Errors Involving Hyphens, Dashes, and Parentheses - ACT English

When I retired I took up sprinting. I ran for my university track team a D3 team so don’t get too excited—and performed as a top athlete in our conference. I fell in love with running so much that I even signed up to run cross country in the fall. Endurance is not my thing and that is part of why I am lazy. I played soccer one season because the team needed an extra body. I was an awful terrible soccer player but it was so much fun!

What would make the underlined portion grammatically correct?

Despite the car salesman's assurances that the used car had been inspected and showed no problems—my brother still had reservations about its safety.

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The French philosopher Rene Descartes once went out to dinner at a French restaurant because (1) after all (2) where else would he go to eat? On that occasion (3) he ordered the escargot en beurre, the chicken liver paté, the gratineed scallops (4) and the blanquette de veau. Then he proceeded to order another portion of each dish. The waitress was appeased (5). She had never seen anyone order so much food in one sitting it (6) made her slightly ill to watch him eat it all. What made it worse he had no table manner at all since (7) philosophers tend to be thinking about life and death and (8) not about using a napkin. Finally (9) as he sipped the last of his burgundy (10) Descartes made a motion for the check. The waitress asked (11) "Would you care for any desert, monsieur?" At that point, Descartes replied, "I think not" (12) and promptly vanished.

Choose from the following four options the answer that best corrects the underlined mistake preceding the question number. If there is no mistake or the original text is the best option, choose "NO CHANGE."

Adapted from The Origin of Species by Charles Darwin (ed. 1896)

Look at a plant in the midst of it’s range. Why does it not double or quadruple its numbers? We know that it can perfectly well withstand a little more heat or cold, dampness or dryness, for elsewhere it ranges into slightly hotter or colder, damper or drier districts. In this case, we can clearly see that if we wish in imagination to give the plant the power of increasing in number, we should have to give it some advantage over its competitors, or over the animals of the wild that prey on it. On the confines of its geographical range, a change of constitution with respect to climate would clearly be an advantage to our plant; but we have reason to believe that only a few plants or animals range so far, that they are destroyed exclusively by the rigor of the climate. Not until we reach the extreme confines of life, in the Arctic regions or on the borders of an utter desert, will competition cease. The land may be extremely cold or dry, yet their will be competition between some few species, or between the individuals of the same species, for the warmest or dampest spots.

Hence we can see that when a plant or animal is placed in a new country amongst new competitors, the conditions of its life will generally be changed in an essential manner, although the climate may be exactly the same as in its former home. If it’s average numbers are to increase in its new home, we should have to modify it in a different way to what we should have had to do in its native country; for we should have to give it some advantage over a different set of competitors or enemies.

It is good thus to try in imagination to give to any one species an advantage over another. Probably in no single instance should we know what to do. This ought to convince us of our ignorance on the mutual relations of all organic beings; a conviction as necessary, as it is difficult to acquire. All that we can do is to keep steadily in mind that each organic being is striving to increase in a geometrical ratio; that each at some period of its life, during some season of the year, during each generation or at intervals, has to struggle for life and to suffer great destruction. When we reflect on this struggle, we may console ourselves with the full belief that the war of nature is not incessant, that no fear is felt, that death is generally prompt, and that the vigorous, the healthy, and the happy survive and multiply.

Consider the boldfaced and underlined selection in the first paragraph. Given that the commas are correctly placed, which of the following would be most closely equivalent?

Adapted from Sozein ta Phainomena: An Essay Concerning Physical Theory from Plato to Galileo by Pierre Duhem (translated by Matthew Minerd)

What are physical theories’ value? What relation does it have with metaphysical explication? These are questions that are greatly stirred and raised in our days. However, as with other questions, they are in no manner completely new. It is a question that has been posed in all ages. As long as there has been a science of nature, they have been posed. Granted, the form that they assume changes somewhat from one age to another, for they borrow their various appearance from the scientific vocabularies of their times. Nevertheless, one need only dismiss this outer vestment in order to recognize that they remain essentially identical to each other.

The science of nature offers us up until the 17th century at least, very few parties that managed to create theories expressed in a mathematical language. . . . If we leave aside several exceptions, an historical investigation places before our eyes strong evidence of a type science that would indeed be a prediction of modern mathematical physics. This science is astronomy. That is, where we would say, “Physical theory,” the Greek, Muslim, Medieval, and early Renaissance sages would say, “Astronomy.” However, for these earlier thinkers, the other parts of the study of nature did not attain a similar degree of perfection. That is, they did not express the laws of experience in a mathematical manner similar to that found in astronomy. In addition, during this time, the study of the material realities generally were not separated from what we would call today, “metaphysics.”

Thus, you can see why the question that concerns us takes two related, though different forms. Today, we ask, “What are the relations between metaphysics and physical theory?” However, in past days; indeed, for nearly two thousand years; it was formulated instead as, “What are the relations between physics and astronomy?”

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Adapted from The Sorrows of Young Werther by Johann Wolfgang von Goethe (1774; trans. Boylan 1854)

That the life of man is but a dream, many a man has surmised heretofore. I, too, am everywhere pursued by this feeling. When I consider the narrow limits within which our active and inquiring faculties are confined, I am silent. Likewise, when I see how all our energies are wasted in providing for mere necessities, which again has no further end than to prolong a wretched existence, I find myself to be silenced. Indeed, discovering that all our satisfaction concerning certain subjects of investigation ends in nothing better than a passive resignation, while we amuse ourselves painting our prison-walls with bright figures and brilliant landscapes—when I consider all this Wilhelm—I am silent. I examine my own being, and find there a world, but a world rather of imagination and dim desires, than of distinctness and living power. Then, everything swims before my senses, and I smile and dream while pursuing my way through the world.

All learned professors and doctors are agreed that children do not comprehend the cause of their desires; however, nobody is willing to acknowledge that the grown-ups should wander about this earth like children, without knowing whence they come or whither they go, influenced as little by fixed motives but, instead, guided like them by biscuits, sugar-plums, and the rod.

I know what you will say in reply. Indeed, I am ready to admit that they are happiest, who, like children, amuse themselves with their playthings, dress and undress their dolls. They are happiest, who attentively watch the cupboard, where mamma has locked up her sweet things, and, when at last they get a delicious morsel, eat it greedily, and exclaim, "More!" These are certainly happy beings; but others also are objects of envy, who dignify their paltry employments (and sometimes even their passions) with pompous titles, representing them to mankind as gigantic achievements performed for their welfare and glory. However, the man who humbly acknowledges the vanity of all this, who observes with what pleasure the thriving citizen converts his little garden into a paradise, and how patiently even the poor man pursues his weary way under his burden, and how all wish equally to behold the light of the sun a little longer—yes, such a man is at peace, and creates his own world within himself. Indeed, he is also happy precisely because he is a man. And then, however limited his sphere, he still preserves in his bosom the sweet feeling of liberty and knows that he can quit his prison whenever he likes.

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Adapted from The Picture of Dorian Gray by Oscar Wilde

As they entered, they saw Dorian Gray who was seated at the piano his back to them, turning over the pages of a volume of Schumann's "Forest Scenes." "You must lend me these, Basil," he cried. "I want to learn them. They are perfectly charming." "That entirely depends on how you sit to-day, Dorian."

"Oh, I am tired of sitting, and I don't want a life-sized portrait of myself," answered the lad, swinging round on the music-stool in a willful, petulant manner. When he caught sight of Lord Henry, a faint blush colored his cheeks for a moment, and he started up. "I beg your pardon, Basil. I did’nt know you had any one with you."

"This is Lord Henry Wotton, Dorian, an old Oxford friend of mine. I have just been telling him what a capital sitter you were, and now you have spoiled everything."

"You have not spoiled my pleasure in meeting you, Mr. Gray," said Lord Henry, stepping forward and extended his hand. "My aunt has often spoken to me about you. You are one of her favorites, and, I am afraid, one of her victims also."

"I am in Lady Agatha's black books at present," answered Dorian with a funny look of penitence. "I promised to go to a club in Whitechapel with her last Tuesday, and I really forgot all about it. We were to have played a duet together: three duets, I believe. I don't know what she will say to me. I am far too frightened to call."

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In the afternoon, I went to the park to watch the pigeons there for a while. I sat on a bench for the better part of an hour. When I finally got up to head home, by then, it was already getting dark, I saw all of the pigeons take to the air in a great commotion.

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“Intellectual Virtues”

Whenever someone talks about being “virtuous,” we immediately think of someone whose very moral. Perhaps we even think of people who are a bit boring for virtuous people can appear to have no fun at least in the popular imagination. Whatever the case might be, almost any reader would be surprised to see the expression “intellectual virtues.” What could this expression mean to designate! At best, most people would say, “Such virtues must describe people for who knowledge is combined with devotion and rigorous discipline.” That is; they would seem to describe the person who has a disciplined character in addition to being intelligent.

However, in ancient and medieval philosophy, certain intellectual capacities were considered virtues. These character traits were not quite the same as moral character traits or virtues. To understand this idea, it can be helpful to consider two example people, one whose skills are the fruit of a so-called intellectual virtue and the other whose skills are not.

It is easier to start with the person who does not have a given intellectual virtue. We all know someone who is not very good at math, that is, someone for who math is difficult even though he or she might be quite skilled at many other tasks It makes sense to say that this person doesn’t have an intellectual virtue. Likewise, think of the person who is only able to memorize formulas. Such a person is often very good at working through many problems with deft skill. This person seems to be a “wiz” at geometry and algebra, quickly solving equations and proofs.

However, this latter person might suddenly be presented with a difficult, new problem. When we notice that he or she does not have the creative skill and insight to solve the problem, we realize that he or she does’nt have a so-called “intellectual virtue.” This person merely has a habit—a particular skill that is helpful but does not indicate true and complete mathematical knowledge. The person who is able to understand the mathematics and creatively apply this knowledge to solve new problems. This person has a true intellectual virtue. They have a particular ability for intellectual insight, able to probe the difficult domain of this topic. This is much more noble as the mere habit of being able to balance equations and repeat facts about geometric figures!

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As we grow older, we leave behind certain things that defined us in the past: clothes, friends, neighborhoods, ideas. And leaving behind these things allows us to grow and change.

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One summer when I was little, my uncle took me to an ice cream shop. There were so many flavors of ice cream on the menu. Flavors that I had never even imagined, and it took me almost twenty minutes to decide what to get.

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The shop offered strange, exotic-sounding flavors of ice cream, like “worms and dirt”, vanilla, gummy worms, and cookie crumbles, and “tortoiseshell”, chocolate ice cream blended with swirls of caramel and two kinds of dark chocolate.

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I wanted to bake an apple pie, but I didn't have some of the ingredients cinnamon, nutmeg, and butter, so I first had to make a trip to the nearby grocery store.

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The correct use of certain types of punctuation—contrary to what many students, adults, and even college professors believe—is not set in stone, but is actually subject to controversy and evolves over time.

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My father spent ten years as a political refugee in a refugee camp in Thailand. He didn't know whether he would ever be allowed to go back to his homeland. He told me, “In the camp we used to sing songs – old chants, laments about separation, and we prayed to see our own villages and fields again.”

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Because it was raining—the elementary school students had recess inside the classroom. Instead of playing ball or swinging, they colored, played games of pretend, and drew on the whiteboard.

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My mother never wanted me to call her “mom.” Instead, she preferred "Rebecca," she said that name made her feel more like her own person.

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The word lithophyte refers to a plant that can grow on bare rock. It comes from the Greek words lithos: meaning “stone” and phyte: meaning “plant”.

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How should doctors plan treatments for patients? In Western medicine, many believe that illnesses are just problems that can be fixed with the right combination of drugs: but maybe to really treat illnesses, we also have to examine the ways that illnesses take on meanings in different cultural, social, and historical contexts.

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