Setting up ideas

What's on the test? 

On your official SAT, you're likely to see 2-3 questions that look like this:

Which choice most effectively sets up the list of examples in the next
sentence?

Or like this:

Which choice best establishes the argument that follows?

Your job will be to pick the choice that best prepares the reader to receive and
understand the information that comes next.

Tips and strategies 

Top tip: Match purpose
What's the purpose of the information you're setting up?

 Is it supporting evidence? The best "set-up" might need to restate the point

being supported.
 Is it a counter-example? The best "set-up" should refer back to the previous
idea and introduce the new idea.
 Is it the answer to an important question? The best "set-up" might need to ask
that question.

Identifying the purpose the information serves will help you figure out how
best to introduce it.

Top tip: Match ideas

 What is the information that you're setting up about?

 Is what follows a list of examples? Then your "set-up" might need to tell us

what the list provides examples of.
 Is the idea that follows attached to a specific person in the passage? Then
your "set-up" might need to introduce that person.
 Is what follows a comparison? Then your "set-up" might need to provide the
first idea being compared (or contrasted).

This strategy works no matter what idea you're setting up. Just get rid of any
choice that's not directly related to the information that follows.

Strong support
What's on the test? 
On your official SAT, you're likely to see 1-2 questions that look like this:

Which choice provides the best supporting example for the main idea of the
paragraph?

Or like this:

The writer wants to include a quotation that supports the topic of the
passage. Which choice best accomplishes this goal?

None of the choices will contain grammar errors or false information, so you
won't be able to eliminate choices by spotting common errors.

Instead, your job will be to pick the choice that provides

the strongest and most direct evidence.
Tips and strategies 
Top tip: Answer the question that's being asked!
The choices provided will all sound good. They'll be free of errors and
include information that is at least somewhat related to the topic of the
passage. So we can't just select the first choice we see that avoids errors!

Luckily, the question itself tells us what we're looking for: information
that supports a particular idea. If we can identify the idea we're supporting,
we'll be much more likely to select the correct answer. That's why the
following tips are so effective!

Top tip: Restate the claim

Support questions are rarely phrased exactly the same. They may ask for
support for the main point in the passage or paragraph, the "previous claim",
or another idea altogether. But we can't find evidence if we don't know what
the evidence should be for!

Always start by restating, in your own words, the point that you're trying to
support. The question will provide this information!

Top tip: Match ideas

Strong support is direct. It will contain similar ideas, cover similar topics, and
relate clearly to the point it provides evidence for. Get rid of choices that don't
match the ideas they're meant to support.

Relevant information 
What's on the test? 
On your official SAT, you're likely to see 2-4 questions that look like this:
 At this point, the writer is considering adding the following sentence.

This is a sample sentence.

Should the writer make this addition here?

Choose 1 answer:
Choose 1 answer:

(Choice A)

Yes, because it provides a counterargument to a claim made earlier in the

paragraph.

(Choice B)

Yes, because it reinforces the passage’s point about the importance of XXXX.

(Choice C)

No, because it undermines the passage’s claim about the benefits of XXXX.

(Choice D, Checked)

No, because it blurs the paragraph’s focus by introducing a new idea that is
not clearly explained.

Your job will be to

1. Decide if the addition should be made. ("Yes/No")

2. Determine why the addition should(n't) be made. ("because. . .")
 Tips and strategies:
Top tip: 50/50 split
Start by considering only the first part of the choices (i.e., whether the answer
is yes or no).

Your instincts will serve you well here. Would you add this sentence
if you were the writer? Is the information in the new sentence directly related
to the topic of the paragraph? Does it strengthen the sentences around it?

If we can choose "Yes" or "No" before considering the follow-up explanations

(which can be complex), we can narrow down our choices and save ourselves
some effort.
Top tip: Focus on immediate context
The proposed addition will always seem somewhat on topic. It may introduce
background information or a viewpoint that's in contrast with the main focus
of the passage. But we're not just adding the sentence to the passage—we're
adding it at a specific location within the passage.

Read the sentences around that specific location. Does the new information
belong here? Or is it only loosely related to this part of the passage? Does it
interrupt another discussion or flow of ideas?

Considering these questions will help us decide if the addition should be

made.

Top tip: Identify purpose

Some students find it helpful to put the purpose of the new sentence in their
own words by asking the What:

 "What is this sentence doing?"

 If we understand the purpose of the new sentence, we can better determine if
the sentence is useful here. In other words, does the passage need a sentence
to serve that purpose? Does another sentence already serve that purpose?

Sequencing sentences
What's on the test? 
On your official SAT, you're likely to see 1-2 questions that look like this:

To make the paragraph most logical, sentence 5 should be placed

Your job will be to evaluate the flow of ideas in the paragraph and determine
which placement results in the best sentence sequence.

When sequencing the sentences in a paragraph, focus on the following

questions:

 Does the paragraph progress chronologically? 

If a paragraph describes a series of events, there's a good chance the
paragraph starts at the beginning and moves forward in time.

We can use our knowledge of what happened first to set up a logical

sequence of ideas.

Pay attention to chronology words like "first", "later", "then", etc. They'll help
identify the order of events.

Also look out for sudden shifts in verb tense. If a sentence with a present
tense verb appears between two sentences with past tense verbs (or vice
versa), you may have identified a sequencing error.
 Are any ideas explained before they're introduced? 
The introduction of a new idea to a passage usually requires its own sentence.
No detailed explanation of the idea should appear before this introduction.

In other words, if you see things described in detail before they’re

introduced, you might need to place an introductory sentence earlier in the
paragraph!

Look out for shortened or sudden references to people, places, and things

that you haven't seen before. They may represent sequencing errors.

For example, we shouldn't refer to someone by just their last name before we
introduce them fully.

 Do any sentences need to be next to one another? 

Even though sentences are separate units, they often work directly with other
sentences to make a larger point. We shouldn't separate interlinked sentences
from one another.

For example, if one sentence describes a cause, and a second sentence

describes an effect, they probably need to be next to each other.

Look for transition words like "however" and "therefore", which indicate

how one sentence needs to relate to the one next to it.

Tips and strategies 

Top tip: Don't start by testing the choices
First, here's something we don't recommend: don't start plugging the sentence
into the locations suggested by each choice. This can quickly get confusing,
and it can take a lot of time.
Top tip: Make a prediction
Instead, sum up the selected sentence in your own words. What is the
sentence doing? While keeping that idea in mind, re-read the paragraph
closely. Where would the information make the most sense? If you were the
writer, where would you place it?

If your prediction matches any of the choices, select the answer and move on!

Top tip: Focus on transition phrases

Transition words and phrases are our clearest window into how a sentence
should interact with those around it. For example, if a sentence begins with
"however", then it needs to contrast with the sentence that came before.

If we notice any transitions that seem unusual or illogical, then we've likely
spotted a sequencing error.

Top tip: Identify unclear pronouns

Sequencing errors frequently result in unclear pronouns when those pronouns
refer to antecedents in other sentences.

For example, if a sentence begins with "This means that . . .", then the
pronoun "this" needs to logically refer to an associated idea in the previous
sentence. The same goes for personal pronouns like "he" and "they".

If we can set up a sequence in which it's clear what each pronoun refers to,
then we've likely found the most logical flow of ideas!
 Transitions words and phrases
What's on the test? 
On your official SAT, you're likely to see 3-5 questions that require you to
identify and avoid transition word errors in the underlined portions of
sentences.

Transition words and phrases (like "however", "therefore", and "for

example") are used to demonstrate the relationship between sentences.

For example, if a sentence begins with "however", it needs to contrast with

the sentence that came before. If it doesn't, we should choose another
transition.

What common transitions might I see on Test Day? 

CAUSE/EFFECT transitions

 Subsequently
 Therefore
 Correspondingly
 As a result
 Since
 Because

CONTRAST transitions

 But
 However
 Although
 Nevertheless
 Despite
 On the other hand
 Yet
 Other transition categories

 Addition (and, also, furthermore, etc.)

 Examples (for instance, for example, in particular, etc.)
 Conclusion (overall, in fact, ultimately, etc.)

Tips and strategies 

Top tip: Identify purpose
What purpose does the transition need to serve?

 Are you introducing an example? Then you might choose "for instance".

 Are you revealing a counter-point? Then you might choose "however".

If we can identify the nature of the relationship between the sentences, we'll
have a better chance of selecting an appropriate transition.

Top Tip: Be flexible

While there is a seemingly endless variety of transition words and phrases,
most serve one of only a few purposes. If you think the sentence needs a
contrast word, but "however" isn't an option, look for a transition with a
similar function (e.g., "On the other hand").

Top Tip: Eliminate copycats

If two choices seem to function in an identical, interchangeable way, you can
safely cross them both out. They can’t both be right, so they must both be
wrong!
 Transition sentences
What's on the test? 
On your official SAT, you're likely to see 1-2 questions in which a full
sentence (or most of one) is underlined, and you're asked something like this:

Which choice provides the most effective transition from the previous
paragraph?

Or this:

Which choice provides the most effective transition between ideas in the
paragraph?

These questions will require you to evaluate the relevance of the information
contained in the choices. You'll need to select the choice that, by providing
useful information, bridges a gap between two ideas.

Tips and strategies 

Top tip: Restate ideas
What information comes before the transition sentence? What comes after?

If we can summarize these ideas in our own words, we may notice a gap
between them. With the wrong transition, the idea that follows may feel
confusing or unexplained.

The best choice will fill that gap!

Top tip: Identify purpose

What's the purpose of the information you're transitioning to?
 Is it supporting evidence? The best transition might need to restate the point
being supported.
 Is it a counter-example? The best transition might need to refer back to the
previous idea and emphasize the contrast with the following idea.
 Is it the answer to an important question? The best transition might need to
restate the question or reveal how the answer was found.

Identifying the purpose the surrounding information serves in the passage will
help us recognize what purpose the transition sentence must serve.

Top tip: Answer the question that's being asked!

Context clues in the phrases before and after the transition will show you
what the correct choice needs to do. Many students get distracted by choices
in transition questions that sound interesting and relevant, but that don't
complete the task. Don't be fooled—every choice is going to be
grammatically correct! Your job is to choose the best transition.

Your best defense against tempting wrong choices that "sound good" is to
have a sense of what you're looking for before you start looking.

Introductions and conclusions

What's on the test? 
On your official SAT, you're likely to see 2-3 questions in which a full
sentence (or most of one) is underlined, and you're asked something like this:

Which choice best introduces the paragraph?

Or this:

The writer wants a conclusion that states the main claim of the passage.
Which choice best accomplishes this goal?

While they appear in different places in a passage, introductions and

conclusions both involve summarizing main ideas.

These questions will require you to evaluate the relevance of the information
contained in the choices. You'll need to select the choice that, by providing
useful information, best emphasizes the main idea of the passage or
paragraph.

What does a good introduction do? 

A good introduction looks forward. It should draw our attention to the most
important aspects and highlight the main ideas of the paragraph or passage to
come.

A good introduction doesn't distract from what follows. Its goal is to prepare

the reader for the information that comes next, not to provide loosely-related
background details.

What does a good conclusion do? 

A good conclusion looks backward. It should restate the main ideas in the
passage or paragraph, summarizing and synthesizing them in a way that
emphasizes the claims of the author.

A good conclusion doesn't provide new information that needs additional

context or explanation. While a passage's conclusion may take the focus of a
passage and relate it to a broader context, or identify new opportunities for
study, it shouldn't introduce brand new arguments or details.

Similarly, a good conclusion to a paragraph can anticipate the idea in the

following paragraph, but it shouldn't provide new details.
 Tips and strategies 
Top tip: Restate ideas
What is the main idea that we're introducing or concluding?

If we can summarize this idea in our own words, we may notice a gap
between this idea and the ideas around it. A good introduction or conclusion
will clearly link the ideas in the paragraph with the other ideas in the passage.

Top tip: Identify purpose

What's the purpose of the information we're introducing or concluding?

 Does it describe a study or experiment? The best introduction might describe

the motivation for the study or introduce particular researchers. The best
conclusion might explain the implications of the study results or identify
opportunities for further research.
 Does it defend against an opposing viewpoint? The best introduction might
anticipate the objections of a certain group of people. The best
conclusion might redirect us back to the main claims of the passage.

Identifying the purpose the information serves in the passage will help us
recognize how best to introduce or conclude that information.

Top tip: Answer the question that's being asked

Don't fall for tempting choices that sound good, but that don't answer the
question!

Remember: Every choice is going to be grammatically correct! Many students

get distracted by choices in introduction and conclusion questions that sound
interesting and relevant, but that don't effectively introduce or conclude the
passage or paragraph.

Your best defense against tempting wrong choices that "sound good" is to
have a prediction ready. Restating ideas and identifying purpose will do that
for you (see above)!

Interpreting graphs and data

What's on the test? 
On your official SAT, you're likely to see 1-2 questions that refer to a graph or
diagram.

You might be asked to interpret the data in a bar graph, a scatterplot, a table,
or another type of infographic.

Your job will be to select the choice that accurately reflects the information in
the graph. In other words, three choices will read the graph incorrectly.

Tips and strategies 

Top tip: Explore the graph!

As soon as a question refers to a graph, go take a look! Read the title of the
graph and the label on each axis, taking note of what's being measured and
what units are being used. What story does the graph tell? Are any trends
obvious from a quick glance?

When we know what types of measurements and units to expect in the

choices, we're less likely to be misled.
 Top tip: Focus on numbers and quantities
None of the choices for these questions will contain errors in grammar or
rhetoric, so they'll all "sound good".

Instead, choices will be correct or incorrect based purely on the quantitative

analysis they present. We should be focused exclusively on whether the
numbers, quantities, and trends presented in the choice match the graph.

Precise word choice

What is "precise" word choice? 
When discussing word choice, precision refers to picking just the right word
in just the right moment.

Words can have different meanings depending on how and when they're used.
This means that, even when two words mean similar things, one might be a
better choice in a given situation.

Incorrect:

 The well-documented provenance of the painting is proof of the

work's sincerity.

Correct:

 The well-documented provenance of the painting is proof of the

work's authenticity.

Explanation: While "authentic" and "sincere" can mean similar things in

certain contexts, "sincerity" typically refers to virtuous behavior, which isn't a
logical way to describe a painting. "Authentic" is a much more appropriate
word in this context.
 What's on the test? 
On your official SAT, you're likely to see 1-2 questions that require you to
identify and avoid word choice errors in the underlined portions of
sentences.

You'll be offered four words that have similar or related meanings, and you'll
be asked to select the word that best fits the sentence.

Tips and strategies 

Top tip: Context and connotation
Focus on the following:

Context

 What is the text about?

 Is the author expressing a negative or positive opinion?

Connotation

 If you can't define a word in a choice, can you identify any words or ideas
associated with it?
 Are they "extreme" words? Or are they more "mild" or "middle of the road"?
 Are they positive, negative, or neutral?

If we can identify context and connotations, we don't need to

know exact definitions. We can simply match up similar ideas by, for
instance, choosing a strongly negative word in a strongly negative context.
 Top tip: Avoid unknowns
On Test Day, it's likely that you'll see a question or two about words that you
don't know. Many test-takers make the mistake of selecting words that they
don't know in the choices instead of ones they know better and "feel right".
These students think the words they know better must be "traps", because
they might "seem too easy". This strategy can often backfire.

To raise your chances of getting questions like this correct, try this instead:

 Eliminate what you can from the words you do know

 Select an option from what remains.

Note: The only time you should select a word you don't know is if you can
confidently eliminate all of the other choices.

Sentence fragments 
What are sentence fragments? 
Sentence fragments are errors created when a sentence doesn't include an
independent clause (a clause that contains a subject and main verb and makes
sense on its own).

Incorrect:

 Dogs commonly referred to as "man's best friend".

Correct:

 Dogs are commonly referred to as "man's best friend".

Explanation: Without the verb "are", this sentence lacks a main verb. That
means it's not an independent clause, so it can't stand on its own as a sentence.
 What's on the test? 
On your official SAT, you're likely to see 1-2 questions that require you to
identify and correct sentence fragment errors.

Sentence fragments on the SAT are usually caused by

 Subordinating conjunctions ("although", "because", etc.) 

Incorrect:

 Limestone is considered a sedimentary rock. Since it is formed out of

independent particles that have cemented over time.

Correct:

 Limestone is considered a sedimentary rock since it is formed out of

independent particles that have cemented over time.

or

 Limestone is considered a sedimentary rock. It is formed out of independent

particles that have cemented over time.

Explanation: "Since" is a subordinating conjunction, which means that

"Since it is . . . time" is a dependent clause that can't stand on its own as a
sentence. To fix the error, we could either link the dependent clause to an
independent clause or eliminate the subordinating conjunction.

 Unnecessary relative pronouns ("who", "which", etc.) 

Incorrect:

 In 1902, Orville Gibson who started the Gibson Guitar Company, one of the

world's best-known guitar manufacturers.
 Correct:

 In 1902, Orville Gibson started the Gibson Guitar Company, one of the
world's best-known guitar manufacturers.

Explanation: Inserting a pronoun (like "who") right after the subject "Orville

Gibson" creates an unclear clause that doesn't make sense on its own. To fix
this sentence fragment, we should eliminate the unnecessary pronoun.

 No subject and/or no main verb 

Incorrect:

 "Periodical" is an umbrella term used to refer to various publications

released on a regular schedule. Including magazines, academic journals,
and yearbooks.

Correct:

 "Periodical" is an umbrella term used to refer to various publications

released on a regular schedule, including magazines, academic journals, and
yearbooks.

Explanation: "Including . . . yearbooks" contains neither a subject nor a

functional verb, so it can't stand on its own as a sentence. To fix this sentence
fragment, we should link it to an independent clause.

Tips and strategies 

Top tip: Read around nonessential phrases
Just because a clause looks long and complicated doesn't mean it contains all
the necessary elements to stand on its own as a sentence. If we can eliminate
comma-bound phrases within the clause, we can see its structure more easily.
 Incorrect:

 Bill Peet, an animator at Walt Disney Studios from 1937-1964, who is largely

credited with shaping Disney's visual style during that period.

If we eliminate the nonessential phrase ("an animator . . . 1964"), we can see

the error a bit clearer:

 Bill Peet who is largely credited with shaping Disney's visual style during
that period.

Once we've identified the error, we fix it in context! In this case, we can get
rid of the unnecessary pronoun "who".

Correct:

 Bill Peet, an animator at Walt Disney Studios from 1937-1964, is largely

credited with shaping Disney's visual style during that period.

Top tip: -ING verbs need help!

Verbs that end in -ING (like "reading") aren't functional verbs. Instead,
they're participles—verb forms that need helping verbs (like "is" or "has
been").

If you see a subject lead directly into an -ING verb without any help, you may
have found a sentence fragment error.

Incorrect:

 Each student accepting his or her diploma and crossing the stage to shake

hands with the dean.

Correct:

 Each student accepted his or her diploma and crossed the stage to shake

 hands with the dean.

 Each student is accepting his or her diploma and crossing the stage to shake
hands with the dean.

Explanation: On their own, "accepting" and "crossing" aren't functional

verbs, so the sentence can't stand on its own. To fix this sentence fragment,
we could replace the -ING verbs with functional verbs that match the tense of
other nearby verbs in the passage, or, as in the second correct version, we can
add the helping verb "is".

Linking clauses 
What are clauses and how are they linked? 
A clause is a series of words that contains a subject (usually) and a
conjugated verb (always).

There are two main types of clauses:

 An independent clause can stand on its own as a complete sentence. 

 Dolores went to the grocery store.

This independent clause has a subject ("Dolores") and a verb ("went") and
makes sense on its own as a complete thought.

 A dependent clause must be linked to an independent clause. 

 Where she bought eggs and milk

This dependent clause has a subject ("she") and a verb ("bought"), but it
wouldn't make sense on its own. To create a complete sentence, this clause
would need to be linked to an independent clause:
 Dolores went to the grocery store, where she bought eggs and milk.

Clauses are commonly linked in the following ways:

 Independent clause + comma + coordinating conjunction + independent

clause 
 Dolores went to the grocery store, and she bought eggs and milk.

Explanation: Here we have two independent clauses ("Dolores . . . store" and

"she . . . milk") appropriately linked by a comma and the coordinating
conjunction "and".

Remember, only the FANBOYS (for, and, nor, but, or, yet, so) can serve as

coordinating conjunctions.

 Dependent clause + comma + independent clause 

 Since she needed eggs and milk, Dolores went to the grocery store.

Explanation: The inclusion of the subordinating conjunction "since" makes

the first clause dependent. Therefore we can appropriately link it to the
independent clause ("Dolores . . . store") with only a comma.

There are too many subordinating conjunctions to list them all, but other
examples include although, before, if, until, and while.

 Independent clause + subordinating conjunction + independent clause 

 Dolores went to the grocery store because she needed eggs and milk.

Explanation: Here we have an independent clause ("she . . . milk")

appropriately linked to another independent clause ("Dolores . . . store") by
the subordinating conjunction "because".

 Independent clause + semicolon + independent clause 

 Dolores went to the grocery store; she bought eggs and milk.
 Explanation: Here we have two independent clauses ("Dolores . . . store" and
"she . . . milk") appropriately linked by just a semicolon.

 Independent clause + comma + relative pronoun + independent clause 

 Dolores went to the grocery store, where she bought eggs and milk.

Explanation: Here we have an independent clause ("she . . . milk")

appropriately linked to another independent clause ("Dolores . . . store") by a
comma and the relative pronoun "where".

What's on the test? 

On your official SAT, you're likely to see 2-3 questions that underline the
point where two clauses meet. You may even be asked to link clauses from
separate sentences, for instance:

 Which choice most effectively combines the sentences at the underlined

portion?

Your job will be to link the clauses logically and grammatically by using an
appropriate combination of punctuation and conjunctions.

Tips and strategies 

Top tip: Look out for comma splice errors
A comma splice error is created when two independent clauses are linked by
only a comma. This is the most common error we'll see when linking clauses
on the SAT.
 Remember: if both clauses can stand on their own as sentences, a
comma isn't enough. If you see a comma splice error, you can fix it by adding
a conjunction or changing the comma to a semicolon or a period.

Incorrect:

 Many critics argue that Star Wars isn't science fiction, they instead categorize
the franchise as fantasy.

Correct:

 Many critics argue that Star Wars isn't science fiction; they instead categorize
the franchise as fantasy.
 Many critics argue that Star Wars isn't science fiction, so they instead
categorize the franchise as fantasy.

Explanation: Both "Many . . . fiction" and "they . . . fantasy" are independent

clauses (they can stand on their own as sentences), so they can't be linked
by only a comma. We should either add a conjunction or replace the comma
with a semicolon or a period.

Top tip: Pick logical conjunctions

While all conjunctions can link clauses, only some conjunctions will make
sense in the context of the passage. Make sure you consider the meaning of
clauses when selecting the most logical way to link them.

Incorrect:

 Doughnuts made with yeast are light and fluffy, so those made with baking
powder are denser and more cake-like.

Correct:
 Doughnuts made with yeast are light and fluffy, while those made with
baking powder are denser and more cake-like.

Explanation: The coordinating conjunction "so" implies a cause/effect

relationship, which wouldn't make sense here. So while the clauses are linked
grammatically, they're not linked logically. We should replace "so" with a
more fitting conjunction, like the subordinating conjunction "while" or the
coordinating conjunction "but".

Top tip: Avoid double-linking clauses

We only need to link clauses once, so we should avoid using multiple
conjunctions or using a conjunction alongside a semicolon. If we link clauses
more than once, we'll create redundancy errors.

Incorrect:

 While the violin and mandolin are tuned in the same way, but only the
mandolin has frets on its fingerboard.

Correct:

 The violin and mandolin are tuned in the same way, but only the mandolin
has frets on its fingerboard.
 While the violin and mandolin are tuned in the same way, only the mandolin
has frets on its fingerboard.

Explanation: Both "while" and "but" are logical conjunctions to use here, but
using both creates a redundancy error. We should eliminate one of the
conjunctions.
 Top tip: Test semicolons using the "Before and After
Test"
Before you select any answer that employs a semicolon, make sure there's an
independent clause on both sides of the semicolon. If the clauses before and
after the semicolon can't both stand on their own as sentences, a semicolon
can't be used!

Incorrect:

 Though they have been portrayed in popular culture as bitter rivals; Antonio

Salieri and Wolfgang Mozart were more likely friends and respected
colleagues.

Correct:

 Though they have been portrayed in popular culture as bitter rivals, Antonio

Salieri and Wolfgang Mozart were more likely friends and respected
colleagues.

Explanation: What comes before the semicolon ("though . . . rivals") can't

stand on its own as a sentence, so a semicolon can't be used. We should
replace the semicolon with a comma.

Commas
What's on the test? 
On your official SAT, you're likely to see 5-6 questions that require you to
identify and correct errors in the use of punctuation.

The most frequently tested punctuation rules involve the use of commas.

What are the rules?

 Commas ( , ) should only be used to...

 Separate list items 

Incorrect:

 Crafting a chessboard requires a table saw a sander and lots of glue.

Correct:

 Crafting a chessboard requires a table saw, a sander, and lots of glue.

Explanation: Commas are required to separate items in lists of three or more.

This includes lists of nouns, verbs, adjectives, etc.

 Separate nonessential elements from the sentence 

Incorrect:

 The Bay of Fundy a body of water between Nova Scotia and New Brunswick
experiences the world's highest tidal range.

Correct:

 The Bay of Fundy, a body of water between Nova Scotia and New
Brunswick, experiences the world's highest tidal range.
 A body of water between Nova Scotia and New Brunswick, the Bay of
Fundy experiences the world's highest tidal range.

Explanation: "A body... New Brunswick" is a helpful description, but it's not

grammatically essential to the sentence. A pair of commas is needed to
separate this nonessential descriptive phrase from the rest of the sentence.

Note: If a nonessential description comes at the start or end of a sentence,

only one comma is needed.

 Link dependent clauses to independent clauses

 
 Incorrect:

 While they were once endangered by commercial whaling humpback whale

populations have recently grown at a rapid rate.

Correct:

 While they were once endangered by commercial whaling, humpback whale

populations have recently grown at a rapid rate.

Explanation: A comma is required to link the dependent clause ("while...

whaling") and the independent clause ("humpback... rate").

 Link independent clauses with help from a coordinating (FANBOYS)

conjunction 
Incorrect:

 Almonds are the world's most consumed tree nut but walnuts are a close
second.
 Almonds are the world's most consumed tree nut, walnuts are a close second.

Correct:

 Almonds are the world's most consumed tree nut, but walnuts are a close
second.

Explanation: Linking two independent clauses requires both

a comma and a coordinating conjunction. If two independent clauses are
linked by only a comma, a comma splice error is created.

Tips and strategies 

 Top tip: Don't split subjects and verbs
Unless two commas are being used to "fence off" a nonessential element, no
punctuation should come between a subject and verb. 
Incorrect:

 Mountain goats, are very nimble.

Correct:

 Mountain goats are very nimble.

 Mountain goats, which are only distantly related to domestic goats, are
very nimble.

Explanation: A comma shouldn't separate the subject "goats" from its verb
"are". The only exception is if two commas are being used to set off a
nonessential descriptive phrase.

Top tip: No commas before prepositions

Unless a series of 
prepositions
 forms a list, commas shouldn't be placed in front of prepositional phrases. 
Incorrect:

 The chicken crossed, to the other side of the road.

 The chicken crossed to the other side, of the road.

Correct:

 The chicken crossed to the other side of the road.

Top tip: Lists of two don't need commas

 A list of only two items doesn't require punctuation. Commas are only needed
when a list contains three or more items. 
Incorrect:

 Learning archery requires skill, and practice.

Correct:

 Learning archery requires skill and practice.

 Learning archery requires skill, practice, and the right equipment.

Top tip: Look for comma splice errors

A comma splice error occurs when a comma links two independent
clauses without a coordinating conjunction. 
Incorrect:

 Kareem Abdul-Jabbar played professional basketball for twenty seasons,

he retired as the NBA's all-time leader in points scored.

Correct:

 Kareem Abdul-Jabbar played professional basketball for twenty seasons, and

he retired as the NBA's all-time leader in points scored.

Explanation: Both "Kareem . . . seasons" and "he . . . scored" are

independent clauses, so they can't be linked by only a comma. The comma
needs to be paired with a coordinating conjunction.

You can remember all the coordinating conjunctions by the acronym

FANBOYS (for, and, nor, but, or, yet, so).
 Semicolons
What's on the test? 
On your official SAT, you're likely to see 5-6 questions that require you to
identify and correct errors in the use of punctuation.

Some tested punctuation rules involve the use of semicolons.

What are the rules?

Semicolons ( ; ) should only be used to...

 Link independent clauses (without a conjunction) 

Incorrect:

 The Green Zebra tomato ripens without turning red, it's difficult to know

when one is ready to eat.

Correct:

 The Green Zebra tomato ripens without turning red; it's difficult to know

when one is ready to eat.

Explanation: A comma can't link two independent clauses without any

conjunction, but a semicolon can!

 Separate list items that already contain commas 

Incorrect:

 While the United Nations is headquartered in New York City, it also has
central offices in Nairobi, Kenya, Geneva, Switzerland, and Vienna,
Austria.

Correct:

 While the United Nations is headquartered in New York City, it also has
 central offices in Nairobi, Kenya; Geneva, Switzerland; and Vienna,
Austria.

Explanation: Since we already use a comma when identifying a city and

country, a list of cities and countries can get confusing. We can use
semicolons to more clearly distinguish between cities in the list.

Note: We only use semicolons in a list if they're absolutely needed.

Otherwise, using commas is always the better choice.

Tips and strategies 

Top tip: Check before and after
Errors are frequently created when semicolons link clauses that
aren't independent clauses. Any time you see a semicolon used to link two
clauses, be sure to check both.

If one of the clauses can't stand on its own as a complete sentence, then
you've likely spotted a punctuation error. 
Incorrect:

 Although Manhattan isn't the first place one might expect to discover
new animals; scientists identified a unique species of ant between 63rd and
76th streets in 2012.

Correct:

 Although Manhattan isn't the first place one might expect to discover
new animals, scientists identified a unique species of ant between 63rd and
76th streets in 2012.

Explanation: A semicolon can only link two independent clauses.

 "Although" is a subordinating conjunction, which makes the first clause in
this sentence ("although . . . animals") dependent.

Top tip: Look out for comma splice errors

A comma splice error occurs when a comma links two independent
clauses without a coordinating conjunction. We can often fix these errors with
a semicolon. 
Incorrect:

 Kareem Abdul-Jabbar played professional basketball for twenty seasons,

he retired as the NBA's all-time leader in points scored.

Correct:

 Kareem Abdul-Jabbar played professional basketball for twenty seasons;

he retired as the NBA's all-time leader in points scored.

Explanation: While a comma can't link two independent clauses on its own,

a semicolon can!

Colons  
What's on the test? 
On your official SAT, you're likely to see 5-6 questions that require you to
identify and correct errors in the use of punctuation.

Some tested punctuation rules involve the use of colons.

 What are the rules?
Colons ( : ) are used to introduce

 Explanations and extra information 

Incorrect:

 Many upstart tech companies fail for the same reason the lack of a market
need for their products.

Correct:

 Many upstart tech companies fail for the same reason: the lack of a market
need for their products.

Explanation: A colon is needed to separate the independent clause ("Many . .

. reason") from the explanation that follows.

 Lists 
Incorrect:

 The advent of cellular biology has led to the classification of organisms into
three distinct domains bacteria, archaea, and eukaryota.
 The advent of cellular biology has led to the classification of organisms into
three distinct domains, bacteria, archaea, and eukaryota.

Correct:

 The advent of cellular biology has led to the classification of organisms into
three distinct domains: bacteria, archaea, and eukaryota.

Explanation: A colon is needed to separate the independent clause ("The

advent . . . domains") from the list that follows. Using a comma creates an
error because it makes "domains" seem like a part of the list.
 Tips and strategies 
Top tip: Check the clause before the colon
Colons can only appear at the end of an independent clause. Make sure to
avoid any choice in which a colon follows a clause that can't stand on its own
as a sentence.

An easy way to check this is to replace the colon with a period. Would the
first clause still make sense? 
Incorrect:

 Mathematics, a variety of interrelated quantitative disciplines,

includes: algebra, calculus, trigonometry, and more.

Correct:

 Mathematics includes a variety of interrelated quantitative

disciplines: algebra, calculus, trigonometry, and more.

Explanation: "Mathematics . . . includes" can't stand on its own as a

sentence, so a colon can't be used. If we want to use a colon to introduce the
list, we need to change the clause so that it's independent.

Top tip: Don't introduce ideas twice

Lists are often introduced by verbs or prepositions, but we shouldn't use
these in addition to a colon. Avoid choices that introduce ideas in two ways. 
Incorrect:

 Wide-spread vaccination can functionally eliminate the dangers of

many diseases: such as polio, measles, and tetanus.**

Correct:

 Wide-spread vaccination can functionally eliminate the dangers of many

 diseases, such as polio, measles, and tetanus.

Explanation: "Such as" already introduces the information that follows, so

we shouldn't include a colon as well.

Top tip: Colons vs. semicolons

The explanations colons introduce can sometimes include independent
clauses. This means we could have situations in which either a semicolon or a
colon could be correctly used to link two independent clauses.

But don't worry! The SAT won't include a question with multiple correct
answers, so there will be other errors that help differentiate between colon and
semicolon choices.

Remember: A colon only needs an independent clause before it.

A semicolon needs an independent clause both before and after it. 
Correct:

 Rhode Island has the longest name of any state: its official title is the "State
of Rhode Island and Providence Plantations".
 Rhode Island has the longest name of any state; its official title is the "State
of Rhode Island and Providence Plantations".

Explanation: Both "Rhode . . . state" and "its . . . Plantations" are

independent clauses, and the second clause is an explanation of the first
clause. Both a semicolon and a colon could work here, so the SAT won't ask
you to choose between them.

Nonessential elements
What are nonessential elements? 
Nonessential elements are descriptive words, phrases, or clauses that
 aren't necessary for the sentence to make sense.

In other words, if nonessential elements are removed from a sentence, that

sentence will still be grammatically correct.

 NASCAR drivers, who endure in-car temperatures of over 130 degrees

Fahrenheit, lose between five and ten pounds of water weight during each
race.

"Who . . . Fahrenheit" is a clause that describes "drivers", but it's

not essential to the sentence:

 NASCAR drivers . . . lose between five and ten pounds of water weight
during each race.

Since we can eliminate it from the sentence without causing any grammar
errors, "who . . . Fahrenheit" is a nonessential element.

What's on the test? 

On your official SAT, you're likely to see 1-2 questions that require you to
appropriately punctuate a nonessential element.

Nonessential elements must be separated from the rest of the sentence. This

separation can be accomplished with commas, parentheses, or dashes.

 At the beginning or end of a sentence, punctuation is only needed on one

side of a nonessential element 
Incorrect:

 More commonly referred to as the northern lights the aurora borealis is

much better known than its southern equivalent, the aurora australis.
 Correct:

 More commonly referred to as the northern lights, the aurora borealis is

much better known than its southern equivalent, the aurora australis.

Explanation: The introductory modifying phrase "more . . . lights" is a

nonessential element, so it needs punctuation after it. Also, notice that "the
aurora australis" is another nonessential phrase that appears at the end of the
sentence, appropriately set off by a comma.

 In the middle of a sentence, punctuation is needed on both sides of a

nonessential element 
Incorrect:

 The aurora borealis more commonly referred to as the northern lights is

much better known than its southern equivalent, the aurora australis.

Correct:

 The aurora borealis—more commonly referred to as the northern lights—

is much better known than its southern equivalent, the aurora australis.

Explanation: The descriptive phrase "more . . . lights" is a nonessential

element, so it needs punctuation both before and after it.

The most common mistake made with nonessential elements is mixing

different punctuation marks.

 Punctuation on either side of a nonessential element must match 

Incorrect:

 The aurora borealis—more commonly referred to as the northern lights, is

much better known than its southern equivalent, the aurora australis.

Correct:
 The aurora borealis, more commonly referred to as the northern lights, is
much better known than its southern equivalent, the aurora australis.
 The aurora borealis—more commonly referred to as the northern lights—
is much better known than its southern equivalent, the aurora australis.
 The aurora borealis (more commonly referred to as the northern lights) is
much better known than its southern equivalent, the aurora australis.

Explanation: Commas, dashes, and parentheses can all work, so long as we

use the same type of punctuation on both sides of the nonessential element.

Tips and strategies [

Top tip: Be consistent!
SAT questions will often include just one side of a nonessential element in the
underlined portion of the sentence. Be sure to check the other side of the
element for consistency: the same punctuation mark should be used on both
sides!
Top tip: Don't worry about the difference between
commas, parentheses, and dashes
While commas, parentheses, and dashes are sometimes better in particular
contexts, the SAT won't test you on these minor differences. In other words,
you'll never be asked to choose between two types of punctuation marks if the
choices don't create other grammar errors. So don't sweat it!
Top tip: Don't pair semicolons or colons!
Commas, parentheses, and dashes are the only options when separating a
nonessential element from the rest of the sentence. We should never use two
semicolons or colons around a nonessential element.