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Maelen's test > Sentence Correction > Flashcards

Sentence Correction Flashcards

1
Q

Sentence Correction Process

A
  1. Glance: at underlined statement and look at the beginning and end. What is it testing for?
  2. Glance at Answer Choices: what is changing and what is it testing?
  3. Read for meaning: read the original statement all the way through for meaning
  4. Find a starting point: What does the first signal test?
  5. Evaluate and eliminate
  6. Repeat process with the next signal
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2
Q

is this sentence correct?

The cat sitting by the stairs.

A

Subject and Verb must exist
SCS42
No. it’s a fragment bc it is missing a working verb, which is a verb that can run a sentence by itself.
“Sitting” by itself is a past participle. sent. needs “was sitting” to be complete. Any -ing word by itself is never a working verb

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3
Q

The discovery of new medicines were vital to the company’s growth

A

Subject and Verb must agree in number SCS42

Incorrect subj=”discovery” verb=”were” correct agreement would be “was”

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4
Q

Lin and Gary drive to work. “Lin and Gary” are what in the sentence?

A

compound subject: two function as the subject. must contain “and”

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5
Q

Lin and Guy drive to work together every morning and greet their co-workers cheerfully.

Identify each part of the sentence

A

Lin/Guy are subjects

and: conjuction
drive: verb
and: conjuction
greet: verb

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6
Q

Prepositions

Near Galway, the houses on the road to Spiddle are gorgeous.

A

Identifying the middle men SCs44

Ignore prepositions! Remove them to see the core sentence.
“Of” “at” “in” “to” “with” “from” “for” “on” “by”. they modify or describe other parts of the sentence

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7
Q

Identify the middlemen

Because she studied hard, she earned a good score on the test.

A

Identifying the middle men SCs44
dependent clauses start with connecting words and cannot stand alone as a sentence. They add extra information to the sentence. when removed, the sentence is still complete.

In the example: dependent clause is “because she studied hard”
independent “she earned a good score on the test”

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8
Q

“THAT”

Despite some initial concerns, the teacher is confident that her students mastered the lesson.

A

Building complex sentences. SCS46

When you see “that” look for a second S-V-O structure

Sentence needs “that” to introduce s-v-o.

Despite some initial concerns, the teacher is confident THAT her students mastered the lesson.

When that appears just after a working verb it acts as a re-set to introduce a new subject-verb-object structure.

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9
Q

Lin drove to work, but Guy rode his bike

split the sentence and identify.

A

SCS47
Independent Clause
Conjunction
independent clause

Use Conjunctions to create compound sentence by connecting two independent clauses.

For
And
Nor
But
Or
Yet
So
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10
Q

The latest statistics released by the Labor Dept indicate that producer prices rose rapidly last month, despite a generally weakening economy, some analysts contend that the economic slowdown in the euro zone and in Asia will stem the rise in commodity prices, reducing inflationary pressures in the United States.

A

SCS48
Comma Splices are incorrect. Splices connecting independent clauses by using only a comma. AKA Run on sentence. Cross off any answers that combine two independent clauses using only a comma

Need a conjunction (FANBOYS) to introduce a new s-v-o structure. So correct sent would be “BUT, some analysts contend..”

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11
Q

The term “Eureka”, meaning “I have found it” in ancient Greek and famously uttered by Archimedes, and ever since then, scientists have exclaimed the same word upon making important discoveries.

A

SCS48
Sentence uses a “, conjunction” to connect two phrases but the first phrase is a fragment with only a modifier and no working verb (ie. not an independent clause).
By changing the “and famously” to “was famously” you place a working verb into the first phrase to make an independent clause.
1. identify subject +verb exist and agree (independent clauses) (in this case they do not)
2. eliminate middlemen (modifiers, dependent clauses or prepositional phrases)

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12
Q

Earl walked to school; he later ate his lunch.

Andrew and Lisa are inseparable; doing everything together.

A

Semicolon SCS49
First sentence is correct.
second is incorrect bc the second statement cannot stand on its own.

Semicolon connects two independent clauses that are closely related. semicolon implies an equal relationship between the two.

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13
Q

Andrew and Lisa are inseparable, therefore we never see them apart.
Andrew and Lisa are inseparable; therefore we never see them apart.

A

Semicolon ssc49

transition expressions often accompany semicolons. However, therefore, or in addition.

this allows the writer to modify the equal relationship that a bare semicolon implies.

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14
Q

Long underline in an SC problem

A

increases the chances that there are sentence structure, meaning, modifier or parallelism issues. Look at words before the underline for clues OG81

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15
Q

multiple commas just before and within the underline signify

A

Issues with modifier, structure, meaning or parallelism. OG112

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16
Q

2 verbs mapping to the same subject need a…

A

conjuction eg AND

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17
Q

comma before underlined

A

issues with modifier, structure, meaning or parrallelism OG 39

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18
Q

what are the 5 most common pronoun markers?

A

singular: it, it’s
plural: they, them, their

WHENEVER you see these pronouns, check the answers- if there are differences, find the antecedent and check that the pronoun is valid.

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19
Q

what should always be present with a pronoun?

A

its antecedent: or the noun it refers back to.

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20
Q

Rules for pronoun:
Antecedent
agreement
Ambiguity

A
  1. What is the antecedent?-it must exist.
    • exception “it’s” in “it’s raining”
    • test: always test the antecedent in the spot of the pronoun to make sure it is the right antecedent
  2. Pronoun agreement: make sure the pronoun agrees with the antecedent.
    - hint is when AC switch between singular or plural pronouns to refer to the same noun, or if they switch the noun’s number. singular: it’s, it plural: they their
    * gmat tests this in sentences that can express concepts in singular or plural form.
  3. Avoid ambiguity
    -the same pronoun throughout the sentence should ALWAYS refer to the same antecedent.
    -but if it is in the ACs and unavoidable, you must keep it
    -if there are two antecedents, one class of pronouns should refer to one antecedent, say singular its and it’s. the other antecedent should have the other class of pronouns eg plural they and their. But this is only a preference
    Ch7scsg
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21
Q

this, that, these and those- used as adj

A

-used as adj in front of nouns
-can refer to a “new copy” of an antecedent: two money pots
contrast: personal pronouns are always referring to same antecedent
-new copy must be modified-have a description
-must agree with previous copy
DO NOT use this or that, these or those- in place of nouns: “this is great” is not acceptable.
DO use they or them in place of nouns.

Ch7scsg

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22
Q

Split between a pronoun and noun? Which do you choose?

A

Regular noun - gets rid of ambiguity

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23
Q

Which assumption questions are rare?

A

Evaluate the argument and find the flaw

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24
Q

When do you use a comma which

A

Use ,which only to refer to a noun never to refer to an entire clause

Wrong: crime has recently decreased in our neighborhood, which has led to a rise in property values. Scch4.67

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25
Q

What is a modifier?

A

A modifier describes or provides extra information or context. it answers who, what, when, where why

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26
Q

what are adjectives and adverbs?

A

they are one word modifies

adjective modifies only a noun or pronoun (noun modifier), adverb modifies almost anything but a noun or pronoun.

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27
Q

What do you do if you see a word switching back and forth between the adjective and adverb form?

A

ask yourselfwhat word it is modifying. a noun or another type. Then choose the adjective form for nouns and pronouns and the adverbial form for everything else.

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28
Q

what is a common nonessential modifier?

A

comma which- take it out, you should still retain the meaning@

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29
Q

What is an essential modifier

A

a modifier that you need to keep the meaning of the sentence, usually does not get separated out by commas.

30
Q

where should the modifier be?

A

RIGHT NEXT TO THE Noun

31
Q

what are the common modifier markers and what are their rules?

A 
relative pronouns:
which, that, whose, whom, where, when
who and whom must modify people
which cannot modify people
whose can modify people or things
which or whom can follow prepositions
where: modify a noun place: area, site, country, nevada. NOT a metephorical place like: condition, situation, case etc use which
when is used for a period of time, "in which" can also be used.
32
Q

what do adverbial modifiers modify and how can you recognize?

A

adverbial modifiers change anything but nouns: verbs adverbs, etc.
They answer how, when wher or why an action occurred but it doesnt point to a noun. sgsc4P63
these modifiers do not need to be placed near the thing it modifies.

33
Q

In what sequence do the participle modifiers and the main clause appear for adverbial modifiers?

A

the information that appears first in the sentence instigates the second part of the sentence
“The engineer fixed the problem (main), earning himself a promotion (participle modifier)”

34
Q

what is a participle?

A

A participle is a word formed from a verb which can be used as an adjective:
past part: the boiled water
present: the boiling water

35
Q

what is a preposition?

A

The following are all examples of prepositions: in, on, at, around, above, near, underneath, alongside, of, and for.

A preposition sits before a noun (or a pronoun) to show the noun’s relationship to another word in the sentence. (If that explanation is too complicated, it might help you to think of a preposition as a word which describes anywhere a mouse could go.)

36
Q

Name a few subordinators and what they do

A

although, before, unless, because, that, while, since, when, yet, after, so that
subordinators modify the main clause- they are not complete sentences, make sure the next statement is in agreement with what the subordinator implies

37
Q

Idiom

“X was dated…”

A

“at Y”

38
Q

What are the FANBOYS and what are their roles? What should they signal?

A 
For
And
Nor
But
Or
Yet
So

They join together two independent clauses and signal parallelism.

39
Q

Identify the error:

My professor is intelligent, I’ve learned a lot from her.

A

Comma splice- you cannot use a comma to join two independent clauses

40
Q

What words identify noun modifiers? And what type of noun do they modify? Where should they be

A

opening modifier- modifies the subject of sentence
That -modifies the preceding noun
which-modifies the preceding
who- modifies the preceding person
whose- modifies the preceding person or thing
where- modifies the preceding place
when- modifies the preceding time

They should stalk the noun they are modifying and be as close as possible to the noun they modify.

41
Q

What signals adverbial modifiers? What do they modify?Where should they be?

A

”, ing” verb, clause or other modifier. It cannot be a noun modifier and modify the noun before it, it modifies the whole clause. It must relate to the clause it’s modifying eg a cause and result relationship
They modify verbs, modifiers or entire clauses
they can be throughout the sentence

42
Q

When you are looking for the S+V agreement and you see “of, to, in, which, that” what should you do?

A

These are prepositional phrases (directional), so ignore them because they are distractors from the core sentence of “who did what”.

43
Q

What are the two types of clauses ?

A

Independent clause: Main clause can stand alone

Dependent clause: clause cannot stand alone: depends on main clause to make sense.

44
Q

What are the ways to connect clauses?

A

”;” or “,and” FANBOYS can join together two independent clauses. comma splices do not connect clauses. (For, and, more, but, or, yet, so)

45
Q

When you see multiple semicolons and commas, what should you think of?

A

Sentence Structure, Parallelism, and meaning

46
Q

What does “, which” signal?

A

Modifier and meaning issues. Think: which subject or verb should the modifier agree too

47
Q

When you see a long underline, what does that signal?

A

It means that there are structure, meaning, modifier or parallelism issues.

48
Q

if an underline begins right after a comma, what should that signal?

A

Signals modifier, structure, or parallelism issues

49
Q

What should you do before eliminating?

A

Get to the core!

50
Q

What are the (3) modifier signals?

A

(1) “ing” without a “,” before it alters a noun.
“, ing” with a comma is an adverbial modifier-alters a verb or the whole clause. comma ing needs to relate to the clause its modifying-like a cause and effect reltionship

(2) prepositions: of, above, for, to

(3) W & T words (noun stalkers): 
", where" = place
", whose"= preceding noun
", when"= time
", which" = preceding thing or outcome
",who"= preceding person only refers to people not animals
", that" = preceding thing/noun
Opening modifier= alters main noun after the opening
51
Q

What are noun modifiers and what do they do? What should you do when you see them?

A

Modifiers are phrases that give more information about something in the sentence. In this case, nouns.
Use noun modifiers to eliminate AC when the answer choice has a noun modifier that is not clear which noun it is referring too.

“The dog, running down the street, barks, keeping us awake at night. “
“Running down the street” is a noun modifier for “Dog”
“,Keeping us awake at night” is a verb modifier for “barking”

52
Q

When it’s unclear if an idiom is used correctly how do you figure it out?

A

Put the idiom from the remaining answer choices into another context to test.
EG: testing “what” vs “similar to”

Paws are to dogs WHAT feet are to people. CORRECT
Paws are to dogs SIMILAR TO feet are to people. INCORRECT

53
Q

What is a preposition? What is a conjunction?

A

Prepositions RELATE two things to each other (space and time) and they start modifiers.
example: “The cat ABOVE the mantle.”

Conjunctions CONNECT clauses. The boy reached for the ball AND fell to the ground. 
For
And
Nor
But
Or
Yet
So
54
Q

What are adverbial modifiers and what can they modify?

A

They can modify verbs, clauses or other modifiers. They can be further away from what they modify. eg “slowly”

55
Q

What are some common modifier errors?

A
  1. Errors in the modifier
  2. location mistakes
  3. meaning mistakes
56
Q

What is a parallelism marker and what should you look out for?

A

“And” is the most common marker - you should check to see that the word after it is the same (Eg same tense)

57
Q

What are closed parallelism markers?

A

They are markers of parallelism that surround close in on the first element.

Examples:

BOTH peas AND carrots
NOT ONLY peas BUT carrots
NEITHER peas NOR carrots
EITHER from the sandstone OR from the earth

58
Q

What are open parallelism markers?

A

typically AND is an open marker- they make it difficult to determine which words need to be parallel to each other. This can happen when there are two verbs that can relate to a third verb. In this case, pick another starting point.

59
Q

What is a gerund?

A

An -ing word that is a noun

I like RUNNING

60
Q

What is a participle?

A

It’s a modifier and modifies something.

a verb that is used like an adjective- the boiling water.

61
Q

What are the 3 things an -ing can be?

A
  1. participle (modifier)
  2. gerunds (noun)
  3. a verb (with a helper) I am running
62
Q

How would you know you have a 3 part parallelism structure?

A

you will see a comma-comma-and

The man sits on the couch, drinks beer, and eats donuts

63
Q

How do you know you have a two part parallelism structure

A

AND without a comma means there are only two elements:

The man sits on the couch, drinking beer and eating donuts.

drinking becomes a modifier.

64
Q

What are parallel elements? And which one should triple check?

A

They are the items (nouns or verbs) that need to be parallel or compared to each other. Always check the second element

65
Q

When you know you’re being tested on parallelism, what should you do first?

A

Ask “What’s in the list?!”

66
Q

What are the rules to identify parallelism and comparison?

A

Look for markers, look for elements.

67
Q

What are comparison markers?

A

x MORE THAN y -open marker
UNLIKE x, y…- open marker
LIKE used for nouns
AS -compares clauses, look for a verb

68
Q

In comparisons, when should you use like and when should you use AS

A

Like is used to compare nouns “Like Mary, Joe lives in Paris.
AS compares clauses- Joe lives in Paris, as Mary does.

69
Q

In comparisons, when should you use “like” versus using “such as”

A

Like is used to say that something is similar to something else. “ I like sports like baseball.” (whiffle ball, cricket)

“Such AS” is used to give examples, and it comes before a this list of examples. “I enjoy all types of movies, such as those of x and y”

70
Q

What should you look for when you see “LESS” or “GREATER”? ex “less availability” or “greater demand”.

A

Look for both comparison elements and THAN. When you ask “Greater than what?” The answer should be in the sentence!

Ex: Gold has less availability THAN silver.

Maelen's test (21 decks)

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