Standard English Conventions Cram Sheet
What You Need to Know
Standard English Conventions on the SAT test whether you can recognize and fix grammar, usage, and punctuation issues in context. The big idea: choose the option that is grammatically correct, clear, and consistent with the surrounding sentence/paragraph.
On the SAT, these questions cluster into five skill buckets:
Sentence Boundaries: avoiding run-ons and fragments; choosing correct punctuation to join ideas.
Form, Structure, and Sense: verb forms/tense, pronoun clarity, modifier placement.
Conventions of Usage: agreement (subject–verb, pronoun–antecedent), standard word forms, comparisons.
Conventions of Punctuation: commas, semicolons, colons, dashes, apostrophes.
Parallelism & Coordination/Subordination: matching grammar in lists/pairs; choosing the right connector.
SAT rule of thumb: If two choices both “sound fine,” the correct one is usually the one that follows a specific rule (boundaries, punctuation, agreement) and is cleaner (no extra words).
Step-by-Step Breakdown
Use this process for nearly every Standard English Conventions question.
Read the full sentence (and one before/after if needed).
Many errors are about context: tense consistency, pronoun reference, logical comparisons.
Identify what the underlined part is doing.
Is it joining clauses (boundary)?
Adding an interruption (appositive/parenthetical)?
Part of a list (parallelism)?
A verb/pronoun that must agree with something else?
Check sentence boundaries first (highest-yield).
If you see punctuation choices like period / semicolon / comma + conjunction / colon / dash, test whether you have:
Independent clause = can stand alone.
Dependent clause = cannot stand alone.
Then check core grammar relationships.
Subject–verb agreement (find the true subject)
Verb tense & mood (consistent timeline; correct conditional)
Pronoun agreement & clarity (clear antecedent; correct case)
Then check modifiers and parallel structure.
Modifiers should touch what they modify.
Items in a list or pair should match grammatically.
Finally, choose the most concise correct option.
If two are grammatically correct, prefer:
fewer words
fewer commas
fewer “which/that” add-ons
no redundancy
Mini worked check (boundary)
Sentence: “The team finished the experiment, the results surprised everyone.”
Both halves are independent clauses.
A comma alone creates a comma splice.
Fix options:
“…experiment; the results…” ✅
“…experiment, and the results…” ✅
“…experiment. The results…” ✅
Mini worked check (modifier)
“Running down the street, the backpack bounced on Maria’s shoulders.”
The modifier “Running down the street” must describe Maria, not the backpack.
Fix: “Running down the street, Maria felt her backpack bounce…” ✅
Key Formulas, Rules & Facts
Sentence Boundaries (independent vs. dependent)
Situation | Correct options | Notes |
|---|---|---|
Two independent clauses | Period / Semicolon / Comma + FANBOYS | FANBOYS = for, and, nor, but, or, yet, so |
Independent + dependent (intro dependent) | Comma after intro clause | “Because…, I…” |
Dependent + independent (dependent last) | Usually no comma | “I left because it was late.” |
Fixing a fragment | Add missing subject/verb or attach to a nearby clause | Watch “which,” “because,” “although,” “that” starters |
Hard rule: A comma cannot join two independent clauses by itself.
Semicolons, colons, dashes
Punctuation | When it’s correct | Common SAT traps |
|---|---|---|
Semicolon (;) | Between two independent clauses closely related | If either side can’t stand alone, it’s wrong |
Colon (:) | After a complete sentence to introduce: list, explanation, example | Must have full independent clause before colon |
Dash (—) | Like a colon or parentheses: emphasis, interruption | Don’t mix with other boundary punctuation incorrectly |
Commas: the patterns that matter
Use | Correct pattern | Notes |
|---|---|---|
After introductory clause/phrase | “After eating, we left.” | Especially with long intros |
Before FANBOYS joining two independent clauses | “I studied, and I improved.” | If 2nd part isn’t independent, no comma needed |
Around nonessential (parenthetical) info | “My brother, a pilot, travels often.” | Nonessential = removable without changing core meaning |
In lists | “A, B, and C” | SAT accepts with or without Oxford comma, but be consistent |
To set off a nonessential “which” clause | “…, which…” | Often nonessential; see “that vs which” below |
Essential vs. nonessential information
Type | How it’s punctuated | Quick test |
|---|---|---|
Essential (restrictive) | No commas | Needed to identify which one |
Nonessential (nonrestrictive) | Commas / dashes / parentheses | Extra detail; sentence still makes sense without it |
Examples:
Essential: “Students who study pass.” (Not all students.)
Nonessential: “My car, which is blue, is outside.” (You only have one car, or color isn’t needed to identify it.)
That vs. which (SAT-style)
That often introduces essential information (usually no comma).
Which often introduces nonessential information (usually with a comma).
The SAT mostly tests the comma logic: if the clause is nonessential, set it off.
Subject–verb agreement (find the true subject)
Pattern | Rule | Example |
|---|---|---|
Prepositional phrase between subject and verb | Ignore the phrase | “The bouquet of roses smells…” |
Subjects joined by and | Usually plural | “Time and tide wait…” |
Subjects joined by or/nor | Verb matches the closest subject | “Either the teachers or the principal is…” |
Collective nouns | Usually singular on SAT unless clearly acting as individuals | “The committee decides…” |
Indefinite pronouns | Many are singular | “Each is…” “Everyone has…” |
Common singular indefinite pronouns: each, either, neither, anyone, everyone, somebody, no one.
Verb tense & consistency
Keep tense consistent with time markers:
“Last year” → past
“Since then” → present perfect often works (“has grown”)
Use simple present for general truths: “Water boils…”
Be careful with sequence of tenses in narration.
Pronouns: agreement, case, and clarity
Issue | Rule | Quick fix |
|---|---|---|
Pronoun–antecedent agreement | Singular antecedent → singular pronoun | “Each student brought his or her…” (SAT may also allow “their” in some contexts, but singular agreement is safest) |
Pronoun case | Subject: I/he/she/we/they; Object: me/him/her/us/them | “Between you and me” |
Possessive vs. contraction | its = possessive; it’s = it is | Same with your/you’re, their/they’re/there |
Ambiguous reference | Pronoun must clearly refer to one noun | Replace with noun if unclear |
Modifiers (placement)
Type | Rule | Example trap |
|---|---|---|
Dangling modifier | Modifier must logically describe the subject right after it | “Walking to school, the rain soaked me” ❌ |
Misplaced modifier | Put the modifier next to what it modifies | “She almost drove her kids every day” (means almost drove) vs “She drove her kids almost every day” |
Parallelism (lists and paired ideas)
Match grammar in:
Lists: “to read, to write, and to edit” OR “reading, writing, and editing”
Correlative pairs: either/or, neither/nor, not only/but also, both/and
Trap example:
“She likes hiking, to swim, and biking.” ❌ (not parallel)
Comparisons (logical and grammatical)
Rule | Example |
|---|---|
Compare like with like | “The salary of a teacher is lower than that of an engineer.” |
Use than/as properly | “as fast as,” “more than” |
Avoid illogical comparisons | “Her novel is better than Jane Austen.” ❌ (novel vs person) |
Apostrophes
Form | Meaning | Example |
|---|---|---|
’s | singular possessive | the dog’s leash |
s’ | plural possessive (plural ends in s) | the dogs’ leashes |
it’s | it is | It’s raining |
its | possessive | its color |
Commonly tested usage
Fewer (countable) vs less (uncountable): fewer apples, less water
Number (countable) vs amount (uncountable)
Who (people, subject) vs whom (object)
Because (cause) vs since (time/cause; can be ambiguous)
Affect (verb) vs effect (noun; sometimes verb = “to bring about”)
Examples & Applications
Example 1: Comma splice vs. correct join
Sentence: “The museum expanded its collection, it also renovated two galleries.”
Two independent clauses.
Fix choices that work:
“…, and it also renovated…” ✅ (comma + FANBOYS)
“…collection; it also renovated…” ✅ (semicolon)
“…collection. It also renovated…” ✅ (period)
“…, it also renovated…” ❌ (comma splice)
Example 2: Essential vs nonessential clause
Sentence: “The paintings, that were acquired in 1920, are now on display.”
If the clause identifies which paintings, it’s essential → no commas and often “that.”
If it’s extra info about paintings already identified, it’s nonessential → commas and often “which.”
Most consistent fix for the given punctuation:
“The paintings, which were acquired in 1920, are now on display.” ✅
Example 3: Agreement with intervening phrases
Sentence: “A series of interviews with residents reveal how the neighborhood changed.”
True subject = “series” (singular). “of interviews…” is a prepositional phrase.
Correct: “A series … reveals …” ✅
Example 4: Parallel structure with correlative conjunctions
Sentence: “The app is designed not only to track habits but also providing reminders.”
“not only X but also Y” must be parallel.
If X is “to track,” Y should be “to provide.”
Correct: “…but also to provide reminders.” ✅
Common Mistakes & Traps
Comma Splice
Wrong: Joining two independent clauses with just a comma.
Why wrong: A comma alone can’t do that job.
Avoid: Use period, semicolon, or comma + FANBOYS.
Mistaking phrases for independent clauses
Wrong: Treating “Because she studied” as a complete sentence.
Why wrong: It’s dependent; can’t stand alone.
Avoid: Check if it could be a sentence by itself.
Interruptions punctuated inconsistently
Wrong: “The car, which is electric has…” (one comma missing).
Why wrong: Nonessential info must be set off on both sides.
Avoid: If you open with a comma/dash/parenthesis, you usually need to close it.
Subject–verb agreement fooled by prepositional phrases
Wrong: “The list of items are…”
Why wrong: Subject is “list” (singular).
Avoid: Cross out “of…” phrases to find the core subject.
Pronoun ambiguity
Wrong: “When Maria met Anna, she was excited.” (Who?)
Why wrong: Pronoun has multiple possible antecedents.
Avoid: Replace with the noun or rewrite for clarity.
Wrong pronoun case after prepositions or in comparisons
Wrong: “between you and I”
Why wrong: Prepositions take object case.
Avoid: “between you and me.”
Dangling modifiers
Wrong: “To finish the project, the deadline was extended.”
Why wrong: Deadline can’t “finish the project.”
Avoid: Put the real doer right after the modifier: “To finish the project, the team asked for…”
Faulty parallelism in lists/pairs
Wrong: “She enjoys reading, to write, and music.”
Why wrong: Mixed forms (gerund/infinitive/noun).
Avoid: Make all items the same grammatical type.
Memory Aids & Quick Tricks
Trick / mnemonic | Helps you remember | When to use it |
|---|---|---|
IC + IC = . ; ,FANBOYS | How to join two independent clauses | Boundary questions with punctuation choices |
FANBOYS (for, and, nor, but, or, yet, so) | Coordinating conjunctions that can follow a comma to join ICs | Avoid comma splices |
“If you can drop it, box it” | Nonessential info gets commas/dashes/parentheses | Appositives and “which” clauses |
Cross out prepositional phrases | Find the true subject for agreement | “of,” “in,” “with,” “along,” etc. between subject/verb |
Either/Or = verb agrees with the closer | Proximity agreement | either/or, neither/nor subjects |
WHO = HE, WHOM = HIM | Who vs whom (subject vs object) | Tricky pronoun case questions |
Modifier must touch the noun | Avoid dangling/misplaced modifiers | Opening phrases and descriptive clauses |
Quick Review Checklist
Check boundaries first: Do you have IC + IC? Then use period/semicolon/comma+FANBOYS.
A colon must follow a complete sentence.
Nonessential info needs two commas (or two dashes / parentheses).
Find the true subject (ignore “of/with/in…” phrases) to match the verb.
Keep tense consistent with time markers and surrounding verbs.
Pronouns must agree with antecedents and be unambiguous.
Modifiers must logically and grammatically modify the nearest appropriate noun.
Keep lists and paired structures parallel.
Watch apostrophes: its vs it’s, plural vs possessive.
If multiple choices are correct, pick the most concise that keeps meaning.
You’ve got this—stick to the rules, and don’t let “it sounds right” beat “it is right.”