{"id":5392,"date":"2016-02-11t14:56:35","date_gmt":"2016-02-11t22:56:35","guid":{"rendered":"\/\/www.catharsisit.com\/hs\/?p=5392"},"modified":"2018-07-21t07:27:00","modified_gmt":"2018-07-21t14:27:00","slug":"misplaced-modifiers-sat-grammar-fundamentals","status":"publish","type":"post","link":"\/\/www.catharsisit.com\/hs\/sat\/misplaced-modifiers-sat-grammar-fundamentals\/","title":{"rendered":"misplaced modifiers \u2014 sat grammar fundamentals"},"content":{"rendered":"

what are misplaced modifiers?<\/h2>\n

the sat has always loved to test this concept. there is a clear logical reasoning behind the correct answer, yet many disregard this in their everyday speech. when \u201cwhat sounds right\u201d and \u201cwhat is actually right\u201d conflict, you can bet the sat is waiting there with a carefully engineered question to trap the unwary. in this post, we’ll review what you need to know about them as you work on sat grammar rules<\/a>.<\/p>\n

so take a look at the following sentences: is anything wrong?<\/p>\n

studying for finals and playing high school sports, it is hard for many to find time. <\/em><\/p>\n

living for seven months in madrid, martha\u2019s fluency in spanish increased rapidly. <\/em><\/p>\n

not so sure? well, what about the following examples?<\/p>\n

running down the street, a bicycle hit him. <\/em><\/p>\n

flipping through channels, the television suddenly turned off.<\/em><\/p>\n

something weird is clearly going on. was the bicycle running down the street? was a television sitting on a couch and eating doritos while flipping through channels?<\/p>\n

to avoid such absurd scenarios, we have to make sure that when we have a phrase beginning with an \u2013ing<\/em> verb (called a participle) that the phrase, which ends right before the comma, accurately describe the subject that comes right after the comma.<\/p>\n

running down the street, he had to jump out of the way of an oncoming bicycle. <\/em><\/p>\n

flipping through channels, dexter threw his hands up in frustration when the television suddenly turned off.<\/em><\/p>\n

now let\u2019s go back to those first two examples. can you think of ways to improve those sentences? give it a shot. makes sure the \u201c\u2013ing phrase\u201d correctly modifies the subject, as the examples below show.<\/p>\n

studying for finals and playing high school sports, many students find it hard to focus on anything else. <\/em><\/p>\n

living for seven months in madrid, martha became fluent in spanish.<\/em><\/p>\n

modification is basically a fancy way of saying \u201cdescribing\u201d and you can think of the \u201c-ing phrase\u201d as a large adjective that should logically (don\u2019t forget the doritos-eating television) describe the subject.<\/p>\n

sometimes, though, modification comes after the subject.<\/p>\n

john sat on the couch eating doritos and watching a blank screen. <\/em><\/p>\n

john sat on the couch, eating doritos and watching a blank screen.<\/em><\/p>\n

one of these sentences implies that the couch eats doritos (which isn\u2019t too absurd if you look under some couches). the other is correct because it describes (correctly) john eating the doritos and watching a blank screen.<\/p>\n

the correct sentence uses a comma to separate the phrase, \u201cjohn sat on the couch\u201d from the phrase that says \u201ceating doritos\u2026\u201d. when the \u201cing phrase\u201d comes after the comma, the action in that phrase should always describe the subject of the sentence. in this case, john is that subject of the subject.<\/p>\n

on the other hand if you don\u2019t have a comma separating the \u201c-ing phrase\u201d from the rest of the sentence, then that phrase must logically describe the noun that comes immediately before it. in the first sentence (the one without the comma) there is no comma separating \u201ccouch\u201d and \u201ceating\u201d. therefore, that sentence implies (incorrectly) that the couch is eating doritos and watching a blank screen.<\/p>\n

 <\/p>\n

misplaced modifiers mini-quiz<\/em><\/h2>\n

students multitask<\/u> everyday, indeed many times a day, students believe they are very adept at juggling two or three different activities while studying for a midterm. though he may well be able to learn while multitasking, it is not nearly as efficient as focusing only on studying. yet many students continue to pass up an optimal studying environment preferring<\/u> to multitask at every opportunity. <\/em><\/p>\n

1)<\/em><\/p>\n

    \n\ta) no change<\/em>
    \n\tb) to multitask<\/em>
    \n\tc) students multitasking<\/em>
    \n\td) multitasking <\/em>\n<\/ol>\n

    2)<\/em><\/p>\n

      \n\ta) no change<\/em>
      \n\tb) environment; preferring<\/em>
      \n\tc) environment, preferring<\/em>
      \n\td) environment, they prefer<\/em>\n<\/ol>\n

       <\/p>\n

      answers and explanation<\/h4>\n
        \n
      1. as is, this sentence has two subjects (\u201cstudents\u201d and \u201cstudents\u201d). since students is already the subject of the clause beginning \u201cstudents believe\u2026\u201d, it is easy to add a dependent clause, specifically an \u201c-ing phrase\u201d and voila! we have a valid sentence. answer: d). c) is wrong because it also repeats the subject, \u201cstudents\u201d.<\/li>\n<\/ol>\n
          \n
        1. as is, the sentence implies that the environment prefers to multitask. by putting a comma between \u201cenvironment\u201d and \u201cpreferring\u201d, the sentence is correctly structured to indicate that \u201cpreferring\u201d refers to the subject, \u201cmany students\u201d. answer: c).<\/li>\n<\/ol>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

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lele","image":{"@type":"imageobject","inlanguage":"en-us","@id":"\/\/www.catharsisit.com\/hs\/#\/schema\/person\/image\/9f063fdc4c0268d1eac74c41e0906a03","url":"https:\/\/secure.gravatar.com\/avatar\/198545d5a4baea0ba0fd0c0fc8a5d466?s=96&d=mm&r=g","contenturl":"https:\/\/secure.gravatar.com\/avatar\/198545d5a4baea0ba0fd0c0fc8a5d466?s=96&d=mm&r=g","caption":"chris lele"},"description":"chris graduated from ucla with a ba in psychology and has 20 years of experience in the test prep industry. he's been quoted as a subject expert in many publications, including us news, gmac, and business because.","sameas":["https:\/\/www.facebook.com\/chrislelemagoosh1\/","ttps:\/\/www.linkedin.com\/in\/chris-lele-095005a0","https:\/\/twitter.com\/chrismagoosh","https:\/\/www.youtube.com\/channel\/ucz4sgyj6l0cgnvnihy8gy6w"],"knowsabout":["gre","gmat","sat","act","mcat (cars)","lsat"],"jobtitle":"principal curriculum manager","worksfor":"magoosh","url":"\/\/www.catharsisit.com\/hs\/author\/chris\/"}]}},"authors":[{"term_id":24882,"user_id":10,"is_guest":0,"slug":"chris","display_name":"chris lele","avatar_url":"https:\/\/secure.gravatar.com\/avatar\/198545d5a4baea0ba0fd0c0fc8a5d466?s=96&d=mm&r=g","user_url":"","last_name":"lele","first_name":"chris","description":"chris lele is the principal curriculum manager (and <a href=\"https:\/\/www.amazon.com\/vocabulary-builder-workbook-activities-must-know\/dp\/193975481x\" rel=\"noopener noreferrer\">vocabulary wizard<\/a>) at magoosh. chris graduated from ucla with a ba in psychology and has 20 years of experience in the test prep industry. he's been quoted as a subject expert in many publications, including<a href=\"https:\/\/www.usnews.com\/education\/best-colleges\/slideshows\/10-test-prep-tips-for-sat-and-act-takers\" rel=\"noopener noreferrer\"> us news<\/a>,<a href=\"https:\/\/www.mba.com\/exams-and-exam-prep\/gmat-exam\/why-take-the-gmat-in-2021-when-many-schools-are-test-optional\" rel=\"noopener noreferrer\"> gmac<\/a>, and<a href=\"https:\/\/www.businessbecause.com\/news\/gmat\/3263\/mba-admissions-gre-challenges-gmat\" rel=\"noopener noreferrer\"> business because<\/a>.\r\n\r\n\r\nin his time at magoosh, chris has taught countless students how to tackle the<a href=\"https:\/\/www.amazon.com\/gre-prep-magoosh\/dp\/1939418917\/\" rel=\"noopener noreferrer\"> gre<\/a>, gmat, sat, act, mcat (cars), and lsat exams with confidence. some of his students have even gone on to get near-perfect scores. you can find chris on <a href=\"https:\/\/www.youtube.com\/channel\/ucz4sgyj6l0cgnvnihy8gy6w\">youtube<\/a>,<a href=\"https:\/\/www.linkedin.com\/in\/chris-lele-095005a0\"> linkedin<\/a>, <a href=\"https:\/\/twitter.com\/chrismagoosh\">twitter<\/a> and <a href=\"https:\/\/www.facebook.com\/chrislelemagoosh1\/\">facebook<\/a>!"}],"_links":{"self":[{"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/posts\/5392"}],"collection":[{"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/comments?post=5392"}],"version-history":[{"count":0,"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/posts\/5392\/revisions"}],"wp:attachment":[{"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/media?parent=5392"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/categories?post=5392"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/tags?post=5392"},{"taxonomy":"author","embeddable":true,"href":"\/\/www.catharsisit.com\/hs\/wp-json\/wp\/v2\/ppma_author?post=5392"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}