Formal and Informal Letters

Formal and Informal Letters

Formal letters are written for a variety of reasons - e.g. to present information, to make an application, to recommend someone or something, to complain, to apologise, etc.

Informal letters are written for similar reasons but are usually written to people you know.

The main difference between formal and informal letters is the language that you use. In all cases, it is essential that the style of the letter is appropriate for the target reader.

A letter should contain:

An introduction in which the reason for writing is clearly stated. In formal letters, it is often necessary to state who you are.

A main body in which the task given. Each different issue should be discussed in a separate paragraph. You usually begin each main body paragraph with a topic sentence. Examples and/or explanations are then added in supporting sentences.

A conclusion in which you restate the main points of the letter and/or state an opinion. For formal letters, any action you want taken should be clearly stated at the end of the letter. In formal letters, you usually end by sending your wishes and perhaps asking the other person to write back.

Formal and Informal style 14514p1516o

How formal your letter needs to be depends on the target reader and the reason for writing. It is very important to maintain the same level of formality throughout your letter (in other words, you should not mix very formal expressions with very informal ones). Study the guidelines.

Formal styles includes

Sophisticated vocabulary

Impersonal tone

More frequent use of the passive voice

Complex grammatical constructions

Formal linking devices

Advanced vocabulary

Informal style 14514p1516o includes:

Colloquial (spoken) and idiomatic English

Personal tone/direct address

Less frequent use of the passive voice

Less complex grammatical constructions

Simple linking devices

Less advanced vocabulary

Contractions

Beginnings and Endings

Formal letter

Remember that the formal letters begin and end with either:

Dear Sir/Madam, -> Yours faithfully OR

Dear Mr/Mrs/Ms Smith, -> Yours sincerely,

All formal letters begin with the reason for writing - e.g. I am waiting to request. /inform you./complain about./apologise for./apply for./etc.

In addition, you can include one or more of the following:

Who you are - e.g. I am writing on behalf of my English class.

A reference to something you have seen or read - e.g. I am writing in response to your article in last Tuesday's issue of Education News.

Details of place, time, people spoken to, e.g. .while I was attending the seminars for students on 4^th May

Depending on the reason for writing, letters can end with one or more of the following:

A summary of the main body

A reiteration of the reason for writing

A reassurance

A reference to future action

An expression of gratitude

Informal letters

Informal letters usually begin and end with first names in the following way:

Dear John, ->Lots of love, Susan

Dear Margaret, -> Take care and write soon, Bill

Informal letters can begin with the reason for writing,

e.g. I thought I would write to let you know about this fantastic new course that's being offered.

Alternatively, they can begin with an informal greeting,

e.g.: How are you doing?

The closing comment depends on the content of the letter - e.g. Write soon and let me know what you think./Why don't you give a try?/etc.

Reviews

Reviews are usually written for newspaper, magazines, newsletters, etc, and their style (formal or semi-formal) depends on how serious the publication is. The purpose of a review is to give your opinion about a book/film/play/CD/etc.

You might be asked to do a combination of the following:

Describe (e.g. the characters in a play, the song on a CD, the style of writing, etc)

Narrate (e.g. the plot of a film/book, etc.)

Explain (e.g. why do you think the book/ play was (not) successful)

Compare (e.g. two characters/two films two CDs/ etc)

A review should contain:

An introduction in which you give the main details (e.g. names of film/book, writer/director, main stars/characters, etc.)

A main body which focuses on the details requested by the rubric (e.g. description, narration, analysis, etc.)

A conclusion which can contain a summary of the main body and/or a positive/negative opinion. The conclusion usually contains a recommendation.

Present tenses are usually used for reviews (e.g. the action takes place in a small cottage in the country)

Past tenses can be used if you are writing a personal account of a performance you have attended, etc. (e.g. we arrived just before the curtain went up but it was obvious that the audience were already restless; I thought the first act was spectacular.) 

Past tenses are also used to describe the making of a CD/writing a book/setting up of an exhibition/etc. (e.g. The band spent six months in the studio before they were satisfied with these remixes.)

When writing reviews, you need to use a variety of adjectives (e.g. a marvellous performance, an interesting plot, etc).

To add emphasis, you can use adverbs such as extremely, completely, absolutely, etc. (e.g. the performance was absolutely marvellous.)

Some adverbs (e.g. really) collocate with both gradable and non-gradable adjectives.

Since not all adverbs and adjectives collocate, you should be careful to avoid mistakes such as extremely breathtaking, totally moving.

Study the table and the examples given below:

This is an exceptionally enjoyable film with an incredibly moving story and absolutely breathtaking scenery.

Recommending

For positive reviews

I would advise anyone to (see/watch/go to/ etc).

This is (a film/book/play/etc) that you should not miss.

If you have the chance, make sure you (see/watch/go to/ etc).

If you only (see one film/buy one CD/etc) this year, this should be it.

This (film/book/play/etc) is well worth seeing.

I would thoroughly recommend (name of film/book/play/etc).

For negative reviews

(Name of film/book/play/etc) is not worth (seeing/buying/reading/etc).

This is a (film/book/play/etc) to avoid.

Unfortunately, this (film/book/play/etc) fails to live up to expectations.

Articles

Articles are written for newspapers, magazines, newsletters, etc and use a variety of styles.

In general, an article should contain:

A suitable eye-catching title, followed by an introduction which makes the reader want to read more. Techniques for attracting the reader's attention include using:

Direct address (e.g. if you need help with your studies, look no further.)

A rhetorical question (e.g. How often do you think about where our food comes from?)

Background information (e.g. in recent months, we have heard a great deal about.)

A main body, in which you write about the main points in the rubric.

You should start a new paragraph for each point.

Each paragraph should begin with a topic sentence, followed by explanation(s) or example(s).

A conclusion, in which you can summarise the points or re-state your opinion.

The style of writing should be appropriate for the target-reader (which in this case is determined by the type of publication).

Most articles are a blend of different types of writing. For example, an article describing a journey you have made is clearly narrative. However, descriptive writing will also be used to describe the scenery, your feelings, atmosphere, etc. If the rubric also includes instructions to. say what you learned from the experience, then you will need to use a discursive writing as well.

Narrative writing

Narrative writing is used when we want to describe a series of events. This can be in the present (e.g. describe what happens at a wedding in your country) or in the past, (e.g. describe a wedding that you attended).

Characteristics of narrative writing include:

An introduction which sets the scene (e.g. who or what is/was involved, where, when or why the events happen(ed), what happens/happened before the main events, etc).

Correct use of tenses to link the main events (e.g. once the invitations have/have been seen out, the preparations begin/began.

Use the appropriate time words and phrases (e.g. when, once, after, etc).

Describing feelings (e.g. most people are usually very nervous at this point; terrified, I opened the door, etc)

Mentioning the senses (e.g. the repetitive beat of music could be heard from the café next door; the smell of freshly cut flowers fills the room, etc)

Descriptive writing

All articles contain some descriptive writing. You may have to describe people, places, objects, chances, your feelings, etc. In your writing, you should use a variety of vocabulary, such as:

Adjectives (e.g. an extraordinary man, a picturesque village, etc)

Adverbs (e.g. I hurriedly packed a bag, we ran excitedly, etc)

Verbs (e.g. to cheer, to whisper, to dash, to gaze, to stroll, etc)

Discursive writing

For serious articles, you will need to use discursive writing (this is the same type of writing as you would use a formal letter or an essay). In this type of writing, you need to include linking words and phrases as well as expressions which help you to:

Explain (e.g. one reason for this is that.)

Analyse (e.g. one aspect of this problem involves.)

Suggest (e.g. one solution would be to.)

Compare (e.g. this is considerably more serious than.)

Contrast (e.g. on the other hand, .)

Discursive writing can also appear in informal articles, where you will need to bring down the level of language.

Reports and proposals

Reports and proposals are usually written to present information in formal situations. They are usually divided into sections. Each section is written as a paragraph, in the same way as other types of writing, but the sections are given heading.

You will be given a role (e.g. you are the secretary of a local music club.) and specific instructions as to what you should do include (e.g. write a report outlining the activities held by the club in the last twelve months).

Reports tend to be about past events of present situations.

Proposal usually outline a course if action for the future.

A report or proposal should contain:

An introduction in which the reason of writing is stated.

A main body with headed sections. It is essential to choose appropriate section headings in order to answer the question properly.

A conclusion in which the main points are summarised. The conclusion may include a reference to the future action.

Beginnings and endings

Reports and proposals usually begin with the following:

To: .

From: .

Subject: . } (the exact information you include

Date: . depends on the rubric).

The first paragraph is usually a short section entitled Purpose or Introduction which gives a reason for writing.

In the conclusion you can:

Summarise the points in the main body

Make a recommendation for future action

Offer a personal opinion

Reassure the target reader

In a proposal, you can also end by mentioning the benefits of the proposal being accepted.

Tenses

The most commonly used verb tense in reports and proposals are as follows:

The Present Simple - to describe the present situation e.g. it is believed that most of the students regularly read the newsletter.

The Present Continuous - to describe things that are happening now e.g. Although we are dealing with the situation, complaints are being received on a daily basis.

The Present Perfect - to emphasise past actions that are relevant now e.g. Over half of those questioned have responded favourably to the suggestion.

The Past Simple - to report on past actions, events, etc, e.g. Most of those who took part expressed an interest in similar projects.

Writing about future

When writing about future, the following can be used:

The future simple tense e.g. at least 3000$ will be needed.

The future continuous tense e.g. we will be closely monitoring the situation.

The future perfect tense e.g. the work will have been completed before the beginning of the next academic year.

Verbs

These include propose, intend, hope, expect, predict, forecast, look forward to, anticipate, etc. e.g. we do not anticipate any future problems and we hope to meet the deadlines as discussed.

Adjectives

These include imminent potential, probable, possible, forthcoming, future, expected, proposed, etc.

e.g. the proposed work, the potential profit, future discussion, etc.

Hypothetical constructions

e.g. this would mean that, if we could, this should, we might, etc.

Book entries

Some writing tasks ask you to write an entry or a contribution to a book that is to be published. Depending on the exact task, what you write should be similar to an article (with or without section headings).

You will have to use a combination of the following types of writing:

Descriptive writing e.g. to describe a person, place, situation, event, process.

Discursive writing e.g. to give and support your opinion, to analyse a situation, to give explanations and examples.

Narrative writing e.g. to narrate an event, a discovery.

You may have to include practical information (such as how to get to place or where to find out more about a person). It is important that you write should look like an authentic text and be as realistic as possible.

Business option

In part 2 of the CAE writing paper, one of the choices is a business question. This is designed by people who are working rather than students. This does not mean tat students should not attempt this question but it is important to remember that the examiner will be looking for vocabulary, register and subject matter that is appropriate to a work situation. The instructions you are given will assume that you are in full-time work and that you are familiar with such things as work environments, working conditions and the correct format for letters, reports, proposals, information sheets, etc.

Letters of application

When writing a letter of application for a job or a course of study, it is important to include only the information that is relevant to the particular job you are applying for. It is also important to use exactly the right tone, otherwise, the application will be rejected. Typically, such letters contain some or all the following:

The name of the job/course you are applying for

Where you saw it advertised

What you are doing now

What work experience you have

Your academic qualifications

The personal qualities which make you suitable for the job or course.

Combined transactional tasks

Sometimes, you can be asked to produce two pieces of writing, for example a 200-word article and a 50-word letter, or a 175-word memo/notice. For the shorter task, you should remember the following:

Memos often begin with details such as:

To: The Principal

From: The Student Sports Committee

And may have a short heading, e.g. NEW SPORTS STADIUM

You should then write 2-3 short paragraphs.

Notices, Advertisements and Announcements usually begin with a heading (e.g. TO ALL STUDENTS INTENDING TO GO ON THE GEOLOGY FILED TRIP) and address a large group of people or the general public.

Notes, Messages and Short Letters are like letters but are written in an abbreviated style.

All of the above may contain bullet points, but remember that the examiner needs to see your ability to write connected English.

If you have to writ two tasks, the register is usually very different for each task, so you have to show clear differences between formal and informal writing. It is also important to keep to the word limit.

Leaflets and information sheets

Leaflets and information sheets are written in both formal and informal situations, depending on the target reader. Like articles, they often have a main heading but they are usually divided into sections with subheadings, in the same way as reports and proposals.

More formal tasks should focus on providing factual information, but may need to use tactful or diplomatic language. E.g. write an information sheet announcing some major changes that are being planned for the coming year in your company. You should reassure the public that they will be inconvenienced as little as possible.

For less formal tasks, as well as providing information, more light-hearted or persuasive language may be needed. E.g. you have helped to organise a sporting or cultural event on your area. Write a leaflet which will encourage young people to attend.

Leaflets and Information sheets should include:

A title which attracts the attention of the reader and states the content

An introduction which makes the reader want to continue

A main body divided into headed sections, focusing on the relevant information in the rubric

A brief conclusion where main points are summarised.

Layout is important - use clear headings and make sure your writing is well spaced out on the page. Bullet points can be used to separate your points.

Headings and subheadings

As in reports and proposals, the section heading should give a clear indication of the content of the section that follows. In information sheets and leaflets, there is often a general heading as well (similar to the title of the article). Headings and subheadings are usually very short.

For formal tasks, they describe the section in a few words, e.g. gym classes, activities in the town.

For formal tasks they can be more light- hearted and often make use of puns, clichés, idioms, short questions, e.g. work that body!, looking for action?

It is advisable not to use idioms, if you are not absolutely sure of their meaning (or meanings!). if in doubt, keep your heading as simple as possible.