Informational Writing: Formal Style and Tone

Active learning works for formal style and tone because students need to confront their own casual language patterns directly. When they see examples side by side and rewrite in real time, the gap between informal speech and formal writing becomes visible and actionable. This hands-on comparison builds metacognitive awareness that lectures alone cannot produce.

• 6th Grade
• English Language Arts
• 3 activities
• 15 min–30 min

Learning Objectives

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

Gallery Walk

⏱ 30 min·Pairs

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.

Prepare & details

Explain how word choice contributes to a formal tone in academic writing.

Facilitation Tip: During the Gallery Walk, place one paragraph per station with a mix of formal and informal language, so students practice identifying tone in short, manageable chunks.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Think-Pair-Share

⏱ 15 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.

Prepare & details

Differentiate between objective and subjective language in an informational text.

Facilitation Tip: During Think-Pair-Share, provide sentence stems that force students to choose between two vocabulary options, making the trade-offs explicit and reducing vague word choice.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Peer Teaching

⏱ 25 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.

Prepare & details

Critique a piece of writing for instances of informal language or biased tone.

Facilitation Tip: During Peer Revision, give students colored pencils to mark contractions and slang, then require them to write the formal alternatives directly above in the margin.

Setup: Presentation area at front, or multiple teaching stations

Materials: Topic assignment cards, Lesson planning template, Peer feedback form, Visual aid supplies

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Teaching This Topic

Teach formal style by starting with what students already know: texting and casual speech. Use contrastive examples to show how informal habits bleed into writing. Avoid teaching formal style as a set of rules first; instead, let students discover the rules through guided analysis and revision. Research shows that students learn tone best when they revise their own writing rather than just editing someone else’s. Keep the focus on clarity and precision, not on sounding “fancy.”

What to Expect

Students will demonstrate the ability to distinguish formal from informal language and apply formal style to their own writing. Successful learning looks like clear revisions that replace contractions, slang, and opinions with precise vocabulary and objective phrasing. Peer feedback should show students recognizing these shifts in each other’s work.

Watch Out for These Misconceptions

Common Misconception

During Gallery Walk: Formal vs. Informal Rewrite Stations, watch for students who think using long or unusual words automatically makes their writing formal. They may select words like ‘utilize’ instead of ‘use’ without considering accuracy or clarity.

What to Teach Instead

During Gallery Walk, hand students a ‘precision checklist’ with columns for ‘simple but correct’ and ‘complex but unclear.’ Have them mark each vocabulary choice before proceeding to the rewrite.

Common Misconception

During Peer Revision: The Formality Sweep, students may believe objectivity means writing without personality or clarity. They might strip sentences of all vivid language, resulting in vague, passive prose.

What to Teach Instead

During Peer Revision, provide examples of strong objective sentences with confident clarity (e.g., ‘The data reveals a clear trend’). Have peers compare these to dull, passive versions and discuss which maintains voice without opinion.

Assessment Ideas

Quick Check

After Gallery Walk, give students a short paragraph containing a mix of formal and informal language. Ask them to highlight informal words or phrases and rewrite the paragraph using only formal language before moving to the next station.

Peer Assessment

During Peer Revision, students exchange drafts and use a checklist to identify contractions, slang, and personal opinions framed as facts. They provide written feedback with at least two suggested formal word replacements.

Exit Ticket

After Think-Pair-Share, ask students to write two sentences on a slip of paper. The first should be an example of objective language about a common topic, and the second should show subjective language. Collect slips to assess their ability to distinguish tone.

Extensions & Scaffolding

• Challenge students who finish early to rewrite a paragraph using only words from a provided academic word bank.
• Scaffolding: Provide sentence templates with blanks to fill in formal phrases, especially for students who struggle with transitions.
• Deeper exploration: Ask students to research and present the origins of common slang terms and explain why they are inappropriate in formal writing.

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.