ACT English : Phrase, Clause, and Sentence Errors
Study concepts, example questions & explanations for ACT English
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Example Questions
Example Question #211 : Phrase, Clause, And Sentence Errors
[1] Some people are excited, some people are just annoyed. [2] Being called to jury duty can inspire a range of different emotions. [3] Unsure how long the trial will take, a call to jury duty can be stressful for people who can’t afford to miss work or school.
Some people will be making attempts to get out of jury duty. However, most will still need to serve. Fortunately, many cases are settled before going to trial and is not uncommon for trials to just last only one day. Either way, once you have served on a jury, you won’t have to do it again for a while!
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."
not being
not
NO CHANGE
being not
it is not
it is not
This question asks you to correct a sentence fragment. The original phrasing, "and is not uncommon for trials to just last only one day," leaves the second half of the sentence without a main verb. To correct this error, we can add the verb "is," so the phrase reads, "and it is not uncommon for trials to just last only one day."
Example Question #62 : Sentence Fragment And Sentence Combination Errors
“Justice and Parents”
We tend to think of justice as a matter of strict equality. For example if someone wants to buy an item, they are understandably expected to pay an amount that is roughly equal to its value. Likewise, when a law declares that the penalty for speeding is $150, it is considered just that one who breaks this law pays the fine. However, justice can also pertain to matters that are beyond mere equality.
An obvious example of this is the case of the relationship between children and their parents. Unlike the cases discussed earlier, children will have had little opportunity to repay they’re parents for all that they have done for them. Technically speaking, strict “equality” would require the child to give birth to the parents. This is an absurd thing to suggest. Similarly absurd is the suggestion that children should directly repay the rearing offered by parents. Once again, strict equality cannot occur in the child-parent relationship.
However, there is a kind of justice between children and his or her parents. For example, when a parent ages and is in need of assistance, if the adult child can provide assistance but refuses to do so. This is a kind of injustice to the parents. On a more positive note. For example, an adult child might send his parents on a cruise in memory of their anniversary. Such an action would be a kind of “justice” done to the parents—at least in that it recognizes the immense debt that is owed by the child to the parents in question.
In these (and many other cases), justice is less about equality than it is about paying what one can pay. That is, in such cases, both justice or injustice is determined by worthiness that surpasses mere equality. This kind of justice could be called justice above justice. That is, it is a kind of justice that surpasses the “normal” justice of equality. Such acts of justice ensure that society does not become reduced to the cold calculation of equality but, instead, has the warmth of true affection and loving gratitude.
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."
For example, when a parent ages and is in need of assistance; if the adult child can provide assistance but refuses to do so; this is a kind of injustice to the parents.
For example, when a parent ages and is in need of assistance, if the adult child can provide assistance but refuses to do so. (This is a kind of injustice to the parents.)
For example, when a parent ages and is in need of assistance, if the adult child can provide assistance but refuses to do so, this is a kind of injustice to the parents.
NO CHANGE
For example, when a parent ages and is in need of assistance, if the adult child can provide assistance but refuses to do so. This is a kind of injustice to the parents!
For example, when a parent ages and is in need of assistance, if the adult child can provide assistance but refuses to do so, this is a kind of injustice to the parents.
This set of sentences is a bit rambling in its expression of the thought it wishes to convey. Nevertheless, it should be obvious that the first sentence is a fragment. The clause starting with "when" and the clause starting with "if" both are subordinate clauses. You need to combine the first fragment with the second sentence. This will at least give you one complete thought—though it is a bit rambling!
Example Question #212 : Other Phrase, Clause, And Sentence Errors
“Justice and Parents”
We tend to think of justice as a matter of strict equality. For example if someone wants to buy an item, they are understandably expected to pay an amount that is roughly equal to its value. Likewise, when a law declares that the penalty for speeding is $150, it is considered just that one who breaks this law pays the fine. However, justice can also pertain to matters that are beyond mere equality.
An obvious example of this is the case of the relationship between children and their parents. Unlike the cases discussed earlier, children will have had little opportunity to repay they’re parents for all that they have done for them. Technically speaking, strict “equality” would require the child to give birth to the parents. This is an absurd thing to suggest. Similarly absurd is the suggestion that children should directly repay the rearing offered by parents. Once again, strict equality cannot occur in the child-parent relationship.
However, there is a kind of justice between children and his or her parents. For example, when a parent ages and is in need of assistance, if the adult child can provide assistance but refuses to do so. This is a kind of injustice to the parents. On a more positive note. For example, an adult child might send his parents on a cruise in memory of their anniversary. Such an action would be a kind of “justice” done to the parents—at least in that it recognizes the immense debt that is owed by the child to the parents in question.
In these (and many other cases), justice is less about equality than it is about paying what one can pay. That is, in such cases, both justice or injustice is determined by worthiness that surpasses mere equality. This kind of justice could be called justice above justice. That is, it is a kind of justice that surpasses the “normal” justice of equality. Such acts of justice ensure that society does not become reduced to the cold calculation of equality but, instead, has the warmth of true affection and loving gratitude.
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."
On a more positive note! For example, an adult child might
NO CHANGE
On a more positive note, an adult child might
On a more positive note; for example, an adult child might
On a more positive note. For example, an adult child will
On a more positive note, an adult child might
This rambling paragraph definitely has some structural errors. Amid all the rambling sentences, it might be tempting to think that, "On a more positive note," is just an interjection; however, that would better be expressed, "Onto a more positive note." As written, the phrase is an incomplete thought and should be combined with the sentence after it. When so combined, the "for example" is a little awkward, so it should be eliminated.
Example Question #1 : Appositive Errors
My boss John Jacobs was early that morning, so I got in trouble for being late.
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
My boss John Jacobs, was early that morning
My boss, John Jacobs, was early that morning,
My Boss John Jacobs was early that morning,
NO CHANGE
My boss, John Jacobs was early that morning,
My boss, John Jacobs, was early that morning,
In this sentence, "John Jacobs" is an appositive renaming the noun phrase "My boss" in more detail. As such, "John Jacobs" needs to be bracketed in commas because it is extraneous information not necessary to the reader's understanding of the sentence's meaning.
Example Question #1 : Appositive Errors
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
Jackson stayed after class to help Ms. Thomas clean the room, feeling guilty for having caused the mess.
NO CHANGE
Jackson stayed after class to help Ms. Thomas clean the room; feeling guilty for helping to cause the mess.
Jackson stayed after class to help Ms. Thomas clean the room: feeling guilty for helping to cause the mess.
Jackson, feeling guilty for having caused the mess, stayed after class to help Ms. Thomas clean the room.
Jackson, feeling guilty for having caused the mess, stayed after class to help Ms. Thomas clean the room.
Appositives modify the noun directly before them. With this structure, it is saying that the room feels guilty for helping to cause the mess even though the appositive is talking about Jackson.
Example Question #2 : Appositive Errors
Growing up, I used to find math very tedious. I abhorred algebra, couldn't stand geometry, and 1. was just hating trigonometry. I was sure calculus would be no different. 2. That was until I met, my calculus teacher, Ms. Sweed. 3. Calculus being the subject she taught, she used it to show me how 4. math makes our world go around.
5.Ms. Sweed was very educated, having two master’s and a PhD. 6. I can still remember one day that she talked to me after class after one of the first tests we took in class I had done not as well as I had wanted. When I went to talk to her after class, she told me that she thought I was very smart and could do better if I tried. I began to come to talk to her after class every day for extra study. 7. She only used these extra sessions to not help me understand the math, but showed how math can be used to apply to real life. She showed how math could be used to explain many natural phenomena. 8. However, she showed how math can be used to analyze patterns from studies. I never thought I would say math was my favorite subject, but with Ms. Sweed teaching, it was.
9. (1) Trying to use Mrs. Sweed’s wit, enthusiasm, and dedication, as I tried to inspire other students. (2) I even started to do well enough in math to start tutoring other students. (3) I never would have been able to do so without meeting Ms. Sweed. (4) I was soon one of the top tutors in our school, and I helped dozens of students increase their grades. [10] Thanks to her inspiration, I’ve decided to look into the field of engineering. 11. Now, an engineering major taking many math classes in college. I enjoy every single one of them. 12. Math is a subject everyone can enjoy.
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
NO CHANGE
That was until I met my, calculus teacher, Ms. Sweed.
That was until I met my calculus teacher Ms. Sweed.
That was until I met, my calculus teacher Ms. Sweed.
That was, until I met, my calculus teacher Ms. Sweed.
That was until I met my calculus teacher Ms. Sweed.
Two commas used in the way they are in the original sentence usually set off an appositive; however, the phrase "my calculus teacher" is NOT an appositive in this case because it is crucial to the meaning of the sentence.
Example Question #1 : Appositive And Interrupting Phrase Errors
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
An eager young student who was ready to learn, Jack taught his grandson chess every day after school.
An eager young student who was ready to learn, Jack taught his grandson chess every day after school.
An eager young student who was ready to learn every day after school, Jack taught his grandson chess.
Jack taught chess every day after school to his grandson, an eager young student who was ready to learn.
Jack, an eager young student who was ready to learn, taught his grandson chess every day after school.
NO CHANGE
Jack taught chess every day after school to his grandson, an eager young student who was ready to learn.
The phrase "an eager young student who was ready to learn" in this sentence is called an appositive, which is a noun or noun phrase that describes or renames another noun right next to it in the sentence. The appositive can be directly before or after the noun it describes, but it must be adjacent. In this case, it is clear that the appositive refers to the grandson rather than Jack: if Jack is old enough to be a grandfather, he is not a young student, and since he is teaching his grandson chess, it would not make sense to describe him as "eager to learn." Therefore, the appositive should be moved next to the grandson in order to clarify the description.
Example Question #1 : Appositive Errors
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, choose "NO CHANGE."
Laura owned two horses a brown mare and a paint pony who lived in her backyard.
horses a brown mare and a paint pony, who
horses, a brown mare and a paint pony, who
horses. A brown mare and a paint pony, who
NO CHANGE
horses. A brown mare and a paint pony. who
horses, a brown mare and a paint pony, who
This question asks you about the correct punctuation to use with an appositive phrase. An appositive phrase is a noun phrase that describes the noun right before it. In this sentence, the phrase "a brown mare and a paint pony" describes the noun "horses." An appositive phrase should be surrounded by commas. Without commas, the sentence becomes a run-on sentence. The use of periods rather than commas creates a sentence fragment.
Example Question #4 : Appositive And Interrupting Phrase Errors
“Bach and German Hymnody”
[31] The great German composer, Johann Sebastian Bach was a member of a prodigiously talented musical family. [32] A significant number of Johann Sebastians ancestors and descendants were musicians of various levels of talent. [33] Although he was known for music of a variety of forms, one of his most enduring legacies is the repertoire of chorale music by which he improved and solidified the world of German congregational singing.
During the period after the Protestant Reformation, a number of hymns were written for use in the common worship of the Christians of the time. [34] The structured form of these compositions were well suited for congregational singing although they would sound strange to our contemporary ears. [35] The harmonies and meters of these hymns are very close in character to the music with which we are familiar. They lack some of the standard structural elements that we take for granted in this form of organized [36] Western music, these small differences would stand out to our sensibilities.
It was the great glory of Johann Sebastian Bach to have harmonized a great number of these hymns, often penning multiple such harmonies. [37] One solitary single melody might be made by Bach into three, four, or even five different harmonic compositions. [38] This amazing feat of musical prowess is no small addition to the original behest of Lutheran hymns that Bach had inherited from his fellow religious brethren. [39] Many of these harmonies remain to this day as classic renditions of these songs. [40] They are sung not only in the German world but in Protestant and Catholic services. [41] Indeed they are even sung in wholly secular concerts thanks to their great beauty!
Interestingly enough, Bach was more recognized as a talented performer, rather than composer, of music in his own lifetime. While he was still composing, knowledge of Bach’s work was limited to music connoisseurs who happened to be physically near places [42] he lived and worked. It was not until the early 19th century, when the first biography of Bach was published, that academic and popular interest [43] truly picked up steam. In the two centuries that followed, his works have continued to proliferate in both religious and purely musical contexts.
This great diffusion of one mans’ work is a testament to his prodigious talent. [44] It also stands as a testament to the fact that Bach’s work came at a pivotal time when the Protestant hymnody was crystallizing, as well as when Western harmonies were coming into a particular expression that is known as the Baroque. [45]
Choose the answer that best corrects section [31].
The great German composer, Johann Sebastian Bach, was a member of a prodigiously talented musical family.
The great German composer, Johann Sebastian Bach was a member of a prodigiously, talented musical family.
The great German composer, Johann Sebastian Bach had been a member of a prodigiously talented musical family.
The great, German composer, Johann Sebastian Bach was a member of a prodigiously talented musical family.
The great German composer, Johann Sebastian Bach, was a member of a prodigiously talented musical family.
In this sentence, "Johann Sebastian Bach" stands in apposition to "the great German composer"—they both refer to the same person. Therefore, you must surround "Johan Sebastian Bach" with commas. This helps the reader to realize that the two nouns are the very same person. You can always detect an apposition by taking out the potential candidate for apposition. If you remove "Johann Sebastian Bach," the sentence still reads well enough (although with less specificity about the subject).
Example Question #2 : Appositive Errors
Choose the answer that best corrects the underlined portion of the sentence. If the underlined portion is correct as written, select “NO CHANGE.”
The cat, a gray tabby, jumped up on the kitchen table.
The cat, a gray tabby jumped up on the kitchen table.
The cat was a gray tabby, and jumped up on the kitchen table.
The cat: a gray tabby, jumped up on the kitchen table.
NO CHANGE
The cat; a gray tabby; jumped up on the kitchen table.
NO CHANGE
This question asks you about the correct punctuation to use with an appositive phrase. An appositive phrase is a phrase that describes the noun beside it: in this case, the phrae "a gray tabby" describes the noun "the cat." An appositive phrase should always be surrounded by commas on either side when it follows the noun. Therefore, the original sentence is correct as written.
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