ACT English Grammar Rules: Punctuation Mastery
Commas: Rules for Lists, Clauses, and Modifiers
Comma usage represents one of the most frequently tested areas of ACT usage and mechanics. The ACT strictly adheres to the rule of separating three or more items in a list using the Oxford Comma (the comma before the coordinating conjunction). Beyond simple lists, the exam focuses heavily on the distinction between restrictive and non-restrictive elements. A non-restrictive clause, which adds extra information that is not essential to the sentence's core meaning, must be set off by a pair of commas. Conversely, restrictive clauses that define the noun they follow should never be enclosed in commas. Another critical application involves the introductory phrase; any dependent clause or long prepositional phrase at the start of a sentence must be followed by a comma before the independent clause begins. Mastering these distinctions prevents the common error of over-punctuation, a trap frequently set by exam writers.
Apostrophes, Semicolons, and Colons
ACT punctuation rules regarding apostrophes focus on two primary functions: indicating possession and forming contractions. Candidates must distinguish between singular possessives (the student's book) and plural possessives (the students' books), as well as the frequently confused "it's" (it is) versus "its" (possessive). Semicolons and colons serve more structural purposes. A semicolon is used to join two independent clauses that are closely related in thought but are not linked by a coordinating conjunction. For a semicolon to be correct, the word groups on both sides must be able to stand alone as complete sentences. Colons, meanwhile, must follow a complete independent clause and are used to introduce a list, a quotation, or an explanatory statement that clarifies the preceding clause. The ACT often tests whether a student can recognize when a colon is used prematurely before the independent clause is finished.
Avoiding Common Punctuation Errors
The most frequent punctuation pitfall on the ACT is the comma splice, which occurs when two independent clauses are joined by only a comma. To fix this, the exam expects students to use a period, a semicolon, or a comma followed by a FANBOYS (for, and, nor, but, or, yet, so) conjunction. Another common error involves the misuse of dashes. While dashes can function similarly to commas for setting off parenthetical information, they must be used consistently; if you start a non-essential phrase with a dash, you must end it with a dash. Misplacing punctuation inside or outside quotation marks is rarely tested, but the exam frequently checks for unnecessary commas between adjectives. If two adjectives can be reversed or joined by "and" without changing the meaning, they are coordinate adjectives and require a comma; otherwise, no comma should be used.
Identifying and Fixing Fragments and Run-ons
Mastering ACT sentence structure requires a firm grasp of what constitutes a complete thought. A sentence fragment is an incomplete sentence that may lack a subject, a verb, or fail to express a finished idea, often because it begins with a subordinating conjunction like "because" or "while" without a corresponding independent clause. On the exam, these often appear as long, descriptive phrases that look like sentences due to their length. Run-on sentences occur when two or more independent clauses are joined without appropriate punctuation or conjunctions. The ACT tests your ability to identify these errors in context, often offering four different ways to re-punctuating the junction between clauses. The most effective strategy is to identify the main subject and predicate of each clause to determine where the structural break must occur.
Modifier Placement and Misplaced Dangling Modifiers
Modifiers are words or phrases that provide additional detail about another part of the sentence. The ACT frequently includes dangling modifiers, which occur when a descriptive phrase at the beginning of a sentence does not logically refer to the subject that follows it. For example, in the sentence "Walking to the store, the rain started to fall," the phrase "walking to the store" incorrectly modifies "the rain." To correct this, the subject must be changed to the person who was actually walking. Misplaced modifiers are similar but occur when a modifier is positioned too far from the word it is intended to describe, leading to ambiguity or unintended meanings. The rule is simple: modifiers must be placed as close as possible to the nouns they modify to ensure the sentence's logical flow and clarity.
Parallelism in Lists and Comparisons
Parallel structure, or parallelism, is a fundamental requirement for lists, phrases, and comparisons. This rule dictates that items in a series must share the same grammatical form. If a list starts with two gerunds (verbs ending in -ing), the third item must also be a gerund. This concept extends to correlative conjunctions such as "either...or," "neither...nor," and "not only...but also." The grammatical structure following the first part of the pair must match the structure following the second part. Furthermore, comparisons must be logical and parallel. You cannot compare "the lyrics of the song" to "the singer"; you must compare the lyrics to the "lyrics of another song." The ACT uses these questions to assess a student's ability to maintain consistency across complex sentence patterns.
Verb Tense, Mood, and Agreement
Maintaining Consistent Verb Tense
Questions regarding English grammar for ACT frequently focus on verb tense consistency. While a passage may shift tenses if the timeframe of the action changes, most ACT passages maintain a primary tense (usually past or present). Context clues in surrounding sentences are the best indicators of the correct tense. A common error involves shifting from past tense to present tense within the same sentence or paragraph without a logical reason. Candidates should look for anchor verbs in the same or adjacent sentences—verbs whose tense is not underlined and therefore must be correct—to determine the appropriate tense for the underlined portion. Mastery of the perfect tenses (e.g., "had walked" vs. "has walked") is also essential for describing the sequence of events accurately.
Subject-Verb Agreement in Complex Sentences
At its core, subject-verb agreement requires a singular subject to take a singular verb and a plural subject to take a plural verb. However, the ACT complicates this by inserting long prepositional phrases or intervening clauses between the subject and the verb. For instance, in the phrase "The collection of rare stamps is valuable," the subject is "collection" (singular), not "stamps" (plural). Students must learn to ignore "filler" phrases to identify the true subject. Additionally, the exam tests indefinite pronouns; words like "everyone," "each," and "anybody" are always singular, while words like "few" and "many" are plural. Compound subjects joined by "and" are plural, but those joined by "or" or "nor" follow the proximity rule, where the verb agrees with the noun closest to it.
Correct Use of Subjunctive Mood
The subjunctive mood is a specialized verb form used to express wishes, hypothetical situations, or requirements. On the ACT, this most commonly appears in "if" constructions involving hypothetical scenarios (e.g., "If I were you" rather than "If I was you"). Another application is the use of the base form of a verb after certain "command" verbs like "suggest," "request," or "insist." For example, "The teacher insisted that the student arrive on time" uses the subjunctive "arrive" rather than the indicative "arrives." While these questions are less frequent than standard agreement questions, they are critical for reaching the highest scoring tiers. Understanding the distinction between the indicative (facts) and the subjunctive (possibilities or demands) is a hallmark of advanced grammatical proficiency.
Pronoun Usage and Clarity
Pronoun-Antecedent Agreement
A pronoun must match its antecedent—the noun it replaces—in both number and gender. If the antecedent is "the committee," which is a collective noun treated as singular, the corresponding pronoun must be "it" rather than "they." The ACT often uses collective nouns or gender-neutral singular nouns (like "the doctor") to test this rule. Students must be careful not to be misled by the proximity of other nouns; the pronoun must agree with the specific noun it is intended to represent. In cases where the antecedent is an indefinite pronoun like "someone," the ACT typically requires the use of "he or she" or the singular "they" if the gender is unknown, though traditional singular forms are usually the focus of the error detection.
Distinguishing Between Pronoun Cases (I/me, who/whom)
Pronoun case refers to whether a pronoun is used as a subject or an object. Subjective case pronouns (I, he, she, we, they, who) perform the action, while objective case pronouns (me, him, her, us, them, whom) receive the action. A common trap on the ACT involves compound structures, such as "The award was given to Sarah and me." To check for the correct case, students should temporarily remove the other person ("The award was given to me") to see if the pronoun sounds correct. The distinction between "who" and "whom" follows the same logic: "who" is the subject of a verb, while "whom" is the object of a verb or preposition. Replacing the pronoun with "he" or "him" is a reliable shortcut; if "him" works, "whom" is the correct choice.
Ensuring Clear Pronoun Reference
A major focus of ACT English grammar rules is the elimination of ambiguity. A pronoun is considered "vague" if it could refer to more than one noun or if its antecedent is not explicitly stated. For example, in the sentence "When the car hit the bridge, it was damaged," the pronoun "it" is ambiguous because it could refer to the car or the bridge. The ACT will often offer a revision that replaces the pronoun with a specific noun to ensure clarity. Students should also watch for the "hidden antecedent" error, where a pronoun refers to an idea or an adjective rather than a concrete noun. If the relationship between the pronoun and its noun is not immediate and undeniable, the most likely correction is to name the subject explicitly.
Word Choice and Style (Rhetorical Skills)
Eliminating Redundancy and Wordiness
The ACT prizes conciseness. If two options are grammatically correct and convey the same information, the shorter one is almost always the correct answer. Redundancy occurs when the same idea is repeated using different words, such as "the annual event that happens every year." Since "annual" already implies it happens every year, the latter phrase is redundant. Wordiness involves using overly complex or flowery language when a simpler expression would suffice. In ACT rhetoric questions, the goal is to identify the most direct way to communicate an idea without losing essential meaning. Students should be suspicious of phrases like "due to the fact that" (which can be replaced by "because") or "at this point in time" (which can be replaced by "now").
Choosing the Most Precise Vocabulary
Effective writing requires using the most accurate word for a given context. The ACT tests diction by presenting words that are similar in meaning but have different connotations or levels of intensity. For example, a passage about a scientific discovery might require the word "innovative" rather than just "new." Additionally, the exam tests frequently confused words, such as "affect" (usually a verb) versus "effect" (usually a noun), or "allusion" (a reference) versus "illusion" (a false impression). This category also includes idiomatic expressions, which are phrases that must be written in a specific way to be correct in standard English, such as "preoccupied with" rather than "preoccupied by." There is often no logical rule for idioms; they simply reflect established usage patterns.
Understanding Tone and Author's Purpose
Every passage on the ACT has a specific tone—the author's attitude toward the subject—and a primary purpose. Rhetoric questions may ask whether a proposed sentence should be added or deleted based on whether it supports the passage's overall goal. To answer these correctly, students must determine if the sentence is relevant to the specific focus of the paragraph or if it introduces a digression. Tone questions require the student to maintain a consistent level of formality. If a passage is written in a formal, academic style, a slang term or an overly casual phrase will be incorrect. Conversely, in a personal narrative, an overly technical or stiff sentence might be out of place. The correct answer will always align with the established voice of the piece.
Organization and Strategy Questions
Adding, Deleting, or Revising Sentences
These questions assess your ability to evaluate the relevance and development of ideas. When asked if a sentence should be added, the decision depends on whether the information provides necessary context or evidence for the author's claim. If the sentence is redundant or tangential, it should be excluded. Revision questions often ask you to choose the best introductory or concluding sentence for a paragraph. The correct choice will serve as a bridge, linking the previous ideas to the current one or summarizing the main point without introducing new, unrelated information. Success here requires looking beyond the underlined portion to understand the function of the entire paragraph within the larger passage.
Logical Paragraph and Passage Organization
Organization questions frequently ask you to determine the best placement for a sentence within a paragraph or the best order for paragraphs within a passage. These are often marked with bracketed numbers [1]. To solve these, look for logical cues such as chronological markers (dates, times), process steps (first, then, finally), or pronoun references that require an antecedent from a previous sentence. If sentence 3 refers to "this experiment," sentence 2 must describe the experiment. Similarly, paragraph-level organization depends on the flow of ideas from general to specific or from cause to effect. Identifying the structural framework of the passage is essential for ensuring that every piece of information appears in its most logical sequence.
Transitional Words and Phrases
Transitions are the "glue" that connects sentences and ideas. The ACT tests your ability to choose the transition that correctly reflects the relationship between two thoughts. There are three main types of transitions: addition (furthermore, moreover), contrast (however, despite, nonetheless), and causation (therefore, consequently, as a result). To select the right one, read the sentence before the transition and the sentence that contains it. If the second sentence provides an example of the first, use "for instance." If the second sentence contradicts the first, use "nevertheless." If the two sentences are independent and do not have a specific relationship, the best answer might be to use no transition at all, as the ACT often tests for the elimination of unnecessary transitional words.
Practice Strategy for the English Section
Identifying Your Weakest Rule Categories
To improve your score, you must move from general practice to targeted review. Start by taking a full-length practice English section and categorizing every mistake you make. Are you consistently missing questions on ACT punctuation rules, or do you struggle more with rhetorical strategy? Use a wrong-answer journal to record the specific rule you violated for each mistake. For example, instead of just noting that you missed a comma question, specify that you missed a "non-restrictive clause comma pair." This level of detail allows you to study the specific mechanics of the rules you find most challenging, turning weaknesses into strengths through repetitive, focused exposure to correct grammatical patterns.
Timed Passage Practice Techniques
The ACT English section is a fast-paced test, allowing only 36 seconds per question (75 questions in 45 minutes). To manage this, practice at a per-passage pace of approximately 9 minutes. During practice, do not spend too much time on any single question; if a rule doesn't immediately come to mind, make an educated guess based on conciseness and move on. Developing a rhythm is crucial. Many students find success by reading the passage and answering questions as they go, rather than reading the whole passage first. This allows you to maintain the context of the sentence while the information is fresh, which is particularly helpful for questions regarding verb tense and pronoun reference.
Analyzing Your Mistakes Effectively
Effective analysis goes beyond seeing the correct answer; it involves understanding the distractor logic used by the test makers. For every question you miss, identify why the incorrect options were tempting and why the correct answer is objectively better according to the rules. Often, the ACT will provide an answer that is grammatically correct but rhetorically weak (e.g., it's too wordy) or an answer that fixes one error but introduces another. By analyzing the "traps," such as the use of a semicolon where a comma is required, you become more adept at spotting these patterns in real-time. This analytical approach ensures that your preparation is based on a deep understanding of the exam's internal logic rather than mere memorization.