ACT English : Ambiguous Modifier Errors
Study concepts, example questions & explanations for ACT English
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Example Questions
Example Question #11 : Ambiguous Modifier Errors
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
The Teapot Dome scandal of 1923 involved several members of President Harding's inner circle, which ultimately tarnished his legacy.
they
NO CHANGE
it
this
a fact that
a fact that
Which is ambiguous since there are several possible antecedents in the first clause that could have tarnished President Harding's legacy.
This and It are also ambiguous and also create comma splices.
They creates a comma splice.
The noun phrase a fact that eliminates the possibility of an ambiguous pronoun.
Example Question #12 : Ambiguous Modifier Errors
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
I only bought my dad socks for Christmas; I should have purchased a scarf as well.
I bought my dad only socks for Christmas; I should have purchased a scarf as well.
NO CHANGE
I bought my dad socks for Christmas; I should only have purchased a scarf as well.
I bought my only dad socks for Christmas; I should have purchased a scarf as well.
I bought my dad socks for only Christmas; I should have purchased a scarf as well.
I bought my dad only socks for Christmas; I should have purchased a scarf as well.
"Only" is a type of modifier called an adverb of degree, along with words such as "just," "almost," and "nearly." These adverbs of degree refer to the word directly following them, so in this case it seems like the author "only bought" socks, say, instead of renting them or borrowing them. It is clear from the context, however, that the author means to say that she bought socks and nothing else, so the appropriate placement for the modifier is directly before the word "socks."
Example Question #2171 : Act English
On the weekends, I enjoy hiking, baking, dancing, and to spend time with my friends. Most of all, however, I love to run. I never thought of myself as a talented runner. However, when Jenna moved to my neighborhood, she inspired me to join the track team and find my stride. We met when we were both walking to class, and when I asked Jenna about her elective classes, she enthusiastically began talking about the track team. “You should join”! she exclaimed. I told her I’m not a very good runner, and she responded that anybody could be a decent runner with enough practice and the right attitude.
We started practicing after school and on weekends, and eventually I decided to try out for the team. To my surprise, I made the cut. Even though everybody else had a faster finish time than me, I enjoyed being part of the first race of the semester.
Because she is both dedicated and naturally talented, Jenna is the better runner on the entire team. Despite her success, she is never arrogant and always willing to help others develop their athletic skills. When all of the high schools in the state send they’re top three runners to the championship, everyone on the team travel to support Jenna.
Choose the answer that best corrects the bolded and underlined portion of the passage. If the bolded and underlined portion is correct as written, choose "NO CHANGE."
a faster finish time then me,
a faster finish time than myself,
a faster finish time than I did,
NO CHANGE
a faster finish time then I did,
a faster finish time than I did,
The two things being compared are everybody else's finish times and the narrator's finish time. As written, the sentence is comparing finish times to the narrator herself. The correct answer choice clarifies that it is the narrator's finish time that is being compared (and also correctly uses the comparative "than" instead of then). "A faster finish time than mine" would also be grammatically correct.
Example Question #14 : Modifier Placement Errors
“Mathematics and Learning”
What subject should be learned first? The question rightly troubles anyone who’s interest is in education. Of course, young children often must learn in a very basic and rote fashion, applying their apt memorization skills to simple tasks that will serve them very well in later years when they go one to apply such knowledge to more complex topics. However, when the time comes to designing curricula, an important question must be answered for older students, namely “What is most important first topic in these students’s education?”
An argument can be made for the use of mathematics as a tool for teaching students how to reason more clearly. This is not because mathematics is the basis of all knowledge. Indeed not. There are many important subjects including not only the humanities like poetry and history but sciences like biology and physiology too. These topics are not strictly speaking mathematical in nature, even though mathematics can be used in it in many ways.
Our minds are best geared for learning things that we can sense, things that are visible and tangible. Although mathematics is abstract, it can begin with this kind of sense derived experience. Beginning with simple everyday examples, children can be taught the more abstract and difficult skills that must be learned for the sake of the development of mathematical skills. In the process of learning these topics, the children will begin to learn important rules about reasoning. He or she will learn how several propositions can serve as the basis for conclusions. They will learn how certain properties are related to various geometric figures and arithmetical rules. Although much of this will be memorized at first, with time, they will have the opportunity to see that human reasoning in mathematical subjects is orderly and logical. On the basis of such “logical experience,” young learners can then begin to be taught the rules of logic that they have been using all along. As the medievals used to say, they could go from logica utens, logic used in other subjects, to logica docens logic taught, as a unique, and separate subject.
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
However, when the time comes to designing curricula for older students, an important question must be answered, namely “What is most important first topic in these students’s education?”
NO CHANGE
However, when the time comes to designing curricula for older students, an important question must be answered, namely, “What is most important first topic in these students’s education”?
However, when the time comes to designing curricula for older students, an important question must be answered, namely, “What is most important first topic in these students’s education?”
However; when the time comes to designing curricula for older students, an important question must be answered, namely, “What is most important first topic in these students’s education?”
However, when the time comes to designing curricula for older students, an important question must be answered, namely, “What is most important first topic in these students’s education?”
There are two errors in this sentence. One is rather minor. Before a quotation like the one found at the end of the sentence, you need a comma. Now, there is another issue as well. The prepositional phrase "for older students" really makes more sense modifying the curricula in question, not the question being asked. The question is not asked for the students. It is the potential curricula that are being designed for them. Therefore, you should move this prepositional phrase to the appropriate location for clarity.
Example Question #1831 : Correcting Grammatical Errors
Over winter break, our AP Spanish class took a trip to South America to practice the language and learn more about different Spanish-speaking cultures. Before we left, every student had to get their vaccinations for yellow fever and typhoid. Our first stop was Bolivia. When we landed at El Alto airport the highest in the world, we could see the city of La Paz sprawling up the hillsides in the shadow of the Andes. The first day in La Paz, we went to the Witches’s Market, run by local yatiri. The yatiri are medical practitioners who perform healing rituals in they’re communities. At the market, we saw dried frogs, llama fetuses, herbs, and seeds, used in various rituals. After we visited La Paz, we traveled to Cochabamba. Cochabamba is Bolivia’s culinary capital, with delicious specialties such as salteñas and rellenos. In Cochabamba, we also climbed 1400 steps to see the Cristo de La Concordia statue, the tallest of it’s kind in South America. Next, we visited the salt flats of Uyuni. Several lagoons dotted the high desert landscape, some of who were full of flamingos!
On our way out of Bolivia, we stopped at Lake Titicaca on the Peruvian border. Because the lake’s elevation is over 12,000 feet, some of my classmates experienced a bit of altitude sickness. Despite the altitude sickness, everyone said they loved seeing the beautiful scenery and visiting the mysterious “floating islands” made of reeds. When we crossed the border into Peru, one of my classmates thought she had lost her passport. I would of had a panic attack! She ended up finding it buried in a pocket of her backpack and we were on our way.
My favorite part of Peru was our trek to the ancient Incan ruins of Machu Picchu. We spent four days hiking in the Andes on a trail to the ruins. Our guides, whom spoke Spanish, English, and Quechua, were very knowledgeable about the history, flora, and fauna in the region. Upon waking up the next morning, a beautiful sunrise greeted us and cast the mountains in its soft pink glow. After we explored the ruins, we took a train ride back to Cuzco. The next day, we flew to Lima and prepared to return home. I was sad to leave, but I know I would be back some day!
Select the answer choice that best corrects the bolded underlined portion of the passage. If the sentence is correct as written, select NO CHANGE.
NO CHANGE
a beautiful sunrise that cast the mountains in a soft pink glow was our greeting.
we saw a beautiful sunrise that cast the mountains in a soft pink glow.
a beautiful sunrise was our greeting that cast the mountains in a soft pink glow.
was seen by us a beautiful sunrise that cast the mountains in a soft pink glow.
we saw a beautiful sunrise that cast the mountains in a soft pink glow.
The sentence as written implies that the sunrise was waking up, not the students. To correct this ambiguous modifier, you need an answer choice that makes it clear that the students woke up and saw the sunrise (it wouldn't make any sense for the sunrise to be the one doing the waking up!). You could also have said "we were greeted by a sunrise...." but this uses passive voice (we were greeted) rather than active voice, so the active voice "we saw...." is preferable.
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