ACING THE NEW

DIGITAL

2025
SAT
“Unlocking Potentials: Master
Grammar with Precision
Diagnostics”

MUAVIA BASHIR UPPAL

 Acing the Digital SAT | Muavia Bashir Uppal

Table of Contents:
Overview of Digital SAT
 Content framework 6
 Assessment specifications 8
 Question distribution and content domain 9
 Key design features and digital testing tools 10

Section 1 – Linguistic Rules

1.1 Punctuation rules 12
1.2 Additional Grammar Rules 18
1.3 Rules with Exam Samples 24

Section 2 – Practice Worksheets

2.1 Transition words 43
2.2 Subject Verb Agreement 48
2.3 Pronoun Antecedent Agreement 53
2.4 Phrases and Clauses 56
2.5 I vs. Me 59
2.6 Punctuation 60
2.7 Prepositions 63
2.8 Parts of speech 66
2.9 Homophones / Homonyms 69
2.10 Idioms 76
2.11 Present Perfect and Past Perfect Tenses 87
2.12 Vocabulary 90
2.13 Verb Tense Consistency 96
2.14 Restrictive and Non-restrictive Adjective Clauses 97

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2.15 Possessive Apostrophes .................................................................................. 99
2.16 Misplaced Modifiers ..................................................................................... 101

Section 3 – Reading Strategies

3.1 Explicit Information ........................................................................................ 105
3.2 Implicit Information ........................................................................................ 106
3.3 Point of View ................................................................................................... 107
3.4 Analysing Relationships .................................................................................. 108
3.5 Citing Evidence ............................................................................................... 109
3.6 Evaluating Evidence ........................................................................................ 110
3.7 Graphs and Data .............................................................................................. 111
3.8 Command of Evidence .................................................................................... 112
3.9 Central Ideas and Details ................................................................................. 113
3.10 Inferences ...................................................................................................... 114

Section 4 – Exam style Questions

4.1 Information and Ideas ....................................................................................... 116
4.2 Craft and Structure ........................................................................................... 146
4.3 Expression of Ideas .......................................................................................... 167
4.4 Standard English Conventions ......................................................................... 177

Section 5 – Most Common SAT Words

Section 6 – Diagnostic Tests

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Overview of Digital
SAT

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Content Framework
The Reading and Writing section of the digital SAT is designed to test students on
reading comprehension, rhetoric, and language use by having them engage with academic
and literary texts. Skills on the Reading and Writing test can be split into the following
four categories:

 Information and Ideas: Use, locate, interpret, and evaluate information from
various texts and infographics.

 Craft and Structure: Determine the meaning of high-utility academic words andphrases
in context, evaluate texts rhetorically, and make supportable connections between
multiple related texts.

 Expression of Ideas: Use revision skills and knowledge to improve the

effectiveness of written expression to accomplish specified rhetorical goals.

 Standard English Conventions: Use editing skills and knowledge to make texts
conform to core conventions of Standard English sentence structure, usage, and
punctuation.

Each of these categories is made up of a number of different skills, and all of those skills
are covered in Khan Academy’s digital SAT Reading and Writing course. As you work
through the course, you’ll encounter each skill in turn, complete with articles and videos
to help you learn, as well as exercises to practice and test your knowledge.

What has changed?

The SAT Reading and Writing test has seen substantial changes in the transition to
digital. Changes include:

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 One test for Reading and Writing: While the pencil-and-paper SAT tested Reading and
Writing in separate test sections, the digital SAT combines these topics.

 Shorter passages (and more of them): Instead of reading long passages and answering
multiple questions on each passage, students taking the digital SAT will encounter
shorterpassages, each with just one follow-up question.

 New question types: With its greater number and variety of passages, the digital SAT
includes new types of questions, with new prompts requiring new strategies.

Category Reading and Writing (RW) Section

Two-stage adaptive test design:one Reading and Writing

Format section administered via two separately timed modules

Test length (number of 1st module: 25 operational questions and 2 pretest questions
operational and pretest 2nd module: 25 operational questions and 2 pretest questions
questions)

1st module: 32 minutes

Time per stage
2nd module: 32 minutes

54 questions
Total number of questions

Total time allotted 64 minutes

Question type(s) used Discrete; four-option multiple-choice

Time per question Reading questions: 70 – 80 seconds

Writing questions: 50 – 60 seconds

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 Assessment Specifications
Reading and Writing
The Reading and Writing section of the digital SAT Suite assessments is designed to measure
students’ attainment of critical college and career readiness in literacy. The section focuses on
key elements of comprehension, rhetoric, and language use that the best available evidence
identifies as necessary for college readiness and success.

In this section, students answer multiple-choice questions requiring them to read, comprehend,
and use information and ideas in texts; analyze the craft and structure of texts; revise texts to
improve the rhetorical expression of ideas; and edit texts to conform to core conventions of
Standard English.

Reading and Writing content domains

Questions on the Reading and Writing Section represent one of four content domains:

Craft and Structure: Measures the comprehension, vocabulary, analysis, synthesis, and
reasoning skills and knowledge needed to understand and use high-utility words and phrases in
context, evaluate texts rhetorically, and make connections between topically related texts.

Information and Ideas: Measures comprehension, analysis, and reasoning skills andknowledge and
the ability to locate, interpret, evaluate, and integrate information andideas from texts and
informational graphics (tables, bar graphs, and line graphs).

Standard English Conventions: Measures the ability to edit texts to conform to core
conventions of Standard English sentence structure, usage, and punctuation.

Expression of Ideas: Measures the ability to revise texts to improve the effectiveness ofwritten
expression and to meet specific rhetorical goals.

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 Question Distribution and Content Domain

Question
Content Domain Description Skill/Knowledge Distribution
Domain Testing Points

Students will use

comprehension, vocabulary,
Words in Context
analysis, synthesis, and
≈28% /
reasoning skills and knowledge Text Structureand
Craft and 13-15
to understand and use high- Purpose questions
Structure
utility words and phrases in Cross-Text
context, evaluate texts Connections
rhetorically, andmake
connections between topically
related texts.

Central Ideasand
Students will use comprehension, Details
analysis, and reasoning skills and
knowledge and the ability to locate, Command of ≈26% /
Information
interpret, evaluate, and integrate Evidence 12-14
and Ideas questions
information and ideas from textsand  Textual
informational graphics.
 Quantitative

Students will use editing skills

and knowledge to make text Boundaries
Standard ≈26% /
English conform to coreconventions of Form, Structure, 11-15
Conventions Standard English sentence and Sense questions
structure, usage, and
punctuation.
Students will use the abilityto
revise texts to improve the Rhetorical Synthesis ≈20% /
Expression of
effectiveness of written 8-12
Ideas Transitions questions
expression and to meet specific
rhetorical goals.

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Worksheets

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 Acing the Digital SAT | Muavia Bashir Uppal

2.1 Correct the Transition Word Mistakes

Transition words are used in a sentence to connect two ideas. They join clauses or
sentences together to show a difference or a connection.

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 Acing the Digital SAT | Muavia Bashir Uppal

Complete each sentence below using a transition word.

1. The dog barked all night

………………………………………………………………………………………………...

2. Jane bought a new dress

………………………………………………………………………………………………...

3. The police had no clues for the case

………………………………………………………………………………………………...

4. I have $25

………………………………………………………………………………………………...

5. We got up early this morning

………………………………………………………………………………………………...

6. The band played her favorite song

………………………………………………………………………………………………...

7. Carl forgot about the test

………………………………………………………………………………………………...

8. They had salad before dinner

………………………………………………………………………………………………...

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Connecting Ideas
1. The girls wanted an ice cream cone, they left the park early.

2. Mother didn’t have time to go to the store; _ , there was no milk in the
refrigerator.

3. There is no homework tonight; , there has been no

homework this week.

4. James and his team didn’t finish the project; _ , they did work hard.

5. You can come with us if you are ready; , you will have to ride the
bus.

6. It is important to complete your homework; , it should be turned

in on time.

7. Mrs. Simpson can be grumpy sometimes; _ , we should help her

whenever we can.

8. Students should be quiet during the play; applause at the end is

allowed.

9. The Johnson children get an allowance every week; , they earn

money for completing chores.

10. The rhino in Africa is threatened with extinction; , many species of

gorilla are also endangered.

Word Bank
in addition- otherwise- although- therefore- in fact- furthermore- similarly-
consequently- actually- so- however- nevertheless- yet- instead- moreover-
particularly-

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 Acing the Digital SAT | Muavia Bashir Uppal

2.2 Subject-verb Agreement

RULE 1 – A verb agrees with its subject in number.
Singular subjects take singular verbs:
The car stays in the garage.
The flower smells good.

There is an old saying: “Opposites attract.” The rule for singular and plural verbs is just the
opposite of the rule for singular and plural nouns. Remember this when you match subjects
and verbs. You might guess that stays and smells are plural verbs because they end in s. They
aren’t. Both stays and smells are singular verbs.

RULE 2 – The number of the subject (singular or plural) is not changed by words that come
between the subject and the verb.

One of the eggs is broken. Of the eggs is a prepositional phrase. The subject one and the verb
is are both singular. Mentally omit the prepositional phrase to make the subject verb-
agreement easier to make.

RULE 3 – Some subjects always take a singular verb even though the meaning may seem
plural.
These subjects always take singular verbs:
each someone
either anyone
neither nobody
one somebody
no one anybody
everyone everybody

Someone in the game was (not were) hurt.

Neither of the men is (not are) working.

RULE 4 – The following words may be singular or plural, depending upon their use in a
sentence, some, any, all, most.

Most of the news is good. (singular)

Most of the flowers were yellow. (plural)
All of the pizza was gone. (singular)
All of the children were late. (plural)

RULE 5 – Subjects joined by and are plural. Subjects joined by or or Nor take a verb that
agrees with the last subject.

 Bob and George are leaving.

 Neither Bob nor George is leaving.
 Neither Bob nor his friends are leaving.

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RULE 6 – There and here are never subjects. In sentences that begin with these words, the
subject is usually found later on in the sentence.

 There were five books on the shelf. (were, agrees with the subject book)
 Here is the report you wanted. (Is agrees with subject report)

RULE 7 – Collective nouns may be singular or plural, depending on their use in the sentence.

A collective noun is a noun used to name a whole group. Following are some common
examples:

Army audience class club committee

Crowd flock group herd jury
orchestra public swarm team troop

The orchestra is playing a hit song. (Orchestra is considered as one unit—singular.)

The orchestra were asked to give their musical backgrounds. (Orchestra is considered as
separate individuals—plural)

RULE 8 – Expressions of time, money, measurement, and weight are usually singular when
the amount is considered one unit. Five dollars is (not are) too much to ask. Ten days is (not
are) not nearly enough time. On occasion, however these terms are used in the plural sense:
There were thirty minutes to countdown.

RULE 9 – Some nouns, while plural in form, are actually singular in meaning. Mathematics
is (not are) an easy subject for some people.

Physics is (not are) taught by Prof, Baldwin.

Mumps measles physics acrobatics

Home economics calisthenics gymnastics aesthetics

social studies statistics phonics thesis

economics civics news mathematics

RULE 10 – Don’t and Doesn’t must agree with the subject. Use doesn’t after he, she, it.
Doesn’t he (not don’t) know how to sail? They don’t (not doesn’t) make movies like that
anymore.

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Subject and Verb Agreement Exercise

Choose the correct form of the verb that agrees with the subject.

1. Annie and her brothers (is, are) at school.

2. Either my mother or my father (is, are) coming to the meeting.

3. The dog or the cats (is, are) outside.

4. Either my shoes or your coat (is, are) always on the floor.

5. George and Tamara (doesn't, don't) want to see that movie.

6. Benito (doesn't, don't) know the answer.

7. One of my sisters (is, are) going on a trip to France.

8. The man with all the birds (live, lives) on my street.

9. The movie, including all the previews, (take, takes) about two hours to watch.

10. The players, as well as the captain, (want, wants) to win.

11. Either answer (is, are) acceptable.

12. Every one of those books (is, are) fiction.

13. Nobody (know, knows) the trouble I've seen.

14. (Is, Are) the news on at five or six?

15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.

16. Eight dollars (is, are) the price of a movie these days.

17. (Is, Are) the tweezers in this drawer?

18. Your pants (is, are) at the cleaner's.

19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!

20. The committee (debates, debate) these questions carefully.

21. The committee (leads, lead) very different lives in private.

22. The Prime Minister, together with his wife, (greets, greet) the press cordially.

23. All of the CDs, even the scratched one, (is, are) in this case.

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Direction: Circle the correct verb in each of the sentences below.

1. Your friend (talk-talks) too much.

2. The man with the roses (look-looks) like your brother.

3. The women in the pool (swim-swims) well.

4. Bill (drive-drives) a cab.

5. The football players (run-runs) five miles every day.

6. That red-haired lady in the fur hat (live-lives) across the street.

7. He (cook-cooks) dinner for his family.

8. The boys (walk-walks) to school every day.

9. The weather on the coast (appear-appears) to be good this weekend.

10. The center on the basketball team (bounce-bounces) the ball too high.

SUBJECT-VERB AGREEMENT EXERCISE II Directions: Circle the correct verb:

1. Each of the girls (look-looks) good on skis.

2. Everybody (was-were) asked to remain quiet.

3. Neither of the men (is-are) here yet.

4. (Is-Are) each of the girls ready to leave?

5. Several of the sheep (is-are) sick.

6. Some members of the faculty (is-are) present.

7. Nobody in the class (has-have) the answer.

8. Each of the girls (observe-observes) all the regulations.

9. All of the milk (is-are) gone.

10. Most of the seats (was-were) taken.

SUBJECT-VERB EXERCISE III

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Directions: Circle the correct verb in each of the sentences below.

1. Margo and her parents (visit-visits) each other often.

2. Either the cups or the glasses (are-is) in the dishwasher.
3. Vern and Fred (need-needs) a ride to work.
4. There (is-are) a dog, a cat, and a bird in the garage.
5. Neither Matt nor his brothers (was-were) at the party.
6. Here into the main ring of the circus (come-comes) the trained elephants.
7. Either the workers or the boss (deliver-delivers) the merchandise.
8. The committee (work-works) hard for better schools.
9. There (is-are) many things to do before the holidays.
10. The jury (was-were) polled for their verdicts.
11. Here (is-are) the nails you need for the projects.
12. Either Joyce or Ellen (was-were) here.
13. The United States (is-are) a country of contrast.
14. A magazine and a book (was-were) lying on the floor.
15. The family (is-are) occupied with their individual problems.

Directions: Circle the correct verb in each of the sentences below.

 Mumps (is-are) one of the most uncomfortable diseases.
 One hundred dollars (is-are) not a lot of money to some people.
 She (doesn’t-don’t) look very well today.
 Twenty minutes (is-are) the amount of time it takes me to get home from work.
 It (doesn’t-don’t) seem so cold today.
 Gymnastics (is-are) easy for Angela.
 Interesting news (is-are) what sells our paper.
 A pound of cookies (cost-costs) about a dollar.
 They (doesn’t-don’t) think they’ll win the game tonight.
 He (don’t-doesn’t) speak very well.

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2.3 Pronoun and Antecedent Agreement

Pronouns are words that take the place of nouns. The antecedent of a pronoun is the
word to which the pronoun refers. The pronoun and its antecedent agree in gender and
number.

Jane called her friend. Jane and her are both singular and feminine.
John called his friend. John and his are both singular and masculine.

The girls finished their job. The plural pronoun agrees with the plural
antecedent.
The boys finished their job. The plural pronoun agrees with the plural
antecedent.

The pronoun is masculine (he, his, him) when the antecedent is masculine, and feminine (she,
her, hers) when the antecedent is feminine, and neutral (it, its) when the antecedent has no
gender association.

A plural pronoun should be used with a compound antecedent joined by and.

Mary and Bill ran until they were exhausted.

A singular pronoun is used to refer to two or more singular antecedents joined by or or

nor. A plural pronoun is used with two or more plural antecedents joined by or or nor.
Ben or Tom will give his presentation today.
Either the juniors or the seniors are singing their class song.

When a singular antecedent and a plural antecedent are joined by or or nor, use a
pronoun that agrees with the nearer antecedent.
The boy or his parents will present their idea.
The parents or the boy will present his idea.

Use a singular pronoun when a collective noun refers to a group as a single unit. Use a
plural pronoun when the collective noun refers to a group's members as individuals.
The class decided it wanted to do the project.
The class stayed in their desks.

Use singular pronouns to refer to indefinite pronouns (words like everybody, none,
nobody, someone) used as antecedents.
Each of the boys had his assignment ready.
Everyone on the women's team improved her time.
Everybody on the committee had his or her own agenda.

Use the relative pronouns who, whom, which, and that with the appropriate antecedents.
Who refers to people and animals that have names.
He is the one who committed the crime.
Which refers to animals and things.
The biology book, which is on the table, was very helpful.
That refers to animals, things and sometimes to people.
The house that is on the right is being demolished.

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REVIEW THE FOLLOWING SENTENCES:

1. Everyone should work at his/her own pace. (Everyone is the singular antecedent; therefore,
his/her is in agreement.)
2. Each of the students writes his/her own test! (Each is the singular antecedent; therefore,
his/her is in agreement.)

Each, remember, is the subject; of the students is a prepositional phrase.

THE FOLLOWING NOUNS ARE KNOWN AS COLLECTIVE NOUNS AND ARE

USUALLY SINGULAR IF THEY ARE REFERRED TO AS A UNIT:

audience, band, class, college, committee, company, crowd, family, government, group, jury,
number, school, society, team

REVIEW THE FOLLOWING SENTENCES FOR UNDERSTANDING.

1. The committee made its recommendation yesterday. (The committee is singular because it
made the recommendation as a unit; therefore, we must use the singular pronoun, its.)
2. The jury left the courtroom one at a time with their heads held high. (Jury is plural because
each one left individually; therefore, the pronoun their refers to the jury and must be plural
also.

EXERCISE 1: Circle the correct form of the pronoun.

1. Jane and Sarah said (she, they) were too tired to skate any longer.
2. Either Bill or John will bring a sample of (his, their) own work.
3. Jane and Jill called (her, their) friend.
4. Either Jane or her friends will present (her, their) project.
5. Neither Mary nor Susan said (she, they) would be there.
6. Every student wants to impress (his or her, their) professors.
7. Both John and Jim said (he, they) were not exercising regularly.
8. The jury was asked to return to (its, their) seats.
9. Please remind each student to bring (his or her, their) homework tomorrow.
10. Neither John nor Bob was willing to admit that (he, they) had cheated.
11. Each of the girls had (her, their) assignment completed.
12. Every worker in this office needs (his or her, their) own computer.
13. The committee finally made (its, their) decision public.
14. Nobody remembered to bring (his or her, their) photos.
15. Neither girl will wear (her, their) black pants.
16. Beth and Jane reported the problem to (her, their) supervisor.
17. Each teacher turned in (his or her, their) grades to the principal.
18. The choir presented (its, their) final performance.
19. Either the employees or Ms. Jones will make (their, her) presentation.
20. Both Suzi and Beth will try to see (her, their) parents over the weekend.

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EXERCISE 2:

UNDERLINE THE CORRECT WORD OR WORDS IN THE PARENTHESES. ALSO,

UNDERLINE THE ANTECEDENT OF THE PRONOUN.

1. Someone has removed the grammar book, and I want (him, them) to return it.
2. Although I knew somebody called me, I did not answer (her, them).
3. Each man must do what (he, they) feel(s) is right.
4. Everybody in the lab was ready to complete (her, their) assignment.
5. No one wants to admit (his, their) weaknesses.
6. Everybody wanted to claim (his, their) strengths.
7. One of the students lost (his, their) books.
8. Anybody who wants to improve (his, their) grades may sometimes need help.
9. Nobody is expected to do all the work (himself, themselves).
10. Either Ms. Marco or Ms. Linko wants to sell (her, their) car

EXERCISE 3:

CROSS OUT THE INCORRECT PRONOUN AND WRITE THE CORRECT FORM
ABOVE IT. IF THE SENTENCE IS CORRECT AS WRITTEN, PLACE A “C” IN THE
SPACE BETWEEN THE NUMBER AND THE BEGINNING OF THE SENTENCE.

1. Everyone should take their job seriously.

2. Each of the girls willingly did their share.
3. If anyone has an extra piece of paper, will they lend it to me?
4. Each of the members brought her contribution yesterday.
5. Everyone took their vacation early.
6. Each of the instructors left his car in the administrative parking lot.
7. If each of the students will do their best, FCCJ will win the contest.
8. Each of the presidents explained their reason for their decision.
9. Each student did their best to make the orientation a success.
10. Never vote for anyone because of their looks.
11. All students should bring his books to class.
12. Each person is responsible for their supplies.
13. My instructor gave each of the students their final grade.
14. Neither made an error on their test.
15. Every student furnished her own transportation.

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2.4 Phrases and Clauses

I. A phrase is a collection of words that may have nouns or verbals, but it does
not have a subject doing a verb. The following are examples of phrases:

 leaving behind the dog

 smashing into a fence
 before the first test
 after the devastation
 between ignorance and intelligence
 broken into thousands of pieces
 because of her glittering smile

In these examples above, you will find nouns (dog, fence, test, devastation, ignorance,
intelligence, thousands, pieces). You also have some verbals (leaving, smashing), but in no
case is the noun functioning as a subject doing a predicate verb. They are all phrases.

II. A clause is a collection of words that has a subject that is actively doing a
verb. The following are examples of clauses:

 since she laughs at diffident men

 I despise individuals of low character
 when the saints go marching in
 Obediah Simpson is uglier than a rabid raccoon
 because she smiled at him.

In the examples above, we find either a noun or a pronoun that is a subject (bold-print)
attached to a predicate verb (underlined) in each case:

 since she laughs at diffident men

 I despise individuals of low character
 when the saints go marching in
 Obediah Simpson is uglier than a rabid raccoon
 because she smiled at him

III. If the clause could stand by itself, and form a complete sentence with
punctuation, we call the clause an independent clause. The following are
independent clauses:

 I despise individuals of low character

 Obediah Simpson is uglier than a rabid raccoon

We could easily turn independent clauses into complete sentences by adding appropriate
punctuation marks. We might say, "I despise individuals of low character." Or we might
write, "Obediah Simpson is uglier than a rabid raccoon!" We call them independent because
these types of clauses can stand independently by themselves, without any extra words
attached, and be complete sentences.

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IV. Dependent clauses have a subject doing a verb, but they have a
subordinateconjunction placed in front of the clause.

That subordinate conjunction means that the clause can't stand independently by itself and
become a complete sentence. Instead, the dependent clause is dependent upon another clause-
-it can't make a complete sentence by itself, even though it has a subject doing a verb.

Here are some examples of dependent clauses:

 since she laughs at diffident men

 when the saints go marching in
 because she smiled at him

These clauses simply do not form complete thoughts or sentences by themselves. Those
subordinate conjunctions--since, when, and because, cause the listener to expect the speaker
to add some extra material. The thought is incomplete. If you walked up to a friend in the
dorms and said, "since she laughs at diffident men," and then walked away without adding an
independent clause, the friend would be completely baffled.

It's important to understand the difference between phrases, dependent clauses, and
independent clauses because many punctuation marks--such as commas, semicolons, and
colons, require one or the other.

 Simple Sentence: One subject-verb relationship.  We talked to the supervisor this

morning.

Simple sentences can contain many phrases and be very long.

 Yesterday afternoon at 3:00, your dog, tired of being cooped up all day, dug his way out of
your yard and into mine.
Simple sentences can have more than one subject as long as they share the same verb:
 My sister and your brother have been dating secretly for weeks.
Simple sentences can have more than one verb as long as the verbs share the same
subject:
 He listened to the radio all morning and forgot to study for his test.

 Compound Sentence: Two or more separate INDEPENDENT CLAUSES connected

with a comma AND coordinating (FANBOYS) conjunction or a semicolon (with or
without a transitional expression):

for, and, nor, but, or, yet, so

; moreover, ; consequently, ; however, ; furthermore,

; thus, ; also, ; for instance, ; nevertheless,
; for example, ; as a result, ; besides, ; then,

 We went to the movies last night, and we stopped for coffee afterward.  Jack wrote his
essay last night; however, he forgot to print it out.

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Complex Sentence: One INDEPENDENT CLAUSE connected to at least one

DEPENDENT CLAUSE:

 Although I was invited to the party, I didn’t want to go.

 We invited the neighbor to the party even though we don’t like him.

Compound-Complex Sentence: Two or more INDEPENDENT CLAUSES and at least one

DEPENDENT CLAUSE:

 When we heard a crash outside, I ran to the window and Joe called 911.

 Clauses that are introduced by a subordinating conjunction are called subordinate

clauses. A subordinate clause cannot stand alone. It has to be attached to an
independent clause.
 In English, there are mainly three types of subordinate clauses: adjective clause,
adverb clause and noun clause.

Exercises 1
Directions: In the space before each group of words, mark P if it is a phrase, D if it is a
dependent clause and I if it is an independent clause.

1. Over my head
2. Because I was afraid
3. I didn’t get very much sleep
4. That night
5. I knew what happened
6. So that I could get some rest
7. I heard the cat’s meow
8. Sitting by the broken plate licking the crumbs
9. When I finally got up
10. I got so tired
11. Even though I counted sheep
12. Ear plugs would be a good investment
13. I never realized how losing sleep affected me
14. The next day
15. When I got to work
16. I forgot to lock the door of my car
17. Walking into the parking garage
18. Did you ever get a strange feeling that someone was around you
19. On the back of my neck
20. All because I hadn’t had enough sleep

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 Acing the Digital SAT | Muavia Bashir Uppal

2.5 I vs. Me
First, let’s define a pronoun: a pronoun is a word that takes the place of a noun. We
can divide pronouns into three categories:

Subject pronouns
I, you, he, she, it, we, they

Object pronouns
me, you, him, her, it, us, them

Possessive pronouns
mine, my, yours, his, hers, her, its, ours, theirs

Exercise 1

1. It was that swiped a few chocolate chip cookies, I confess.

2. enjoy a good cup of coffee in the morning with my newspaper.
3. Whenever we played hide-and-seek as kids, you always found .
4. You and need to catch up over lunch one day soon.
5. Can you put away those boxes for , please?
6. It makes uneasy to think how close that storm came to the coast before
blowing out to sea.
7. Mrs. Tennant gave Mary and detention, but I guess we deserved it for talking
out of turn.
8. Dr. Baker thinks should see a specialist about this sore knee.
9. There’s my magazine, right where had it last! [Link] you can find a house
with this list of features, I’ll put money down tomorrow

Exercise 2: Circle the correct answer

1A. Arlene asked he and I to complete the job.

1B. Arlene asked he and me to complete the job.
1C. Arlene asked him and I to complete the job.
1D. Arlene asked him and me to complete the job.

2A. He and I completed the job for Arlene.

2B. He and me completed the job for Arlene.
2C. Him and I completed the job for Arlene.
2D. Him and me completed the job for Arlene.

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2.6 Punctuation
INSTRUCTIONS: For questions 1-18 below, correct all punctuation errors by writing in
the correct marks in their correct places. Some sentences only need basic punctuation, like
apostrophes and periods; others require more complex forms, such as dashes, hyphens,
colons, and ellipses.

1. The paper was clear pertinent and well written

2. Harry and Donnas honeymoon was just as frantic as their wedding

3. She won the race easily in fact she set a state record

4. I am recalling his story I believe as accurately as I can

5. The last year of the twentieth century is 2000 not 99

6. I expected a package this morning however I waited all day for it to

arrive

7. Rainy days arent all that bad they provide the water crucial for all life

8. She witnessed a crime on her street she promptly locked her doors

9. We traveled to Rome Italy Athens Greece and Paris France

10. Shakespeare said it best Alls well that ends well

11. He is not well- liked although he says he is everyones friend

12. Sarah she had always loved animals took in the stray kitten

13. Certainly you may borrow my book Gary

14. The 1950s singer Patty Paige sang the novelty song How Much is Th
at Doggie in the Window

15. Nearly all Americans own a Bible but few including scholars of literatue
have read it

16. Hmmm its a tough decision but Ill take the red one

17. Tuesday July 25 1967 is my birthday

18. I do the laundry make dinner and pick up the kids I should receive a
medal for all of these chores

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Preposition Exercise 2

1. My brother in law who is a chef prepared an amazing dinner last night

2. The cars engine made a strange noise however it still worked

3. Lisas favorite fruits are apples bananas and grapes

4. Ill meet you at 7 00 he said at our usual spot

5. After the long day all she wanted was a good book a cup of tea and some peace
and quiet

6. Its essential to know who youre talking to before sharing personal information

7. The teams coach Mr Johnson won the award for best mentor

8. Despite the heavy rain they decided to continue with their picnic

9. To my surprise the package arrived early I wasnt expecting it until next week

10. The students essay was unfortunately filled with numerous errors

11. Well need three things a tent sleeping bags and a flashlight

12. Where is the library she asked hoping for clear directions

13. His parents live in Denver Colorado his sister in Austin Texas

14. She didnt just like the movie she loved it

15. The runner exhausted but happy crossed the finish line

16. Without a doubt the project was a complete success

17. Should we invite Lisa Mark and Tanya Theyre all available on Friday

18. The conference starts at 9 00 a m sharp dont be late

19. Ive been to three continents Asia Africa and Europe

20. Whatever you do dont forget to lock the door

 Acing the Digital SAT | Muavia Bashir Uppal

2.7 Prepositions
A preposition is a word that relates a noun or a pronoun to some other word in a sentence.

The dictionary on the desk was open.

An almanac was under the dictionary.
Meet me at three o’clock tomorrow.

EXERCISE 1: Identifying Prepositions

Write each preposition from the following sentences.

1. Many famous libraries around the world are tourist attractions.

2. The New York Public Library on Fifth Avenue serves the New York
metropolitan community.
3. Two marble lions in front of the library greet visitors.
4. The library houses a large number of books on a vast range of topics.
5. The library also holds several exhibitions during the year.
6. Its branches hold millions of volumes.
7. The New York Public Library is one of the largest library systems in the
world.
8. The first public library in America was built in the year 1833.
9. Many important library developments occurred during the nineteenth
century.
10. Melvil Dewey established a system for the classification of books.

EXERCISE 2: Identifying Prepositions

1. The classification number of a library book is found upon the spine of the book, usually
below the title.
2. Along with the Dewey Decimal Classification system, Melvil Dewey also established the
American Library Association and the Library Journal.
3. The Dewey system organizes books into ten main categories.
4. The research library in front of the administration building uses a different
system of classifying books.
5. The Library of Congress classification system categorizes books into
twenty-one major areas of knowledge.
6. This system was developed in the early twentieth century because of the
large number of books in this library.
7. Aside from being one of the largest research libraries in the world, the
Library of Congress has the largest collection of books printed before 1501.
8. Among the books in its collection is a perfect copy of the Gutenberg Bible.
9. According to the guide, the library provides reference assistance along with
research for the United States Congress.
9. On the back of a book’s title page, you will find cataloging data.

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 Acing the Digital SAT | Muavia Bashir Uppal

Exercise 4:

1. The owner of the hotel is a qualified chef, but he rarely cooks himself nowadays.
However, he helps the head chef in the kitchen if the
restaurant is busy.
2. I do have a few suggestions that should improve your presentation, but
I think it was an excellent speech.
3. We went to Paris for a day on the train and saw the Eiffel
Tower and Notre Dame Cathedral.
4. She is supposed to be studying for her exam but whenever I go to her room she is
chatting to her friends.
5. We bought a stereo music center that was because it was in the
display window.
6. All the roads that led to the town centre were closed because of the flood so it was
only possible to reach the main square .
7. A human heart beats 72 times per minute .
th
8. At the beginning of the 16 century, of the South
American jungles, Balboa became the first European to look at the Pacific Ocean.
9. The warders who are at the Tower of London to protect
valuable jewels are also known as “Beefeaters”.
10. The film “JFK” is being shown on Monday night at 9 p.m.
on Channel 4.
11. 150 passengers an Alpine train in Kaprun died when the
train caught fire inside a tunnel.
12. While we were our ship anchored at Istanbul, where we
visited the Grand Bazaar and Topkapi Palace.
13. Barcelona’s centre is a maze of narrow streets and medieval buildings, in contrast to
the modern apartment buildings of the city.
14. I am afraid the book “Little House of the Prairie” is from
the library at the moment. Would you like to reserve it?
15. Do you pass a newsagent to work? If you do, would you
mind picking me up the Times?
16. I don’t think the baby dropped it. I think she threw it to the ground
in order to gain our attention.
17. How long have you been ? – For three weeks now, but I
can’t resist eating a little chocolate so I haven’t lost much weight yet.
18. Two days after the bombing, we could still see the flames from the building
.
19. In 1984, the British coal miners went for almost a year.
20. The number of European and American companies investing in
underdeveloped countries is as they take advantage of lower wages.

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Exercise 4: Complete the sentence with the correct preposition from the
choices given.

1. We are very excited our trip to Spain next week.

(AT, WITH, ABOUT, OVER)
2. I am very fond drinking green tea.
(FOR, OF, ABOUT, AT)
3. Almost all politicians were involved the scandal.
(IN, AT, WITH, FROM)
4. I am looking forward having a meeting with you next week.
(WITH, AT, TO, FROM)
5. At the moment, she is recovering her injuries.
(AT, OF, FROM, WITH)
6. I’m dreaming becoming a famous scientist one day
(FOR, WITH, ABOUT, INTO)
7. My cousin is married _ a famous American
(WITH, FOR, TO, FROM)
8. I am responsible training the new recruits.
(AT, ABOUT, WITH, FOR)
9. Many people took advantage the low prices offered by the new shop
(OF, FOR, WITH, TO)
10.I was not quite satisfied _ the exam results.
(AT, FOR, WITH, ABOUT)
11. The president was thankful _ everyone who helped in the campaign
(TO, WITH, FOR, AT)
12. Everyone in this town will benefit the new hospital
(FROM, WITH, AT, INTO)
13. For two full days, the man was fighting his life.
(UP, WITH, AT, FOR)
14. My dad shouted me because I didn’t do what he said
(TO, AT, WITH, TOWARDS)
[Link] insisted helping me with the dishes.
(ON, WITH, FOR, ABOUT)
[Link] all car companies care the environment
(FOR, AT, ABOUT,WITH)
17. Wearing a seat belt can protect you being killed in a car.
(WITH, OF, ABOUT, FROM)
[Link] people were killed when a bus collided _ a car
(INTO, WITH, AT, TOWARDS)

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 Acing the Digital SAT | Muavia Bashir Uppal

2.8 The 8 Parts of Speech

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 Acing the Digital SAT | Muavia Bashir Uppal
The 8 Parts of Speech Diagnostic Assessment
Exercise 1: On the line to the left of the sentence, write the word that is the part of
speech indicated in parenthesis.

1. (preposition) He walked around the corner.

2. (pronoun) Paul hopes that she will sing with the choir.

3. (pronoun) Can Jerry help him with the science project?

4. (noun) Have you seen the eraser?

5. (noun) The lock was stuck.

6. (noun) She purchased the ice cream with him.

7. (adjective) Older people tire more easily.

8. (adjective) Steven is honest.

9. (adjective) Kind people are often rewarded.

10. (adverb) The officer ran fast.

11. (adverb) My sister answered the questions intelligently.

12. (adverb) You really should see this art exhibit, Kenny.

13. (preposition) Reggie tripped down the stairs.

14. (preposition) Can you jump over the hurdle?

15. (preposition) May I sit between you two?

16. (verb) Ask the question.

17. (verb) The store overcharged me.

18. (verb) Jimmy, eat your spaghetti.

19. (conjunction) I cannot go, for I have too much to do.

20. (conjunction) I like peanuts and potato chips.

Exercise 2: On the line to the left, write the part of speech of the underlined word. To
the right, substitute a different word for the underlined word.

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1. They attended the concert last weekend.

2. Several cats ran into Rob’s garage.

3. The truck driver delivered the package quickly.

4. Fast runners won all the awards at the track meet.

5. My friend and I walked home after school.

6. I wanted a peanut butter and jelly sandwich for lunch.

7. She was counting the ballots during civics class.

8. Hey! That was my seat.

9. Will they finish the test on time?

10. The diagram was fairly complicated.

11. He will practice his musical piece soon.

12. Ronnie saw the awesome sight from the air.

13. Her sister is the oldest member of the group.

14. Check the score, Tom.

15. Will the students find the answers themselves?

16. The child asked for the bike and the scooter.

17. They slowly carried the couch down the stairs.

18. Sherry talked on the phone until midnight.

19. Hurray! Our team has finally scored a goal.

20. The troops scattered throughout the woods.

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Exercise 1: Exercise: Identify the Parts of Speech

1. The committee will convene tomorrow to discuss the proposal.

- Identify the part of speech for "convene".

2. Despite the rain, the outdoor event was a huge success.

- Identify the part of speech for "success".

3. The book, which was exceptionally written, captivated readers worldwide.

- Identify the part of speech for "exceptionally".

4. Her decision was not only strategic but also innovative.

- Identify the part of speech for "strategic" and "innovative".

5. He was promoted to manager due to his leadership skills.

- Identify the part of speech for "manager".

6. Although he tried hard, he couldn't solve the problem.

- Identify the part of speech for "Although".

7. The green apples tasted better than the red ones.

- Identify the part of speech for "green".

8. She ran quickly to catch the bus.

- Identify the part of speech for "quickly".

9. This is the best solution we could find.

- Identify the part of speech for "solution".

10. That was an unbelievable match!

- Identify the part of speech for "unbelievable".
 Acing the Digital SAT | Muavia Bashir Uppal

2.9 Homophones / Homonyms

1. affect/effect 11. hole/whole 21. pail/pale 31. some/sum

2. ate/eight 12. hour/our 22. pair/pare 32. stair/stare

3. be/bee 13. its/it’s 23. passed/past 33. tail/tale

14. knew/new 24. plain/plane 34. theirs/there’s

4. blew/blue
15. threw/through 25. read/red 35. their/there/ they’re
5. brake/break
16. than/then 26. right/write 36. to/too/two
6. cent/scent/sent
17. know/no/now 27. road/rode 37. weak/week
7. dear/deer
18. lay/lie 28. sail/sale
8. flour/flower 38. which/witch
29. sea/see
9. grate/great 19. loose/lose 39. who’s/whose
30. sew/so/sow
10. hear/here 20. one/won 40. your/you’re

AFFECT / EFFECT

Two very confusing words often misused are affect and effect ... a spelling nightmare. Let's
look at basic definitions and parts of speech.

AFFECT – verb – to act upon, to change or to cause a change

AFFECTED – adjective – influenced by an outside force
EFFECT – noun – result; consequence

 The applause showed how deeply the presentation had the audience.
 His attitude was by his upbringing.
 What do you think the news will have on her?
 No matter what he does, it will have no on me.
 No matter what he does, it will not me.
 What do you think the of the decision will be?
 How did her son's departure Mrs. Sanago?
 How was the team by the loss of their coach?
 I was impressed by the _ of Churchill's words on Britain during that time.
 Do you know what that medicine will have on you?

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 Acing the Digital SAT | Muavia Bashir Uppal

FARTHER / FURTHER

Two words often confused are farther and further.

Is it farther down the road or further?
Do you have to read further in the book or farther?
Do you further your education?

FARTHER denotes physical advancement in distance. FURTHER denotes advancement to

greater degree, as in time.

The correct answers to the above examples follow:

 It is farther down the road. (For distance physically traveled.)
 You read further in the book. (To a greater degree than where you are now.)
 You further your education. (To a greater degree than what you have now.)

Exercise: Fill in the correct form of farther or further for each blank.

 How much do you plan to drive tonight?

 I've reached the end of my rope with this dog chewing up the carpet. I just
 go any .
 can't
 Do you have any plans for adding on to the building?
 That's a lot than I want to carry this machine and tripod!
 The that I travel down this road, the behind schedule
I get.
 How much do you intend to take this legal matter?
 I want to my career by taking some management courses.
 It's not that much to the gas station.
 How much do I have to read in this text?
 How much do I have to run, Coach?

It's / Its

It's This is short for 'it is' or 'it has'. It's going to be a nice day. or I don't know whether it's
arrived yet. If you can replace the word by 'it is' or 'it has' and the sentence still makes sense,
then use it's.

Its This is used when something belongs to or is associated with something. The lorry spilled
its load onto the road. or Life has its ups and downs.

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Exercise: Use the correct form of it’s or its.

1. a pity you can't be there.

2. The car lost front wheel.
3. been a long time.
4. too big to go through the door.
5. too late to stop now.
6. been a difficult week.
7. Do you know where _ come from?
8. My dog has injured front leg.
9. I won't pretend that easy.
10. This government doesn't know what doing.
11. The government has lost way.
12. The government must change policy on taxation.
13. I don't think a good idea.
14. I don't know what effect will be.
15. a revolutionary new product.
16. The company launched revolutionary new product.
17. I'm not sure whether been paid for.
18. We watched the bird building nest.
19. The Titanic sank on _ maiden voyage.
20. a long way to Tipperary.

LIE / LAY

LIE -To lie down is an act that can be attributed to the subject. There is no object of this
verb, as the subject is doing the action without a receiver.

Conjugation of LIE:
 I lie down today. (present tense)
 The money lay there yesterday. (past tense)
 Sarah will lie down there tomorrow. (future tense)
 The book has lain here many times before. (use perfect tense with have, had, has)

LAY - Lay must have a direct object. One lays something down. (Hint: substitute "put." If
"put" works, then "lay" is also correct.)

Conjugation of LAY:
I lay the book down. (present tense)
I laid it down yesterday. (past tense)
I will lay it down again tomorrow. (future tense)
I have laid it here many times before. (use perfect tense with have, had, has)

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 Acing the Digital SAT | Muavia Bashir Uppal

Exercise A:

1. He on the hard pavement this morning, gasping for breath.

2. How long did he there?
3. I don't know how long he had there.
4. He picked up the wounded bird and it gently on the table.
5. She her sewing aside and went to the door.
6. Are you going to _ there all day?
7. The three puppies in the basket.
8. Linda her coat on the couch.
9. Not feeling well, he in his bed all day.
10 He decided to just around the house all summer.
11 Someone the dictionary on my glasses.
12 The money there all day in plain sight.
13 She had the book on the ground under the tree.
14 Ginny down on a beach towel.
15 I saw the hat that you on the hall table.
16 She had just down for a nap when the phone rang.
17 The two teenagers in the sun all day.

18 Have they the cornerstone of the building yet?

19 She had the coverlet over the child at midnight.
20 He should not the blame for the accident on the other driver.

Exercise B:
Choose the lie or lay for each of the blanks below. (Be sure to use the correct tense.)
Ann the baby on the bed and then his stuffed bear beside him. I wondered how
long the baby would there without crying. Aunt Marge said that she remembered one
day when he had in the same position for an hour. She said another time when she was
there, the puppy had next to the baby on the bed. She remembered picking up the
puppy while it was still asleep. Then she the puppy on the rug. When Aunt Marge left,
the puppy was still there. It had there for nearly two hours sound asleep! Meanwhile,
the baby woke up and quietly for fully half an hour just watching the puppy snore.
Finally, neither the puppy nor the baby could there any longer, so the baby on the
old sympathy play and started whining pitifully until Ann was forced to aside thesweater that
she had hoped to finish knitting while the baby down.

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 Acing the Digital SAT | Muavia Bashir Uppal

LOSE /LOOSE

Lose ten pounds or loose ten pounds? What is it that you really want to do? If you lose the
ten pounds, then we won't be able to find them. That would be a good thing. But if you loose
the ten pounds, you set them free to roll about like tumbleweed. Ten pounds on the loose
would not be a good thing.

o LOSE means to lack the possession of, to come to be without.

o LOOSE means not tight.
o LOOSEN means to unfasten something or make it less constraining.

Examples:
1. The hockey team doesn't want to lose the game.
2. The girl had such a bad sunburn that she could only wear loose clothes.
3. Set the dog loose.
4. Don't tie him up again.
5. I am so frustrated! I always seem to lose my keys.
6. Loosen your hold on the bat.
7. You are gripping it much too tightly!

Exercise:

Choose lose, loose, or loosen for each of the blanks below.

 The shoes were so big that they were _ on the little boy's feet.
 I turned a corner to the guy who was tailing me.
 Our football team hasn't done so well this year. We are sure to
 every game.
 After the bad weather, the penned-up dogs were set to run outside
again.
 The pet store manager was told to the dog's collar as it was much too
tight around his neck.
 Those rules are much too ! You need to tighten up security around
here.
 Her husband had to work on her necklace for over an hour before he could
the hung clasp.
 She wanted her hair fixed in soft curls.
 It is a terrible thing to one's self-respect.
 You will out if you don't get there before the sale ends.

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 Acing the Digital SAT | Muavia Bashir Uppal

THERE / THEIR / THEY’RE

There Their They’re

-this word talks about a place

Ex. The sign says to go over there.

-describes something belonging to more than one person
Ex. The girls held their diplomas tightly.

-a contraction of the words “they” and “are”

Ex. They are skating in a straight line. They’re skating in a straight line.

Exercises: Fill in the correct word for each blank.

1. Michael Jordan and Shaquille O’Neal are best known for

basketball careers.
2. Sharonda and Yasheeka always sit over .
3. Reese and Monte wonder where they have left notebooks.
4. My students know very smart.
5. We will buy our tickets for the movie when we get .
6. Ms. Bond and Ms. Smith really care about students.
7. My parents think lucky to have such a smart daughter.
8. The children shook the snow from boots before they came inside.
9. The keys are on that table right .
10. The DJs on the radio say happy to work so early in the morning.
11. Carey and Quanta always do assignments on time.
12. Put your backpacks _ on the floor.
13. My mother told me to put the newspaper .
14. My dogs always beg for food in the morning.
15. I don’t understand dogs. It seems like always happy.

TWO / TO / TOO

 Two is a number. She counted, "One, two, three."

 Too is an adverb that can mean also. He wanted to go too.
 Too is an adverb that can mean more than enough.
 This is too much for me!
 To plus a noun or noun phrase is a preposition.
 Take me to the ball game. I went to bed early that night.
 To plus a verb is an infinitive.
 She wanted to go. He decided to run away.

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Exercise: Choose the correct two, too, or to for each of the blanks below.

1. Many students read quickly and carelessly.

2. I was scared say a word to her!
3. I am going the store now.
4. They are building new houses on our block.
5. May I go ?
6. Do you think it is late do that now?
7. I have new shirts that I can't wait wear.
8. My dental appointment lasted hours and that was long!
9. This room is cold stay in very much longer.
10. After I played racquetball for hours, I was tired walk home.

11. It is not good put much salt on your food.

12. My next dental appointment is for tomorrow at o'clock.
13. I am not excited about going the dentist again.
14. My brother flew Alabama earlier this week.
15. We have planted rose bushes in pots on the patio.
Two, to, and too

As you know, the little pigs, Curly and Wurly, pushed Flo out of the window and were
sent live with Uncle Oscar Meyer. If they had do it again, these little pigs
might have made a different decision. You see, many rumors had circulated about him and
the boys weren’t sure which ones were true. Whenever they had clean the stable or feed
the chickens, they were afraid that the _ of them would be put in a pen .
One day, Mama and Flo came two visit them. Flo showed off her new bracelet. She had
gotten it with the extra allowance money that was left after the boys were sent away. "I
bought new earring !" said Flo. "So what? I don’t have earrings because I
only have one hole in my left ear, "replied Curly. "Me - ," said Wurly.
Before Mama and their sister left, the little pigs had something show them. They
had worked very hard impress Mama so that they could come back home and not live
with Uncle Oscar Meyer. Wurly had made a dollhouse made out of sticks. He was very proud
of his creation. Curly had made one . His was made of straw that he had found lying
around the barn. Flo wasn’t impressed.

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 Acing the Digital SAT | Muavia Bashir Uppal

Prepositional idioms
About At

anxious about aim at

ask about arrive at

bring about laugh at

curious about look at

hear about succeed at

think about By

talk about accompanied by

worry about amazed by

Against confused by

advise against followed by

argue against go by

count against impressed by

decide against organized by

defend against struck by

go against For

rebel against advocate for

As ask for

celebrate as blame for

regard as famous for

see as known for

view as last for

meant for

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 Acing the Digital SAT | Muavia Bashir Uppal

From move on

abstain from prey on

different from rely on

excuse from Over

far from argue over

obvious from rule over

protect from talk over

Into think over

enter into Of

look into approve of

inquire into capable of

read into certain of

In characteristic of

engage in combination of A and B

fall in love cure of

in A as in B deprive of

interested in die of

succeed in a fan of

take in in danger of

On in the hope of

base on in recognition of

draw on made up of

focus on To

impose on able to

insist on accustomed to

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 Acing the Digital SAT | Muavia Bashir Uppal

adapt to reluctant to

adhere to reply to

admit to see to

adjacent to similar to

agree to a threat to

as opposed to try to (NOT try and)

belong to unique to

central to With

come to agree with

contribute to bargain with

devoted to correlate with

in addition to familiar with

in contrast to identify with

listen to in keeping with

object to interfere with

prefer A to B sympathize with

partial to trust with

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EX: Identify the meaning of the underlined idiomatic expressions using
context clues. Circle the letter of the correct answer.

1. Maria is such a social butterfly; she’s always at every event in town.

- A. someone who is shy and reserved
- B. someone who dates many people
- C. someone who is very sociable and active in social settings
- D. someone who collects butterflies

2. After pulling an all-nighter, John was feeling dead to the world.

- A. extremely alert and focused
- B. isolated from reality
- C. fast asleep and very tired
- D. energetic and ready to work

3. I'm sorry, but this explanation is clear as mud.

- A. very simple and easy to understand
- B. absolutely confusing and difficult to understand
- C. quite transparent and straightforward
- D. somewhat interesting but incomplete

4. When the company faced a downturn, many employees were given the
axe
- A. promoted to higher positions
- B. praised for their hard work
- C. given extensive training
- D. dismissed or laid off from their jobs

5. She’s always been known to wear her heart on her sleeve.

- A. to be very fashionable and trendy
- B. to hide her emotions well
- C. to openly show her emotions and feelings
- D. to be deceitful and manipulative
6. I think it’s time to call it a day; we've accomplished a lot.
- A. to call for reinforcements
- B. to end work or an activity for the day
- C. to extend working hours
- D. to start a new project

7. He was on cloud nine after hearing the good news.

- A. very confused
- B. highly elated and joyful
- C. extremely angry
- D. very anxious and worried

8. Despite the challenges, they decided to stay the course.

- A. to change their plans
- B. to abandon their effort
- C. to persist and continue
- D. to take a break from work

9. She has a chip on her shoulder about not receiving a promotion.

- A. feeling happy and carefree
- B. feeling bitter or having a grudge
- C. feeling indifferent
- D. feeling motivated to work harder

10. Robert was in the doghouse after forgetting their anniversary.

- A. in a very comfortable situation
- B. in a state of high praise
- C. in trouble or disfavor
- D. in a relaxed state
 Acing the Digital SAT | Muavia Bashir Uppal

Exercise 5:

A. Directions: Identify the meaning of the underlined idiomatic expressions using context
clues. Circle the letter of the correct answer.

1. You’ve got to have some work experience under your belt before you can hope to get
a stable job.

A. have gained a lot of friends from high places who can help you get the job
B. have acquired experience or have satisfactorily achieved something
C. have attained more talent to manipulate interview results
D. have obtained enough financial resources to unwind

2. Now here’s this week’s quiz. It’s time to put your thinking caps on.

A. to feel bombarded and heavy with a difficult task

B. to solve a problem or create an idea by thinking
C. to consider with much deliberation
D. to think with deep meditation

3. Black gold is primarily found in the Middle East.

A. illegal money
B. camel
C. sand
D. oil

4. When he tried to put the blame on Pedro, he was sent away with a flea in his ear.

A. being reprimanded
B. being expelled
C. being banished
D. being exiled

5. To live in grey existence would mean to live a colorless life.

A. confused, at a loss
B. dull, monotonous
C. exciting, full
D. hectic, busy

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 Acing the Digital SAT | Muavia Bashir Uppal

2.12 SAT Vocabulary Practice

Word List with Definitions 1
1. aberration (n) a variation or change from what is normal or right; something
unnatural 2. aghast (adj) shocked; terrified or amazed
3. appellation (n) a name or title; a word used to identify a person or thing
4. bewilder (v) to perplex or confuse; to disorder a person's thinking
5. chattel (n) a thing that is owned; a possession
6. contemptuous (adj) thinking poorly of; scornful or disdainful
7. debonair (adj) charming; having a sophisticated and attractive manner
8. detest (v) to have a profound dislike or abhorrence for; to hate
9. elasticity (n) the physical property of matter wherein matter returns to its original
form after being reshaped, as an elastic band returns to its original shape after being
stretched
10. fickle (adj) capriciously changeable in affection or belief; not remaining faithful to
one idea or feeling
11. hindrance (n) an obstruction or impediment; something that blocks progress
12. inconceivable (adj) unimaginable or unthinkable
13. litigious (adj) willing and likely to pursue a lawsuit
14. minimize (v) to make as small as possible
15. notorious (adj) widely known but viewed negatively or critically
16. ordeal (n) an experience that is extremely difficult or trying
17. ostracize (v) to banish from or force out of a group or situation
18. peccadillo (n) a minor sin or fault; a trifling wrongdoing
19. placid (adj) tranquil and calm; at rest
20. prosaic (adj) matter-of-fact; without spirit, style, or imagination
21. rectitude (n) correctness or uprightness; unerring in following principles
22. salient (adj) noticeable or important; standing out
23. spurious (adj) inauthentic; not bona fide
24. tincture (n) a typically alcoholic mixture containing a medicine or remedy
25. vigilance (n) alertness; unbreaking attention to a duty

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Word List with Definitions 2

1. accusation (n) a statement that a person is guilty of wrongdoing or error

2. annihilate (v) to destroy completely, so as to leave no trace
3. attest (v) to state or authenticate that something is true, valid, or genuine
4. bulbous (adj) like or relating to a bulb, especially round like a bulb
5. complacence (n) a sense of contentment with the current state or situation; not
desiring change
6. copious (adj) appearing in large number
7. derision (n) offensive attitude or speech; ridicule
8. disparage (v) to speak poorly of
9. equivocate (v) to use words that have multiple meanings, particularly in order to
obscure the truth
10. geniality (n) friendly behavior or attitude
11. impartial (adj) without bias; having no preconceived belief or position
12. ire (n) anger
13. maudlin (adj) excessively emotional
14. morose (adj) sorrowful or sullen; broodingly gloomy
15. odious (adj) extremely distasteful; detestable
16. palatial (adj) large and glorious, as a palace
17. permissible (adj) able to be permitted; allowable
18. prelude (n) an introduction or overture, especially to a musical performance
19. quiescent (adj) inactive or at rest
20. reprisal (n) retaliation; an act of revenge or retribution
21. sequester (v) to confine and isolate
22. surmise (v) to guess, imagine, or deduce
23. transition (n) an element that serves to smoothly connect two things, places, or
states
24. usurious (adj) requiring excessive or illegal interest to be paid on a loan
25. wizen (v) to cause to dry out; to deplete all moisture from an object

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2.13 Verb Tense Consistency

EX1:
Check for verb tense consistency in the following sentences. Change the second verb in
each sentence to match the underlined verb.

1. Mike had driven quickly, so we arrive on time.

2. I checked my answering machine, but I hear no messages.

3. Troy sharpens his pencils while I passed out the test.

4. When Brian woke up, he goes straight to the shower.

Some of the following sentences are correct, and some are not. For those that are
incorrect, change the first verb in the sentence so that it will correspond to the
underlined verb. If the sentence is correct as it is, write “Correct” on the line.

1. Just as Brandi spoke; the microphone turns on.

2. I prefer sugar-free gum, but my cousin liked rock candy.

3. I never studied in elementary school and have trouble passing tests.

4. Last night, I did not sleep well even though I went to bed early.

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Verb Tense Consistency Worksheet

Instructions:
Read each paragraph carefully. Rewrite the paragraph to correct any
inconsistent verb tenses.

Paragraph 1:
Original:
Yesterday, while I am walking to the store, I saw a cat who was chasing a
butterfly. At that moment, I think about how amazing nature can be. Later, I
bump into an old friend and we chat for a while. He mentions that he is
planning a trip to the mountains next week and asks me if I want to join.

Rewrite:

Paragraph 2:
Original:
When the conference started, she already prepared her presentation. She
moves to the podium and begins to speak. Her voice is calm, and she
presented her ideas clearly. By the time she finishes, everyone in the room
stands up and applauds her effort. Afterward, the attendees discuss the
topics enthusiastically.

Rewrite:

Paragraph 3:
Original:
By the time you read this letter, I am probably already halfway across the
world. I will be missing you terribly but knowing that you support me gives
me strength. I think about all the moments we shared, and it brings a smile
to my face. Tomorrow, I will start my new job and I have been feeling a mix
of excitement and nervousness.

Rewrite:

Paragraph 4:
Original:
Last summer, we decide to go on a road trip across the country. We pack
our bags and start our journey early one morning. The roads are long and
winding, and we have many adventures along the way. At each stop, we
take pictures and made new friends. By the time we return home, we are
exhausted but happy, recounting every moment of our trip.

Rewrite:

Paragraph 5:
Original:
Whenever she thinks about her childhood, she remembers the summers
spent at her grandparents' farm. Every morning, she wakes up early to help
with the chores, and her grandmother teaches her how to bake bread.
Evenings were spent around the fire, listening to her grandfather's stories.
These memories stay with her, and she often says they are...

Rewrite:
 Acing the Digital SAT | Muavia Bashir Uppal

2.14 Restrictive and Nonrestrictive Adjective Clauses

A restrictive adjective clause limits or narrows the meaning of the sentence in which it
appears. The sentence must have that clause or the meaning changes; in other words, the
clause is necessary to the meaning. Because they are essential to the sentence, restrictive
adjective clauses can never be set off from the sentence with punctuation.

Examples:

 High-risk students who attended extra tutoring sessions had significantly higher
grades than students who did not attend.

(The clause in italics is necessary to the sentence. If we took it out, the meaning of the
sentence would change drastically; therefore, there should be no punctuation to set off the
restrictive element here.) Look at the difference when the sentence is written incorrectly.

High-risk students, who attended extra tutoring sessions, had significantly higher grades than
students who did not attend.

 Correct: Students who have not signed in at the desk will not receive assistance.
 Incorrect: Students, who have not signed in at the desk, will not receive assistance.
 Correct: Students who have done or attempted to do their homework can check their
answers against the professor’s answer sheet.
 Incorrect: Students, who have done or attempted to do their homework, can check
their answers against the professor’s answer sheet.

A clause is non-restrictive if it is not strictly necessary to the meaning of the sentence. It can
be left out and the sentence will still be logical. The non-restrictive clause merely gives the
reader extra information. Imagine that you could lift the non-restrictive clause out of the
sentence, using the commas as handles, and the sentence could still function. That is why the
clause is called “non-restrictive”: it does not restrict the sentence, or the sentence is not
restricted to containing the clause.

Examples:

 Non-traditional students, who are generally highly motivated, tend to do well on the
sample tests. The cat, who had already spent eight of his nine lives, was spared from
tragedy once again.

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Exercise 1: Identifying Restrictive and Nonrestrictive Clauses

For each sentence below, decide if the adjective clause (in bold) is restrictive or
nonrestrictive.

When you're done, check your answers at the bottom of the page.

1. Students who have young children are invited to use the free daycare center.
2. I left my son at the campus daycare center, which is free to all full-time students.
3. John Wayne, who appeared in over 200 movies, was the biggest box-office
attraction of his time.
4. I refuse to live in any house that Jack built.
5. Merdine, who was born in a boxcar somewhere in Arkansas, grows homesick
every time she hears the wail of a train whistle.
6. My new running shoes, which cost more than a hundred dollars, fell apart during
the marathon.
7. I lent some money to Earl, whose house was destroyed in the flood.
8. The thing that impresses me the most about America is the way parents obey their
children.
9. A physician who smokes and overeats has no right to criticize the personal habits of
his patients.
10. The beer that made Milwaukee famous has made a loser out of me.

Exercise 2
The following sentences contain clauses that may or may not be restrictive.
Supply commas for the non-restrictive clauses.

1. The man who had the handlebar mustache pressed Adam for an answer.
2. Mr. Hoffer whose family lives in Germany will be our guest this weekend.
3. The explanation that she had given them seemed too horrible to be true.
4. Mr. Johnson whose son attends the University is our friend.
5. Thomas Jefferson who was born on the frontier became President.
6. A person who loves to read will never be lonely.
7. My father who was a country boy has lived in the city for years.
8. The girl by whom I sat in class is an honor student.
9. Jet pilots who are not in excellent physical condition should not be allowed to fly.

10. She is a woman who is respected by everyone.

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 Acing the Digital SAT | Muavia Bashir Uppal

2.15 Possessive Apostrophes

Exercise 1: Missing apostrophes

Example: My daughters coat was ruined when she fell in a puddle.

My daughter’s coat was ruined when she fell in a puddle.

1. The babys name was very unusual.

2. The childrens competition was won by a five year old boy from Oxford.

3. The babies cries could not be ignored.

4. The employees Christmas party was a great success.

5. Last months profits were disappointing.

6. Martins homework was excellent.

7. The books pages were dog-eared because she had read it six times.

8. Her sisters new car was very expensive.

9. The cashiers till would not open and she had to call a supervisor.

10. The postmens mailbags were extremely heavy just before Christmas.

[Link] weeks holiday was over in a flash.

[Link] students attitude to their work was simply not good enough.

[Link] womans son was ill so she could not go to college.

[Link] you know where Mikes car keys are?

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Exercise 2: Use possessive apostrophes to shorten these sentences.

Example: The eyes of the tiger glowed in the dark.

The tiger’s eyes glowed in the dark.

1. The profits of last week were not too good.

2. The hat that belonged to my daughter was pink and fluffy.

3. The party for the salesmen was cancelled.

4. The bookshop for children closes at 5.00pm.

5. The biscuits for dogs were on special offer in the pet shop.

6. The special offer for this month is ‘three bottles of wine for the price of

two’.

7. The rainfall for September was lower than expected.

8. Hats for women are in our other store across the road.

9. The two tractors, both belonging to the farmer, were destroyed in the fire.

[Link] news on Tuesday was rather depressing.

[Link] mothers of the babies were upset when the ‘Bonnie Baby’

competition was cancelled.

[Link] capital city of England is London.

13. The new car, belonging to Helen, had to go back to the factory

[Link] boat owned by the millionaire had gold plated taps.

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2.16 MISPLACED MODIFIERS

When modifiers (adjectives and adverbs) are out of place, too far away from the word they
modify, the sentence will be awkward or confusing. Misplaced modifiers may be single
words, phrases, or clauses. Study the following examples.

1. The following words are often misplaced: almost, only, just, even, hardly, not, nearly,
merely. Most often, these words are placed in front of the words they modify.
 Misplaced: My sister only has two children.
 Correct: My sister has only two children.

2. Here is an example of a misplaced phrase

 Misplaced: The little girl screamed at the library at her mother.
 Correct: At the library, the little girl screamed at her mother.

3. Here is an example of a misplaced clause.

 Misplaced: I held the ticket tightly in my hand that my friend gave me.
 Correct: I held the ticket that my friend gave me tightly in my hand.

DANGLING MODIFIERS

A dangling modifier is an introductory word group--participle, gerund, infinitive, or elliptical

clause--that does not refer logically to the noun or pronoun that follows it. Study the
following examples.

 Dangling participle: Driving west, the scenery was beautiful.

 Correction: Driving west, they saw beautiful scenery.

 Dangling gerund: After watching the game, the snacks were put away.
 Correction: After watching the game, we put away the snacks.

 Dangling infinitive: To survive in this heat, you must water your plants daily.
 Correction: To survive in this heat, new plants must be watered daily.

 Dangling elliptical clause: While watering, a hornet stung Janet.

 Correction: While watering, Janet was stung by a hornet.

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Exercise 1: Directions: In the blank beside each sentence, indicate whether the sentence is a
dangling modifier (DM) or a misplaced modifier (MM). Rewrite each sentence correctly and
check the answers using the answer key below. Make sure to have a writing consultant check
your rewritten sentences to ensure their correctness.

1. The truck on the bridge which is green is mine.

2. Expecting confusion, our plans were made.
3. Feeling hot, sweaters were taken off.
4. I showed my cat to the veterinarian with the fleas.
5. Bob told me he was getting married that afternoon at night.
6. This typewriter is used by a staff member with a wide carriage.
7. Swimming out into the sea, the current grew stronger.
8. Walking along the shore, a cruise ship suddenly appeared.
9. The Mazda was stalled on the highway out of gas.
10. He kept a tiny black book of all the women he had dated in his desk.
11. Upon entering the room, the messages are easily seen.
12. While at the amusement park, the sun shone brightly on all the tourists.
13. Landon should jump at whatever is demanded quickly.
14. Jodi kept all her medicine in the medicine cabinet that had been prescribed to her.
15. When only a toddler, Dad took me scuba diving.

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 Acing the Digital SAT | Muavia Bashir Uppal

Exercise 2: Directions: Correct the misplaced modifiers

1. The woman was stopped for speeding in the green sweater.

2. Daniel promised to mow the lawn running out the door.

3. The names were those of the lovers carved on the tree.

4. Every two hours the nurse told him to take a pill.

5. The man walked toward us wearing a black fedora hat.

6. I earn a thousand dollars a month scarcely.

7. We borrowed a leaf blower from a neighbor that was broken.

8. Climbing up a tree, Maria saw a squirrel.

9. The dog was rescued after the house was set on fire by a fireman.

10. We need gas badly.

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Diagnostic
Questions