

Here, “Rebecca” is a restrictive appositive modifying “friend.” Unlike restrictive relative clauses, appositives do not need a relative pronoun. Assuming that you have more than one friend (I hope you do!), you need to clarify the name of your friend. In other words, if you remove the word “Rebecca,” it isn’t clear which friend is coming over for dinner.��

Between a Preposition and Its Complement

A prepositional phrase includes a preposition and its complement (which is sometimes referred to as the “object” of the preposition). Punctuation such as commas should not come between a preposition and its complement. They belong together!��

Example: As the sun dipped below the horizon, the helmsman guided the ship to the lighthouse, Literary Reference #15: To the Lighthouse
by Virginia Woolf its structure standing proudly as a guiding light for hundreds of years.

We have a number of prepositional phrases here, and none of them have commas separating the preposition from its complement. For example:

“below the horizon”: the preposition is “below” and its complement is “horizon”��
”to the lighthouse”: the preposition is “to” and its complement is “lighthouse”��

There are even more prepositional phrases in the sentence. Can you find them?

Between a Subject and a Verb

Punctuation is generally unnecessary when the verb immediately follows the subject. Remember, commas are typically used to set off elements that provide additional information, such as introductory phrases, nonessential clauses, or items in a list. The digital SAT may provide a passage that seems trickier because of complicated sentence structures, but as long as you can identify the subject and the main verb, you shouldn’t be misled.��

Example (from College Board’s ):��

In crafting her fantasy fiction, Nigerian-born British author Helen Oyeyemi has drawn inspiration from the classic nineteenth-century fairy tales of the Brothers Grimm. Her 2014 novel Boy, Snow, Bird, for instance, is a complex retelling of the story of Snow White, while her 2019 novel _______ offers a delicious twist on the classic tale of Hansel and Gretel.

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

A) �Ҿ��Բ��𲹻�—

B) Gingerbread,

C) Gingerbread

D) Gingerbread:

In this sentence, we have the subject, “novel,” followed by a restrictive appositive “Gingerbread,” then followed by the verb “offers.” Do not be distracted by the commas scattered throughout the sentence, like within the book title “Boy, Snow, Bird” or around the nonessential phrase “for instance.” As long as you can pinpoint your subject and verb while also understanding that punctuation shouldn’t separate them, you’ll be unlikely to fall for any of the usual traps.��

Closing Thoughts on Digital SAT Boundaries Questions

Boundaries questions test your ability to select the most appropriate punctuation mark in order to either separate or connect phrases and clauses within a sentence.�� While we’ve covered key rules for period, comma, semicolon, colon, and dash usage, remember that this isn’t an exhaustive list. Rather than attempting to memorize every rule, challenge yourself to break apart sentences and ask yourself: “how does this part function within the sentence?” Developing this understanding will make punctuation conventions a lot more intuitive for you.

Grammar on the Digital SAT: Form, Structure, and Sense

Grammar Sense and SensibilityLiterary Reference #16: Sense and Sensibility
by Jane Austen

As it was clarified earlier, punctuation is not the same as grammar. For Form, Structure, and Sense questions, the focus is less on punctuation and more on usage. This includes��assessing a student’s proficiency in areas such as subject-verb agreement, verb conjugations, pronoun-antecedent agreement, subject-modifier placement, and the correct use of plural and possessive forms of nouns.

Subject-Verb Agreement

Just as the name implies, subject-verb agreement refers to both subject and verb “agreeing in number”—that is, if the subject is plural, the verb should be plural.

Subject-verb questions may seem like an elementary-level concept, but as you now know, simple concepts can become convoluted with complicated syntax and other distracting elements within a passage. Like with any digital SAT item, subject-verb questions can range from straightforward to deviously difficult, as we see in the following example (from College Board’s ):��

Bengali author Toru Dutt’s A Sheaf Gleaned in French Fields (1876), a volume of English translations of French poems, _______ scholars’ understanding of the transnational and multilingual contexts in which Dutt lived and worked.��

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

A) has enhanced
B) are enhancing
C) have enhanced
D) enhance

The first step is to locate the subject. One way to do this is by turning the statement into a question: what enhanced scholars’ understanding of the transnational and multilingual contexts in which Dutt lived and worked? The book A Sheaf Gleaned in French Fields. The phrase “a volume of English translations of French poems” is functioning as a nonrestrictive appositive, so it does not affect the verb form. Nonrestrictive appositives provide additional information about a noun in a sentence, but they are not essential to the meaning of the sentence. They must be separated from the rest of the sentence with either commas, parentheses, or dashes. Whenever you are faced with a subject-verb agreement question, pay close attention to punctuation—it can provide valuable clues to help you weed out the information that does not influence whether a subject is singular or plural.

Going back to the example above, since we know that A Sheaf Gleaned in French Fields is singular (it is only one book), the verb should be singular as well, making Choice A, “has enhanced,” the correct answer.��

Test-Taking Tip: pay attention to patterns with the answer choices. If three out of the four choices are plural, it is extremely likely that the correct answer is the only one that is singular.��

Pronoun-Antecedent Agreement

Ideally, all pronouns have a clear antecedent—it should be obvious what noun the pronoun is referring to. Pronouns exist to avoid redundancy in writing (e.g. “Jane found a ball. Jane kicked the ball. Jane ran after the ball”), but they shouldn’t be used in place of a noun if it results in an ambiguous meaning.��

When faced with a pronoun-antecedent question, your task will be to identify, based on the context, the appropriate pronoun for the given antecedent. This means that you will have to recognize if the antecedent is singular or plural. This also means that you will need to determine what type of pronoun is required, such as subject, object, reflexive, or demonstrative.��

Example: Caterpillars undergo a remarkable metamorphosisLiterary Reference #17: Metamorphosis
by Franz Kafka process, transforming them from larval forms to visually stunning butterflies in just a matter of weeks.

In the example above, the object pronoun “them” is used because it is the direct object of the action expressed in the participial phrase starting with “transforming.” If, however, we broke up the sentence and decided to still use a pronoun, “them” would need to become “they,” a subject pronoun:��

Example: Caterpillars undergo a remarkable metamorphosisLiterary Reference #17: Metamorphosis
by Franz Kafka process. They are transformed from larval forms to visually stunning butterflies in just a matter of weeks.��

With this revised version, the pronoun becomes the subject of the sentence, and, adhering to a conventional sentence structure, comes before the main verb (“are”).��

Similar to Subject-Verb Agreement questions, you will need to identify whether a subject is singular or plural, as the pronoun needs to agree in number with the antecedent. If the antecedent in question is “caterpillars” (plural), you wouldn’t select “it” (singular) as the subsequent pronoun.��

On a final note, Pronoun-Antecedent questions tend to be uncommon, so you shouldn’t expect to see a lot of these.��

Verb Forms

You study, I study, he/she/it studies—does this take you back to grade school, or perhaps an early lesson in your Spanish class? Conjugating verbs becomes almost second nature as a native speaker of a language, but there are times when deciding on the correct verb form isn’t so obvious. Many rely on whether a verb “sounds” right, but this is not a foolproof method.��

The digital SAT will test your knowledge of verb forms in two ways: verbs that express tense, and verbs that are either finite or nonfinite. If you see that the answer choices contain variations of the same verb, you can assume that you are dealing with a verb forms question.��

A Crash Course on Verb Tenses

To begin, we use different tenses to best convey the timing, completion, or duration of events.��

Simple tenses (past, present, and future) convey straightforward information about completed actions in the past, ongoing habits in the present, or future events. Simple present is also used to convey statements of fact (“The Arctic woolly bear caterpillar adapts to extreme cold temperatures by producing specialized proteins that act as natural antifreeze”).��

Perfect tenses emphasize the completion of actions in relation to other events, indicating whether an action occurred before or after another point in time.��

Past Perfect	Present Perfect	Future Perfect
She had completed her assignment before the deadline.	She has completed her assignment, so she can relax now.	By tomorrow evening, she will have completed her assignment.

Past Perfect

She had completed her assignment before the��deadline.

Present Perfect

She has completed her assignment, so she can relax��now.

Future Perfect

By tomorrow evening, she will have completed her��assignment.

Progressive tenses (also known as “continuous” tenses) highlight the duration or continuity of an action, whether it was in progress at a specific moment in the past, is ongoing around the present, or will be occurring at a particular time in the future.

Past Progressive	Present Progressive	Future Progressive
I was celebrating until the phone rang.	I am celebrating.	At this time tomorrow, I will be celebrating.

Past Progressive

I was celebrating until the phone rang.

Present Progressive

I am celebrating.

Future Progressive

At this time tomorrow, I will be celebrating.

The perfect progressive tense combines aspects of both perfect and progressive tenses, emphasizing the ongoing nature of an action leading up to a specific point in time and highlighting its completion at that moment.

Past Perfect Progressive	Present Perfect Progressive	Future Perfect Progressive
She had been working on her project for hours before her friends arrived.	She has been working on her project all morning, and she is taking a break now.	By tomorrow evening, she will have been working on her project for a full 24 hours.

Past Perfect Progressive

She had been working on her project for hours before her friends arrived.

Present Perfect Progressive

She has been working on her project all morning, and she is taking a break now.

Future Perfect Progressive

By tomorrow evening, she will have been working on her project for a full 24 hours.

The choice between tenses depends on the specific relationship you want to establish between the actions or events in any given sentence. When looking at a digital SAT question, you can often refer to other verbs within the passage as clues, since tenses should generally be consistent (a paragraph written in past tense should remain in past tense). Also look for key words to convey time, such as “today,” “recently,” “before,” “ago,” “eventually,” etc.��

Finite and Nonfinite Verb Forms

Finite verbs and nonfinite verbs are terms we use to describe different types of verbs based on their forms and functions in a sentence.

Finite verbs have a specific subject and complete the action of the subject (e.g. “I crumpled the paper and chucked it into the trash can”). Finite verbs change their form based on the tense, person, and number of the subject. Finite verbs are required for all independent clauses.��

Nonfinite verbs, on the other hand, do not have a specific subject and do not indicate a complete action or state on their own. These verbs do not change form based on tense, person, or number in the same way as finite verbs. Nonfinite verbs are often used in conjunction with auxiliary (helping) verbs or other elements to form verb phrases.

There are three types of nonfinite verbs: infinitives, gerunds, and participles. How do we know when nonfinite verbs are needed? Let’s go through each of them:��

Infinitives
Infinitives are a base form of a verb that are usually preceded by “to” (Hamlet’sLiterary Reference #18: Hamlet
by William Shakespeare iconic “To be or not to be” soliloquy in Act 3, Scene 1 is rife with infinitives).

We often use infinitives in order to convey purpose. Infinitives do not function as verbs (carrying out the action of the sentence), but rather they act as nouns, adjectives, or adverbs.��

For example, in the sentence, “She wanted to study abroad,” the main verb is “wanted,” and the direct object (noun) is “to study abroad.” We know that “study” is a verb, yet in this infinitive form, it is acting as a noun.��

Gerunds
Speaking of nouns, gerunds are verbs that function as nouns and end in “-ing.” Consider the following sentence: “Chewing loudly is the most annoying habit a person can have.” Here, “chewing” is not acting as a verb but as the subject of the sentence.

At present, College Board has not released any Verb Form questions that include gerunds, but you should still be familiar with their function just in case.��

Participles
Participles are verb forms that can function as adjectives and often end in “-ing” or “-ed.” They can be a single word (“running water,” “baked potato”) or, as you may know if you read through the Commas section of this guide, they can be a phrase as well.��

On very rare occasions, you may also see modal (conditional) verbs make an appearance on the digital SAT. These include words such as would, could, and should. While these are technically considered finite verbs, the verbs that follow modal verbs are considered nonfinite because they do not change based on tense or number. College Board refers to these words as “nonfinite base forms” of the verb. For example, consider the following sentence:��

The proposal would create a comprehensive framework for sustainable urban development.

The modal verb “would” is followed by the nonfinite base form verb “create.” Since “create” is following a modal verb, you would never see it conjugated to any other form, such as “creates,” “created,” etc.��

In summary, finite verbs are paired with a specific subject and indicate a complete action or state, while nonfinite verbs lack a specific subject and are often used in combination with other elements to form verb phrases.��

Subject-Modifier Placement

For these types of questions, you need to be on the lookout for dangling modifiers. A dangling modifier does not clearly and logically describe the word it’s supposed to due to poor placement. While a modifier can be a word, phrase, or clause, the digital SAT will usually present an introductory phrase or clause that acts as a modifier in the sentence.��

When tackling a Subject-Modifier question, you will need to identify the target (subject) of the modifier. Do not be distracted by lengthy answer choices, which shift around words and parts of phrases while trying to communicate the same thing. Instead of focusing on what “sounds good,” find the subject that is being modified, and make sure that it is the word immediately following the modifier. Don’t leave that modifier hanging.

Example:

While passing Literary Reference #19: Passing
by Nella Larsen through the aisles, _______ along with other detritus that marked the end of the school day.

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

A) the teacher spotted crumpled papers and wrappers on the floor,

B) crumpled papers and wrappers were on the floor that the teacher spotted,

C) crumpled papers and wrappers that the teacher spotted were on the floor,

D) on the floor were crumpled papers and wrappers that the teacher spotted,

Now that we are aware of how subject-modifier questions operate, the correct answer should hopefully seem a lot more obvious. The “crumpled papers and wrappers” are not passing through the aisles, the teacher is.��

You can often spot a subject-modifier question if you see answer choices that rephrase the same part of a sentence. In identifying the type of question you are working with, you will be far less likely to misidentify the subject.

Plurals, Possessives, and Contractions

Plurals vs. Possessives

Plural nouns and possessive form nouns are two very different things, and yet their usage is often confused. For this reason, they are grouped together into the same testing point.��

For these questions, you will be tested on your ability to identify whether a noun should use a singular possessive (e.g. book’s) form, a plural possessive (e.g. books’) form, or no possessive form at all.��

The following question is from College Board’s :

Inventor John Friedman created a prototype of the first flexible straw by inserting a screw into a paper straw and, using dental floss, binding the straw tightly around the _______ When the floss and screw were removed, the resulting corrugations in the paper allowed the straw to bend easily over the edge of a glass.��

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

A) screw’s thread’s.

B) screws’ threads.

C) screw’s threads.

D) screws threads’.

To begin, should the noun “screw” be singular or plural? To determine this, go back to the passage to look for clues. We are told that the first flexible straw was invented by inserting “a” screw into a paper straw, so we know that there is only one screw involved. Therefore, Choice B and Choice D can already be ruled out, because they use a plural form of “screw.”��

Next, we need to decide if “thread” should have an apostrophe—in other words, is a possessive form needed? Is something “belonging” to the thread? The answer is no, because based on the context, the word “threads” is only functioning as a plural noun to describe the physical components of the screw. Therefore, we can eliminate Choice A, making Choice C the correct answer.��

Possessives vs. Contractions

Alternatively, you may be tested on the difference between contractions and possessive determiners, which are words (adjectives, technically) used to indicate ownership or possession of a noun. In particular, the possessive determiner “its” is often confused with the contraction “it’s,” while the possessive determiner “their” is often confused with the contraction “they’re.”��

Consider the following example:��

As early as the 16th century, wallpaper was used to accentuate and adorn cupboard interiors in middle-class homes. Yet by the 20th century, _______ presence spread to every room of every home, regardless of one’s class, eventually becoming so overbearingly omnipresent that people began to regard decorative smatterings of flower patterns and fleur-de-lis shapes with disdain.

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

A) it’s

B) its

C) they’re

D) their

There is a lot going on in this passage, but don’t lose focus. First, find the subject—what is the topic of discussion? What has spread to every room and home? The wallpaper. In context, it’s referenced as a single entity (notice how “was” follows “wallpaper,” not “were”), so we can rule out Choice C and Choice D.��

Choice A can also be eliminated. “It’s” is a contraction for “it is,” which does not fit the context of the sentence. The main verb in the sentence is “spread,” and the subject is “presence.” The possessive determiner “its” is functioning as an adjective to modify the subject. Therefore, Choice B is the correct answer.��

As long as you understand the difference between possessive determiners and their commonly-confused contraction counterparts, these types of questions should be pretty straightforward. You can think of them as a score boosters!

Final Thoughts on Digital SAT Standard English Conventions Questions

Once you are familiar with the grammar and punctuation conventions that are featured within the digital SAT, the questions should feel like easy points. Just as there are obvious “tells” when facing someone in a game of poker, so too are there obvious “tells” when dealing with a Standard English conventions question—certain characteristics that can reveal the exact type of question you are faced with, thereby providing clues to help you approach that question.��

By now you should realize that a comma is never accidental, and the ways in which clauses are connected matter. Although it may seem like there is a lot to know, remember that there are only so many rules that apply to these conventions. So as Bilbo Baggins Bonus!
Literary Reference #20:
The Hobbit
by J. R. R. Tolkien once said, “Go forward? Only thing to do! On we go!”

SAT Grammar Practice

91�� has 12 full-length adaptive practice tests and 1,700+ additional practice questions, including hundreds of targeted grammar and punctuation questions.��

SAT Practice

Grammar Class

Amanda Eakin

Amanda is a member of the content team at 91�� and specializes in creating reading and writing content for our practice tests. She holds a Bachelor of Science degree in Education, Integrated Language Arts (grades 7-12), and Creative Writing. Before joining 91��, Amanda was an English teacher for several years before transitioning to a learning and development role at a Fortune 500 company. She has come full circle by returning to the education world and is thrilled to help 91�� produce high-quality educational content.

Originally published on December 18, 2023. Updated on July 22, 2024.

The post A Guide to Digital SAT Grammar and Punctuation appeared first on 91��.

Digital SAT Reading and Writing: Transitions

Amanda Eakin — Mon, 10 Jun 2024 22:33:23 +0000

Which choice completes the text with the most logical transition?

Transition words may be considered by some to be an unnecessary accouterment to a sentence, a garnish rather than a key ingredient to a dish. While it is true that inexperienced writers run the risk of overembellishing their sentences with transition words, it’s important to recognize that transitions have a necessary role—they are like the train tracks that guide a train from one location to another.��

Continuing the analogy, imagine a train speeding down a path. Eventually, it approaches a junction where the route splits into two separate paths. Without the proper framework to guide its direction, the train would have a hard time following its intended path. In the same way, prose without transitions can lack structure and direction, leaving readers disoriented and struggling to grasp the author’s intended train of thought. Transitions signal to the reader where the message is going, or how one idea connects to the next.

To illustrate this point, notice how transitions function in the following passage:

The day leading up to the big game, everything seemed to go wrong. At first, Levi chalked it up to unfortunate coincidence, but as the day dragged on, he began to suspect that there was some kind of cosmic conspiracy going against him.

For starters, his phone alarm didn’t go off to wake him, which was rather unusual, considering that he never had a problem with his alarm before. Consequently, he was late to class, not to mention grouchy for the misstep at the very start of his day. Perhaps if he had been in a sunnier disposition, he could have swayed his teacher to let him off with a mere warning, but he was certain his scowl earned him no favors.��

It snowballed from there. In addition to forgotten homework assignments and one particularly heinous pop quiz, he even stepped into someone’s spilled (and very pungent) lunch. Nothing seemed to be going as Levi had hoped. Despite this, Levi was determined to believe that the day’s events would not be a precursor to his upcoming soccer game.

Because even with bad luck, it didn’t matter—Levi had talent, and that was all he needed.��

Imagine that the transition elements were removed from this story. How would it be different?��

Aside from the “flow” of the words, the story would be a lot more challenging to follow. Without the phrase “At first,” we don’t have a sense of when Levi began to notice that his day wasn’t going as he’d hoped. Similarly (see what I did there), removing the transition word “Consequently” makes it difficult to determine that there is a connection between two events, a cause-and-effect relationship. Because Levi’s alarm didn’t go off, he was late for school.

Expression of Ideas

On the digital SAT, Transitions questions are part of the “Expression of Ideas” content domain. This should not come as a surprise. As you should now know, transitions serve as an effective means to connect one idea to another. One of the biggest challenges to handling this type of question is gathering enough context to understand the relationship between the provided sentences. Usually the accompanying passage will only be 2–3 sentences long, so you must read carefully to grasp how these sentences relate to each other.

Transition questions show up towards the end of the module. Juxtaposed to lengthy Rhetorical Synthesis questions, Transitions questions may fool you into thinking that shorter means easier. But don’t let brevity and the mental fatigue of approaching the finish line tempt you into rushing through these questions—overlooking a single phrase can entirely change the meaning of the passage (and cost you a point).��

Transition words can convey many different types of relationships. The type that you might be the most familiar with is one that introduces an example or illustrative relationship. When you see phrases like “for example” or “for instance,” you know that the information following the phrase will support a previous point with specific information. In determining the most appropriate transition word to complete a passage, then, you must be able to look at sentences at a higher level to see how ideas fit together.��

Common Transition Words on the Digital SAT

Although not an all-inclusive list, the following provides examples of transition words or phrases that are grouped by function:��

Additional Point

Additionally
Furthermore
In addition
Moreover

Causality (Cause and Effect)

Accordingly
As a result
Consequently
For this reason
Hence
Therefore
Thus
Because

Comparison

Emphasizing Likeness
- In the same way
- Likewise
- Similarly

��

Emphasizing Contrast
- Alternatively
- Conversely
- However
- In comparison
- In contrast
- On the other hand

Concession/Exception

In spite of
Nevertheless
Nonetheless
Notwithstanding
Still

Emphasis

Indeed
In fact
Notably
Of course

Example

For example
In particular
Namely
For instance

Time/Sequence

First
Initially
Later
Meanwhile
Next
Previously
Subsequently
Then

How to Tackle Transitions Questions on the Digital SAT

When tackling a transitions question, start by reading the entire text and mentally paraphrase the content of each sentence. Then, focus your attention on the sentence with the blank and identify what this sentence accomplishes in relation to the other sentences.��

Let’s look at an example from :

In November 1934, Amrita Sher-Gil was living in what must have seemed like the ideal city for a young artist: Paris. She was studying firsthand the color-saturated style of France’s modernist masters and beginning to make a name for herself as a painter. _______ Sher-Gil longed to return to her childhood home of India; only there, she believed, could her art truly flourish.��

Which choice completes the text with the most logical transition?��

A) Still,��
B) Therefore,
C) Indeed,
D) Furthermore,

We can paraphrase each sentence of the text accordingly:

First sentence: Amrita lived in Paris as a young artist.��

Second sentence: She lived in Paris to study modernist art and build her reputation as an artist.��

Third sentence: She wished to move back to India and develop her craft there.��

Without a transition word, the third sentence seems like quite a leap. Why would Amrita want to move back to India if the previous two sentences describe Paris as an “ideal” spot to study art? Now we can look at how the third sentence is functioning: it is offering a counterpoint, indicating that Amrita longed to move back to India in spite of all the reasons she might want to continue living in France—that even though Paris is like a central hub for artists, Amrita did not believe her art could truly flourish there. A word of concession like “still” (Choice A) effectively conveys this sense of personal conflict.��

With that in mind, we can look at the other choices to determine why they would not be an appropriate fit:��

Choice B: Therefore,
Therefore” indicates that Amrita wanted to move back to India because Paris is an ideal city for young artists to study modernism. A word like “therefore” conveys a cause-and-effect relationship, which does not align with the narrative presented in the text.

Choice C: Indeed,
“Indeed” is used to emphasize or confirm a point. A word of emphasis such as “indeed” would suggest that Amrita’s desire to return to India confirms the idea that she is making a name for herself as an artist in Paris, which doesn’t align with the predicament presented in the passage. ��

Choice D: Furthermore,
“Furthermore” functions to continue a train of thought by presenting another point to support a previous statement. Using a transition word like “furthermore” would suggest that Amrita’s desire to return to India is an additional point that supports the previous information about her life in Paris. However, this does not convey the contrast between the positive aspects of her Parisian life and her longing to return to India.

Choice A is the best answer.

Sometimes it can be difficult to determine the best transition word given the limited text (we are only given 2–3 sentences to work with, after all), so another strategy that can help is to look for clue words that provide more clarity about the context.��

The following text is another example from :

Researchers Helena Mihaljević-Brandt, Lucía Santamaría, and Marco Tullney report that while mathematicians may have traditionally worked alone, evidence points to a shift in the opposite direction. _______ mathematicians are choosing to collaborate with their peers—a trend illustrated by a rise in the number of mathematics publications credited to multiple authors.��

Which choice completes the text with the most logical transition?��

A) Similarly,
B) For this reason,
C) Furthermore,
D) Increasingly,

If you don’t read carefully, it might be easy to miss how the second sentence relates to the first. But if we paraphrase each sentence and look for clue words, it should become much easier to suss out the correct transition word.��

The first sentence says that although mathematicians have historically worked on their own, this is beginning to change. The second sentence then says that mathematicians are “choosing” to work with others, which is illustrated by the increase in the number of math publications written by more than one person. Clue words such as “trend” and “rise” both suggest that this is becoming a more common practice, making “increasingly” (Choice D) a logical choice.��

Let’s break down the other choices to see how different transition words would shift the meaning of the text:��

Choice A: Similarly,
A word like “similarly” would not work well as a transition word in this passage because it suggests a likeness between two ideas, while the context provided in the passage focuses on a shift in behavior over time. If the second sentence of the passage described a similar phenomenon of professionals in a different field shifting from working solo to working collaboratively, then a word like “similarly” would be an appropriate transition word.

Choice B: For this reason,
The phrase “for this reason” suggests a cause-and-effect relationship, as if to say that mathematicians are choosing to work together more because there is a shift away from working alone. However, the second sentence does not offer an explanation as to why collaborative work has become more common. Instead, the second sentence offers more clarity about the “shift” that is taking place in the mathematics profession.

Choice C: Furthermore,
“Furthermore” is a choice that may be a little more difficult to rule out, because it can be used to signal the continuation of a previous point. But in reading the passage, we can determine that the second sentence is clarifying what is meant by the previous statement, “evidence points to a shift in the opposite direction.” In context, “furthermore” would signal another thing that researchers Helena Mihaljević-Brandt, Lucía Santamaría, and Marco Tullney report. A fitting use of “furthermore” might look something like the following:

Researchers Helena Mihaljević-Brandt, Lucía Santamaría, and Marco Tullney report that while mathematicians may have traditionally worked alone, evidence points to a shift in the opposite direction. Furthermore, they argue that collaborative efforts in the field are driven by the recognition of the benefits derived from interdisciplinary collaboration and the complexities of modern mathematical problems.��

Notice how “furthermore” functions to introduce another point related to the researchers’ observations.��

Choice D: Increasingly,
Going back to the original passage, the primary focus is on a shift in the behavior of mathematicians, moving from working alone to choosing collaboration. The correct answer, “increasingly,” is the best choice because it emphasizes the trend or change over time. On the other hand, “furthermore” might suggest that the upcoming information is another point related to the previous statement, rather than highlighting the shift presented in the text.

Choice D��is the best answer.

Before California’s 1911 election to approve a proposition granting women the right to vote, activists across the state sold tea to promote the cause of suffrage. In San Francisco, the Woman’s Suffrage Party sold Equality Tea at local fairs. _______ in Los Angeles, activist Nancy Tuttle Craig, who ran one of California’s largest grocery store firms, distributed Votes for Women Tea.��

Which choice completes the text with the most logical transition?��

A) For example,��
B) To conclude,��
C) Similarly,��
D) In other words,��

The bottom line is, it’s important to read carefully. Overlooking a single sentence or phrase could lead to a misinterpretation of the text. Let’s look at one more example from ��to illustrate why close reading matters:

We have three sentences in this passage. In sentence one, the text says that activists in California sold tea to promote women’s suffrage (the right to vote). The second sentence says that the Women’s Suffrage Party sold tea at local fairs in San Francisco. Then the third sentence says that one activist distributed tea in grocery stores across Los Angeles.

If you happened to gloss over the second sentence, you may be tempted to pick “for example” (Choice A) as the correct answer. However, this would cost you a point on the test—the correct answer is actually “similarly” (Choice C). Even though the third sentence is an example to support the idea that California activists sold tea to promote the suffrage movement, notice how the second sentence already provides an example to illustrate the point. It would not make sense to say “for example” when one was already given. Instead, the third sentence offers a similar example to illustrate how activists support the suffrage movement in California.��

Choice C��is the best answer.

Closing Thoughts on Digital SAT Transitions Questions

Many students feel that transitions questions can be quite tricky, or even one of the hardest types of questions they’ll face on the digital SAT. But perhaps we can amend this stance and recognize that just like with any other type of test question, there are strategies to guide your approach. It’s not like blindly throwing a dart at a dartboard and hoping it hits the mark by mere chance—your odds of selecting the correct answer are much higher when you take the time to follow the outlined steps in this post. By following three simple tips—(1) paraphrasing, (2) identifying the relationships between sentences, and (3) locating clue words—it becomes much easier to lay down the “tracks” for a coherent passage.

Want more Digital SAT Practice?

91�� has 10 full-length adaptive practice tests and 1,000+ additional practice questions. Get started with your digital SAT prep today.

Digital SAT Practice

Amanda Eakin

Originally published on January 26, 2024. Updated on June 10, 2024.

The post Digital SAT Reading and Writing: Transitions appeared first on 91��.

200+ Vocabulary Words to Know for the Digital SAT��

Amanda Eakin — Fri, 17 May 2024 19:56:38 +0000

Mastering the digital SAT Reading and Writing section requires strong vocabulary skills, but enhancing your lexicon can feel like a daunting task. Because it’s hard to know where to even begin, you may be tempted to overlook this aspect of test prep entirely.��

But think about how frustrating it can be when encountering a challenging text (a certainty when taking the digital SAT): it can feel like playing a game of Mad Libs, with each unfamiliar word seeming no different than a blank that you must fill. And with every blank, you drift farther and farther away from basic comprehension of the text—how can you possibly analyze a text if you don’t even understand it? Therefore, the best course of action is to make a pointed effort to develop your vocabulary, one word at a time.��

Why Studying Vocabulary is Important for the Digital SAT

Words In Context Questions

Vocabulary is specifically tested within Words in Context questions on the digital SAT. This is the first type of question you’ll see when you start the Reading and Writing module. There are two types of Words in Context questions. The first type has a blank within a passage and requires you to select the best word to complete the sentence. The second type underlines a specific word in the passage and requires you to select a suitable replacement.

The challenge of Words in Context questions is twofold: you not only need to identify the word that best fits the text, but you must also know what the words mean in the first place. Thus, by having a solid foundation of vocabulary words, you will have a much easier time answering these kinds of questions (the inverse is true as well—not knowing what an answer choice means automatically puts you at a disadvantage).��

To illustrate the point, let’s take a look at the following example from one of 91��’ practice exercises:��

Have you figured out the correct answer yet?

It’s Choice A, “vindicate”! Vindicate means to justify or prove the validity of a belief, theory, or action.

��

Without looking at the answer choices, you can probably determine that you need a word that means “confirm” or “support.” However, if you aren’t familiar with even two of the answer choices, it doesn’t matter that you can logically fill in the blank with your own word—you still need to know what the supplied answer choices mean.

Transitions Questions

Transitions are another question type for which studying vocabulary is directly beneficial. For these questions, you’re asked to fill in the blank with the choice that “completes the text with the most logical transition.” Unlike Words in Context questions, Transition questions tend to draw from a finite pool of conjunctive adverbs and phrases, so once you understand how they function, your task of selecting the best transition for a text should become a lot easier.��

��To learn more about how to tackle this question type, check out our guide to digital SAT Transitions questions.

How to Study Vocabulary for the Digital SAT

Quizlet: Flashcards but Better!

So, in preparation for questions that rely on advanced vocabulary, what can you do?��

Start studying, of course! Flashcards are a tried-and-true method for building vocabulary.

91�� has on Quizlet for anyone to use, with lists specifically curated to reflect the words that have been used on the digital SAT practice tests. The Quizlet sets are periodically updated as we learn more about the digital SAT, so it’s a good idea to regularly visit 91��’ Quizlet page for updates (the especially wise student will bookmark this page on their browser as well)! 91�� has flashcard sets that go beyond basic vocabulary too, from words to terms and even concepts.��

For the general vocabulary set, each study term will include its corresponding part of speech abbreviation (“n.” for noun, “adj.” for adjective, and so on). Do not ignore this part! The part of speech tells you exactly how to use a given word. For example, if you see that “immaculate” is an adjective, you know that you would use it to modify a noun/pronoun—it’s not, for instance, a verb, so you can’t “immaculate” a floor, but you can mop (verb) a floor to make it immaculate (adjective).��

In a perfect world, we could provide you with a definitive list of all the tricky words that will appear on the digital SAT. But, of course, we have no way of knowing for sure what will emerge from the murky depths of the vocab pool, so our best bet is to examine the words that have been featured on the Bluebook practice tests. According to feedback we’ve received from students who have taken the official test and based on what we’ve seen historically, the vocabulary words are likely to be recycled (at least to some extent), so it’s reasonable to expect that you may see these words when it’s your turn to take the test.��

Quizlet is a convenient tool for on-the-go practice, since you can download the app right to your phone and practice your flashcards in short bursts of time. Whether you’re waiting for your ride, twiddling your thumbs on the bus, or perhaps loafing on the couch until dinner’s ready, a few minutes of idle time is a great opportunity to pull up Quizlet and bolster your vocabulary. See if you can integrate your newly-acquired vocabulary into your everyday conversations!��

��200+ Words to Know for the Digital SAT

Other Ways to Build Your Vocabulary

Ultimately, you’re going to need to take some initiative to truly master new vocabulary. Quizlet is a useful resource, but apart from memorizing definitions and respective parts of speech, you should look up example sentences to see how the word is used in practice. One way to go about this is to look up the word in an online dictionary like (which, by the way, was recently recognized as Associated Press Stylebook’s due to its frequent updates) and refer to the “Example Sentences” section for the entry.��

On a final note, if you feel that you need to improve your overall vocabulary, the solution is simple: read more! Explore a variety of different reading materials, from contemporary fiction to news articles to poetry. And when you come across an unknown word (which you inevitably will), look it up and consider adding it to your own personal Quizlet set. When creating your flashcards, you can even add in the sentence from the text that uses the unfamiliar word. Learning is an active process, so challenge yourself to go a step beyond mere memorization.��

While having a strong vocabulary is only half the battle when taking the digital SAT, it’s still a worthwhile investment to develop your vocabulary skills. Aside from increasing your chances of zipping through Words in Context questions without breaking a sweat, developing an advanced vocabulary will continue to benefit you long after you’ve taken the test.

Ready to put your new vocab skills to the test?

We have targeted practice exercise sets, as well as 10 full-length practice tests. Get started today with a free sample test.

Digital SAT Practice from 91��

Amanda Eakin

The post 200+ Vocabulary Words to Know for the Digital SAT�� appeared first on 91��.

Do I need to take the SAT and ACT? A Guide for Students and Families

Amanda Eakin — Thu, 11 Apr 2024 20:16:03 +0000

Introduction: The Role of Testing in Today’s Admissions Process

The value of standardized tests has been a subject of fierce debate for years, but lately it has been a source of extra scrutiny. A by David Leonhardt advocated for standardized tests like the SAT and ACT, highlighting compelling evidence to support the idea that such tests are a stronger predictor of student success at the college level compared to high school GPAs.��

One possible explanation for this is because of a recent educational trend known as grade inflation. With the trifecta of pressure from administrators, parents, and students, teachers often resort to meting out more A’s than what may actually be warranted. , and it’s not because of better performance.��

Thus, as the study presented in Leonhardt’s article illustrates, high school GPAs do not truly reflect a student’s mastery of academic subjects. What recent research has found is that standardized test scores actually can be a more reliable indicator of a student’s knowledge. This revelation was like kicking a hornet’s nest in the educational field.��

Since the COVID-19 pandemic, many universities have waived test scores as a requirement for admission. This decision was based on the widespread disruption to standardized testing schedules and closing test centers, but as a sense of normalcy returned, standardized test scores as a part of the admissions process did not. People began to question if standardized tests were actually needed—that is, if they offered any worthwhile benefits to students or to the colleges admitting them.�� Pedagogic experts and self-proclaimed pundits alike were quick to offer opinions on the value of standardized testing, and it quickly became one of the most divisive topics in education.

Then, in early February 2024, that it would be going back to requiring SAT or ACT scores. They reasoned that test scores serve as a valuable tool to evaluate a student’s academic performance, and, equally important, they can actually benefit students from lower-income backgrounds.��

During the period of Dartmouth’s test-optional policy, many disadvantaged students opted not to submit their test scores, mistakenly believing that only perfect or near-perfect scores were acceptable. However, in reality, numerous students with less-than-perfect scores would have been competitive candidates for admission had they included their scores in their applications. As Dartmouth president Sian Beilock pointed out in a , test scores often help in identifying promising candidates that they “might otherwise miss.” With these factors in mind, Dartmouth became the first Ivy League school to reinstate test scores as a requirement for admission (with and following suit mere weeks after the announcement, and joining them in early April).

While this news certainly came as a shock to many, Dartmouth was not the first prestigious school to backtrack its test-optional policy. In November 2022, asserted its stance on the value of standardized tests, arguing that SAT/ACT scores are an accurate measure of “academic preparedness.” For this reason (among others), MIT announced it would be going back to requiring test scores.��

This decision was not made on a whim. Their research has confirmed time and time again the correlation between SAT/ACT scores and college readiness, confirming that such scores offer one of the most valuable pieces of information that an admissions office could want: a reliable predictive tool for student performance as they continue their academic career. This conclusion stems from years of extensive research, including findings from the (though, perhaps ironically, it’s worth noting that the University of California system continues to implement a test-blind policy for its own admissions process).��

Consider the primary role of admissions offices: they want to select students they believe will thrive on their campus. These offices are sifting through thousands of applications each year, and they want to make sure they are admitting students who will not only be able to meet academic expectations but will also prove to be an asset to the school.��

Admissions offices recognize that there is more to a student’s application than a test score. But as aptly explains, “an application is like a jigsaw puzzle: the picture is not complete without all its pieces.” Test scores, as it turns out, can be quite a significant piece.��

The bottom line? As more research comes out validating the role of standardized testing, it’s likely that more universities with test-optional policies might just reconsider their stance.

To Take Or Not To Take (The Test): That Is the Question

As a student in the midst of all this—with college admissions season just on the horizon—what does this mean for you?��

First and foremost, you will need to determine if you actually need to take the SAT or ACT. To decide this, you’ll want to consider your academic goals. For example, are you planning to go to a highly selective university, or are you open to various possibilities? Highly selective institutions, as mentioned, will need you to demonstrate academic proficiency, and a strong test score can provide you with a competitive edge.��

Keep in mind that your career goals should be one of the biggest factors when deciding on a school. If you have a defined career path in mind, it’s a good idea to research the admissions criteria of universities offering programs in your field of interest. If you feel quite invested in a school’s decision to admit you, it would be in your best interest to take the SAT/ACT. ��

In short, the more rigid you are with your expectations, the more likely it is that you will need to take the SAT/ACT for the best chance of getting accepted into your preferred school.

Self-Assessment

Should you take the SAT or ACT? Here are a few different scenarios to consider.

I am applying to to at least one school that requires test scores.

Yes, you need to take the test if you’re applying to at least one school (such as Harvard, MIT, Caltech, Dartmouth, Yale, Brown, or UT Austin) that requires standardized test scores. Check with the school’s admissions office for any particular requirements and deadlines.

All of the schools I am applying to are test-optional.

Yes, you should still take the test. Test-optional schools still value test scores. The Yale and Dartmouth decisions demonstrate that test scores were still an important factor in admissions even while the schools maintained a test-optional policy. Furthermore, a study by the�� National Association for College Admission Counseling found that “.”

I am only applying to test-blind schools.

If you’re only applying to test-blind schools, such as those in the UC and Cal State system, you probably don’t need to take the test. However, you . Be sure to check the admissions requirements for all of your application schools, as well as any special programs to which you’d like to apply.

I plan on applying for scholarships.

If you are applying for scholarships, strong test scores can help make you a more competitive candidate. Many scholarships require an SAT or ACT score. ACT has compiled .

I am being recruited by a school.

If you are being recruited for an athletic team or for another reason, check with the coach or department to make sure you are fulfilling the requirements for admissions. Although you may not need test scores to help you stand out during the admissions process, the school might still have minimum standards you are required to meet.

I am applying for a specific program or major.

If you’re interested in applying to a specific program or major, such as engineering, architecture, or nursing, be aware that the program may have additional application requirements than the university as a whole. In some cases, the program might require you to submit test scores, even though the university itself is test-optional.

I am applying to a two-year college or trade school.

Attending a two-year college or trade school can be a great option. Be sure to check the admissions requirements of your desired program, but you probably don’t need to submit test scores.

If you plan on eventually transferring to a four-year college, do some research into the application process and requirements for transfers. It might still be a good idea to take the SAT or ACT to get it out of the way and keep your options open.

I am not yet sure what I want to do after high school.

If you’re not yet sure what you want to do after high school, that’s ok! Going right into a four-year college isn’t the right path for everyone. It can still be a good idea to take the SAT or ACT while the material is fresh to keep your options open.

When in doubt, take the test! Taking the SAT or ACT will help you keep your options open as you’re planning your future.

SAT and ACT Scores Can Help You Get Scholarships

College is expensive! Fortunately, many universities (and third-parties such as corporations and foundations) offer scholarships to cover part or all of the tuition and expenses. Merit-based scholarships are awarded to students for their academic achievements, which often include standardized test scores (even at test-optional schools). Higher ACT, SAT, or PSAT scores can make you more competitive for these scholarships.

Interested in learning more about scholarships?�� is a great place to start.

Not Submitting SAT and ACT Scores May Harm Your Chances

Naturally, many students may feel hesitant to prepare for a standardized test if they believe they don’t have to. The lure of a “test-optional” policy may convince students that there would be no benefit to submitting scores, or that less-than-perfect scores aren’t worth including.�� found that this was especially true for lower-income students and students from less well-known schools: “under test-optional policies, some less-advantaged students withhold test scores even in cases where providing the test score would be a significant positive signal to Admissions.”

It’s important to realize that “test-optional” does not mean that test scores aren’t regarded as a useful piece of information for admissions offices. In fact, not submitting a score may be a cause for concern, since the admissions team is looking for proof that you are ready to meet the rigorous standards and high expectations that their university demands. While many colleges don’t disclose details about the relative acceptance rates of students who submit scores versus students who do not submit scores,�� it seems that .��

SAT and ACT Scores May Be Required for Special Programs and Majors

As you put together your college list, it’s important to pay attention not just to the overall admissions policies of the school but also to any particular requirements for the specific schools, divisions, programs, or majors that might interest you. For example, at the same university, the School of Engineering might require test scores, the Music Department might require an audition, and the School of Journalism might ask for a writing portfolio.

As discussed in , test scores can also be a factor, especially if you’re applying to a popular major or competitive program, such as Education, Nursing, Engineering, Computer Science, Business, or Architecture. Sometimes, these special programs still require students to submit test scores even though the university is test optional overall. For example, but applicants to the College of Nursing’s program still need to submit SAT or ACT scores.��

SAT and ACT Scores Are an Important Part of Your Application

Admissions offices consider numerous factors when reviewing applications, so if you choose not to include test scores, you should ensure that you provide other evidence that reflects your potential. Remember what Yale admissions had to say about applications: there are many “pieces” to the application puzzle. What other pieces could you use that would effectively showcase what you have to offer?

Improving Your SAT and ACT is Possible

Test prep takes time. It’s a marathon, not a race, which is why it’s critical to decide sooner rather than later if you’re going to take the SAT or ACT. Significant gains can only be attained through time and consistent effort.��

The good news is that taking tests, like studying in general, is a skill that can be learned. This isn’t about having a naturally high IQ or inherent test-taking skills (if such a thing exists). With the , you can increase your test scores. Don’t let doubts about your abilities deter you from taking a test that could offer incontrovertible proof that you would be a good fit at your dream school.��

Regardless of your decision, keep in mind that you have more control over your test performance than you may think. With proper planning and enough practice, you can reach your testing goals.

In short, if you’re unsure whether or not to take the test—take it! SAT and ACT scores are an important part of your application (even at test-optional schools) and can unlock great educational opportunities.��

Get Started With Your SAT and ACT Prep Today

Digital SAT Practice

ACT Practice

Amanda Eakin

The post Do I need to take the SAT and ACT? A Guide for Students and Families appeared first on 91��.

Amanda Eakin, Author at 91����

A Guide to Digital SAT Grammar and Punctuation

Table of Contents

Which Choice Completes the Text So That It Conforms to the Conventions of Standard English?

Punctuation on the Digital SAT: Boundaries

Commas

Semicolons

Colons

Dashes

When Punctuation Isn’t Needed On the Digital SAT

Essential Elements

Between a Preposition and Its Complement

Between a Subject and a Verb

Closing Thoughts on Digital SAT Boundaries Questions

Grammar on the Digital SAT: Form, Structure, and Sense

Subject-Verb Agreement

Pronoun-Antecedent Agreement

Verb Forms

A Crash Course on Verb Tenses

Finite and Nonfinite Verb Forms

Subject-Modifier Placement

Plurals, Possessives, and Contractions

Plurals vs. Possessives

Possessives vs. Contractions

Final Thoughts on Digital SAT Standard English Conventions Questions

SAT Grammar Practice

Amanda Eakin

Literary References

Digital SAT Reading and Writing: Transitions

Which choice completes the text with the most logical transition?

Expression of Ideas

Common Transition Words on the Digital SAT

How to Tackle Transitions Questions on the Digital SAT

Closing Thoughts on Digital SAT Transitions Questions

Want more Digital SAT Practice?

Amanda Eakin

200+ Vocabulary Words to Know for the Digital SAT��

Table of Contents

Why Studying Vocabulary is Important for the Digital SAT

Words In Context Questions

Transitions Questions

Other Questions on the Reading and Writing Section

How to Study Vocabulary for the Digital SAT

Quizlet: Flashcards but Better!

��200+ Words to Know for the Digital SAT

Other Ways to Build Your Vocabulary

Ready to put your new vocab skills to the test?

Amanda Eakin

Do I need to take the SAT and ACT? A Guide for Students and Families

Introduction: The Role of Testing in Today’s Admissions Process

To Take Or Not To Take (The Test): That Is the Question

Self-Assessment

SAT and ACT Scores Can Help You Get Scholarships

Not Submitting SAT and ACT Scores May Harm Your Chances

SAT and ACT Scores May Be Required for Special Programs and Majors

SAT and ACT Scores Are an Important Part of Your Application

Improving Your SAT and ACT is Possible

Get Started With Your SAT and ACT Prep Today

Amanda Eakin

Amanda Eakin, Author at 91��