Mastering Grammar for the HESI A2 – Foundational Concepts That Shape Your Score

Grammar is more than a subject tested on the HESI A2. It is the structure through which your ideas are communicated, assessed, and measured. On the HESI, grammar questions test your ability to identify errors, choose the correct word or phrase, and understand the mechanics that guide academic and professional writing. Understanding grammar builds your confidence not only for test day but also for your future in health sciences, where clear communication is essential.

Troublesome Word Pairs

One of the most consistent sources of confusion on grammar exams is similar-sounding or similar-looking word pairs. These include affect and effect, lie and lay, which and that, who and whom, and many others. These words may seem interchangeable but have very specific grammatical roles.

To master them, you must first understand the grammatical function each word plays in a sentence. For example, affect is usually a verb meaning to influence, while effect is typically a noun referring to a result or outcome. Consider a practical example: The weather can affect my mood. In this sentence, affect describes an action. In contrast, here’s an example with effect as a noun: The medicine had a positive effect on the patient’s recovery.

For memorization, try simple acronyms or memory devices. One useful strategy is to associate affect with action since both start with the letter A. When you write or speak, ask whether you are describing an action or an outcome. This question will help you choose the right word naturally over time.

Another tricky pair is lie versus lay. Many people confuse these because their past tense forms overlap in sound. However, lie does not require a direct object, while lay does. You lie down on a couch, but you lay a book on the table. Past tense complicates things further: lie becomes lay, and lay becomes laid. These small distinctions matter. In health care writing, clarity can be compromised by just one incorrect verb.

Lay versus Lie

The difference between lie and lay revolves around direct objects. Lie means to recline and does not take a direct object. Lay means to place something down and always takes a direct object.

This becomes clearer with examples. A patient might lie down on a hospital bed. But a nurse might lay a thermometer on the counter. The subject is doing the action in both cases, but only lay includes something being placed or acted upon.

To master this pair, try associating lie with reclining, and lay with placing. Keep this visual in your mind. If you’re unsure, ask: Is something being acted upon? If yes, use lay. If not, use lie.

The verb tenses add complexity. The present tense of lie is lie, the past tense is lay, and the past participle is lain. For lay, the present is lay, the past is laid, and the past participle is also laid. Creating and studying a timeline of these forms may help reinforce them.

Which and That

These words introduce clauses but serve different grammatical purposes. That introduces essential or defining clauses. These clauses provide information that is necessary to understand the meaning of the sentence. Which introduces nonessential or non-defining clauses. These clauses add extra information and are separated from the rest of the sentence with commas.

Here is an example of that in a defining clause: The syringe that contains insulin is labeled. In this sentence, the clause that contains insulin is necessary because it defines which syringe is being discussed. Without it, the sentence loses its meaning.

Compare that to an example using which: The syringe, which contains insulin, is labeled. Here, the sentence implies that there is only one syringe, and the information about insulin is extra.

Understanding this difference is essential in both writing and reading comprehension. On the HESI, you might be asked to identify correct sentence construction or choose between which and that. Always consider whether the clause is essential to the sentence’s meaning. If it is, use that. If it isn’t, use which and place commas around the clause.

Who and Whom

Who and whom are another classic grammar puzzle. The key to mastering them lies in understanding subject and object pronouns. Who is used when referring to the subject of a sentence, while whom is used for the object.

To determine which word to use, try replacing the sentence with he or him. If he fits, use who. If him fits, use whom. For instance: Who is coming to the meeting? He is. Therefore, who is correct. Now try this: To whom should I address the envelope? I should address the envelope to him. Therefore, whom is correct.

You may feel awkward using whom in casual speech, but it remains important in formal writing and on exams. Recognizing its proper usage demonstrates a higher level of grammatical precision.

Homophones, Homographs, and Confused Spellings

Homophones are words that sound alike but have different meanings and spellings. Common examples include your and you’re, their and there, its and it’s. These appear frequently on the HESI because they test attention to detail and contextual understanding.

To avoid errors, remember that contractions always include an apostrophe. You’re means you are, and it’s means it is or it has. Their, your, and its are possessive pronouns and should never contain apostrophes.

Homographs, meanwhile, are words that are spelled the same but have different meanings depending on context. These are less frequently tested but may appear in reading sections. Developing familiarity with homophones and homographs helps prevent mistakes in both grammar and vocabulary components of the exam.

Grammar Conventions and Sentence Structure

The foundation of grammar mastery lies in understanding sentence structure. Sentence fragments occur when a group of words lacks a subject or a verb, or does not express a complete thought. Run-on sentences occur when two or more independent clauses are joined without proper punctuation or conjunctions.

To correct sentence fragments, ensure every sentence has a subject and a verb and can stand on its own. To fix a run-on, use a comma with a coordinating conjunction, separate clauses into two sentences, or use a semicolon.

Subject-verb agreement is another critical area. The subject and verb must agree in number. A singular subject requires a singular verb, and a plural subject requires a plural verb. Problems often occur with collective nouns, compound subjects, or sentences where the subject follows the verb.

Always identify the core subject first. Then ensure the verb matches it in number and tense. Watch for phrases that separate the subject from the verb. For example: The list of guidelines is extensive. Although guidelines is plural, the subject is list, which is singular.

Comma Usage

Commas are small but powerful. They clarify meaning, separate ideas, and organize sentence components. Two important comma rules often tested include the comma in a series and the comma in a compound sentence.

A comma in a series is used to separate items in a list. For example: The nurse gathered the thermometer, blood pressure cuff, and stethoscope. Placing a comma before the final conjunction avoids confusion and misreading.

A comma in a compound sentence is used when two independent clauses are joined by a coordinating conjunction. For example: The nurse checked the patient’s chart, and the doctor reviewed the medication order. Notice the comma appears before the conjunction.

The coordinating conjunctions are often remembered using the acronym FANBOYS: for, and, nor, but, or, yet, so. Knowing this helps identify where commas belong.

Pronoun Clarity and Consistency

Pronouns must clearly refer to a specific noun and agree with it in number and gender. A common mistake is unclear pronoun reference, where the pronoun could refer to more than one noun.

To correct this, always ensure the pronoun unmistakably refers to one noun. If not, rephrase the sentence. For example: When Maria gave Ana her schedule, she appreciated it. In this sentence, it’s unclear whether Maria or Ana appreciated the schedule. Rewrite for clarity.

Pronouns must also match the noun in person and number. A singular noun takes a singular pronoun. A plural noun takes a plural pronoun. For compound subjects, read each component to determine whether a singular or plural pronoun is needed.

Possessive pronouns must not contain apostrophes. The words his, hers, theirs, ours, yours, and its are already possessive. It’s with an apostrophe is always a contraction and never possessive.

Apostrophe Usage

Apostrophes show possession or indicate omitted letters in contractions. One of the most frequent errors is using apostrophes to form plurals, which is incorrect. For example, apples should not be written as apple’s unless you are indicating something belonging to the apple.

When showing possession, the placement of the apostrophe depends on whether the noun is singular or plural. A singular noun adds apostrophe s: the nurse’s notes. A plural noun ending in s adds only an apostrophe: the nurses’ lounge.

Names follow the same rule. For example, Charles’s chart or James’s stethoscope are correct, though different style guides may vary. What matters most is consistency.

Misplaced Modifiers

A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it describes. This can lead to awkward or humorous misunderstandings. For example: She served sandwiches to the children on paper plates. This implies the children were on the plates.

To fix this, place the modifier next to the word it describes: She served the children sandwiches on paper plates.

Always read sentences carefully and ask whether any description could be misread. Moving the modifier to a more logical position often solves the problem.

Grammar Terms and Concepts

Understanding key grammar terms helps you analyze sentence structure with precision. Know the difference between:

• Independent clause: can stand alone as a complete sentence

• Dependent clause: cannot stand alone and relies on the main clause

• Phrase: a group of words that acts as a unit but lacks a subject or verb

• Direct object: receives the action of the verb

• Predicate: tells what the subject does or is

You should also be familiar with the parts of speech: nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions, and interjections. These labels help you understand how each word functions in a sentence.

Alphabetical Order Skills

Some tests assess your ability to arrange words in alphabetical order. The key is to compare words one letter at a time, starting from the first. When words begin with the same letters, compare subsequent letters. Lining up words vertically can make this easier by showing differences clearly.

This skill, though basic, requires patience and attention to detail. Practice until it becomes second nature.

General Tips and Common Pitfalls

Always watch for trick words like not, except, correct, and incorrect in test questions. These can reverse the expected answer if you skim too quickly.

Understand that the word data is plural. Its singular form is datum. Also avoid incorrect phrases like could of instead of could have. Remember that a lot is two words, not one.

These details may seem small but can make the difference between a correct and incorrect answer.

Strategy for Grammar Success

You don’t need to master every grammar topic to perform well. The best approach is diagnostic. Take a practice test, evaluate your weaknesses, and focus on improving those specific areas.

Keep a grammar log of your most common mistakes. Review it daily. Practice drills on those topics, and retake a sample test after a few weeks to measure your growth. Improvement comes from targeted repetition and reflection.

Sentence Clarity and Structure – Elevating Your HESI A2 Grammar with Precision

Grammar mastery on the HESI A2 exam goes far beyond identifying nouns and verbs. To perform at a high level, you must be able to spot awkward phrasing, revise unclear statements, and structure complete sentences with proper punctuation. These skills involve judgment, logic, and attention to detail. They are especially important in medical contexts, where clarity and precision in language can directly impact patient care and communication.

Sentence Structure: Identifying the Core Elements

Every grammatically correct sentence requires two things: a subject and a verb. These are the building blocks of any complete thought. A subject tells who or what the sentence is about. A verb describes the action or state of being.

Start by locating the subject. Ask who or what is performing the action. Then find the verb. Ask what the subject is doing. If either the subject or the verb is missing, the sentence is incomplete.

Consider the sentence: The nurse checked the patient’s chart. The subject is the nurse. The verb is checked. The rest of the sentence provides detail but is not essential to the core structure.

Sentence fragments occur when a group of words looks like a sentence but lacks a subject, a verb, or a complete thought. For example: Because the nurse was late. This is not a complete sentence. It leaves the reader wondering what happened because of the nurse’s lateness.

To correct this, add an independent clause. For example: Because the nurse was late, the meeting started without her. Now the sentence contains both a dependent clause and an independent clause, forming a complete thought.

Avoid run-on sentences, which occur when two independent clauses are joined without proper punctuation. For example: The doctor reviewed the file she made her recommendation. These are two complete thoughts, but they are incorrectly joined.

To fix a run-on sentence, use a period, a semicolon, or a coordinating conjunction. Here are the three corrected versions:

The doctor reviewed the file. She made her recommendation.

The doctor reviewed the file; she made her recommendation.

The doctor reviewed the file, and she made her recommendation.

Each version is correct. The choice depends on how closely the ideas are related and the tone you want to convey.

Punctuation: Commas, Semicolons, Colons, and More

Punctuation marks are not just visual decorations in writing. They signal pauses, separate ideas, and clarify meaning. On the HESI A2 exam, punctuation errors are common sources of lost points, especially when candidates overlook small but crucial distinctions.

Let’s begin with commas. Commas serve multiple purposes. One of the most basic is separating items in a series. For example: The technician brought gloves, a mask, and a clipboard. Always include a comma before the final item in a list to ensure clarity.

Another use of commas is in compound sentences. When two independent clauses are joined with a coordinating conjunction, place a comma before the conjunction. For example: The doctor arrived early, but the patient was running late.

Coordinating conjunctions can be remembered using the acronym FANBOYS: for, and, nor, but, or, yet, so.

Commas also separate introductory phrases from the rest of the sentence. For instance: After completing her rounds, the nurse sat down to update the records.

In contrast, semicolons join two independent clauses that are closely related but not joined by a coordinating conjunction. For example: The medication must be taken twice daily; otherwise, it may not be effective. The semicolon creates a stronger connection than a period but avoids the informality of a comma splice.

Colons are used to introduce a list, explanation, or example. They must follow an independent clause. For example: The patient reported three symptoms: dizziness, nausea, and fatigue. A colon would not be correct in this version: The patient’s symptoms included: dizziness, nausea, and fatigue. That sentence fragment before the colon makes the usage incorrect.

Apostrophes serve two main functions. They indicate possession and form contractions. Possessive apostrophes show ownership: The physician’s orders were clear. If the noun is plural and ends in s, add only an apostrophe: The patients’ records were updated.

Contractions are formed by combining two words and replacing the omitted letters with an apostrophe: don’t, isn’t, they’re. Be careful not to confuse contractions with possessive pronouns. For example, its is possessive; it’s is a contraction for it is.

Quotation marks are another essential punctuation mark, especially in writing that involves reporting speech or citing terminology. Place punctuation marks inside the quotation marks if they are part of the quoted material. For example: The doctor said, “We need to monitor this closely.”

Hyphens connect words that form compound modifiers. For example: The well-trained staff responded quickly. Do not confuse hyphens with dashes, which are longer and used to insert emphasis or explanations within a sentence.

Sentence Rewriting: Refining for Clarity and Style

One of the most valuable grammar skills is the ability to rewrite a sentence for improved clarity, conciseness, and grammatical accuracy. This means more than just correcting errors. It involves rethinking the sentence structure and eliminating redundancies.

Start by removing unnecessary words. If a sentence can be simplified without losing meaning, it should be. For example: Due to the fact that the lab results were delayed, the diagnosis took longer than expected. This can be revised to: Because the lab results were delayed, the diagnosis took longer.

Another strategy is to shift passive voice to active voice. Passive voice makes writing vague and wordy. Active voice is clearer and more direct. Consider: The medication was administered by the nurse. This is passive. Change it to: The nurse administered the medication. This version is more concise and emphasizes the subject performing the action.

When rewriting for clarity, ensure that modifiers are placed next to the words they describe. Misplaced modifiers can change the meaning of a sentence. For example: Running down the hallway, the chart was dropped by the intern. This implies the chart was running. Rewrite as: Running down the hallway, the intern dropped the chart.

Also pay attention to parallel structure, especially in lists or comparisons. All items in a series should have the same grammatical form. Incorrect: The patient was advised to rest, drinking fluids, and that she should take medication. Correct: The patient was advised to rest, drink fluids, and take medication.

Rewriting also involves combining short choppy sentences into more fluid, connected statements. Instead of: The exam was difficult. Many students failed. The results were surprising. Consider: The exam was difficult, and many students failed, making the results surprising.

Good sentence rewriting blends clarity with rhythm. Practice reading revised sentences aloud. If a sentence sounds awkward or forced, keep refining.

Sentence Correction Strategy for the HESI A2

On the HESI grammar section, sentence correction items may ask you to identify the best version among several similar sentences. This tests your ability to recognize both grammatical accuracy and fluency in sentence construction.

To succeed in this area, approach each choice with the following questions:

• Does the sentence contain a complete thought?

• Are subject and verb in agreement?

• Are verb tenses consistent?

• Is the pronoun used correctly and clearly?

• Is the punctuation appropriate and correctly placed?

• Are modifiers clearly positioned?

• Is the sentence free from redundancy or awkward phrasing?

Sometimes, all options may appear grammatically correct, but one will stand out for its clarity or elegance. Choose the most concise version that maintains full meaning and proper structure.

Here is an example of a sentence correction question:

1. The doctor, she said that the test would be delayed.
   B. The doctor said that the test would be delayed.
   C. Saying the test would be delayed, the doctor.
   D. That the doctor said the test was delayed.

Option B is correct. It is concise, complete, and clearly structured. The others are either fragments, awkwardly phrased, or contain unnecessary repetition.

Avoid rushing through sentence correction questions. Take time to evaluate each element. Many grammar errors are small but critical, such as incorrect verb tense, pronoun usage, or word order. Always read options fully before selecting an answer.

Study Tips for Sentence Skills

As you continue preparing for the HESI A2, focus your grammar practice on full sentence work—not just isolated words. Understanding parts of speech and punctuation is essential, but mastering grammar means applying that knowledge to complete sentences.

Keep a log of grammar mistakes you make in practice tests. Review these regularly. Write your own versions of poorly written sentences. Practice rewriting paragraphs for clarity. Read well-edited texts to develop an instinct for sentence rhythm and flow.

Use grammar-focused study sessions to target problem areas. Spend one day on commas and semicolons, another on passive voice, another on modifiers and sentence fragments. Build your skill set piece by piece.

Remember that sentence clarity is about more than avoiding errors. It is about expressing ideas in a way that is clean, readable, and accurate. Whether you are writing patient notes, charting observations, or composing reports, your ability to construct clear sentences matters every day in professional practice.

Advanced Grammar and Critical Error Detection

Grammar mastery isn’t just about rules and definitions. It’s about recognizing when language betrays clarity or precision, and knowing how to correct it swiftly. By the time you reach a grammar proficiency like this, your focus shifts to subtle traps, nuanced usage, and sentence-level mechanics that can make or break a test.

Challenging Word Usage and Nuance

Some words appear correct in context yet miss the mark because they convey unintended meaning. Consider words like imply and infer, historic and historical, continual and continuous. The difference may seem minor, but incorrect usage can be an immediate indicator of weak grammar proficiency.

To master nuance, build a mini glossary of such pairs or groups. Focus on one pair at a time. Write sentences to illustrate correct usage. For example, I inferred a conclusion from the test prompt versus The author implied a meaning. Sort these words into active review materials—flashcards or short writing drills.

Another tricky area is collective nouns. Words like team, class, family, jury are singular in form but plural in concept. Is the team playing tonight or are the team playing tonight? Choose singular verbs when referring to the group as one entity, and plural when focusing on its members. The jury delivers its verdict hearkens to a group decision, not individuals.

Watch also for words denoting quantity. Amount and number, fewer and less, each and every. Countable items take number; uncountable, amount. Fewer refers to number, less to amount. Put these words into real-world test sentences to help solidify memory. For instance, Fewer students passed the lab than expected versus Less data was collected in the second trial.

Parallel Structure and Consistency

Parallel structure is a hallmark of clear, professional writing. It means that items in a list, paired ideas, or clauses must share grammatical form. If your first item is a verb phrase, the rest must also be verb phrases. A sentence like She likes reading, to swim, and painting is inconsistent. It should be She likes reading, swimming, and painting.

Parallelism also shows up in comparisons. Incorrect: The experiment was more accurate and had greater clarity. These comparisons use different structures. A corrected version could be The experiment was more accurate and clearer, or The experiment had greater accuracy and greater clarity.

Practice parallel writing by choosing three items, then writing balanced phrases or clauses. Read abundance of properly edited professional writing to internalize parallel structure.

Advanced Subject‑Verb Agreement

Most learners know that singular nouns demand singular verbs. However, agreement can become tricky when intervening phrases, collective nouns, or indefinite pronouns appear.

Indefinite pronouns such as everyone, someone, neither, each are singular and need singular verbs. Everyone is invited versus Everyone are invited. Memorize these pronouns to avoid mistakes.

Collective nouns vary depending on whether individual action or unified action is in focus. The staff is meeting today versus The team are arguing among themselves. Practice choosing verbs based on subject intention.

Phrases like one of the students can confuse test takers. Recognize that one is the subject and demands a singular verb. One of the students is missing from the list.

Complex subjects joined by and typically require plural verbs. A nurse and a physician were present. But joined by or and nor require review of each subject’s number: Neither the nurse nor the physicians were late.

Misplaced and Dangling Modifiers

Mistakes with modifiers are subtle but common. Misplaced modifiers are too far from the word they describe. Dangling modifiers leave the noun they modify unstated, creating confusion.

A misplaced modifier example: The technician examined the sample with care under a microscope. The phrase with care could modify the technician rather than the sample. To fix, write The technician carefully examined the sample under a microscope.

A dangling modifier might read: After reviewing the report, the data showed inconsistencies. Who reviewed? The report? Rewriting yields: After reviewing the report, the researcher discovered inconsistencies in the data.

To spot these errors quickly, look at the beginning of each clause. If the actor performing the action is missing or unclear, a mistake has occurred.

Pronoun Agreement and Reference

Advanced grammar demands gender-neutral phrasing, precise pronoun number, and clarity. Singular they has become widely accepted in professional writing for unknown or nonbinary referents. This means writing Everyone should submit their form by Monday feels correct.

But pronoun choice must remain consistent. If you begin with singular they, avoid shifting to plural pronouns. Everyone should submit their form by Monday, and they should bring it to the office.

Another challenge arises with pronoun reference. Sentences like When the teacher spoke to her students, she emphasized safety. It becomes ambiguous. Was the teacher emphasizing safety? Or was one of her students? To solve this, clarify: When the teacher spoke to her students, she emphasized safety. Alternatively: When the teacher spoke to her students, she emphasized safety to them. Simplify for clarity whenever possible.

Advanced Punctuation: Semicolons, Colons, and Dashes

Beyond commas and apostrophes, semicolons, colons, and dashes add nuance and style to writing. Use semicolons to connect closely related independent clauses without conjunctions. For example: The patient recovered quickly; the follow‑up test confirmed full healing.

Colons can introduce lists or explanations. They require a complete sentence before them. For instance: The lab presented three findings: increased temperature, elevated pressure, and sample degradation.

Dashes add emphasis or create abrupt shifts. For example: The result was unexpected—no one could explain the anomaly. Only use a dash when you want to create impact. Dashes should not replace commas or colons casually.

Review practice texts that use these marks well. Being able to recognize and use semicolons, colons, and dashes accurately elevates writing clarity beyond basic fluency.

Complex Sentence Clippers and Comma Splices

Comma splices occur when two independent clauses are incorrectly joined by only a comma. The test taker must decide whether to split the sentence, add a coordinating conjunction, or use a semicolon.

Incorrect version: The patient arrived in the morning, she had not eaten since midnight. Corrected: The patient arrived in the morning, and she had not eaten since midnight. Or: The patient arrived in the morning; she had not eaten since midnight.

Sentence clippers—short fragments used for effect—are acceptable in creative writing but usually wrong on standardized tests. Avoid fragments like Despite the long night. Always use full clauses.

Common Confusion Areas: Idioms and Verbal Phrases

Idioms are phrases with cultural meanings that cannot be interpreted literally. Common pitfalls include phrases like compare to versus compare with, capable of versus capable to, different from versus different than.

Each idiom has preferred usage. Note these in your practice. Compare to is used for highlighting similarities, compare with for evaluating differences. Practice writing sentences with the correct idiom until it becomes instinctive.

Effective Sentence-Level Editing Practice

Collect passages from textbooks, manuals, or professional writing. Try rewriting them for clarity, brevity, and structure. Focus on removing redundancy, correcting modifier placement, updating punctuation, and adjusting voice. This trains both your editing eye and writing skill.

Regular timed editing practice can mimic test conditions. Take a short passage and revise it in ten minutes. Then compare your version with an edited or official version. Over time, your revisions will become sharper and more accurate.

Diagnostic and Progressive Practice

Use weekly diagnostic tests to spot persistent weaknesses. For example, track whether modifiers, subject-verb issues, or pronouns are most common mistakes. Then target those in drills, rewriting exercises, sentence completions, and flashcard reviews.

At the end of each week, review the error log. Look for patterns: Do you often miss semicolon usage? Forget commas with coordinating conjunctions? Misuse idiomatic expressions? This triggers direct corrections.

By part three of your preparation, you should feel confident in catching not just obvious errors but the subtler ones that many strong writers miss.

Final Countdown to HESI Grammar Success – Mastering Timed Practice, Focus, and Precision

You’ve reviewed every grammar rule, worked through sentence structure exercises, and studied troublesome word pairs. You now know the mechanics, the style, and the traps. But knowledge alone isn’t what earns high scores on the HESI A2 grammar section. What truly matters in the final phase of preparation is your ability to perform under pressure, simulate the test environment, and make quick, accurate decisions when time is limited.

Why Timed Practice Matters

Many students underestimate the impact of time pressure on performance. Even well-prepared test takers lose points due to rushed decisions or indecisiveness when the clock is ticking. Timed grammar tests demand quick recognition of errors, fast comparison of sentence options, and an internalized sense of grammatical correctness.

Timed practice exposes gaps in fluency that untimed drills may hide. You might know subject-verb agreement in theory but still hesitate when seeing a complex subject buried under phrases. You might be able to identify a pronoun error in isolation but miss it during a fast-paced paragraph review.

Therefore, timed practice is not just for building speed. It conditions your instincts. When practiced correctly, you stop second-guessing and start spotting errors automatically.

Creating Your Timed Practice Routine

Start with short, focused sets. Begin with five grammar questions and a timer set to five minutes. Gradually increase your practice sets to ten or fifteen questions with proportionate time limits.

Set up your environment to mimic test conditions. Silence your devices. Work at a desk. Use only materials you’ll have access to during the real exam. Avoid distractions, and always complete the entire set without pausing.

Track your performance in two ways. First, mark the number of correct answers. Second, track how many questions felt rushed or unclear. For questions you miss or guess, write a note explaining the error. Was it a comma rule? A verb tense issue? A modifier placement problem? These notes form the foundation for your review sessions.

Over time, increase the difficulty of your sets. Mix in questions with similar-looking answer choices. Use slightly unfamiliar sentence constructions. The more variation you build into your practice, the more flexible and adaptable you become.

Full Grammar Test Simulations

In addition to small timed sets, complete full-length grammar tests under timed conditions. This is where endurance, focus, and pacing come into play.

A typical grammar section on a practice HESI exam may contain twenty-five to thirty-five questions. Set a total timer for this section. Do not stop or pause once you begin. Your goal is to move through each question at a steady pace, making only brief notes for later review.

Do not second-guess while testing. Choose your answer, flag the question if uncertain, and keep moving. Your review process will allow you to revisit these questions. On test day, the goal is to avoid getting stuck and maintain forward momentum.

After completing a full test, go through your flagged questions first. Compare your instincts to the correct answer. Ask yourself why you hesitated. Was the question truly difficult, or did you simply lack confidence in that topic?

Keep a separate record of commonly missed topics in these simulations. Include sections like parallel structure, pronoun reference, modifier clarity, or semicolon usage. These entries become your high-yield topics for focused drills in the final days of study.

Pacing Strategies for Test Day

Most grammar sections on standardized exams allow around forty to sixty seconds per question. While this may feel brief, efficient test takers are able to complete the section comfortably by following pacing strategies.

Begin your pacing plan by dividing total time by total questions. For example, if you have thirty-five questions and thirty minutes, you have slightly less than a minute per item. Plan to finish early, allowing yourself a few minutes for review.

Use a digital or analog timer during your practice to build awareness of pacing. Practice answering five questions in five minutes. If that feels rushed, adjust your reading speed slightly or reduce time spent rereading options.

Don’t spend more than ten seconds reading any single question. Grammar questions are short. If you don’t spot the issue immediately, glance through each answer choice for clues. Look for patterns in answer changes—subject-verb shifts, punctuation marks, word order. These differences often reveal what grammar concept is being tested.

Train yourself to eliminate options with known errors. This speeds up decision-making. For instance, if one sentence includes a comma splice and another includes subject-verb disagreement, eliminate both quickly.

If two options seem correct, choose the more concise or precise version. Avoid overly wordy or redundant choices. Clear and direct writing is almost always the best answer.

Develop a personal skip strategy. If you are unsure after ten to fifteen seconds, flag the question, make a guess, and return later if time allows. Avoid letting a single question derail your rhythm.

Stress Management and Mental Stamina

No matter how prepared you are, test day anxiety can cloud thinking. To prevent this, develop rituals and habits that support calm, focused attention.

Start by taking care of your physical energy. Get adequate sleep in the days leading up to the exam. Eat balanced meals. Avoid sugar or caffeine spikes on test day. A calm, steady body supports a clear, steady mind.

Visualize success the night before the exam. Picture yourself reading the questions calmly, choosing correct answers confidently, and managing time effectively. The more familiar this feels, the less likely anxiety will interfere.

During the test, use controlled breathing to reset your mind. If you feel stress building, pause for one deep inhale and slow exhale. You can do this silently and quickly between questions. It clears distraction and brings your attention back to the present task.

Affirm your ability. Before the test begins, say to yourself: I am prepared. I know these rules. I can do this. Repeating affirmations builds confidence and prevents panic.

Avoid comparison. On test day, don’t watch what others are doing or wonder if they are finishing faster. Their pace is irrelevant. Focus on your own timing and trust your preparation.

If fatigue sets in during the test, adjust your posture. Sit upright, shift slightly in your chair, or stretch your hands gently. Small physical resets help maintain alertness.

Reviewing and Learning from Mistakes

The review process is where real learning happens. Every missed question reveals something about how you think, what you assume, or where you may still need practice.

After each practice test, spend twice as long reviewing as you did taking the test. For every incorrect answer, write a sentence explaining why it was wrong and why the correct answer is better.

Organize errors by topic. For example:

• Subject-verb agreement with compound subjects

• Incorrect use of semicolons in complex sentences

• Confusion between whose and who’s

• Misplaced modifiers causing ambiguity

Once you identify a weak point, revisit the rule. Write three original sentences demonstrating the concept correctly. Read them aloud. Then write three incorrect versions, and practice correcting them.

This self-generated practice strengthens understanding and makes it easier to recognize the same structure on future tests.

Also review the questions you got right but hesitated on. Ask why you were unsure. If your correct answer was based on a guess, treat that topic as a weak area.

Keep a mistake journal. Include the question type, the reason for your mistake, and your corrected understanding. Review this journal regularly. Patterns will emerge, and those patterns point to the few key changes that can raise your score significantly.

The Night Before and Morning of the Exam

The final twenty-four hours before the test are about calmness, not cramming. Your brain retains more when rested than when overloaded.

The night before the test, complete one brief grammar review. Choose ten challenging questions from your previous work and explain each one. Then stop. Put your materials away.

Prepare everything you’ll need for the next day. Set out your clothes, identification, and snacks. Set two alarms. Go to bed early, even if you do not feel tired. Rest in a quiet space with no screens for at least thirty minutes before sleep.

On test morning, eat a light, familiar breakfast. Avoid trying anything new that might upset your stomach. Arrive at the testing center early, with plenty of time to check in.

Before the grammar section begins, take a moment to center yourself. Sit tall. Breathe slowly. Remind yourself that you have trained for this moment.

When the section begins, shift into focused rhythm. Read carefully, trust your instincts, move confidently, and manage your time. Let each question be its own task, unrelated to the ones before or after it.

Final Reflection

When the test is over, allow yourself to decompress. Do not immediately analyze or second-guess every choice you made. Take a walk. Rest. Celebrate the discipline it took to prepare and perform.

When scores arrive, view them with perspective. If you met or exceeded your goal, acknowledge the effort that led to success. If the score was lower than expected, evaluate calmly. Which areas felt most difficult? Did time pressure affect performance? Was anxiety a factor?

Plan your next steps based on data, not emotion. If retesting is necessary, shorten your review period to focus on the few topics that need correction. With precise review and continued timed practice, score improvement is very achievable.

Use the grammar mastery you’ve built in other parts of your academic life. Clear, correct writing enhances communication in all areas: notes, essays, patient instructions, and beyond.