

A Guide to Digital SAT

Grammar and Punctuation
 Back to Test Innovators Blog

A Guide to Digital SAT Grammar and May 17, 2024

Punctuation
 By Amanda Eakin  SAT  Digital SAT  Comments Off
Support

The following article is peppered with literary allusions, using the titles of well-known or


well-loved classics (notice that these two terms are not mutually exclusive). See if you
can find all nineteen!

Table of Contents 

Which Choice Completes the Text So That It Conforms to the Conventions of


Standard English?
 Punctuation on the Digital SAT: Boundaries
 Commas
 Semicolons
 Colons
 Dashes
 When Punctuation Isn’t Needed On the Digital SAT
 Essential Elements
 Between a Preposition and Its Complement
 Between a Subject and a Verb
 Closing Thoughts on Digital SAT Boundaries Questions
 Grammar on the Digital SAT: Form, Structure, and Sense
 Subject-Verb Agreement
 Pronoun-Antecedent Agreement
 Verb Forms
 A Crash Course on Verb Tenses
 Finite and Nonfinite Verb Forms
 Subject-Modifier Placement
 Plurals, Possessives, and Contractions
 Plurals vs. Possessives
 Possessives vs. Contractions
 Final Thoughts on Digital SAT Standard English Conventions Questions 
  Literary References


Which Choice Completes the Text So That It Conforms

to the Conventions of Standard English?
Let’s address the elephant in the room: “Standard English conventions” may seem to be
a nebulous term to describe the innumerable rules one must memorize in order to
attain a high Reading and Writing score on the digital SAT. However, it may help to
examine why we have such rules in the first place. After all, you probably don’t fixate
on plugging in all the appropriate commas when composing a text message to a friend,
and yet casual conversation is usually understood anyway.

It all comes down to purpose and context. While your friends may be able to decipher
the intended meaning of a text message because they know you, the same may not
apply for individuals who are not familiar with your way of communication. This,
essentially, is why we have such conventions: mastering the rules of grammar and
punctuation empowers you to maintain control over your message, whether you are
crafting an application essay, a resume, or an email to a peer. Failure to understand the
basic rules of grammar and punctuation may lead to some hard times ahead when you
are trying to communicate a message that comes across as polished and professional.

In short, Standard English conventions exist to ensure that your message is understood
in precisely the way that you intend.

To illustrate, let’s compare two versions of the same sentence:

Version 1
After being on the road for hours Clarissa realized that she did not know
where she was confounded by the maze of winding roads and obscure
signposts.

Version 2
After being on the road for hours, Clarissa realized that she did not know


 where she was, confounded by the maze of winding roads and obscure

signposts

Without punctuation separating the main clause from the other elements in the
sentence, Version 1 is a lot more difficult to decipher. Inserting a comma after the
introductory modifying phrase (“After…hours”) and another before the participial
phrase (“confounded…signposts”) is crucial for providing the necessary clarity to help
the reader understand the action of the sentence.

Now let’s look at another variation:

Version 3
After being on the road for hours, the maze of winding roads and
obscure signposts confounded Clarissa, as she realized that she did not
know where she was.

Even with punctuation, this sentence is confusing. Notice how placing the noun phrase
“the maze of winding roads and obscure signposts” right after the introductory phrase
“After…hours” creates ambiguity, because placement matters. The syntax of a sentence
—also known as its structure—is one of the key components of grammar. While
punctuation refers to the symbols that are used to separate and combine ideas,
grammar refers to the words and how they function within a sentence.

Therefore, when talking about Standard English conventions, we are talking about the
rules that include both punctuation and grammar. Without a solid grasp on both,
language becomes unclear, ineffective. So it’s important to regard these conventions
not merely as a set of rules to memorize, but rather as guidelines to shape your writing
in ways that best fit your purpose.

On the digital SAT, punctuation conventions are within the “Boundaries” realm, while
grammar conventions are within the “Form, Structure, and Sense” realm. Both will
appear towards the second half of the Reading and Writing modules and are
intermixed—that is, you may see a question that tests for verb forms (Form, Structure,
and Sense), while the next question tests for end-of-sentence punctuation
(Boundaries).

You can view the exact breakdown of Reading and Writing content domains and testing

points on College Board’s website.

Punctuation on the Digital SAT: Boundaries

Let's Set Some Boundaries
As it happens, “boundaries” do not just refer to the limitations you establish within
interpersonal relationships—they can also refer to the relationship between words.
While this may not sound as exciting, do not be fooled! Without setting boundaries
within a sentence, things fall apart.

After all, what is the purpose of punctuation? As we’ve seen in the earlier example, we
rely on punctuation to clarify our meaning. The very symbols that dot our pages—
commas, periods, semicolons, colons, and dashes—do not exist for arbitrary reasons,
but rather to make our written communication more effective and less ambiguous.

With that in mind, College Board tests your ability to connect phrases and clauses by
having you determine if or where punctuation should appear within specific parts of a
sentence. This can be broken down into a number of punctuation conventions that
may make an appearance on the digital SAT, and we’ll go over some of them here.

But first, in order to explain these rules, let’s take a step back and consider what makes
a sentence “complete.”

A complete sentence must include two parts: a subject and a predicate. The subject is a
noun that performs the action of the main verb in the sentence—it tells us who or what
the sentence is about. The predicate, on the other hand, includes the main verb and
any other information pertaining to the subject.

To truly understand where clauses should begin and end (thereby knowing if
punctuation is required), you must have a solid grasp on this concept. The easier it is
for you to identify parts of a sentence, the easier time you will have with understanding
punctuation rules.

When you are faced with a Boundaries question, you can expect to see a few sentences
with a tactical blank placed at a crucial junction between clauses. You will then see four
answer choices, usually distinguished by different punctuation marks, and in some
cases, a coordinating conjunction. For many Boundaries questions, you can rule out

“distractor” answer choices by identifying if a certain punctuation mark (or lack thereof)

results in a comma splice or run-on error.

To illustrate the point, the following is an example from College Board’s nonadaptive
SAT practice test #3.

Archaeologist Laila Nehmé recently traveled to Hegra to study its ancient

_______ into the rocky outcrops of a vast desert, these burial chambers
seem to blend seamlessly with nature.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) tombs. Built

B) tombs, built

C) tombs and built

D) tombs built

For the passage above, we can either have two sentences or just one long sentence,
depending on what answer choice we choose. To decide the best way to punctuate this
passage, we should start by identifying where there are independent clauses.

Consider the following: “Archeologist Laila Nehmé recently traveled to Hegra to study
its ancient tombs.” Is this a complete sentence? We can check by determining the
subject and predicate:

Subject: Laila Nehmé. We know this sentence is about Laila Nehmé because she is the
one performing the action.

Main verb (part of the predicate): traveled. We know that Laila Nehmé traveled.
Following “traveled” we have the rest of the predicate, which includes the prepositional
phrase “to Hegra” and the infinitive phrase “to study its ancient tombs.” Both of these
phrases modify the subject “Laila Nehmé”—they clarify where Nehme traveled and
why. Because these phrases modify the subject/action of the subject, they belong with
this sentence.

Now that we have determined that the first part is a complete sentence, we can

recognize that a period would be an appropriate punctuation mark after “tombs.”

Next, we can move on to the other part of the passage (if we are still looking at Choice
A): “Built into the rocky outcrops of a vast desert, these burial chambers seem to blend
seamlessly in nature.”

Whenever you see punctuation already inserted into the passage, pay attention—they
offer valuable clues to determine how the passage should be divided. With the comma
above, we can determine that we have a participial phrase (“Built into the rocky
outcrops of a vast desert”) that is modifying the second subject of the passage, “burial
chambers.” After the subject, we also have the verb “seem,” which is followed by the
infinitive phrase “to blend seamlessly in nature.” Since we have both a subject and a
verb, we can determine that we have another complete sentence. Therefore, a period
between “tombs” and “built” is correct.

Let’s briefly consider the other choices, because no matter how sure you think you are,
it’s good practice to review all your options:

Choice B: tombs, built

The Offense: comma splice
Why? Two independent clauses are connected with only a comma. That’s a
punctuation no-no.

Choice C: tombs and built

The Offense: incorrect use of coordinating conjunction
Why? While “and” can connect two independent clauses, it requires a comma as
well to separate clause 1 from clause 2 (side note: even if you did add a comma,
this is not a great example of clear writing. Notice how sentence 1 is focused on
Laila Nehmé while sentence 2 is focused on the burial chambers. Separate
thoughts should be separated—who would have thought?)

Choice D: tombs built

The Offense: run-on sentence
Why? Two independent clauses are connected without appropriate punctuation.
Read these two sentences together without any punctuation—it becomes a lot
more difficult to understand.

Therefore, Choice A is the best answer. 

The example we just discussed illustrates how to approach an end-of-sentence

punctuation question. This approach can be extended to navigate other Boundaries
questions as well. While the following rules don’t encompass all punctuation
conventions that might be tested on the digital SAT, they should provide you with a
solid understanding of what you can expect.

Commas
Rule: use a comma when a coordinating conjunction connects two independent
clauses.

Example: As the mysterious events unfolded on the haunted estate, guests

vanished one by one, and then there were none remaining to solve the enigma.

“As the mysterious events unfolded on the haunted estate, guests vanished one by
one” is a complete sentence, and so is “there were none remaining to solve the
enigma.” Since these two independent clauses are joined by “and,” you should use a
comma before it to indicate the relationship between the two clauses. This comma
helps clarify that the two ideas are separate but related.

Rule: when a participial phrase is at the end of a sentence and separated from
the word it modifies, it needs to be separated from the main clause with a
comma.

Example: Standing in the doorway of her dorm room, the college student surveyed
her windowless and cramped quarters, longing for a room with a view.

The participial phrase “longing for a room with a view” modifies the subject “student.”
Because the participial phrase is not right next to its subject, a comma is required
(otherwise, it sounds like the “cramped quarters” are longing).

Rule: separate a subordinate clause from the main clause with a comma.

Example: While she skillfully employed the art of persuasion, her argument
nevertheless failed to sway the skeptical audience.

In this sentence, the clause “While she skillfully employed the art of persuasion” cannot
stand on its own—this is because of the subordinating conjunction “while.” This clause
depends on the independent clause “her argument nevertheless failed to sway the
skeptical audience” in order to make sense. In this sentence, a comma is placed after

“persuasion” in order to signal the transition from the dependent clause to the

independent clause.

As a reminder, a subordinate clause, also known as a dependent clause, is a group of

words that has both a subject and a verb but cannot stand alone as a complete
sentence. It needs to be attached to an independent clause to form a complete
sentence. To spot them, be on the lookout for subordinating conjunctions, such as
“because,” “although,” “if,” “when,” “while,” and “since.”

Did you know? “Subordinate” is an adjective that describes a lower rank

or position. Just as a subordinate officer doesn’t carry the same weight as
a higher-ranking officer, a subordinate clause doesn’t carry the same
weight as an independent clause.

Rule: nonessential elements should be separated from the rest of the sentence
with commas (dashes and parentheses can be used in this way as well).
Specifically:

If the nonessential element is at the beginning of the sentence: a comma

must follow it
If the nonessential element is in the middle of a sentence: it must be
preceded by a comma and end with one
If the nonessential element is at the end of the sentence: it must be preceded
by a comma

Example: The woman, anxious to get her morning coffee, asked the stranger on
the park bench for directions to the nearest cafe.

In this sentence, the phrase “anxious to get her morning coffee” is not needed in order
to understand the sentence. Without this phrase, we can still understand that a woman
spoke to a stranger to get directions to a cafe. Because this phrase is in the middle of a
sentence, it is framed by a pair of commas.

If you can remove the word(s) from the sentence and it still makes sense, then it is
considered a nonessential element—it’s not important to have in order to understand
the sentence. While nonessential elements may not be required to understand the
sentence, they do add extra details or background information that can make a
sentence more interesting. Think of nonessential elements as a “nice to have,” not a 
“need to have” part of the sentence. When the inverse is true—when the information is

vital to the sentence’s meaning—then commas are not used (see “When Punctuation
Isn’t Needed” for more details).

In short, commas are used to set off nonessential information to show that it can be
removed without altering the fundamental meaning of the sentence. Essential
information is not set off by commas because it is necessary for understanding the
main message of the sentence.

Semicolons
Rule: a semicolon can be used to connect two independent clauses. A semicolon
cannot, however, connect an independent clause to a dependent clause.

Example: The project required a significant investment of time, but the tight
deadline meant the team couldn’t afford to delay any further; it was a catch-22.

Notice how the clauses (“The project…further” and “it…catch-22”) are closely related.
You wouldn’t want to connect two independent clauses with a semicolon if they
address different subjects—in that case, use a period.

Rule: use a semicolon to separate items in a list when the items are complex and
already contain commas. This is often referred to as a “super comma” because
the semicolon saves the day when a comma just isn’t cutting it.

Example: The motley adventuring party in the game included Wysteria, the spell-
casting witch; Alec, the alchemist; and Percival, the potions master.

The semicolon helps to clarify the separation between items. If we replaced the
semicolons with commas, the sentence would become a lot more confusing.

Colons
Rule: a colon can be used to introduce information or add clarity to a previous
point. Like semicolons, colons always require an independent clause before the
punctuation mark. Unlike semicolons, the information after colons does not
have to be an independent clause. As little as a single word can follow, and it
would be grammatically correct.


 Example: After frantically flipping through old journal pages, the man finally

stumbled upon the entry that confirmed the year he went on a trip that would
forever change his life: 1984.

Sometimes, it’s not as obvious when a colon is needed. Consider the following example
from College Board’s nonadaptive practice SAT test #4:

A study published by Rice University geoscientist Ming Tang in 2019

offers a new explanation for the origin of Earth’s _______ structures called
arcs, towering ridges that form when a dense oceanic plate subducts
under a less dense continental plate, melts in the mantle below, and then
rises and bursts through the continental crust above.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) continents geological

B) continents: geological

C) continents; geological

D) continents. Geological

In this example, a period and semicolon can both be ruled out because the
punctuation is not connecting two independent clauses. Choice A, the option without
any punctuation, can also be ruled out because there should be some kind of
separation between the main clause (“A study…continents”) and the supplementary
phrase (“geological…above”).

This leaves us with Choice B, which uses a colon to indicate that the supplementary
phrase “geological…above” is providing a “new explanation” for the origin of the Earth’s
continents. Colons can be used in this way to indicate that an explanation or further
clarification will follow.

But how do we know that the part “geological…above” is merely a phrase, not an
independent clause? Do not be fooled by the length—if we break down everything
following the colon, we can determine that:

 “geological structures called arcs” is a noun phrase that clarifies what the “new

explanation” is
“towering ridges” is another noun phrase that functions to describe the arcs
“that form when…above” is a relative clause that modifies “towering ridges.”
Relative clauses are never independent.

By breaking a sentence into parts, it becomes easier to see how the words come
together to form phrases and clauses. In this case, since we are able to confirm that
everything following “continents” is part of a supplementary phrase, we can confidently
say that Choice B is the correct answer.

Dashes
Rule: Use dashes to set off nonessential elements within a sentence. If used as a
parenthetical in the middle of a sentence, always be sure to use a pair of dashes,
not just one.

Example: My cat—the very creature that once huddled behind a dumpster when I
first spotted her—is now a beloved and cherished member of the family, perhaps
even more favored by my parents than me or my siblings.

In the sentence above, the supplementary element “the very creature…her” is

separated from the main clause (“My cat is now a beloved and cherished member of
the family”) with a set of dashes, which signals the inclusion of nonessential
information. As discussed earlier, commas and parentheses function in the same way
when there is a nonessential element in the middle of a sentence.

When Punctuation Isn’t Needed On the Digital SAT

Sometimes you may be faced with a “trick” question, where punctuation isn’t required.
This is often tested through a select number of specific situations:

Essential Elements
Supplements, which can be either essential or nonessential, are words that provide
additional detail or clarity to a sentence. Essential elements should not be separated
from the word(s) they modify with any sort of punctuation. On the digital SAT, be on
the lookout for relative clauses and appositives, as both can function as either essential
or nonessential elements.

Relative Clauses

An essential (or restrictive) relative clause is a type of subordinate clause that provides
crucial information about a noun in the main clause. The relative clause “restricts” or
narrows down the identity of the noun it modifies, making it clear which specific
person, thing, or idea is being referred to. You can generally identify restrictive relative
clauses by recognizing relative pronouns such as “that,” “who,” “whom,” “whose,” or in
some cases “which.”

Example: The notebook that is covered in scribbles and doodles is mine.

In this sentence, “that is covered in scribbles and doodles” is an essential relative

clause. Without this information, it would be unclear which notebook the speaker is
claiming. Imagine that there is a giant pile of notebooks on your teacher’s desk, and
your teacher instructs the class to collect their notebooks. If your friend asks you to
grab her notebook for her, it would not be helpful for her to just say, “The notebook is
mine.” More than likely, you would turn to your friend and say, “That’s not helpful.
Which notebook?” Your friend would need to offer specific details if she has any hope
of you helping her out. Similarly, in writing, restrictive relative clauses are used to
provide clarity, especially when there might be more than one item in question (or in
this case, notebook).

Now let’s consider an alternative version:

The notebook, which is covered in scribbles and doodles, is mine.

In this example, there is an assumption that the identity of the notebook is already
evident. To continue our previous scenario, perhaps there is only one notebook in the
room, so there is no need to specify. The pair of commas around the relative clause
“which is covered in scribbles and doodles” indicates that this detail is not essential to
the core meaning of the sentence.

The bottom line? Context matters.

Did you know? Years ago, “that” and “which” used to be interchangeable,
but it’s now recommended to reserve “that” for restrictive relative clauses
and “which” for nonrestrictive relative clauses. College Board seems to
prefer this distinction, as there has yet to be a question that uses “which”
for a restrictive relative clause.

Restrictive Appositives

Similar to relative clauses, appositives also help to define the subject in question. They
function to rename or explain the noun that is right beside it. Just like with restrictive
relative clauses, a restrictive appositive should not have any punctuation separating it
from the noun it is modifying.

Example: My friend Rebecca is coming over for dinner.

Here, “Rebecca” is a restrictive appositive modifying “friend.” Unlike restrictive relative

clauses, appositives do not need a relative pronoun. Assuming that you have more
than one friend (I hope you do!), you need to clarify the name of your friend. In other
words, if you remove the word “Rebecca,” it isn’t clear which friend is coming over for
dinner.

Between a Preposition and Its Complement

A prepositional phrase includes a preposition and its complement (which is sometimes
referred to as the “object” of the preposition). Punctuation such as commas should not
come between a preposition and its complement. They belong together!

Example: As the sun dipped below the horizon, the helmsman guided the ship
to the lighthouse, its structure standing proudly as a guiding light for hundreds of
years.

We have a number of prepositional phrases here, and none of them have commas
separating the preposition from its complement. For example:

“below the horizon”: the preposition is “below” and its complement is “horizon”
”to the lighthouse”: the preposition is “to” and its complement is “lighthouse”

There are even more prepositional phrases in the sentence. Can you find them?

Between a Subject and a Verb

Punctuation is generally unnecessary when the verb immediately follows the subject.
Remember, commas are typically used to set off elements that provide additional
information, such as introductory phrases, nonessential clauses, or items in a list. The
digital SAT may provide a passage that seems trickier because of complicated sentence
structures, but as long as you can identify the subject and the main verb, you shouldn’t
be misled.

Example (from College Board’s nonadaptive SAT practice test #2):


In crafting her fantasy fiction, Nigerian-born British author Helen

Oyeyemi has drawn inspiration from the classic nineteenth-century fairy
tales of the Brothers Grimm. Her 2014 novel Boy, Snow, Bird, for
instance, is a complex retelling of the story of Snow White, while her 2019
novel _______ offers a delicious twist on the classic tale of Hansel and
Gretel.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) Gingerbread—

B) Gingerbread,

C) Gingerbread

D) Gingerbread:

In this sentence, we have the subject, “novel,” followed by a restrictive appositive

“Gingerbread,” then followed by the verb “offers.” Do not be distracted by the commas
scattered throughout the sentence, like within the book title “Boy, Snow, Bird” or
around the nonessential phrase “for instance.” As long as you can pinpoint your subject
and verb while also understanding that punctuation shouldn’t separate them, you’ll be
unlikely to fall for any of the usual traps.

Closing Thoughts on Digital SAT Boundaries Questions

Boundaries questions test your ability to select the most appropriate punctuation mark
in order to either separate or connect phrases and clauses within a sentence. While
we’ve covered key rules for period, comma, semicolon, colon, and dash usage,
remember that this isn’t an exhaustive list. Rather than attempting to memorize every
rule, challenge yourself to break apart sentences and ask yourself: “how does this part
function within the sentence?” Developing this understanding will make punctuation
conventions a lot more intuitive for you.


Grammar on the Digital SAT: Form, Structure, and Sense 

Grammar Sense and Sensibility

As it was clarified earlier, punctuation is not the same as grammar. For Form, Structure,
and Sense questions, the focus is less on punctuation and more on usage. This
includes assessing a student’s proficiency in areas such as subject-verb agreement,
verb conjugations, pronoun-antecedent agreement, subject-modifier placement, and
the correct use of plural and possessive forms of nouns.

Subject-Verb Agreement
Just as the name implies, subject-verb agreement refers to both subject and verb
“agreeing in number”—that is, if the subject is plural, the verb should be plural.

Subject-verb questions may seem like an elementary-level concept, but as you now
know, simple concepts can become convoluted with complicated syntax and other
distracting elements within a passage. Like with any digital SAT item, subject-verb
questions can range from straightforward to deviously difficult, as we see in the
following example (from College Board’s nonadaptive SAT practice test #3):

Bengali author Toru Dutt’s A Sheaf Gleaned in French Fields (1876), a

volume of English translations of French poems, _______ scholars’
understanding of the transnational and multilingual contexts in which
Dutt lived and worked.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) has enhanced
B) are enhancing
C) have enhanced
D) enhance

The first step is to locate the subject. One way to do this is by turning the statement
into a question: what enhanced scholars’ understanding of the transnational and
multilingual contexts in which Dutt lived and worked? The book A Sheaf Gleaned in
French Fields. The phrase “a volume of English translations of French poems” is
functioning as a nonrestrictive appositive, so it does not affect the verb form. 
Nonrestrictive appositives provide additional information about a noun in a sentence,

but they are not essential to the meaning of the sentence. They must be separated
from the rest of the sentence with either commas, parentheses, or dashes. Whenever
you are faced with a subject-verb agreement question, pay close attention to
punctuation—it can provide valuable clues to help you weed out the information that
does not influence whether a subject is singular or plural.

Going back to the example above, since we know that A Sheaf Gleaned in French Fields
is singular (it is only one book), the verb should be singular as well, making Choice A,
“has enhanced,” the correct answer.

Test-Taking Tip: pay attention to patterns with the answer choices. If

three out of the four choices are plural, it is extremely likely that the
correct answer is the only one that is singular.

Pronoun-Antecedent Agreement
Ideally, all pronouns have a clear antecedent—it should be obvious what noun the
pronoun is referring to. Pronouns exist to avoid redundancy in writing (e.g. “Jane found
a ball. Jane kicked the ball. Jane ran after the ball”), but they shouldn’t be used in place
of a noun if it results in an ambiguous meaning.

When faced with a pronoun-antecedent question, your task will be to identify, based on
the context, the appropriate pronoun for the given antecedent. This means that you
will have to recognize if the antecedent is singular or plural. This also means that you
will need to determine what type of pronoun is required, such as subject, object,
reflexive, or demonstrative.

Example: Caterpillars undergo a remarkable metamorphosis process,

transforming them from larval forms to visually stunning butterflies in just a
matter of weeks.

In the example above, the object pronoun “them” is used because it is the direct object
of the action expressed in the participial phrase starting with “transforming.” If,
however, we broke up the sentence and decided to still use a pronoun, “them” would
need to become “they,” a subject pronoun:


 Example: Caterpillars undergo a remarkable metamorphosis process. They are

transformed from larval forms to visually stunning butterflies in just a matter of
weeks.

With this revised version, the pronoun becomes the subject of the sentence, and,
adhering to a conventional sentence structure, comes before the main verb (“are”).

Similar to Subject-Verb Agreement questions, you will need to identify whether a

subject is singular or plural, as the pronoun needs to agree in number with the
antecedent. If the antecedent in question is “caterpillars” (plural), you wouldn’t select
“it” (singular) as the subsequent pronoun.

On a final note, Pronoun-Antecedent questions tend to be uncommon, so you

shouldn’t expect to see a lot of these.
Verb Forms
You study, I study, he/she/it studies—does this take you back to grade school, or
perhaps an early lesson in your Spanish class? Conjugating verbs becomes almost
second nature as a native speaker of a language, but there are times when deciding on
the correct verb form isn’t so obvious. Many rely on whether a verb “sounds” right, but
this is not a foolproof method.

The digital SAT will test your knowledge of verb forms in two ways: verbs that express
tense, and verbs that are either finite or nonfinite. If you see that the answer choices
contain variations of the same verb, you can assume that you are dealing with a verb
forms question.

A Crash Course on Verb Tenses

To begin, we use different tenses to best convey the timing, completion, or duration of
events.

Simple tenses (past, present, and future) convey straightforward information about
completed actions in the past, ongoing habits in the present, or future events. Simple
present is also used to convey statements of fact (“The Arctic woolly bear caterpillar
adapts to extreme cold temperatures by producing specialized proteins that act as
natural antifreeze”).

Perfect tenses emphasize the completion of actions in relation to other events,

indicating whether an action occurred before or after another point in time. 
 
Past Perfect Present Perfect Future Perfect

She had completed her assignment She has completed her assignment, so By tomorrow evening, she will have
before the deadline. she can relax now. completed her assignment.

Progressive tenses (also known as “continuous” tenses) highlight the duration or

continuity of an action, whether it was in progress at a specific moment in the past, is
ongoing around the present, or will be occurring at a particular time in the future.

Past Progressive Present Progressive Future Progressive

I was celebrating until the phone rang. I am celebrating. At this time tomorrow, I will be
celebrating.

The perfect progressive tense combines aspects of both perfect and progressive
tenses, emphasizing the ongoing nature of an action leading up to a specific point in
time and highlighting its completion at that moment.

Past Perfect Progressive Present Perfect Progressive Future Perfect Progressive

She had been working on her project She has been working on her project By tomorrow evening, she will have
for hours before her friends arrived. all morning, and she is taking a break been working on her project for a full
now. 24 hours.

The choice between tenses depends on the specific relationship you want to establish
between the actions or events in any given sentence. When looking at a digital SAT
question, you can often refer to other verbs within the passage as clues, since tenses
should generally be consistent (a paragraph written in past tense should remain in past
tense). Also look for key words to convey time, such as “today,” “recently,” “before,”
“ago,” “eventually,” etc.

Finite and Nonfinite Verb Forms


Finite verbs and nonfinite verbs are terms we use to describe different types of verbs

based on their forms and functions in a sentence.

Finite verbs have a specific subject and complete the action of the subject (e.g. “I
crumpled the paper and chucked it into the trash can”). Finite verbs change their form
based on the tense, person, and number of the subject. Finite verbs are required for all
independent clauses.

Nonfinite verbs, on the other hand, do not have a specific subject and do not indicate a
complete action or state on their own. These verbs do not change form based on
tense, person, or number in the same way as finite verbs. Nonfinite verbs are often
used in conjunction with auxiliary (helping) verbs or other elements to form verb
phrases.

There are three types of nonfinite verbs: infinitives, gerunds, and participles. How do
we know when nonfinite verbs are needed? Let’s go through each of them:

Infinitives
Infinitives are a base form of a verb that are usually preceded by “to” (Hamlet’s
iconic “To be or not to be” soliloquy in Act 3, Scene 1 is rife with infinitives).

We often use infinitives in order to convey purpose. Infinitives do not function as

verbs (carrying out the action of the sentence), but rather they act as nouns,
adjectives, or adverbs.

For example, in the sentence, “She wanted to study abroad,” the main verb is
“wanted,” and the direct object (noun) is “to study abroad.” We know that “study” is
a verb, yet in this infinitive form, it is acting as a noun.

Gerunds
Speaking of nouns, gerunds are verbs that function as nouns and end in “-ing.”
Consider the following sentence: “Chewing loudly is the most annoying habit a
person can have.” Here, “chewing” is not acting as a verb but as the subject of the
sentence.

At present, College Board has not released any Verb Form questions that include
gerunds, but you should still be familiar with their function just in case.

Participles
Participles are verb forms that can function as adjectives and often end in “-ing” or 
 “-ed.” They can be a single word (“running water,” “baked potato”) or, as you may

know if you read through the Commas section of this guide, they can be a phrase
as well.

On very rare occasions, you may also see modal (conditional) verbs make an
appearance on the digital SAT. These include words such as would, could, and should.
While these are technically considered finite verbs, the verbs that follow modal verbs
are considered nonfinite because they do not change based on tense or number.
College Board refers to these words as “nonfinite base forms” of the verb. For example,
consider the following sentence:

The proposal would create a comprehensive framework for sustainable urban

development.

The modal verb “would” is followed by the nonfinite base form verb “create.” Since
“create” is following a modal verb, you would never see it conjugated to any other form,
such as “creates,” “created,” etc.

In summary, finite verbs are paired with a specific subject and indicate a complete
action or state, while nonfinite verbs lack a specific subject and are often used in
combination with other elements to form verb phrases.

Subject-Modifier Placement
For these types of questions, you need to be on the lookout for dangling modifiers. A
dangling modifier does not clearly and logically describe the word it’s supposed to due
to poor placement. While a modifier can be a word, phrase, or clause, the digital SAT
will usually present an introductory phrase or clause that acts as a modifier in the
sentence.

When tackling a Subject-Modifier question, you will need to identify the target (subject)
of the modifier. Do not be distracted by lengthy answer choices, which shift around
words and parts of phrases while trying to communicate the same thing. Instead of
focusing on what “sounds good,” find the subject that is being modified, and make sure
that it is the word immediately following the modifier. Don’t leave that modifier
hanging.

Example:

 While passing through the aisles, _______ along with other detritus that 

marked the end of the school day.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) the teacher spotted crumpled papers and wrappers on the floor,

B) crumpled papers and wrappers were on the floor that the teacher
spotted,

C) crumpled papers and wrappers that the teacher spotted were on

the floor,

D) on the floor were crumpled papers and wrappers that the teacher
spotted,

Now that we are aware of how subject-modifier questions operate, the correct answer
should hopefully seem a lot more obvious. The “crumpled papers and wrappers” are
not passing through the aisles, the teacher is.

You can often spot a subject-modifier question if you see answer choices that rephrase
the same part of a sentence. In identifying the type of question you are working with,
you will be far less likely to misidentify the subject.

Plurals, Possessives, and Contractions

Plurals vs. Possessives
Plural nouns and possessive form nouns are two very different things, and yet their
usage is often confused. For this reason, they are grouped together into the same
testing point.

For these questions, you will be tested on your ability to identify whether a noun
should use a singular possessive (e.g. book’s) form, a plural possessive (e.g. books’)
form, or no possessive form at all.

The following question is from College Board’s nonadaptive SAT practice test #2:


 Inventor John Friedman created a prototype of the first flexible straw by 
inserting a screw into a paper straw and, using dental floss, binding the
straw tightly around the _______ When the floss and screw were removed,
the resulting corrugations in the paper allowed the straw to bend easily
over the edge of a glass.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) screw’s thread’s.

B) screws’ threads.

C) screw’s threads.

D) screws threads’.

To begin, should the noun “screw” be singular or plural? To determine this, go back to
the passage to look for clues. We are told that the first flexible straw was invented by
inserting “a” screw into a paper straw, so we know that there is only one screw
involved. Therefore, Choice B and Choice D can already be ruled out, because they use
a plural form of “screw.”

Next, we need to decide if “thread” should have an apostrophe—in other words, is a

possessive form needed? Is something “belonging” to the thread? The answer is no,
because based on the context, the word “threads” is only functioning as a plural noun
to describe the physical components of the screw. Therefore, we can eliminate Choice
A, making Choice C the correct answer.

Possessives vs. Contractions

Alternatively, you may be tested on the difference between contractions and
possessive determiners, which are words (adjectives, technically) used to indicate
ownership or possession of a noun. In particular, the possessive determiner “its” is
often confused with the contraction “it’s,” while the possessive determiner “their” is
often confused with the contraction “they’re.”

Consider the following example:


 As early as the 16th century, wallpaper was used to accentuate and 
adorn cupboard interiors in middle-class homes. Yet by the 20th century,
_______ presence spread to every room of every home, regardless of one’s
class, eventually becoming so overbearingly omnipresent that people
began to regard decorative smatterings of flower patterns and fleur-de-
lis shapes with disdain.

Which choice completes the text so that it conforms to the conventions

of Standard English?

A) it’s

B) its

C) they’re

D) their

There is a lot going on in this passage, but don’t lose focus. First, find the subject—what
is the topic of discussion? What has spread to every room and home? The wallpaper. In
context, it’s referenced as a single entity (notice how “was” follows “wallpaper,” not
“were”), so we can rule out Choice C and Choice D.

Choice A can also be eliminated. “It’s” is a contraction for “it is,” which does not fit the
context of the sentence. The main verb in the sentence is “spread,” and the subject is
“presence.” The possessive determiner “its” is functioning as an adjective to modify the
subject. Therefore, Choice B is the correct answer.

As long as you understand the difference between possessive determiners and their
commonly-confused contraction counterparts, these types of questions should be
pretty straightforward. You can think of them as a score boosters!

Final Thoughts on Digital SAT Standard English

Conventions Questions
Once you are familiar with the grammar and punctuation conventions that are
featured within the digital SAT, the questions should feel like easy points. Just as there
are obvious “tells” when facing someone in a game of poker, so too are there obvious 
“tells” when dealing with a Standard English conventions question—certain

characteristics that can reveal the exact type of question you are faced with, thereby
providing clues to help you approach that question.

By now you should realize that a comma is never accidental, and the ways in which
clauses are connected matter. Although it may seem like there is a lot to know,
remember that there are only so many rules that apply to these conventions. So as
Bilbo Baggins once said, “Go forward? Only thing to do! On we go!”

Start Preparing for the Digital SAT Today

Test Innovators has 10 full-length adaptive practice tests and
1,000+ additional practice questions. Get started with your digital
SAT prep today.

Digital SAT Practice

Amanda Eakin
Amanda is a member of the content team at Test
Innovators and specializes in creating reading and
writing content for our practice tests. She holds a
Bachelor of Science degree in Education, Integrated
Language Arts (grades 7-12), and Creative Writing.
Before joining Test Innovators, Amanda was an English
teacher for several years before transitioning to a
learning and development role at a Fortune 500
company. She has come full circle by returning to the
education world and is thrilled to help Test Innovators
produce high-quality educational content.


Literary References 

1. Hard Times by Charles Dickens

2. On the Road by Jack Kerouac

3. Clarissa by Samuel Richardson

4. Things Fall Apart by Chinua Achebe

5. And Then There Were None by Agatha Christie

6. A Room With a View by E. M. Forster

7. Persuasion by Jane Austen

8. The Stranger by Albert Camus

9. Catch-22 by Joseph Heller

10. The Alchemist by Paulo Coelho

11. 1984 by George Orwell

12. Beloved by Toni Morrison

13. The Notebook by Nicholas Sparks

14. Rebecca by Daphne du Maurier

15. To the Lighthouse by Virginia Woolf

16. Sense and Sensibility by Jane Austen

17. Metamorphosis by Franz Kafka

18. Hamlet by William Shakespeare

19. Passing by Nella Larsen

20. (Bonus) The Hobbit by J. R. R. Tolkien


Originally published on December 18, 2023. Updated on May 17, 2024. 

Share this post

    

 Back to Test Innovators Blog

RELATED POSTS

When Can I Take the New SAT and ACT Sample ACT
07 Digital SAT? 29 Informational Packet 19
When
Dec The SAT is now a computer adaptive Dec Educators can help students mange May for th
test. The new digital SAT covers the SAT and ACT testing process by best t
essentially the same content. proving resources about the tests. and S
However, it has an entirely new We recommend creating a soph
format and is 46 minutes shorter informational packet that you can after
than the old paper test. Check out give to your families as they start Summ
our side-by-side comparison of the the testing process. Here’s a sample prepa
digital and paper SAT to learn more packet for inspiration. Please feel worry
about how the... free to download and use it. Get a...

Rea
Read More Read More

SEARCH


 Search

 ACT

 Admissions Assist

 Anxiety

 Data

 Educational Innovation

 For Educators

 Independent School Admissions

 Infographics

 ISEE

 Most Sought-After Schools

 Parenting

 PSAT

 SAT

 School Admissions Guides

 School Profile

 SSAT

 Student Spotlight

 Test Innovators

 Test Innovators Feature Updates

 Test Prep

 Tutoring


Test Innovators is the leader in online ISEE test preparation. Test Innovators has helped over 425,000 students improve their test
scores to gain acceptance into schools with selective admissions processes. 

ABOUT

Blog
Team
Privacy Policy for TI Platform
Privacy Policy for Tutoring & Classes
Terms of Service
Scholarships
Test Anxiety
Free Webinars

SERVICES

ISEE Prep
SSAT Prep
ACT Prep
SAT Prep
PSAT Prep
HSPT Prep
Online Essay
Academic Tutoring

CONNECT

 Phone: 1-800-280-1857

 Email: [email protected]

 Hours: 9am - 5pm ET, Mon - Fri

Email support 7 days a week

FOLLOW US

  

 Help Guides


*The Independent School Entrance Examination® and ISEE® are registered trademarks of the Educational Records Bureau (ERB). SSAT® is a

registered trademark of The Enrollment Management Association. ACT® is a registered trademark of ACT, Inc. SAT® and PSAT® are registered
trademark of College Board. Test names and other trademarks are the property of the respective trademark holders. None of the trademark
holders are affiliated with or sponsored by Test Innovators. To add a link to this resource, permission is not required.

Copyright 2024. © Test Innovators All Rights Reserved.