-
- Math
- Science
- Business
- AP Exams
- By Grade Level
-
- San Diego
- Berkeley
- Salt Lake City
- Denver
The punctuation and grammar patterns the digital SAT tests, each with a right-vs-wrong example that highlights exactly what changes the answer, plus how to spot each one in the answer choices. Free, from the tutors at High Performance Tutoring.
A complete sentence needs a subject and a verb, and it must be able to stand on its own. The subject tells who or what the sentence is about. The verb tells what the subject does or what state it is in.
Analyzed the samples.
"Analyzed" is a verb, but nothing says who analyzed the samples. On its own, this is a fragment.
The researcher in the lab.
"The researcher" is a subject, but nothing says what the researcher does or is. This is a fragment.
The researcher analyzed the samples.
Subject: the researcher. Verb: analyzed. It can stand alone, so it is a complete sentence.
Because the researcher analyzed the samples.
It has a subject and a verb, but "because" makes it depend on another idea, so it can't stand alone. Fix: "Because the researcher analyzed the samples, the team found the error."
Before choosing punctuation, check what is on each side of the gap: a complete sentence, a dependent clause, or just part of a sentence. Then pick the mark whose job fits.
Joins two closely related complete sentences.
Separates list items that already contain commas. Here it splits three places, not three sentences.
A single dash after a complete sentence introduces an explanation, example, or list.
Two dashes fence off extra information in the middle of a sentence. Remove it and "Maya won the award" still stands.
Introduces a list, an example, or an explanation. What comes before it must be a complete sentence.
Four common jobs, never just a pause:
When the SAT puts two complete sentences side by side, every option for the gap is always, sometimes, or never correct.
Both sides can stand alone. Now decide what can go in the gap:
However, therefore, and moreover can't join two sentences with a comma. Use a semicolon (or a period) before them.
What comes before a colon must be a complete sentence, so no colon right after a verb like "includes" or after "such as."
On the SAT, every comma needs a job. A comma marks a rule, not a pause, so when you can't name the rule, leave it out.
The Comma card above shows the four jobs. On a question, ask which job the comma is doing:
Are there three or more items? Put a comma between the items.
Does the phrase add detail rather than tell you which one? In the middle of a sentence, fence it on both sides.
Can the words on both sides stand alone as sentences? If so, put a comma before the joining word.
Find where the opening clause or phrase ends and the main sentence begins. The comma goes at that seam.
A comma splice. Use a period, a semicolon, or a comma plus a FANBOYS word.
A single comma never separates a subject from its verb, even a long subject.
The clause tells you which students improve. With commas it claims that all students study daily. Identifying information takes no commas.
Don't cut a phrase off from the word it completes.
Extra information in the middle of a sentence is fenced on both sides by a matching pair of commas, dashes, or parentheses.
My brother, a doctor, lives in Ohio.
My brother — a doctor — lives in Ohio.
My brother (a doctor) lives in Ohio.
A verb must match its subject in number. The whole game is finding the real subject, which the SAT hides behind other words.
| Subject | Verb | Sentence |
|---|---|---|
| The student | studies | The student studies daily. |
| The student | is | The student is ready. |
| The student | has | The student has a notebook. |
| The student | was | The student was early. |
| Subject | Verb | Sentence |
|---|---|---|
| The students | study | The students study daily. |
| The students | are | The students are ready. |
| The students | have | The students have notebooks. |
| The students | were | The students were early. |
A phrase between the subject and the verb doesn't change the verb's number.
Two subjects joined by "and" take a plural verb.
When subjects are joined by "or" or "nor," the verb agrees with the one closest to it.
A group acting as a unit (team, committee, company) takes a singular verb.
These take a singular verb, even when a plural phrase follows.
In sentences that start with "there" or "here," find the subject after the verb.
Every sentence needs a main verb in the right form, and its tense must fit the time the sentence describes.
An "-ing" word or a "to" verb can't be the only verb in a sentence.
Actions in the same time frame take the same tense.
Use had + past participle for an action already completed by a later past moment. Don't add "had" just because one event came first; simple past can tell a clear sequence.
An action that started in the past and continues now takes has/have + past participle.
For something contrary to fact, use "were," not "was."
A pronoun must match the noun it stands for and take the right form for its job in the sentence.
A pronoun's job in the sentence decides its form.
Who or what the sentence (or clause) is about. Usually who or what does the action.
She thanked him.
She is the subject: she did the thanking.
Receives a verb's action, or comes after a preposition such as to, for, with, or between.
She thanked him. She spoke with him.
In the first sentence, him receives the thanks; in the second, him follows "with."
| Person | Subject | Object | Possessive |
|---|---|---|---|
| 1st person singular | I | me | my / mine |
| 2nd person singular | you | you | your / yours |
| 3rd person singular | he | him | his / his |
| 3rd person singular | she | her | her / hers |
| 3rd person singular | it | it | its / — |
| 1st person plural | we | us | our / ours |
| 2nd person plural | you | you | your / yours |
| 3rd person plural | they | them | their / theirs |
| Relative / question | who | whom | whose / whose |
Match the pronoun to the noun it replaces. A single organization or group acting as one (company, team, city) takes "it" and "its"; plural nouns take "they" and "their."
Use the Subject column above for subjects and the Object column for objects. With two people, drop the other one: "The award went to me," not "to I."
"Who" is a subject; "whom" is an object. Test only the clause it starts: "she admired him," so "whom."
"That" can't introduce extra information set off by commas. Use "which."
An apostrophe shows possession or marks a contraction. Most errors are a swapped contraction or an apostrophe in the wrong spot.
For a single owner, add an apostrophe plus s.
For a plural that already ends in s, add only the apostrophe.
Plurals that don't end in s (children, people, women) take 's.
The apostrophe form is always a contraction: it's = it is or it has, they're = they are, you're = you are, who's = who is or who has. The possessive has no apostrophe.
Don't add an apostrophe merely to make an ordinary noun plural.
A describing phrase must sit next to the thing it describes. When it drifts, the sentence says something you didn't mean.
An opening phrase describes whatever comes right after the comma.
Words like only, almost, and just change the meaning depending on where they sit. Intended meaning here: she drove them on most days.
Adjectives describe nouns; adverbs describe verbs, adjectives, and other adverbs.
Items in a list or pair must share the same form, and a comparison must compare like with like.
Every item in a series takes the same grammatical form.
Not only/but also, either/or, and both/and must join matching forms.
Compare a thing to the same kind of thing. "That of" or "those of" often fixes it.
Use the comparative for two and the superlative for three or more.
Transition questions ask for the logical link between two ideas. Read both, name the relationship in a word, then find the transition that names it.
furthermore, moreover, in addition, also, besides
similarly, likewise, in the same way
however, nevertheless, on the other hand, still, yet, on the contrary (flatly contradicts what came before)
instead, rather
therefore, thus, consequently, as a result, hence
for example, for instance, in particular
in other words, that is, namely, specifically
first, next, then, subsequently, finally, meanwhile (at the same time)
admittedly, granted, of course, to be sure
in short, overall, ultimately, in conclusion
Not a major SAT topic, but worth keeping straight in your own writing. (Its/it's, their/they're, and who/whom are covered above.)
Official sources: SAT Reading and Writing section. Test rules and policies can change; check College Board before test day.
Book a free 30-minute consultation to get started. We'll review your student's goals and target score, recommend the right SAT program, and map out the path to a higher score.
★★★★★“David took the ACT and SAT each only once after his tutoring, and he was accepted to Harvard.”
Katherine K., Salt Lake City Parent
Prefer to talk? Call (801) 508-4080
30 Minutes • Phone or Zoom • No Travel Needed
Has your student taken the test before?
How would you like to meet?
Pick a date & time
Choose a time
No open times in the next two weeks. Please call us at (801) 508-4080 and we'll find a time.
Confirm your free consultation
Enter your details and we'll lock in the time you picked.
To keep times open for real families, we'll text you a 6-digit code. Confirm it on the next step and your consultation is booked.
No payment required. You can reschedule or cancel anytime from your confirmation email.
Check your phone
We texted a 6-digit code to . Enter it to confirm it's you and lock in your consultation.
We look forward to talking with you. Check your email for the details.
Create your free account → Reschedule or cancelWe have your information and a member of our team will reach out to schedule your consultation. If you'd like to talk sooner, call us at (801) 508-4080.
Rated 4.9 · 3,700+ students served
*Our best students have improved 300+ points on the SAT. Most students who complete our programs gain 150 to 300 points. Individual results vary with starting score, effort, and time invested.
