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Revising/Editing — Stand-AloneFree
Sentence structure and formation (run-ons, fragments) — SHSAT practice questions
Sentence structure and formation (run-ons, fragments) on the SHSAT Revising/Editing — Stand-Alone section asks students to find and fix incomplete or incorrectly joined sentences. A student must spot a fragment that cannot stand alone, a run-on or comma splice that fuses complete thoughts, and the best way to combine short sentences so the relationship between ideas is clear. Questions usually give a short paragraph and ask which revision corrects the error, or present two sentences and ask how to combine them. Answer choices vary punctuation and conjunctions; traps include a comma alone, a leftover phrase as a sentence, or a combination that changes the meaning.
Section: Revising/Editing — Stand-Alone 6 questions on the paper
240 practice questions in the app
Sample questions
Question 1
Read these sentences.
(1) The morning announcement did not last for long.
(2) It reminded students about a change in schedule.
What is the best way to combine the sentences to clarify the relationship between the ideas?
AThe announcement was brief because it reminded students about a schedule change.
BThe announcement reminded students about a schedule change, it was brief.
CThe announcement reminded students that the schedule change would be brief.
DThe brief morning announcement reminded students about a schedule change.
Show answer
Answer: D — The brief morning announcement reminded students about a schedule change.
"The brief morning announcement reminded students about a schedule change" preserves both the announcement's brevity and its purpose. "The announcement was brief because it reminded students about a schedule change" invents a cause for its brevity. "The announcement reminded students about a schedule change, it was brief" creates a comma splice. "The announcement reminded students that the schedule change would be brief" incorrectly transfers brevity from the announcement to the schedule change.
Question 2
Which revision corrects the error in sentence structure in the paragraph?
Ferry terminals along the East River post real-time arrival boards for commuters. The boards sometimes freeze during rush hour. Leaving riders unsure which pier to use. Staff also announce pier changes over loudspeakers so riders do not miss a departure, a practice that reduces crowding on the wrong pier. Weekend service is lighter, yet the boards still help tourists find the correct boat. In summer, evening boats fill quickly with people heading to outdoor concerts.
Acommuters, the
Bhour, leaving
Cdeparture. A
Dboat, in
Show answer
Answer: B — hour, leaving
“Leaving riders unsure which pier to use” is a sentence fragment, so “hour, leaving” attaches the participial phrase to the independent clause it modifies. “commuters, the” and “boat, in” create comma splices, while “departure. A” turns the explanatory appositive into a fragment.
Question 3
Which revision corrects the error in sentence structure in the paragraph?
Before a rehearsal, a sound technician tested each microphone, adjusting its height and checking its cable. A faint rattle did not come through the speakers in the empty hall, instead, it came from a loose wall panel, which vibrated whenever low notes were played. The technician secured the panel before the rehearsal, allowing the musicians to perform without the distracting noise.
Amicrophone. Adjusting
Bpanel. Which
Chall. Instead,
Drehearsal. Allowing
Show answer
Answer: C — hall. Instead,
A comma cannot join the independent clauses before and after the conjunctive adverb “instead”; “hall. Instead,” correctly ends the first clause with a period. “microphone. Adjusting” and “rehearsal. Allowing” turn modifying phrases into fragments. “panel. Which” turns the relative clause beginning with “which” into a fragment.
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