Model Comparison: Conventions of Standard English

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What You Need to Know

• Weighting: Conventions of Standard English accounts for approximately 51–56% of the ACT English section. Mastery here is the fastest way to improve your score.

• Grammar over Style: These questions test objective rules, not subjective writing style. Every answer can be proven correct or incorrect based on strict grammatical principles.

• Simplicity is Key: On the ACT, the shortest grammatically correct answer is frequently the right one. If three options are wordy and one is concise, check the concise one first.

• Punctuation Defines Structure: Punctuation marks are traffic signals for sentence structure. Understanding independent versus dependent clauses is the foundation for solving nearly half of these questions.

Sentence Structure and Formation

Fundamental to the ACT is the ability to distinguish between complete sentences and structural errors. You must identify clauses—groups of words containing a subject and a verb.

Independent vs. Dependent Clauses

• Independent Clause (IC): Contains a subject and a verb and expresses a complete thought. It can stand alone as a sentence.

• Dependent Clause (DC): Contains a subject and a verb but starts with a subordinating conjunction (e.g., because, although, if, when). It cannot stand alone.

Sentence Fragments

A fragment looks like a sentence but fails to be one. It usually lacks a main verb or is a dependent clause left standing alone.

• Error: Although he studied hard. (Dependent clause only)

• Fix: Although he studied hard, he failed the test.

• Error: The dog running down the street. (Participle phrase, no main verb)

• Fix: The dog was running down the street.

Run-On Sentences and Comma Splices

A Run-On fuses two independent clauses with no punctuation. A Comma Splice joins two independent clauses with only a comma (a

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What You Need to Know

• The ACT English category Conventions of Standard English tests whether your edited sentence is grammatically correct, clear, and properly punctuated in context.

• Most questions are choice-by-choice editing: pick the option that creates a complete, correctly punctuated sentence with the intended meaning.

• When stuck, reduce the sentence to its core (subject + verb) and check: agreement, tense, pronouns, modifiers, and boundaries.

• Prefer the simplest answer that is correct and preserves meaning—avoid adding punctuation or words you can’t justify.

Sentence Structure and Formation

Sentence structure is how clauses and phrases are arranged to form clear, grammatical sentences.

Core building blocks

• Independent clause: can stand alone (has a subject + finite verb).

• Dependent clause: cannot stand alone; starts with a subordinator (e.g., because, although, when).

• Phrase: group of words without a subject–finite verb pair (e.g., running down the street).

Example

• Correct: The researcher analyzed the data, and she wrote the report. (two independent clauses)

• Correct: After the researcher analyzed the data, she wrote the report. (dependent + independent)

Exam Focus

• Why it matters: ACT frequently tests whether revisions create a grammatically complete sentence without unintended shifts in meaning.

• Typical question patterns:

  • Choosing between a phrase vs. a clause to complete a sentence.

  • Fixing awkward structure by adding/removing a subordinator.

  • Selecting the option that maintains logical relationships.

• Common mistakes:

  • Treating a dependent clause as a complete sentence.

  • Adding words that create redundancy (because… therefore).

  • Ignoring the “core sentence” (subject + verb) when evaluating choices.

Run-On Sentences and Comma Splices

A run-on sentence incorrectly joins independent clauses; a comma splice joins them with only a comma.

How to fix (only a few “legal” tools)

• Period: IC. IC.

• Semicolon: IC; IC.

• Comma + coordinating conjunction (FANBOYS): IC, and IC.

• Subordination: Because DC, IC.

Example

• Wrong: I finished the draft, I sent it. (comma splice)

• Right: I finished the draft, and I sent it. / I finished the draft; I sent it.

Exam Focus

• Why it matters: Sentence boundaries are a high-frequency ACT target because they’re objective and fast to test.

• Typical question patterns:

  • Options differ only by punctuation (comma vs semicolon vs period).

  • Inserting/removing a conjunction to fix the join.

• Common mistakes:

  • Using a comma alone to join two independent clauses.

  • Using a semicolon where one side isn’t an independent clause.

  • Adding a conjunction after a semicolon (; and) without purpose.

Sentence Fragments

A fragment is an incomplete sentence—often missing an independent clause.

Common fragment types

• Dependent clause alone: Because the weather changed.

• Appositive/description without main clause: A talented musician with perfect pitch.

• “-ing” or “to” phrase alone: Running toward the exit.

Fix strategies

• Attach it to a nearby independent clause.

• Add a subject or finite verb to create an independent clause.

Exam Focus

• Why it matters: ACT rewards recognizing whether a sentence can stand alone.

• Typical question patterns:

  • Choices toggle between comma, period, and semicolon.

  • A dependent marker (because/which/when) appears in some options.

• Common mistakes:

  • Leaving which-clauses as sentences.

  • Adding punctuation that isolates a dependent clause.

  • Missing the true subject/verb due to interrupting phrases.

Parallel Structure

Parallel structure means items in a list or comparison match in grammatical form.

Where parallelism is tested

• Lists: to plan, to draft, and to revise (all infinitives)

• Paired constructions: both/and, either/or, not only/but also

• Comparisons: more ___ than ___

Example

• Wrong: She likes hiking, swimming, and to bike.

• Right: She likes hiking, swimming, and biking.

Exam Focus

• Why it matters: Parallelism improves clarity and is easy to test by swapping answer choices.

• Typical question patterns:

  • Fixing mismatched verb forms in lists.

  • Repairing either/or and not only/but also balance.

• Common mistakes:

  • Mixing -ing, to + verb, and nouns in one list.

  • Forgetting to repeat a preposition/article when needed for clarity.

Coordination and Subordination

Coordination joins equal ideas (two independent clauses). Subordination makes one idea dependent to show logic (cause, contrast, time).

Tools

• Coordinators (FANBOYS): for, and, nor, but, or, yet, so

• Common subordinators: because, although, since, when, while, if

Example

• Coordination: The team practiced, and the performance improved.

• Subordination: Because the team practiced, the performance improved.

Exam Focus

• Why it matters: ACT tests whether the chosen connector matches the intended relationship.

• Typical question patterns:

  • Choosing between and/but/so.

  • Choosing between because/although/when.

• Common mistakes:

  • Using since when time vs. cause is ambiguous.

  • Creating fragments by starting with a subordinator and ending with a period.

Commas, Semicolons, and Colons

These marks signal different relationships and boundaries.

Commas

Use commas for:

• Introductory elements: After the meeting, we voted.

• Nonessential information (extra): My brother, who lives abroad, is visiting.

• Lists: red, white, and blue

Semicolons

Semicolon joins two independent clauses without a conjunction: IC; IC.

Colons

Colon introduces an explanation, list, or example after an independent clause: IC: list/example.

Example

• Correct colon: She brought three things: a notebook, a pen, and a map.

Exam Focus

• Why it matters: Punctuation questions are often “mechanical,” making them high-yield points.

• Typical question patterns:

  • Choosing between comma/semicolon/period.

  • Testing whether a colon is preceded by a complete sentence.

  • Essential vs nonessential comma decisions.

• Common mistakes:

  • Using a colon after a verb or preposition (brought: a notebook is wrong).

  • Using a semicolon when one side isn’t independent.

  • Comma before that in essential clauses.

Apostrophes and Possessives

An apostrophe marks possession or contractions, not plurals.

Possessive rules (high frequency)

• Singular: the dog’s leash

• Plural ending in s: the dogs’ leashes

• Plural irregular: children’s books

• Its (possessive) vs it’s (it is)

Example

• Wrong: The company increased it’s revenue.

• Right: …its revenue.

Exam Focus

• Why it matters: Apostrophe errors are common and easy for ACT to test cleanly.

• Typical question patterns:

  • its/it’s swaps.

  • Singular vs plural possessives (student’s/students’).

• Common mistakes:

  • Using apostrophes to form plurals.

  • Confusing whose/who’s.

Dashes and Parentheses

Dashes (—) and parentheses ( ) set off nonessential (interrupting) information.

Key rules

• Dashes are stronger than commas; parentheses are the most “side note.”

• Must be paired: either two dashes or two parentheses.

• Don’t mix with comma on one side unless grammar demands it.

Example

• Correct: The exhibit—open only on weekends—draws large crowds.

Exam Focus

• Why it matters: ACT tests consistent punctuation and whether interruptions break sentence grammar.

• Typical question patterns:

  • Selecting comma vs dash vs parentheses.

  • Fixing mismatched punctuation (one dash only).

• Common mistakes:

  • Using a dash where the inserted material is essential.

  • Forgetting the second dash/parenthesis.

Subject-Verb Agreement

Subject-verb agreement means the verb matches the subject in number (singular/plural).

High-yield traps

• Prepositional phrases don’t change the subject: The bouquet of roses is…

• Indefinite pronouns often singular: each, every, neither, either → singular verb.

• Collective nouns depend on context (ACT usually follows standard singular usage): The team is…

Example

• Correct: Each of the proposals was reviewed.

Exam Focus

• Why it matters: Agreement errors are frequent in edited prose, especially with “distance” between subject and verb.

• Typical question patterns:

  • Verb choices: is/are, has/have, was/were.

  • Phrases inserted between subject and verb.

• Common mistakes:

  • Matching the verb to the nearest noun instead of the subject.

  • Missing singular indefinite pronouns.

Pronoun-Antecedent Agreement

A pronoun must agree with its antecedent (the noun it replaces) in number and (when relevant) gender.

Example

• Wrong: If a student studies, they will improve. (often flagged)

• Right (typical ACT preference): If students study, they will improve. OR If a student studies, he or she will improve.

Exam Focus

• Why it matters: ACT tests clarity and grammatical consistency; agreement is a clear rule.

• Typical question patterns:

  • Singular antecedent with plural pronoun choices.

  • Fixing by making antecedent plural.

• Common mistakes:

  • Using they/their for a clearly singular antecedent when the test expects agreement.

  • Ambiguous antecedents (unclear what “it/this/they” refers to).

Pronoun Case and Reference

Pronoun case refers to subject vs object forms; reference means the pronoun clearly points to one antecedent.

Case basics

• Subject: I, he, she, we, they

• Object: me, him, her, us, them

• After prepositions: use object (between you and me).

Quick test

Remove the other person’s name:

• between you and (I/me) → between me (correct)

Reference

Avoid vague this/that/which without a clear noun.

Exam Focus

• Why it matters: Case is rule-based; reference is meaning-based—ACT tests both.

• Typical question patterns:

  • who/whom or I/me in compound structures.

  • Fixing unclear “this/it/they.”

• Common mistakes:

  • Choosing “I” because it sounds formal (between you and I).

  • Leaving “this” to refer to an entire previous sentence without specifying what “this” is.

Verb Tense and Tense Consistency

Verb tense shows time; consistency means maintaining logical time within a sentence/paragraph.

Common ACT expectations

• Keep the same tense unless there’s a reason to shift.

• Use past perfect (had + past participle) to show an earlier past action when needed.

Example

• Consistent: She walked to the lab and recorded the results.

• Sequence: She had finished the trial before she wrote the summary.

Exam Focus

• Why it matters: ACT edits for timeline clarity and avoids unnecessary shifts.

• Typical question patterns:

  • Options vary among walks/walked/has walked/had walked.

  • Tense choice depends on nearby verbs and time markers.

• Common mistakes:

  • Switching to present tense in a past-tense narrative.

  • Overusing past perfect when simple past is enough.

Adjective and Adverb Usage

Adjectives modify nouns; adverbs modify verbs/adjectives/adverbs (often end in -ly).

High-yield distinctions

• Good (adj) vs well (adv): a good singer / sings well

• Comparative/superlative: more/most or -er/-est (avoid double forms: more faster)

Example

• Wrong: She did good on the test.

• Right: She did well…

Exam Focus

• Why it matters: ACT commonly tests modifier form because it affects meaning but is quick to check.

• Typical question patterns:

  • Choosing real/really, bad/badly, sure/surely.

  • Fixing double comparatives.

• Common mistakes:

  • Using an adjective where an adverb is needed.

  • Creating comparisons without a clear basis (better than what?).

Modifier Placement

A modifier must be placed next to what it describes; otherwise you get a misplaced or dangling modifier.

Quick rules

• Introductory participial phrase should modify the subject that follows.

• Place limiting modifiers (only, almost, even) directly before the word they limit.

Example

• Wrong (dangling): Walking to school, the rain soaked my jacket. (rain isn’t walking)

• Right: Walking to school, I was soaked by the rain.

Exam Focus

• Why it matters: These questions test precision—ACT loves choices where only one clearly matches the intended meaning.

• Typical question patterns:

  • Opening phrase followed by different subjects.

  • “Only” moved around the sentence.

• Common mistakes:

  • Picking an option that’s grammatical but changes meaning.

  • Missing what the modifier is logically describing.

Idiomatic Expressions and Preposition Usage

Idioms are standard English combinations that sound “right” to native usage; the ACT tests the conventional form.

Commonly tested areas

• Preposition pairs: interested in, responsible for, capable of, different from/than (test prefers one by context)

• Verb + preposition: comply with, approve of, contribute to

• Comparisons: as…as, different from, compared with/to (meaning matters)

Strategy

If two options are grammatically possible, choose the one that is most standard and most concise, and preserves meaning.

Exam Focus

• Why it matters: Idiom questions distinguish “technically possible” from “standard usage,” a common ACT editing goal.

• Typical question patterns:

  • Swapping a single preposition (in/on/of/for).

  • “More/less” comparisons with than.

• Common mistakes:

  • Overthinking with invented “rules” (idioms are often convention).

  • Choosing wordier rewrites when a standard idiom fits.

Quick Review Checklist

• Can you identify an independent clause vs a dependent clause quickly?

• Can you fix a comma splice using only the allowed joins (period, semicolon, comma+FANBOYS, subordination)?

• Can you spot and repair a fragment (especially because/which starters)?

• Can you make lists and paired constructions parallel?

• Do you know when commas mark nonessential information vs when they should be omitted?

• Can you apply subject–verb and pronoun–antecedent agreement when phrases interrupt the sentence?

• Can you choose correct pronoun case in compounds (between you and me)?

• Can you keep verb tense consistent with the passage timeline?

• Can you detect dangling/misplaced modifiers and fix the subject/placement?

• Do you recognize common idiomatic prepositions well enough to choose the standard form?

Final Exam Pitfalls

1. Joining two complete sentences with just a comma → Use a period, semicolon, or comma + FANBOYS.

2. Using a semicolon before a phrase → A semicolon must have an independent clause on both sides.

3. Commaing off essential information (The book, that I bought yesterday, …) → Don’t use commas around essential clauses (often with that).

4. Agreement by proximity (The list of items are…) → Match the verb to the true subject (list is).

5. Dangling introductory modifiers (To win the prize, the rules…) → Make the subject the doer (To win…, she followed the rules).

6. Choosing a “fancy” rewrite that changes meaning → Prefer the simplest correct option that preserves the author’s intent.

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What You Need to Know

• Conventions of Standard English questions make up a significant portion of the ACT English test — roughly 51–56% of the 75 questions. These questions test grammar, punctuation, and sentence structure — not your opinion or style preferences.

• The ACT English section is passage-based: you'll read five passages and answer 15 questions each. Convention questions ask you to fix or improve underlined portions by applying standard grammar and punctuation rules.

• There is no penalty for guessing on the ACT — never leave a question blank. When in doubt, choose the most concise answer that is grammatically correct.

• Many correct answers on the ACT are the shortest option. If an answer choice says "OMIT the underlined portion" or is noticeably shorter, check whether it works — brevity is often rewarded.

Sentence Structure and Formation

Sentence structure refers to how clauses and phrases are arranged to form complete, grammatically correct sentences. A complete sentence requires a subject, a verb, and a complete thought (independent clause).

The ACT tests whether you can distinguish between correctly formed sentences and common structural errors — including fragments, run-ons, and misused conjunctions.

Run-On Sentences and Comma Splices

A run-on sentence (also called a fused sentence) occurs when two independent clauses are joined with no punctuation or conjunction:

A comma splice occurs when two independent clauses are joined with only a comma:

Four ways to fix these errors:

Sentence Fragments

A sentence fragment is a group of words that lacks a subject, a verb, or a complete thought:

On the ACT, fragments often appear as dependent clauses punctuated as if they were sentences. The fix is usually to attach the fragment to the sentence before or after it.

Exam Focus

• Why it matters: Sentence formation questions appear on nearly every ACT English passage and are among the most frequently tested conventions.

• Typical question patterns:

  • An underlined portion connects two complete sentences with just a comma — you choose the answer that correctly joins or separates them.

  • A period or semicolon is placed before a dependent clause, creating a fragment.

  • Answer choices offer different punctuation or conjunction options between clauses.

• Common mistakes:

  • Assuming a comma alone can join two independent clauses (comma splice).

  • Not recognizing a dependent clause starting with words like because, although, or which as a fragment when standing alone.

Parallel Structure

Parallel structure means that items in a list, comparison, or paired construction use the same grammatical form.

Parallelism applies to:

• Items in a series

• Elements joined by correlative conjunctions (both…and, not only…but also, either…or, neither…nor)

• Comparisons (rather than, more than)

Exam Focus

• Why it matters: Parallelism questions test your ear for consistency and appear regularly in list-based or comparison-based sentences.

• Typical question patterns:

  • A list where one item doesn't match the others in form (e.g., mixing gerunds and infinitives).

  • Correlative conjunctions where the structure after each element must mirror the other.

• Common mistakes:

  • Mixing verb forms in a series (e.g., to run, jumping, and swims).

  • Failing to check what comes after both and and to ensure symmetry.

Coordination and Subordination

Coordination joins ideas of equal importance using coordinating conjunctions (FANBOYS: for, and, nor, but, or, yet, so) or semicolons.

Subordination makes one idea dependent on another using subordinating conjunctions (because, although, since, when, if, while, unless) or relative pronouns (who, which, that).

The ACT tests whether you choose the logical connector. Using and when you mean but — or because when you mean although — changes the meaning.

Exam Focus

• Why it matters: These questions test logical relationships between ideas, not just grammar.

• Typical question patterns:

  • You must choose between conjunctions like however, therefore, although, and because based on the relationship between clauses.

  • An answer may be grammatically correct but logically wrong.

• Common mistakes:

  • Choosing a conjunction that sounds formal without checking whether it conveys contrast, cause, or addition.

  • Using and as a default when the sentence requires a contrasting or causal connector.

Commas, Semicolons, and Colons

Commas are the most tested punctuation mark on the ACT. Key rules:

• Use commas to separate items in a list of three or more.

• Use a comma + FANBOYS conjunction to join two independent clauses.

• Use commas to set off nonessential (nonrestrictive) information — if you can remove the phrase and the sentence still makes sense, it needs commas.

• Use a comma after an introductory phrase or clause.

• Do NOT place a comma between a subject and its verb or between a verb and its object.

Semicolons join two independent clauses that are closely related — no conjunction needed. They also separate items in a complex list where items already contain commas.

Colons introduce a list, explanation, or elaboration. The clause before the colon must be a complete sentence.

Exam Focus

• Why it matters: Punctuation questions are the single most common question type in ACT English conventions.

• Typical question patterns:

  • You choose between a comma, semicolon, colon, period, or no punctuation in an underlined spot.

  • Essential vs. nonessential clause distinction (comma or no comma around a which/who clause).

• Common mistakes:

  • Inserting a comma wherever you would "pause" while reading — the ACT follows rules, not pauses.

  • Using a semicolon before a dependent clause or a list.

Apostrophes and Possessives

• Possessive nouns: Add 's for singular (the dog's bone), and s' for regular plurals (the dogs' bones). Irregular plurals take 's (the children's toys).

• It's vs. its: It's = it is or it has. Its = possessive (no apostrophe).

• Who's vs. whose: Who's = who is. Whose = possessive.

• Apostrophes are never used to form regular plurals.

Exam Focus

• Why it matters: Apostrophe questions are quick points — learn the rules and you'll rarely miss them.

• Typical question patterns: Choosing between its/it's, their/there/they're, or singular vs. plural possessive forms.

• Common mistakes: Using it's as a possessive; adding an apostrophe to a simple plural noun (apple's instead of apples).

Dashes and Parentheses

Dashes (em dashes) and parentheses set off nonessential information, similar to commas. The key rule: they must come in pairs (unless the aside ends the sentence). Don't mix punctuation — a dash must close a dash, and a parenthesis must close a parenthesis.

Exam Focus

• Why it matters: The ACT tests whether you can correctly pair punctuation around parenthetical elements.

• Typical question patterns: One answer uses a dash to open and a comma to close (wrong — mismatched). The correct answer uses matching punctuation.

• Common mistakes: Mixing dashes with commas or parentheses within the same aside.

Subject-Verb Agreement

Subject-verb agreement means a singular subject takes a singular verb, and a plural subject takes a plural verb. The ACT complicates this by inserting prepositional phrases, appositives, or relative clauses between the subject and verb.

Watch for:

• Compound subjects joined by and (plural) vs. or/nor (verb agrees with the nearer subject).

• Indefinite pronouns: everyone, each, nobody, either, neither are singular.

• Inverted sentences: There are many reasons… (subject = reasons, plural).

Exam Focus

• Why it matters: Agreement questions appear on nearly every test and are designed to trick you with intervening phrases.

• Typical question patterns: A long phrase separates the subject from the verb — answer choices vary only in verb form (singular vs. plural).

• Common mistakes: Matching the verb to the nearest noun instead of the actual subject.

Pronoun-Antecedent Agreement

A pronoun must agree in number and person with its antecedent (the noun it replaces).

Collective nouns (team, committee, group) are generally treated as singular on the ACT.

Pronoun Case and Reference

Pronoun case refers to whether you use the subject form (I, he, she, we, they, who) or the object form (me, him, her, us, them, whom).

• Trick for compound structures: Remove the other person. "The award went to Maria and (I/me)" → "The award went to me." → me is correct.

• Who vs. whom: Who = subject (who is going?); whom = object (to whom did you give it?).

Pronoun reference means every pronoun must clearly refer to one specific antecedent. Ambiguous reference — where a pronoun could refer to more than one noun — is always wrong on the ACT.

Exam Focus

• Why it matters: Pronoun questions test agreement, case, and clarity — expect 3–5 per test.

• Typical question patterns: Choosing between who/whom, I/me, or replacing an ambiguous pronoun with a specific noun.

• Common mistakes: Using who where whom is needed; not noticing ambiguous pronoun references.

Verb Tense and Tense Consistency

The ACT tests whether you use the correct verb tense in context and maintain tense consistency within a passage. Don't shift tenses without a logical reason (e.g., a change in time frame).

Common tenses tested:

Exam Focus

• Why it matters: Tense questions require you to read surrounding sentences for context clues — they test reading comprehension alongside grammar.

• Typical question patterns: Choosing between past, past perfect, and present perfect based on time-sequence clues in the passage.

• Common mistakes: Switching tenses mid-paragraph without justification; confusing past perfect (had done) with simple past (did).

Adjective and Adverb Usage

Adjectives modify nouns (a quick response). Adverbs modify verbs, adjectives, or other adverbs (responded quickly).

Watch for comparative (-er, more) vs. superlative (-est, most) forms — use comparative for two items, superlative for three or more.

Modifier Placement

A misplaced modifier is a word or phrase positioned so that it modifies the wrong element. A dangling modifier has no logical subject to modify.

Rule: Place modifiers as close as possible to the word they modify. On the ACT, the word right after an introductory modifying phrase must be the thing being described.

Exam Focus

• Why it matters: Modifier questions are a reliable presence on the ACT and can be answered quickly once you know the rule.

• Typical question patterns: An introductory participial phrase followed by answer choices that vary the subject of the main clause.

• Common mistakes: Choosing an answer where the modifier logically attaches to the wrong noun.

Idiomatic Expressions and Preposition Usage

Idioms are fixed expressions in English that must be memorized — there is no rule to derive them. The ACT tests whether you use the correct preposition with a given verb or adjective.

Common idiom pairings:

Exam Focus

• Why it matters: Idiom questions can't be solved by applying a rule — they reward wide reading and familiarity.

• Typical question patterns: Answer choices differ only in the preposition used after a verb or adjective.

• Common mistakes: Choosing a preposition that "sounds okay" in casual speech but is non-standard; confusing between (two items) with among (three or more).

Quick Review Checklist

• Can you identify and fix a run-on sentence or comma splice using at least three methods?

• Can you spot a sentence fragment and attach it correctly to a neighboring clause?

• Do you know when to use a comma vs. a semicolon vs. a colon?

• Can you distinguish essential from nonessential clauses and punctuate them correctly?

• Can you find the true subject of a sentence even when it's separated from the verb by a long phrase?

• Do you know the difference between it's/its, who's/whose, and they're/their/there?

• Can you choose between who and whom confidently?

• Can you maintain consistent verb tense across a paragraph and recognize when a tense shift is justified?

• Do you know to place a modifying phrase directly next to the noun it describes?

• Can you identify parallel structure errors in lists and comparisons?

Final Exam Pitfalls

1. Comma by instinct, not by rule. Students insert commas where they'd naturally pause while speaking. On the ACT, every comma must be justified by a specific rule (introductory element, nonessential clause, list, compound sentence with FANBOYS). If you can't name the rule, the comma probably doesn't belong.

2. Matching the verb to the wrong noun. When a prepositional phrase sits between the subject and verb (The collection of rare stamps is valuable), students match the verb to the object of the preposition. Always identify the true subject.

3. Ignoring pronoun ambiguity. Even when a pronoun technically agrees in number, if it could refer to more than one noun, it's wrong. The ACT often replaces an ambiguous pronoun with the specific noun — choose clarity.

4. Mismatched punctuation pairs. If a nonessential phrase opens with a dash, it must close with a dash (or end the sentence). Mixing a dash with a comma is always incorrect.

5. Defaulting to the longest answer. Many students pick elaborate or wordy choices because they "sound smarter." On the ACT, the shortest grammatically correct option is very often the right one. Always check "DELETE" or "OMIT" options — they're correct about 25–30% of the time when offered.

6. Shifting tenses without a reason. If a passage is written in past tense and no time-frame change is indicated, don't switch to present tense just because one answer choice uses it. Read the surrounding sentences before choosing a tense.