SHSAT ELA Revising/Editing Questions: Core Concepts and Structure
The SHSAT English language arts section typically begins with the revising/editing component, which is divided into two distinct parts: Part A and Part B. Part A consists of isolated sentences or short, independent paragraphs, each followed by a single question. These are often referred to as "stand-alone" items. Part B involves longer passages, usually 300 to 450 words in length, accompanied by a series of questions that require an understanding of context and narrative flow. In total, these questions account for approximately 9 to 11 items out of the 57 total ELA questions. Because each question carries the same raw point value as a complex reading comprehension question, the efficiency gained here is vital. A student who can navigate these technical questions in under 60 seconds each preserves precious time for the more labor-intensive reading passages that follow.
Identifying the Two Main Task Types: Revising vs. Editing
While often grouped together, revising and editing require different cognitive tasks. Editing questions focus on conventions, which are the non-negotiable rules of grammar, mechanics, and spelling. These questions ask you to identify a specific error in a sentence, such as a misplaced comma or a subject-verb disagreement. In contrast, revising questions focus on compositional quality. These tasks ask how a sentence could be improved for clarity, tone, or effectiveness. For example, a revising task might ask which transition word best connects two ideas or where a new sentence should be inserted to maintain logical progression. Distinguishing between these tasks is essential; an editing error has a single "correct" grammatical fix, whereas a revision choice must be evaluated based on how well it serves the author’s intent and the overall cohesion of the text.
Essential Grammar Rules Tested on the SHSAT
Subject-Verb and Pronoun-Antecedent Agreement
A foundational component of any SHSAT grammar rules review is the mastery of agreement. Subject-verb agreement requires that the number of the subject (singular or plural) matches the form of the verb. The SHSAT often obscures the subject by placing prepositional phrases or appositives between the subject and the verb. For instance, in the phrase "The collection of rare stamps is valuable," the subject is "collection," not "stamps." Similarly, pronoun-antecedent agreement ensures that a pronoun matches the noun it replaces in both gender and number. A common trap involves indefinite pronouns like "everyone," "anybody," or "each," which are grammatically singular and require singular pronouns (e.g., "Each of the students brought his or her notebook," not "their"). Scoring well requires identifying these distractors and isolating the true head noun of the sentence.
Verb Tense Consistency and Sequence
Questions regarding verb tense test a candidate's ability to maintain a stable timeframe within a narrative or argument. The general rule is tense consistency: if a passage begins in the past tense, it should remain there unless there is a logical reason to shift. However, the SHSAT also tests the sequence of tenses, which involves using different tenses to show the order of events. For example, the past perfect tense (using the auxiliary "had") is used to describe an action that was completed before another past action (e.g., "By the time the bus arrived, Sarah had waited for twenty minutes"). Errors often occur when a writer shifts unnecessarily from past to present, disrupting the temporal flow. Candidates must examine the surrounding sentences to determine the established timeframe before selecting an answer that preserves chronological clarity.
Correct Modifier Placement
Modifiers are words or phrases that provide additional detail about another part of the sentence. On the SHSAT, the most frequent errors involve misplaced modifiers and dangling modifiers. A misplaced modifier is positioned too far from the word it modifies, leading to unintended meanings (e.g., "The man ate a sandwich wearing a top hat" suggests the sandwich wore the hat). A dangling modifier occurs when the word intended to be modified is missing from the sentence entirely, often at the start of a sentence following a participial phrase. For example, in "Walking to the store, the rain began to fall," the phrase "Walking to the store" incorrectly modifies "the rain." To fix this, the subject "I" or "we" must be introduced. Recognizing these structural flaws is a hallmark of an advanced ELA student.
Parallel Structure in Lists and Comparisons
Parallelism is a requirement that items in a list or ideas being compared use the same grammatical form. This rule applies to gerunds, infinitive phrases, and even entire clauses. For example, "The coach praised the team for their dedication, their discipline, and for playing hard" is non-parallel. The correct form would be "for their dedication, their discipline, and their effort," ensuring all three items are nouns modified by possessive pronouns. The SHSAT frequently uses correlative conjunctions—such as "either/or," "neither/nor," and "not only/but also"—to test this concept. Whatever grammatical structure follows the first part of the pair must also follow the second. If the exam provides a list where two items end in "-ing," the third item must also be a gerund to maintain structural integrity and rhythmic balance.
Punctuation and Mechanics You Must Know
Comma Rules: Series, Introductory Elements, and Compound Sentences
Comma usage is perhaps the most scrutinized area of mechanics in SHSAT revising and editing practice. The exam focuses on three primary applications. First, the use of commas in a series, including the Oxford Comma (the comma before the coordinating conjunction in a list), which the SHSAT generally expects for clarity. Second, commas must follow introductory phrases or clauses that set the stage for the main sentence (e.g., "After the long movie, we went for pizza"). Finally, commas are required before a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so) that joins two independent clauses. A common error tested is the comma splice, where two full sentences are joined by only a comma without a conjunction. Students must be able to identify where one independent thought ends and another begins to avoid these run-on errors.
Apostrophe Use for Possession and Contractions
Apostrophe errors are classic SHSAT grammar mistakes that can be easily avoided with a strict rule-based approach. For possession, the rule depends on whether the noun is singular or plural. Singular nouns, even those ending in "s," typically take an "'s" (e.g., "the boss's office"), while plural nouns ending in "s" take only the apostrophe (e.g., "the students' desks"). Irregular plurals like "children" or "men" follow the singular rule ("children's toys"). Contractions, such as "it's" (it is) or "they're" (they are), are frequently confused with possessive pronouns like "its" or "their." The SHSAT often places these homophones in the same question to see if a student can distinguish between a shortened verb form and a word indicating ownership. Testing the sentence by reading "it is" in place of the word is a reliable diagnostic tool.
Semicolon and Colon Application
Advanced punctuation like semicolons and colons are frequently used to test a student's understanding of sentence boundaries. A semicolon is used to join two closely related independent clauses without a coordinating conjunction (e.g., "The storm was approaching; we decided to stay indoors"). It can also be used to separate items in a complex list that already contains internal commas. A colon is used to introduce a list, a quote, or an explanation, but it must be preceded by a complete independent clause. For example, "He had three favorite hobbies: hiking, swimming, and reading" is correct, whereas "His favorite hobbies are: hiking, swimming, and reading" is incorrect because the part before the colon cannot stand alone as a sentence. Mastery of these marks is essential for solving questions regarding sentence combining and sophisticated syntactical structures.
Strategies for Improving Sentence Clarity and Conciseness
Eliminating Redundancy and Wordiness
One of the most effective ways to how to improve SHSAT ELA score results is to adopt the principle of economy: the best answer is often the shortest one that remains grammatically correct. The SHSAT penalizes redundancy, which is the repetition of the same idea in different words within the same sentence (e.g., "The annual event happens every year"). Similarly, wordiness involves using unnecessarily complex phrases where a single word would suffice, such as using "at this point in time" instead of "now." When faced with multiple grammatically correct options, students should look for the choice that conveys the intended meaning with the fewest words. This "conciseness rule" is a reliable tie-breaker when two options seem equally plausible at first glance.
Choosing the Most Precise Vocabulary
While the SHSAT does not have a dedicated vocabulary section, revising questions often ask students to choose a word that best fits the context of a sentence. This requires an understanding of diction and connotation. A word might be technically correct in terms of its definition but wrong for the tone of the passage. For example, describing a scientific discovery as "cool" is less appropriate than "significant" or "groundbreaking." Precision also involves choosing words that eliminate ambiguity. If a sentence uses a vague pronoun like "this" or "that" to refer to a complex idea, a revision that replaces the pronoun with a specific noun phrase is usually the superior choice. Students should evaluate whether a word choice clarifies the author's specific meaning or leaves room for misinterpretation.
Fixing Awkward or Ambiguous Phrasing
Awkward phrasing often stems from poor syntax or the use of the passive voice when the active voice would be clearer. In active voice, the subject performs the action ("The chef prepared the meal"), whereas in passive voice, the subject receives the action ("The meal was prepared by the chef"). While not always grammatically incorrect, the SHSAT prefers the active voice for its directness. Ambiguity also arises from squinting modifiers—words like "only" or "nearly" that are placed in a way that makes it unclear which word they modify. For instance, "I only told him to buy apples" could mean I told no one else, or it could mean I told him to buy nothing but apples. A successful revision moves the modifier to the position that most clearly reflects the logical intent of the sentence.
Tackling Paragraph-Level Revision Questions
Evaluating Topic Sentences and Paragraph Unity
In Part B of the revising/editing section, you will encounter questions about paragraph unity. A well-constructed paragraph should revolve around a single controlling idea, typically expressed in a topic sentence. Revision questions may ask you to identify which sentence would best serve as an introduction to a paragraph or which sentence should be deleted because it deviates from the main topic. To answer these correctly, you must identify the "thesis" of the individual paragraph. If a sentence about a painter’s childhood appears in a paragraph otherwise dedicated to their specific technique with oil paints, that sentence disrupts the unity and is a candidate for removal. Maintaining a tight focus on the central theme of the paragraph is key to high-level revision.
Assessing Logical Flow and Transitions
Logical flow is maintained through the use of transition words and phrases that signal the relationship between ideas. The SHSAT tests your ability to choose transitions that indicate addition (furthermore, moreover), contrast (however, nevertheless), cause and effect (consequently, therefore), or sequence (subsequently, finally). A common mistake is choosing a transition that suggests a relationship that doesn't exist, such as using "therefore" when the second sentence does not actually result from the first. Students should read the sentences before and after a transition to determine the logical link. If the second sentence provides an example of the first, a transition like "for instance" is required. Correctly mapping these connections ensures the passage functions as a cohesive argument rather than a collection of disjointed facts.
Determining the Relevance of Supporting Details
Effective writing requires that every supporting detail reinforces the primary claim of the passage. On the SHSAT, you may be asked whether a specific piece of information should be added to a paragraph. To answer this, you must determine if the detail provides substantive support or if it is merely an interesting but irrelevant tangent. Scoring rubrics for these questions look for whether the student can distinguish between "related" information and "relevant" information. For example, in a passage about the engineering of the Brooklyn Bridge, a detail about the cost of the bridge is relevant, but a detailed biography of the mayor who opened it might not be. Analyzing the function of each sentence within the larger rhetorical framework is essential for these passage-based revision tasks.
Practice Drills and Common Error Patterns
Spotting 'No Error' Correct Answers
A significant challenge for many students is the tendency to over-edit. In some versions of the SHSAT or similar standardized ELA assessments, there may be an option that suggests the sentence is correct as written. Even when "No Error" isn't an explicit choice, many distractors will introduce new errors while trying to fix a perceived one. This is why a rule-based approach is superior to an intuitive one. If you cannot identify a specific violation of standard written English—such as an agreement error, a punctuation mistake, or a clarity issue—you must be prepared to accept that the original structure may be sound. Developing the confidence to leave a sentence alone is just as important as the ability to fix a broken one.
Working Through Multi-Sentence Revision Sets
Multi-sentence revision sets require you to consider how changes in one sentence affect the rest of the paragraph. These questions often ask you to combine sentences to improve flow or reduce repetition. When combining, the most effective method is usually to turn one of the independent clauses into a subordinate clause or a phrase. For example, "The sun set. The sky turned purple" can be combined into "As the sun set, the sky turned purple." This creates a clearer relationship between the two events. When practicing these sets, always read the entire paragraph with your chosen answer integrated to ensure that you haven't introduced a "clash" in tone or a logical contradiction with the subsequent text.
Analyzing Your Mistakes to Target Weaknesses
To see significant growth, you must move beyond simply checking if an answer is right or wrong. Effective SHSAT revising and editing practice involves categorizing every mistake you make. If you consistently miss questions involving semicolons, you need to revisit the rules for independent clauses. If you struggle with "best way to combine" questions, you likely need more work on identifying subordinate vs. coordinate relationships. By tracking these patterns, you can transform the ELA section from a guessing game into a predictable set of tasks. Remember that the SHSAT is a standardized test, meaning it is designed to be consistent. Once you recognize the specific ways the test-makers hide errors, your ability to navigate the ELA section with speed and accuracy will improve exponentially.