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Look, I understand. Grammar isn’t the most fascinating subject. But here’s the thing: once you know what to look for, the grammar portion of the Digital SAT is actually one of the simplest locations to gain points. I’ve seen kids get 50–100 points simply by mastering fifteen recurring grammar principles.
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The following rukes should be considered before attempting your international SAT exam:
It will be best to write your sentence in a short manner. The fact is, SAT basically trusts in Shakespeare’s maxim “brevity is the soul of wit”: It means if you have an ability to write a sentence in a short manner, you must do.
If sentences are saying about the same information 2-3 time. You should avoid it in your SAT exam up to one only. Hence, delete all repetition.
Make sure to remember the fact that the SAT basically loves one type of idiom called verbal phrases. These are verb + preposition, where you should focus on preposition the more.
For instance:
You should concentrate on commonly confused words the more.
For instance:
Make sure to use formal English language while writing for educational institutions, work, or publication in news or scientific journal. For this, it is significant to write each sentence at the same language elevation.
The fact is, Conjunctions and conjunctive adverbs are words which depict the two clauses in a sentence. The international Sat exam analyses your ability to use conjunctions and conjunctive adverbs to clarify the effect and cause within sentences.
The international SAT emphasis on punctuation Modifiers the most rather than punctuation. Hence, you should put one comma after or before a modifier that starts a sentence. In a case, a modifier appears in the centre of a sentence, then make sure to surround it with commas on both sides. Besides, you must use Colons, Dashes, and such as, and Semicolons.
The fact is, sentences are created by using groups of words, known as clauses, which are of two types- independent and dependent. Hence, make sure to write the right sentence having the right punctuations, verbs, adverbs, etc.
A pronoun is used instead of a noun. When you use ‘she’ instead of Queen Elizabeth. Me
| Subject Pronouns | Object Pronouns |
| I | Me |
| You | You |
| He | Him |
| She | Her |
| It | It |
| We | Us |
| They | Them |
The fact is, the abbreviations and different forms of these pronouns are frequently mixed up, however, they are something you basically have to memorize. Let’s have a look at some tricks:
First take the abbreviation apart like you are, who is, they are, then use it like you’re, they’re, or who’s.
During your SAT exam, the two verbs will be testes such as verb tenses and subject-verb agreement. As you know, the basic verb tenses have nine verbs, where three has allotted to each. Let’s look at the following to clarify:
| Time Period | Verb Forms |
| Present | Simple Present: They eat. Present Continuous: They are eating. Present Perfect: They have eaten |
| Past | Simple Past: They ate. Past Continuous: They were eating Past Perfect: They had eaten. |
| Future | Future: They will eat. Future Continuous: They will be eating. Future Perfect: They will have eaten |
In a case of Subject/Verb agreement, Verbs and Noun are both parts of speech with numbers. These are written differently in a case it refers to only one thing or a multitude of things.
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Try to focus on grammar rules given above as much as you can, thereby, you can’t miss up marks you can fetch from the grammar parts.
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The majority of students are unaware that grammar questions account for roughly 25% of your Reading and Writing score. That is enormous. Even though you might assume, “I’ll just go with what sounds right,” such a tactic quickly fails on the SAT.
Why? because we don’t always use proper grammar when we speak. “Me and my friends went to the store” is probably something you say frequently. It sounds good, doesn’t it? On the SAT, completely incorrect. It needs to read, “My friends and I went to the store.”
The good news is that these guidelines persist once you understand them. Once you understand how subject-verb agreement functions, you can’t truly “forget” it.
This might be the most tested grammar rule on the entire SAT. The concept is simple: singular subjects get singular verbs, plural subjects get plural verbs. Easy enough. But the SAT loves to mess with you by stuffing extra words between the subject and verb.
Here’s what I mean:
Wrong: The box of chocolates are on the table. Right: The box of chocolates is on the table.
See what happened? They threw “chocolates” right before the verb to trick you. But “chocolates” isn’t the subject – “box” is. And box is singular, so you need “is.”
Here’s my tip: When you see these questions, literally cross out everything between the subject and verb in your mind. “The box… is on the table.” Much clearer.
Watch out for these sneaky words that are ALWAYS singular even though they feel plural:
So you’d write: “Each of the students has submitted their work.” Not “have.”
Pronoun questions show up constantly, and they’re testing two main things: does the pronoun match what it’s referring to, and is it clear what it’s referring to?
The matching part trips people up with those singular words I just mentioned:
Wrong: Everyone should bring their lunch. Right: Everyone should bring his or Her lunch.
I know, I know – in real life, everyone says “their” now. But the SAT still wants the grammatically formal version.
Then there’s the clarity issue:
Confusing: When Sarah met Jennifer at the coffee shop, she was running late.
Who was late? Sarah or Jennifer? Can’t tell. That’s a problem on the SAT. You’d need to write it as: “When Sarah met Jennifer at the coffee shop, Sarah was running late.”
One more thing – watch out for I versus me:
Wrong: The teacher gave the assignment to Maria and I. Right: The teacher gave the assignment to Maria and me.
Quick test: Take out the other person. Would you say “gave the assignment to I”? Nope. So it’s “me.”
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Verb tense questions are checking if you understand when things happened. Usually, you want to keep verbs in the same tense unless there’s a good reason to switch.
Wrong: She Walked to the store and bought milk. Right: She Walked to the store and bough milk.
Both actions happened in the past, so both verbs should be past tense.
But sometimes switching tenses makes perfect sense:
Right: Scientists discovered the fossil in 1990, and they Countinue to study it today.
That’s correct because it happened at two different times – past (discovered) and present (continue).
The tense that confuses people most is present perfect (has/have + past participle). Use it when something started in the past but connects to now:
Right: She has studied French for three years. (And she’s still studying it) Right: She Studied French in high school. (It’s done and over)
Comma rules could fill an entire book, but the SAT really only cares about a few things.
Never split two complete sentences with just a comma. This is called a comma splice and it’s always wrong:
Wrong: The movie was great, I want to see it again. Right: The movie was great. I want to see it again. Right: The movie was great, and I want to see it again.
Notice that second fix? You CAN use a comma between two sentences if you add one of these words: for, and, nor, but, or, yet, so. (Remember FANBOYS – that’s the acronym.)
Use commas around extra information:
Right: My brother, who lives in Chicago, is visiting next week.
The phrase “who lives in Chicago” is extra info. You could remove it and the sentence still makes sense. So it needs commas around it.
But compare:
Right: The author J.K. Rowling wrote Harry Potter.
No commas here because the name is essential – it tells us which author.
After introductory stuff, use a comma:
Right: After finishing her homework, Sarah watched TV.
The primary function of semicolons is to join two closely related complete sentences.
Correct: Students are required to leave the library by 9 PM.
Each side might function as a sentence on its own. The semicolon indicates that they are linked concepts.
Semicolons are also frequently used before terms like however, consequently, and moreover:
Correct: Despite the terrible weather, the game proceeded according to schedule.
Colons are used to begin items, usually lists or explanations. The most important criterion is that a whole sentence must occur before the colon.
Incorrect: Pencils, paper, and erasers are in the bag. Right: Pencils, paper, and erasers are the three things in the bag.
Can you see the difference? The colon comes after a full sentence in the second version.
Simply said, a modifier is a fancy phrase for a description. The simple guideline is to place the description adjacent to the object it describes.
Incorrect: The flowers looked lovely as you strolled through the park.
Hold on, the flowers were moving? This sentence expresses that. Fix it:
Right: I thought the flowers were lovely as I strolled through the park.
It’s evident now that I was walking rather than the flowers.
When -ing words are used at the beginning of sentences, this error is extremely frequent. In that first sentence, always look to see who is performing the activity.
The SAT wants you to compare similar things:
Wrong: New York’s population is larger than Chicago. Right: New York’s population is larger than Chicago’s population.
You’re comparing population to population, not population to a city.
Also, know when to use -er versus -est:
Wrong: Between the three choices, this is the better option. Right: Among the three choices, this is the best option.
When you’re stuck between answers that are both grammatically correct, pick the shortest one. The SAT loves concise writing.
Wordy: Due to the fact that it was raining, we stayed inside. Better: Because it was raining, we stayed inside.
Watch out for these wordy phrases:
Also avoid redundancy – saying the same thing twice:
Redundant: The end result was surprising and unexpected. Better: The result was unexpected.
If something is unexpected, it’s already surprising. No need to say both.
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These terms demonstrate relationships and link concepts. Selecting the appropriate one is important.
For example, even though I put a lot of effort into my studies, I still found the examination difficult.
As an example of cause and effect, she practiced every day, which led to an improvement in her skills.
To elaborate: moreover, additionally, and furthermore For instance: In addition to teaching grammar, the course offers practice exams.
To identify the relationship, read the words before and after. Are they opposing concepts? Cause and effect? Something different? Align yourself with the relationship’s transition.
These show up all the time, so get them straight:
Its vs. It’s
Their vs. They’re vs. There
Affect vs. Effect
Fewer vs. Less
Who vs. Whom
Honestly, “whom” is dying in everyday English, but the SAT still tests it occasionally.
Practice With SAT Grammer Question
A full idea must be expressed in a sentence, which requires a subject and a verb.
Students studying in the library are a fragment.
Complete: The pupils were using the library to study.
You see? “Studying” alone is insufficient. For it to be a legitimate verb, “were studying” is required.
The converse issue is run-ons, which are sentences that are jammed together without the appropriate punctuation:
False: The concert was great. We didn’t leave until midnight.
Correct: We remained till midnight, and the music was fantastic. Correct: We remained till midnight, and the show was fantastic.
Every item in your list should have the same grammatical form:
False: I enjoy writing, painting, and reading. Correct: I enjoy writing, painting, and reading.
The -ing form is now used for all three elements. That structure is parallel.
This also holds true for longer constructions:
Incorrect: The course covers grammar, test-taking techniques, and essay writing.
Correct: The course covers grammar study, essay writing, and test-taking techniques.
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He is a Digital SAT mentor with 10+ years of experience, working primarily with SAT students all Over worldwide. Their students have consistently progressed toward 1520+ scores by improving timing, accuracy, and trap-answer control through official-style practice, detailed mistake analysis, and clear weekly action plans.
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