Formal/informal register | Year 7

💡Understand

Register refers to the level of formality in language, and this lesson focuses on recognising and controlling it as a GRAMMATICAL skill — noticing specific markers like contractions, sentence complexity, vocabulary choice, and pronoun use, which together signal formal or informal register. Skilled writers can deliberately switch register to suit different audiences and purposes, while always maintaining consistency within a single piece.

“Formal marker: 'One must consider the evidence carefully.' Informal marker: 'You've gotta look at the evidence properly.'”

The formal version uses the impersonal pronoun 'one' and avoids contractions; the informal version uses direct address ('you') and a contraction ('gotta' — an informal contraction of 'got to'). These are specific, identifiable GRAMMATICAL markers of register, not just a vague feeling of formality.

🔍Spot it

Identify the specific grammatical marker that signals register in each example.

Question 1

"I can't believe it." vs. "I cannot believe it."

💡 The contracted form 'can't' is a classic marker of informal register; the full form 'cannot' signals formality.

Question 2

"Gonna check it out." vs. "I intend to examine this further."

💡 'Gonna' is a very informal, spoken contraction; 'intend to examine' uses precise, formal vocabulary.

Question 3

"Hey, what's up?" vs. "Good morning. How are you?"

💡 Greeting choice itself is a strong, immediate marker of intended register.

🧠Think about it

Why is it a mistake to think of 'formal' as simply meaning 'using long words', and 'informal' as simply meaning 'using short words'?

✍️Try it

Identify the register and its markers.

"We regret to inform you that your application has not been successful on this occasion."

Question 1

What register is this, and what markers reveal it?

💡 Look for the absence of contractions and the careful, indirect way bad news is delivered.

📝Practise

Identify the register of each sentence, and the marker that reveals it.

Question 1

"I'm not sure that's a great idea, tbh." Register?

Question 2

"I would advise against pursuing this course of action." Register?

Question 3

"Catch you later!" Register?

Question 4

In one word, what should you avoid using in formal writing (e.g. 'don't', 'can't')?

💡 It's the key grammatical marker discussed in the Understand section.

Question 5

Why is it important to maintain a CONSISTENT register throughout a piece of writing?

Question 6

"To whom it may concern," is a marker of which register?

🎯Apply

Read the passage, then answer the questions below.

Dear Headteacher, I am writing to formally request permission to organise a charity bake sale on school premises. I believe this event would raise valuable funds while also, ngl, being a lot of fun for everyone involved. I look forward to your response.

Question 1

What register does most of this letter use?

💡 Look at the opening, closing, and most of the vocabulary used.

Question 2

Which phrase breaks the letter's otherwise consistent register?

💡 One phrase clearly clashes with the rest of the letter's tone.

Question 3

Quote the formal closing phrase used at the end of the letter.

💡 It's the final sentence.

🏆Challenge

Explain in two or three sentences why the informal abbreviation 'ngl' disrupts this otherwise formal letter, and what effect this inconsistency might have on how the headteacher receives the request.

🔄Review

A quick mastery check — 3 questions.

Question 1

Register refers to...

Question 2

Contractions (e.g. 'don't') are typically markers of...

Question 3

Why should register be consistent throughout a piece of writing?

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