A Complete Guide To Act English By Erica Meltzer is an essential resource for mastering grammar, punctuation, and rhetoric skills, ultimately improving your ACT English score. CONDUCT.EDU.VN offers a comprehensive overview of this highly regarded study guide, highlighting its key concepts and practical applications to help you excel. Prepare for success by understanding effective test-taking strategies, grammar rules, and language conventions that are taught in ACT English preparation.
1. Mastering Periods & Semicolons
Semicolons and periods are grammatically equivalent on the ACT. Understanding this fundamental concept is crucial for tackling punctuation questions effectively.
1.1 Using Semicolons and Periods Between Complete Sentences
Both semicolons and periods can join two independent clauses. This rule is straightforward but essential.
Correct: The sun was setting; the sky turned orange.
Correct: The sun was setting. The sky turned orange.
1.2 Employing Semicolons Before Conjunctive Adverbs
Conjunctive adverbs such as however, therefore, and moreover often require a semicolon before them when connecting two independent clauses.
Correct: The team played well; however, they lost the game.
1.3 Avoiding Sentence Boundary Errors
Ensure each sentence is complete and properly separated. Watch out for run-on sentences where two independent clauses are incorrectly joined without proper punctuation.
Incorrect: The book was long it was also very interesting.
Correct: The book was long; it was also very interesting.
Correct: The book was long. It was also very interesting.
2. Understanding Colons and Dashes
Colons and dashes serve similar functions, primarily introducing lists or explanations. The ACT treats them as grammatically identical in many contexts.
2.1 Introducing Lists with Colons and Dashes
Use colons or dashes to introduce a list, but ensure the preceding clause is a complete sentence that logically sets up the list.
Incorrect: He needed: milk, bread, and eggs.
Correct: He needed several items from the store: milk, bread, and eggs.
2.2 Providing Explanations with Colons and Dashes
Colons and dashes can introduce an explanation that elaborates on the preceding clause.
Correct: The experiment failed: the hypothesis was incorrect.
Correct: The experiment failed—the hypothesis was incorrect.
2.3 Recognizing Colons and Dashes as Sentence Separators
When separating two sentences, a colon or dash functions similarly to a period or semicolon.
Correct: The project was successful: it exceeded all expectations.
3. Utilizing Comma + FANBOYS Correctly
The acronym FANBOYS (For, And, Nor, But, Or, Yet, So) represents coordinating conjunctions. Using them correctly with commas is a fundamental grammar rule.
3.1 Comma + FANBOYS = Period = Semicolon
A comma followed by a FANBOYS conjunction can join two independent clauses, acting as a period or semicolon.
Correct: She studied hard, so she passed the test.
3.2 Avoiding Comma Splices
A comma splice occurs when two independent clauses are incorrectly joined only by a comma. This is a common error to avoid.
Incorrect: The movie was exciting, I enjoyed it very much.
Correct: The movie was exciting; I enjoyed it very much.
Correct: The movie was exciting. I enjoyed it very much.
Correct: The movie was exciting, and I enjoyed it very much.
3.3 Correcting Comma + FANBOYS + Verb Errors
When the subject is the same in both clauses, and the second clause omits the subject, do not use a comma before the FANBOYS conjunction.
Incorrect: She studied hard, but failed the test.
Correct: She studied hard but failed the test.
4. Mastering Commas with Dependent Clauses
Dependent clauses, which begin with subordinating conjunctions, require specific comma usage.
4.1 Placing Commas After Introductory Dependent Clauses
When a dependent clause comes before an independent clause, it should be followed by a comma.
Correct: Because it was raining, they stayed inside.
4.2 Omitting Commas with Trailing Dependent Clauses
When a dependent clause follows an independent clause, a comma is generally not needed unless it adds non-essential information.
Correct: They stayed inside because it was raining.
5. Understanding Transitional Words & Phrases
Transitional words and phrases connect ideas between sentences and paragraphs. Choosing the correct transition is essential for logical flow.
5.1 Identifying Continuers
Continuers like in addition, moreover, and for example add similar or supportive information.
Correct: He is a talented musician; moreover, he is an excellent composer.
5.2 Recognizing Cause-and-Effect Words
Cause-and-effect transitions such as therefore, consequently, and thus indicate a result or outcome.
Correct: The team worked hard; therefore, they achieved their goals.
5.3 Using Contradictors
Contradictors like however, nevertheless, and in contrast signal opposing ideas or contrasting points.
Correct: The plan was ambitious; however, it faced numerous challenges.
6. Punctuating Non-Essential Information
Non-essential information can be removed from a sentence without altering its core meaning. It can be punctuated using commas, dashes, or parentheses.
6.1 Using Two Commas
Commas are the most common way to set off non-essential information.
Correct: The book, which was very long, was also very interesting.
6.2 Using Two Dashes
Dashes can also set off non-essential information, creating a stronger break than commas.
Correct: The book—which was very long—was also very interesting.
6.3 Using Two Parentheses
Parentheses are used to include additional, non-essential information.
Correct: The book (which was very long) was also very interesting.
6.4 Avoiding Mixed Punctuation Errors
Consistency is key. Do not mix commas, dashes, and parentheses when setting off non-essential information.
Incorrect: The book—which was very long, was also very interesting.
7. Applying Commas with Names & Titles
Commas around names and titles depend on whether the information is essential or non-essential to the sentence.
7.1 Essential Names/Titles: No Commas
If the name or title is necessary to identify the person, no commas are used.
Correct: The author Jane Smith wrote the book.
7.2 Non-Essential Names/Titles: Two Commas
If the sentence still makes sense without the name or title, use two commas to set it off.
Correct: Jane Smith, the author, wrote the book.
7.3 Avoiding Single Comma Errors
A single comma before or after a name/title is generally incorrect.
Incorrect: The author, Jane Smith wrote the book.
8. Additional Comma Uses & Misuses
Understanding various comma rules can significantly improve your ACT English score.
8.1 Separating Items in a List
Use commas to separate items in a list.
Correct: He needed milk, bread, and eggs.
8.2 Separating Reversible Adjectives
Use commas to separate adjectives whose order could be reversed.
Correct: She wore a beautiful, elegant dress.
8.3 Avoiding Commas Before or After Prepositions
Do not place commas directly before or after prepositions.
Incorrect: He walked to, the store.
Correct: He walked to the store.
8.4 Avoiding Commas Between Subjects and Verbs
Do not separate the subject and verb with a comma.
Incorrect: The dog, barked loudly.
Correct: The dog barked loudly.
8.5 Avoiding Commas with Compound Items
Do not use commas between compound items (nouns, verbs, adjectives) linked by and.
Incorrect: She likes reading, and writing.
Correct: She likes reading and writing.
8.6 Avoiding Commas Before or After That
Do not use commas before or after the word that when it introduces an essential clause.
Incorrect: The book, that I read, was interesting.
Correct: The book that I read was interesting.
8.7 Avoiding Commas Between Non-Reversible Adjectives
Do not use commas between adjectives whose order cannot be reversed.
Correct: He wore a new blue shirt. (Not “blue new shirt”)
8.8 Avoiding Commas Between Adjectives and Nouns
Do not use commas between adjectives and the nouns they modify.
Incorrect: She has a beautiful, house.
Correct: She has a beautiful house.
9. Mastering Apostrophes (Plural vs. Possessive)
Apostrophes indicate possession or contractions. Knowing when and how to use them is essential.
9.1 Apostrophes with Nouns
Use apostrophes to show possession. Singular nouns add ‘s, while plural nouns ending in s add only an apostrophe. Irregular plural nouns add ‘s.
Correct: The dog’s bone (singular possessive)
Correct: The dogs’ bones (plural possessive)
Correct: The children’s toys (irregular plural possessive)
9.2 Apostrophes with Pronouns
Pronouns follow different rules. Possessive pronouns like its, their, whose do not use apostrophes. Contractions like it’s, they’re, who’s do.
Correct: The dog wagged its tail. (possessive)
Correct: It’s a beautiful day. (contraction)
9.3 Avoiding Common Errors with Its vs. It’s
The distinction between its and it’s is frequently tested.
Correct: The company improved its profits.
Correct: It’s important to save money.
9.4 Understanding They’re, Their, and There
These words are often confused. They’re is a contraction of “they are,” their is a possessive pronoun, and there indicates a place.
Correct: They’re going to the park.
Correct: They took their dog with them.
Correct: The park is over there.
9.5 Using Who’s vs. Whose
Who’s is a contraction of “who is” or “who has,” while whose is a possessive pronoun.
Correct: Who’s going to the party?
Correct: Whose book is this?
10. Pronouns & Nouns
Ensuring pronouns agree with their nouns in number and person is a critical grammar rule.
10.1 Singular-Plural Agreement: Pronouns
Pronouns must agree in number with the nouns they replace. Singular nouns take singular pronouns, and plural nouns take plural pronouns.
Correct: The dog wagged its tail.
Correct: The dogs wagged their tails.
10.2 Singular-Plural Agreement: Nouns
Nouns must also agree in number with the verbs and pronouns that refer to them.
Correct: The team is playing well.
Correct: The teams are playing well.
10.3 Using Who vs. Which
Who refers to people, while which refers to things.
Correct: The author who wrote the book is famous.
Correct: The book which I read was interesting.
10.4 Using Who vs. Whom
Who is a subject pronoun, while whom is an object pronoun. Use who when it performs the action, and whom when it receives the action.
Correct: The author who wrote the book is famous.
Correct: The author to whom the award was given is talented.
11. Subject-Verb Agreement
Verbs must agree in number with their subjects. Singular subjects take singular verbs, and plural subjects take plural verbs.
11.1 Compound Subjects
Compound subjects joined by and usually take plural verbs.
Correct: The dog and the cat are playing.
11.2 Prepositional Phrases
Prepositional phrases between the subject and verb do not affect subject-verb agreement.
Correct: The dog in the park is barking.
11.3 Non-Essential Clauses
Non-essential clauses do not affect subject-verb agreement.
Correct: The dog, which is very friendly, is barking.
11.4 Using Each and Every
Each and every take singular verbs.
Correct: Each dog is barking.
11.5 Collective Nouns
Collective nouns (e.g., team, group, committee) usually take singular verbs when referring to the group as a whole.
Correct: The team is playing well.
12. Verb Tense
Maintaining consistent verb tense within a sentence and paragraph is crucial for clear communication.
12.1 Tense Consistency
Keep verb tenses consistent unless there is a clear reason to change.
Correct: She studied hard and passed the test. (past tense)
Correct: She studies hard and will pass the test. (present and future tense)
12.2 Present Perfect Tense
The present perfect tense (has/have + verb) indicates an action that began in the past and continues to the present.
Correct: She has studied hard for many years.
12.3 Simple Past Tense
The simple past tense describes a completed action in the past.
Correct: She studied hard yesterday.
12.4 Past Perfect Tense
The past perfect tense (had + verb) describes an action completed before another action in the past.
Correct: She had studied hard before she took the test.
12.5 Avoiding Passive Voice
The passive voice can make sentences wordy and awkward. Use the active voice whenever possible.
Incorrect: The test was passed by her.
Correct: She passed the test.
12.6 Choosing To vs. -Ing Forms
The choice between the infinitive (to + verb) and gerund (-ing form) depends on the specific context.
Correct: She likes to study.
Correct: She enjoys studying.
13. Parallel Structure & Word Pairs
Ensuring parallel structure and using word pairs correctly enhances clarity and coherence.
13.1 Lists
Keep all items in a list parallel in grammatical form.
Correct: She likes reading, writing, and running. (all gerunds)
13.2 Two Items
When using and or but to join two items, ensure they are parallel.
Correct: She likes to read and write. (both infinitives)
13.3 Word Pairs
Use word pairs correctly and ensure the constructions following each part are parallel. Common pairs include either/or, neither/nor, not only/but also, as/as, and more/less…than.
Correct: She likes either to read or to write.
Correct: She likes not only reading but also writing.
14. Dangling Modifiers
A dangling modifier occurs when a descriptive phrase does not clearly modify the intended noun.
14.1 Identifying Dangling Modifiers
Ensure the noun being described immediately follows the descriptive phrase.
Incorrect: Walking down the street, the building was tall.
Correct: Walking down the street, she saw the tall building.
14.2 Correcting Misplaced Modifiers
Ensure modifiers are placed as close as possible to the words they modify.
Incorrect: She ate the cold pizza quickly. (implies the pizza was cold quickly)
Correct: She quickly ate the cold pizza.
15. Faulty Comparisons
Comparisons must be made between equivalent items.
15.1 Singular Comparison
Compare singular nouns to singular nouns. Use that of to clarify comparisons.
Incorrect: The book is better than the movie.
Correct: The book is better than that of the movie.
15.2 Plural Comparison
Compare plural nouns to plural nouns. Use those of to clarify comparisons.
Incorrect: The apples are better than the oranges.
Correct: The apples are better than those of the oranges.
15.3 Using Than vs. Then
Use than for comparisons and then for time.
Correct: She is taller than her brother.
Correct: She studied then took the test.
15.4 Using Quantity Words Correctly
Number, many, and fewer modify plural nouns, while amount, much, and less modify singular nouns.
Correct: There are fewer apples than oranges.
Correct: There is less water than juice.
16. Question Marks
Use question marks only for direct questions.
16.1 Correct Use of Question Marks
Use a question mark at the end of a direct question.
Correct: What is your name?
16.2 Indirect Questions
Use a period at the end of an indirect question.
Correct: She asked what my name was.
17. Shorter is Better
Conciseness is valued on the ACT.
17.1 Avoiding Wordiness
Choose the shortest answer that is grammatically correct and conveys the intended meaning.
Incorrect: She walked quickly in a fast manner.
Correct: She walked quickly.
17.2 Eliminating Redundancy
Avoid unnecessary repetition of words or ideas.
Incorrect: The reason is because she was tired.
Correct: The reason is that she was tired.
Correct: Because she was tired.
18. Adjectives vs. Adverbs
Adjectives modify nouns, while adverbs modify verbs, adjectives, or other adverbs.
18.1 Correct Use of Adjectives and Adverbs
Use adjectives to describe nouns and adverbs to describe verbs.
Correct: She is a good student. (adjective)
Correct: She studies well. (adverb)
18.2 Comparatives and Superlatives
Use comparatives (-er or more) to compare two items and superlatives (-est or most) to compare three or more items.
Correct: She is taller than her brother.
Correct: She is the tallest in her class.
19. Pronoun Case
Use the correct case for pronouns depending on their function in the sentence.
19.1 Subjective Pronouns
Use subjective pronouns (I, he, she, we, they) when the pronoun is the subject of the verb.
Correct: She and I went to the store.
19.2 Objective Pronouns
Use objective pronouns (me, him, her, us, them) when the pronoun is the object of the verb or preposition.
Correct: The teacher gave the book to her and me.
Correct: Between you and me, the test was hard.
20. Diction & Idioms
Correct diction and idioms are essential for clear and natural writing.
20.1 Using Have vs. Of
Use have after modal verbs like could, should, would, and might. Avoid using of.
Incorrect: She should of studied harder.
Correct: She should have studied harder.
20.2 Prepositions and Verbs
Memorize common idioms and prepositional phrases.
Correct: She is good at playing the piano.
Correct: He is interested in learning new things.
20.3 Register: Formal vs. Informal
Choose language that is appropriate for the context. Avoid being too formal or too informal.
Correct: The data indicate a significant trend. (formal)
Correct: The data show a big trend. (informal)
Correct: The data suggest a notable trend. (appropriate)
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FAQ: ACT English Grammar and Usage
1. What is the best way to prepare for the ACT English section?
- Focus on mastering fundamental grammar rules, practicing with authentic ACT questions, and understanding common error patterns. Utilize resources like Erica Meltzer’s The Complete Guide to ACT English and CONDUCT.EDU.VN for comprehensive preparation.
2. How can I improve my punctuation skills for the ACT English section?
- Review the rules for commas, semicolons, colons, and dashes. Practice identifying correct punctuation usage in context and pay attention to sentence structure.
3. What are some common grammar errors to avoid on the ACT English section?
- Avoid comma splices, subject-verb agreement errors, pronoun-antecedent disagreement, and incorrect verb tense usage. Focus on mastering these common errors through practice and review.
4. How important is vocabulary for the ACT English section?
- While vocabulary is not directly tested, a strong vocabulary can help you better understand the context of passages and questions, leading to improved comprehension and accuracy.
5. What is the best strategy for answering rhetorical skills questions on the ACT English section?
- Read the entire passage carefully to understand the main idea and purpose. Pay attention to transitions, sentence structure, and word choice to determine the most logical and effective answer.
6. How can I improve my time management skills on the ACT English section?
- Practice pacing yourself by completing timed practice tests. Develop a strategy for quickly identifying and answering questions, and avoid spending too much time on any one question.
7. What is the difference between essential and non-essential information, and how does it affect comma usage?
- Essential information is necessary to the meaning of the sentence, while non-essential information can be removed without changing the core meaning. Use commas to set off non-essential information.
8. How can I identify and correct dangling modifiers on the ACT English section?
- Ensure that the noun being modified immediately follows the descriptive phrase. If the noun is missing or unclear, the modifier is dangling and needs to be corrected.
9. What are some effective strategies for improving my overall ACT English score?
- Set realistic goals, create a study plan, utilize reliable resources, practice regularly, and seek feedback from teachers or tutors. Consistency and targeted practice are key to improving your score.
10. How can CONDUCT.EDU.VN help me prepare for the ACT English section?
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