Maintaining a Formal Style in Argumentation

Active learning works for this topic because students often mistake strong opinions with informal language, and hands-on practice helps them experience the difference between persuasive and effective academic writing. When students revise real examples, they see how formal style strengthens their argument rather than weakens it.

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

Learning Objectives

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

Peer Teaching

⏱ 25 min·Pairs

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.

Prepare & details

Explain how word choice contributes to a formal tone in an argumentative essay.

Facilitation Tip: During Peer Revision: The Formality Audit, provide a colored highlighter for each type of informal language (contractions, slang, first-person) so students can visually track patterns in their peers' writing.

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

Think-Pair-Share

⏱ 20 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.

Prepare & details

Differentiate between appropriate and inappropriate language for a formal argument.

Facilitation Tip: For Think-Pair-Share: Formal or Charged?, give pairs a short list of formal alternatives they can reference when deciding between phrasing options.

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

Inquiry Circle

⏱ 30 min·Small Groups

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.

Prepare & details

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

Facilitation Tip: In Collaborative Investigation: Rewrite the Rant, assign each group a different type of informal language to focus on so the whole class covers the full range of formal style requirements.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

Teachers approach this topic by making the invisible visible—students often don’t realize how casual their writing sounds until they compare it side-by-side with formal models. Avoid lecturing solely about rules; instead, let students discover the impact of language choices through guided revision. Research shows that students improve formal style most when they analyze and revise authentic examples rather than memorize a checklist.

What to Expect

Successful learning looks like students identifying informal language in peer work and confidently revising it to maintain a formal register. They should use evidence-based reasoning in their arguments without relying on emotional or casual phrasing. By the end of the activities, students will consistently apply formal style in their own writing.

Watch Out for These Misconceptions

Common Misconception

During Peer Revision: The Formality Audit, students may believe that using strong emotional language makes an argument more persuasive.

What to Teach Instead

During Peer Revision: The Formality Audit, circulate with a sample paragraph that uses emotional language and guide students to identify how evidence-based reasoning feels more credible. Ask them to revise the paragraph to remove emotional phrasing while keeping the argument intact.

Common Misconception

During Think-Pair-Share: Formal or Charged?, students might think formality is only about avoiding contractions.

What to Teach Instead

During Think-Pair-Share: Formal or Charged?, provide a checklist with examples of other informal markers (e.g., 'I think,' 'obviously,' 'and also') and have pairs categorize each phrase as formal or informal before discussing alternatives.

Assessment Ideas

Quick Check

After Peer Revision: The Formality Audit, collect students’ revised paragraphs and use a color-coded key to assess how many informal phrases they identified and corrected. Focus on whether they addressed more than just contractions.

Peer Assessment

During Collaborative Investigation: Rewrite the Rant, have students use a checklist to assess their partner’s revised paragraph, then discuss one strength and one area for improvement in the formal style.

Exit Ticket

After Think-Pair-Share: Formal or Charged?, collect students’ exit-ticket sentences to check if they can explain why formal language is important in arguments, citing specific word choices from the activity.

Extensions & Scaffolding

• Challenge early finishers to rewrite a partner’s paragraph using only formal transitions and objective qualifiers.
• Scaffolding for struggling students: Provide a word bank of formal alternatives for common informal phrases (e.g., 'stuff' → 'aspects', 'kids' → 'students').
• Deeper exploration: Ask students to research and present examples of formal argumentation in published articles, comparing the language choices to their own drafts.

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.