Activities

1. Given a list of sentences, match the informal sentence with the same sentence written in a formal style.
   
   
2. Make a T-chart of informal and formal verbs.

3. Given a partially completed chart with sentences written in active and passive voice, complete the chart.
   
   
4. Given a text, identify and replace low level vocabulary and contractions with higher level vocabulary and verbs that are written out.
   
   
5. Given a text, identify sentences with an implied subject and correct those sentences. 

6. Write a letter expressing an opinion.  Use and maintain a formal style.
   
   
7. Given a debate and claim, give examples to back up the claim using and maintaining a formal style.

Answer Key/Rubric

1. Given a list of sentences, student matches the informal sentence with the same sentence written in a formal style.  Student understands informal language is often used with friends and family.  Student understands that formal language is used at work, school, when writing essays, and so forth. 
   For example:

• Informal – I was stupid to eat nothing but ice cream.
• Formal – It was unwise to only eat ice cream.

2. Make a T-chart of informal and formal verbs.  Student correctly makes a T-chart of informal and formal verbs.  Student understands informal language is often used with friends and family.  Student understands that formal language is used at work, school, when writing essays, and so forth. 
   For example:

3. Given a partially completed chart with sentences written in active and passive voice, student completes the chart. 
   For example:

Student understands:

• Formal writing should not sound like a conversation.  In conversation, people speak and listen and can ask questions for clarification.  Formal writing must stand on its own and convey its ideas precisely by words alone.  It must be written differently than everyday speech.
• Student understands the positives and negatives about writing in an active and a passive voice as it relates to formal writing.
  
  • In active voice, the subject of the sentence performs the action.  An active voice makes writing more truthful, clear, precise, concise, and empathic.  I changed the flat tire.
  • In passive voice, the subject of the sentence receives the action.  A passive voice helps authors avoid using pronouns like I and you, but should be used sparingly because it is wordier, less forceful, and harder to understand.  The flat tire was changed. (by whom?) 

4. Given a text, student identifies and replaces low level vocabulary and contractions with higher level vocabulary and verbs that are written out. 
   Student understands:

• Formal writing should not sound like a conversation.  In conversation, people speak and listen and can ask questions for clarification.  Formal writing must stand on its own and convey its ideas precisely by words alone.  It must be written differently than everyday speech.
• Verbs should be fully written out, not written as contractions.  Write do not, instead of don’t.
• Use higher level vocabulary rather than low level vocabulary.  For example, write repair, instead of fix or write children, instead of kids.
• Avoid using phrasal verbs.  Phrasal verbs are verbs put together with prepositions or adverbs to create a new meaning, such as ran into, showed up, made up, fixed up, talked into, looked up, etc.  Write increase instead of go up, or write inquire instead of find out.

5. Given a text, student identifies sentences with an implied subject and corrects those sentences.
   Student understands in formal writing:

• Formal writing should not sound like a conversation.  In conversation, people speak and listen and can ask questions for clarification.  Formal writing must stand on its own and convey its ideas precisely by words alone.  It must be written differently than everyday speech.
• When speaking, the subject of the sentence is often implied.  For example, in “Hurry!”  The subject is missing.  Who is supposed to hurry?  Instead of writing “Hurry,” it is more formal to write, “You need to hurry!”

6. Write a letter expressing an opinion.  Use and maintain a formal style.  Student correctly writes a letter expressing an opinion and uses a formal style throughout the letter. 
   Student understands:

• Formal writing should not sound like a conversation.  In conversation, people speak and listen and can ask questions for clarification.  Formal writing must stand on its own and convey its ideas precisely by words alone.  It must be written differently than everyday speech.
• Sentences should be complete ideas, containing a subject and a predicate.
• Sentences should be punctuated correctly.
• Verbs should be fully written out, not written as contractions.  Write do not instead of don’t.
• Words should be fully written out, not written in abbreviated forms.  Write information, instead of info or write thank you, instead of thk u.
• Higher level vocabulary should be used rather than low level vocabulary.  For example, write repair instead of fix or write children instead of kids.
• Higher level intensifiers should be used, such as extremely, highly, most likely, decidedly, instead of really or so.
• In active voice, the subject of the sentence performs the action.  An active voice makes writing more truthful, clear, precise, concise, and empathic.  I changed the flat tire.
• In passive voice, the subject of the sentence receives the action.  A passive voice helps authors avoid using pronouns like I and you, but should be used sparingly because it is wordier, less forceful, and harder to understand.  The flat tire was changed. (by whom?) 
• Avoid using phrasal verbs.  Phrasal verbs are verbs put together with prepositions or adverbs to create a new meaning, such as ran into, showed up, made up, fixed up, talked into, looked up, etc.  Write increase instead of go up or write inquire instead of find out.
• Avoid implied subjects in the sentence.  Write I hope to visit you soon, instead of Hope to visit you soon.

7. Given a debate and claim, student gives examples to back up the claim, and uses a formal style throughout the examples. 
   Student understands:

• Formal writing should not sound like a conversation.  In conversation, people speak and listen and can ask questions for clarification.  Formal writing must stand on its own and convey its ideas precisely by words alone.  It must be written differently than everyday speech.
• Sentences should be complete ideas, containing a subject and a predicate.
• Sentence should be punctuated correctly.
• Verbs should be fully written out, not written as contractions.  Write do not instead of don’t.
• Words should be fully written out, not written in abbreviated forms.  Write information instead of info or write thank you instead of thk u.
• Use higher level vocabulary rather than low level vocabulary.  For example, write repair instead of fix or write children instead of kids.
• Use higher level intensifiers, such as extremely, highly, most likely, decidedly, instead of really or so.
• Do not use pronouns such as I, we, you, they, and so on as the subject of the sentence.  Substitute words like there, it, one, or many people as the subject.
  For example:

Substitute I can’t stop eating junk food, with It is difficult to refrain from eating junk food.
Substitute You can’t stop eating junk food, with One cannot refrain from eating junk food.
Substitute We can’t stop eating junk food, with There are serious risks to consuming junk food.
Substitute They can’t stop eating junk food with Many people cannot refrain from eating junk food.

• In passive voice, the subject of the sentence receives the action.  A passive voice helps authors avoid using pronouns like I and you, but should be used sparingly because it is wordier, less forceful, and harder to understand. 
• Avoid using phrasal verbs.  Phrasal verbs are verbs put together with prepositions or adverbs to create a new meaning, such as ran into, showed up, made up, fixed up, talked into, looked up, etc.
• Avoid implied subjects in the sentence.  Write I hope to visit you soon instead of Hope to visit you soon.  Write increase instead of go up or write inquire instead of find out.