ACT English : Correcting Grammatical Errors
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Example Questions
Example Question #571 : Correcting Grammatical Errors
"Whomever (1) wins the game will play in the Megabowl," (2) Paul shouted, and Derek wasnt (3) sure how to respond. He didn't (4) particularly care for football generally, (5) or for the Megabowl specifically but (6) he did not want to upset his best friend, whom (7) was obviously excessively (8) excited about the news. He took a deep breath then (9) he said "That's wonderful news (10) Paul. Where is the game be (11) held?" Paul grinned and replied, "In Antarctica!" Derek blinked. "Since when are they having football games in Antarctica" he (12) asked. Paul simply smiled and said, "There had to be some good to come out of global warming, right?"
Choose from the following four options the answer that best corrects the underlined mistake preceding the question number. If there is no mistake or the original text is the best option, choose "NO CHANGE."
specifically: but
specifically, but
NO CHANGE
specifically! But
specifically, but
The clause that follows the contraction, "but," is a complete sentence, so the use of the comma here is appropriate.
Example Question #542 : Punctuation 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.
dried frogs llama fetuses herbs and seeds
dried frogs, llama fetuses, herbs, and seeds
NO CHANGE
dried frogs llama fetuses herbs, and seeds,
dried frogs, llama fetuses herbs and seeds
dried frogs, llama fetuses, herbs, and seeds
Each item in the list should be separated by commas, but there is no comma after the last item because it connects directly to the verb phrase describing what the items in the list are used for.
Example Question #543 : Punctuation 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.
at El Alto airport, the highest in the world,
at El Alto airport that which is the highest in the world
at El Alto airport, the highest, in the world,
NO CHANGE
at El Alto airport the highest in the world
at El Alto airport, the highest in the world,
The phrase "the highest in the world" describes El Alto airport but is not necessary to make the sentence complete. Descriptive phrases that come after the subject and are not necessary parts of the sentence are offset by commas on both sides.
Example Question #544 : Punctuation Errors
Adapted from "The Weakness, Unrest, and Defects of Man," from The Thoughts of Blaise Pascal (ed. 1901)
We care nothing for the present. We anticipate the future as too slow in coming, as if we could make it move faster; or we call back the past, to stop its rapid flight. So imprudent are we that we wander through the times in which we have no part, unthinking of that which alone is ours; so frivolous are we that we dream of the days which are not and pass by without reflection those which alone exist. For the days of the present generally gives us pain; we conceal it from our sight because it afflicts us, and if it be pleasant, we regret to see it vanish away. We endeavor to sustain the present by the future, and think of arranging things not in our power, for a time at which we have no certainty of arriving.
If we examine our thoughts, we shall find them always occupied with the past or the future. We scarcely think of the present, and if we do so, it is only that we may borrow light from it to direct the future. The present is never our end; the past and the present are our means, the future alone is our end. Thus we never live, but hope to live, and while we always lay ourselves out to be happy, it is inevitable that we can never be so.
Which of the following is the best form of the bolded and underlined selection, “back the past . . .”?
back the past to stop its
back the past, to stop its
back the past; to stop its
back the past—to stop its
back the past to stop its
In this sentence, "to" is being used in the sense of meaning "in order to." Looking at the clause, the comma breaks the flow of the thought and is not helpful given the simplicity of the second half of the predicate: "we call back the past in order to stop its flight." An increase in the number of commas in a sentence is not always the best policy for clarity.
Example Question #431 : Comma Errors
“The Common Good: The United Aim of Many” [16]
Among the many topics that are misunderstood [16] in political science, and political philosophy, the notion of the “common good” ranks foremost. Often, we think of the common good as being nothing more than getting “the most things for the most people.” For example, when a person makes multiple millions of dollars, people will often say, [17] “He should give back some of that money, for the sake of the common good.” Whether or not such people [18] should do this with his money, this is really an improper use of the expression the common good.
A better way to understand the common good is to think about common ends or common goals. An example will help to explain this. Think of a group of musicians on a stage. If all of these people came together to practice in the same room, we wouldn’t call them a symphony. [19] A mass of people just playing any music whatsoever are not a symphony. A symphony is an organized group; a mass of people is just a mass of people. Nothing physically differs regarding the mass of people and the symphony. [20] They are both made up of the same “stuff,” namely a group of musicians.
However, a common good changes [21] this mass into something that they never could be without that common good. [22] When these musicians come together to play the Dies Irae of Mozart, they become something that they never were as individuals. Each member of the group uses his or her personal skill for the sake of a new, common performance. Perhaps the tuba player loves to play loudly. Perhaps the lead violinist loves playing quickly. These preferences must be channeled and limited for the sake of the common enterprise of playing Mozart’s stirring piece of music. [23] The desires of the individual instrumentalists, whom play the music, no longer reigns supreme.
The common good unites this group. If you were to ask the tuba player, what are you doing, he would answer, “Taking part in the symphonic playing of the Dies Irae.” [24] Then, if you were to ask any other musician the same question, he or she would answer in the same way. The answer would not be, “playing the Dies Irae my way.” If that were the answer, the musician would not be part of the symphony. He or she would be doing something private, not something that is truly common.
How should underlined selection [16] be changed?
in political science and political philosophy the notion
in political science and political philosophy, the notion
in political science, and political philosophy the notion
NO CHANGE
in political science and political philosophy, the notion
This sentence could be broken down into two portions:
Among the many topics that are misunderstood in political science, and political philosophy,
the notion of the “common good” ranks foremost.
Now, you need the comma to separate the extended prepositional phrase (with subordinate clause) from the main clause. Therefore, keep the comma after "philosophy." You do not, however, need the comma after "political science." Since there are only two items, this can be removed.
Example Question #573 : Correcting Grammatical Errors
“The Common Good: The United Aim of Many” [17]
Among the many topics that are misunderstood [16] in political science, and political philosophy, the notion of the “common good” ranks foremost. Often, we think of the common good as being nothing more than getting “the most things for the most people.” For example, when a person makes multiple millions of dollars, people will often say, [17] “He should give back some of that money, for the sake of the common good.” Whether or not such people [18] should do this with his money, this is really an improper use of the expression the common good.
A better way to understand the common good is to think about common ends or common goals. An example will help to explain this. Think of a group of musicians on a stage. If all of these people came together to practice in the same room, we wouldn’t call them a symphony. [19] A mass of people just playing any music whatsoever are not a symphony. A symphony is an organized group; a mass of people is just a mass of people. Nothing physically differs regarding the mass of people and the symphony. [20] They are both made up of the same “stuff,” namely a group of musicians.
However, a common good changes [21] this mass into something that they never could be without that common good. [22] When these musicians come together to play the Dies Irae of Mozart, they become something that they never were as individuals. Each member of the group uses his or her personal skill for the sake of a new, common performance. Perhaps the tuba player loves to play loudly. Perhaps the lead violinist loves playing quickly. These preferences must be channeled and limited for the sake of the common enterprise of playing Mozart’s stirring piece of music. [23] The desires of the individual instrumentalists, whom play the music, no longer reigns supreme.
The common good unites this group. If you were to ask the tuba player, what are you doing, he would answer, “Taking part in the symphonic playing of the Dies Irae.” [24] Then, if you were to ask any other musician the same question, he or she would answer in the same way. The answer would not be, “playing the Dies Irae my way.” If that were the answer, the musician would not be part of the symphony. He or she would be doing something private, not something that is truly common.
How should underlined selection [17] be changed?
NO CHANGE
He should, give back some of that money, for the sake of the common good
He should give back some of that money for the sake of the common good
He should give back some of that money, for the sake, of the common good
He should give back some of that money for the sake of the common good
The word "for" is being used here in the extended prepositional phrase "for the sake of". It is not being used as a conjunction separating two independent clauses. Therefore, you do not need the comma before it. No other commas are necessary.
Example Question #433 : Comma Errors
“The Common Good: The United Aim of Many” [20]
Among the many topics that are misunderstood [16] in political science, and political philosophy, the notion of the “common good” ranks foremost. Often, we think of the common good as being nothing more than getting “the most things for the most people.” For example, when a person makes multiple millions of dollars, people will often say, [17] “He should give back some of that money, for the sake of the common good.” Whether or not such people [18] should do this with his money, this is really an improper use of the expression the common good.
A better way to understand the common good is to think about common ends or common goals. An example will help to explain this. Think of a group of musicians on a stage. If all of these people came together to practice in the same room, we wouldn’t call them a symphony. [19] A mass of people just playing any music whatsoever are not a symphony. A symphony is an organized group; a mass of people is just a mass of people. Nothing physically differs regarding the mass of people and the symphony. [20] They are both made up of the same “stuff,” namely a group of musicians.
However, a common good changes [21] this mass into something that they never could be without that common good. [22] When these musicians come together to play the Dies Irae of Mozart, they become something that they never were as individuals. Each member of the group uses his or her personal skill for the sake of a new, common performance. Perhaps the tuba player loves to play loudly. Perhaps the lead violinist loves playing quickly. These preferences must be channeled and limited for the sake of the common enterprise of playing Mozart’s stirring piece of music. [23] The desires of the individual instrumentalists, whom play the music, no longer reigns supreme.
The common good unites this group. If you were to ask the tuba player, what are you doing, he would answer, “Taking part in the symphonic playing of the Dies Irae.” [24] Then, if you were to ask any other musician the same question, he or she would answer in the same way. The answer would not be, “playing the Dies Irae my way.” If that were the answer, the musician would not be part of the symphony. He or she would be doing something private, not something that is truly common.
How should underlined selection [20] be changed?
They are both made up of the same “stuff” namely a group of musicians.
NO CHANGE
They are both made up, of the same “stuff,” namely a group of musicians.
They are both made up of the same “stuff,” namely, a group of musicians.
NO CHANGE
There are actually no errors in this sentence. You can leave it as it is. The comma before "namely" separates that dependent clause off nicely. Otherwise, everything is quite fine!
Example Question #573 : Correcting Grammatical Errors
“John Adams—A Forgotten American Founder”
Sadly, the great exploits of important [46] men and women is often forgotten in the mists of history. The myths and historical tales of a nation can lead the people to forget [47] some of their most important founders and national heroes. In the United States of America, this kind of forgetfulness has occurred in the case of the Founding Father, John Adams. For a number of reasons, President Adams [48] had been forgotten. Recounting the [49] tales of the nations’ founding, many remember figures like George Washington, Thomas Jefferson, and Benjamin Franklin. [50] However, during those early years of the republic, Adams was a pivotal figure in assuring independence to the burgeoning nation.
[51] During the debates concerning the Declaration of Independence, Adams was something of a “chief orator,” tirelessly attempting to convince the gathered parties of the importance of declaring independence from England. [52] Adams a temperamental and passionate man, was the perfect person to fill such a role. In contrast to the judicious Franklin and the controlled and quiet Jefferson, he was fit for performing such oratorical shows and bombasts. [53] Although he joined Jefferson and Franklin on the drafting committee for the declaration, his most important work during this time was arguably this long project of oratory.
[54] In addition, many forget the lonely years Adams spent as a minister to France and as the first minister to England. What a difficult affair such posts would have been at the time. [55] As the minister to France, what weight could he have had with the court of such an old European nation? Furthermore, Adams [56] was not temperamentally [57] suited for French courtly customs being a stern and somewhat moralistic man. [58] Then, to be sent to England—how difficult that must have been. As the minister on behalf of a once-rebel nation, how could he stand before the Court of King James? Nevertheless, Adams served his [59] post nobly and deserves great recognition for this devoted service to his young nation.
Choose the answer that best corrects the section [59].
post nobly, and deserving great recognition for
NO CHANGE
post nobly, and deserves great recognition, for
post nobly, and deserves great recognition for
NO CHANGE
Since there is no shift in subjects, there is no need for there to be a comma after the "and" in this selection. The subject is the same, namely Adams. He served nobly and deserves praise. A comma would be needed only if the subject were to have changed for the second verb. The "for" is a preposition, not a conjunction. Hence, no comma is necessary at all!
Example Question #572 : Correcting Grammatical Errors
Humanities: This passage is adapted from chapter three of Sir John Lubbock’s The Pleasures of Life. The chapter is entitled “A Song of Books” and was written in 1887.
Of all the privileges we enjoy in this nineteenth century there is none, perhaps, for which we ought to be more thankful than for the easier access to books.
The debt we owe to books was well expressed and articulated by Richard de Bury, Bishop of Durham, author of Philobiblon, written as long ago as 1344, published in 1473, and the earliest English treatise on the delights of literature: "These,” he says, “are the masters who instruct us without rods and ferules, without hard words and anger, without clothes or money. If you approach them, they are not asleep; if you interrogate them, they conceal nothing; if you mistake them, they never grumble; if you are ignorant, they cannot laugh at you. The library, therefore, of wisdom is more precious than all riches, and nothing that can be wished for is worthy to be compared with it. Whosoever therefore acknowledges himself to be a zealous follower of truth, of happiness, of wisdom, of science, or even of the faith, must of necessity make himself a lover of books.”
This feeling that books are real friends is constantly present to all who love reading. “I have friends,” said Petrarch, “whose society is extremely agreeable to me; they are of all ages, and of every country. They have distinguished themselves both in the cabinet and in the field, and obtained high honors for their knowledge of the sciences. It is easy to gain access to them, for they are always at my service, and I admit them to my company, and dismiss them from it, whenever I please. They are never troublesome, but immediately answer every question I ask them. Some relate to me the events of past ages, while others reveal to me the secrets of Nature. Some teach me how to live, and others how to die. Some, by their vivacity, drive away my cares and exhilarate my spirits; while others give fortitude to my mind, and teach me the important lesson how to restrain my desires, and to depend wholly on myself. They open to me, in short, the various avenues of all the arts and sciences, and upon their information I may safely rely in all emergencies. In return for all their services, they only ask me to accommodate them with a convenient chamber in some corner of my humble habitation, where they may repose in peace; for these friends are more delighted by the tranquillity of retirement than with the tumults of society.”
“He that loveth a book,” says Isaac Barrow, “will never want a faithful friend, a wholesome counsellor, a cheerful companion, an effectual comforter. By study, by reading, by thinking, one may innocently divert and pleasantly entertain himself, as in all weathers, so in all fortunes.”
Some relate to me the events of past ages, while others reveal to me the secrets of Nature.
NO CHANGE
past age's, while
past age's; while
past ages, since
NO CHANGE
"Ages" is not used possessively, but as a plural.
Example Question #2 : Apostrophe Errors
I got three Bs on my report card, but I only got one A.
Which of the following is the best correction for this sentence?
I got three Bs' on my report card, but I only got one A.
None of the corrections listed here are correct.
I got three B's on my report card, but I only got one A.
The sentence contains no errors.
I got 3 Bs on my report card, but I only got one A.
I got three B's on my report card, but I only got one A.
Apostrophes are used for plurals only when writing about letters and numbers. The use of the apostrophe in the sentence "He has three car's" is incorrect, but if we say "He has three 7's in his phone number", we're using the apostrophe correctly to make the number 7 into a plural.
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