Top 10 Most Common Distractor Answer Choices on the SAT® Reading & Writing Test: Part 2
Part 2 of 2: Writing-Based Traps to Watch For
Last week, I introduced a two-part breakdown of the SAT®’s ten most deceptive distractor answer choices.
In Part 1, we focused on traps found in Reading-focused questions—like “almost-right” answers and out-of-scope generalizations. Now, we’re turning our attention to Writing-based distractors, especially those tied to grammar, sentence structure, and rhetorical clarity.
Some of these answer choices are grammatically flawless… but still wrong. Others hide behind academic-sounding language or familiar transitions to mislead students into picking a “polished” trap.
Let’s unpack the last five of the most common distractors.
#6: Wrong Part of Speech or Function
Category: Writing – Craft & Structure
What it looks like: A vocabulary or sentence-revision choice that replaces a word with something grammatically correct—but syntactically or contextually off. For example, a noun swapped in for a verb, or a shift from descriptive to abstract language that doesn’t match the sentence’s intent.
Why it’s tempting: The word looks like a legitimate synonym, and it’s grammatically fine. But it changes how the sentence functions—or shifts tone or clarity just enough to make it inaccurate.
How to avoid it:
Read the sentence with each choice plugged in to test for tone, clarity, and logic—not just grammar.
Spot part-of-speech changes (verb → noun, adjective → adverb, etc.) and ask: “Does this still serve the same purpose in the sentence?”
Quick Example:
Original sentence: “The researchers emphasized the need to replicate the findings.”
Trap replacement: “The researchers emphasized the replication of the findings.”
Why it’s wrong: While grammatically fine, it turns a clear verb phrase into a clunky noun phrase—hurting concision and changing flow.
#7: Redundancy That Pretends to Sound Smart
Category: Writing – Conventions of Standard English
What it looks like: A longer, more formal-sounding version of a simpler answer. These distractors often include wordy filler phrases like “due to the fact that,” “in order to,” “the reason is because,” or “past history.”
Why it’s tempting: Students associate formality with correctness. So when faced with a short, clear answer and a longer, more academic-sounding one, they often assume the longer one is better.
How to avoid it:
Clarity and concision are rewarded on the SAT®.
Eliminate redundancy and unnecessary wordiness.
Look for “fancy” phrases that could be replaced with 1–2 simpler words.
Quick Example:
Trap Answer: “Due to the fact that the climate is warming, ice caps are melting.”
Better Answer: “Because the climate is warming, ice caps are melting.”
Why it’s wrong: The longer version is redundant and less direct. The SAT® favors the simpler, clearer construction.
#8: Misplaced Modifier
Category: Writing – Conventions of Standard English
What it looks like: A sentence that begins with a descriptive phrase—followed by the wrong subject. These distractors are sneaky because the sentence may sound fine on a first read, especially when students are skimming quickly.
Why it’s tempting: The sentence appears grammatically polished and even sounds “academic.” But on closer inspection, it’s modifying the wrong noun or subject.
How to avoid it:
Ask: “What is being described—and does that noun immediately follow the modifier?”
If the descriptive phrase introduces a sentence, the next noun must be the thing it describes.
Quick Example:
Trap Answer: “While reviewing the data, the conclusions became clear.”
Better Version: “While reviewing the data, the researchers reached clear conclusions.”
Why it’s wrong: The sentence makes it sound like the conclusions reviewed the data.
#9: Mismatched Transition
Category: Writing – Rhetorical Expression
What it looks like: A transition word or phrase that implies the wrong relationship between ideas—using “however” for cause-and-effect, or “for example” when contrast is needed. These traps play off students’ habits of skipping the logic and assuming a word "sounds right" in academic writing.
Why it’s tempting: Transitions like however, furthermore, and therefore all sound formal and smart. If students don’t pause to ask what relationship is actually being expressed, they can fall for the wrong connector.
How to avoid it:
Look at the logical relationship between sentences: Is it contrast? Explanation? Result?
Test the transition by restating the sentences in their own words before choosing.
Quick Example:
Sentence 1: “The study required significant funding.”
Sentence 2: “The team applied for a private research grant.”
Trap Transition: “However, the team applied for a private research grant.”
Why it’s wrong: There’s no contrast here—it’s cause-and-effect. Better options might be “As a result” or “Therefore.”
#10: Out-of-Sequence Insertion
Category: Writing – Rhetorical Expression
What it looks like: A sentence that’s grammatically fine, but disrupts the paragraph’s flow when inserted. These distractors often relate to the topic loosely, but don’t support the paragraph’s central purpose or sequence of ideas.
Why it’s tempting: The sentence sounds relevant. It might even mention the topic of the paragraph. But it either interrupts the logic, repeats another sentence, or introduces a side point that doesn’t belong.
How to avoid it:
Ask: “Does this sentence support the paragraph’s goal—or is it a tangent?”
Test placement options by identifying topic sentences, evidence flow, and logical build.
Quick Example:
Question: “Where should this sentence be inserted?”
Sentence: “Many critics argue that corporate sponsorship can limit creative freedom.”
Trap Placement: At the start of a paragraph about budget planning for nonprofit theaters.
Why it’s wrong: The sentence introduces a criticism of sponsorships, but the paragraph is about logistics—not ethics. Better to place it in a section dealing with drawbacks or public perception.
Wrapping Up: Know the Traps, Beat the Test
The SAT® is highly predictable when it comes to distractors. The same patterns show up again and again. The more fluent your students become in spotting these traps—across both Reading and Writing questions—the more confident and consistent they’ll be on test day.
If you missed it, be sure to read Part 1 of this series, where we cover the first five most common distractors on the Reading side of the test.
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