Standard English Conventions Cram Sheet
What You Need to Know
Standard English Conventions (SAT Writing & Language / Digital SAT Writing) are the grammar and punctuation rules that make sentences clear, correct, and easy to read. On the SAT, questions usually ask you to choose the option that:
- Fixes sentence boundaries (run-ons, fragments)
- Uses correct punctuation (commas, semicolons, colons, dashes, apostrophes)
- Maintains agreement (subject–verb, pronoun–antecedent)
- Keeps verb tense/mood/voice consistent and logical
- Places modifiers correctly
- Builds parallel structure
- Avoids faulty comparisons and unclear references
SAT rule-of-thumb: Prefer the simplest choice that is grammatically correct and preserves meaning. Avoid adding commas/words “just because it sounds good.”
The core idea
Most SAT convention questions reduce to two checks:
- What is the grammatical structure? (Independent clause? Dependent clause? List? Appositive?)
- What punctuation/verb/pronoun form matches that structure?
Step-by-Step Breakdown
Use this quick procedure whenever you hit a conventions question.
Read the whole sentence (or at least the full thought).
- Don’t answer based on a snippet; boundaries and modifiers depend on context.
Find the main clause(s).
- Identify subject and main verb.
- Decide if you have one independent clause or two.
If punctuation is involved, do a “clause test.”
- Can each side stand alone as a complete sentence?
- If yes + yes → use semicolon or period, or comma + FANBOYS.
- If yes + no → likely comma (with dependent/intro phrase) or no punctuation.
- If no + no → likely comma(s) for nonessential info, list punctuation, or nothing.
Check the specific rule category.
- Agreement (SV/pronouns)
- Verb tense/sequence
- Pronoun case (I/me, who/whom)
- Modifier placement
- Parallelism/comparisons
Eliminate choices that create classic errors.
- Comma splice, fragment, dangling modifier, ambiguous pronoun, mismatched tense, faulty parallelism.
Pick the most concise correct option (when choices are grammatically equivalent).
Mini worked “clause test” example
Sentence: The museum expanded its hours, visitors stayed longer.
- Left: “The museum expanded its hours” = independent.
- Right: “visitors stayed longer” = independent.
- Comma alone between two independent clauses = comma splice.
- Fix: semicolon or period or comma + FANBOYS (…, and visitors stayed longer.)
Key Formulas, Rules & Facts
Sentence boundaries (the highest-yield skill)
| Structure you have | Correct fixes | Notes |
|---|---|---|
| IC + IC (two independent clauses) | . / ; / , + FANBOYS | FANBOYS = for, and, nor, but, or, yet, so |
| IC + DC or DC + IC | Usually no punctuation (IC+DC) or comma after DC (DC+IC) | DC starts with because, although, when, if, since, while, etc. |
| Comma splice (IC, IC) | Replace comma with ; or add FANBOYS or split into two sentences | Most common SAT boundary trap |
| Fragment (no IC) | Add/restore a main clause; remove fragment punctuation | Watch “which/that” and -ing openers |
Commas (what they actually do)
| Comma use | When to use | Quick test |
|---|---|---|
| After an intro clause/phrase | After the meeting, we left. | Intro chunk before main clause → comma |
| Before FANBOYS joining IC + IC | I studied, and I slept. | Both sides must be IC |
| Items in a list | apples, oranges, and pears | No comma between just two items |
| Nonessential (parenthetical) info | Maya, who is a senior, applied. | Remove the chunk: sentence still makes sense |
| Appositives (renaming nouns) | My brother, a pilot, travels often. | Essential appositive = no commas |
| Coordinate adjectives | a cold, rainy day | Can you put “and” between them? Can you swap order? If yes → comma |
| Avoid splitting S–V | ❌ The author, argues… | Never separate subject from its verb with a comma |
Nonessential info must be bracketed: comma–comma (or dash–dash, or parentheses–parentheses). Don’t mix.
Semicolons, colons, dashes
| Punctuation | What it connects | When correct | Common trap |
|---|---|---|---|
| Semicolon (;) | IC ; IC | Both sides are complete sentences | ❌ Using ; before a dependent clause or list |
| Colon (:) | IC : explanation/list | Left side must be an IC; right side explains, defines, or lists | ❌ Colon after “including” / after a verb directly (are: ) |
| Dash (—) | Like a colon or parenthetical | Emphasis, interruption, or appositive | Must pair two dashes for an insertion |
Apostrophes
| Form | Meaning | Example | Trap |
|---|---|---|---|
| ’s | singular possession | the dog’s leash | Not plural |
| s’ | plural possession | the dogs’ leashes | Only if plural already ends in s |
| it’s | it is | it’s raining | Confused with its |
| its | possession | its color | No apostrophe |
| who’s / whose | who is / possession | who’s ready? / whose book? | Common SAT favorite |
Subject–verb agreement
Rule: The verb agrees with the subject, not with words in between.
- Prepositional phrases don’t change the subject: A bouquet of roses smells nice.
- Interruptions (commas, dashes) don’t change agreement: The players, along with the coach, are… (subject = players)
- Either/neither (singular) → singular verb: Neither of the plans works.
- Each/every (singular) → singular verb: Each of the students has…
Pronouns
| Skill | Rule | Example |
|---|---|---|
| Antecedent agreement | pronoun matches noun in number/person | The team finished its practice. (team = singular on SAT) |
| Clarity | pronoun must clearly refer to one noun | Ambiguous “this/that/it/they” is often wrong |
| Case | subject: I/he/she/we/they; object: me/him/her/us/them | She helped him. He helped her. |
| Who vs. whom | who = subject; whom = object | Who called? / Whom did you call? |
Quick who/whom test: Replace with he/him.
- if he fits → who
- if him fits → whom
Verb tense, mood, and voice
- Keep tense consistent unless time changes.
- In 2010, she moved… and started… (past stays past)
- Sequence of tenses: earlier past often needs past perfect (had + past participle)
- She had finished the study before she published the paper.
- Subjunctive (“were”) for unreal/contrary-to-fact:
- If I were you…; I wish it were possible.
- Active vs. passive: active is usually clearer, but passive can be correct.
- Passive needs be + past participle: was written, were built
Modifiers (placement matters)
- A modifier should sit next to what it describes.
- Dangling modifier: intro phrase has no logical subject.
- ❌ Walking to school, the rain soaked my clothes. (Rain isn’t walking.)
- ✅ Walking to school, I got soaked by the rain.
Parallel structure
Items in a list or paired structure must match grammatical form.
- Lists: nouns with nouns; verbs with verbs; -ing with -ing.
- ✅ She likes running, swimming, and biking.
- Correlative pairs:
- either…or, neither…nor, not only…but also, both…and
- ✅ not only to read but also to write (match forms)
Comparisons
- Compare like things and keep it logical.
- ✅ The salary of a teacher is lower than that of a lawyer.
- ❌ The salary of a teacher is lower than a lawyer. (salary vs person)
- Fewer (countable) vs less (uncountable): fewer books, less water.
Examples & Applications
Example 1: Choosing the right boundary
Sentence: The forecast predicted heavy snow, the hikers canceled the trip.
- Two independent clauses → comma splice.
- Correct fixes include:
- The forecast predicted heavy snow; the hikers canceled the trip.
- The forecast predicted heavy snow, so the hikers canceled the trip.
Key insight: If both sides can stand alone, comma alone is wrong.
Example 2: Essential vs nonessential
Sentence: The painting that hangs in the lobby was donated in 1920.
- “that hangs in the lobby” identifies which painting → essential → no commas.
- Wrong: The painting, that hangs in the lobby, … (commas imply nonessential).
Key insight: If removing the clause changes which noun you mean, don’t set it off.
Example 3: Modifier placement
Bad: Covered in dust, Elena found the old books in the attic.
- As written, Elena is “covered in dust” (possible), but meaning might be that the books were dusty.
Better: Elena found the old books, covered in dust, in the attic.
Key insight: Put the modifier next to the thing it describes.
Example 4: Parallelism with correlative pairs
Bad: The program aims not only to reduce costs but also improving efficiency.
- “to reduce” (infinitive) doesn’t match “improving” (-ing).
Good: …not only to reduce costs but also to improve efficiency.
Key insight: In paired structures, match the grammar on both sides.
Common Mistakes & Traps
Comma splice (IC, IC)
- What goes wrong: You see a pause and pick a comma.
- Why wrong: A comma alone can’t join two complete sentences.
- Fix: Use ;, ., or , + FANBOYS.
Random comma between subject and verb
- What goes wrong: The students in the library, were studying.
- Why wrong: The subject is “students”; the phrase “in the library” is extra.
- Fix: Delete the comma: …library were…
Mixing punctuation “brackets”
- What goes wrong: My sister—who lives nearby, visits often.
- Why wrong: Parenthetical inserts must use matching marks.
- Fix: — — or , , or ( ), but not mixed.
Misusing a colon after a verb
- What goes wrong: The ingredients are: flour, sugar, and eggs.
- Why wrong: A colon should follow an independent clause; here “are” expects its complement directly.
- Fix: The ingredients are flour, sugar, and eggs. OR The ingredients are the following: flour, sugar, and eggs.
Pronoun ambiguity (unclear “it/they/this”)
- What goes wrong: When Mia texted Ava, she was upset. (Who?)
- Why wrong: Pronoun could refer to multiple nouns.
- Fix: Replace with the specific noun or rewrite for clarity.
Agreement fooled by extra phrases
- What goes wrong: A list of rules are posted.
- Why wrong: Subject is “list” (singular).
- Fix: A list of rules is posted.
Dangling modifier intro
- What goes wrong: To win the contest, the rules must be followed.
- Why wrong: “Rules” can’t intend to win.
- Fix: To win the contest, contestants must follow the rules.
Faulty comparison
- What goes wrong: Her research is more thorough than Dr. Lee.
- Why wrong: Comparing research to a person.
- Fix: …than Dr. Lee’s. or …than that of Dr. Lee.
Memory Aids & Quick Tricks
| Trick / mnemonic | What it helps you remember | When to use |
|---|---|---|
| IC/IC test | Whether you need ; . or ,+FANBOYS | Any punctuation choice involving comma/semicolon/period |
| FANBOYS (for, and, nor, but, or, yet, so) | The only coordinating conjunctions that can follow a comma to join two ICs | Fixing run-ons, choosing between comma vs semicolon |
| “Comma = weak glue” | Commas can’t hold two sentences alone | Avoid comma splices |
| “Drop it” test (nonessential) | If removing the phrase keeps meaning intact, set it off with commas/dashes | Relative clauses, appositives |
| Who/whom = he/him | Who = subject; whom = object | Pronoun case questions |
| “If it’s not right, use were” | Subjunctive for unreal conditions | If/I wish/as if statements |
| Parallel pair mirror | Either/or, not only/but also must match | Parallelism choices |
Quick Review Checklist
- Check clause boundaries first: IC+IC needs . ; or ,+FANBOYS.
- Never use a comma to join two complete sentences by itself.
- Intro chunk → comma; subject–verb → no comma.
- Nonessential info gets two commas (or two dashes); essential info gets none.
- Colon must follow a complete sentence; use it for lists/explanations.
- Semicolon = connects two complete sentences.
- Apostrophes: it’s = it is; its = possessive.
- Agreement: the verb matches the real subject, not the prepositional phrase.
- Pronouns must be clear and match antecedents.
- Modifiers go next to what they describe; avoid dangling intros.
- Parallelism: keep list items and paired structures in the same form.
- Comparisons must compare like with like (that of, those of).
You’ve got this—treat every option like a structure puzzle, not a “what sounds right” question.