CHAPTER 12

Writing and Language:

Standard English
Conventions
The focus of this chapter is on Standard English Conventions, one
of the two broad categories of questions on the SAT Writing and
Language Test. Standard English Conventions questions relate to
some of the basic elements of writing: sentence structure, usage, and
punctuation.

Standard English Conventions:

The Craft of Language
“Conventions” is just another way of referring to standard practices
and expectations that we follow in all sorts of areas of our lives. We
have conventions for how to greet people, make polite requests, and
express gratitude. Conventions aren’t just about etiquette, though;
they’re the customs we use and rely on in order to make our dealings
with other people function more smoothly.

Like conventions in other parts of our lives, language conventions offer

a standard (typical, broadly agreed upon) way to construct written
expression in a manner that meets people’s expectations and thereby
helps ensure that our spoken and, especially, our written utterances
are understood. To take a simple but important example, we commonly
agree that in most cases a “sentence” in writing consists of a more or
less complete thought, that a sentence will have certain parts (at least a
subject and a verb), that the start of a new sentence should be signaled
by a capital letter, and that the end of a sentence should be indicated
with punctuation (a period, question mark, or exclamation point).

Of course, people violate conventions all the time. When the violation
is against the law, there are generally clear and obvious penalties. But
what’s the “penalty” if you break a language convention?

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Sometimes there’s none at all. It could be that your reader or listener

fully understands what you mean and can essentially skip over the
irregularity. Sometimes you may even intentionally deviate from a
convention to achieve a particular purpose. A sentence fragment,
for instance, breaks convention by lacking key elements of a typical
sentence but, in certain cases, can be very effective in creating
emphasis, reflecting surprise or shock, or the like.

In most cases, though, following language conventions proves highly

useful. When a writer fails to observe conventions, the reader is likely
REMEMBER to be distracted, annoyed, or confused. When a writer does observe
Observing standard English conventions, the reader’s attention can be focused on the message
conventions is about more than being sent. In reality, though, conventions aren’t truly separate from
ticking off items on a long list of the meaning that you as a writer are trying to convey; they’re part and
grammar, usage, and mechanics parcel of it, a critical means by which you ensure that the message
rules; rather, it’s closely tied to the
you intend to convey is the same as what the reader understands and,
meaning a writer wishes to convey.
indeed, as the sentence fragment example suggests, part of the means
by which the message itself is shaped.

As is the case for Expression of Ideas, Standard English Conventions on

the Writing and Language Test is an overarching category that includes
three subcategories, each of which contains several testing points.
Standard English Conventions questions require you to edit passages for
sentence structure, usage, and punctuation. (Spelling and capitalization
aren’t directly tested.) In list form, the conventions category looks like this:

§ Sentence Structure: Recognizing and correcting sentence

formation problems and inappropriate shifts in sentence
construction, including

w Sentence boundaries: Recognizing and correcting grammatically

incomplete sentences that aren’t rhetorically effective (the
“good”—clearly deliberate—sentence fragments we spoke
of earlier)

w Subordination and coordination: Recognizing and correcting

problems in how major parts of sentences are related

w Parallel structure: Recognizing and correcting problems with

parallelism

w Modifier placement: Recognizing and correcting problems with

modifier placement, including dangling and misplaced modifiers

w Shifts in verb tense, mood, and voice (e.g., changing

inappropriately from past to present tense)

w Shifts in pronoun person and number (e.g., changing

inappropriately from second person “you” to third person “one”)

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§ Conventions of Usage: Observing standard usage practices,

including

w Pronoun clarity: Recognizing and correcting ambiguous or

vague pronouns (pronouns with more than one possible
antecedent or no clear antecedent at all)

w Possessive determiners: Distinguishing between and among

possessive determiners (“its,” “your,” “their”), contractions (“it’s,”
“you’re,” “they’re”), and adverbs (“there”)

w Agreement: Ensuring agreement between subject and verb,

between pronoun and antecedent, and between nouns

w Frequently confused words: Distinguishing between and among

words that are commonly mistaken for one another (e.g.,
“affect” and “effect”)

w Logical comparison: Recognizing and correcting cases in which

unlike terms are compared

w Conventional expression: Recognizing and correcting cases in

which, for no good rhetorical reason, language fails to follow
conventional practice

§ Conventions of Punctuation: Observing standard punctuation

practices,
­ including

w End-of-sentence punctuation: Using the correct form of ending

punctuation (period, question mark, or exclamation point)
when the context makes the writer’s intent clear

w Within-sentence punctuation: Correctly using and recognizing

and correcting misuses of colons, semicolons, and dashes

w Possessive nouns and pronouns: Recognizing and correcting PRACTICE AT

inappropriate uses of possessive nouns and pronouns and satpractice.org
deciding between plural and possessive forms As you can see, there are a lot of
English language conventions that
w Items in a series: Using commas and sometimes semicolons to
may be tested on the SAT. Get
separate elements in lists
comfortable with them, especially
w Nonrestrictive and parenthetical elements: Using punctuation those that you know you tend to
to set off nonessential sentence elements and recognizing and struggle with. Check out satpractice
.org for help.
correcting cases in which punctuation is wrongly used to set
off essential sentence elements

w Unnecessary punctuation: Recognizing and eliminating

unneeded punctuation

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Three general observations are in order before we discuss the three

subcategories in some detail. First, while many Expression of Ideas
questions specify what to consider as you answer them, many
Standard English Conventions questions don’t. You’ll most often be
presented with an underlined portion of the passage and four choices,
generally consisting of a “NO CHANGE” option and three alternatives.
Choose “NO CHANGE” if you find no conventions problem; otherwise,
choose the alternative that follows the conventions of standard written
English. Each question tests one concept or at most two closely
related concepts.

Second, the main purpose of this chapter is to familiarize you with

PRACTICE AT what’s tested in the Standard English Conventions questions on the
satpractice.org Writing and Language Test. While you may learn a thing or two about
For more practice with the standard those conventions from reading this chapter, it’s beyond the chapter’s
English conventions tested on scope to teach the knowledge and skills you’ll need to do well on the
the SAT, visit Khan Academy at test. If a particular concept touched on in this chapter is unclear, take a
satpractice.org. look at the sample questions in Chapter 13—each question identifies
what’s being tested—or consult other sources, such as your teachers,
textbooks, or high-quality print and digital reference materials. As
always, Khan Academy provides an outstanding resource for SAT
readiness at satpractice.org.

Finally, while you may be used to thinking of language conventions

as absolute rules, in reality, linguists, educators, writers, and authors
of style manuals debate quite a few of these issues. For example,
while many books and experts advise using a comma before a
coordinating conjunction in a list of three or more items (x, y, and z),
others suggest that it’s often not necessary (x, y and z). Although
the Writing and Language Test includes questions about items in a
series, we don’t directly test this particular comma usage. In general
terms, the test stays away from assessing what’s sometimes called
“contested usage”—those issues that experts disagree about.
There’s no definitive list of what we don’t test—indeed, that list
changes over time as some issues get settled and new ones crop
up—but if good reference books disagree on a particular point, it’s
likely that we don’t test the matter directly.

In the following sections, we’ll describe the general features of each

of the three conventions subcategories and touch on the specific
knowledge and skills addressed in each. To keep things manageable,
we won’t go into detail on each possible testable issue.

Sentence Structure
In Chapter 11, we introduced the concept of syntax, defining it as
the arrangement of words into phrases, clauses, and sentences.
Sentence Structure questions in the Standard English Conventions
category address syntax from a conventions perspective. You’ll have to

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recognize and correct problems in how sentences are formed as well

as identify and fix cases in which constructions shift inappropriately
within or between sentences. For discussion purposes, let’s divide
this subcategory into two basic groupings: sentence formation and
inappropriate shifts in construction.

Sentence Formation
Questions about sentence formation try to determine whether you can
recognize and correct fundamental (but not always simple) problems
with how sentences are constructed. Some of these questions may
ask you to identify and fix rhetorically ineffective sentence fragments
(incomplete sentences), run-ons (independent clauses fused together
without punctuation or conjunction), and comma splices (independent
clauses joined by only a comma).

Other questions will ask you to identify and fix problems in how the PRACTICE AT
various phrases and clauses within a sentence are related. Sometimes satpractice.org
the problem will be with the coordination or subordination of clauses, Items in a series should be in similar
as when a coordinating conjunction such as “and” or “but” is used form. For instance, the sentence
when the logic of the sentence calls for a subordinating conjunction “She likes running, swimming,
such as “although” or “because.” In other cases, the problem will be and hiking” exhibits basic but
a lack of parallel structure—a failure to treat grammatically similar sound parallelism.
structures in a series in the same way. The sentence “She likes
running, swimming, and to go on hikes,” for example, exhibits flawed
parallelism because the pattern of gerunds (“running,” “swimming”) is
broken by an infinitive phrase (“to go on hikes”). In yet other instances,
a sentence will include a dangling or misplaced modifier—a word,
phrase, or clause that doesn’t modify what it’s supposed to. For
example, the sentence “Even after paying for costly repairs, the car still
broke down” has a dangling modifier because presumably a person,
not the car, paid for the repairs.

Shifts in Construction
Sometimes sentence structure problems emerge because of a failure to
be consistent either within or between sentences. If a writer has been
using past tense and for no clear reason suddenly switches to using
present tense, an inappropriate shift in construction has occurred.
On the Writing and Language Test, such problematic shifts can
happen with either verbs or pronouns. A question about verb shifts PRACTICE AT
may ask you to edit an inappropriate shift from, say, past to present satpractice.org
tense, indicative to conditional mood, or active to passive voice. The Writing and Language Test may
A question about pronoun shifts may ask you to recognize and correct include questions on consistency in
an inappropriate shift from, for example, a second person to a third verb tense, mood, and voice as well
person pronoun (such as from “you” to “one”) or from a singular to a as in pronoun person and number.
plural pronoun. Of course, not all shifts are inappropriate; some are, in
fact, quite necessary. If a writer has been describing his or her current
feelings and then flashes back to the events that led to those feelings,

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a shift from present to past tense is perfectly warranted. Writing and

Language questions may address either necessary or inappropriate
shifts in verbs and pronouns.

Conventions of Usage
“Usage” is a technical term used to describe a range of language
practices that are widely accepted and understood by people
speaking and writing the same language within a particular culture
or community. Particular “rules” for speaking and writing solidify
over time (often over many generations) and become the standard
by which formal speech and writing are judged. Often these “rules”
develop without conscious thought. You’d be hard-pressed to find a
rational reason for why native speakers of English would recognize
the phrase “A big red balloon” as standard but “A red big balloon” as
nonstandard, but nearly all would immediately notice the difference
(and probably consider the second an error). It’s a little circular,
but usage conventions are, ultimately, conventions regarding how
particular groups of people customarily use language.

On the Writing and Language Test, the subcategory Conventions

of Usage calls on knowledge and skills associated with common
practices in formal, well-edited English writing. We’ll treat each testing
point briefly now.

Pronoun Clarity
In well-written and edited writing, all pronouns have a clear and
appropriate antecedent, or noun to which they refer. Because writers
generally know their subjects better than their audiences do, however,
sometimes vague or ambiguous pronouns creep in. These are pronouns
that have no clear and appropriate antecedent or that have potentially
more than one antecedent. To cite one example: In the sentence
“Michael gave Steven his book,” the pronoun “his” is ambiguous. Does
the writer mean that Michael gave Steven one of Michael’s own books
or that Michael returned Steven’s own book to him? It’s not possible to
know from the sentence alone. Even if the surrounding text made the
PRACTICE AT intended antecedent clear, it’s still not good practice to leave vague or
satpractice.org ambiguous pronouns in a text. The Writing and Language Test will
If you have trouble using sometimes present you with such problematic pronouns and ask you to
homophones such as “its” and “it’s” correct the situation (in many cases by replacing a vague or ambiguous
or “their” and “they’re” correctly, pronoun with a noun).
pay close attention to these words
in your everyday writing in school. Possessive Determiners
Becoming more familiar with the
The bane of many writers’ and editors’ existence is observing the
proper use of these words will be
differences between “its” and “it’s”; “your” and “you’re”; and “their,”
good practice for the Writing and
Language Test (and will serve you
“they’re,” and “there.” That so many people have trouble keeping
well throughout your life). these words straight is probably due to a number of factors. “Its” and
“it’s,” for instance, sound the same and have similar spellings; that
“its” lacks the apostrophe generally used to signal possession is no
help either. Still, these words do have different functions, many people

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will recognize when they’re confused with one another, and questions
about them are likely to appear on the Writing and Language Test. It’s
worth the time and effort, therefore, to learn how to use these words in
a conventional way if you struggle with them.

Agreement
The Writing and Language Test includes questions that cover a
range of agreement issues. A question may ask you to recognize and
correct problems in agreement between subject and verb, between
pronoun and antecedent, and between nouns. You most likely already
understand the conventions for subject-verb and pronoun-antecedent
agreement, but the concept of noun agreement may be less familiar. In
essence, for related nouns to agree they must have the same number—
singular noun with singular noun, and plural noun with plural
noun. The sentence “Alfredo and Julia became a doctor after many
years of study” contains a problem with noun agreement because the
compound subject “Alfredo and Julia” is plural but “doctor” is singular.
A better version of the sentence would be “Alfredo and Julia became
doctors after many years of study.”

Frequently Confused Words PRACTICE AT

The Writing and Language Test may include questions asking you to satpractice.org
distinguish between and among frequently confused words—words There are many words that sound
that have similar or identical sounds and/or similar spellings but that and are spelled similarly but that
have different meanings and are used in different ways. The “its”/“it’s” have different meanings and uses.
Practice identifying the correct uses
distinction we discussed earlier is really just a special (and particularly
of these words. Examples include:
troublesome) case of the more general problem of frequently confused
words. “Affect” and “effect” is a commonly cited pair of such words affect / effect
because the two words are relatively common and have similar sounds accept / except
and spellings. In most cases, “affect” should be used as a verb and than / then

“effect” as a noun. (We said “most cases” because psychologists

sometimes use “affect” as a noun to refer to emotion and because
“effect” is—infrequently—used as a verb, as in “to effect a change.”)
If you feel that you often get words such as these mixed up, consider
consulting one of the many lists of frequently confused words available
in language handbooks and on the internet.

Logical Comparison
Problems with illogical comparisons arise when unlike or dissimilar
things are treated as equivalent. For example, the sentence “The cost
of living in the city differs from the suburb” contains an illogical
comparison because instead of comparing the cost of living in the city PRACTICE AT
and in the suburb—two similar concepts—the sentence actually satpractice.org
compares a concept (cost of living) with a location (suburb). One easy When a sentence compares two or
way to correct the error is to add the phrase “that in,” as in “The cost of more things, check to make sure
living in the city differs from that in the suburb.” Another approach is that the items being compared are
to make “suburb” possessive: “The cost of living in the city differs from parallel in nature.
the suburb’s [cost of living].” Questions on the Writing and Language
Test may require you to identify and fix such comparison problems.

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Conventional Expression
Conventional Expression questions don’t fit neatly into one of the
usage types listed earlier, but like them they focus on recognizing
and correcting instances in which word choice doesn’t conform to the
practices of standard written English.

Conventions of Punctuation
PRACTICE AT A number of questions on the Writing and Language Test concern
satpractice.org the use and misuse of various forms of punctuation, including end
Conventions of Punctuation punctuation (periods, question marks, and exclamation points),
questions ask you to correct commas, semicolons, colons, and dashes, to signal various
problematic punctuation or to add relationships within and between sentences. In many cases, you’ll be
punctuation to clarify meaning. expected to recognize and correct problematic punctuation; in some
cases, you’ll be asked to add punctuation to clarify meaning. There are
a number of particular types of Conventions of Punctuation questions,
which we’ll touch on briefly in the sections that follow.

End-of-Sentence Punctuation
End punctuation—periods, question marks, and exclamation points—
is, of course, used to mark the conclusion of sentences and to offer
some clue as to their nature (a question mark signaling a question,
and the like). By now, you’ve doubtless mastered the use of such
punctuation in most situations, so questions on the Writing and
Language Test are limited to challenging cases. One such case is
the indirect question—a question that’s embedded in a declarative
sentence and that takes a period instead of a question mark. “He asked
whether I could come along” is an example of an indirect question.
While it could easily be rewritten as a typical question, in its present
form the question is phrased as a statement and should be concluded
with a period.

Within-Sentence Punctuation
On the Writing and Language Test, questions about the use of colons,
semicolons, and dashes to signal sharp breaks in thought come under
the heading of Within-Sentence Punctuation. You may be asked to
recognize when one of these forms of punctuation is misused and to
correct the situation, or you may be expected to use one of these forms
properly to establish a particular relationship. The best answer to a
particular question of this latter sort may involve using a semicolon
to connect two closely related independent clauses or a colon to
introduce a list or an idea that builds on one previously introduced in
the sentence.

Possessive Nouns and Pronouns

In Writing and Language Test questions about possessive nouns and
pronouns, you may be asked to recognize and correct cases in which
the incorrect form of a possessive noun or pronoun is used, such as

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when a singular possessive is used when the context calls for a plural
possessive. You may also have to edit instances in which a possessive
form is incorrectly used in place of a plural form and vice versa.

Items in a Series
Series that contain more than two elements typically require some
form of punctuation to separate the elements. In most cases, commas
are used as separators, but in more complex situations (particularly
when one or more of the elements has its own commas), semicolons
may be used instead. On the Writing and Language Test, you may
find questions asking you to add or remove commas (or semicolons)
to eliminate ambiguity and to reflect conventional practice. In all
cases, the passage context will make clear how many items there are
in the series. (As noted earlier, the Writing and Language Test doesn’t
directly test whether a comma should be placed immediately before the
coordinating conjunction in a series of three or more elements.)

Nonrestrictive and Parenthetical Elements

Some questions on the Writing and Language Test may ask you
to recognize whether a given part of a sentence is essential or
nonessential to the meaning of the sentence and to make punctuation
decisions accordingly. Essential (restrictive) sentence elements are
critical to the sentence’s meaning and aren’t set off with punctuation,
whereas nonessential (nonrestrictive, parenthetical) sentence elements
are set off from the rest of the sentence with commas, dashes, or
parentheses. On the Writing and Language Test, you may have to
remove punctuation from essential elements, add punctuation to
nonessential elements, or correct instances in which nonessential
elements are set off with mismatched punctuation (a comma and a
dash, for example).

Unnecessary Punctuation
While just the right amount of punctuation can improve the clarity and
effectiveness of writing, too much punctuation can slow the reader
down and introduce confusion. Some questions on the Writing and
Language Test will assess whether you can recognize and remove
such extraneous punctuation. Sometimes this stray punctuation will
clearly disrupt the meaning and flow of a sentence, as when a comma
appears between an adjective and the noun it modifies, but other
instances will be trickier to identify because they occur where there
seem to be natural “pauses” in sentences, such as between a subject
and a predicate. It’s true that writers have some freedom in how much
punctuation to use and where, so the Writing and Language Test will
only test unnecessary punctuation when it clearly falls beyond what is
considered typical in well-edited writing.

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Chapter 12 Recap
The Standard English Conventions questions on the SAT Writing and
Language Test deal with a wide range of sentence structure, usage,
and punctuation issues. To answer them correctly, you’ll have to apply
your knowledge of language conventions and your editing skills to
a variety of multiparagraph passages. While the questions on the
test deal with matters of standard practice, they focus on more than
just correcting surface errors and following “rules” for rules’ sake.
Instead, Standard English Conventions questions address issues of
substance that affect the meaning and communicative power and
persuasiveness of text, and answering them correctly goes a long way
toward demonstrating that you’re ready for the kinds of writing tasks
that you’ll be expected to undertake in your postsecondary courses
of study.

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