This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as directions for a class cooking demonstration, which requires clear, technical, instructional style and tone. The established sentences use imperative mood, precise measurements, technical cooking vocabulary ('measure,' 'batter,' 'smooth'), and maintain objective instructional tone. Sentence 3 breaks consistency with overly casual phrasing ('just toss everything in') and informal expression ('go wild with the stirring'). Choice A is correct because it maintains consistent clear and technical style with precise vocabulary ('combine,' 'ingredients,' 'steadily,' 'fully blended'), imperative mood for instructions, and objective tone without casual expressions. The revision 'combine the ingredients and stir steadily until the mixture is fully blended' uses technical cooking terminology and maintains the instructional clarity established in the other sentences. There are no jarring shifts that would confuse students following the demonstration. Choice B breaks consistency by using overly casual slang ('throw it all in,' 'stir like you mean it!'), Choice C shifts to first person narrative ('I usually') which is inappropriate for instructional writing, and Choice D uses unnecessarily formal academic language ('one must engage in vigorous agitation') that doesn't match the clear instructional style. These inconsistencies confuse readers who need clear, consistent instructions to follow the demonstration successfully. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). (5) REVISE inconsistencies - Make entire piece match ONE chosen style/tone.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as a formal science report for classmates, which requires formal, objective, serious style and tone. The first sentences use third person, academic vocabulary ('photosynthesis,' 'convert,' 'chlorophyll'), and serious objective tone presenting scientific facts. However, sentence 3 shifts to first person ('I think'), uses slang ('super cool'), includes casual metaphor ('tiny food factories'), and adds personal subjective opinion with exclamation point. Choice B is correct because it identifies sentence 3 as breaking consistency by shifting from formal objective scientific writing to informal subjective personal opinion. The phrase 'I think photosynthesis is super cool' inserts personal enthusiasm and casual vocabulary into an otherwise objective informational report, while 'tiny food factories!' uses informal metaphor and exclamation inappropriate for scientific writing. This inconsistency confuses readers who expect formal scientific explanation and undermines the credibility of the report. Consistent style and tone help readers know what to expect and take scientific writing seriously. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). (5) REVISE inconsistencies - Make entire piece match ONE chosen style/tone. If formal essay has 'I think' → remove opinion or cite source ('Research indicates'). If informal narrative has 'one must acknowledge' → change to casual ('I realized'). If objective article has slang → replace with standard vocabulary. (6) MAINTAIN throughout - Don't start formal and drift informal, or start casual and get stiff. Consistency from first sentence to last.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as a personal narrative for classmates, which allows informal, subjective, casual style and tone. The established sentences use first person ('I'), conversational vocabulary ('ran,' 'bouncing,' 'mess'), and maintain personal subjective tone sharing Amir's experience. However, sentence 3 shifts to overly formal third person ('one must') with academic phrasing ('negative consequences'). Choice C is correct because it identifies sentence 3 as breaking consistency by shifting from informal first-person narrative to formal third-person academic style. The phrase 'One must arrive promptly in order to avoid negative consequences' uses formal vocabulary and impersonal construction completely out of place in a personal story about being late for the bus. This inconsistency creates a jarring shift that pulls readers out of Amir's personal experience. Consistent informal style helps readers connect with the narrator's personal story. Sentences 1, 2, and 4 all maintain the informal, first-person style appropriate for personal narrative, using 'I,' conversational vocabulary, and personal details. The formal shift in sentence 3 sounds like it belongs in an academic essay rather than a personal story. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). (5) REVISE inconsistencies - Make entire piece match ONE chosen style/tone. Remember: Both formal and informal can be correct and well-written—the key is CONSISTENCY with the purpose and audience.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as a serious letter to the principal about school safety, which requires formal, serious, respectful style and tone. The established sentences use formal vocabulary, serious tone addressing safety concerns ('without fear,' 'reduce unsafe behavior,' 'feel secure'), and maintain appropriate gravity for the topic. However, sentence 3 shifts to inappropriate humor with the bumper-car metaphor. Choice C is correct because it identifies sentence 3 as breaking consistency by shifting from serious safety concerns to humorous comparison. The phrase 'the hallway will turn into a bumper-car ride!' uses playful metaphor and exclamation that trivializes the safety issue being addressed. This inconsistency undermines the serious purpose of the letter and could make the principal less likely to take the concerns seriously. Consistent serious tone helps maintain credibility when addressing important issues. Choice A (sentence 2), B (sentence 4), and D (sentence 1) all maintain the serious, formal tone appropriate for addressing safety concerns with school administration. The humorous shift in sentence 3 is jarring and inappropriate given the context of student safety. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). (5) REVISE inconsistencies - Make entire piece match ONE chosen style/tone. Remember: Both formal and informal can be correct and well-written—the key is CONSISTENCY with the purpose and audience.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as an informal email to a friend about a weekend trip, which allows informal, subjective, casual style and tone. The established sentences use first person ('We'), conversational vocabulary ('got,' 'quiet,' 'shiny'), and maintain personal subjective tone sharing Chen's experience. However, sentence 3 shifts to overly formal vocabulary ('exceptionally magnificent,' 'one must,' 'grandeur'). Choice A is correct because it maintains consistent informal style with first person ('I'), contraction ('couldn't'), conversational vocabulary ('amazing,' 'staring'), and personal subjective tone expressing Chen's feelings. The revision 'The view was amazing, and I couldn't stop staring at the lake' uses casual language appropriate for an email to a friend and maintains the personal, informal tone established in the other sentences. There are no jarring shifts that would confuse the friend expecting casual conversation. Choices B, C, and D all use overly formal language inappropriate for a casual email: B uses formal transitions ('therefore') and impersonal construction ('visitors must'), C uses passive voice ('was observed,' 'was considered'), and D uses formal 'one must' construction with elevated vocabulary ('exceptionally magnificent'). These formal shifts are out of place in friendly correspondence about a weekend trip. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). Remember: Informal writing to friends should stay conversational—avoid sudden formal language that sounds stiff.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as a formal history essay for the school website, which requires formal, objective, serious style and tone. The established sentences use third person, academic vocabulary ('Industrial Revolution,' 'replaced'), and serious objective tone presenting historical facts. Sentence 3 breaks consistency with informal filler words ('like, totally'), slang ('stressed out'), and casual phrasing inappropriate for formal academic writing. Choice A is correct because it maintains consistent formal style with third person ('Workers'), no contractions, academic vocabulary ('experienced,' 'adjusted'), and objective tone without personal opinion or slang. The revision 'Workers experienced stress as they adjusted to new schedules and expectations' uses formal vocabulary and maintains the objective historical perspective established in the other sentences. There are no jarring shifts that would confuse or distract readers expecting formal academic writing. Choice B breaks consistency by using slang ('super stressed') and overly casual phrasing ('the whole thing was a mess') that doesn't match the formal academic tone. Choice C shifts to first person ('I felt bad') which is inappropriate for formal historical writing, and Choice D uses second person ('You can tell') which also breaks the established third-person objective style. These inconsistencies confuse readers who expect formal academic writing and undermine the credibility of historical analysis. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). (5) REVISE inconsistencies - Make entire piece match ONE chosen style/tone.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as a formal report about a class survey for the teacher, which requires formal, objective, analytical style and tone. The established sentences use third person ('The survey,' 'students,' 'The results'), academic vocabulary ('reported,' 'suggest,' 'independent reading'), and maintain objective tone presenting survey findings. However, sentence 3 shifts to first person ('I was surprised') and adds personal reaction. Choice C is correct because it identifies sentence 3 as breaking consistency by shifting from formal third-person reporting to informal first-person reaction. The phrase 'I was surprised that only a few students read every day' inserts personal feelings into an otherwise objective report of survey results. This inconsistency undermines the formal, analytical tone expected in academic reporting and makes the report seem less professional. Consistent third-person objective style helps maintain credibility in formal reports. Sentences 1, 2, and 4 all maintain formal third-person perspective appropriate for academic reporting, presenting data and analysis without personal commentary. The first-person shift in sentence 3 is jarring and unprofessional for a formal report to a teacher. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as a formal essay about recycling for the school board, which requires formal, objective, serious style and tone. The established sentences use third person, academic vocabulary ('reduces,' 'conserves,' 'resources'), and maintain objective tone presenting facts about recycling. Sentence 3 breaks consistency with casual vocabulary ('awesome,' 'totally') and exclamation point. Choice A is correct because it maintains consistent formal style with third person ('participation'), no contractions, academic vocabulary ('provides,' 'environmental benefits,' 'encouraged'), and objective tone without slang or excessive enthusiasm. The revision 'Recycling provides important environmental benefits, and participation should be encouraged across the community' uses formal language and maintains the serious, objective perspective appropriate for addressing the school board. There are no jarring shifts that would confuse or distract readers expecting formal academic writing. Choice B breaks consistency by using casual slang ('so awesome') and informal direct address ('you should'), Choice C shifts to first person ('I love') and includes subjective feelings ('makes me feel like a hero'), and Choice D uses informal metaphor ('planet's best friend') and casual vocabulary ('cool'). These inconsistencies undermine the formal tone needed when presenting to the school board about environmental policy. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). Remember: Formal writing for official audiences requires consistent academic style throughout.

This question tests CCSS.L.6.3.b: maintaining consistency in style and tone throughout a piece of writing, ensuring that formality level, vocabulary, person, and tone match the purpose and audience. Style refers to how we write—our choice of vocabulary (formal/informal), sentence structure (complex/simple), person (first/second/third), and use of contractions—while tone is our attitude or mood (serious/humorous, objective/subjective, enthusiastic/neutral). Consistency means maintaining the same style and tone throughout a piece so readers aren't confused or distracted by sudden shifts. Purpose and audience determine appropriate style/tone: formal academic essays require third person, no contractions, academic vocabulary, objective tone, and serious approach; personal narratives can use first person, contractions, conversational vocabulary, subjective tone, and varied mood; informational articles need objective, factual tone with clear vocabulary regardless of formality level. This passage is intended as an informational article for 6th graders, which requires objective, factual, clear style and tone. The established sentences use third person, factual statements about earthquakes ('occur when,' 'can record,' 'often include'), and maintain objective tone presenting information without personal opinion. However, sentence 3 shifts to first person ('I believe') and adds subjective personal opinion ('scariest'). Choice B is correct because it identifies sentence 3 as breaking consistency by shifting from objective informational writing to subjective personal opinion. The phrase 'I believe earthquakes are the scariest natural disasters of all' inserts personal feelings and comparative judgment into an otherwise factual article about earthquakes. This inconsistency confuses readers who expect objective information and undermines the credibility of the informational article. Consistent objective tone helps readers trust the factual accuracy of informational writing. Sentences 1, 2, and 4 all maintain objective tone by presenting verifiable facts about earthquakes without personal opinion or emotional language. The subjective shift in sentence 3 is inappropriate for informational writing that should remain neutral and factual. To help students maintain consistent style and tone: (1) IDENTIFY purpose and audience FIRST - What's the writing for? Who will read it? This determines appropriate style/tone. Formal academic essay → formal, objective, serious. Personal narrative → informal, subjective, varied tone okay. Informational article → objective, clear, factual. Persuasive piece → can be formal or informal but consistent. (2) Know FORMAL style requirements - Third person (he, she, they, it, students, one - avoid I, we, you in formal essays), NO contractions (do not, cannot, it is, they are), Academic vocabulary (utilize, demonstrate, acquire, investigate, significant), Objective tone (factual, no 'I think' or 'I believe'), Serious tone (no slang, no casual exclamations), Complex sentences. (3) Know INFORMAL style characteristics - First person (I, we) or second person (you) okay, Contractions acceptable (don't, can't, it's), Conversational vocabulary (use, show, get, really), Subjective tone (personal feelings) appropriate, Casual tone (enthusiasm, colloquialisms) okay, Varied sentences. (4) CHECK for shifts - Read through and circle: person changes (I → you → he), vocabulary jumps (academic to slang), contraction inconsistency (don't then do not), tone shifts (objective fact → personal opinion). (5) REVISE inconsistencies - Make entire piece match ONE chosen style/tone. Remember: Informational writing should remain objective—save personal opinions for persuasive or narrative writing.