SAT Evidence-Based Reading and Writing Syllabus

What is the rule for pronoun-antecedent agreement on the SAT?

A pronoun must agree in number and gender with the noun it replaces, and the antecedent must be clear/unambiguous. E.g., a singular antecedent ('each student') takes a singular pronoun ('his or her'/'their' per current usage).

How do you fix a dangling or misplaced modifier on the SAT?

Place the modifier next to the word it describes. An introductory modifying phrase must be immediately followed by the noun it modifies. E.g., 'Walking home, I saw the moon' (I, not the moon, is walking).

State the SAT rule for parallel structure.

Items in a list, comparison, or coordinated series must share the same grammatical form. E.g., 'She likes running, swimming, and biking' (all gerunds), not 'running, swimming, and to bike.'

How do you correctly use the SAT 'pronoun case' rule for who vs. whom?

Use 'who' as a subject (it does the action) and 'whom' as an object (it receives the action or follows a preposition). Test: substitute he/him—if 'he' fits use who, if 'him' fits use whom.

What is the SAT rule for maintaining consistent verb tense?

Verb tenses should stay consistent within a sentence/paragraph unless a logical shift in time requires a change. Match tense to context clues (dates, other verbs) rather than switching arbitrarily.

On the SAT, how do you decide between an adjective and an adverb?

Use an adjective to modify a noun/pronoun and an adverb to modify a verb, adjective, or another adverb. E.g., 'She sings beautifully' (adverb modifies verb), 'a beautiful song' (adjective modifies noun).

What is the SAT 'Data Interpretation' skill, and where does it appear?

Reading and drawing accurate conclusions from tables, graphs, and charts. It appears in Reading (Science/Social Studies graphics) and Writing (data-consistency questions), where you must make the text agree with the figure.

When a SAT Writing question asks you to complete a sentence 'consistent with the data in the graph,' what is the method?

Read the axis labels, units, and specific data points precisely; then select only the answer whose numbers/trend exactly match the figure. Reject answers that misstate values, reverse trends, or cite data not shown.

How do you read the axes and units of an SAT graph to avoid errors?

Identify what each axis measures and its units, note the scale/intervals, and check for a legend. Confirm whether values are counts, percentages, or rates before comparing points.

What is a comma splice, and how is it fixed on the SAT?

A comma splice joins two independent clauses with only a comma. Fix it by using a period, a semicolon, a comma + coordinating conjunction (FANBOYS), or by subordinating one clause. E.g., 'It rained; we stayed inside.'

List the FANBOYS coordinating conjunctions and their punctuation rule on the SAT.

For, And, Nor, But, Or, Yet, So. To join two independent clauses, place a comma BEFORE the FANBOYS conjunction: 'The test was hard, but she passed.'

What are the two correct SAT uses of a semicolon?

1) To join two closely related independent clauses without a conjunction ('I studied; I passed.'). 2) To separate items in a list when the items themselves contain commas.

State the two correct SAT uses of a colon.

A colon follows a complete independent clause to introduce a list, an explanation, or an example ('She packed three items: a map, water, and snacks.'). What precedes the colon must be a full sentence.

What is the SAT rule for using a dash (—)?

A single dash can introduce an explanation or emphatic afterthought after an independent clause; a pair of dashes sets off a nonessential interruption. Dashes must be paired consistently (don't mix one dash with one comma).

How does the SAT test 'nonessential (nonrestrictive) vs. essential (restrictive)' information with commas?

Nonessential information is set off by a pair of commas (or dashes/parentheses); essential information takes no commas. Test: if removing the phrase doesn't change the core meaning, it is nonessential and needs commas.

What is the SAT rule for possessive apostrophes with singular vs. plural nouns?

Singular possessive: add 's ('the dog's bone'). Plural noun ending in -s: add only an apostrophe ('the dogs' bones'). Irregular plural: add 's ('the children's toys').

Distinguish its vs. it's, and their/there/they're for the SAT.

'Its' = possessive; 'it's' = 'it is/has'. 'Their' = possessive; 'there' = place; 'they're' = 'they are'. Possessive pronouns NEVER take an apostrophe.

What is the SAT rule about placing commas between a subject and its verb?

Never separate a subject from its verb with a single comma. A comma may appear only as part of a PAIR setting off nonessential material. E.g., 'The runner who won,' is wrong if 'who won' is essential.

How should items in a series be punctuated on the SAT?

Separate three or more items with commas, including the comma before the final 'and' (the SAT uses the Oxford/serial comma): 'red, white, and blue.' Don't add a stray comma before the first item or after the last.

What is the SAT rule for punctuating an introductory element?

Follow an introductory word, phrase, or dependent clause with a comma before the main clause. E.g., 'After the storm passed, we went outside.'

How do you punctuate a dependent clause depending on its position (SAT rule)?

When a dependent clause comes FIRST, follow it with a comma. When it comes AFTER the independent clause, usually use no comma. E.g., 'Because it rained, we left' vs. 'We left because it rained.'

What is the SAT test for whether punctuation between two clauses is correct?

Identify if each side is independent (a full sentence) or dependent. Two independents need a period, semicolon, or comma+FANBOYS; an independent + dependent typically needs a comma or nothing—never a semicolon between them.

On SAT paired passages, what does a 'point-of-agreement/disagreement' question ask you to determine?

How the author of Passage 2 would likely respond to a specific claim in Passage 1 (agree, disagree, qualify), based on each author's stated position—requiring analysis of both viewpoints together.

What is 'author's purpose/central claim' analysis on the SAT, and how do you find it?

Identifying why the author wrote the passage and its main argument. Find it by focusing on the thesis (often near the start or end), topic sentences, and repeated key ideas rather than isolated details.

How do you handle an SAT inference question ('it can reasonably be inferred that...')?

Choose the answer that MUST be true based on textual evidence—a small logical step from what the passage states. Reject choices that go too far, add outside information, or overstate with extreme words ('always,' 'never').

What is the SAT strategy for a 'primary function of a sentence/paragraph' question?

Read the sentence in context to determine its role in the argument (e.g., introduces a claim, provides a counterexample, offers evidence, transitions). Match the choice describing that structural job, not its literal content.

How should you approach SAT questions about tone and connotation in a literature passage?

Use the author's word choices (positive/negative connotations) and context to judge attitude. Pick a moderate, text-supported tone; avoid extreme emotional labels unless the passage strongly warrants them.

What is the difference between a 'restrictive' relative clause with 'that' and a nonrestrictive one with 'which' on the SAT?

Use 'that' with no commas for essential (restrictive) clauses; use 'which' set off by commas for nonessential (nonrestrictive) clauses. E.g., 'The book that I lost' vs. 'The book, which was long, ...'

What SAT punctuation error is created by putting a comma or semicolon before an essential phrase like 'of the students'?

Improperly separating essential sentence parts. Prepositional phrases and other essential modifiers should NOT be cut off by punctuation; e.g., 'the majority of the students' takes no internal comma or semicolon.

For SAT transition questions, how do you choose between contrast, cause-effect, and continuation transitions?

Determine the logical relationship between the two ideas: contrast → 'however/but/nevertheless'; cause-effect → 'therefore/thus/consequently'; addition/continuation → 'furthermore/moreover/in addition.' The transition must match the actual logic, not just sound smooth.