ACT

ENGLISH REVIEW

JUNIOR AMERICAN LITERATURE 2015-16

A.RODITIS
 The English Test

 The English test has 75 questions

you must complete in 45 minutes.
 There are 5 prose passages
 15 multiple choice questions per
passage
 This equals 9 minutes per passage
 Types of Questions

Usage Rhetoric
 Punctuation  Organization
 Grammar  Strategy
 Sentence  Style
Structure
 To Read or Not to Read?

 You must determine for yourself the best way to

approach each passage

 There is no “right way”

 Practice is extremely important so you can find the

right pace
 A Different Strategy

 Read in front of the underlined material and then

after it to the end mark

 This technique enables you to understand the

overall meaning of the passage while saving some
time

 Skim the lines which do not contain material that

needs correction to identify key details and
specifics you may need to reference later
 Example Independent Clause Question

The smallest breed of the A. No Change

gazehound group is the B. greyhound, it
Italian greyhound. It is a
greyhound in miniature. C. greyhound it
Its origins began 2,000 D. greyhound : it
years ago in the
Mediterranean Basin,
possibly in the countries
of Greece, Turkey, or
Egypt.
 Attacking the Question

There are 3 large questions you need to

answer repeatedly to be successful on the
English portion of the ACT exam. It is
necessary to address each question
individually in order to find the correct
answer.
 Strategy

 Question 1 – How can I correct the mistake(s), IF NEEDED

• Does the underlined portion contain an error?
• Which of the answer choices are grammatically correct?
• Is it a complete sentence? This will all be covered after the break.
 Question 2 – Can it be omitted?
• Is the underlined section needed in the passage?
• Is the underlined section redundant/repetitious?
• Does the underlined section appear “tacked” on to the passage?
 Question 3 – What looks/sounds strange?
• Does the underlined section look inappropriate for the passage?
• Does it seem to look wrong?
• Would your English teacher say/write this?
 Can in be Omitted?

One way to answer that question is to follow these

steps:
1. Read the sentence(s) that contain(s) the
underlined portion
2. Re-read the same section without the
underlined portion
3. Identify potential problems: is the
underlined section repetitive or
redundant? Is it contradictory? Is it off
topic?
 What Should We Omit Here?

 This pie is tasty and delicious?

 After the final performance of the last
concert, the band partied.
 Watching a documentary film about the
Vietnam War, we saw dozens of
enormous mass graves of dead corpses
which disgusted and appalled us.
 Sample Redundancy Question

 Once startlingly A. NO CHANGE

blue previously, B. Blue at one time,

now it is tinged C. Blue before,

a moist yellow- D. Blue,

green.
 Another Sample Omission Question

 After both A. No Change

semesters of the B. A year

two-semester C. Three hundred

sixty days
year at New York
D. The two semester
University, year
Estella decided
to
 What Sounds Strange?

To answer this question consider the

following:
 View the underlined portion
 As you read look for any strange patterns or
word usage
 If something looks strange reconsider the
first question, (how can I correct the
mistake?)
Be wary of the vernacular or how we ‘say’ things

Which part of the following sentences sounds

strange?
 My painting is based after Monet’s famous
watercolor technique.
 Iris could of gone to the store.
 The mall is over by the Jewel.
 I am going by my mom’s house.
 Our final is on quantum physics.
 Sample Question

 …Cortez A. NO CHANGE
accomplished his B. with
goal my means C. of
for trading, an D. to
early economic
practice
Grammar Notes

TIME TO START WRITING…..

 Clauses

 Independent Clause (IC)

An independent clause is a group of words that
contains a subject and verb and expresses a complete
thought. An independent clause is a sentence.

Example: Jim studied in the Sweet Shop for his

chemistry quiz. (IC)
 Clauses Continued

Dependent Clause (DC)

 A dependent clause is a group of words that contains
a subject and verb but does not express a complete
thought. A dependent clause cannot be a sentence.
Often a dependent clause is marked by a
dependent marker word.
 Example: When Jim studied in the Sweet Shop for
his chemistry quiz . . . (DC)
(What happened when he studied? The thought is
incomplete.)
 Clauses Continued

Dependent Marker Word (DM)

 A dependent marker word is a word added to the
beginning of an independent clause that makes it
into a dependent clause.
 Example: When Jim studied in the Sweet Shop for
his chemistry quiz, it was very noisy. (DM)
 Some common dependent markers are: after,
although, as, as if, because, before, even if, even
though, if, in order to, since, though, unless, until,
whatever, when, whenever, whether, and while.
Connecting dependent and independent clauses

 There are two types of words that can be

used as connectors at the beginning of an
independent clause: coordinating
conjunctions and independent marker
words.
Coordinating Conjunctions (CC) FANBOYS

 The seven coordinating conjunctions used as

connecting words at the beginning of an independent
clause are and, but, for, or, nor, so, and yet. When
the second independent clause in a sentence begins
with a coordinating conjunction, a comma is needed
before the coordinating conjunction:
 Example: Jim studied in the Sweet Shop for his
chemistry quiz, but it was hard to concentrate
because of the noise. (CC)
 Just in Case…..

 And
FANBOYS
 But
 For
 Or
 Nor
 So
 Yet
 Independent Marker Word (IM)

 An independent marker word is a connecting word used

at the beginning of an independent clause. These words
can always begin a sentence that can stand alone. When
the second independent clause in a sentence has an
independent marker word, a semicolon is needed before
the independent marker word.
 Example: Jim studied in the Sweet Shop for his
chemistry quiz; however, it was hard to concentrate
because of the noise. (IM)
 Some common independent markers are: also,
consequently, furthermore, however, moreover,
nevertheless, and therefore.
 Independent Marker Words

 PAY ATTENTION TO THIS CONSTRUCTION; YOU

WILL SEE THIS AGAIN!
; however,
or

; [IM] ,
 IC. I went to the store. I didn't buy any
Proper IC. bread.
Punctuation
Methods IC; I went to the store; I didn't buy any
IC. bread.
This table gives
some examples IC,
I went to the store, but I didn't buy any
of ways to CC
bread.
combine IC.
independent IC;
I went to the store; however, I didn't buy
and dependent IM,
any bread.
clauses and IC.
shows how to DC, When I went to the store, I didn't buy
punctuate them IC. any bread.
properly.
IC I didn't buy any bread when I went to
DC. the store.
 Comma Splices  Incorrect: I like this class, it is
A comma splice is the very interesting.
use of a comma  Correct: I like this class. It is very
between two
independent clauses. interesting.
You can usually fix the  (or) I like this class; it is very
error by changing the
comma to a period interesting.
and therefore making  (or) I like this class, and it is very
the two clauses into
two separate interesting.
sentences, by  (or) I like this class because it is
changing the comma
to a semicolon, or by very interesting.
making one clause  (or) Because it is very interesting,
dependent by
inserting a dependent I like this class.
marker word in front
of it.
 Fused  Incorrect: My professor is
Sentences intelligent I've learned a lot from
Fused sentences her.
happen when there  Correct: My professor is
are two independent
clauses not intelligent. I've learned a lot from
separated by any her.
form of punctuation.  (or) My professor is intelligent;
This error is also
known as a run-on
I've learned a lot from her.
sentence. The  (or) My professor is intelligent,
error can sometimes and I've learned a lot from her.
be corrected by
adding a period,  (or) My professor is intelligent;
semicolon, or colon moreover, I've learned a lot from
to separate the two her. (Independent marker)
sentences.
 Sentence  Incorrect: Because I forgot the
Fragments exam was today.
Sentence fragments  Correct: Because I forgot the
happen by treating a
dependent clause or exam was today, I didn't study.
other incomplete  (or) I forgot the exam was today.
thought as a complete
sentence. You can
usually fix this error
by combining it with
another sentence to
make a complete
thought or by
removing the
dependent marker.
 Run-Ons, Comma Splices, and Fused Sentences

Run-ons, comma splices, and fused sentences

are all names given to compound sentences
that are not punctuated correctly.

The best way to avoid such errors is to

punctuate compound sentences correctly by
using one or the other of these rules:
1. Join the two independent clauses with one
of the coordinating conjunctions (and, but,
for, or, nor, so, yet), and use a comma before
the connecting word.

 ____________, and ______________.

 Example: He enjoys walking through the

country, and he often goes backpacking on
his vacations.
 2. When you do not have a connecting word (or when
you use a connecting word other than and, but, for, or
nor, so, or yet between the two independent clauses)
use a semicolon (;).
 ______________;______________________.
 Example: He often watched TV when there were only
reruns; she preferred to read instead.
or
 _____________; however,________________.
 Example: He often watched TV when there were only
reruns; however, she preferred to read instead.
 Comma Splice

 Commas splice (CS): A comma splice occurs

when two independent clauses are joined by
only a comma.
 Remember to avoid comma splices use the
following:
o Period
o Semicolon
o and coordinating conjunction
 Examples

 Incorrect: They weren't dangerous criminals

they were detectives in disguise.
 Correct: They weren't dangerous criminals;
they were detectives in disguise.
 Incorrect: I didn't know which job I wanted I
was too confused to decide.
 Correct: I didn't know which job I wanted,
and I was too confused to decide.
 Are the following examples correct or comma
splices?

1. My apartment is too small, I have no room

for my treadmill and exercise bike.
2. I'm exhausted; however, I will go to school
anyway.
3. Tom opened his freezer, he noticed that two
cans of beer had exploded.
4. Although I understand the definition,
comma splices still confuse me.
1. A comma splice occurs when two complete
sentences are joined only by a comma, I
need to remember that rule.
2. It's means "it is" or "it has," its' is always
incorrect.
3. I hiked for five hours yesterday,
consequently I am too tired to go hiking
again today.
4. Coffee is wonderful, as long as it isn’t too
weak.
5. The ACT is only a test, a little test.
More Grammar & Sentence
Structure
 Usage Questions

Usage questions will focus on the following

 Grammar
 Sentence Structure
 Punctuation
 Verb Questions

 Tense – identifies when something happens. (tense

means time.)

 The easiest way to attack a verb question is to

look for the nearest verb that is not
underlined, and make your choice agree in tense
and form.
 Verb Tense Agreement Sample Question

 Sometime between A. NO CHANGE

the blowing out of
the candles and the B. would turn
last round of Ring- C. is turning
Around-the-Rosie, it
happened. She turns D. turned
into what is known
as…
 How about these sentences?

 The tree with purple leaves is/are

beautiful.

 There is/are seven books on the

counter.
 Who versus Whom

 Who- SUBJECT
 Whom- Object
 I Love You = You are the object of my affection.
Whom do I love?
 Whom – Him – both end in M
 Who stepped on Squiggly?
 Who is the Subject because they did the action.
 A Strategy for Remembering…

Who Whom

is always paired Is always paired

with he or she with him or her
 Would you use who or whom?

 Who/whom went to the concert

 Who /whom is your favorite actor?
 Who/whom did Mary call?
 Who/whom is leaving the tip?
 Who/whom do we pay for the burgers?
 To who/whom should I address the
envelope?
 There, They’re, Their

 Their – is the possessive personal pronoun.

 There – is an adverb used to point out a location.
 They’re – is the contraction for “they are”.

Examples:
The twins had on their matching outfits.
They’re just the cutest little boys.
I want you to stand over there.
 Speaking of Contractions…

Every time you see a contraction STOP – re-

read the sentence with the two words
included.

This will help you detect errors you may

otherwise miss
 Isn’t = is not
 Won’t = will not
 It’s, Its’, and Its

 The construction ITS’ does not exist in the English

language
 Thus anytime you see it you automatically know you
have increased odds of answering that question
correctly
 Remember the possessive form for this word is
simply its
 Example of an it’s question

Dog owners A. NO CHANGE

sometimes spend B. its’ necessities
more money on C. its necessities
the dog and D. their necessities
it’s necessities than
on themselves
 Misplaced Modifiers

 A misplaced modifier is a word, phrase, or clause

that is improperly separated from the word it
modifies / describes.
 Because of the separation, sentences with this
error often sound awkward, ridiculous, or
confusing
 If it is too far from the word it describes, it is a
misplaced modifier
 Misplaced Modifier

Definition: When a word or phrase is placed far away

from the word it modifies the meaning of the sentence
is unclear or incorrect.

Example: Notice how the meaning of the

sentence changes
 Even I was trying to videotape the car chase.
 I was even trying to videotape the car chase.
 However , in motion it is hard to film cars, even with a
steady hand.
 However, it is very hard to film cars in motion, even
with a steady hand.
 Misplaced Modifiers Continued

 Driving around the track, Tom videotaped his favorite

car.
 Tom Videotaped his favorite car driving around the
track.
 Wrapped in several layers of bubble wrap, the
salesperson made sure the vase would not break.
 To make sure the vase would not be broken, the
salesperson wrapped it in several layers of bubble
wrap.
Determine the difference in the following statements

 I ate only vegetables.

 I only ate vegetables.

 I almost failed every art class I took.

 I failed almost every art class I took.
• Walking through the park, the grass tickled
my feet.

• Rolling down the hill, Squiggly was

frightened that the rocks would land on the
campsite.

• A small book sat on the desk that Sarah had

read.

• Covered in wildflowers, Aardvark pondered

the hillside's beauty.
 Apostrophes

 Show that one or more letters have been left

out of a word to form a contraction
 The possessive form of a singular noun is
usually made by adding an apostrophe and “s”
to the noun (consider: does the noun own the
word next to it)
Ex: John F. Kennedy Jr.’s death was a shock to
everyone.
 Apostrophes Continued

 The possessive form of plural nouns ending in

“s” is usually made by adding an apostrophe
Ex: The Fitzimons’ house is always filled with
laughter.
 When possession is shared by more than one
noun, use the possessive form for the last
noun in the series.
Ex: Mr. Dunleavy, Mr. McMartin, and Mr.
Moran’s children all attend the same school.
 The Wonderful World of Colons
 A Colon consists of two dots, one above the other.
This is a colon - :

 Colons are often used to introduce a list of items

Example: You will need to bring three things to the party: some
food, something to drink, and a small gift for the hostess.
or
 Colons can be used to introduce an explanation or a definition of
something
Example: I'll tell you what I'm going to do: I'm going to quit!
Example: Elephant (noun): a large grey mammal found in Africa
and India."
 Redundancy

 Redundant means "being more than is

required; constituting an excess;
unnecessarily verbose ..."

 Sentences do not need redundant words.

Redundancies cloud meaning by making the
important nouns and verbs hard to find.
 The radar system operated for a
time duration of 12 hours.
 The wheel turns in a clockwise
direction.
 The construction project
comprises many large-size
buildings.
 The giant towering buildings cast
dark shadows on the city.
 I forgot my PIN number.
I go to bed at 12 midnight.
A person who is honest does
not lie.
The store gave me a free gift.
That is my personal opinion.
A total of 12 of us are going .
 Subject/Verb Agreement

The student have been studying.

The students have been

studying.
 Formal and Informal Passage Types

Formal Informal
 Use of 3rd person  Use of 1st person
 No contractions pronouns
present  Contractions
 Subject matter is permissible
serious  Subject matter
 Use of semicolons and personal
colons  Dashes or
coordinating
conjunctions
Determine if the following sentences from previous tests are
from Formal or Informal passages

 In the fall of 1967, The Boston Red Sox were playing

in the World Series. I was in third grade…

 Those who live in this state would never pronounce

the ‘s’ on the end of its name. Illinois, pronounced
Illinois, is best known for Abraham Lincoln’s
birthplace and the Windy City: Chicago.
 Formal vs. Informal Continued

 Mission style. Geometric design. Nature. The

architect of the century. As a graduate student in
medicine, we had never heard of Frank Lloyd
Wright, but we rented one of his houses.

 It was 1847, Ireland was a colony of the British

Monarchy. Queen Victoria, who sat on the throne,
ignored the plague running rampant on the fields of
every farmer in Ireland. Over 5 million Irish died
that year in what was known as The Great Famine.
 Why Formal versus Informal Matters…

After we jumped on A. NO CHANGE

the train, I decided B. Therefore,
to not continue on C. In conclusion,
to Rome. Instead, I
D. Moreover,
got off at Sienna, a
small hill town in
the Tuscan
countryside.
 Adjective clauses

 Adjective clauses can be restrictive or

nonrestrictive.
 1. A restrictive adjective clause contains information
that is necessary to identify the noun it modifies. If a
restrictive adjective clause is removed from a
sentence, the meaning of the main clause
changes. A restrictive adjective clause is not separated
from the main clause by a comma or commas. Most
adjective clauses are restrictive; all of the examples of
adjective clauses above are restrictive. Here is another
example:
 People who can’t swim should not jump into the ocean.
 Adjective clauses

 A nonrestrictive adjective clause gives additional

information about the noun it modifies but is not
necessary to identify that noun. If a nonrestrictive
adjective clause is removed from a sentence, the
meaning of the main clause does not change. A
nonrestrictive adjective clause is separated from the
main clause by a comma or commas. The relative
pronoun that cannot be used in nonrestrictive adjective
clauses. The relative pronoun cannot be omitted from a
nonrestrictive clause. Here is an example:
 Billy, who couldn’t swim, should not have jumped into
the ocean.
 Affect versus Effect

 Affect is a verb
 Effect is a noun

 AFFECT = To influence
 EFFECT= Result
 If Stumped….

 NO CHANGE is correct 20-25% of the time

 Omit when given as an option, is correct at least 20% of the
time
 Be sure to watch for negatives. (everything but questions)
 If a word from the statement appears in the choice, it has a
higher likelihood of being correct
 If two choices are the same (a period and semicolon), they
are both incorrect
 If two choices are opposites, one will most likely be right
and the other wrong.
 The correct answer must be correct in punctuation and
grammar.
 Leave nothing blank!