Students are asked to "write a well-formed paragraph" that states an argument, supports it with 2–3 specific examples, and ends with a concluding idea, which requires organized, formal paragraph structure. The prompt for the engraving paragraph and the Boston Tea Party account instructs students to be "well-organized" and to use "primarily active voice," emphasizing clarity and sentence-level control. The wrapping-up and parent plan language asks students to review their paragraph and voice activities, reinforcing attention to organization and appropriate verb choices.

Students are asked to "look especially for problems related to voice and mood" while editing a paragraph, prompting them to identify and correct voice-related issues. Students locate a specific subjunctive-mood verb error in the paragraph (answer key shows changing "that they were" to "that they be") and are directed to correct it. Students practice verb forms, active/passive voice usage, and subject-verb agreement through the paragraph-editing activity and the listed skills related to verbs and moods.

Students are asked to write a eulogy or obituary (Option 1) of 6–8 sentences about Abigail Adams, a genre that typically requires a formal tone. The activity instructs students to "be sure to use the grammatical concepts you have covered," and parents are asked to review correct verb tenses, voices, and moods in the written memorial. Students also complete activities identifying voice and mood, which emphasize correct grammatical usage that can support formal writing.

Students study differences between friendly and business letters and read explicit instructions for business-letter formatting (sender's address, date, recipient address, salutation with colon, formal closing, signature, enclosure). Students complete a Jumbled Business Letter activity that has them place sender address, date, recipient, salutation, body, and closing in the correct order. Students complete a Fixing a Business Letter activity in which they correct errors such as changing "Dear James." to a formal salutation (e.g., "Dear Mr. Hardscrabble:"), fixing closing punctuation, reordering signature and printed name, and adding an enclosure note. The materials include an example business letter to a senator with a formal salutation and content modeled in a formal format.

Students read explicit explanations that a business letter has a more formal, professional tone and that a friendly letter is informal and personal. Students compare two sample letters and identify which is business and which is friendly, and they are asked to point to specific portions that helped them decide. Students brainstorm situations for business letters and are asked to mention recipient and purpose for each scenario, reinforcing recognition of formal contexts.

Activity 2 directs students to write a business letter and explicitly states that "The tone should be professional and formal throughout." The Student Activity Page provides a full formal letter format (sender/recipient addresses, date, salutation, body, closing, enclosure) for students to use. The Parent Plan and activity instructions repeatedly tell students the letter should be concise, professional, and formal and ask for a short (one-paragraph) formal letter body.

Students are asked to review the differences in tone, audience, and purpose between a friendly letter and a business letter and to "review the appropriate tone and format" when selecting a letter type. Students draft and revise a letter (choosing business or friendly) and use an editing checklist that asks, "Does the style of the letter work well?" and whether the letter follows the appropriate tone. The rubric and unit test prompt students to identify that business letters should be formal, professional, and concise, and the rubric's mechanics category includes stylistic accuracy.

Students read a dedicated Expository Writing page that explicitly states expository writing "uses formal, concise, or summary, exact language" and is "clear and straightforward." Students complete the Narrative vs. Expository activity in which they identify and circle/underline phrases and cover elements that indicate expository style (e.g., "informative sidebars," "science") and compare features of narrative and expository writing. Students also sketch a graphic of the five modes of expository writing and decide which expository form fits given scenarios, reinforcing recognition of appropriate expository conventions.

The lesson's Skills list tells students to "use precise language and domain-specific vocabulary," and the process-writing guidance tells students to "understand the needs of her reader" and adjust wording accordingly. The characteristics of good process writing emphasize getting to the point and using transitions and organized lists to create clarity. The planning/organization pages require students to introduce topics, list materials, organize steps, and write concluding sentences, which supports attention to word choice and audience-aware clarity.

The lesson contrasts an informal (Version 1) and a formal/technical (Version 2) description of an experiment, showing students how to replace casual wording with precise terms (e.g., "Erlenmeyer flask" and "volumetric pipette"). It instructs students to write concisely, determine which terms readers may not know, and define a term the first time it is used. The poster task requires students to use at least three domain-specific terms and to combine text and graphics to communicate clearly and accurately.

Students are explicitly instructed to avoid expressions like "I believe" or "In my opinion" and to state claims directly (e.g., "the SpeedySnail car has a lean, sporty look"). The Planning and Organization pages ask students to write a thesis, topic sentences, and organized points, and the sample paragraphs model declarative, evidence-based statements and a clear conclusion/verdict. The Parent Plan asks reviewers to look for use of transition words and that the thesis mention the two things and points of comparison/contrast, supporting a more formal organizational approach.

The Parent Plan skills list explicitly requires students to "Establish and maintain a formal style," and students are asked to write an expository research paper with an introduction, three body paragraphs, conclusion, and a Works Cited page. The Research Rubric evaluates organization, word choice (use of domain-specific vocabulary), sentence fluency (use of transitions), and conventions (appropriate credit and correct citation format), which direct students to use formal features. Students are given formatting expectations (1" margins, double-spaced, 12-point font) and guidance for integrating and citing sources (quotations, paraphrase, citation builders), all of which support producing formal academic prose.

Students complete sentence-editing tasks that require correcting grammar, spelling, and punctuation. Students practice choosing precise words and phrases and are instructed to use a thesaurus to find more specific vocabulary. Students revise language in Option 2 by replacing simple words in song lyrics with more precise alternatives and write 2-3 sentence descriptions using careful wording in Option 1.

Students correct informal and ungrammatical sentences in the Sentence Editing activity (e.g., changing "I haven't never" to "I haven't ever" or "have never" and fixing possessives and punctuation). Students practice crafting sentences that use transition words and are asked to use example transitions in their own sentences. The parent answer key models standard written forms and provides corrected versions for students to emulate.

The student rubric requires that "The narrator establishes a clear tone and maintains it throughout the text" and that the narrative "establishes a strong and compelling first-person voice." Activity 4 directs students to ensure "your tone is communicated with strong verbs and adjectives" and to revise for correct grammar, spelling, and syntax. The Parent Plan notes that grammar, spelling, punctuation, indentation, and syntax will be evaluated in the final draft.

The Skills list explicitly states that students will "Establish and maintain a formal style." The Persuasive Essay Rubric asks students to establish a reasonable and thoughtful tone and to be fair and respectful toward opposing viewpoints, which guides formal voice. Activity 6 directs students to "establish an appealing tone" in the introduction and to treat counterarguments respectfully, and the Citing Sources and Conventions sections require formal citation and correct grammar.

The lesson's Skills list explicitly includes "Establish and maintain a formal style," and students are instructed to revise and edit a persuasive essay, checking structure, format, topic sentences, and clarity. The persuasive-presentation skill mentions maintaining a reasonable tone, and the editing activity asks students to read for mechanics and use proofreading symbols to mark corrections.

The lesson's skills list explicitly includes "Establish and maintain a formal style." Students are asked to create a final draft of a persuasive essay, type it on a computer, and follow formatting guidelines (title centered, indented paragraphs, 12-point font, double-spacing). The plan also asks students to deliver persuasive presentations that "maintain a reasonable tone," which relates to sustaining an appropriate style in oral communication.

Students are asked to write a five-paragraph persuasive essay with a clear thesis and supporting paragraphs, and they are instructed that short answer and test responses must be in complete sentences. Students complete an essay-reflection page ("Evaluating My Essay") in which they reconsider their argument about cloning and analyze whether they used rhetorical or logical fallacies. Instructional items also ask students to explain ethos, kairos, pathos, and how to use a counterargument, which informs choices about tone and argumentation.

The lesson's Skills list explicitly includes "demonstrating command of formal English when indicated or appropriate," indicating an expectation about formal language. Students are asked to produce written work such as a factual poster about the author (Activity 2, Option 1) and detailed descriptions in the Personification writing option (Activity 3, Option 1), both of which require composing explanatory text. The Color and Tone collage activity asks students to write three sentences that explain their feelings using color imagery, providing additional occasions for composed writing.

Students are asked to "write a summary" of chapters 21–23 and told that "a summary is different from a literature response," with instructions to "include the most important events and omit small details." The parent-plan notes explicitly ask for an "objective summary" and say to leave out "personal opinions." The 7–9 sentence length requirement reinforces a focused, concise response rather than informal personal reflection.

The rubric and parent-plan language ask students to "present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details," and to prepare clear, well-prepared, and detailed oral presentations. Instructions ask students to plan and revise their presentations to "smooth out any sections where your ideas are unclear or too wordy" and to avoid reading word-for-word, which directs students to control diction and organization. Slide directions tell students not to include the whole text and to use text to highlight important terms or powerful quotations, which guides concise, intentional wording.