Barron's SAT, 26th edition (2012)

Part 3. TACTICS AND PRACTICE: CRITICAL READING

Chapter 6. The Writing Skills Questions

• Improving Sentences

• Identifying Sentence Errors

• Improving Paragraphs

• Common Grammar and Usage Errors



The questions in the writing skills sections test your ability to recognize clear, correct standard written English, the kind of writing your college professors will expect on the papers you write for them. You’ll be expected to know basic grammar, such as subject-verb agreement, pronounantecedent agreement, correct verb tense, correct sentence structure, and correct diction. You’ll need to know how to recognize a dangling participle and how to spot when two parts of a sentence are not clearly connected. You’ll also need to know when a paragraph is (or isn’t) properly developed and organized.

IMPROVING SENTENCES

The most numerous questions in the two writing skills sections involve spotting the form of a sentence that works best. In these improving sentences questions, you will be presented with five different versions of the same sentence; you must choose the best one. Here are the directions:

Some or all parts of the following sentences are underlined. The first answer choice, (A), simply repeats the underlined part of the sentence. The other four choices present four alternative ways to phrase the underlined part. Select the answer that produces the most effective sentence, one that is clear and exact, and blacken the appropriate space on your answer sheet. In selecting your choice, be sure that it is standard written English, and that it expresses the meaning of the original sentence.

Example:

The first biography of author Eudora Welty came out in 1998 and she was 89 years old at the time.

(A) and she was 89 years old at the time

(B) at the time when she was 89

(C) upon becoming an 89 year old

(D) when she was 89

(E) at the age of 89 years old

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Testing Tactics


TACTICS PREVIEW (IMPROVING SENTENCES)

  1. If you spot an error in the underlined section, eliminate any answer that also contains that error.

  2. If you don’t spot the error in the underlined section, look for changes in the answer choices.

  3. Make sure that all parts of the sentence are logically connected.

  4. Make sure that all parts of a sentence given in a series are similar in form.

TACTIC 1

If you spot an error in the underlined section, eliminate any answer that also contains that error.

If something in the underlined section of a sentence correction question strikes you as an obvious error, you can immediately ignore any answer choices that also contain the error. Remember, you still don’t have to be able to explain what is wrong. You just need to pick something that sounds correct. If the error you found in the underlined section is absent from more than one of the answer choices, look over those choices again to see if they add any new errors.

Being as I had studied for the test with a tutor, I was confident.

(A) Being as I had studied for the test

(B) Being as I studied for the test

(C) Since I studied for the test

(D) Since I had studied for the test

(E) Because I studied for the test

Since you immediately recognize that Being as is not acceptable as a conjunction in standard written English, you can eliminate choices A and B right away. But you also know that both Since and Because are perfectly acceptable conjunctions, so you have to look more closely at Choices C, D, and E. The only other changes these choices make are in the tense of the verb. Since the studying occurred before the taking of the test, the past perfect tense, had studied, is correct, so the answer is Choice D. Even if you hadn’t known that, you could have figured it out. Since Because and Since are both acceptable conjunctions, and since Choices C and E both use the same verb, studied, in the simple past tense, those two choices must be wrong. Otherwise, they would both be right, and the SAT doesn’t have questions with two right answers.

TACTIC 2

If you don’t spot the error in the underlined section, look for changes in the answer choices.

Sometimes it’s hard to spot what’s wrong with the underlined section in a sentence correction question. When that happens, turn to the answer choices. Find the changes in the answers. The changes will tell you what kind of error is being tested. When you substitute the answer choices in the original sentence, ask yourself which of these choices makes the sentence seem clearest to you. That may well be the correct answer choice.

Even the play’s most minor characters work together with extraordinary skill, their interplay creates a moving theatrical experience.

(A) their interplay creates a moving theatrical experience

(B) a moving theatrical experience is created by their interplay

(C) and their interplay creates a moving theatrical experience

(D) and a moving theatrical experience being the creation of their interplay

(E) with their interplay they create a moving theatrical experience

Look at the underlined section of the sentence. Nothing seems wrong with it. It could stand on its own as an independent sentence: Their interplay creates a moving theatrical experience. Choices B and E are similar to it, for both could stand as independent sentences. Choices C and D, however, are not independent sentences; both begin with the linking word and. The error needing correction here is the common comma splice, in which two sentences are carelessly linked with only a comma. Choice C corrects this error in the simplest way possible, adding the word and to tie these sentences together.

TACTIC 3

Make sure that all parts of the sentence are logically connected.

Not all parts of a sentence are created equal. Some parts should be subordinated to the rest, connected with subordinating conjunctions or relative pronouns, not just added on with and. Overuse of and frequently makes sentences sound babyish. Compare “We had dinner at the Hard Rock Cafe, and we went to a concert” with “After we had dinner at the Hard Rock Cafe, we went to a concert.”

The rock star always had enthusiastic fans and they loved him.

(A) and they loved him

(B) and they loving him

(C) what loved him

(D) who loved him

(E) which loved him

The original version of this sentence doesn’t have any grammatical errors, but it is a poor sentence because it doesn’t connect its two clauses logically. The second clause (“and they loved him”) is merely adding information about the fans, so it should be turned into an adjective clause, introduced by a relative pronoun. Choices D and E both seem to fit, but you know that which should never be used to refer to people, so Choice D is obviously the correct answer.

TACTIC 4

Make sure that all parts of a sentence given in a series are similar in form.

If they are not, the sentence suffers from a lack of parallel structure. The sentence “I’m taking classes in algebra, history, and how to speak French” lacks parallel structure. Algebra and history are nouns, names of subjects. The third subject should also be a noun: conversational French.

In this chapter we’ll analyze both types of questions, suggest useful techniques for tackling them, providing some sample items for you to try.

(A) suggest useful techniques for tackling them, providing some sample items for you to try

(B) suggest useful techniques for tackling them, providing some sample items which you can try

(C) suggest useful tactics for tackling them, and provide some sample items for you to try

(D) and suggest useful techniques for tackling them by providing some sample items for you to try

(E) having suggested useful techniques for tackling them and provided some sample items for you to try

To answer questions like this correctly, you must pay particular attention to what the sentence means. You must first decide whether analyzing, suggesting, and providing are logically equal in importance here. Since they are—all are activities that “we” will do—they should be given equal emphasis. Only Choice C provides the proper parallel structure.

TACTIC 5

Pay particular attention to the shorter answer choices.

(This tactic also applies to certain paragraph correction questions.) Good prose is economical. Often the correct answer choice will be the shortest, most direct way of making a point. If you spot no grammatical errors or errors in logic in a concise answer choice, it may well be right.

The turning point in the battle of Waterloo probably was Blucher, who was arriving in time to save the day.

(A) Blucher, who was arriving

(B) Blucher, in that he arrived

(C) Blucher’s arrival

(D) when Blucher was arriving

(E) that Blucher had arrived

Which answer choice uses the fewest words? Choice C, Blucher’s arrival. It also happens to be the right answer.

Choice C is both concise in style and correct in grammar. Look back at the original sentence. Strip it of its modifiers, and what is left? “The turning point . . . was Blucher.” A turning point is not a person; it is a thing. The turning point in the battle was not Blucher, but Blucher’s action, the thing he did. The correct answer is Choice C, Blucher’s arrival. Pay particular attention to such concise answer choices. If a concise choice sounds natural when you substitute it for the original underlined phrase, it’s a reasonable guess.

IDENTIFYING SENTENCE ERRORS

There are three different kinds of questions on the writing skills sections of the SAT: identifying sentence errors, improving sentences, and improving paragraphs. Almost half of them are identifying sentence errors questions in which you have to find an error in the underlined section of a sentence. You do not have to correct the sentence or explain what is wrong. Here are the directions.

The sentences in this section may contain errors in grammar, usage, choice of words, or idioms. Either there is just one error in a sentence or the sentence is correct. Some words or phrases are underlined and lettered; everything else in the sentence is correct.
   If an underlined word or phrase is incorrect, choose that letter; if the sentence is correct, select No error. Then blacken the appropriate space on your answer sheet.

Example:

The region has a climate 1 plants 1 rarely 1 more than twelve inches 1 1

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Testing Tactics


TACTICS PREVIEW (IDENTIFYING SENTENCE ERRORS)

1. Remember that the error, if there is one, must be in the underlined part of the sentence.

2. Use your ear for language.

3. Look first for the most common errors.

4. Remember that not every sentence contains an error.

TACTIC 1

Remember that the error, if there is one, must be in 
the underlined part of the sentence.

You don’t have to worry about making improvements that could be made in the rest of the sentence. For example, if you have a sentence in which the subject is plural and the verb is singular, you could call either one the error. But if only the verb is underlined, the error for that sentence is the verb.

See how the first tactic works in dealing with the following sentence.

If one follows the 1 Hatha Yoga, 1 the critical importance of physical purification 1 the body 1 the practice of higher meditation. 1

What’s wrong with the sentence above? The writer makes an abrupt, unnecessary shift in person, switching from the pronoun one (“one follows”) to the pronoun you (“you know”). There are two ways to fix this sentence. You can rewrite it like this:

If you follow the discipline of Hatha Yoga, you know the critical importance of physical purification to render the body fit for the practice of higher meditation.

You can also rewrite it like this:

If one follows the discipline of Hatha Yoga, one knows the critical importance of physical purification to render the body fit for the practice of higher meditation.

However, your job is not to rewrite the sentence. Your job is simply to spot the error, and that error must be in an underlined part. You know the shift in person is incorrect. That means the error is Choice B.

In answering error identification questions, focus on the underlined portions of the sentence. Don’t waste your time thinking of other ways to make the sentence work.

TACTIC 2

Use your ear for the language.

Remember, you don’t have to name the error, or be able to explain why it is wrong. All you have to do is recognize that something is wrong. On the early, easy questions in the set, if a word or phrase sounds wrong to you, it probably is, even if you don’t know why.

See if your ear helps you with this question.

1 I learned 1 the American colonies 1 how they organized the militia, and 1 1

The last part of this sentence probably sounds funny to you—awkward, strange, wooden. You may not know exactly what it is, but something sounds wrong here. If you followed your instincts and chose Choice D as the error, you would be right. The error is a lack of parallel structure. The sentence is listing three things you learned, and they should all be in the same form. Your ear expects the pattern to be the same. Since the first two items listed are clauses, the third should be too: “In my history class I learned why the American colonies opposed the British, how they organized the militia, and how the Continental Congress worked.”

TACTIC 3

Look first for the most common errors.

Most of the sentences will have errors. If you are having trouble finding mistakes, check for some of the more common ones: subject–verb agreement, pronoun–antecedent problems, misuse of adjectives and adverbs, dangling modifiers. But look for errors only in the underlined parts of the sentence.

Marilyn and 1 ran as 1 we could, but we missed our train, 1 made 1 late for work. 1

Imagine that you have this sentence, and you can’t see what is wrong with it. Start at the beginning and check each answer choice. I is part of the subject, so it is the right case: after all, you wouldn’t say “Me ran fast.” Fast can be an adverb, so it is being used correctly here. Which is a pronoun, and needs a noun for its antecedent. The only available noun is train, but that doesn’t make sense (the train didn’t make us late—missing the train made us late). So there is your error, Choice C.

TACTIC 4

Remember that not every sentence contains an error.

Ten to twenty percent of the time, the sentence is correct as it stands. Do not get so caught up in hunting for errors that you start seeing errors that aren’t there. If no obvious errors strike your eye and the sentence sounds natural to your ear, go with Choice E: No error.

IMPROVING PARAGRAPHS

In the improving paragraphs questions, you will confront a flawed student essay followed by six questions. In some cases, you must select the answer choice that best rewrites and combines portions of two separate sentences. In others, you must decide where in the essay a sentence best fits. In still others, you must choose what sort of additional information would most strengthen the writer’s argument. Here are the directions.

The passage below is the unedited draft of a student’s essay. Parts of the essay need to be rewritten to make the meaning clearer and more precise. Read the essay carefully.
   The essay is followed by six questions about changes that might improve all or part of the organization, development, sentence structure, use of language, appropriateness to the audience, or use of standard written English. In each case, choose the answer that most clearly and effectively expresses the student’s intended meaning. Indicate your choice by blackening the corresponding space on the answer sheet.

[1] Nowadays the average cost of a new home in San Francisco is over $500,000. [2] For this reason it is not surprising that people are talking about a cheaper new type of home called a Glidehouse. [3] The Glidehouse is a type of factory-built housing. [4] It was designed by a young woman architect named Michelle Kaufmann. [5] Michelle was disgusted by having to pay $600,000 for a fixer-upper. [6] So she designed a kind of a modular house with walls that glide.

Sentences 3, 4, and 5 (reproduced below) could best be written in which of the following ways?

The Glidehouse is a type of factory-built housing. It was designed by a young woman architect named Michelle Kaufmann. Michelle was disgusted by having to pay $600,000 for a fixer-upper.

(A) (Exactly as shown above)

(B) The Glidehouse typifies factory-built housing. A young woman architect named Michelle Kaufmann designed it, having been disgusted at having to pay $600,000 for a fixer-upper.

(C) The Glidehouse is a type of factory-built home, it was a young woman architect named Michelle Kaufmann who designed it because she resented having to pay $600,000 for a fixer-upper.

(D) An example of housing that has been built in a factory, the Glidehouse was the design of a young woman architect named Michelle Kaufmann whom having to pay $600,000 for a fixer-upper resented.

(E) The Glidehouse, a factory-built home, was designed by the architect Michelle Kaufmann, who resented having to pay $600,000 for a fixer-upper.

In the original essay, sentences 3, 4, and 5 are wordy and rely heavily on passive voice constructions. Read aloud, they sound choppy. Choice E combines these three simple sentences into a single sentence that is both coherent and grammatically correct.


Testing Tactics


TACTICS PREVIEW (IMPROVING PARAGRAPHS)

1. First read the passage; then read the questions.

2. First tackle the questions that ask you to improve individual sentences; then tackle the ones that ask you to strengthen the passage as a whole.

3. Consider whether the addition of signal words or phrases—transitions—would strengthen the passage or particular sentences within it.

4. When you tackle the questions, go back to the passage to verify each answer choice.

TACTIC 1

First read the passage; then read the questions.

Whether you choose to skim the student essay quickly or to read it closely, you need to have a reasonable idea of what the student author is trying to say before you set out to correct this rough first draft.

TACTIC 2

First tackle the questions that ask you to improve individual sentences; then tackle the ones that ask you to strengthen the passage as a whole.

In the sentence correction questions, you’ve just been weeding out ineffective sentences and selecting effective ones. Here you’re doing more of the same. It generally takes less time to spot an effective sentence than it does to figure out a way to strengthen an argument or link up two paragraphs.

TACTIC 3

Consider whether the addition of signal words or phrases— transitions—would strengthen the passage or particular sentences within it.

If the essay is trying to contrast two ideas, it might benefit from the addition of a contrast signal.

Contrast Signals: although, despite, however, in contrast, nevertheless, on the contrary, on the other hand.

If one portion of the essay is trying to support or continue a thought developed elsewhere in the passage, it might benefit from the addition of a support signal.

Support Signals: additionally, furthermore, in addition, likewise, moreover.

If the essay is trying to indicate that one thing causes another, it might benefit from the addition of a cause-and-effect signal.

Cause-and-Effect Signals: accordingly, as a result of, because, consequently, hence, therefore, thus.

Pay particular attention to answer choices that contain such signal words.

TACTIC 4

When you tackle the questions, go back to the passage to verify each answer choice.

See whether your revised version of a particular sentence sounds right in its context. Ask yourself whether your choice follows naturally from the sentence before.

COMMON GRAMMAR AND USAGE ERRORS

The Run-on Sentence or Comma Splice

I’m studying hard for the SAT, I hope to do well.

Correct this error by making two sentences instead of one:

I’m studying hard for the SAT. I hope to do well.

or by using a semicolon in place of the comma:

I’m studying hard for the SAT; I hope to do well.

or by proper compounding:

I’m studying hard for the SAT and hope to do well.

or by proper subordination:

Because I’m studying hard for the SAT, I hope to do well.

I’m studying hard for the SAT, so I hope to do well.

The Sentence Fragment

Because John was talking during the entire class, making it impossible for anyone to concentrate.

Do not be misled by how long this fragment is. A complete sentence must have a main clause. The conjunction Because is your clue that this is a dependent clause. Fix the fragment by deleting the conjunction or by adding a main clause.

Because John was talking during the entire class, making it impossible for anyone to concentrate, the teacher made him stay after school.

Error in the Case of a Noun or Pronoun

Mr. Chang caught us texting, so he took our cell phones from Lorena and (I, me).

Use the pronouns Iheshewethey, and who as subjects of sentences or predicate nominatives. Lorena and I were texting. (Subject of sentence) Use the pronouns mehimherthem, and whom as direct objects, indirect objects, or objects of prepositions. He took our cell phones from Lorena and me. (Object of preposition from)

Error in Subject–Verb Agreement

M.I.T., as well as Tufts and Stanford, (is/are) offering free university courses online.

Phrases starting with as well as or along with that come between the subject and the verb do not affect the verb. The subject is M.I.T., so the verb should be is offering.

There (is/are) hundreds of U.C. Berkeley classes available as podcasts and webcasts.

Sentences starting with There almost always have the subject after the verb. The subject of this sentence is hundreds, so the verb should be are.

Error in Pronoun–Number Agreement

Every one of the girls on the team (is/are) trying to do their best.

Every pronoun must have a specific noun or noun substitute for an antecedent, and it must agree with that antecedent in number (singular or plural). In this example, their refers to one and must be singular:

Every one of the girls on the team is trying to do her best.

Error in the Tense or Form of a Verb

After the sun set behind the hills, a cool breeze sprang up, bringing relief from the heat.

Make sure the verbs in a sentence appear in the proper sequence of tenses, so that it is clear what happened when. Since, according to the sentence, the breeze did not appear until after the sun had finished setting, the setting belongs in the past perfect tense:

After the sun had set behind the hills, a cool breeze sprang up, bringing relief from the heat.

Error in Logical Comparison

I can go to California or Florida. I wonder which is (best/better).

When comparing only two things, use the comparative form of the adjective, not the superlative:

I wonder which is better.

Comparisons must also be complete and logical.

The rooms on the second floor are larger than the first floor.

Compare rooms with rooms, not rooms with floors. Correct the error like this:

The rooms on the second floor are larger than those on the first floor.

Adjective and Adverb Confusion

She did (good/well) on the test.

They felt (bad/badly) about leaving their friends.

In the first example, when you are talking about how someone did, you want the adverb well, not the adjective good: She did well on the test.

In the second example, after a linking verb like feel you want a predicate adjective to describe the subject: They felt bad about leaving their friends.

Error in Modification and Word Order

Reaching for the book, the ladder slipped out from under him.

A participial phrase at the beginning of the sentence should describe the subject of the sentence. Since it doesn’t make sense to think of a ladder reaching for a book, this participle is left dangling with nothing to modify. The sentence needs some rewriting:

When he reached for the book, the ladder slipped out from under him.

Error in Parallelism

In his book on winter sports, the author discusses ice skating, hockey, and how to ski downhill.

Equal and similar ideas belong in similar form. This shows that they are equal. In this sentence, the author discusses three sports, and all three should be presented the same way:

In his book on winter sports, the author discusses ice skating, hockey, and downhill skiing.

Error in Diction or Idiom

The affects of the storm could be seen everywhere.

Your ear for the language will help you handle these errors, especially if you are accustomed to reading standard English. These questions test you on words that are frequently misused, on levels of usage (informal versus formal), and on standard English idioms. In this example, the verb affect, meaning “to influence,” has been confused with the noun effect, meaning “result.”

The effects of the storm could be seen everywhere.


Practice Exercises


The exercises that follow will give you practice in answering the three types of Writing Skills questions you’ll find on the test. When you have completed each exercise, check your answers against the answer key. Then, read the answer explanations for any questions you either answered incorrectly or omitted.

The sentences in this section may contain errors in grammar, usage, choice of words, or idioms. Either there is just one error in a sentence or the sentence is correct. Some words or phrases are underlined and lettered; everything else in the sentence is correct.
   If an underlined word or phrase is incorrect, choose that letter; if the sentence is correct, select No error. Then blacken the appropriate space on your answer sheet.

Example:

The region has a climate 1 plants 1 rarely 1 more than twelve inches 1 1

1

1. We were 1 1 the amusement park when John’s car 1 we 1 to postpone our outing.1

2. 1 the Student Council, the 1 slacks by 1 girls in school 1 1

3. 1 one of the dogs in the show 1 a 1 diet. 1

4. The major difficulty 1 the authorities 1 the reluctance of the people 1 they had been warned not 1 to the police. 1

5. If I 1 you, I would never permit 1 1 in such an 1 activity. 1

6. Stanford White, 1 is one of America’s 1 architects, 1 many famous buildings, 1 the original Madison Square Garden. 1

7. The notion 1 the 1 slavery 1 exist in a democratic society had no appeal to either the violent followers of John Brown 1 the peaceful disciples of Sojourner Truth. 1

8. Some students 1 watching videos to 1 because they feel 1 the presentation 1 information in a non-oral form. 1

9. 1 was so much conversation 1 me 1 I 1 hear the actors on the stage. 1

10. This book is 1 elementary; 1 neither you 1 1

11. In a way 1 may say 1 we 1 the 1 the Industrial Revolution. 1

12. 1 the books are 1 on the shelf, 1 are not arranged in 1 order. 1

13. The 1 my 1 from class 1 I was ill for three weeks. 1

14. 1 researchers, the weapons and work implements 1 Cro-Magnon hunters appear 1 “modern.” 1

15. Since we were caught 1 the 1 of Ms. Rivera’s remarks 1 some were shocked, 1 others were angry. 1

16. The committee 1 both 1 to speak at the assembly; 1 one of us will be able to talk. 1

17. The existence of rundown “welfare hotels” 1 homeless families 1 at enormous 1 the taxpayer provides a shameful 1 America’s commitment to house the poor. 1

18. If one 1 conditions in the Third World, 1 consider volunteering 1 the Peace Corps. 1

19. 1 the sun 1 the mountains, the valley became 1 and stifling. 1

20. 1 are both 1 but this one 1 1 1

21. Although the news 1 as a surprise 1 in the room, both Jane and Oprah tried to do 1 work 1 nothing had happened. 1

22. 1 well-known fashion designers have difficulty staying on top 1 1 and needs in the marketplace. 1

23. Arms control has been 1 for decades with the former Soviet Union, 1 solutions 1 the major powers. 1

24. Perhaps sports enthusiasts are realizing 1 jogging is 1 joints and tendons, for the 1 fad is 1 1

25. Technological advances 1 factual data to become obsolete within a 1 students should concentrate on 1 not facts. 1

26. 1 anyone cares 1 me in this campaign, 1 now or in the near future, 1 will be welcomed gratefully. 1

27. The poems 1 he occasionally 1 the fashionable world were 1 —stereotyped, bombastic, and 1 1

28. 1 the 1 teacher education came under public scrutiny, suggestions for 1 the profession 1 1

29. 1 the door was locked and bolted, the police 1 forced to 1 into the apartment 1 the bedroom window. 1

30. 1 remember 1 me offering me encouragement. 1

31. With special training, capuchin monkeys 1 quadriplegics 1 other handicapped individuals 1 11

32. 1 what had previously been reported, the conditions 1 the truce between Libya and Chad 1 the United Nations 1 not yet been revealed. 1

33. Avid readers generally either admire 1 dislike Ernest Hemingway’s journalistic 1 writing; 1 no opinion 1 1

34. In 1986, the nuclear disaster at Chernobyl 1 intense speculation 1 the long-term 1 radiation that continued for 1 a year. 1

35. Howard Hughes, 1 the subject of bizarre rumors 1 his extreme reclusiveness, was well-known as an aviator, industrialist, and 1 1

Some or all parts of the following sentences are underlined. The first answer choice, (A), simply repeats the underlined part of the sentence. The other four choices present four alternative ways to phrase the underlined part. Select the answer that produces the most effective sentence, one that is clear and exact, and blacken the appropriate space on your answer sheet. In selecting your choice, be sure that it is standard written English, and that it expresses the meaning of the original sentence.

Example:

The first biography of author Eudora Welty came out in 1998 and she was 89 years old at the time.

(A) and she was 89 years old at the time

(B) at the time when she was 89

(C) upon becoming an 89 year old

(D) when she was 89

(E) at the age of 89 years old

1

36. The child is neither encouraged to be critical or to examine all the evidence before forming an opinion.

(A) neither encouraged to be critical or to examine

(B) neither encouraged to be critical nor to examine

(C) either encouraged to be critical or to examine

(D) encouraged either to be critical nor to examine

(E) not encouraged either to be critical or to examine

37. The process by which the community influence the actions of its members is known as social control.

(A) influence the actions of its members

(B) influences the actions of its members

(C) had influenced the actions of its members

(D) influences the actions of their members

(E) will influence the actions of its members

38. Play being recognized as an important factor improving mental and physical health and thereby reducing human misery and poverty.

(A) Play being recognized as

(B) By recognizing play as

(C) Their recognizing play as

(D) Recognition of it being

(E) Play is recognized as

39. To be sure, there would be scarcely any time left over for other things if school children would have been expected to have considered all sides of every matter, on which they hold opinions.

(A) would have been expected to have considered

(B) should have been expected to have considered

(C) were expected to consider

(D) will be expected to have considered

(E) were expected to be considered

40. Using it wisely, leisure promotes health, efficiency and happiness.

(A) Using it wisely

(B) If it is used wisely

(C) Having used it wisely

(D) Because of its wise use

(E) Because of usefulness

41. In giving expression to the play instincts of the human race, new vigor and effectiveness are afforded by recreation to the body and to the mind.

(A) new vigor and effectiveness are afforded by recreation to the body and to the mind

(B) recreation affords new vigor and effectiveness to the body and to the mind

(C) there are afforded new vigor and effectiveness to the body and to the mind

(D) by recreation the body and the mind are afforded new vigor and effectiveness

(E) to the body and to the mind afford new vigor and effectiveness to themselves by recreation

42. Depending on skillful suggestion, argument is seldom used in advertising.

(A) Depending on skillful suggestion, argument is seldom used in advertising.

(B) Argument is seldom used in advertising, which depends instead on skillful suggestion.

(C) Skillful suggestion is depended on by advertisers instead of argument.

(D) Suggestion, which is more skillful, is used in place of argument by advertisers.

(E) Instead of suggestion, depending on argument is used by skillful advertisers.

43. When this war is over, no nation will either be isolated in war or peace.

(A) either be isolated in war or peace

(B) be either isolated in war or peace

(C) be isolated in neither war nor peace

(D) be isolated either in war or in peace

(E) be isolated neither in war or peace

44. Thanks to the prevailing westerly winds, dust blowing east from the drought-stricken plains travels halfway across the continent to fall on the cities of the East Coast.

(A) blowing east from the drought-stricken plains

(B) that, blowing east from the drought-stricken plains,

(C) from the drought-stricken plains and blows east

(D) that is from the drought-stricken plains blowing east

(E) blowing east that is from the plains that are drought-stricken

45. Americans are learning that their concept of a research worker toiling alone in a laboratory and who discovers miraculous cures has been highly idealized and glamorized.

(A) toiling alone in a laboratory and who discovers miraculous cures

(B) toiling alone in a laboratory and discovers miraculous cures

(C) toiling alone in a laboratory to discover miraculous cures

(D) who toil alone in the laboratory and discover miraculous cures

(E) has toiled alone hoping to discover miraculous cures

46. However many mistakes have been made in our past, the tradition of America, not only the champion of freedom but also fair play, still lives among millions who can see light and hope scarcely anywhere else.

(A) not only the champion of freedom but also fair play

(B) the champion of not only freedom but also of fair play

(C) the champion not only of freedom but also of fair play

(D) not only the champion but also freedom and fair play

(E) not the champion of freedom only, but also fair play

47. Examining the principal movements sweeping through the world, it can be seen that they are being accelerated by the war.

(A) Examining the principal movements sweeping through the world, it can be seen

(B) Having examined the principal movements sweeping through the world, it can be seen

(C) Examining the principal movements sweeping through the world can be seen

(D) Examining the principal movements sweeping through the world, we can see

(E) It can be seen examining the principal movements sweeping through the world

48. The FCC is broadening its view on what constitutes indecent programming, radio stations are taking a closer look at their broadcasters’ materials.

(A) The FCC is broadening its view on what constitutes indecent programming

(B) The FCC, broadening its view on what constitutes indecent programming, has caused

(C) The FCC is broadening its view on what constitutes indecent programming, as a result

(D) Since the FCC is broadening its view on what constitutes indecent programming

(E) The FCC, having broadened its view on what constitutes indecent programming

49. As district attorney, Elizabeth Holtzman not only had the responsibility of supervising a staff of dedicated young lawyers but she had the task of maintaining good relations with the police also.

(A) but she had the task of maintaining good relations with the police also

(B) but she also had the task of maintaining good relations with the police

(C) but also had the task of maintaining good relations with the police

(D) but she had the task to maintain good relations with the police also

(E) but also she had the task to maintain good relations with the police

50. Many politicians are now trying to take uncontroversial positions on issues; the purpose being to allow them to appeal to as wide a segment of the voting population as possible.

(A) issues; the purpose being to allow them to appeal

(B) issues in order to appeal

(C) issues, the purpose is to allow them to appeal

(D) issues and the purpose is to allow them to appeal

(E) issues; that was allowing them to appeal

The passage below is the unedited draft of a student’s essay. Parts of the essay need to be rewritten to make the meaning clearer and more precise. Read the essay carefully.

The essay is followed by six questions about changes that might improve all or part of the organization, development, sentence structure, use of language, appropriateness to the audience, or use of standard written English. In each case, choose the answer that most clearly and effectively expresses the student’s intended meaning. Indicate your choice by blackening the corresponding space on the answer sheet.

[1] Throughout history, people have speculated about the future. [2] Will it be a utopia? they wondered. [3] Will injustice and poverty be eliminated? [4] Will people accept ethnic diversity, learning to live in peace? [5] Will the world be clean and unpolluted? [6] Or will technology aid us in creating a trap for ourselves we cannot escape, for example such as the world in 1984? [7] At the start of each new century, these questions are in the back of our minds.

[8] Science fiction often portrays the future as a technological Garden of Eden. [9] With interactive computers, TVs and robots at our command, we barely need to lift a finger to go to school, to work, to go shopping, and education is also easy and convenient. [10] Yet, the problems of the real twentieth century seem to point in another direction. [11] The environment, far from improving, keeps deteriorating. [12] Wars and other civil conflicts breakout regularly. [13] The world’s population is growing out of control. [14] The majority of people on earth live in poverty. [15] Many of them are starving. [16] Illiteracy is a problem in most poor countries. [17] Diseases and malnourishment is very common. [18] Rich countries like the U.S.A. don’t have the resources to help the “have-not” countries.

[19] Instead, think instead of all the silly inventions such as tablets you put in your toilet tank to make the water blue, or electric toothbrushes. [20] More money is spent on space and defense than on education and health care. [21] Advancements in agriculture can produce enough food to feed the whole country, yet people in the U.S. are starving.

[22] Although the USSR is gone, the nuclear threat continues from small countries like Iraq. [23] Until the world puts its priorities straight, we can’t look for a bright future in the twenty-first century, despite the rosy picture painted for us by the science fiction writers.

51. In the context of paragraph 1, which of the following is the best revision of sentence 6?

(A) Or will technology create a trap for ourselves from which we cannot escape, for example the world in 1984?

(B) Or will technology aid people in creating a trap for themselves that they cannot escape; for example, the world in 1984?

(C) Or will technology create a trap from which there is no escape, as it did in the world in 1984?

(D) Or will technology trap us in an inescapable world, for example, it did so in the world of 1984?

(E) Perhaps technology will aid people in creating a trap for themselves from which they cannot escape, just as they did it in the world of 1984.

52. With regard to the essay as a whole, which of the following best describes the writer’s intention in paragraph 1?

(A) To announce the purpose of the essay

(B) To compare two ideas discussed later in the essay

(C) To take a position on the essay’s main issue

(D) To reveal the organization of the essay

(E) To raise questions that will be answered in the essay

53. Which of the following is the best revision of the underlined segment of sentence 9 below? [9] With interactive computers, TVs and robots at our command, we barely need to lift a finger to go to school, to work, to go shopping, and education is also easy and convenient.

(A) and to go shopping, while education is also easy and convenient

(B) to go shopping, and getting an education is also easy and convenient

(C) to go shopping as well as educating ourselves are all easy and convenient

(D) to shop, and an easy and convenient education

(E) to shop, and to get an easy and convenient education

54. Which of the following is the most effective way to combine sentences 14, 15, 16, and 17?

(A) The majority of people on earth are living in poverty and are starving, with illiteracy, and disease and being malnourished are also a common problems.

(B) Common problems for the majority of people on earth are poverty, illiteracy, diseases, malnourishment, and many are illiterate.

(C) The majority of people on earth are poor, starving, sick, malnourished and illiterate.

(D) Common among the poor majority on earth is poverty, starvation, disease, malnourishment, and illiteracy.

(E) The majority of the earth’s people living in poverty with starvation, disease, malnourishment and illiteracy a constant threat.

55. In the context of the sentences that precede and follow sentence 19, which of the following is the most effective revision of sentence 19?

(A) Instead they are devoting resources on silly inventions such as tablets to make toilet tank water blue or electric toothbrushes.

(B) Instead, they waste their resources on producing silly inventions like electric toothbrushes and tablets for bluing toilet tank water.

(C) Think of all the silly inventions: tablets you put in your toilet tank to make the water blue and electric toothbrushes.

(D) Instead, tablets you put in your toilet tank to make the water blue or electric toothbrushes are examples of useless products on the market today.

(E) Instead of spending on useful things, think of all the silly inventions such as tablets you put in your toilet tank to make the water blue or electric toothbrushes.

56. Which of the following revisions would most improve the overall coherence of the essay?

(A) Move sentence 7 to paragraph 2

(B) Move sentence 10 to paragraph 1

(C) Move sentence 22 to paragraph 2

(D) Delete sentence 8

(E) Delete sentence 23

Answer Key

  1. A

  2. C

  3. B

  4. D

  5. E

  6. C

  7. D

  8. B

  9. B

10. D

11. E

12. B

13. D

14. C

15. B

16. B

17. D

18. C

19. B

20. D

21. C

22. E

23. D

24. D

25. C

26. D

27. E

28. D

29. E

30. C

31. E

32. D

33. D

34. A

35. D

36. E

37. B

38. E

39. C

40. B

41. B

42. B

43. D

44. A

45. C

46. C

47. D

48. D

49. C

50. B

51. C

52. E

53. E

54. C

55. B

56. C

Answer Explanations

  1. (A) Error in diction. Should be all ready. All ready means the group is ready; already means prior to a given time, previously.

  2. (C) Error in pronoun case. Should be us. The expression us girls is the object of the preposition by.

  3. (B) Error in subject–verb agreement. Should be requires. Verb should agree with the subject (each one).

  4. (D) Should be to say anything. Not to say nothing is a double negative.

  5. (E) Sentence is correct.

  6. (C) Error in subject–verb agreement. Since the subject is Stanford White (singular), change have designed to has designed.

  7. (D) Error in use of correlatives. Change nor to or. The correct form of the correlative pairs either with or.

  8. (B) Error in parallel structure. Change textbooks to reading textbooks. To have parallel structure, the linked sentence elements must share the same grammatical form.

  9. (B) Error in diction. Change in back of to behind.

10. (D) Error in pronoun case. Should be me. Pronoun is the object of the verb can help.

11. (E) Sentence is correct.

12. (B) Error in diction. Should be all together. All together means in a group; altogether means entirely.

13. (D) Improper use of because. Change to that The reason . . . was that . . . . ).

14. (C) Incorrect verbal. Change the participle being to the infinitive to be.

15. (B) Error in diction. Change affect (a verb meaning to influence or pretend) to effect (a noun meaning result).

16. (B) Error in pronoun case. Should be me. Subjects of infinitives are in the objective case.

17. (D) Error in idiom. Change commentary of to commentary on.

18. (C) Shift in personal pronoun. Replace you should either with one should or with he or she should.

19. (B) Should be had risen. The past participle of the verb to rise is risen.

20. (D) Error in comparison of modifiers. Should be better. Do not use the superlative when comparing two things.

21. (C) Error in pronoun–number agreement. Should be their instead of her. The antecedent of the pronoun is Jane and Oprah (plural).

22. (E) Sentence is correct.

23. (D) Error in diction. Change alluding (meaning to refer indirectly) to eluding (meaning to evade).

24. (D) Confusion of verb and gerund (verbal noun). Change is being walking to is walking.

25. (C) Error in coordination and subordination. Change yet to therefore or another similar connector to clarify the connection between the clauses.

26. (D) Error in pronoun–number agreement. Should be he or she. The antecedent of the pronoun is anyone (singular).

27. (E) Sentence is correct.

28. (D) Error in sequence of tenses. Change are abounding to have abounded. The present perfect tense talks about an action that occurs at one time, but is seen in relation to another time.

29. (E) Sentence is correct.

30. (C) Error in pronoun case. Should be your. The pronoun modifying a gerund (verbal noun) should be in the possessive case.

31. (E) Sentence is correct.

32. (D) Error in subject–verb agreement. Since the subject is conditions (plural), change has to have.

33. (D) Error in pronoun. Since the sentence speaks about Hemingway’s style rather than about Hemingway, the phrase should read of it, not of him.

34. (A) Error in sequence of tenses. Change has aroused to aroused. The present perfect tense (has aroused) is used for indefinite time. In this sentence, the time is defined as the better part of a year.

35. (D) Lack of parallel structure. Change for producing motion pictures to motion picture producer.

36. (E) This question involves two aspects of correct English. Neither should be followed by nor; either by or. Choices A and D are, therefore, incorrect. The words neither . . . nor and either . . . or should be placed before the two items being discussed— to be critical and to examine. Choice E meets both requirements.

37. (B) This question tests agreement. Errors in subject–verb agreement and pronoun–number agreement are both involved. Community (singular) needs a singular verb, influences. Also, the pronoun that refers to community should be singular (its).

38. (E) Error in following conventions. This is an incomplete sentence or fragment. The sentence needs a verb to establish a principal clause. Choice E provides the verb (is recognized) and presents the only complete sentence in the group.

39. (C) Would have been expected is incorrect as a verb in a clause introduced by the conjunction ifHad been expected or were expected is preferable. To have considered does not follow correct sequence of tense and should be changed to to consider.

40. (B) Error in modification and word order. One way of correcting a dangling participle is to change the participial phrase to a clause. Choices B and D substitute clauses for the phrase. However, Choice D changes the meaning of the sentence. Choice B is correct.

41. (B) Error in modification and word order. As it stands, the sentence contains a dangling modifier. This is corrected by making recreation the subject of the sentence, in the process switching from the passive to the active voice. Choice E also provides a subject for the sentence; however, the meaning of the sentence is changed in Choice E.

42. (B) Error in modification and word order. As presented, the sentence contains a dangling participle, depending. Choice B corrects this error. The other choices change the emphasis presented by the author.

43. (D) Error in word order. Either . . . or should precede the two choices offered ( in war and in peace ).

44. (A) Sentence is correct.

45. (C) Error in parallelism. In the underlined phrase, you will find two modifiers of worker-toiling and who discovers. The first is a participial phrase and the second a clause. This results in an error in parallel structure. Choice B also has an error in parallel structure. Choice C corrects this by eliminating one of the modifiers of worker. Choice D corrects the error in parallel structure but introduces an error in agreement between subject and verb— who(singular) and toil (plural). Choice E changes the tense and also the meaning of the original sentence.

46. (C) Error in parallelism. Parallel structure requires that not only and but also immediately precede the words they limit.

47. (D) Error in modification and word order. Choices A, B, and E are incorrect because of the dangling participle. Choice C is incoherent. Choice D correctly eliminates the dangling participle by introducing the subject we.

48. (D) Error in comma splice. The punctuation in Choices A and C creates a run-on sentence. Choices B and E are both ungrammatical. Choice D corrects the run-on sentence by changing the beginning clause into the adverb clause that starts with the subordinating conjunction since.

49. (C) Error in parallelism. Since the words not only immediately precede the verb in the first half of the sentence, the words but also should immediately precede the verb in the second half. This error in parallel structure is corrected in choice C.

50. (B) Error in coordination and subordination. The punctuation in Choices A, C, D, and E creates an incomplete sentence or fragment. Choice B corrects the error by linking the elements with in order to.

51. (C) Choice A is awkward and shifts the pronoun usage in the paragraph from third to first person. Choice B is awkward and contains a semicolon error. A semicolon is used to separate two independent clauses. The material after the semicolon is a sentence fragment. Choice C is succinctly and accurately expressed. It is the best answer. Choice D contains a comma splice between world and for. A comma may not be used to join two independent clauses. Choice E is awkwardly expressed and contains the pronoun it, which lacks a clear referent.

52. (E) Choice A indirectly describes the purpose of paragraph 1 but does not identify the writer’s main intention. Choices B, C, and D fail to describe the writer’s main intention. Choice E accurately describes the writer’s main intention. It is the best answer.

53. (E) Choice A is grammatically correct but cumbersome. Choice B contains an error in parallel construction. The clause that begins and getting is not grammatically parallel to the previous items on the list. Choice C contains a mixed construction. The first and last parts of the sentence are grammatically unrelated. Choice D contains faulty parallel structure. Choice E is correct and accurately expressed. It is the best answer.

54. (C) Choice A is wordy and awkwardly expressed. Choice B contains an error in parallel structure. The clause and many are illiterate is not grammatically parallel to the previous items on the list of problems. Choice C is concise and accurately expressed. It is the best answer. Choice D is concise, but it contains an error in subject–verb agreement. The subject is poverty, starvation . . . etc., which requires a plural verb; the verb is is singular. Choice E is a sentence fragment; it has no main verb.

55. (B) Choice A contains an error in idiom. The standard phrase is devoting to, not devoting on. Choice B ties sentence 19 to the previous sentence and is accurately expressed. It is the best answer. Choice C fails to improve the coherence of the paragraph. Choice D is unrelated to the context of the paragraph. Choice E is insufficiently related to the context of the paragraph.

56. (C) Choice A should stay put because it provides a transition between the questions in paragraph 1 and the beginning of paragraph 2. Choice B is a pivotal sentence in paragraph 2 and should not be moved. Choice C fits the topics of paragraph 2, therefore, sentence 22 should be moved to paragraph 2. Choice C is the best answer. Choice D is needed as an introductory sentence in paragraph 2. It should not be deleted. Choice E provides the essay with a meaningful conclusion and should not be deleted.