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Definition
Definition
Language is defined as “a system of meaning, in spoken, written, visual and physical modes, for communicating ideas, thoughts and feelings.” (NSW English K-10 Glossary)
Informal language
“Denoting speech characterised by colloquial usage, having the flexibility of grammar, syntax, and pronunciation allowable in conversation.”
Formal language
"Denoting language whose grammar and syntax are correct, and speech whose sounds are carefully formed without sounding stilted.”
(Macquarie Dictionary)
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
What is formal and informal languageTeacher guided -Notes and examples on formal and informal language with an activity where students order scenarios from informal to formal.
Change the languageAn activity where students transform informal sentences into formal sentences and vice versa, focusing on the language and vocabulary used for formal an informal writing.
Formal or informal? An activity where students rank sentences on a scale to show if they are formal or informal, encouraging students to explain and justify how language and vocabulary contributes to the style of a text.
Formal and informal texts Example formal and informal texts with teacher annotations to highlight the qualities of a text that make it formal or informal.
Writing task A writing task for students to complete with formal and informal text prompts.
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to writing test marking
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “use a range of formal and informal language, and appropriate vocabulary with increasing precision for the audience and context.”
Students’ use of formal and informal language demonstrates their control of language as it indicates their ability to select and use language that is appropriate for the context of the task.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how formal and informal language is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .05: Audience, purpose and meaning-making
Focus area: Register
Level 3 performance features:
Demonstrates an understanding of a range of formal and informal registers
Connections with National Literacy Learning Progression
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to formal and informal language are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT)
CrT7 — Crafting ideas
CrT7 — Crafting ideas
creates informative, imaginative and persuasive texts for a range of learning area purposes, such as to recount a sequence of events; to describe a person, thing or process; to explain a process; to argue with evidence or reasons; to express emotions
CrT7 — Vocabulary
CrT7 — Vocabulary
uses expressive words to describe action and affect the reader (e.g. tiptoed, instead of walked)
uses synonyms to replace common and generic words and avoid repetition across a text (e.g. thrilled for excited)
CrT8 — Crafting ideas (informative, persuasive, imaginative)
CrT8 — Crafting ideas (informative, persuasive, imaginative)
Informative
Informative
creates informative texts for a broader range of learning area purposes (e.g. explains a life cycle of a butterfly, recounts a process, describes an artwork)
includes structural features appropriate to the type of text and task, such as opening statements to define the topic and at least two body paragraphs
Persuasive
Persuasive
creates persuasive texts for a broader range of learning area purposes (e.g. designs a healthy food campaign)
includes structural features appropriate to the type of text and task, such as an introduction with a statement of position, body paragraphs and a simple conclusion
Imaginative
Imaginative
creates imaginative text for a broader range of learning area purposes (e.g. narrates a historical event)
includes structural features appropriate to the type of text, such as an orientation, complication and resolution
CrT8 — Vocabulary
CrT8 — Vocabulary
Informative
Informative
uses a range of technical and subject specific words to add detail and authority to information (e.g. hibernate instead of sleep)
Imaginative
Imaginative
uses a range of learnt topic words and words from other authors
CrT10 — Vocabulary
CrT10 — Vocabulary
Imaginative
Imaginative
uses language that evokes an emotional response (e.g. although they faced relentless opposition, the netballers triumphed)
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