non formal essays

Extended Essay: Formal vs. Informal Writing

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements
• Evaluating Your Work

Differences Between Informal and Formal Essays

When writing your extended essay you should use language that is formal and academic in tone.  The chart below gives you some idea of the differences between informal and formal essays. See the box below for examples of the differences in tone in informal and formal essays written on identical topics. A PDF of this chart, and the examples below, is in the box to the right , along with a list of tips for avoiding colloquial writing.

Examples of Informal and Formal Tone in Essay Writing

The following examples highlight the differences between formal and informal tone.

Language B - English

• Formal vs. Informal Writing A chart giving the differences between informal and formal essays in seven areas (author's viewpoint; subject/content (sources of evidence); tone; structure; location of the research question; vocabulary; and purpose. Also included are examples comparing informal and formal writing for essays in English, biology, and psychology.
• How to Avoid Colloquial (Informal) Writing While it may be acceptable in friendly e-mails and chat rooms, excessive colloquialism is a major pitfall that lowers the quality of formal written text. Here are some steps/tips that you can follow to help improve your overall writing.
• << Previous: Plagiarism
• Next: Presentation Requirements >>
• Last Updated: Feb 2, 2024 1:39 PM
• URL: https://libguides.westsoundacademy.org/ee

Academic vs. Nonacademic Writing Styles

Academic and nonacademic writing are distinct styles with different characteristics and purposes. Academic writing is formal, evidence-based, and aimed at scholarly audiences, while nonacademic writing is informal, personal, and intended for a wider audience. Choosing the appropriate style depends on the target audience and the writer's specific purpose.

Updated on September 5, 2023

Academic and nonacademic writing are two different writing styles with distinct characteristics and purposes. Each style has its own conventions and best practices. Writers must understand and adhere to these conventions to best communicate with their intended audience.

The key factor to keep in mind here is your target audience .

Academic writing

The language used in academic writing is precise and often technical. It follows a standard structure, which typically includes introduction, background, methodology, results, discussion and conclusion sections. 

Academic writing generally includes a list of cited references and figures showing the data and data analyses performed over the course of research. A few examples of academic writing include journal articles, research papers, and theses /dissertations.

Characteristics of academic writing

The fundamental characteristics of academic writing are described as follows:

• Clear and concise : Academic writing is clear and concisely written. The use of jargon and excessive wordiness are not effective means of communicating through academic writing.
• Evidence-based content : Academic writing is based on evidence and research. Credible sources are used and they are cited appropriately.
• Formal tone : Academic writing uses a formal tone and avoids contractions, colloquial language, and informal expressions.
• Structured writing : Academic writing has a clear structure, such as introduction, methodology, and conclusion sections.
• A uniform citation style : Different fields have their own citation styles, and it is important to follow the specific citation style required by your institution or field.
• Proofread and edit : Always proofread and edit your work before submitting it for review. For assistance with this step, AJE can help with all of your proofreading, editing and translation needs. 
• Avoid plagiarism : Plagiarism can be avoided by properly citing sources, paraphrasing, and summarizing.

To communicate with a general audience, nonacademic writing styles are the best bet. In contrast to academic writing, nonacademic writing has an informal tone, a personal approach, and often uses emotions to convey the message. Nonacademic writing is aimed at a general audience and is used to entertain, inform, and persuade people. The language used in nonacademic writing is not usually technical and is considered to be accessible to a wider audience. Examples of nonacademic writing include newspaper articles, blog posts, and creative writing, such as fiction and poetry.

Characteristics of nonacademic writing

Nonacademic writing is not intended for an academic audience or purpose. Some of the characteristics of nonacademic writing are described as follows:

• Colloquial language : Nonacademic writing often uses colloquial language, slang, and contractions. This means the writing often comes across as more conversational. 
• Informal tone : Nonacademic writing typically has a more informal tone than academic writing.
• Personal opinions : A writer's personal opinions and feelings are often included in this style of writing.
• Less formal structure : There is usually no strict structure or format to nonacademic writing styles.
• Less emphasis on research : Writers often rely more on personal experience and anecdotes in this style of writing.
• Use of humor and figurative language : Humor and figurative language can make writing content more engaging.
• Less or no citation requirement : Nonacademic writing often doesn't require citations and references.
• Simplicity and brevity : Writing is often simple and brief, as it is designed to be easily understood by a wider, general audience.

Both styles of writing have their own unique strengths and weaknesses, and it is important for writers to understand and use the appropriate style for their specific purpose and audience. While academic writing is essential for scholarly research and analysis, nonacademic writing is essential for communicating information and ideas to a general audience.

Final thoughts

In summary, academic writing is formal, objective, and evidence-based, while nonacademic writing is informal, personal, and emotional. The purpose and audience for each style of writing are also different, with academic writing being written for scholarly audiences and nonacademic writing being written for wider audiences. The key element in choosing a writing style is the intended audience.

Eliza McKowan, MS

Academic Editor II

See our "Privacy Policy"

Get your paper ready for submission with expert academic editing from AJE.

When you choose AJE English Editing, you can submit your manuscript with confidence.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

Prevent plagiarism. Run a free check.

An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, July 23). The Four Main Types of Essay | Quick Guide with Examples. Scribbr. Retrieved April 3, 2024, from https://www.scribbr.com/academic-essay/essay-types/

Is this article helpful?

Jack Caulfield

Other students also liked, how to write an argumentative essay | examples & tips, how to write an expository essay, how to write an essay outline | guidelines & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

8 Chapter 8 (Non-academic Writing)

Beyond the Essay

While research-based academic arguments are the focal point of college composition courses, there are other forms of writing that students should be familiar with in general. One key thing that should be remembered about written communication is that it frequently has legal significance, serving as a record of the thoughts, attitudes, and beliefs of the creator at the time of its creation. What this can mean is that a well-intentioned joke or aside comment could become part of a legal record, with deep significance for a business or individual. This chapter will outline two forms of non-academic writing that require at least some degree of research, argumentation, and audience-awareness. However, many other forms of non-academic writing have the same sorts of requirements.

Although formal memos and proposals still do exist in business, emails between parties is a low-pressure, highly accessible way to communicate with others. One of the most important things to remember when composing emails is that  audience is frequently not the person who receives the first message.

Emails get forwarded to other members of a business, often times to draw attention to ideas or to pass responsibility for a reply on to others. Emails get attached to replies to others, or other participants get “looped in” on conversations. The result is that sometimes a message that was intended to be between two peers ends up being seen by supervisors and subordinates, all with the original author’s name attached inside the document history.

Even someone who deletes an email from their own files does not remove it from the files of everyone else who has received it. In some cases, deleting an email actually breaks legal and company policies. Ultimately, then, an email needs to represent the originator well.

In the terms that have been used throughout this book, that frequently means that an email needs to focus on the claims, elaborations, and concessions of the argument. Background is typically shared between all parties or can be reconstructed if necessary. However, a simple comment (e.g. “we need to have the new hire in place by Thursday”) followed by an explanation of reasoning that serves as the warrant (e.g. “we are going live with a new project on Friday and we need the extra help”) and any covering or limiting comments (e.g. “unless we don’t think that’s possible”) will often suffice.

Alternately, sometimes an email chain constructs the parts of the argument collectively. One author offers a proposal, another adds a complaint or concern that leads to a limitation, and a third party provides background on why such proposals have not been followed in the past. Every step of the way, the author of each link in the chain is forming an impression in the minds of the other recipients.

When writing an email, professionals in the workplace often provide evidence in the form of attachments (e.g. “these numbers show we have a problem in shipping”), not as explicit data quoted in the body of the text itself. Additionally, many times people in a workplace will want to initiate a conversation in writing that they then conclude in person. Frequently, there will be those who are reluctant to commit ideas to writing–while at the same time there will be others who insist that everything must be written down. Balancing these forces requires that people pay careful attention to the specific demands of their different audiences.

Businesses and government agencies thrive on structure. This, inevitably, means  forms . New patients need to have their medical histories taken and documented in a consistent fashion that allows all parties to find the information they need for that patient’s health in a short amount of time without errors. Insurance companies need to be able to examine which party was responsible for a car accident and to what extent the damage being repaired matches the nature of the crash as reported. Team leaders need to know which deadlines exist and what funding is available as they make requests for personnel or resources.

Ultimately, forms are typically not documents like essays. They are often presented to the user as a series of options and a small handful of written sections–and often these written sections are minimal but unavoidable. What that means is that the obligation of the person filling out the form is to provide as much information as possible with as few words as possible, and to do so without personal interpretation except where specifically asked for–a driver might have exceeded the posted speed limit (not “floored it like a maniac”) or a patient might have presented with a sore throat (not “acted like he has the flu”).

Forms seldom acknowledge personal opinion, artistic expression, or the convenience of the person completing them. Instead, they are about fulfilling a function that seems essential to someone in a position of authority. In this way, they are very similar to academic arguments. Likewise, forms do not put the person writing the form at the center of the document. Forms make the information itself a priority. This is, once again, like academic writing. However, academic writing puts a much greater priority on explaining reasoning and providing analysis, whereas many forms want simple data reporting.

Other Workplace Communication

There are always exceptions to the general guidelines included here. Presentations using slides represent a form of writing, but that skillset is specific enough to be best handled in the context of speech courses or technical writing courses. Likewise, grant proposals, findings reports, and even engineering surveys are all forms of writing that require research in their creation and that are shaped by their specific audiences that they no longer resemble college essays.

The reality is that using research to inform a decision is not even limited to writing. Buying a car, taking a job, and even picking a class can all benefit from learning more about the situation, looking at that knowledge critically, and drawing conclusions from that research.

Research, Evidence, and Written Arguments Copyright © by jsunderb. All Rights Reserved.

Share This Book

25 Great Nonfiction Essays You Can Read Online for Free

Alison Doherty

Alison Doherty is a writing teacher and part time assistant professor living in Brooklyn, New York. She has an MFA from The New School in writing for children and teenagers. She loves writing about books on the Internet, listening to audiobooks on the subway, and reading anything with a twisty plot or a happily ever after.

View All posts by Alison Doherty

I love reading books of nonfiction essays and memoirs , but sometimes have a hard time committing to a whole book. This is especially true if I don’t know the author. But reading nonfiction essays online is a quick way to learn which authors you like. Also, reading nonfiction essays can help you learn more about different topics and experiences.

Besides essays on Book Riot,  I love looking for essays on The New Yorker , The Atlantic , The Rumpus , and Electric Literature . But there are great nonfiction essays available for free all over the Internet. From contemporary to classic writers and personal essays to researched ones—here are 25 of my favorite nonfiction essays you can read today.

“Beware of Feminist Lite” by  Chimamanda Ngozi Adichie

The author of We Should All Be Feminists  writes a short essay explaining the danger of believing men and woman are equal only under certain conditions.

“It’s Silly to Be Frightened of Being Dead” by Diana Athill

A 96-year-old woman discusses her shifting attitude towards death from her childhood in the 1920s when death was a taboo subject, to World War 2 until the present day.

“Letter from a Region in my Mind” by James Baldwin

There are many moving and important essays by James Baldwin . This one uses the lens of religion to explore the Black American experience and sexuality. Baldwin describes his move from being a teenage preacher to not believing in god. Then he recounts his meeting with the prominent Nation of Islam member Elijah Muhammad.

“Relations” by Eula Biss

Biss uses the story of a white woman giving birth to a Black baby that was mistakenly implanted during a fertility treatment to explore racial identities and segregation in society as a whole and in her own interracial family.

“Friday Night Lights” by Buzz Bissinger

A comprehensive deep dive into the world of high school football in a small West Texas town.

“The Case for Reparations” by Ta-Nehisi Coates

Coates examines the lingering and continuing affects of slavery on  American society and makes a compelling case for the descendants of slaves being offered reparations from the government.

“Why I Write” by Joan Didion

This is one of the most iconic nonfiction essays about writing. Didion describes the reasons she became a writer, her process, and her journey to doing what she loves professionally.

“Go Gentle Into That Good Night” by Roger Ebert

With knowledge of his own death, the famous film critic ponders questions of mortality while also giving readers a pep talk for how to embrace life fully.

“My Mother’s Tongue” by Zavi Kang Engles

In this personal essay, Engles celebrates the close relationship she had with her mother and laments losing her Korean fluency.

“My Life as an Heiress” by Nora Ephron

As she’s writing an important script, Ephron imagines her life as a newly wealthy woman when she finds out an uncle left her an inheritance. But she doesn’t know exactly what that inheritance is.

“My FatheR Spent 30 Years in Prison. Now He’s Out.” by Ashley C. Ford

Ford describes the experience of getting to know her father after he’s been in prison for almost all of her life. Bridging the distance in their knowledge of technology becomes a significant—and at times humorous—step in rebuilding their relationship.

“Bad Feminist” by Roxane Gay

There’s a reason Gay named her bestselling essay collection after this story. It’s a witty, sharp, and relatable look at what it means to call yourself a feminist.

“The Empathy Exams” by Leslie Jamison

Jamison discusses her job as a medical actor helping to train medical students to improve their empathy and uses this frame to tell the story of one winter in college when she had an abortion and heart surgery.

“What I Learned from a Fitting Room Disaster About Clothes and Life” by Scaachi Koul

One woman describes her history with difficult fitting room experiences culminating in one catastrophe that will change the way she hopes to identify herself through clothes.

“Breasts: the Odd Couple” by Una LaMarche

LaMarche examines her changing feelings about her own differently sized breasts.

“How I Broke, and Botched, the Brandon Teena Story” by Donna Minkowitz

A journalist looks back at her own biased reporting on a news story about the sexual assault and murder of a trans man in 1993. Minkowitz examines how ideas of gender and sexuality have changed since she reported the story, along with how her own lesbian identity influenced her opinions about the crime.

“Politics and the English Language” by George Orwell

In this famous essay, Orwell bemoans how politics have corrupted the English language by making it more vague, confusing, and boring.

“Letting Go” by David Sedaris

The famously funny personal essay author , writes about a distinctly unfunny topic of tobacco addiction and his own journey as a smoker. It is (predictably) hilarious.

“Joy” by Zadie Smith

Smith explores the difference between pleasure and joy by closely examining moments of both, including eating a delicious egg sandwich, taking drugs at a concert, and falling in love.

“Mother Tongue” by Amy Tan

Tan tells the story of how her mother’s way of speaking English as an immigrant from China changed the way people viewed her intelligence.

“Consider the Lobster” by David Foster Wallace

The prolific nonfiction essay and fiction writer  travels to the Maine Lobster Festival to write a piece for Gourmet Magazine. With his signature footnotes, Wallace turns this experience into a deep exploration on what constitutes consciousness.

“I Am Not Pocahontas” by Elissa Washuta

Washuta looks at her own contemporary Native American identity through the lens of stereotypical depictions from 1990s films.

“Once More to the Lake” by E.B. White

E.B. White didn’t just write books like Charlotte’s Web and The Elements of Style . He also was a brilliant essayist. This nature essay explores the theme of fatherhood against the backdrop of a lake within the forests of Maine.

“Pell-Mell” by Tom Wolfe

The inventor of “new journalism” writes about the creation of an American idea by telling the story of Thomas Jefferson snubbing a European Ambassador.

“The Death of the Moth” by Virginia Woolf

In this nonfiction essay, Wolf describes a moth dying on her window pane. She uses the story as a way to ruminate on the lager theme of the meaning of life and death.

You Might Also Like

Informal Vs. Formal Writing: What’s The Difference?

• What Is Formal Writing?
• What Is Informal Writing?
• Formal Vs. Informal Writing
• Formal Example
• Informal Example

As a writer, you’re faced with a lot of choices related to your writing: how long should your essay be ? Who should be addressed in a cover letter ? What is a thesis statement ? But there’s one question that also applies to every composition: how do you distinguish writing that’s informal vs. formal?  

That’s right. Whether a piece is informal or formal will influence everything down to the smallest comma and period. But what, exactly, is the difference between formal and informal writing? When do you use one over the other? Are they really that different? If you are wondering the answers to those questions, then read on as we explore the many different features between formal and informal writing. 

What is formal writing ?

First, you should know that it is the intended readers that will determine if a writer should use formal writing or informal writing . Generally, formal writing is defined as writing targeted toward an audience that a person doesn’t personally know. Typically, formal writing is used when a person wants their writing to be viewed as professional, polite, authoritative, or some combination thereof. For this reason, formal writing is often used in professional settings. For example, formal writing is often the form of writing used in research and academic papers, corporate memos and emails, press releases, and job applications. 

What is informal writing ?

Informal writing is the inverse of formal writing . In a manner of speaking, informal writing is the T-shirt-and-jeans counterpart to formal writing’s dress coat and pants. In general, informal writing is defined as writing targeted toward an audience that the writer knows personally or with whom the writer wants to establish a friendly tone. Informal writing may include inside jokes, slang, abbreviations, and local colloquialisms . 

As you might expect, informal writing is common in casual settings such as social media and in texting between friends. However, you will often see informal writing used in other situations, such as in literature or in lighthearted feature stories in newspapers and magazines. 

Formal vs. informal writing

There are many differences between formal and informal writing. We will cover a large number of them here, but this list won’t be exhaustive. Still, you should have a good idea how formal and informal writing differ after looking at these different features.

Grammar, spelling, and punctuation

In almost all cases, formal writing adheres to the proper rules of grammar, spelling, and punctuation . Informal writing, on the other hand, may not. A person may not intentionally break the rules of grammar in informal writing, but they know that a reader is unlikely to care about errors or nonstandard sentence structure. 

• Formal writing: The writing was clear but had several mistakes; you should revise and redraft the article.
• Informal writing: The writing was clear, but had alot of mistakes… u should revise and redraft the article.  

Formal writing doesn’t always have to follow stuffy, antiquated rules. Check out 5 formulaic writing rules you can explore breaking.

Sentence length

Generally speaking, formal writing often uses long, complex sentences that are connected using transitions. Informal writing often includes shorter sentences that may abruptly move from topic to topic. 

• Formal writing: Surprise inspections will be performed on a regular basis as determined by the acting supervisor, who has the authority to request them as needed. Furthermore, employees should be prepared to submit their work for review in a timely fashion. 
• Informal writing: I love my new sweater! Thank you!! Where do you want to meet for lunch?

Vocabulary and tone

Typically, formal writing has a serious tone and uses a sophisticated vocabulary that often includes large, complex words. Additionally, formal writing often uses technical terms that match the topic being discussed. For example, a medical text using formal writing will often use the term tibia rather than shinbone or a similar term. Informal writing will often instead have a lighter tone that uses simpler, commonly used words.

• Formal writing: The research team expeditiously and meticulously analyzed the findings in order to identify the origin of the Staphylococcus infection.  
• Informal writing: We were out back chopping down some trees when Mom called.

Third person vs. first person/second person

In general, formal writing is usually written from the third person . Formal writing typically avoids using first- or second-person pronouns such as I, me, we, us, and you . By contrast, informal writing often uses first-, second-, and third-person perspectives while making frequent use of personal pronouns. Because of this difference, formal writing is also more likely to use the passive voice in order to avoid using a first- or second-person perspective.

• Formal writing: The data were gathered by using sorting algorithms. 
• Informal writing: I used sorting algorithms to gather the data. 

Make Your Writing Shine!

• By clicking "Sign Up", you are accepting Dictionary.com Terms & Conditions and Privacy policies.
• Email This field is for validation purposes and should be left unchanged.

Word choice

In general, formal writing will most likely avoid using many of the words or phrases that our dictionary has tagged as being informal. This includes terms such as wanna , gotta , gonna , ‘nuff , kerfuffle, cept, ’Merica, thingamajig , and many other examples of informal language. Relatedly, phrasal verbs are also often typically not used in formal writing . Formal writing will also typically avoid using slang, euphemisms , colloquialisms, expletives, vulgarities, nonstandard abbreviations, jargon , and online acronyms.  

• Formal writing: Gregory wanted to remove the items from the box, but it was sealed tightly. Being unable to find scissors, he admitted defeat and ate a sandwich. 
• Informal writing: Greg was dying to get the stuff outta the box, but the box was like it ain’t happening bro lol. He couldn’t find the damn scissors, so he said the hell with it and bounced to go scarf a hoagie.

Interjections

Typically, interjections are not used in formal writing . Going further, exclamation points usually don’t appear very often in formal writing. Both interjections and exclamation points are used in informal writing. 

• Formal writing: The mixture violently erupted, catching bystanders unaware. 
• Informal writing: The stuff exploded! Wow! 

Contractions

Typically, contractions are avoided in formal writing , and the words are instead spelled out. In informal writing, contractions are commonly used. 

  Examples: 

• Formal writing: The team would have purchased extra materials, but the store was not open. 
• Informal writing: The team would’ve purchased extra materials, but the store wasn’t open. 

Objectivity

In general, formal writing is usually written objectively . In most cases, writers attempt to avoid stating subjective thoughts or presenting personal opinions in the main text of formal writing. When presenting arguments in formal writing, writers often calmly present their side backed by supporting evidence and trustworthy sources . Informal writing can include (strongly worded) personal opinions, emotional appeals, and inflammatory language presented without evidence or supporting facts. 

• Formal writing: As the evidence clearly shows, the director severely miscalculated production costs when initially presenting the film’s budget.
• Informal writing: The incompetent buffoon who claims to be a professional director blew the budget so badly that the studio should fire him as soon as possible. 

Formal writing often entails referencing or researching what others have written. Check out these tips to avoid plagiarism.

Example of formal writing

The following excerpt shows an example of formal writing that was used in a statement released by American president Joe Biden:

Love is love, and Americans should have the right to marry the person they love. Today’s bipartisan vote brings the United States one step closer to protecting that right in law. The Respect for Marriage Act will ensure that LGBTQI+ couples and interracial couples are respected and protected equally under federal law, and provide more certainty to these families since the Supreme Court’s decision in Dobbs . I want to thank the Members of Congress whose leadership has sent a strong message that Republicans and Democrats can work together to secure the fundamental right of Americans to marry the person they love. I urge Congress to quickly send this bill to my desk where I will promptly sign it into law.

Example of informal writing

The following example of informal writing is a review of the movie Fight Club by a user of the aggregator website Metacritic:  

Best movie of all time. Period. Seen it more than 28 times. Its a bible of what we have to learn. I say you are not your clothes. You are not the brands u wear, even when u think they re part of ur personality. Comb your hair. I ll tell everyone here the end of the movie, but that its not what this movie is about. First rule of fight club is… you do not talk about fight club. And if u havent seen this film then you are a hollow shell. Become human again and start by watching this lesson.

Explore the resources we've created for you to help up your writing game, all in one place.

Ways To Say

Synonym of the day

• WRITING SKILLS

Formal and Informal Writing Styles

Search SkillsYouNeed:

Writing Skills:

• A - Z List of Writing Skills

The Essentials of Writing

• Common Mistakes in Writing
• Introduction to Grammar
• Improving Your Grammar
• Active and Passive Voice
• Punctuation
• Clarity in Writing
• Writing Concisely
• Coherence in Writing
• Gender Neutral Language
• Figurative Language
• When to Use Capital Letters
• Using Plain English
• Writing in UK and US English
• Understanding (and Avoiding) Clichés
• The Importance of Structure
• Know Your Audience
• Know Your Medium
• Note-Taking from Reading
• Note-Taking for Verbal Exchanges
• Creative Writing
• Top Tips for Writing Fiction
• Writer's Voice
• Writing for Children
• Writing for Pleasure
• Writing for the Internet
• Journalistic Writing
• Technical Writing
• Academic Writing
• Editing and Proofreading

Writing Specific Documents

• Writing a CV or Résumé
• Writing a Covering Letter
• Writing a Personal Statement
• Writing Reviews
• Using LinkedIn Effectively
• Business Writing
• Study Skills
• Writing Your Dissertation or Thesis

Subscribe to our FREE newsletter and start improving your life in just 5 minutes a day.

You'll get our 5 free 'One Minute Life Skills' and our weekly newsletter.

We'll never share your email address and you can unsubscribe at any time.

Writing style is how a writer expresses themselves. It includes spelling, grammar and punctuation, as well as aspects like sentence length and word choice. Style may vary with the type or purpose of writing. For example, you may come across academic writing , journalistic writing and business writing , all of which have different purposes and characteristics. Style may also vary with period (age) and nationality.

However, all styles of writing can be described as either formal or informal.

This page covers the key aspects of formal and informal writing styles, to enable you to distinguish between the two, and use them appropriately.

Understanding Formal and Informal Styles

What do we mean by ‘formal’ and ‘informal’?

Some definitions

formal , adj . stiffly polite rather than relaxed and friendly; said of language: strictly correct with regard to grammar, style and choice of words, as distinct from conversational

informal , adj. without ceremony or formality; relaxed and friendly; said of language, clothes, etc: suitable for and used in relaxed, everyday situations.

Source: Chambers 21st Century Dictionary, online edition.

Informal language and writing, then, is suitable for use every day .

It is, effectively, how we speak and write to our friends and families. It will include slang and colloquialisms (defined as phrases that are used in informal but not formal language). The recipient may tolerate some spelling and grammar mistakes.

We are therefore likely to use an informal writing style when composing emails and letters to friends and family. Blogs and other online copy are also often written in a more informal, conversational style.

Formal writing needs much more care.

It is the style of writing used for business and other official purposes. It needs to be correct in terms of grammar, spelling, punctuation and usage.

A more formal style may also be appropriate for some letters, for example, if you are making a complaint to an organisation.

You may find our page on Writing Styles helpful. This is part of our study skills section, and summarises the main styles of writing that a student may encounter during their studies.

Characteristics of Formal and Informal Writing

When you look at a piece of writing, it is possible to distinguish whether it is written in a formal or informal style from several different aspects.

The main characteristics of an informal writing style are:

Colloquial language and terms. Informal writing is similar to a spoken conversation. It may therefore include slang, figures of speech, broken syntax, or asides.

A personal tone as if you were speaking directly to your audience (readers). Informal writing is often very conversational in style. The writer often uses the first person (I and we), and will also address the reader directly using the second person (you and your).

A simple structure and approach. As in conversation, both sentences and paragraphs tend to be shorter in informal writing. This is especially true in writing for the internet. Writers may also use incomplete sentences or ellipses (…) to make points.

Contractions and abbreviations within the text. Just as in speech, words may be shortened or abbreviated in informal writing. You will therefore see contractions (for example, I’m, doesn’t, couldn’t, it’s) and abbreviations (e.g. TV, photos) used much more in this form of writing.

Empathy and emotion. In informal writing, a writer will often show more empathy towards the reader. They may, for example, explain a more complex thought more clearly. This is linked to the more personal style in informal writing, which is more suited to conveying emotions.

The main characteristics of a formal writing style are:

A more complex structure. Formal writing often uses longer sentences. However, this is changing slightly with a growing understanding that clarity is important. In formal writing, you will also see a more structured approach generally, with points clearly introduced, explained and concluded. Formal pieces of writing are often carefully planned, revised and reviewed several times to ensure that they are as clear as possible, and make all the necessary points.

Complex should not mean incomprehensible

Some people equate formal writing with the use of longer words and complex sentence structures.

It is true that formal writing can be like that. However, this is neither essential nor desirable .

Any writing needs to convey your point to the reader as clearly as possible.

Using simpler language and sentence structures is usually a better way to do this. Long words do not make you sound cleverer, especially if you use them incorrectly.

See our page on Using Plain English for more about this.

An objective approach. In formal writing, the writer uses a more objective approach. Main points are usually stated and then supported with arguments. Formal writing is less likely to be emotional in style. It therefore avoids emotive punctuation such as exclamation points or ellipsis, unless they are being cited from another source.

Use of full words rather than contractions. As a general rule, no contractions should be used to simplify words in formal writing. Abbreviations should generally be spelt out in full when first used. There are a few exceptions to this rule, for example, when the acronym is better known than the full name (BBC, ITV or NATO for example) or where it has become part of the language (for example, AIDS).

Writing in the third person. Formal writing is not a personal writing style. The writer often aims to sound dispassionate about the topic. It is usually not appropriate to use the first person (I or we) or second person (you). However, there are some exceptions to this (see box).

First or third person in academic writing?

In academic writing, it was traditional to use the third person and the passive voice. For example:

“The authors are not aware of any other studies that have used this approach.”

“The reagents were added together carefully to avoid any cross-contamination.”

However, this type of language is quite hard to read. Many academic journals therefore now encourage the use of the active voice, and the first person, but within a style that is considered formal.

Examples of this use of language are:

“As far as we are aware, no other studies have used this method.”

“In total, we enrolled 65 people onto the study over a period of six months. They completed the initial questionnaire during April 2021.”

When to Use Formal and Informal Writing

A formal writing style is not necessarily “better” or “worse” than an informal approach.

There is a time and a place for both. They have very different purposes. You should therefore take care to choose the most appropriate style to use. There are several factors that may affect your choice.

Two of the key factors dictating the choice of a formal or informal writing style are your audience and your medium.

You may therefore find it helpful to read our pages Know your Audience and Know Your Medium .

In general, writing for professional or work purposes is likely to require a formal style. However, you may be able to use a more informal style if you are writing to someone you know in person.

Emails also tend to use a less formal style than paper-based communications. However, this is changing slightly as more organisations use emails for all communications. You should therefore avoid the use of “text talk” or too much informality.

There is more about this in our page on Good Email Etiquette .

If in doubt as to how formal your writing should be, it is usually better to err on the side of caution.

Almost nobody is offended by too much formality. However, it is certainly possible to offend by being too informal in your approach.

Continue to: Know Your Audience Common Mistakes in Writing

See also: Active and Passive Voice Creative Writing How to Write a Report

• Tips & Guides

How To Avoid Using “We,” “You,” And “I” in an Essay

• Posted on October 27, 2022 October 27, 2022

Maintaining a formal voice while writing academic essays and papers is essential to sound objective. 

One of the main rules of academic or formal writing is to avoid first-person pronouns like “we,” “you,” and “I.” These words pull focus away from the topic and shift it to the speaker – the opposite of your goal.

While it may seem difficult at first, some tricks can help you avoid personal language and keep a professional tone.

Let’s learn how to avoid using “we” in an essay.

What Is a Personal Pronoun?

Pronouns are words used to refer to a noun indirectly. Examples include “he,” “his,” “her,” and “hers.” Any time you refer to a noun – whether a person, object, or animal – without using its name, you use a pronoun.

Personal pronouns are a type of pronoun. A personal pronoun is a pronoun you use whenever you directly refer to the subject of the sentence. 

Take the following short paragraph as an example:

“Mr. Smith told the class yesterday to work on our essays. Mr. Smith also said that Mr. Smith lost Mr. Smith’s laptop in the lunchroom.”

The above sentence contains no pronouns at all. There are three places where you would insert a pronoun, but only two where you would put a personal pronoun. See the revised sentence below:

“Mr. Smith told the class yesterday to work on our essays. He also said that he lost his laptop in the lunchroom.”

“He” is a personal pronoun because we are talking directly about Mr. Smith. “His” is not a personal pronoun (it’s a possessive pronoun) because we are not speaking directly about Mr. Smith. Rather, we are talking about Mr. Smith’s laptop.

If later on you talk about Mr. Smith’s laptop, you may say:

“Mr. Smith found it in his car, not the lunchroom!” 

In this case, “it” is a personal pronoun because in this point of view we are making a reference to the laptop directly and not as something owned by Mr. Smith.

Why Avoid Personal Pronouns in Essay Writing

We’re teaching you how to avoid using “I” in writing, but why is this necessary? Academic writing aims to focus on a clear topic, sound objective, and paint the writer as a source of authority. Word choice can significantly impact your success in achieving these goals.

Writing that uses personal pronouns can unintentionally shift the reader’s focus onto the writer, pulling their focus away from the topic at hand.

Personal pronouns may also make your work seem less objective. 

One of the most challenging parts of essay writing is learning which words to avoid and how to avoid them. Fortunately, following a few simple tricks, you can master the English Language and write like a pro in no time.

Alternatives To Using Personal Pronouns

How to not use “I” in a paper? What are the alternatives? There are many ways to avoid the use of personal pronouns in academic writing. By shifting your word choice and sentence structure, you can keep the overall meaning of your sentences while re-shaping your tone.

Utilize Passive Voice

In conventional writing, students are taught to avoid the passive voice as much as possible, but it can be an excellent way to avoid first-person pronouns in academic writing.

You can use the passive voice to avoid using pronouns. Take this sentence, for example:

“ We used 150 ml of HCl for the experiment.”

Instead of using “we” and the active voice, you can use a passive voice without a pronoun. The sentence above becomes:

“150 ml of HCl were used for the experiment.” 

Using the passive voice removes your team from the experiment and makes your work sound more objective.

Take a Third-Person Perspective

Another answer to “how to avoid using ‘we’ in an essay?” is the use of a third-person perspective. Changing the perspective is a good way to take first-person pronouns out of a sentence. A third-person point of view will not use any first-person pronouns because the information is not given from the speaker’s perspective.

A third-person sentence is spoken entirely about the subject where the speaker is outside of the sentence.

Take a look at the sentence below:

“In this article you will learn about formal writing.”

The perspective in that sentence is second person, and it uses the personal pronoun “you.” You can change this sentence to sound more objective by using third-person pronouns:

“In this article the reader will learn about formal writing.”

The use of a third-person point of view makes the second sentence sound more academic and confident. Second-person pronouns, like those used in the first sentence, sound less formal and objective.

Be Specific With Word Choice

You can avoid first-personal pronouns by choosing your words carefully. Often, you may find that you are inserting unnecessary nouns into your work. 

Take the following sentence as an example:

“ My research shows the students did poorly on the test.”

In this case, the first-person pronoun ‘my’ can be entirely cut out from the sentence. It then becomes:

“Research shows the students did poorly on the test.”

The second sentence is more succinct and sounds more authoritative without changing the sentence structure.

You should also make sure to watch out for the improper use of adverbs and nouns. Being careful with your word choice regarding nouns, adverbs, verbs, and adjectives can help mitigate your use of personal pronouns. 

“They bravely started the French revolution in 1789.” 

While this sentence might be fine in a story about the revolution, an essay or academic piece should only focus on the facts. The world ‘bravely’ is a good indicator that you are inserting unnecessary personal pronouns into your work.

We can revise this sentence into:

“The French revolution started in 1789.” 

Avoid adverbs (adjectives that describe verbs), and you will find that you avoid personal pronouns by default.

Closing Thoughts

In academic writing, It is crucial to sound objective and focus on the topic. Using personal pronouns pulls the focus away from the subject and makes writing sound subjective.

Hopefully, this article has helped you learn how to avoid using “we” in an essay.

When working on any formal writing assignment, avoid personal pronouns and informal language as much as possible.

While getting the hang of academic writing, you will likely make some mistakes, so revising is vital. Always double-check for personal pronouns, plagiarism , spelling mistakes, and correctly cited pieces. 

 You can prevent and correct mistakes using a plagiarism checker at any time, completely for free.

Quetext is a platform that helps you with all those tasks. Check out all resources that are available to you today.

Sign Up for Quetext Today!

Click below to find a pricing plan that fits your needs.

You May Also Like

Can You Go to Jail for Plagiarism?

• Posted on March 22, 2024 March 22, 2024

Empowering Educators: How AI Detection Enhances Teachers’ Workload

• Posted on March 14, 2024

The Ethical Dimension | Navigating the Challenges of AI Detection in Education

• Posted on March 8, 2024

How to Write a Thesis Statement & Essay Outline

• Posted on February 29, 2024 February 29, 2024

The Crucial Role of Grammar and Spell Check in Student Assignments

• Posted on February 23, 2024 February 23, 2024

Revolutionizing Education: The Role of AI Detection in Academic Integrity

• Posted on February 15, 2024

How Reliable are AI Content Detectors? Which is Most Reliable?

• Posted on February 8, 2024 February 8, 2024

What Is an Article Spinner?

• Posted on February 2, 2024 February 2, 2024

Input your search keywords and press Enter.

education, community-building and change

informal, non-formal and formal education – a brief overview of some different approaches

Many of the debates around informal and formal education have been muddied by participants having very different understandings of basic notions. Here we explore three different approaches commonly found in the literature.

contents: introduction · looking to institutions: informal, non-formal and formal education · turning to process: conversation and setting · a question of style: informality and formality · further reading and references · links

If we examine the literature around informal education that has appeared in the last thirty years or so, three main traditions or approaches emerge. Each of these has something to say about the nature of formal education – and bring out different aspects of the phenomenon.

Looking to institutions: informal, non-formal and formal education

The most common way of contrasting informal and formal education derives from an administrative or institutional concern and includes a middle form – non-formal education. Back in the late 1960s there was an emerging analysis of what was seen as a ‘world educational crisis’ (Coombs 1968). There was concern about unsuitable curricula; a realization that educational growth and economic growth were not necessarily in step, and that jobs did not emerge directly as a result of educational inputs. Many countries were finding it difficult (politically or economically) to pay for the expansion of formal education.

The conclusion was that formal educational systems had adapted too slowly to the socio-economic changes around them and that they were held back not only by their own conservatism, but also by the inertia of societies themselves… It was from this point of departure that planners and economists in the World Bank began to make a distinction between informal, non-formal and formal education. (Fordham 1993: 2)

At around the same time there were moves in UNESCO toward lifelong education and notions of ‘the learning society’ which culminated in Learning to Be (‘The Faure Report’, UNESCO 1972). Lifelong learning was to be the ‘master concept’ that should shape educational systems (UNESCO 1972:182). What emerged was the influential tripartite categorization of learning systems. It’s best known statement comes from the work of Coombs with Prosser and Ahmed (1973):

Formal education : the hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training. Informal education : the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment – from family and neighbours, from work and play, from the market place, the library and the mass media. Non-formal education : any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives.

The distinction made is largely administrative. Formal education is linked with schools and training institutions; non-formal with community groups and other organizations; and informal covers what is left, e.g. interactions with friends, family and work colleagues. (See, for example, Coombs and Ahmed 1974).

These definitions do not imply hard and fast categories – as Fordham (1993) comments. When we look more closely at the division there can be considerable overlap. For example, there can be significant problems around the categorizing the education activity linked to involvement in groups and associations (la vie associative) sometimes it might be informal, at other times non-formal, and where the group is part of a school – formal. We can see similar issues in some of the discussions of informal science education in the USA.

[I]nformal education consists of learning activities that are voluntary and self-directed, life-long, and motivated mainly by intrinsic interests, curiosity, exploration, manipulation, fantasy, task completion, and social interaction.  Informal learning occurs in an out-of-school setting and can be linear or non-linear and often is self-paced and visual- or object-oriented.  It provides an experiential base and motivation for further activity and learning.  The outcomes of informal learning experiences in science, mathematics, and technology include a sense of fun and wonder in addition to a better understanding of concepts, topics, processes of thinking in scientific and technical disciplines, and an increased knowledge about career opportunities in these fields. (National Science Foundation 1997)

The NSF definition falls in line with what Coombs describes as informal education – but many museums and science centers also describe their activities as informal science education (and would presumably come fall under the category of non-formal education). Similarly, some schools running science clubs etc. describe that activity as informal science education (and may well fulfill the first requirements of the NSF definition).

Just how helpful a focus on administrative setting or institutional sponsorship is a matter of some debate. It may have some use when thinking about funding and management questions – but it can tell us only a limited amount about the nature of the education and learning involved. The National Science Federation While a great deal of the educational activity of schools, for example, involve following prescribed programmes, lead to accredited outcomes and require the presence of a designated teacher, a lot of educational activity that goes on does not (hence Jackson’s [1968] famous concern with the ‘hidden curriculum’). Once we recognize that a considerable amount of education happens beyond the school wall or outside the normal confines of lessons and sessions it may be that a simple division between formal and informal education will suffice.

Recognizing elements of these problems, some agencies have looked for alternative definitions. One possibility here has been the extent to which the outcomes of the educational activity are institutionally accredited. Such activity involved enrollment or registration – and this can also be used as a way of defining formal education. Non-formal education is, thus, ‘education for which none of the learners is enrolled or registered’ (OECD 1977: 11, quoted by Tight 1996: 69). Using non-accreditation as a basis for defining an area of education has a strong theoretical pedigree. Eduard Lindeman famously declared that:

…education conceived as a process coterminous with life revolves about non-vocational ideals. In this wor1d of specialists every one will of necessity learn to do his work, and if education of any variety can assist in this and in the further end of helping the worker to see the meaning of his labor, it will be education of a high order. But adult education more accurately defined begins where vocational education leaves off. Its purpose is to put meaning into the whole of life. (1926: 5)

Institutional accreditation became the basis for allocating funding within the English adult education sector during the 1990s – but in an almost exact reversal of what Lindeman intended. Programmes leading to accredited qualifications were funded at a much higher rate than those leading to none. Significantly, such a basis said little about the nature of the educational processes or the social goods involved – with two crucial exceptions. Accredited programmes were more likely to be outcome focused (with all the implications this has for exploration and dialogue), and more individualistic. Indeed, it can be argued that one of the things this funding regime did was to strengthen an individual bias in education and undermine the building of social capital. Many groups and classes that had previously looked to a mix of learning and social interaction, had to register students for exams. This then had an impact on the orientation of teachers and students.

Turning to process: conversation and setting

Tony Jeffs and I have been critical of administrative approaches to defining informal (and formal) education. Instead we have looked to process as a significant way into setting the boundaries of informal education. Viewed in this way, formal education can be seen as essentially curricula-driven. In other words, it entails a plan of action and defined content. It also involves creating a particular social and physical setting – the most familiar example being the classroom.

In contrast, informal education can be viewed as being driven by conversation and, hence, unpredictable. Informal educators do not know where conversation might lead. They have to catch the moment, to try to say or do something to deepen people’s thinking or to put others in touch with their feelings. Such ‘going with the flow’ opens up all sorts of possibilities.

On one hand educators may not be prepared for what comes, on the other they can get into rewarding areas. There is the chance, for example, to connect with the questions, issues and feelings that are important to people, rather than what they think might be significant. This is also likely to take educators into the world of people’s feelings, experiences and relationships. While all educators should attend to experience and encourage people to reflect, informal educators are thrown into this. (Jeffs and Smith 1999a: 210)

For the most part, they do not have lesson plans to follow; they respond to situations, to experiences. There is not a prescribed learning framework, nor are there organized learning events or packages. Outcomes are not specified externally (Eraut 2000: 12) or accredited. What is more, those working in informal education, for the most part, have far less control over the environment in which they are operating: ‘Informal educators cannot design environments, nor direct proceedings in quite the same way as formal educators’  (Jeffs and Smith 1999).

Informal education, thus:

• Works through, and is driven by, conversation.
• Involves exploring and enlarging experience.
• Can take place in any setting.

Its purpose, at root, is no different to any other form of education. I would argue that it is concerned with helping people to develop the understandings and disposition to live well and to flourish together. John Dewey (1916) once described this as educating so that people may share in a common life. Informal educators have a special contribution to make here.

First, a focus on conversation is central to building communities. The sorts of values and behaviours needed for conversation to take place are exactly what are required if neighbourliness and democracy are to flourish. What is more, the sorts of groups informal educators (such as youth and social action workers) work with – voluntary, community-based, and often concerned with mutual aid – are the bedrock of democratic societies (Jeffs and Smith 1999: 34-46).

This way of approaching informal education views it as part of a continuum.

Whether we are identified as a formal or informal educator we will use a mix of the formal and informal. What sets the two apart is the relative emphasis placed on curricula and conversation, and the range of settings in which they may work.

A question of style: informality and formality

Within the primary education field the notion of informal education has been used to describe the more fluid, ‘open’ and apparently progressive forms of schooling that developed in the 1960s (e.g. McKenzie and Kernig 1975). As Blyth (1988: 11) has commented, informal pedagogy has ‘figured spasmodically in English education from quite early in the industrial age and even before. Robert Owen and, later, Samuel Widlerspin are examples here.  However, there was a particular moment when ‘informal education’ came to the fore:

Certain words have acquired a peculiar potency in primary education, and few more so than ‘informal’. Never properly defined, yet ever suggestive of ideas and practices which were indisputably right, ‘informal’ was the flagship of the semantic armada of 1960s Primaryspeak . . . spontaneity, flexibility, naturalness, growth, needs, interests, freedom . . . self—expression, discovery and many more. (Alexander 1988: 148)

Many of the thinkers (e.g. Rousseau, Pestalozzi, Froebel, Dewey and Bruner) that we would see as informing the development of informal education as a conversational form are also important influences in this movement (see Blyth 1988: 7-24). However, since the 1960s the terms of educational debate have shifted dramatically. By the mid 1990s, the British government ‘espoused the simple nostrum that the key to enhanced standards and economic competitiveness was an unrelenting concentration on basic skills in literacy and numeracy, to be addressed mainly through “interactive whole-class teaching”‘ (Alexander 2000: 2). It is now far less common to hear informal approaches to primary education being advanced as a blanket alternative to formal ones.

When we look at usage within discussions of primary schooling, the most consistent form by the late 1980s was the noun informality’, rather than the adjective ‘informal’ (see Jeffs and Smith 1990: 5-6). Thus, instead of informal education, we it was possible to examine informality in pedagogy, in curriculum, in organization, in evaluation and in personal style (Blyth 1988). What was being examined here was a tendency. To talk of informality in education was to indicate significant elements of flexibility and openness.

Further reading and references

Bentley, T. (1998) Learning beyond the Classroom: Education for a changing world , London: Routledge. 208 pages. Argues the case for a focus on learning beyond the formal sector and the need to connect what happens in schools to wider opportunities for learning. The book is rather light on theorization, coming, as it does, from a policy perspective (Demos).

Blyth, A. (ed.) (1988) Informal Primary Education Today , Lewes: Falmer Press. 219 + viii pages. Very useful review of informality in primary education from the Plowden Report to the situation in the late 1980s. The contributors are a bit of a ‘Who’s Who’ in the area: Gammage on primary school practice; Blenkin on education and development; Galton on the nature of learning; King on informality and ideology; Kelly on middle years schooling; Nias on teachers’ accounts; and Alexander on teacher development.

Coffield, F. (2000) The Necessity of Informal Learning , Bristol: The Policy Press. 80 + iv pages. Useful collection of material arising out of ESRC Learning Society Programme. Includes Coffield on the significance of informal learning; an excellent piece by Michael Eraut on non-formal learning – implicit learning and tacit knowledge in professional work; Field and Spence on informal learning and social capital; Barron et al on implicit knowledge, phenomenology and learning difficulties; Davies on the impact of accreditation; and Fevre etal on necessary and unnecessary learning.

Coombs, P. H. with Prosser, C. and Ahmed, M. (1973) New Paths to Learning for Rural Children and Youth , New York: International Council for Educational Development. One of several reports involving Coombs that popularized the institutional split between informal, formal and non-formal education. See, also, P. Coombs and M. Ahmed (1974) Attacking Rural Poverty. How non-formal education can help , Baltimore: John Hopkins Press.

Illich, I. (1973) Deschooling Society , Harmondsworth: Penguin. Very influential statement concerning the divisive and dampening effect of schooling. Argues for the disestablishment of schooling and the creation of learning webs. See also his (1975) Tools for Conviviality , London: Fontana, for a wider political and economic statement.

Jeffs, T. and Smith, M. K. (1999) Informal Education: conversation, democracy and learning , Ticknall: Education Now. Introductory discussion of informal education that places the fostering of democracy at the core of informal education. Explores the nature of conversation and reflection, organizing the work, contrasts with formal education and the moral authority of the educator.

Jeffs, T. and Smith, M. (eds.) (1990) Using Informal Education , Milton Keynes: Open University Press. Has a number of case studies concerning both organisationally and community based initiatives; plus an analytical overview of the concept and practice of informal education. Criticizes approaches that focus on informal education as an institutional form. Instead focuses on setting and process. Text in archives

McKenzie, M. and Kernig, W. (1975) The Challenge of Informal Education. Extending young children’s learning in the open classroom , London: Darton, Longman and Todd. Review of informal primary education – post-Plowden, Chapters on learning in the informal school; setting the scene for informal learning; evaluating learning etc.

Richardson, L. D. and Wolfe, M. (eds.) (2001) The Principles and Practice of Informal Education , London: RoutledgeFalmer. 290 + xiv pages. This introductory text is divided into four sections: exploring education; working with; elements of practice; developing professional practice. It includes chapters on the nature of education, working with, the history of informal education, programme planning, activities, doing projects with formal groups, managing and evaluation.

Alexander, R. (1988) ‘Garden or jungle? Teacher development and informal primary education’ in A. Blyth (ed.) Informal Primary Education Today , Lewes: Falmer Press.

Alexander, R. (2000) Culture and Pedagogy. International comparisons in primary education , Oxford: Blackwell.

Coombs, P. (1968) The World Educational Crisis , New York, Oxford University Press.

Coombs, P. (1985) The World Crisis in Education, New York: Oxford University Press.

Coombs, P. with Ahmed, M. (1974) Attacking Rural Poverty, Baltimore: The John Hopkins University Press.

Eraut, M. (2000) ‘Non-formal learning, implicit learning and tacit knowledge in professional work’ in F. Coffield The Necessity of Informal Learning , Bristol: The Policy Press.

Fordham, P. E. (1993) ‘Informal, non-formal and formal education programmes’ in YMCA George Williams College ICE301 Lifelong Learning Unit 2 , London: YMCA George Williams College.

Henze, R. C. (1992) Informal Teaching and Learning. A study of everyday cognition in a Greek community , Hillsdale, N. J.: Lawrence Erlbaum.

Jackson, P. (1968) Life in Classrooms , New York: Holt, Rinehart and Winston.

Jeffs, T. and Smith, M. K. (1999a) ‘Informal education and health promotion’, in E. R. Perkins, I. Simnett and L. Wright (eds.) Evidence-Based Health Promotion , London: John Wiley.

Leadbeater, C. (2000) Living on Thin Air , London: Penguin.

Lindeman, E. C. (1926) The Meaning of Adult Education , New York: New Republic.

McGiveney, V. (1999) Informal Learning in the Community. A trigger for change and development, Leicester: NIACE.

McKenzie, M. and Kerig, W. (1975) The Challenge of Informal Education. Extending young children’s learning in the open classroom , London: Darton, Longman and Todd.

National Science Foundation (1997) Informal Science Education: Supplements to Active Research Awards ,  http://www.nsf.gov/pubs/1997/nsf9770/isesupl.htm

Rubenson, K.(1982) Interaction Between Formal and Non-Formal Education Paris, Paper for Conference of the International Council for Adult Education.

Tight, M. (1996) Key Concepts in Adult Education and Training , London: Routledge.

UNESCO (1972) Learning to Be (prepared by Faure, E. et al), Paris: UNESCO.

Acknowledgement: The picture is ‘Assessment – scenes from a Mormon social gathering’ by makelessnoise. Sourced from Flickr and reproduced under a Creative Commons  Attribution 2.0 Generic (CC BY 2.0) licence. https://www.flickr.com/photos/makelessnoise/458358782/

To cite this article : Smith, M. K. (2002). ‘Informal, non-formal and formal education: a brief overview of different approaches’, The encyclopedia of pedagogy and informal education . [ https://infed.org/mobi/informal-non-formal-and-formal-education-a-brief-overview-of-some-different-approaches /. Retrieved: insert date ]

© Mark K. Smith 2002.

Last Updated on April 8, 2021 by infed.org

How to Write a Non-Literary Essay

A ‘non-literary’ piece of writing is an umbrella term for a range of texts which seek to communicate in a way which is usually described as non-fiction. For example, such a text may take the form of a letter or an email. Additionally, such a piece of writing may consist of a journalistic form of writing, a scientific report or a written advertisement. To know how to write a non-literary essay, however, the convention is usually to comment through the written word on different aspects of the arts.

Non-literary essays are those works concerned with the exploration of an ‘opinion’ whether it be a personal viewpoint or it may be an opinion expressed for the benefit of others. For example, a film critic will often write a review of a newly released film with the general public in mind as much as his own thoughts. Other types of review could disseminate a novel, or a play or a work of art such as a painting.

Writing a non-literary essay

Please enable JavaScript

To know how to write a non-literary essay, therefore one must understand that viewpoint and opinion, especially of the individual, is the key. This can be a difficult concept to grasp, especially for the student, who may be more used to underpinning his statements with reference to what others have previously published. In order to write a successful non-literary essay, the writer must tune in to his own thoughts and emotions.

Take for example a non-literary essay based on a piece of classical music. It is the remit of the essayist to consider the way the music is affecting areas such as mood. Does the piece lift the emotions or does it suppress? Does the music in some way induce a ‘pent up’ emotion where feelings of angst are created? These are all questions which could be similarly addressed in a novel, painting or other work of art.

To know how to write a non-literary essay one must understand that this most undefined form of communication can also take the form of a commentary. For example, a ‘film essay’ may consist of a film about a film’ which seeks to uncover facets of the story by uncovering meaning in an erudite and sophisticated way. Similarly, a photo essay constitutes a form of non-literary essay which will encapsulate a theme.

To know how to write a non-literary essay one must consider different ways in which an emotion or feeling can be projected to others and consequently choose a medium which best suits that end. For example, you have read a novel and want to communicate your thoughts on it.

You need to decide on your medium of choice. Will it be a written book review? or perhaps a film commentary defining your reactions would be more effective. Or could your response be communicated by chartering your emotional response in the form of a series of photographs? One must, therefore, develop an imaginative response that may be for outward consumption or for personal inner reflection.

Have something to say Cancel reply

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Discover more from Smart English Notes

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

Formal Essays: What You Need to Know Essay (Article)

A formal essay is a piece of non fiction writing where one attempts to support a certain idea through the use of stories, quotes and facts. These types of essays are common in the corporate arena and also in the academic field.

What you need to know about formal essays

• Be careful with your tone – writers must avoid slang, short forms, use of the first person and any informal language that may compromise on the objectivity of the piece. Beliefs and emotions need to be kept out of formal essays as much as possible.
• Analyze the content of the essay – a formal essay is an advancement of an argument and should therefore have a main idea through a strong thesis statement. This should also be supported throughout the paragraphs and be summarized at the end of the essay
• Do not compromise on structure – a good formal essay is one in which the ideas are well connected and thoroughly organized. Depending on the writing style chosen, most formal essays have a centered headline and titles need to be capitalized. Also, the use of an active voice is critical in this kind of writing as is maintains the attention of readers.

Students need to realize that although formal essay writing entails the use of facts to advance one’s argument, this is no excuse for writers to be boring. One must think of creative ways of advancing one’s main idea. However, neutrality ought to be maintained at all costs.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, November 26). Formal Essays: What You Need to Know. https://ivypanda.com/essays/formal-essays-what-you-need-to-know/

"Formal Essays: What You Need to Know." IvyPanda , 26 Nov. 2021, ivypanda.com/essays/formal-essays-what-you-need-to-know/.

IvyPanda . (2021) 'Formal Essays: What You Need to Know'. 26 November.

IvyPanda . 2021. "Formal Essays: What You Need to Know." November 26, 2021. https://ivypanda.com/essays/formal-essays-what-you-need-to-know/.

1. IvyPanda . "Formal Essays: What You Need to Know." November 26, 2021. https://ivypanda.com/essays/formal-essays-what-you-need-to-know/.

Bibliography

IvyPanda . "Formal Essays: What You Need to Know." November 26, 2021. https://ivypanda.com/essays/formal-essays-what-you-need-to-know/.

• Slang Language and Its Characteristics
• The Increasing Diversity of Slang and Its Effects
• Lufthansa Going Global: Complexities in Expansion
• International Leadership: Management Strategies
• Headlines twice the size of the events
• Definition Essay: Advantages of Writing
• Definition Essay: What It Is and How to Write
• Elements of a Good Essay
• American Slang Impact on German, Japanese, Arabic
• Roots of Swiss Neutrality Policy
• Writing a 1000-Word Essay: Sticking to Limits
• Evolution Essays and Their Components
• Lyric Essays: Structure and Content
• Writing on the Novel I Love: Lord of the Flies
• An Essay Template Planning and Writing