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SAT
Course: SAT > Unit 11
Lesson 3: Writing: Grammar- Writing: Setting Up Ideas — Video Lesson
- Setting up ideas | Quick guide
- Writing: Strong Support — Video lesson
- Strong support | Quick guide
- Writing: Relevant Information — Video lesson
- Relevant information | Quick guide
- Writing: Sequencing sentences — Video lesson
- Sequencing sentences | Quick guide
- Writing: Transition Words — Video lesson
- Transition words and phrases | Quick guide
- Writing: Transition Sentences — Video Lesson
- Transition sentences | Quick guide
- Writing: Introductions — Video lesson
- Writing: Conclusions — Video lesson
- Introductions and conclusions | Quick guide
- Writing: Interpreting Graphs and Data — Video lesson
- Interpreting graphs and data | Quick guide
- Writing: Precision — Video Lesson
- Precise word choice | Quick guide
- Writing: Concision — Video lesson
- Concision | Quick guide
- Writing: Formal and Informal Language — Video Lesson
- Writing: Formal vs. casual language — Example
- Formal vs. casual language | Quick guide
- Writing: Syntax — Example
- Writing: Sentence Fragments — Video Lesson
- Writing: Sentence Boundaries — Example 1
- Writing: Sentence boundaries — Example 2
- Sentence fragments | Quick guide
- Writing: Subordination and coordination — Example
- Writing: Combining Sentences — Video Lesson
- Linking clauses | Quick guide
- Writing: Parallel Structure — Video lesson
- Writing: Parallel structure — Example
- Parallel structure | Quick guide
- Writing: Modifier Placement — Video Lesson
- Writing: Modifier placement — Example
- Modifier placement | Quick guide
- Writing: Verb Tense and Mood — Video Lesson
- Writing: Shift in verb tense and mood — Example
- Verb tense and mood | Quick guide
- Writing: Pronoun Clarity — Video Lesson
- Writing: Pronoun clarity — Example
- Pronoun clarity | Quick guide
- Writing: Pronoun Agreement — Video Lesson
- Writing: Pronoun-antecedent agreement — Example
- Pronoun-antecedent agreement | Quick guide
- Writing: Possessive determiners — Example 1
- Writing: Possessive determiners — Example 2
- Writing: It’s/Its Confusion — Video Lesson
- Confusion with "its" and "their" | Quick guide
- Writing: Subject-Verb Agreement — Video Lesson
- Writing: Subject-verb agreement — Example
- Subject-verb agreement | Quick guide
- Writing: Noun Agreement — Video Lesson
- Writing: Noun agreement — Basic example
- Noun agreement | Quick guide
- Writing: Frequently Confused Words — Video Lesson
- Writing: Frequently confused words — Example
- Frequently confused words | Quick guide
- Writing: Conventional Expressions — Video Lesson
- Writing: Conventional expression — Example
- Conventional expressions | Quick guide
- Writing: Logical Comparison — Video Lesson
- Writing: Logical comparison — Example
- Logical comparison | Quick guide
- Writing: End-of-sentence punctuation — Example 1
- Writing: End-of-sentence punctuation — Example 2
- Writing: Commas — Video Lesson
- Commas | Quick guide
- Writing: Semicolons — Video Lesson
- Semicolons | Quick guide
- Writing: Colons — Video lesson
- Colons | Quick guide
- Writing: Possessive Pronouns — Example
- Writing: Possessive Nouns — Video Lesson
- Making nouns possessive | Quick guide
- Writing: Items in a series — Example
- Writing: Punctuating Lists — Video Lesson
- Lists and punctuation | Quick guide
- Writing: Nonrestrictive and parenthetical elements — Example
- Writing: Nonessential Elements — Video Lesson
- Nonessential elements | Quick guide
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Writing: Sentence Fragments — Video Lesson
David walks through a Sentence Fragments question on the SAT Writing and Language test. Created by David Rheinstrom.
Want to join the conversation?
- Is it just me or David's writing speed impressively fast?(18 votes)
- Oh, yeah. Definitely. When the scratch pad was a thing in khan academy it would take me minutes to write out a problem. David writes sentences in seconds.
He has a gift.(13 votes)
- at, what does David mean by this quote? "M dash is used to connect two ideas like this, it has to follow an independent clause"? 3:27(1 vote)
- There are two types of dashes, an "en dash" and an "em dash". The "en" dash is shorter in length and used for ranges, like 2008-2009. The "em" dash is the dash you're used to in grammar, and separates sentences. For the SAT, all you have to know about (em) dashes is that both parts of the sentence that are split by the dash have to be complete thoughts (independent clauses). Here, because we have a dependent clause in "by...streams", we can't use a dash and instead use a comma.
That's basically what David means there.(5 votes)
- Oh, yeah. Definitely. When the scratch pad was a thing in khan academy it would take me minutes to write out a problem. David writes sentences in seconds.
He has a gift.(1 vote) - Is it just me or David's writing speed impressively fast?(1 vote)
- how would i know when to put in a comma or leave it without a comma ? with punctuation how could you fine independent clauses ? (/ 1:04) 4:41(1 vote)
- Option C seems correct to me, how is it incorrect?(1 vote)
- Choice C is the correct answer(1 vote)
- How does coma does not lead to dependent clause?(1 vote)
- amswer c seems correct. how is it wrong?(0 votes)
- I'm not sure what you mean. As the instructor explains in the video, you can eliminate all the other punctuation types because they have some sort of grammatical error, except for C -- which he says is the correct answer.(2 votes)
Video transcript
- [Instructor] We are
looking at question 15 in this passage about beavers. I'll start at the beginning of
the paragraph right up here. In general, it's a good idea to start back a sentence or two when looking
at a text-based question in case there is useful context
to pick up along the way. So, scientists have called the beaver an ecosystem engineer because its dams can alter the ecological
makeup of its habitat. By regulating water flow in streams, dams have ripple effects that radiate to all surrounding organisms. Okay, so that's for question 15. Our choices are all the same words, but they have a variety of
different punctuation marks. So A is no change, that keeps the period. B replaces it with a semicolon. C replaces it with a comma,
and D opts for an M dash. So this is a question that's asking us to choose the appropriate punctuation to link these two ideas. And whenever I see a punctuation question, the first thing I do is look
for independent clauses. An independent clause,
just as a quick refresher, is a sentence that can stand on its own. So it has a subject and a main
verb, it's a full sentence. Before I get going, if you
want to pause the video and try the question yourself,
please take this opportunity. Let's move on. So I'm looking for independent clauses on either side of the
punctuation here, right? So the first thing I'm gonna check is the note change option. Is there an independent clause here? And is there an independent clause here? By regulating water flow in streams, I don't see a subject. What's the thing that's
doing the regulating? And I also don't see a main verb. There is regulating, but
an ING verb needs a helper. ING verbs need helpers like is or has been in order to hold up a sentence. So this first chunk here,
that is a sentence fragment. It can't stand on its own as a sentence. It leaves us hanging. By regulating water flow in streams, yes, what, what happens next? The sentence doesn't say, and that means that it's an error we have to fix. Cool, so we've identified
that first chunk, that's a sentence fragment. What about the second chunk? Is that its own sentence? Let's see, dams have ripple effects that radiate to all surrounding organisms. Yes, so there's our subject, that's dams. And there's our verb, is have. That's all we need to focus on. We can even ignore everything after that. I'm just gonna cross that off. So now we are looking for a choice that will correct the error
created in the original, the error that results
in our sentence fragment. We have an introductory phrase and an independent clause,
and the question asks us to find the right
punctuation to connect them. Certain punctuation marks can only follow an independent clause,
and we've established that by regulating water flow in streams isn't an independent clause. So let's look at our choices
and see what we've got. Choice A is no change,
and we know that's no good because that's how we established that there's a sentence fragment here. Choice B has a semicolon, and semicolons can only connect two independent clauses, so that repeats the error by again creating a sentence fragment. See, now that I know what I'm looking for, this goes relatively quickly. We can cross that one off as well. Choice C though, a comma,
well that'll be just fine. That's our answer, it's separating that introductory phrase from
the rest of the sentence. I think that's the answer,
but let's make sure. Choice D is an M dash,
and when an M dash is used to connect two ideas like this, it has to follow an independent
clause, which it doesn't, so we can cross that off
and land on the one piece of punctuation that doesn't result in a sentence fragment, the comma. Choice C is our answer
because it's the only choice that doesn't leave us hanging. By regulating water flow in streams, I am led to question what does, and the answer is right
there after the comma. Dams have ripple effects,
dams are the thing that regulate water flow in streams. Your strategy for any
question in which your choices are all punctuations marks should be, check for independent clauses. Paying special attention for semicolons, colons, and solo M dashes. Semicolons need independent clauses before and after them, and colons and solo M dashes need to come
after an independent clause. Now, a pair of M dashes is different and behaves more like parentheses, but that is not relevant right now. If there's a sentence fragment, choose the option that fixes it, because the other options
will either retain the error or introduce a new one.