Structure and Written Expression Part A

General Tips For Structure and Written Expression Section

TOEFL Test Structure and Written Expression Section Overview:

This part of the TOEFL test includes 40 questions (occasionally more) and is allocated 25 minutes for completion. It consists of two types of questions:

Structure (Questions 1–15):

These questions require you to select the grammatically correct answer to complete a sentence with a missing part. Each sentence has four possible answer options.

Written Expression (Questions 16–40):

These questions ask you to identify errors in sentences. Four words or phrases are underlined in each question, and you must pick the incorrect one.

Below are some strategies to help you handle the Structure and Written Expression questions in the TOEFL exam:

Understand the Instructions in Advance: Since the instructions are consistent across all TOEFL tests, familiarize yourself with them ahead of time. This saves time during the test.
Start with Questions 1–15: The first five questions are likely the easiest, while questions 11–15 are more challenging. Avoid wasting too much time on the harder questions early on. Easier questions appear later in the test.
Proceed to Questions 16–40: Questions 16–20 are generally simpler, but the difficulty increases toward questions 36–40. Allocate your time wisely to avoid getting stuck on the more difficult ones.
Review Difficult Questions if Time Permits: Revisit harder questions (like those in 11–15) only after you’ve worked through all the easier ones.
Always Answer Every Question: Guess if necessary. There's no penalty for incorrect answers, so leaving a question blank reduces your chances of scoring points.

Strategies for Structure and Written Expression Part A

TOEFL Test: Structure Questions Overview (Questions 1–15):

These questions evaluate your understanding of proper English sentence structure. Each question is multiple-choice, and you need to select the answer that accurately completes the sentence.

Below are some strategies to help you handle the Structure questions in the TOEFL exam:

Examine the sentence first: Focus on identifying what is missing to make the sentence grammatically correct.
Evaluate how each answer fits the sentence: Reject options that fail to complete the sentence correctly.
Don’t eliminate choices solely based on their correctness in isolation: Some incorrect answers may appear fine individually but fail when used in the context of the sentence.
Answer every question: Even if unsure, guessing can’t hurt since there’s no penalty for incorrect answers.
Manage your time wisely: Don’t linger on these questions too long, as you’ll need time for the Written Expression section.

Skills to Develop for Sentences with Only One Clause

Skill 1 - BE SURE THE SENTENCE HAS A SUBJECT AND A VERB

In the Structure section of the TOEFL test, ensure that every sentence has both a subject and a verb.
Problems may arise when either the subject or the verb is missing, when an extra subject or verb is present, or when they do not agree.
Pay attention to singular and plural forms, as well as proper subject-verb agreement to select the best answer.

Skill 2 - BE CAREFUL OF OBJECTS OF PREPOSITIONS

An object of a preposition is a noun or pronoun that follows a preposition (e.g., in, at, of, to, by) and forms a prepositional phrase.
In the Structure section of the TOEFL test, objects of prepositions can be mistaken for subjects, leading to errors in identifying the correct sentence structure.
Look carefully for both the subject and the verb in a sentence and ensure that the object of a preposition is not incorrectly identified as the subject.

Skill 3 - BE CAREFUL OF APPOSITIVES

An appositive is a noun that follows another noun and provides additional information about it. It has the same meaning as the noun it refers to.
In the Structure section of the TOEFL test, appositives can cause confusion because they might be mistaken for the subject of a sentence.
Be attentive to appositive phrases, often separated by commas, and ensure they are not misidentified as the sentence's subject.

Skill 4 - BE CAREFUL OF PRESENT PARTICIPLES

A present participle is the -ing form of a verb (e.g., talking, playing) and can function as either part of a verb or an adjective.
It is part of the verb when it is accompanied by a form of the verb "be" (e.g., is talking).
A present participle is an adjective when it is not preceded by any form of the verb "be" (e.g., The man talking to his friend has a beard).
In the Structure section of the TOEFL test, present participles can cause confusion if mistaken for the main verb of a sentence.
Look for a complete subject and verb to determine whether the present participle is functioning as part of the verb or as an adjective.
Avoid assuming that the -ing form is the verb unless supported by the context of the sentence.
Use context clues and sentence structure to identify whether the present participle modifies a noun or completes a verb phrase.

Skill 5 - BE CAREFUL OF PAST PARTICIPLES

A past participle is the form of a verb that appears with "have" or "be" (e.g., purchased, written) and can function as part of a verb or as an adjective.
It is part of the verb when accompanied by "have" or "be" (e.g., The family has purchased a television).
It functions as an adjective when not preceded by any form of "have" or "be" (e.g., The poem written by Paul appeared in the magazine).
In the Structure section of the TOEFL test, past participles can cause confusion if mistaken for the main verb or if incorrectly identified as an adjective.
Look for auxiliary verbs (e.g., has, have, is, was) to confirm whether the past participle is part of the verb phrase.
Be aware of irregular past participles, as their forms might not follow standard patterns (e.g., bought, written, spoken).
Use sentence context to determine whether the past participle modifies a noun or completes a verb phrase, avoiding errors in identifying the sentence structure.

Skills to Develop for Sentences with Multiple Clauses

Skill 6 - USE COORDINATE CONNECTORS CORRECTLY

When connecting two clauses in an English sentence, use coordinate connectors such as and, but, or, so, or yet.
A comma (,) is often used before the connector to properly join the clauses (e.g., Tom is singing, and Paul is dancing).
Coordinate connectors link two independent clauses that have equal importance in the sentence structure.
Ensure that the sentence contains a subject and verb on both sides of the connector to form complete clauses.
Avoid using words like then, later, or next as they are not coordinate connectors and cannot link two clauses.
Identify the relationship between the clauses to select the most appropriate connector (e.g., use but for contrast, so for cause and effect).
Practice with examples to familiarize yourself with the correct use of coordinate connectors in the Structure section of the TOEFL test.

Skill 7 - USE ADVERB TIME AND CAUSE CONNECTORS CORRECTLY

Sentences with adverb clauses use connectors like before, after, because, since, and while to link clauses.
Adverb time connectors describe when something happens, while adverb cause connectors explain why something happens.
When the adverb connector comes at the beginning of a sentence, a comma (,) separates the clauses (e.g., Before you leave, I will sign the check).
When the adverb connector is in the middle of the sentence, no comma is needed (e.g., I will sign the check before you leave).
Ensure that each clause has a subject and a verb when using adverb connectors, as incomplete clauses can cause errors.
Choose the correct connector based on the relationship between the clauses: use time connectors for sequence and cause connectors for reasons.
Practice recognizing and applying these connectors to correctly join two clauses in the Structure section of the TOEFL test.

Skill 8 - USE OTHER ADVERB CONNECTORS CORRECTLY

Adverb clauses can express ideas beyond time and cause, such as contrast, condition, manner, and place, using specific connectors.
Condition connectors include if, provided, unless, and in case (e.g., You will get a good grade provided you study).
Contrast connectors include although, even though, while, and whereas, which show opposing ideas.
Manner connectors, such as as or in that, describe the way something happens or is done.
Place connectors, such as where and wherever, indicate location or direction.
When these connectors appear at the beginning of a sentence, use a comma (,) to separate the clauses. No comma is needed when the connector is in the middle of the sentence.
Ensure each clause has a subject and verb to avoid errors in sentence structure when using adverb connectors.

Skills to Develop for More Sentences with Multiple Clauses

Skill 9 - USE NOUN CLAUSE CONNECTORS CORRECTLY

A noun clause functions as a noun and can act as the subject, object of a verb, or object of a preposition in a sentence.
Noun clause connectors include what, where, when, why, how, who, whom, and that.
These connectors link the main clause to a noun clause, turning the second clause into a functional component of the sentence (e.g., I know when he will arrive).
Noun clauses can be tricky to identify because they often serve as subjects or objects within a sentence rather than as standalone elements.
When a noun clause is the subject of a sentence, it must still follow subject-verb agreement rules (e.g., What you did was wrong).
Pay attention to sentences with two verbs, ensuring each has a subject, and use the correct noun clause connector to avoid errors.
Practice recognizing how noun clause connectors are used to correctly link ideas and provide clarity in the Structure section of the TOEFL test.

Skill 10 - USE NOUN CLAUSE CONNECTOR/SUBJECTS CORRECTLY

In some cases, a noun clause connector can serve both as the subject of the noun clause and as the connector joining two clauses.
Common noun clause connectors/subjects include what, who, whichever, and whoever.
For example, in the sentence "What he said is true," the word what functions as both the subject of the noun clause and the connector linking it to the rest of the sentence.
Ensure that each verb in the sentence has a subject, and verify that the noun clause connector/subject is fulfilling this role.
Avoid confusion by distinguishing between noun clause connectors that act as subjects and those that do not (e.g., "The story was on television made me angry" is incorrect because the story cannot be the subject twice).
Practice identifying noun clause connectors/subjects and their roles within sentences to avoid errors in the Structure section of the TOEFL test.
Use sentence context to determine whether a connector is also serving as the subject or if additional elements are needed to complete the clause.

Skill 11 - USE ADJECTIVE CLAUSE CONNECTORS CORRECTLY

An adjective clause describes a noun and is positioned directly after the noun it modifies.
Adjective clause connectors include who, whom, which, that, and sometimes whose.
These connectors link two clauses by describing a noun from the main clause (e.g., The woman is filling the glass that she put on the table).
Ensure that each clause has a subject and verb, and use the adjective clause connector appropriately to avoid errors.
Choose the correct connector based on the noun it describes: who or whom for people, and which or that for things.
Pay attention to sentence structure when joining two clauses, as missing or incorrect connectors can result in incomplete or ungrammatical sentences.
Practice identifying and applying adjective clause connectors to describe nouns accurately in the Structure section of the TOEFL test.

Skill 12 - USE ADJECTIVE CLAUSE CONNECTOR/SUBJECTS CORRECTLY

An adjective clause connector can also function as the subject of the clause it introduces.
Common adjective clause connector/subjects include who, which, and that, depending on whether the clause describes a person, thing, or both.
For example, in the sentence "The glass that is on the table contains milk," the word that functions as both the connector and the subject of the adjective clause.
Ensure that the clause has a verb and that the connector/subject is properly linked to the noun it describes.
Use who or that for people, and which or that for things, to maintain grammatical accuracy.
Avoid errors by ensuring that the connector/subject directly follows the noun it modifies and that the clause structure is complete.
Practice identifying adjective clause connector/subjects and their roles in joining and describing clauses to improve performance in the Structure section of the TOEFL test.

Skills to Develop for Sentences with Reduced Clauses

Skill 13 - USE REDUCED ADJECTIVE CLAUSES CORRECTLY

Adjective clauses can often be reduced by omitting the connector (e.g., who, which, that) and the verb be, or by changing the verb to its -ing form.
For example, "The woman who is waiting is our tour guide" can be reduced to "The woman waiting is our tour guide."
Reduction is possible only if the adjective clause connector is directly followed by a verb or if there is no verb in the clause.
When reducing clauses set off by commas, ensure that the modified noun is clear and that the clause remains grammatically correct.
Reduced adjective clauses are often used for conciseness and clarity in writing and speaking.
Be careful not to reduce adjective clauses incorrectly, such as when the connector is needed for meaning or clarity.
Practice identifying when and how to reduce adjective clauses in the Structure section of the TOEFL test for better efficiency and accuracy.

Skill 14 - USE REDUCED ADVERB CLAUSES CORRECTLY

Adverb clauses can often be reduced by omitting the subject and verb be or by changing the verb to its -ing form.
For example, "Although she feels rather sick, the speaker will take part in the seminar" can be reduced to "Although feeling rather sick, the speaker will take part in the seminar."
When there is no verb in the adverb clause, the subject is omitted, and the main verb is changed to its -ing form (e.g., "While you grow, your speech will gain distinction" becomes "While growing, your speech will gain distinction").
Reduction is only possible if the adverb clause is clear without the omitted subject and verb and remains grammatically correct.
Be cautious not to reduce clauses incorrectly, such as when omitting essential elements that contribute to clarity or meaning.
Reduced adverb clauses add conciseness and fluency to sentences but must retain the intended meaning of the original clause.
Practice recognizing and applying adverb clause reductions in the Structure section of the TOEFL test to improve both accuracy and efficiency.

Skills to Develop for Sentences with Inverted Subjects and Verbs

Skill 15 - INVERT THE SUBJECT AND VERB WITH QUESTION WORDS

Question words such as what, when, where, why, and how can serve two functions: introducing a question or connecting two clauses.
When introducing a question, the subject and verb are inverted (e.g., "What is the homework?" or "Where are you going?").
When connecting two clauses, the subject and verb following the question word are not inverted (e.g., "I do not know what the homework is" or "Do you know where you are going?").
Be attentive to whether the question word is part of a direct question or a connecting phrase, as this determines the sentence structure.
Incorrectly inverting the subject and verb in a clause connected by a question word can lead to grammatical errors.
Practice distinguishing between question forms and connecting phrases to accurately handle subject-verb inversion in the Structure section of the TOEFL test.
Refer to examples and sentence patterns to reinforce your understanding of when to invert subjects and verbs with question words.

Skill 16 - INVERT THE SUBJECT AND VERB WITH PLACE EXPRESSIONS

After place expressions, the subject and verb may be inverted in English. This occurs with expressions like here, there, or nowhere (e.g., "Here is the book that you lent me").
Inversion happens when the place expression is necessary to complete the meaning of the sentence (e.g., "Beyond the mountains lies the town where you will live").
Prepositional phrases of place at the beginning of a sentence can also cause subject-verb inversion (e.g., "In the closet are the clothes that you want").
If the place expression is not essential for the sentence’s meaning, inversion is not required (e.g., "In the forest I walked for many hours").
Pay close attention to the placement and role of the place expression to determine whether inversion is necessary.
Practice with sentences containing place expressions to identify when subject-verb inversion applies in the Structure section of the TOEFL test.
Remember that inversion is primarily used for stylistic purposes and grammatical clarity in certain sentence structures.

Skill 17 - INVERT THE SUBJECT AND VERB WITH NEGATIVES

Subject-verb inversion occurs after certain negative expressions placed at the beginning of a sentence, such as not, never, or no (e.g., "Never has Mr. Jones taken a vacation").
Negative expressions like hardly, barely, scarcely, and only also trigger inversion when they start a sentence (e.g., "Hardly ever does he take time off").
The subject and verb are inverted when negative phrases like neither or nor appear in the middle of a sentence (e.g., "I do not want to go, and neither does Tom").
Ensure that the verb form matches the subject and aligns with the tense when applying inversion.
Inversion after negatives adds emphasis and is a common feature in formal or academic English.
Practice identifying negative expressions that require inversion and apply them correctly in sentences.
Use this understanding to improve accuracy and clarity in the Structure section of the TOEFL test.

Skill 18 - INVERT THE SUBJECT AND VERB WITH CONDITIONALS

In conditional sentences, subject-verb inversion can occur when the conditional clause begins with had, should, or were, and the word if is omitted.
For example, "If he had taken more time, the results would have been better" can be written as "Had he taken more time, the results would have been better."
When if is omitted, the subject and verb must be inverted to maintain correct conditional sentence structure (e.g., "Should you arrive before 6:00, just give me a call").
Use inversion only in formal or academic contexts and ensure that the clause is grammatically complete and clear.
Be careful not to invert the subject and verb when if is included, as this would create a grammatical error.
Practice recognizing conditions where inversion is appropriate and apply these structures to add variety and sophistication to your writing.
Familiarity with inverted conditionals can improve accuracy in the Structure section of the TOEFL test and help you identify correct answers more easily.

Skill 19 - INVERT THE SUBJECT AND VERB WITH COMPARISONS

Subject-verb inversion may occur after a comparison is introduced, often for formal or stylistic purposes.
Comparisons with than may be followed by a complete clause with the subject and verb in regular order or with the subject and verb inverted (e.g., "My sister spends more hours in the office than John does" or "than does John").
The inversion is most commonly seen in formal English and TOEFL questions, especially when emphasizing the comparison.
Ensure that the comparison is clear and grammatically complete, whether or not inversion is used.
Be mindful that both the subject and verb must be included in the comparison clause, even when inverted.
Practice identifying and correctly constructing inverted comparisons to improve understanding of sentence structure and accuracy in the Structure section of the TOEFL test.
Familiarity with these patterns can help you quickly spot and resolve errors or ambiguities in test questions.