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VIII. Idioms and Diction: Prepositions

a. Appropriate Use of Idioms
Use idiomatic expressions correctly to convey the intended meaning.

●​ Example 1: She passed away. (Idiomatic expression for "she died")

●​ Example 2: They got along well. (Idiomatic expression for "they had a good
relationship")

b. Correct Preposition Choice

Use the correct preposition in phrases and expressions.

●​ Example 1: She is afraid of spiders. (Correct preposition)

●​ Example 2: I am interested in playing the piano. (Correct preposition)

c. Proper use of prepositional phrases

Use prepositional phrases accurately to provide additional information about the subject or
object of a sentence.

●​ Example 1: The cat is sitting on the chair.

●​ Example 2: She walked through the forest.

IX. Punctuation
a. Apostrophes
Use apostrophes to indicate possession or contraction.

●​ Example 1: John's car is old. (Apostrophe for possession)

●​ Example 2: It's raining outside. (Apostrophe for contraction)
●​ Example 3: The children's toys were scattered all over the room. (Apostrophe for plural
possession)
●​ Example 4: These are the cats' bowls. (Apostrophe for plural possession)
●​ Example 5: We're going to the park. (Apostrophe for contraction)
●​ Example 6: They're my best friends. (Apostrophe for contraction)

b. Semicolons and Periods

Use semicolons to separate independent clauses or to separate items in a series that already
contain commas. Use periods at the end of a complete sentence.

●​ Example 1: I went to the store; I bought some milk and bread. (Semicolon separates
independent clauses)
●​ Example 2: My best friends are John, who is a lawyer; Mary, who is a nurse; and Tom,
who is a teacher. (Semicolon separates items in a series that already contain commas)
●​ Example 3: I haven't been feeling well; I think I might have the flu. (Semicolon separates
independent clauses)
●​ Example 4: The museum exhibit included paintings from Van Gogh, the Dutch artist;
Monet, the French impressionist; and Klimt, the Austrian symbolist. (Semicolon
separates items in a series that already contain commas)
●​ Example 5: She couldn't make it to the party. She was caught up with work. (Period
ends a complete sentence)
●​ Example 6: The weather was perfect for a walk. It was mildly sunny with a cool breeze.
(Period ends a complete sentence)

Question 23
Context: Joshua Hinson, director of the language revitalization program of the Chickasaw
Nation in Oklahoma, helped produce the world's first Indigenous-language instructional app,
Chickasaw ________ Chickasaw TV, in 2010; and a Rosetta Stone language course in
Chickasaw, in 2015.

Question: Which choice completes the text so that it conforms to the conventions of Standard
English?

Answer Options:
A) Basic; in 2009, an online television network;

B) Basic; in 2009, an online television network,

C) Basic, in 2009; an online television network,

D) Basic, in 2009, an online television network,

c. Commas
Use commas to separate items in a series, after introductory phrases, to set off nonessential
clauses or phrases, and to separate coordinate adjectives.

●​ Example 1: I bought apples, oranges, and bananas at the store. (Comma separates
items in a series)
●​ Example 2: However, they still managed to win the game. (Comma after introductory
phrase)

d. Colons
Use colons to introduce a list, to separate clauses when the second clause explains or amplifies
the first, or to introduce a quote or example.

●​ Example 1: The ingredients for the recipe are: flour, sugar, eggs, and milk. (Colon
introduces a list)
●​ Example 2: He had one thought in mind: to succeed. (Colon separates clauses)
●​ Example 3: Her dream was simple yet profound: to travel the world and discover herself
in the process. (The colon introduces a clause that elaborates and explains the dream
mentioned in the preceding clause.)

e. Dashes
Use dashes to set off parenthetical elements or to emphasize certain words or phrases.

●​ Example 1: The car - a bright red sports car - caught everyone's attention. (Dash sets
off parenthetical element)
●​ Example 2: She was determined - against all odds - to finish the race. (Dash
emphasizes words or phrases)
X. Adjectives & Adverbs
a. Proper use of adjectives

Use adjectives to describe or modify nouns.

●​ Example 1: She wore a beautiful dress to the party. (Adjective "beautiful" describes the
noun "dress")
●​ Example 2: The tall building can be seen from miles away. (Adjective "tall" describes the
noun "building")

b. Proper use of adverbs

Use adverbs to modify verbs, adjectives, or other adverbs.

●​ Example 1: He ran quickly to catch the bus. (Adverb "quickly" modifies the verb "ran")
●​ Example 2: She spoke softly to avoid waking the baby. (Adverb "softly" modifies the
verb "spoke")

XI. Word Pairs

a. Commonly confused words

Use appropriate words and avoid common mistakes in word usage.

●​ Example 1: Their dog is friendly. (Correct possessive pronoun)

●​ Example 2: They're going to the party. (Contraction of "they are")
●​ Example 1: Accept the invitation. (To agree to something)
●​ Example 2: Except for him, everyone attended the meeting. (Excluding someone)
●​ Example 1: Your advice is helpful. (Correct noun)
●​ Example 2: I advise you to listen to his instructions. (Correct verb)

Word pairs you should know:

●​ accept (to agree to) / except (excluding)

●​ affect (to influence) / effect (result)
●​ complement (something that completes) / compliment (praise)
●​ elicit (to draw out) / illicit (forbidden by law)
●​ its (possessive form of "it") / it's (contraction of "it is")
●​ principal (main) / principle (fundamental belief or rule)
●​ stationary (not moving) / stationery (writing materials)
●​ than (used in comparisons) / then (at that time)
 ●​ their (possessive form of "they") / there (in that place) / they're (contraction of "they
are")
●​ to (preposition) / too (also, excessively) / two (the number)
●​ your (possessive form of "you") / you're (contraction of "you are")

XII. Who, Which, and Whom

a. Proper use of "who" and "whom"

Use "who" to refer to the subject of a sentence and "whom" to refer to the object of a verb or
preposition.

●​ Example 1: Who is the man who fixed my car? (Subject of the verb)
●​ Example 2: To whom should I address the letter? (Object of the preposition)

XII. Who, Which, and Whom

a. Proper use of "who" and "whom"
Use "who" to refer to the subject of a sentence and "whom" to refer to the object of a verb or
preposition.

●​ Example 1: Who is the man who fixed my car? (Subject of the verb "fixed")
●​ Example 2: To whom should I address the letter? (Object of the preposition "to")

The "he him" trick can help you determine whether to use "who" or "whom" in a sentence.

If the answer to the question could be "he," then use "who." If the answer to the
question could be "him," then use "whom."

Let's apply this trick to the examples provided:

Example 1: Who is the man who fixed my car?

Ask the question: Who fixed my car? The answer is "He fixed my car." So, you should use
"who."

Example 2: To whom should I address the letter?

Ask the question: Should I address the letter to him? The answer is "I should address the letter
to him." So, you should use "whom."
Using the "he him" trick makes it easier to decide whether to use "who" or "whom" based on the
role the word plays in the sentence.

b. Proper use of "which"

Use "which" to introduce nonrestrictive clauses and "that" to introduce restrictive clauses.

●​ Example 1: The car, which is red, belongs to John. (Nonrestrictive clause)

●​ Example 2: The car that is red belongs to John. (Restrictive clause)

c. Distinguishing between restrictive and non-restrictive

clauses
Understand the difference between clauses that are necessary for understanding the sentence
and those that provide additional information.

●​ Example 1: The book that she borrowed is on the shelf. (Restrictive clause)
●​ Example 2: Her car, which is blue, is parked outside. (Non-restrictive clause)

XIII. Transitions
a. Using transitional words and phrases effectively
Use transitional words and phrases to create coherence and a smooth flow between ideas and
paragraphs.

Example 1: First, we went to the store. Then, we went to the park.

Example 2: However, some people disagree with this viewpoint.

b. Coherently connecting ideas and paragraphs

Ensure that ideas and paragraphs are logically connected to maintain coherence in writing.

Example 1: The first reason for this decision is financial. Additionally, it aligns with our long-term
goals.

Example 2: In conclusion, there are several factors to consider when making this decision.
c. Maintaining smooth flow and logical progression in
writing
Organize ideas and sentences to ensure a logical progression and smooth flow of information.

Example 1: To begin with, we analyzed the data. Next, we identified the trends. Finally, we
drew conclusions.

Example 2: Moreover, it is important to consider the potential consequences before taking

action.

SAT Writing Guide: Maintaining Smooth

Flow and Logical Progression
c. Maintaining smooth flow and logical progression in
writing:
Organize ideas and sentences to ensure a logical progression and smooth flow of information.

Example 1: To begin with, we analyzed the data. Next, we identified the trends. Finally, we
drew conclusions.

Example 2: Moreover, it is important to consider the potential consequences before taking

action.

Here are some common SAT Writing transitions along with example sentences:

1. Introductory:
●​ To begin with
●​ First and foremost
●​ In the first place
●​ Initially Example: Initially, we conducted a thorough analysis of the data.

2. Addition and Continuation:

●​ Additionally
●​ Furthermore
●​ Moreover
 ●​ In addition to
●​ Also
●​ Moreover Example: Furthermore, the results of the study support our hypothesis.

3. Contrast:
●​ However
●​ On the other hand
●​ Conversely
●​ Nevertheless
●​ Nonetheless
●​ Yet
●​ Instead
●​ In contrast Example: However, some people may hold a different viewpoint on this
issue.

4. Cause and Effect:

●​ As a result
●​ Consequently
●​ Therefore
●​ Thus
●​ For this reason
●​ Hence Example: Consequently, the company experienced significant growth.

5. Sequence and Time:

●​ Next
●​ Then
●​ Subsequently
●​ Afterward
●​ Meanwhile
●​ Simultaneously
●​ Finally
●​ Eventually
●​ Ultimately Example: Afterward, we proceeded to analyze the gathered data.

6. Example:
●​ For instance
●​ To illustrate
●​ Specifically
 ●​ A case in point
●​ As an example
●​ To demonstrate Example: For instance, many successful companies started as small
startups.

7. Comparing and Contrasting:

●​ Similarly
●​ Likewise
●​ In the same way
●​ On the contrary
●​ However
●​ Conversely
●​ In contrast
●​ On the other hand Example: Likewise, the second study also found users preferred
option B.

8. Summary and Conclusion:

●​ In conclusion
●​ To sum up

8. Summary and Conclusion:

●​ In conclusion
●​ To sum up
●​ Overall
●​ In summary

Example: In conclusion, the findings strongly support our hypothesis.

9. Emphasis:
●​ Indeed
●​ Notably
●​ Specifically
●​ In fact
●​ Particularly

Example: Indeed, the data supports the hypothesis that was initially proposed.
10. Comparison of Options:
●​ Whereas
●​ In contrast to
●​ On the other hand
●​ Alternatively
●​ Conversely

Example: Alternatively, we can consider a different approach to solve this problem.

Remember, transitions are not just words or phrases to be inserted randomly in your writing.
They serve as signposts to guide your reader through your ideas, helping to create a logical and
coherent flow.

XIV. Subjunctives
Subjunctives are used to express hypothetical or unreal situations, wishes, recommendations,
and emotions. Here is a more detailed explanation of when and how to use subjunctives:

1. Use of "were" in hypothetical statements:

In hypothetical or contrary-to-fact situations, use "were" instead of "was" after the pronouns "I,"
"he," "she," and "it."

Example 1: If I were a bird, I would fly freely in the sky.

Example 2: She speaks as if she were the queen.

2. Use of the base form of the verb after certain verbs:

After certain verbs of recommendation, request, suggestion, or necessity, use the base form of
the verb (infinitive without "to") to express the subjunctive mood.

Example 1: It is important that he arrive on time.

Example 2: The teacher insisted that we study for the exam.

3. Use of the past subjunctive form for wishes or desires:

When expressing wishes or desires about unreal or unlikely situations in the present or past,
use the past subjunctive form of the verb.

Example 1: I wish I were taller.

Example 2: She wishes she had studied harder for the test.

4. Use of "were to" for unlikely or hypothetical future events:

To indicate unlikely or hypothetical future events, use the phrase "were to" followed by the base
form of the verb.

Example 1: If it were to rain tomorrow, we would have to cancel the picnic.

Example 2: Suppose I were to win the lottery, what would you do?

It is important to use subjunctives carefully and appropriately in formal writing. Subjunctives are
often used in more formal or literary contexts and can add sophistication and nuance to your
writing. By understanding when and how to use subjunctives, you can effectively convey
hypothetical situations, wishes, recommendations, and emotions in your writing.

Using Subjunctives in Formal Writing

It is important to use subjunctives carefully and appropriately in formal writing. Subjunctives are
often used in more formal or literary contexts and can add depth and nuance to your writing. By
understanding when and how to use subjunctives, you can effectively convey hypothetical
situations, wishes, recommendations, and emotions in your writing.