Identifying grammar errors on the English (ACT) and Writing & Language (SAT) can be visually exhausting and a burden on working memory, even if you know your grammar rules well.

Quickly read the question. If the grammar mistake is not immediately obvious, move to the answers.

Identify the differences and similarities in the answer choices. This clues you in to the type of problem you are correcting. For example, if one answer has a semi-colon and the other has a conjunction or comma, they are testing your knowledge of sentence structure. If one has a plural verb and the other has a singular verb, they are testing your knowledge of pronoun case.

Develop your own process to diagram sentences and stick to it throughout practice and on test day. For example, circle the subject and underline the verb. Box your punctuation. Draw a thin line through subordinate clauses. Draw a vertical line after independent clauses.

If you are not sure of the correct answer, mouth the sentence silently to yourself to "hear it". While you cannot always trust your ear because the way we speak is less formal than the way we write, speaking it will help you know if the sentence is running on or if there is an obvious mistake.

Always be on the lookout for idiomatic phrases. These often sound different from how they are written and follow their own rules. If you practice an idiomatic phrase you are not sure of, add this to your list to study.

If there are grammar rules that you are unsure about as you tackle practice problems, add them to your rules to study.

First, set a realistic goal for the number of questions you think you can answer accurately. Either take a practice test and self-evaluate or use your Mindprint Test Prep report with predicted ranges to set your goal. Keep in mind the ACT is a faster pace than the SAT.

Based on your goal, calculate your projected score. Assume your accuracy on the questions you can answer comfortably, typically in the range of 80-90%. Assume you will randomly fill in the remaining questions and get 20-25% correct by guessing. Your Mindprint Test Prep Report provides this target score, or you can visit the ACT or SAT websites to make these conversions. Make sure you are comfortable with this target score.

Given your target number of questions, calculate an average time to spend per question. The ACT English section is 45 minutes long and the questions all generally take the same amount of time, so you can use an average time. Divide 40 to 43 minutes by the number of questions you will answer. Leave in the remaining few minutes to randomly guess on the remaining questions. The SAT Writing & Language section is 35 minutes long and the questions all generally take the same amount of time, so you can use an average time. Divide 30 minutes by the number of questions you will answer. Leave the remaining few minutes to randomly guess on the remaining questions.

Take a practice English test using a visual timer and working at the average time per question so you develop a good feel for the pace you will need to work to achieve or exceed your goal. Increase the time per problem/decrease the number of problems if you cannot maintain your accuracy or finish the target number of problems. Decrease the time per problem/increase the number of problems if you find you can meet or exceed your goal.

Monitor your progress with each practice session, and continue to adapt and adjust your targets as you take additional practice tests. If you find that there are specific types of problems that are taking too much time or you have knowledge gaps, refer to strategies for memorizing grammar and punctuation rules. If you find that your accuracy is not as high as you would expect on your completed problems, refer to strategies for checking your work. If you find that you simply cannot maintain the pace you need, consider if mechanical strategies might help.

At least one week before the test, commit to your target numbers and pacing schedule. Know your timing by sub-test and stick to it. Having reliable strategies on test day can lessen anxiety and improve overall performance.

Using practice problems, identify where you have forgotten specific grammar rules, idiomatic phrases, or vocabulary words that trip you up. Err on the side of caution--if it is something you are not sure if you know, plan to review it and use strategies to memorize it.

If you are having difficulty with vocabulary, consider memorizing extra vocabulary or memorizing prefixes and suffixes to help you infer vocabulary meanings when you see an unfamiliar word.

Make flashcards. For grammar rules, put the rule on one side and an example on the other. If you have stronger visual memory, draw a picture or diagram to help you.

Be certain you know when a rule is applicable and when there is an exception to the rule. For idioms, be certain you have the correct meaning and can apply it in several contexts. Continue to add to your flashcards as you discover new information you want to learn.

Prioritize your cards. Put must-know terms in one pile, and nice-to-know cards in another. Depending on the number of cards and how you prefer to work, you might decide to break this into three or four priorities rather than two.

Based on the time until test day and how long it takes you to memorize, commit a certain amount of time for daily practice with your cards.Take your cards in your backpack and pull them out for extra practice.

Quiz yourself daily starting with your must-know pile. Mix up your cards so you are not practicing them in the same order. If you are struggling to remember a term, say it aloud while you read it. Once you think you know a term, continue to practice it for a few more days just to ensure mastery. As you master cards, keep them in a separate pile and pull in some from your need-to-know. The more you practice and review, the better you will know it and be able to apply it on test day. Once a week, go back to your mastered pile and review it. If you forgot any, move those back to your study pile.

Handmade flash cards are most effective for most students, but you can certainly use digital flashcards or any other method that you know works well for you. Whichever method you choose, repeat practice and mixing up the order of the terms are key for ensuring mastery. If your visual memory is stronger, use pictures on your cards to help you remember.

Identifying and labeling problems before you attempt to solve them can help you more efficiently choose your answer strategy.

English & Language questions fall into these broad categories: Punctuation, Grammar, Sentence Structure, Strategy, Organization, and Style. Most students will find that if they have enough time to study, further breaking these out into sub-categories will be beneficial. You can find sub-categories in the subsequent slides.

Create flashcards that have the category/sub-category on one side. On the other side, include the strategy you will use AND a sentence or phrase with an example that will trigger your memory of what to do when you see that type of problem. Follow these rules for creating your flashcards.

As you do practice problems, label each problem before you solve it. Pause to remind yourself which strategy you will use. Think of the example if you had on your card if you have trouble remembering.

Evaluate the trade-offs of labeling to decide if this is an effective strategy for you. Labeling is intended to improve your accuracy by helping you know which is the best approach for the problem. However, if you are the type of student that might spend excessive time deciding on a label and lose valuable time answering, or already know which strategy without needing to label, this strategy might not be efficient.

If you not have committed Punctuation rules to memory by high school, the Punctuation on standardized tests can be overwhelming. However, you can break Punctuation problems into 7 general categories and have a strategy for each to make the section more manageable. These strategies might be particularly important for students with weaker spatial perception or memory, who might understand what they read but have more difficulty visually seeing or applying punctuation.

Most ACT tests have anywhere from 8-12 Punctuation questions covering the following sub-categories of Punctuation: Commas in Lists, Colons in Lists, Appositives/Parentheticals, Commas with Clauses, Colons vs. Semi-colons in Clauses, Apostrophes/Possessives, and Apostrophes/Plurals/Exception Cases.

Create a flashcard with the name of each sub-category on one side. On the other side, include an example to trigger your memory of the rule and what strategy you will use when you see that type of problem.

Since punctuation marks can be difficult to read, be sure to write your flashcards neatly so you do not accidentally memorize the wrong mark. Consider circling, using arrows, or a different color pencil for each type of punctuation on your cards. Although you will not be able to use colored pencils on test day, the color can help you more easily memorize the rules and examples on your flashcards.

Punctuation problems generally "sound right" if you have the right answer. When in doubt, silently read the sentence to yourself with the appropriate pause for the punctuation. If it sounds right in your head, it usually is correct. Note this strategy might not work for other types of English problems.

For the problem you label as Appositives/Parentheticals or Clause (Commas, Colon vs. Semi-Colon), try lightly drawing a line through what you believe to be the Appositive or Subordinate Clause. If the sentence does not lose its meaning, you are probably correct. Otherwise, re-think your answer.

If you generally find yourself answering the easier Punctuation questions correctly but have difficulty on the harder Punctuation questions, consider if you are getting confused by the wordiness on longer sentences. Try simplifying the sentence using the cross-out strategy with non-essential words and phrases (e.g. adjectives, prepositional phrases, modifying clauses). Read the sentence after omitting those extra words and phrases and see if you find it easier.

If you find yourself answering the same sub-category of Punctuation questions incorrectly, try adding more flashcards with examples to help you remember what exactly to do when you see that type of question or sentence. The more examples you can commit to memory, the more likely you will remember what to do on test day.

If you have not committed Grammar rules to memory by high school, you might find Grammar on standardized tests overwhelming, especially since most of us do not speak using the rules of grammar that are expected in writing. However, you can break Grammar problems into 6 general categories and make it more manageable by identifying rules you still need to learn. These strategies might be particularly important for students with weaker memory, who might not readily recognize when phrases simply do not "look right".

Most ACT tests have anywhere from 12-15 Grammar questions covering the following sub-categories of Grammar: Subject-Verb Agreement, Pronoun-Noun Agreement, Pronouns, Idiomatic Phrases, Commonly Confused Words, other Standard Grammar.

Create a flashcard with the name of each sub-category and the specific word or rule that you need to master on one side. On the other side, include the corresponding definition, preposition, verb form, or other appropriate phrase you need to know. Also include an example phrase or sentence that applies the Grammar so you can remember the example as well as the rule.

Anticipate adding to your cards as you discover new Commonly Confused Words, Idiomatic Phrases (include the preposition!), or other rules that you still need to master.

If you generally find yourself answering the easier Grammar questions correctly but have difficulty on the harder Grammar questions, consider if you are getting confused by the wordiness and modifying phrases on longer sentences. Try simplifying the sentence by crossing-out non-essential words and phrases (e.g. adjectives, modifying clauses). Read the sentence after omitting those extra words and phrases and see if you find it easier. Alternatively, do not hesitate to annotate. For example, circle the verb and draw an arrow back to the corresponding noun to ensure you have agreement.

Remind yourself that you might need to go back a sentence or two to find the correct noun antecedent for noun-pronoun agreement.

Reflexive pronouns (e.g. himself, ourselves) are often over-used. Substitute the regular pronoun (e.g. him, our) and read the sentence to yourself. If the regular pronoun sounds correct, you can generally assume that you should NOT use the reflexive pronoun.

Learn, practice, memorize when to use Who vs. Whom and Which vs. That. These are among the most commonly confused, and tested, pronouns. Add as many examples as you need to your flashcards to know when to use these pronouns.

Unlike Punctuation which generally "sounds right" if you have the correct answer, be aware that asking yourself if the Grammar "sounds right" can mislead you because we often do not speak with the same formality with which we are expected to write.

To do your best on the English/Language section of standardized tests, you should be familiar with clear and concise sentence structure, and recognize when and how writing can be made more clear.

Most ACT tests have anywhere from 15-19 Sentence Structure questions. Students should be familiar with the following types of questions: Dangling/Misplaced Modifiers, Parallelism, and Coordinating Conjunctions/Subordinate Clauses.

If you are having difficulty with any of the question types, create a flashcard with the name of the sub-category on one side and the rule that you need to memorize on the other side. Include an example phrase or sentence that applies the rule so you can remember the example as well as the rule.

Modifiers. These should be written as close to the noun or phrase they are modifying as possible. When they are not adjacent, the meaning can be confusing. You might need to re-read the passage for context to be sure you are putting the modifier in the correct place to convey the intended meaning.

Parallelism. Items in a list must be written consistently, e.g. all plural, all nouns (no phrases), and all verbs in the same tense. Underline the words that need to be parallel so you do not get confused by adjectives or wordiness.

Coordinating Conjunctions. These link elements of equal importance. Use the mnemonic FANBOY (For, And, Not, But, Or, Yet) to remember the coordinating conjunctions. Recognize that the others (e.g. although, except, because, etc.) are subordinate. These will matter for questions checking your ability to understand in context, specifically about phrases that are more or less important.

Check your answer. First read (silently) to hear if the sentence "sounds right". If more than one answer is technically correct, check to be sure the meaning makes sense in context. If both still seem right, choose the shorter answer as they might be testing for your ability to identify clear and concise writing.

Sentence Structure questions tend to follow easier-to-remember rules and offer the benefit of students being able to "hear" when their answer is correct or incorrect. However, they often require the reader to understand the meaning and context. If you cannot decide between two answers that are technically correct, check to be sure the sentence makes sense in context. If both still seem right, choose the shorter answer as concise is preferable.

Strategy questions are more similar to the Reading passages than Grammar and Punctuation, as you need to read with context and meaning in mind to determine what words and organization work best.

Most ACT tests have anywhere from 12-15 Strategy questions. Be sure you have a good understanding of the audience, purpose and tone to decide the best answer.

Audience and Format. Always take note of the intended audience (stated or unstated), including age, geography, and formality. The expectation is that you will choose the best answer based on your knowledge of the audience and format. For example, contractions are fine in informal writing, but they would be considered unacceptable in most formal writing. Or, a personal opinion is appropriate in a first person narrative, but it is inappropriate in a journal article.

Insertions/Deletions. Test creators are intentional about where the insertion/deletion will occur. Make sure you understand the main idea and author's tone (positive or negative). Your goal is to evaluate if the insertion/deletion is supporting, inconsistent or redundant with the tone and main idea. To help you confirm your answer, draw a thin line through the phrase that would be deleted and re-read the sentence to yourself without the phrase to understand how it changes the meaning or if critical information is lost. For additions, underline the key clauses in the proposed addition to determine what the value-add is. What information is new that you did not learn in the original? How does that new information change the meaning? Does it support the main idea?

Effective Transitions. Transitions are designed to show the connection between ideas or provide a clear ordering of ideas. Transitions can help you with reorganizing sentences or conveying the level of importance. Concluding sentences often begin with a transitional phrase such as, "In summary" or "As such". Detail sentences often have transitions referring to time or level of importance such as,"First" or "In addition".

Like Strategy, Organization questions are more similar to the Reading passages than Grammar and Punctuation, as you need to read with context and meaning in mind to determine what words and organization work best. The juggling can be particularly challenging for students with weaker working memory.

Most ACT tests have 8-10 Organization questions.

You will need to know what an introductory sentence/main idea, supporting details, and conclusion should look like to reorganize effectively. When you need to pick the first sentence, recognize you are looking for the introductory sentence and it should establish the main idea and provide a general introduction of what is to come. Since introductions are intended to engage, they might be in the form of a question. In contrast, a concluding sentence should summarize what was previously stated, convey the author's tone, and would rarely be a question. Details are more specific, must support the introduction, and often have a logical ordering related to importance. After you reorganize a paragraph, always re-read the paragraph in your revised order to be sure it is logical.

To help you more easily juggle the information, marking-up the passage will help. Underline the full sentence that would move. Circle any key words in the sentence that must be sequenced logically before or after other sentences. Cross off any answer choices that would be out of the sequence. Put a star at the points of the remaining suggested answer choices. Re-read the paragraph silently to yourself to hear how it sounds in each of the new orderings to make your best choice. Reorganizing and rewriting sentences and paragraphs can be trickiest, as you need to juggle a lot in short-term memory, so you might need a more specific set of strategies

Many students get tripped up on Style questions as they try to consider all the potential nuances. Instead, students can remind themselves that the answer MUST be in the passage. There are always details, nouns, adjectives, phrases, that will support the best answer. Given the variety of questions students will encounter, labeling the question before tackling it can help students remember the specific types of details to look for.

Most ACT tests have anywhere from 12-15 Style questions (arguably overlapping with other categories in the section). Style questions are usually in one of 5 types of questions: Tone, Mood, Ambiguous Pronouns, Redundancy, Voice.

While it might feel like Style questions can have more than one possible correct answer, making a deliberate effort to use the details in the passage can often enable you to quickly eliminate at least two of the four choices.

Tone. This is the author's attitude toward the subject. At its most basic level, the tone is either positive or negative. Look for specific adjectives or nouns in the text that underscore the tone. Since the tone will be consistent throughout, the adjectives or nouns related to the tone should be similarly positive or negative. Any inconsistencies in tone usually signal which answers cannot possibly be correct.

Mood. This is how the author wants the reader to feel. Mood often can be generalized into a single adjective such as happy, sad, or angry. As with tone, look for specific adjectives or nouns that underscore the mood. Since there should be consistency among adjectives or nouns related to the mood, any inconsistencies signal which answers cannot possibly be correct.

Ambiguous Pronouns. Since the author is implying the noun and not directly stating it, the noun needs to be very obvious to the reader. On this type of question, do not think the answer is "too obvious" that it cannot possibly be correct. The most obvious answer is usually the correct answer.

Redundancy. The test creators want to see if you can identify clear and concise writing. They will provide wordy sentences and expect you to eliminate redundant phrases. Often, this is in the form of unnecessarily defining a word in the sentence. We looked in the dictionary, a reference book of word definitions, to find the meaning. Since dictionary is a common word, the appositive a reference book of word definitions can be eliminated. As a general rule, the shorter choice is better, provided no meaning is lost.

Active vs. Passive Voice. Most clear and concise writing uses active voice: He wrote the book, rather than passive voice: The book was written by him. Active voice is shorter and more direct. With voice questions, you almost always want to choose the answer that uses active voice. Keep in mind, that reading aloud voice questions might not help you "hear the answer", since we often speak in passive voice even though we are expected to write in active voice.