Download sat writing section overview

SAT WRITING SECTION OVERVIEW
Shout out to Ms. Sullivan! Holla!
THE WRITING SECTION of the SAT has four major components:
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Essay
Identifying sentence errors
Improving sentences
Improving paragraphs
Grammar & Usage Errors
THE SAT ESSAY assesses your ability to develop and express ideas effectively. It evaluates your ability to do
college-level writing. College-level writing asks that you:
 develop a point of view.
 present ideas logically and clearly.
 use precise language.
You’re not expected to be an expert in a particular field, but the topic of the essay (given in the prompt) does allow
you to support your ideas by using what you’ve learned from coursework, your readings outside of school, and your
life experiences in or out of school.
The Basics: You will be given 25 minutes to respond to an essay topic. Key things to keep in mind:
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The essay topic will be general enough for you to respond to without needing advanced knowledge of a specific
topic. The essay readers will not be looking for one correct answer. You may support a viewpoint that is
described in the prompt, or you may develop a different viewpoint.
The essay topic will be drawn from a wide range of fields of interest: literature, art, sports, politics, technology,
science, history, current events, your own LIFE experiences).
Organization:
Introduction: write a short introduction with a clear thesis; it may help you to write your thesis as the last sentence
of your first paragraph. Do not just repeat the prompt; clearly indicate your position on the topic.
Paragraphs: This does not have to be a typical 5-paragraph essay. Number of paragraph is not as important as
effectiveness of paragraphs. It is better to write four well-developed paragraphs, than five somewhat developed
paragraphs. The readers will look for your paragraphs to develop/prove your thesis; they will also look that you
effectively transition from one thought to another.
Before you start writing:
1. Be sure that you understand what the prompt is asking you to do.
2. Take notice of key words and phrases in the prompt.
3. Think about the key words in the prompt; decide on the position you will take.
I suggest you spend 3-4 minutes writing a quick outline to help you think about your position and focus your essay.
It is better to plan for 3 minutes and write a great essay, rather than start writing an unfocused essay.
RUBRIC: They grade you holistically and try to reward you for what you do well. You have two scorers; they grade
you 1-6 and add their two scores together. See sample essays, scoring commentary and the full rubric at:
http://sat.collegeboard.com/scores/sat-essay-scoring-guide. Note especially the differences between 4, 5 and 6.
GRAMMAR & USAGE ERRORS (aka “Megablunders”)
A) FRAGMENT: A sentence fragment is defined as a structure that has been punctuated as if it was a
sentence BUT that does not contain a main clause.
Sentence fragments most often come in the following forms:
1. An extended noun phrase
Example: A teacher who has the false reputation of being extremely hard because of all the homework she
gives
Correct: Mrs. Donohue is a teacher who has the false reputation of being extremely hard because of all the
homework she gives.
2. An extended adverb phrase
Example: Although the rhinoceros, the largest of all the animals that dwell in water caves at the zoo, is a
lethargic creature
Correct: The rhinoceros, the largest of all the animals that dwell in water caves at the zoo, is a lethargic
creature.
3. An extended participial phrase
Example: Thrilled by the prospect that she would be attending Georgetown, the college she had deemed her
favorite earlier in the year
Correct: She was thrilled by the prospect that she would be attending Georgetown, the college she had
deemed her favorite earlier in the year.
There are three common ways to correct a fragment:
a. Add a main clause
b. Remove subordinating words
c. Add a subject and change the verbal to the main verb
B) RUN-ONS – A run-on sentence has far more to do with punctuation than with the number of words.
Run-on sentence notes:
1. Unless they are connected by a coordinating conjunction (FANBOYS), main clauses require a full
stop between them. Full stops include the period, the semi-colon, the colon, the question mark, the
exclamation point, or the dash.
Example: She started crying hysterically at lunch, it was a very bad day
Correct: She started crying hysterically; it was a very bad day. (a)
She started crying hysterically. It was a very bad day. (a-less preferred because simple
sentences are usually not as clear as compound or complex sentences which show the
relationship between the two clauses).
She started crying hysterically because it was a very bad day. (b)
She started crying hysterically, for it was a very bad day. (c)
2. Somewhat surprisingly, main clauses connected by a conjunctive adverb also require a full stop
between them. (however; therefore; moreover)
Example: The Red Sox have a lot of big name players this year, therefore they should have a shot at
winning the World Series.
Correct: The Red Sox have a lot of big name players this year; therefore, they should have a shot at
winning the World Series.
How to correct RUN-ONS:
a. Strengthen the punctuation
b. Subordinate one of the clauses
c. Insert a coordinating conjunction between the clauses or replace a conjunctive adverb with a
coordinating conjunction.
C) PRONOUN REFERENCE- Each pronoun must refer clearly back to one noun.
A pronoun reference error usually falls into one of two categories:
Ambiguous Pronoun Reference: When the reference is ambiguous, the pronoun could logically refer to
more than one noun.
Example: Ms. Sullivan and Sarah decided that she should wear jeans and a black shirt to the restaurant
that night.
Correct: Ms. Sullivan and Jackie decided that Jackie should wear jeans and a black shirt to the restaurant
that night.
How to correct Ambiguous Pronoun Reference:
a. Replace the pronoun with the noun it was intended to replace
b. Less awkward / More graceful
General Pronoun Reference: The pronoun reference refers to no noun at all; it refers instead to an idea
that is spread out over an entire clause or more.
Example: I have two tests and a paper due on the same day; this makes me angry.
Correct: I have two tests and a paper due on the same day; this bad timing makes me angry.
Correct: I am angry that I have two tests and a paper due on the same day.
How to correct general Pronoun Reference:
a. Add a noun that converts the pronoun to a demonstrative adjective
b. Remove the offending pronoun from the sentence: no pronoun, no PR error
c. Alternatively, you can recast the sentence so that the pronoun has a clear antecedent
D) AGREEMENT (Pronoun/Antecedent & Subject/Verb) - Agreement is the matching of certain
grammatical features, particularly number. Singulars go with singulars. Plurals go with plurals.
Two common grammatical relationships require agreement:
1. The relationship of subject to verb
Example: My favorite of all candies, both chocolate and fruity, are Wildberry Skittles.
Correct: My favorite of all candies, both chocolate and fruity, is Wildberry Skittles.
FAVORITE is singular; IS is singular
2. The relationship of noun to pronoun or possessive adjective
Example: Everyone going to the game tonight should bring their jacket.
Correct: Everyone going to the game tonight should bring his or her jacket.
How to correct AGREE:
a.
When the subject disagrees with the verb, the solution is simply to change the number of one or the
other.
b. One common fix is to change a singular noun to a plural so that later plurals can agree with it.
E) PARALLELISM - Ideas in pairs, or in a series, should be expressed in similar grammatical structures. Several
conditions require parallel structure. To avoid PARALLELISM, you need to recognize these four conditions:
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Ideas connected by coordinating conjunctions should be parallel.
Example: Flying in airplanes and when I see a mouse are the two things that genuinely petrify
me.
Correct: Flying in airplanes and seeing a mouse are the two things that genuinely petrify me.
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Ideas connected by correlating conjunctions should be parallel.
Example: I am happy not only to be teaching high school English but also because I coach and
advise great kids.
Correct: I am happy not only to be teaching high school English, but also to be coaching and
advising great kids.
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Ideas in a series should be parallel.
Example: The chores I have to do this afternoon include sweeping the floor, washing the
dishes, making my bed, and I also have to dust the furniture.
Correct: The chores I have to do this afternoon include sweeping the floor, washing the dishes,
making my bed, and dusting the furniture.
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Ideas that are compared or contrasted should be parallel.
Example: I like to exercise at the gym more than running outdoors.
Correct: I like to exercise at the gym more than I like running outdoors.
F) CASE - When a pronoun is used as a SUBJECT, or a PREDICATE NOUN, it is in the subject case. When a
pronoun is used as the OBJECT of a VERB or the OBJECT of a PREPOSITION, it is used in the object case.
Nominative/Subjective Pronouns
subjects or predicate nominatives
I
he
she
we
they
who
whoever
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o
Correct: Fiona, Maeve, Siobhan and I are all going to the concert tonight. (I = subject)
Correct: Even though she tries harder than me, I am much smarter than she. (implied subject of
new clause- think: than she is)
Correct: I think it was they who pulled the fire alarm. (they=predicate nominative)
Direct objects, indirect objects, objects of prepositions and objects of verbals require objective case
pronouns to replace them.
o
o
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me
him
her
us
them
whom
whomever
Subjects and predicate nominatives require NOMINATIVE (think: noun-atatives) case pronouns
o
o
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Object Pronouns
objects of verbals; objects of preposition
Compound direct objects: My mom gave Pat, Johanna and me presents for Easter.
Compound objects of prepositions: I really hope that you come with Pat, Johanna and me to
the game.
 MOST COMMON: “Between you and ME” (object of the preposition)
The M Test
o
To test whether WHO or WHOM is correct, replace the interrogative (answer the question)
pronoun or relative pronoun with another personal pronoun.
o
Who is going to the prom? He is going to the prom.
 He--Who
o
WhoM are you going to the prom with? (I am going with HIM)
 Him—Whom
o
You like whom? (Think: You like him?)
How to correct CASE:
o
o
o
The key to using correct pronoun case is to distinguish between subjects and objects, in other
words, how the word is being used in the sentence.
Pronoun case errors can always be corrected simply by changing the form of the relevant word.
Difficulty only arises when the syntax of the sentence becomes more complex. Watch out for
double objects, and objects of prepositions.
G) MISPLACED MODIFIERS
A modifier is a word that changes or modifies the meaning of another word in a sentence. In general, modifiers
should be placed close to the word they modify. Adverbial modifiers, though more free to move around a
sentence than adjectives, must at least be closer to the word that they do modify than to any other word that
they might modify.
The adverb only is misplaced more than it is placed correctly. It tends to gravitate toward the main verb in a
sentence even though it more logically belongs with the subordinate clause or with an expression of number or
amount.
Example: He only kicked that ball twenty yards.
Correct: He kicked that ball only twenty yards.
(What does it mean to only kick?)
(only modifies the distance)
Adjective clauses follow a strict rule in their placement: they must immediately follow the noun that they
modify.
Example: Mr. and Mrs. Cohen chose a village for their new home with about 4000 residents.
Correct: Mr. and Mrs. Cohen chose a village with about 4000 residents for their new home.
How to correct MISPLACED MODIFIERS:
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To correct an MM, you need to move something; and you need to make sure that the movement does not
create a new problem.
The basic principle, of course, is to move the offending modifier closer to the word it modifies. A single
adverb can often go right with its verb.
H) DANGLING MODIFIER
Modifiers MUST have something to modify. A modifier with nothing to modify is called a dangling modifier
(DM), and the sentence that contains it is in trouble.
In SAT questions, the offending modifier is almost always at the beginning of the sentence and almost always
contains a VERBAL. Three types of phrases make up the majority of danglers:
• Participial Phrases (verb with an –ing acting as an adjective)
• Infinitive Phrases (to+verb)
• Prepositional Phrases in which a gerund is the subject (proposition + gerund [-ing verb being used
as noun]
•
Example: Rounding the corner of the house, her fears were confirmed.
DM because the subject of the sentence (her fears) are not being modified by the modifier
(rounding the corner of her house)
Correct: When she rounded the corner of the house, her fears were confirmed. (a)
Correct: Rounding the corner of the house, she had her fears confirmed.
How to correct Dangling Modifiers
o
o
Transform the introductory verbal phrase into a clause with a subject (a)
Leave the verbal alone and change the main clause so that its subject becomes the implied subject
of the verbal.
OTHER TYPES OF SENTENCE ERROR on the SAT
ADVERB/ADJECTIVE Confusion
a. Adverbs are used to describe adjectives, other adverbs and verbs.
b. Adjectives are used to describe nouns only.
Example: I ate my dinner quick.
Correct: I ate my dinner quickly.
Example: This paper’s going pretty good.
Correct: This paper’s going pretty well.
PASSIVE VOICE (active voice is preferred)
Example: A bunch of grass was eaten by my dog.
Correct: My dog ate a bunch of grass.
Rule: The subject of the sentence should be doing the action.
WORDINESS
Example: Peter observed the diners and motels of Iowa, and these are sights depicted in his trendy
paintings.
Correct: Peter observed the diners and motels of Iowa and depicted these sights in his trendy paintings.
QUESTION TYPES
SENTENCE ERRORS- Sentence Error questions will have parts underlined, and they will aks you which part
contains an error.
Example: Neither Jason nor Sandra measure up to Carrie. No Error.
A
B
C
D
E
Answer is C.
The problem is that Jason and Sandra are both singular subjects, so measure needs to be singular (measures).
IMPROVING SENTENCES- Improving sentence questions will ask you to make changes to existing sentences
in order to make the more effective.
Example: After Timmy dropped his filthy socks in the hamper, the offensive garment was washed by his longsuffering father.
(A)
(B)
(C)
(D)
(E)
the offensive garment was washed by his long-suffering father.
his long-suffering father washed the offensive garment
the washing of the offensive garment took place by his long-suffering father
long-suffering, the offensive garment was washed by his father
he left the offensive garment for his long-suffering father who washed it.
The main problem in this sentence is the use of the passive voice – was washed by. B and E both fix the problem, but
E is wordy and redundant. Thus B is the best answer.
IMPROVING PARAGRAPHS- Improving paragraph questions will ask you to make changes to existing
sentences that make the paragraph more effective WITHOUT changing the meaning.
(1) Every year we hear more and more people complaining about the extended commercialism of the winter holiday
season. (2) Every year stores put out decorations and holiday merchandise earlier and earlier. (3) Yet every year
retailers complain that sales are not what they should be. (4) When will retailers learn? (5) The public knows how to
keep its own schedule. (6) When we do not buy holiday gifts far in advance, shoppers are saying that they do not
want to think about the winter holidays too early.
Question: which of the following is the best version of the underlined portion of sentence 6 (reproduced below) ?
When we do not buy holiday gifts far in advance, shoppers are saying that they do not want to think about
the winter holidays too early.
(A) When we do not buy holiday gifts far in advance, shoppers
(B) When shoppers do not buy holiday gifts far in advance, they
(C) In fact, shoppers' holiday gifts are not bought far in advance; they
(D) Consequently, by our not buying these far in advance, shoppers
(E) In contrast, when we do not do so, it is because shoppers
In sentence 6 the subject improperly shifts from "we" to "shoppers"; choice B corrects that error by
substituting "shoppers" for "we," and the pronoun "they" for "shoppers," thereby avoiding the repetition of
that term. The correct sentence reads: When shoppers do not buy holiday gifts far in advance, they are saying
that they do not want to think about the winter holidays too early.
HOW TO PRACTICE for the WRITING SAT
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The best way to practice is by accessing FREE practice tests (online at:
http://sat.collegeboard.com/practice).
The answer keys for the tests usually give full explanations (like the ones above).
You may also do a practice test, review the answer key and see me with questions.
You may also write the essay, bring it to me, and I will do my best to score it.