English Language Arts · 6th Grade · Uncovering the Truth: Informational Text Analysis · Weeks 10-18

Informational Writing: Formal Style and Tone

Students will learn to maintain a formal style and objective tone in their informational writing.

• Common Core State Standards
• CCSS.ELA-Literacy.W.6.2.d

About This Topic

Formal style in informational writing is one of the most concrete language skills 6th graders can practice. Under CCSS.ELA-Literacy.W.6.2.d, students are expected to establish and maintain a formal style in their explanatory writing. This means choosing precise vocabulary, avoiding slang and contractions, and keeping personal opinions out of what should be objective analysis. Many 6th graders have already internalized a casual, conversational voice from texting and informal exchanges, so the shift to academic register requires direct, explicit instruction.

Understanding the distinction between formal and informal language helps students code-switch intentionally. This is a practical skill that extends well beyond English class, showing up in science lab reports, social studies essays, and eventually professional correspondence. When students understand why formality matters in certain contexts, they stop seeing it as arbitrary and start seeing it as a tool.

Active learning is particularly effective here because students can audit each other's writing in real time, identifying informal phrasing and proposing stronger alternatives. Peer revision creates an authentic audience and immediate feedback loop that accelerates the internalization of formal register far more quickly than teacher marking alone.

Key Questions

1. Explain how word choice contributes to a formal tone in academic writing.
2. Differentiate between objective and subjective language in an informational text.
3. Critique a piece of writing for instances of informal language or biased tone.

Learning Objectives

• Analyze word choices in provided texts to identify at least three examples that contribute to a formal tone.
• Differentiate between objective and subjective statements in informational writing samples, classifying each accurately.
• Critique a short informational passage, identifying specific instances of informal language or biased tone and suggesting formal alternatives.
• Explain how the avoidance of contractions and slang contributes to an objective tone in academic writing.

Before You Start

Identifying Main Idea and Supporting Details

Why: Students need to be able to identify the core message of a text to focus on maintaining an objective tone when explaining it.

Vocabulary Development: Connotation and Denotation

Why: Understanding how word choice impacts meaning is foundational to selecting precise vocabulary for a formal style.

Key Vocabulary

Formal Tone	A serious and objective way of writing that avoids slang, contractions, and personal opinions. It is used in academic and professional contexts.
Objective Language	Language that presents facts and information without personal feelings, biases, or opinions. It focuses on what can be observed or proven.
Subjective Language	Language that reflects personal feelings, opinions, beliefs, or biases. It often uses 'I' statements or emotionally charged words.
Academic Register	The specific style of language used in educational settings, characterized by formality, precision, and a focus on clear explanation.
Contractions	Shortened forms of words, such as 'don't' or 'it's', created by combining two words and using an apostrophe. These are generally avoided in formal writing.

Watch Out for These Misconceptions

Common Misconception

Formal writing means using the most complex or impressive vocabulary possible.

What to Teach Instead

Formal writing requires precise and appropriate word choice, not necessarily sophisticated vocabulary. A simpler word used accurately is more formal than an elaborate word used incorrectly. Students who over-complicate their vocabulary often produce sentences that obscure meaning rather than clarify it.

Common Misconception

Objective tone means the writing has no voice or personality.

What to Teach Instead

Objectivity means keeping opinions and emotional appeals out, not stripping the writing of clarity and directness. Students can write with confidence and specificity while still maintaining an objective stance. Active peer critique helps students distinguish between voice-less writing and genuinely objective prose.

Active Learning Ideas

Gallery Walk: Formal vs. Informal Rewrite Stations

Post 5-6 short informational paragraphs around the room, each containing informal phrases, contractions, or first-person references. Students rotate with a sticky note, flagging one problem and writing a formal revision on the note. After the rotation, pairs discuss the most common informal patterns they noticed.

30 min·Pairs

Think-Pair-Share: Word Choice Trade-offs

Present students with a sentence written in informal language and a list of three possible formal alternatives. Students individually select the best option and explain why, then share with a partner. Pairs report their reasoning to the class, opening discussion about when precision and formality overlap.

15 min·Pairs

Peer Revision: The Formality Sweep

Students exchange their own informational drafts with a partner and complete a structured checklist: identify all contractions, first-person pronouns, slang terms, and opinion statements. The partner circles each instance and suggests a formal revision. Writers then apply revisions before submitting.

25 min·Pairs

Real-World Connections

• Science journalists writing for publications like National Geographic must maintain a formal and objective tone to present complex research accurately to a broad audience.
• When applying for a scholarship or college, students write personal essays that require a formal style to convey maturity and seriousness about their academic goals.
• Lawyers drafting legal documents, such as contracts or briefs, use precise, formal language to ensure clarity and avoid misinterpretation of terms.

Assessment Ideas

Quick Check

Provide students with a short paragraph containing a mix of formal and informal language. Ask them to highlight all informal words or phrases and rewrite the paragraph using only formal language.

Peer Assessment

Students exchange drafts of their informational paragraphs. They use a checklist to identify: 1) Any contractions or slang, 2) Any personal opinions stated as facts, and 3) At least two words that could be replaced with more precise, formal vocabulary. They provide written feedback based on the checklist.

Exit Ticket

Ask students to write two sentences on a slip of paper. The first sentence should be an example of objective language about a common topic (e.g., dogs). The second sentence should be an example of subjective language about the same topic.

Frequently Asked Questions

How does active learning help students practice formal writing style?

Peer revision and gallery walk activities give students immediate, authentic feedback on their word choices. When a classmate flags a contraction or informal phrase, it registers differently than a teacher comment. The social accountability of writing for a real reader, even a peer, motivates students to apply formal register more consistently than solo practice.

What counts as formal style in 6th grade informational writing?

At this level, formal style means avoiding contractions, first-person pronouns, slang, and opinion statements. Students should use complete sentences, precise vocabulary, and an objective tone. CCSS W.6.2.d specifically requires students to establish and maintain this register in explanatory and research-based writing.

How do I teach the difference between formal and informal language to 6th graders?

Use direct comparison: show students the same information written in both registers and ask them to identify the specific changes. Contractions, colloquial phrases, and first-person references are visible, concrete targets. Starting with recognition before production makes the writing task more manageable for students who are just building awareness of register.

What does objective tone mean in informational writing?

Objective tone means the writer presents information and analysis based on evidence rather than personal belief or feeling. In practice, this means removing phrases like 'I think,' 'obviously,' and 'everyone knows.' Students often confuse confident claims supported by evidence with opinions, so explicit practice sorting statements helps build this distinction.