PERT grammar rules cheat sheet.
PERT Writing is multiple choice, with no essay: you revise drafts and edit sentences. This cheat sheet lists the 30 rules those questions depend on, each with a one-line example and a link to the free lesson that teaches it.
How to use this sheet
The editing rules on this sheet come down to three checks for PERT Writing: where a sentence ends, which noun a verb or pronoun belongs to, and whether matching ideas have matching forms. The revision rules ask whether a sentence belongs, what supports a claim and which transition fits. The tables below follow that split.
- Read the example first and try to spot the error before reading the rule.
- Say why the fix works in a few words, such as “the subject is box, so is.” If you can’t, open the lesson.
- Drill with the [flashcards](#flashcards), then practice on full drafts in the grammar and editing guide and the revision guide.
On the test, read every answer choice back into the whole sentence. A choice can fix one error and create another.
Sentence boundaries and punctuation
| Rule | How it works | Mini example | Lesson |
|---|---|---|---|
| Independent clause | A subject and a verb that make a complete thought; it can stand alone | “The bus arrived” is complete; “Because the bus arrived” is not | Punctuate the boundaries the sentence actually has |
| Fragment | A dependent clause or phrase punctuated as a sentence; attach it to a main clause | Not “Because the bus was late.” Write “We missed class because the bus was late.” | Punctuate the boundaries the sentence actually has |
| Comma splice and run-on | Two independent clauses need more than a comma, and more than nothing | Not “The bus arrived, we boarded.” Write “The bus arrived, and we boarded.” | Punctuate the boundaries the sentence actually has |
| Semicolon | Joins two closely related independent clauses without a conjunction | The bus arrived; we boarded. | Punctuate the boundaries the sentence actually has |
| However and therefore | Between two clauses, use a semicolon before the word and a comma after it | The bus was late; however, we arrived on time. | Punctuate the boundaries the sentence actually has |
| Colon | Follows a complete clause and introduces a list or explanation | Not “We need: pens and paper.” Write “We need two things: pens and paper.” | Grammar and editing guide |
| Introductory comma | Put a comma after an introductory dependent clause or a long opening phrase | After the meeting ended, we walked home. | Grammar and editing guide |
| Nonessential clause | Set off extra information with a pair of commas; leave essential information unpunctuated | My sister, who lives in Tampa, visited. Students who finish early may leave. | Grammar and editing guide |
Agreement and pronouns
| Rule | How it works | Mini example | Lesson |
|---|---|---|---|
| Subject and verb | Find the subject; a noun inside a phrase between them does not control the verb | The box of books is heavy. | Find the subject before choosing the verb |
| Compound subject | Two subjects joined by “and” take a plural verb | Maria and her brother are on the team. | Find the subject before choosing the verb |
| Or and nor | The verb agrees with the nearer subject | Neither the coach nor the players were ready. | Find the subject before choosing the verb |
| Each, every and everyone | Each, every, everyone and nobody are singular | Each of the students has a locker. | Find the subject before choosing the verb |
| There is and there are | In inverted order, the subject comes after the verb | There are three reasons for the delay. | Find the subject before choosing the verb |
| Clear reference | A pronoun must point to one clear noun | Not “When Ana called Rosa, she was upset.” Write “Rosa was upset when Ana called.” | Use pronouns to preserve roles and clear reference |
| Pronoun case | Use I, he, she, we, they as subjects and me, him, her, us, them as objects | Maya and I left early. The coach thanked Maya and me. | Use pronouns to preserve roles and clear reference |
| Pronoun number | A pronoun matches its noun in number; a company or team is singular | The company changed its policy. | Use pronouns to preserve roles and clear reference |
| Apostrophes | Singular possessive ’s; plural possessive s’; its is possessive and it’s means it is | One student’s folder; two students’ folders; the dog wagged its tail | Grammar and editing guide |
Verbs, modifiers and parallel structure
| Rule | How it works | Mini example | Lesson |
|---|---|---|---|
| Consistent tense | Keep one time frame unless the events really shift in time | Not “She opened the door and walks in.” Write “She opened the door and walked in.” | Build a timeline before editing verb forms |
| Past perfect | Use had plus a past participle for the earlier of two past events | By the time the bus arrived, we had packed. | Build a timeline before editing verb forms |
| Dangling modifier | An opening phrase describes the subject that comes right after the comma | Not “Walking to class, the rain started.” Write “Walking to class, I got caught in the rain.” | Attach descriptions to the people and things they mean |
| Misplaced modifier | Put a describing word or phrase next to what it describes | Not “She handed out tests to the class that were stapled.” Write “She handed out stapled tests to the class.” | Attach descriptions to the people and things they mean |
| Parallel lists | Items in a series share one grammatical form | The job requires planning, writing and revising. | Coordinate ideas in matching grammatical forms |
| Paired conjunctions | Not only…but also and either…or join matching forms | Not “She is not only smart but also works hard.” Write “She is not only smart but also hardworking.” | Coordinate ideas in matching grammatical forms |
Revision: focus, support and style
| Rule | How it works | Mini example | Lesson |
|---|---|---|---|
| Focus | Every sentence should serve the paragraph’s main point; cut ones that drift | In a paragraph on why a bus route matters, a sentence about the driver’s favorite song is off topic | Sustaining focus and shaping a thesis |
| Relevant support | Support must back the specific claim, not just the topic | A claim about lower costs needs cost figures, not a description of the paint color | Choosing support that answers the claim |
| Transitions | Choose the word that names the real relationship: contrast, result, example or time | It rained all morning; therefore, the game was postponed. | Sequencing actions and making relationships explicit |
| Tone and register | Match the audience; formal writing avoids slang and abrupt demands | Not “Hey, fix this ASAP.” Write “Please correct this by Friday.” | Tone, precision, and audience-sensitive wording |
| Concision | Cut words that repeat meaning without adding any | Not “at this point in time.” Write “now.” | Tone, precision, and audience-sensitive wording |
| Source attribution | Keep who found what, and don’t stretch a finding past its limits | Two local surveys suggest a pattern; they do not show a statewide result | Synthesizing sources and preserving attribution |
| Counterclaims | Acknowledge the opposing view, then answer it, without dropping your own claim | Although longer hours cost more, they let working students use the lab. | Acknowledging competing claims without losing the argument |
Flashcards
Twelve core rules as flashcards. Before you flip each card, write a short sentence that breaks the rule and then fix it.
1 of 12 · Select the card to reveal the meaning and example.
Put the rules into practice
Rules stick when you use them on real drafts. Build a 10-question Writing set in the question bank and, for every miss, find the rule above that explains it. The twelve Writing lessons in the free PERT course teach each group in depth, and the PERT study plan fits them into a 14-, 30- or 60-day schedule.
Frequently asked questions
Sources
PERT rules are set by Florida law and by each college. These are the pages this guide relies on; your testing center’s current instructions take priority.
- Florida Department of Education, P.E.R.T. Student Study Guide (undated, linked from the FDOE page). Accessed October 3, 2026.
- Florida Department of Education, Demonstration of College Readiness (Formerly Common Placement Testing/PERT). Accessed October 3, 2026.
- Miami Dade College, Testing: PERT. Accessed November 5, 2026.