Activities

1. Given a list of sentence fragments, correct the sentences.
   
   
2. Given a paragraph with informal abbreviations and contractions, correct the paragraph.

3. Make a T-Chart with informal words on one side and formal words on the other side with similar meanings.
   
   
4. Given 1^st person and 2^nd person point of view sentences, rewrite the sentences in 3^rd person point of view.

5. Given multiple sentence strips with formal and informal sentences, sort the sentences.  Identify the differences between the sentences and the characteristics of formal writing.
   
   
6. Given an online blog, use a portion of the information to write an informative or explanatory paragraph including the same information, but written in a formal style.

Answer Key/Rubric

1. Given a list of sentence fragments, student corrects the sentences.  Student understands that formal writing must have complete sentences that convey one idea.  Student understands that every sentence must contain two parts, a subject and a predicate.  The subject tells what or who the sentence is about.  The subject always includes a noun.  The predicate tells what is being done.  The predicate always includes a verb.  Student examines fragments and decides if a subject or predicate is missing.  Student adds the missing subject or missing predicate to make a complete sentence.  Student’s sentences make sense.  Sentences have appropriate punctuation. 

2. Given a paragraph with informal abbreviations and contractions, student corrects the paragraph.  Student understands that formal writing does not include informal abbreviations or contractions.  Student understands that some types of abbreviations are acceptable, such as Dr. for Doctor or Mr. for Mister.  However, student understands that shortened words in general should be spelled out.  For example, info should be information, b/c or cause should be because, thanks should be thank you or u should be spelled you.  Student looks for words that are not spelled out completely and correctly spells out the words.  Student looks for contractions such as isn’t, don’t, didn’t, wouldn’t, won’t, can’t, shouldn’t, haven’t, couldn’t, and spells these contraction out fully. 

3. Student makes a T-Chart with informal words on one side and formal words on the other side with similar meanings.   Student understands formal writing contains higher level vocabulary, tier 2 and tier 3 words, and is more precise.  On one side of the chart student correctly lists slang words, phrasal verbs and low level vocabulary.  One the opposite side, the student lists the word that can be a substitute for the word, but is a higher level vocabulary word.  For example:

4. Given 1^st person and 2^nd person point of view sentences, student rewrites the sentences in 3^rd person point of view.  Student understands that in formal writing, 1^st person point of view or the use of the word I should be avoided.  Student also understands that in formal writing 2^nd person point of view is avoided.  The words you, we, us, etc. should not be used in formal writing.  Student correctly rewrites sentences substituting the subject of the sentence with words like their, one, it, the group, many people or the student rearranges words in the sentence to convey the same meaning without using I, you we, us, etc.  For example:

Informal-You can buy a new computer today that is faster and smaller.
Formal  -One can buy a new computer today that is faster and smaller.
Formal – Faster and smaller computers can be purchased today.

Informal – We decided to go on a trip.
Formal    - The group decided to go on a trip.

5. Given multiple sentence strips with formal and informal sentences, student sorts the sentences.  Student identifies the differences between the sentences and the characteristics of formal writing.  Differences student should note are:

     Student may identify characteristics of informal and formal writing not listed. 

6. Given an online blog, use a portion of the information to write an informative or explanatory paragraph including the same information, written in a formal style.  Student understands blogs are informal writing and often done in a 1^st person point of view.  Student understands that in formal writing, 1^st person point of view or the use of the word I should be avoided.  Student also understands that in formal writing we avoid writing in 2^nd person point of view to avoid using the words you, we, us, etc.  Student selects information from the blog to use in the informative or explanatory paragraph.  Student removes 1^st person or 2^nd person point of view from rewritten information.  Student rewrites sentences substituting the subject of the sentence with words like their, one, it, the group, many people  or student rearranges words in the sentence to convey the same meaning without using I, you we, us, etc.   Student also uses the following to write and maintain a formal style:

• Complete sentence are used.
• Punctuation is complete.
• Contractions are spelled out completely.
• Higher level vocabulary, Tier 2 and 3 words, are used. 
• Inappropriate abbreviations are avoided.
• Writing does not sound like a conversation.

     Student gives credit to the blogger at the end of the paragraph by stating, “This paragraph was inspired by…”