TACHS Language Skills Review: Section Overview and Objectives
The Language section of the TACHS is a timed assessment that primarily utilizes multiple-choice questions to evaluate a student's grasp of English conventions. Within this portion of the exam, students encounter several distinct question types, including those that ask them to identify which sentence in a group contains an error in grammar, punctuation, or capitalization. Another common format presents a short passage or a series of sentences where the student must determine the most effective way to combine or revise the text. Understanding the scoring system is vital; because there is no penalty for guessing, students should ensure every question is answered. The section is designed to measure speed and accuracy, forcing candidates to internalize rules so they can spot a misplaced modifier or a spelling error without having to painstakingly diagram the sentence. This efficiency is a hallmark of high-scoring students who have moved beyond rote memorization to functional application.
Distinguishing Between Grammar, Usage, and Mechanics
To excel, candidates must distinguish between the three pillars of the exam: grammar, usage, and mechanics. Grammar refers to the structural rules of the language, such as the relationship between subjects and verbs. Usage involves the customary way words are used in context, often focusing on diction and the selection of the correct word (e.g., choosing between "among" and "between"). Mechanics covers the technical aspects of writing, specifically punctuation, capitalization, and spelling. On the TACHS, these categories often overlap in "find the error" questions. For example, a question might present four sentences, where three are perfectly constructed and one contains a subtle mechanical flaw like a missing possessive apostrophe. Recognizing which category an error falls into helps students apply the correct mental checklist—checking for verb tense in one instance and comma placement in another—thereby streamlining the decision-making process during the exam.
How Language Skills Are Integrated Across the Test
While the Language section is a standalone component, the skills it assesses are foundational for the entire TACHS battery. Strong language mechanics for Catholic test success directly influence a student's performance in the Reading and Ability sections. For instance, a student who understands complex sentence structures and subordinate clauses will more easily navigate dense reading passages. Furthermore, the Ability section often requires identifying patterns and relationships between words; a student with a firm grasp of prefix/suffix meanings and grammatical categories will recognize these patterns more quickly. The precision required for identifying a misspelled word in the Language section mirrors the attention to detail needed for the Abstract Reasoning portions of the Ability section. Consequently, improving one's command of the English language creates a cumulative benefit, enhancing the student's overall cognitive processing speed and reducing the likelihood of misinterpreting complex instructions or question stems.
Core Grammar Rules and Sentence Structure
Mastering Subject-Verb and Pronoun-Antecedent Agreement
Agreement is a cornerstone of the TACHS grammar assessment. The fundamental rule states that a verb must agree in number with its subject. However, the exam often complicates this by inserting intervening phrases between the subject and the verb. For example, in the sentence "The collection of rare stamps is valuable," the subject is the singular "collection," not the plural "stamps." Students must learn to ignore prepositional phrases starting with "of," "with," or "in" to find the true subject. Similarly, pronoun-antecedent agreement requires that a pronoun match the noun it replaces in both gender and number. A frequent trap involves indefinite pronouns like "everyone," "anybody," or "each," which are grammatically singular and require singular pronouns (e.g., "Everyone must bring his or her own notebook"). On the TACHS, identifying these subtle mismatches is key to choosing the correct answer in error-identification tasks.
Verb tense consistency is a high-priority area for TACHS grammar rules review. The exam tests a student's ability to maintain a stable timeframe within a sentence or paragraph. If a passage begins in the past tense, it should generally stay there unless there is a logical reason to shift. For example, "He walked to the store and buys a soda" is incorrect because it shifts from past to present without cause. Beyond simple tenses, students must master irregular verb forms and the perfect tenses. The past participle is often tested in conjunction with auxiliary verbs (e.g., "he has gone" versus "he went"). Understanding the sequence of tenses is also vital for complex sentences where one action occurs before another. If two actions happened in the past, the one that occurred first often requires the past perfect tense (e.g., "She had finished her dinner before the guests arrived").
Identifying and Fixing Sentence Fragments and Run-ons
A complete sentence requires a subject, a predicate, and a finished thought. The TACHS frequently includes sentence fragments—phrases that lack one of these elements—to test a student's structural awareness. Often, these fragments are long subordinate clauses that look like sentences but begin with subordinating conjunctions like "Although" or "Because." Conversely, run-on sentences occur when two independent clauses are joined without proper punctuation or conjunctions. A specific type of run-on, the comma splice, occurs when two full sentences are incorrectly separated by only a comma. To fix these, students must know when to use a period, a semicolon, or a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so). Recognizing these structural flaws is essential for the part of the exam that asks students to choose the most grammatically correct version of a paragraph.
Punctuation and Capitalization Conventions
Comma Rules for Clauses, Lists, and Modifiers
Comma usage is perhaps the most frequently tested mechanical skill in TACHS punctuation practice. Students must master several specific applications: separating items in a series, setting off introductory phrases, and joining independent clauses with a coordinating conjunction. One critical area is the use of commas with non-restrictive clauses. These are phrases that provide extra information but are not essential to the sentence's meaning; they must be bracketed by commas. For example: "Mr. Smith, who is my neighbor, mows his lawn on Saturdays." If the clause is restrictive (essential to the meaning), no commas are used. Additionally, the TACHS may test the "Oxford Comma" in lists, though the primary focus is usually on more fundamental errors, such as placing a comma between a subject and its verb, which is a common distractor in multiple-choice options.
Apostrophes for Possession vs. Contractions
Apostrophes serve two primary functions: indicating possession and forming contractions. The TACHS often attempts to confuse students with the distinction between "it's" (it is) and "its" (possessive). A useful rule of thumb for the exam is to expand the contraction; if "it is" does not make sense in the sentence, the apostrophe is likely incorrect. For possession, students must know the rules for singular and plural nouns. A singular noun usually takes an apostrophe-s (the cat's toy), while a plural noun ending in 's' usually takes only the apostrophe (the cats' toys). Special attention should be paid to irregular plurals like "children" or "men," which still require an 's' for possession (children's). Mastery of these rules prevents simple points from being lost on the mechanics portion of the test.
Semicolons, Colons, and End Punctuation
While commas are common, the TACHS also evaluates the correct use of more advanced punctuation marks. The semicolon is used to connect two closely related independent clauses that are not joined by a conjunction. It functions similarly to a period but suggests a tighter thematic link between the two thoughts. A common error tested is the use of a semicolon where a comma is required, or vice-versa. The colon, on the other hand, is typically used to introduce a list, an explanation, or a direct quotation, provided the preceding text is an independent clause. For end punctuation, the exam focuses on the logical conclusion of a sentence—ensuring that indirect questions do not end with question marks (e.g., "He asked if I was coming.") and that exclamation points are used sparingly and appropriately for the tone of the passage.
Spelling, Word Usage, and Vocabulary
Commonly Misspelled Words and Homophones
Spelling is an integral part of TACHS spelling and usage assessments. The exam often targets words with silent letters, double consonants, or confusing vowel combinations (e.g., "occurrence," "definitely," or "separate"). A significant portion of the spelling sub-test involves homophones—words that sound the same but have different meanings and spellings. Candidates must be perfectly clear on the differences between "their," "there," and "they're," as well as "affect" (usually a verb) and "effect" (usually a noun). Another common challenge is the principal vs. principle distinction. Students are encouraged to memorize these high-frequency words through mnemonic devices. On the exam, a spelling error might be the only flaw in a sentence that otherwise seems grammatically correct, making it a common trap for the unwary student.
Correct Adjective and Adverb Usage
Distinguishing between adjectives and adverbs is a classic TACHS requirement. Adjectives modify nouns and pronouns, while adverbs modify verbs, adjectives, or other adverbs. A frequent error tested is the use of an adjective when an adverb is required (e.g., "He ran quick" instead of "He ran quickly"). Furthermore, the exam covers comparative and superlative forms. Students must know that the comparative form (usually ending in -er or using "more") is used when comparing two things, while the superlative form (ending in -est or using "most") is used for three or more. For example, one would say "She is the faster of the two runners" but "She is the fastest of the ten runners." Irregular forms, such as good/better/best and bad/worse/worst, are also frequently included in the question bank.
Choosing the Precise Word for Context
Precision in language is about more than just avoiding errors; it is about selecting the word that best fits the intended meaning. This is often referred to as diction. The TACHS may present a sentence where a word is used incorrectly in a way that is not strictly ungrammatical but is contextually inappropriate. For instance, using "disinterested" (meaning impartial) when "uninterested" (meaning bored) is intended. This section also tests the student's ability to avoid redundancies—phrases like "repeat again" or "circle around" where one word makes the other unnecessary. Developing a strong vocabulary allows a student to recognize these nuances. In the context of the exam, the most precise word is usually the one that conveys the maximum amount of information with the minimum amount of ambiguity.
Rhetorical Skills and Writing Mechanics
Evaluating Paragraph Organization and Flow
Rhetorical skills move beyond the sentence level to examine the logic of a whole paragraph. On the TACHS, students may be asked to identify the best place to insert a new sentence or to determine which sentence should be removed to improve the paragraph unity. A well-organized paragraph follows a logical progression—chronological, spatial, or in order of importance. Students must look for transitional words and phrases (e.g., "however," "consequently," "for instance") that signal the relationship between ideas. If a sentence about a character's childhood is placed in the middle of a paragraph about their retirement, the student must recognize this as a break in the logical flow. This sub-section measures the student's ability to perceive the "big picture" of a written work.
Writing Effective Topic and Supporting Sentences
Every paragraph should be built around a clear topic sentence that states the main idea. The TACHS tests the ability to identify which sentence serves this purpose best in a given context. Supporting sentences must then provide evidence, examples, or further explanation that directly relates back to that topic sentence. A common question type provides a topic sentence and asks the student to choose which of four options provides the most relevant support. Irrelevant details, even if they are interesting or factually true, are considered errors in this context. This skill is vital for improving writing for TACHS scores because it demonstrates an understanding of how academic arguments are constructed and sustained.
Revising Sentences for Clarity and Conciseness
Effective expression often involves saying more with less. The TACHS evaluates a student's ability to revise wordy or awkward sentences into a more concise format. This often involves converting passive voice ("The ball was kicked by the boy") into active voice ("The boy kicked the ball"). Active voice is generally preferred in English because it is more direct and vigorous. Revision questions may also ask students to combine two short, choppy sentences into one elegant compound or complex sentence using appropriate conjunctions. The goal is to eliminate "deadwood"—unnecessary words that obscure the meaning—and to ensure that the subject and action of the sentence are clearly and quickly identifiable to the reader.
Practice Strategies and Error Analysis
Drilling with Multiple-Choice Grammar Questions
Effective preparation for the TACHS involves consistent drilling with high-quality practice questions that mimic the actual exam's difficulty and style. When practicing, students should not just look for the right answer but should actively work to explain why the other three options are wrong. This process of elimination is a powerful tool on the TACHS. For example, if a question asks for the correctly punctuated sentence, a student should be able to point to a specific rule—like a missing comma after an introductory phrase—to disqualify a distractor. Use a timer during practice sessions to build the stamina and speed necessary for the actual test day. Familiarity with the phrasing of TACHS questions reduces anxiety and allows the student's natural language ability to shine through.
Learning from Mistakes: Creating an Error Log
One of the most effective ways to improve is to keep a detailed error log of every mistake made during practice. Instead of simply checking the answer and moving on, the student should record the question, the incorrect answer chosen, the correct answer, and the grammatical principle that was violated. Over time, patterns will emerge. A student might find they consistently miss questions involving semicolons or that they frequently confuse "lie" and "lay." By identifying these specific weaknesses, the student can move from a general review to a targeted one, focusing their energy where it will have the greatest impact on their score. This analytical approach transforms mistakes into valuable learning opportunities and prevents the same errors from recurring on the actual TACHS exam.
Proofreading Techniques for the Test
During the actual exam, students often read what they expect to see rather than what is actually on the page. To counter this, several proofreading techniques can be employed. One effective method is to read the sentence silently but "hear" the words in the mind, which can help catch awkward phrasing or missing words that the eyes might skip. Another technique is to check for one specific type of error at a time—for instance, doing a quick pass specifically for verb agreement and then another for punctuation. When faced with a list of four sentences where one is "correct as is," students should be especially skeptical and verify every mechanical detail. These disciplined proofreading habits ensure that simple oversights do not undermine the student's hard work and deep knowledge of the English language.