The Skills section asks students to "choose language that is precise, engaging, and well suited to the topic and audience" and to "write and speak with a command of standard English conventions," which prompt attention to word choice and register. Students are required to write a one-page script for an oral presentation and to create a travel brochure with text aimed to "provide information and to entice people to visit the destination," tasks that require selecting appropriate language for an audience. The presentation is assessed for content and delivery, and students practice voice modulation and eye contact to engage an audience.

Students are asked to copy and correct two supplied sentences, fixing grammar, spelling, punctuation, and usage (Activity 1), with suggested corrections that show changes to punctuation, capitalization, and compound sentence structure. Students are instructed to add sentences and phrases to a stylistic device log and to consider how each device affects the reader, and to share stylistic devices they recorded. The Parent Plan prompts students to develop four discussion questions of different types and to provide answers, requiring written question formation and response.

Students are asked to construct essays/presentations that respond to a given problem, which requires organized written work. Students complete an Editing Sentences activity where they correct grammar, spelling, and punctuation, with model corrections shown. Students review sentence structure and conjunctions (coordinating and subordinating) and are asked to describe compound and complex sentences.

Students are instructed to answer comprehension questions in complete sentences, which requires them to produce grammatically correct written responses. Students perform an Editing Sentences activity in which they correct grammar, spelling, and punctuation errors, practicing standard conventions. Students are also asked to "Explain to your parent how each element affects the theme and mood of the story," which requires composing explanatory prose about literary elements.

Students are explicitly told to "Use present tense when talking about the book" and to "Try not to use many 'I' statement," with an example showing how to state opinions without a first-person lead. The Literary Response Outline and body-paragraph templates require students to write strong openings, topic sentences, and organized conclusions, and the rubric includes a "Writing Style: Clarity, organization, and sophistication" criterion. Students are directed to edit and revise using proofreading symbols and a "Handy Guide to Writing," which supports polishing tone and style.

The lesson repeatedly instructs students not to include personal opinions or feelings (e.g., "A summary should not include personal interpretations or too many details," and "A summary does not include the reader's interpretation…"). It directs students to use their own words, restate ideas, and present main ideas in a logical order, which supports maintaining an objective voice. The sentence-correcting activity and punctuation/capitalization corrections ask students to produce grammatically correct sentences, supporting more formal expression.

Students are asked to answer reading questions in complete sentences and to write responses to literature that develop interpretations and organize ideas, which practices composing extended written responses. The lesson includes a Sentence Correcting activity in which students correct grammar, spelling, punctuation, and capitalization (e.g., Tree-ear, Crane-man), directly engaging students with standard English conventions. Students also interpret quotes in writing and produce a written "words of wisdom" piece or neatly copy and illustrate a quoted passage, which requires composing coherent written explanations.

Students are told explicitly that "In formal writing, you should use who instead" of that when referring to people, and the lesson directs students to distinguish between that (restrictive) and which (nonrestrictive). Students practice inserting commas for nonrestrictive clauses and identifying relative clauses in exercises that require correct punctuation and clause usage. Students are asked to write a paragraph or a short story that follows conventions (e.g., avoiding modern settings) which requires attention to sentence structure and word choice.

Students are asked to answer comprehension questions in complete sentences and to write at least two sentences describing each relationship, requiring multi-sentence written responses supported with textual evidence. Students copy and correct provided sentences focusing on grammar, spelling, and punctuation; the suggested corrections show formal punctuation choices (semicolon, colon, correct possessive and spelling). Students must support descriptions with examples from the text, which requires selecting appropriate wording and sentence structure to convey ideas clearly.

Students are asked to revise writing to "improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary," which directs them to attend to word choice. The essay organizers and instructions require students to summarize without repeating specifics and to provide text-based support, encouraging a controlled, organized tone. The editing and revising activities include checks for tense, pronoun use, and wrong-word corrections that can influence sentence-level clarity and formality.

Students are asked to write an argumentative essay as part of the independent study and to refer to an "Argumentative Essay Rubric". The rubric includes categories labeled Voice, Word Choice, and Conventions and describes use of precise and effective language and grammar, which relate to tone and formality. The Independent Study Rubric and repeated reminders to review rubrics signal that students will be evaluated on their essay writing quality.

Students are directed to "focus on fine-tuning the essay for voice, word choice, and conventions," to "insert transitional words or phrases" for cohesion, and to proofread for grammar and word usage (e.g., "their, there, or they're?"). Students are also instructed to choose an appropriate paper format and font and to have another person proofread their essay, which prompts attention to presentation and language.

Students practice combining sentences into compound and complex forms, which promotes varied sentence structure and more formal sentence construction. The parent plan directs students to use a variety of complete sentences (simple, compound, complex). The materials also instruct students to review how to recognize passive voice and change it to active voice, which relates to control of sentence-level tone and clarity.

The lesson explicitly tells students to "Avoid using contractions, especially in formal writing assignments" and gives proofreading tips about apostrophes, directly addressing one aspect of formal style. Students practice correcting homophone errors (Part I) and composing sentences using correct homophone forms (Part II), which requires attention to precise word choice and punctuation. Students also write one- to two-sentence comparisons on the Relationships page and record journal connections, providing opportunities to apply tone and word choice in their writing.

The lesson explicitly asks students to "Use a variety of complete sentences ... that include parallel structures and consistent tenses" and provides an Activity (Parallelism) that has students identify and correct non-parallel structures. Students practice tense consistency and active vs. passive voice with example corrections and web exercises. Option 2 and the activity pages require students to revise sentences for parallelism and to examine tense shifts in narrator passages.

Students practice identifying and correcting passive voice constructions and awkward passive usage on the "Spotting Errors" page, which requires changing sentences into active voice. Students work on maintaining consistent verb tense and fixing tense shifts and non-parallel sentence structures in the error-correction activity. Students analyze homophone pairs and write sentences using each word on the "More Homophones" page, practicing precise word choice and correct usage.

The Parent Plan Skills section explicitly states students will "Paraphrase the major ideas and supporting evidence in formal and informal presentations," which indicates some attention to formal presentation. The reading questions require students to answer in complete sentences, and the Wrap Up asks students to "Explain to your parent" why the fox says friendship prevents monotony, prompting a short explanatory response. The Student Activity Page asks students to compose two sentences using italics for emphasis, which involves conscious word-choice decisions.

Students are guided to write a multi-paragraph essay with effective introductions and conclusions and to use a variety of sentence structures, rhetorical devices, and transitions (Parent Plan Skills). The Technical Writing Rubric asks students to attend to mechanics, ideas/support, and organization, and the Outlining and Writing activities require students to plan, draft, revise, and produce a final copy using editing symbols and grammar review. Students are also instructed to incorporate vocabulary and refer to the rubric while revising, which supports attention to sentence-level choices and coherence.