SAT Grammar & Rhetoric Terms: Complete Reference
Every grammar and rhetoric term you need for the Digital SAT Reading & Writing section. Parts of speech, sentence structure, punctuation rules with examples, rhetorical devices, transition categories, and all agreement types — each explained with SAT-specific examples.
200+ terms · Punctuation rules · Rhetorical devices · Transitions · Agreement
Parts of Speech
The eight traditional parts of speech each have specific functions in sentences. SAT questions frequently test your ability to identify which part of speech is needed in a given context.
Noun
A word that names a person, place, thing, idea, or concept. Nouns function as subjects, objects, complements, and appositives.
Proper noun: a specific name (Chicago, Darwin, Relativity)
Abstract noun: an idea or quality (freedom, justice, ambiguity)
Collective noun: a group treated as a unit (committee, team, jury)
“The committee has (not “have”) reached a decision. [Collective noun takes singular verb in formal SAT usage]”
“The scientist's findings, a series of unexpected results, challenged existing theory. [Abstract noun as object]”
Pronoun
A word used in place of a noun. SAT tests pronoun-antecedent agreement, pronoun case, and ambiguous pronoun reference.
Objective: me, him, her, us, them, whom
Possessive: my, his, her, our, their, whose
“Between you and me (not “I”), the results were surprising. [Objective case after preposition]”
“The researcher who (not “whom”) led the study published her findings. [Subjective case as subject of “led”]”
“Give the award to whoever (not “whomever”) scored highest. [Subjective case as subject of embedded clause]”
Verb
A word expressing an action, occurrence, or state of being. SAT tests tense consistency, subject-verb agreement, and mood.
Linking verb: connect subject to complement (is, becomes, appears, seems)
Auxiliary verb: combine with main verbs (will, should, have, can, must)
“The data suggest (not “suggests”) that temperature is a key variable. [“Data” is plural]”
“If the experiment were (not “was”) to fail, the entire theory would require revision. [Subjunctive mood]”
Adjective
A word that modifies a noun or pronoun. SAT tests adjective placement, comparative/superlative forms, and adjective vs. adverb confusion.
Superlative (three or more): most careful, highest, best
“Of the two methods, the first is more reliable. [Comparative: only two methods]”
“Of all the methods reviewed, this one is the most reliable. [Superlative: three or more]”
Adverb
A word that modifies a verb, adjective, or another adverb. Common SAT error: using an adjective where an adverb is needed.
“The researcher argued convincingly (not “convincing”) that the data supported her hypothesis. [Adverb modifies verb “argued”]”
“The results were surprisingly consistent across all trial groups. [Adverb modifies adjective “consistent”]”
Preposition
A word governing a noun or pronoun to express its relationship to another part of the sentence (in, on, at, by, for, with, through, between, among, etc.).
different from (correct) vs. “different than” (informal)
comprised of is technically incorrect; use composed of or comprising
“The disagreement between the two authors was fundamental. [Two parties]”
“Agreement among the five research teams proved elusive. [More than two parties]”
Conjunction
A word used to connect words, phrases, or clauses.
Subordinating: because, although, since, when, if, unless, while, after, before, until
Correlative: both...and, either...or, neither...nor, not only...but also
“The study was ambitious, yet its conclusions were modest. [Coordinating conjunction “yet”]”
“Although the results were promising, the team cautioned against premature conclusions. [Subordinating conjunction]”
“Neither the design nor the execution was flawed. [Correlative — verb agrees with closer subject “execution”]”
Interjection
An exclamation used to express emotion (Oh! Indeed! Well, ...). Rarely tested on the SAT but appears in literary passages.
Sentence Structure Terminology
The SAT's most-tested grammar concepts involve how sentences are built. Understanding these terms allows you to diagnose exactly what's wrong with a sentence and choose the correct fix.
Sentence Types
Compound: Two or more independent clauses joined by a coordinating conjunction or semicolon. “The results were significant, and the team celebrated.”
Complex: One independent + one or more dependent clauses. “Although the results were significant, the team remained cautious.”
Compound-complex: Two or more independent + one or more dependent clauses.
Common Sentence Errors
Punctuation Rules
Punctuation accounts for a significant portion of SAT Writing questions. Master the rule for each mark, not just intuition about where “a pause feels right.”
Comma Rules
“The new drug was effective, but its side effects were severe.”
“The researchers collected the data, and they published their findings immediately.”
“Although the study was small, its implications were significant.”
“After three years of research, the team published its conclusions.”
“Considering all the evidence, the committee revised its recommendation.”
“Dr. Reeves, the lead researcher, presented the findings at the conference.”
“The 2019 study, which surveyed 10,000 participants, remains the most comprehensive to date.”
“The study examined age, income, and educational background.”
“The scientist collected samples, analyzed them in the lab, and published her results.”
“The long, complex experiment required months to complete. [Long AND complex experiment — comma]”
“The large red balloon floated overhead. [Large AND red = awkward — no comma needed]”
“The author concludes, “We must act before the window of opportunity closes.””
“Wrong: The study's conclusions, were widely criticized. Correct: The study's conclusions were widely criticized.”
Semicolon Rules
“The first trial was inconclusive; the second produced clear results.”
“Wrong: Although the study was small; it was well designed. (Second part is not independent)”
“The results were promising; however, the sample size was too small to draw firm conclusions.”
“The cost was high; nevertheless, the committee approved the project.”
“Replication failed twice; therefore, the original findings must be questioned.”
Colon Rules
“The study identified three key variables: temperature, pressure, and humidity.”
“The author makes a bold claim: that human activity is the sole driver of recent climate change.”
“Wrong: The study identified: temperature, pressure, and humidity. (No independent clause before colon)”
Dash Rules (Em Dash)
“The finding — unexpected by everyone — overturned two decades of consensus.”
“Only one factor mattered — the temperature of the solution.”
“The experiment ran for three years — far longer than originally planned — before producing results.”
Apostrophe Rules
“The scientist's results were surprising. [Singular possessive]”
“The scientists' results differed significantly. [Plural possessive]”
“James's theory was confirmed. [Singular proper noun ending in s]”
“It's [it is] clear that the model has its [possessive] limitations.”
“The theory, whose [possessive] origins are disputed, remains influential.”
Parentheses Rules
“The compound (first synthesized in 1987) has recently found new medical applications.”
“The study (see Figure 3) demonstrates a clear inverse relationship between the variables.”
Rhetorical Devices
The SAT's Reading & Writing section asks students to identify and analyze rhetorical techniques. These are the devices most frequently tested.
Repetition of a word or phrase at the beginning of successive clauses or sentences for emphasis.
"We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields..."
The juxtaposition of contrasting ideas in balanced phrases or clauses.
"It was the best of times, it was the worst of times."
Using the same grammatical form for coordinate elements to create rhythm and clarity.
The report analyzed evidence, synthesized findings, and proposed solutions.
A question asked for effect rather than to obtain an answer; the answer is implied.
If not now, when? If not us, who?
Presenting something as less significant than it is; the opposite of hyperbole.
The discovery of DNA's structure was "not without some interest to biology."
Deliberate exaggeration for emphasis or effect, not meant to be taken literally.
He had read every book ever written on the subject.
An indirect reference to a person, place, event, or other literary work.
The scientist faced her Sisyphean task: replicating the experiment for the thirtieth time.
A figure of speech in which one thing is described as though it were another, without using 'like' or 'as.'
The immune system is the body's army, constantly patrolling for invaders.
A comparison using 'like' or 'as.'
The data spread across the graph like a constellation of uncertain stars.
Placing two contrasting elements side by side to highlight their differences.
The essay juxtaposes images of extreme wealth and grinding poverty on the same city block.
Giving human attributes to non-human things or abstract concepts.
The data refused to cooperate, contradicting every prediction the team had made.
Saying the opposite of what one means, often for humorous or critical effect.
The author notes, 'Naturally, the simplest possible explanation turned out to be the hardest to prove.'
When the outcome is the opposite of what was expected.
It was situationally ironic that the environmentalist's research was funded by a petrochemical company.
The author's attitude toward the subject or audience, conveyed through word choice, sentence structure, and content.
The passage's sardonic tone implies the author doubts that reform is genuinely possible.
Word choice; the author's selection of specific words to convey precise meaning and tone.
The author's diction shifts from formal to colloquial when describing the community's response.
The arrangement of words and phrases to create well-formed sentences; sentence structure as a stylistic choice.
The short, fragmented syntax in the final paragraph mirrors the protagonist's mental state.
An appeal to the credibility or character of the author or speaker.
As a physician with twenty years of clinical experience, she argued that the policy would harm patients.
An appeal to the emotions of the audience.
The author's account of a child living without clean water is an appeal to the reader's sense of injustice.
An appeal to logic and reason; using evidence and rational argument.
The author marshals statistical data to make a logical case for expanding public transit.
Repetition of a word or phrase at the end of successive clauses.
"...government of the people, by the people, for the people."
A reversal of grammatical structures in successive phrases or clauses.
"Ask not what your country can do for you — ask what you can do for your country."
A concise statement of a general truth or principle.
"All that glitters is not gold" captures the idea that appearances deceive.
Acknowledging the merit of an opposing argument before refuting or qualifying it.
Admittedly, the evidence for renewable energy's short-term costs is compelling; however, the long-term returns are substantial.
A comparison between two things to show how they are alike and to explain or clarify a point.
The author compares the immune system to a surveillance network to explain its pattern-recognition function.
Transition Categories
The SAT frequently asks students to choose the correct transition word. The key is matching the logical relationship between the sentences, not just choosing a word that sounds good. Learn these categories cold.
Contrast / Concession
Use these when the second idea contradicts or qualifies the first. SAT trap: 'however' requires a semicolon before it when joining independent clauses, unlike 'but' which needs only a comma.
“The study was well-designed; however, the sample size was too small to draw firm conclusions.”
“Despite three failed attempts, the team refused to abandon the hypothesis.”
“The theory is elegant. That said, it lacks empirical support.”
Cause and Effect / Result
Use these when the second idea is a direct result of the first. 'Therefore' and 'thus' signal logical conclusions; 'consequently' and 'as a result' signal real-world effects.
“The sample was contaminated; consequently, the entire trial had to be repeated.”
“Temperatures rose sharply; as a result, glacier retreat accelerated.”
“The new regulation increased compliance costs, thereby reducing profit margins for smaller firms.”
Addition / Elaboration
Use these to add supporting information to a point already made. 'Indeed' and 'in fact' add emphasis to the same point; 'furthermore' and 'moreover' add a new supporting point.
“The treatment reduced symptoms; moreover, it appeared to slow disease progression.”
“The policy was ineffective. Furthermore, it was inequitably applied.”
“The compound is inexpensive. In fact, it costs less than any existing alternative.”
Example / Illustration
Use these to introduce a specific example that supports the general claim in the preceding sentence.
“Many factors contribute to biodiversity loss; for example, habitat destruction accounts for over half of all documented species decline.”
“Cognitive biases affect decision-making in many domains — in particular, financial planning and medical diagnosis.”
Emphasis / Clarification
Use these to stress the most important point or to restate something more clearly. 'In other words' and 'that is' (i.e.) signal a restatement or clarification.
“The finding was not merely interesting. Indeed, it overturned a century of accepted theory.”
“The process is complex — that is, it involves more variables than any previous model could accommodate.”
Sequence / Time
Use these to organize steps or events in chronological order. 'Subsequently' signals something that happens after; 'simultaneously' signals something happening at the same time.
“First, cells divide; then, the resulting proteins are assembled; finally, the structure is stabilized.”
“The committee reviewed the proposal. Subsequently, it requested additional data.”
Conclusion / Summary
Use these only at the end of an argument or section to summarize what has been established. SAT trap: using 'therefore' as if it were a conclusion word when it actually signals a direct logical consequence.
“In short, the evidence strongly supports the hypothesis that the two species share a common ancestor.”
“Taken together, the three studies suggest that early intervention produces the largest long-term benefits.”
Agreement Types
Subject-Verb Agreement
A verb must agree with its subject in number (singular or plural). The SAT creates traps by putting long phrases between the subject and verb.
Inverted sentence: Here is [not “are”] the data. [Subject follows verb]
Compound subject with “or/nor”: Neither the teachers nor the principal was [not “were”] informed. [Verb agrees with closer subject]
Indefinite pronouns: Everyone is [not “are”] required to submit a form. [Everyone, anyone, someone, nobody, each = singular]
Collective nouns: The committee has [not “have”] reached a decision. [Formal SAT usage: collective nouns take singular verbs]
“The number” vs. “a number”: The number of students is declining. A number of students are absent. [“The number” = singular; “a number” = plural]
Data: The data suggest [not “suggests”] a correlation. [In formal/scientific usage, “data” is plural]
“The team of researchers was awarded the grant. [Team = singular collective noun]”
“Each of the experiments was conducted under identical conditions. [Each = singular]”
“Neither the hypothesis nor the conclusions were supported by the evidence. [Verb agrees with “conclusions,” the closer subject]”
Pronoun-Antecedent Agreement
A pronoun must agree in number and gender with its antecedent (the noun it replaces). SAT frequently tests singular indefinite pronouns with plural pronouns.
Ambiguous reference: Avoid pronouns whose antecedent is unclear. Wrong: “When the study met the hypothesis, it was surprising.” (What is “it” — the study or the hypothesis?)
Collective nouns: The committee issued its [not “their”] report on time.
“The committee submitted its recommendation to the board. [Singular possessive for collective noun]”
“Each participant completed their questionnaire in under ten minutes. [SAT accepts singular “their” for gender-neutral reference]”
Tense Consistency
Verbs in a passage should be consistent in tense unless there is a logical reason for a shift. The SAT tests improper tense shifts within a sentence or passage.
Across sentences: If a paragraph is in past tense, do not suddenly shift to present tense without reason.
Conditional sentences: Use the subjunctive for hypothetical conditions. “If the experiment were replicated...” (not “was”)
“The researcher collected the samples, analyzed the data, and published her findings. [Consistent past tense]”
“If the study were conducted today, the results might differ. [Subjunctive for hypothetical]”
Common Error Types on the SAT
The SAT tests a finite set of error types repeatedly. Recognizing these patterns is the most efficient path to a higher score on the Writing section.
Wrong: Walking through the forest, the trees seemed ancient. Correct: Walking through the forest, we noticed that the trees seemed ancient.
Tip: The participial phrase must logically modify the subject of the main clause. Ask: who is walking?
Wrong: The trial failed, the team regrouped. Correct: The trial failed; the team regrouped. OR: The trial failed, and the team regrouped.
Tip: Never join two independent clauses with only a comma. Add a coordinating conjunction, use a semicolon, or make one clause dependent.
Wrong: The study was thorough, well-organized, and had reached strong conclusions. Correct: The study was thorough, well-organized, and conclusive.
Tip: All items in a list must be the same grammatical form.
Wrong: The award was given to he and his partner. Correct: The award was given to him and his partner.
Tip: After a preposition, always use the objective case: me, him, her, us, them, whom.
Wrong: When Maria met Helena, she was nervous. Correct: When Maria met Helena, Maria was nervous.
Tip: Every pronoun must have one clear, unambiguous antecedent.
Affect is usually a verb meaning 'to influence.' Effect is usually a noun meaning 'result.' Wrong: The drug effected her mood. Correct: The drug affected her mood.
Tip: Remember: To Affect is a verb (action). Effect is the End result.
Wrong: The two choices were completely identical in every single way. Correct: The two choices were identical.
Tip: SAT rewards concise, precise writing. Eliminate any words that do not add meaning.
Who is subjective (acts): The scientist who discovered the compound. Whom is objective (acted upon): The scientist whom the committee praised.
Tip: Substitute he/she (subjective) or him/her (objective). If 'him' works, use 'whom.'
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