PSLCE English cheat sheet

Main idea: the sentence that covers the whole passage, not one supporting detail; test it by asking whether every paragraph supports it.

Supporting detail questions are answered by locating a specific line or paraphrase in the passage; the correct choice is verifiable in the text.

Inference means a conclusion the passage strongly implies but never states; an assumption the passage does not support is wrong.

Vocabulary-in-context: replace the target word with each option and reread the sentence; only the option that preserves the passage's meaning is correct.

Tone and purpose questions hinge on word choice and verb signals (e.g., 'argues', 'laments', 'concedes') rather than the topic itself.

Sequence questions: track time markers (first, then, after, finally) and causal connectors (because, therefore, as a result) to order events.

Eliminate choices that are too broad, too narrow, or true in general but not stated in the passage.

A summary must cover the whole passage briefly; a paraphrase of one paragraph is a detail, not a summary.

Synonyms share core meaning but differ in connotation and intensity (e.g., 'thrifty' positive vs. 'stingy' negative).

Homophones to distinguish by meaning: their/there/they're, its/it's, your/you're, to/too/two, affect (verb)/effect (noun).

Context clues: definition (often set off by dashes or 'that is'), example ('such as'), contrast ('however', 'unlike'), and cause-effect signals.

Prefixes: un-, in-, dis-, non- (not); pre- (before), post- (after), re- (again), sub- (under), inter- (between), mis- (wrongly).

Suffixes that mark parts of speech: -tion/-ment/-ness (nouns), -ous/-ful/-ive (adjectives), -ly (adverbs), -ify/-ize (verbs).

Choose the word whose register and collocation fit the sentence; a synonym that does not pair naturally with surrounding words is wrong.

Figurative language: simile uses like/as; metaphor states one thing is another; personification gives human traits to nonhuman things.

A complete sentence needs a subject, a finite verb, and a complete thought; a dependent clause beginning with because, although, when, or if cannot stand alone.

Subject-verb agreement: the verb agrees with the simple subject, ignoring prepositional phrases between them (e.g., 'The box of tools is heavy').

Indefinite pronouns each, everyone, nobody, either, neither are singular; both, few, many, several are plural.

Pronoun-antecedent agreement: a singular antecedent takes a singular pronoun; 'everyone ... their' is informal, so match number explicitly in formal writing.

Pronoun case: use subject forms (I, he, she, they) for subjects and object forms (me, him, her, them) after prepositions and as objects; 'between you and me'.

Parallel structure: items joined by and, or, but, or in a list must share grammatical form (all nouns, all gerunds, all infinitives).

Dangling modifier: an introductory modifier must describe the subject of the main clause, not an implied actor.

Verb tense consistency: keep a single time frame unless a shift is signaled; use past perfect for the earlier of two past events.

Comma splice: two independent clauses joined by only a comma is an error; fix with a period, semicolon, or comma plus coordinating conjunction (FANBOYS).

A semicolon joins two closely related independent clauses and is never used before a coordinating conjunction.

A colon follows a complete clause and introduces a list, explanation, or quotation; it never separates a verb from its object.

Nonessential (nonrestrictive) information is set off by paired commas, dashes, or parentheses; essential information takes no commas.

Apostrophes: -'s for singular possessives, -s' for plural possessives ending in s; 'its' is possessive, 'it's' means 'it is'.

Capitalize proper nouns, the first word of a sentence, the pronoun I, days, months, holidays, languages, and nationalities; not seasons or general directions.

Capitalize titles of works (major words) and titles before names (President Lincoln) but not general job titles standing alone.

Quotation marks enclose exact words; periods and commas go inside closing quotation marks in standard usage.

i before e except after c, or when sounded like 'ay' (receive, ceiling; but weigh, neighbor).

Drop a silent final e before a suffix beginning with a vowel (make → making) but keep it before a consonant suffix (hope → hopeful).

Change y to i after a consonant when adding a suffix (carry → carried, happy → happiness), but keep y after a vowel (play → played).

Double the final consonant when a one-syllable word ends in consonant-vowel-consonant before a vowel suffix (run → running, stop → stopped).

Commonly confused spellings: separate, definitely, necessary, accommodate, occurrence, recommend, privilege, receive, rhythm.

-able vs. -ible: -able is far more common and attaches to complete words (readable); -ible appears in fixed forms (visible, possible).

Words ending in -cede, -ceed, -sede: only supersede uses -sede; exceed, proceed, succeed use -ceed; concede, precede use -cede.

Silent letters to memorize: knowledge (k), psychology (p), debt (b), island (s), rhythm (first h).

A paragraph has one controlling idea stated in a topic sentence, supporting sentences with evidence, and a concluding or transitional sentence.

Standard essay structure: introduction with a thesis, body paragraphs each developing one point, and a conclusion that restates the thesis without new evidence.

Transitions signal relationships: addition (moreover), contrast (however), cause (therefore), example (for instance), sequence (subsequently).

Revising addresses content, organization, and clarity; editing addresses grammar, punctuation, and spelling - revise before editing.

Wordiness fixes: replace 'due to the fact that' with 'because', 'in the event that' with 'if', 'at this point in time' with 'now'.

Active voice is usually clearer: 'The committee approved the plan' rather than 'The plan was approved by the committee'.

Avoid double negatives and redundant pairs (e.g., 'return back', 'very unique', 'each and every').

Formal writing avoids slang, contractions, and second-person 'you' when the prompt requires an objective tone.