Writing and writing clearly is a highly complex activity that requires the coordination of several processes and subprocesses for it to be effective and purposeful. Across those demands, syntax and the ability to express ideas with clarity can significantly affect a writer's ability to communicate (Berninger, Nagy, & Beers, 2011) and the quality of their work (Crowhurst, 1983); thus, a writer may have knowledge about a topic but might not be able to compose clear sentences to share this message. The purpose of this paper is to explain specific instructional practices that can be applied at the editing stage and support learners' editing skills and expression. In the first section of this article, the argument for syntactic control is made that supports stylistic choices and incorporates oral language. Then the specific expectations for grammatical knowledge by the developers of the Common Core State Standards are explained. Finally, the specific practices are shared within a comprehensive approach to writing that addresses genre (Philippakos & MacArthur, in press) and systematically teaches the writing process.