By moiramuldoon
Students often miss comparisons. What’s important to remember that when you make comparisons, you need to compare apples to apples and oranges and to oranges.
For example, if the sentence says that Mick Jagger’s voice is better than Aretha Franklin, you know it’s wrong because Mick Jagger’s VOICE is being compared to Aretha Franklin, not Aretha Franklin’s voice. You can’t reasonably compare a voice and a person – you can only compare a voice to a voice.
Here’s an example from the College Board’s website:
After the music recital, Alexandra enjoyed listening (A) to her friend Mohammed’s insightful interpretation, which she(B) thought was more sophisticated(C) than the other performers.(D)
No error (E)
The answer here is D. Alexandra enjoyed listening to an interpretation – which is, in this case, being compared to performers, not performers’ interpretations. An interpretation is being compared to performers – in other words, apples are being compared to oranges. Here is a corrected version of the sentence:
After the music recital, Alexandra enjoyed listening (A) to her friend Mohammed’s insightful interpretation, which she(B) thought was more sophisticated(C) than the other performers’ interpretations.(D )
Or this:
After the music recital, Alexandra enjoyed listening (A) to her friend Mohammed’s insightful interpretation, which she(B) thought was more sophisticated(C) than the other performers’. (D)
Note that in this second correction, the word interpretation is dropped. Often, the way this kind of question gets complicated is through the use of possessives and dropping a word. Possessives are indicated by the use of the apostrophe s (’s) or s apostrophe (s’). If you have a sentence than involves a comparison and a possessive, check it especially carefully. And always make sure that things are compared to things, people to people, and apples to apples.
By moiramuldoon
Learning what the dangling modifier is and how to fix it is a quick way to get more points on the writing section. There are usually several of these in the first two parts of the grammar/writing section, and students usually miss them.
Essentially, when a sentence starts off with a phrase that has an action or description in it, the subject of that phrase needs to come immediately after it. Here’s an example:
Having finished dinner, it was time for bed.
Yowzers — that’s not right. Look at the introductory phrase “having finished dinner.” Who or what has finished dinner? Well, we don’t know from the sentence, but we do know that the subject needs to be a person. Mary finished dinner, Bedilia finished dinner, someone finished dinner.
What we do know is that “It” did not finish dinner (how can an “it” eat dinner???), but “it” is the first word after the introductory phrase. That’s wrong. Plain old wrong. So we need to fix it.
Having finished dinner, Mary went to bed.
This works. We have introductory phrase with an action – finishing dinner. Who or what finished dinner? Mary. Is “Mary” the first word after the introductory phrase? Yup. OK, problem solved.
Let’s try another one.
Getting out of the shower, the doorbell rang.
We have an introductory phrase with an action or description: “Getting out of the shower.” We need a subject. Who or what was getting out of the shower? Well, the first word after the phrase is “the doorbell.” Was the doorbell getting out of the shower? No? Then the sentence is wrong. A fix might be:
Getting out of the shower, James heard the doorbell ring.
Who was getting out of the shower? James. Ah…the first word after that introductory phrase is the subject of it. Yay– that works.
FYI: Dangling modifiers can occur at the ends of sentences but nearly always happen at the beginning.
Want to learn more about this? (And who wouldn’t??) Check out the Purdue Online Writing Lab (OWL). It’s a fantastic resource for all grammar quandaries:
The main site:
http://owl.english.purdue.edu/
The dangling modifier page:
http://owl.english.purdue.edu/handouts/grammar/g_dangmod.html