English Language Arts · 6th Grade · The Art of Argument: Writing with Purpose · Weeks 19-27

Maintaining a Formal Style in Argumentation

Students will practice maintaining a formal and objective style in their argumentative writing, avoiding informal language.

• Common Core State Standards
• CCSS.ELA-Literacy.W.6.1.d

About This Topic

Maintaining a formal style in argumentative writing requires the same skills as informational writing, but with an added challenge: arguing a position creates natural pressure to use emotional or casual language. Under CCSS.ELA-Literacy.W.6.1.d, students are expected to establish and maintain a formal style in their argumentative writing, which means the push of a strong opinion must be conveyed through evidence and logic rather than charged phrasing or informal register.

This topic closely parallels informational writing's formality requirements, but in argumentative contexts students often slip into advocacy language (obviously, everyone knows, you have to admit) that feels persuasive but actually undermines credibility with analytical readers. Teaching students to recognize the difference between persuasive energy and formal argument is a key step toward mature academic writing.

Active learning is especially productive here because students benefit from reading their own writing aloud or hearing it read back to them. Tone and register are easier to detect in spoken language than on a page. Peer revision protocols that target specific informal markers give students a concrete checklist rather than a vague directive to sound more formal.

Key Questions

1. Explain how word choice contributes to a formal tone in an argumentative essay.
2. Differentiate between appropriate and inappropriate language for a formal argument.
3. Critique a piece of writing for instances of informal language or biased phrasing.

Learning Objectives

• Analyze word choices in argumentative texts to identify how they contribute to a formal or informal tone.
• Differentiate between formal and informal language suitable for a 6th-grade argumentative essay.
• Critique sample argumentative paragraphs, identifying and explaining instances of inappropriate language.
• Revise argumentative sentences to replace informal phrasing with formal, objective language.
• Explain the relationship between evidence, logic, and formal tone in persuasive writing.

Before You Start

Identifying Main Idea and Supporting Details

Why: Students need to be able to identify the core argument and its evidence before they can focus on how the language used supports or detracts from that argument.

Introduction to Argumentative Writing

Why: Students must have a basic understanding of what an argument is and its purpose before learning to refine its style.

Key Vocabulary

Formal Tone	A serious and objective way of writing that avoids slang, contractions, and personal opinions not supported by evidence. It is appropriate for academic essays.
Informal Language	Casual language that includes slang, contractions (like 'don't' or 'it's'), and personal expressions (like 'I think' or 'obviously'). This is not suitable for formal arguments.
Objective Phrasing	Language that presents information factually, without personal bias or emotional appeal. It focuses on evidence and logical reasoning.
Register	The level of formality in language. A formal register is used in academic writing, while an informal register is used in casual conversation.

Watch Out for These Misconceptions

Common Misconception

Using strong emotional language makes an argument more persuasive.

What to Teach Instead

In academic argumentative writing, emotionally charged language often signals weak reasoning to analytical readers. Evidence and logic are more persuasive in formal contexts than intensity of feeling. Helping students understand their audience, academic evaluators rather than a rally, reframes the goal of persuasion in this context.

Common Misconception

Formal style is only about avoiding contractions.

What to Teach Instead

Formality in argumentation also means avoiding first-person opinions ('I believe'), loaded qualifiers ('obviously,' 'absurdly'), and informal transitions ('and also,' 'plus'). Students who only target contractions often miss these subtler markers. A comprehensive revision checklist helps students address the full range of formal register requirements.

Active Learning Ideas

Peer Revision: The Formality Audit

Students exchange argumentative drafts and use a structured checklist to identify: all contractions, all first-person pronouns, all opinion-signaling phrases (I think, obviously, clearly), and any slang or informal vocabulary. The peer marks each instance and suggests a formal alternative. Writers revise using the annotations before returning to their own draft.

25 min·Pairs

Think-Pair-Share: Formal or Charged?

Present a series of argumentative sentences that differ only in word choice, one formal and evidence-based, one emotionally charged. Students individually decide which sounds more credible to an academic audience and explain why, then compare their reasoning with a partner. The class debrief builds shared vocabulary for identifying register in argumentation.

20 min·Pairs

Inquiry Circle: Rewrite the Rant

Groups receive a short paragraph written in very informal argumentative style. Their task is to rewrite it maintaining the same position but using formal language and evidence-based reasoning. Groups share revised paragraphs and the class discusses which version is most persuasive to an academic reader.

30 min·Small Groups

Real-World Connections

• Lawyers writing legal briefs must maintain a formal and objective tone to present their case logically and credibly to a judge or jury. They avoid emotional language and slang.
• Scientists submitting research papers to academic journals use formal language to clearly explain their findings and methods. This ensures their work is taken seriously by other experts in the field.

Assessment Ideas

Quick Check

Present students with a short paragraph arguing a common topic (e.g., the best type of pet). Ask them to highlight any words or phrases that sound informal or overly emotional. Then, have them rewrite two sentences using more formal language.

Peer Assessment

Students exchange drafts of their argumentative paragraphs. Using a checklist (e.g., 'No contractions', 'No slang', 'Objective language used'), they identify one sentence that could be more formal and suggest a revision. Partners sign off if the checklist is complete.

Exit Ticket

Provide students with two sentences: one formal and one informal, both making the same point. Ask them to identify which is formal and explain why, citing specific word choices. Then, ask them to write one sentence about why formal language is important in arguments.

Frequently Asked Questions

How does active learning help students maintain formal style in argumentative writing?

Peer revision and read-aloud activities externalize the writing so students can hear informal patterns they miss when reading silently. When a partner marks 'I think' five times on a draft, the pattern becomes visible. The social element of peer critique also builds students' awareness of how word choices affect a reader's perception of their credibility.

What is the difference between formal style in argumentative vs. informational writing at 6th grade?

Both require avoiding contractions, first-person pronouns, and slang. Argumentative writing has the added challenge of expressing a position without using opinion-signaling phrases. Students must make their claim sound supported by evidence rather than personal preference, even when they feel strongly about the topic.

How do I help students who feel like formal language waters down their argument?

Show them examples of powerful academic arguments that use formal language throughout. The argument's strength comes from the quality and specificity of evidence, not from exclamation or intensity. Students who learn to select precise evidence and build clear logical connections often find their arguments become stronger as a result of formality, not weaker.

What informal phrases should 6th graders specifically avoid in argumentative writing?

Target these common patterns: opinion openers (I think, I feel, in my opinion), intensity qualifiers (obviously, clearly, everyone knows), informal transitions (and also, plus, another thing), and contractions. These four categories cover the majority of informal language patterns that appear in 6th grade argumentative drafts.