Register types

Register can be separated into four categories: FAMILIAR, INFORMAL, FORMAL and CEREMONIAL. The following will
explain each category and provide a corresponding example.

'Familiar'
This register is normally used between people who know each other well. Features of this register show a lack of
grammar, spelling, punctuation and usually contains slang and jargon.
For example:
Hey,
Will arrive evening. Did not catch bus.
Later
John

'Informal'
Generally journalism and occasionally academic writing use this register. When using an informal register, there is
usually a close relationship between the writer, audience and topic with a degree of casualness. However, care must be
taken in order not to mistake informal for familiar registers. The features of this register are different from the familiar
register as more care is taken with grammar etc. However, the tone is conversational, using colloquial language,
compared to the formal register.
For example:
While I was on my way to the Science Lab., a thought struck me that perhaps all that we think is possible, may not be.
For example, a friend and I were contemplating the prospect of dumping our classes and hanging out in our favourite
caf instead. We found that what we thought was possible, actually wasn't as our lecturer intervened on our way, ending
up that we attended class anyway. Does this mean that what we originally thought was possible, can't be, as something
will always intervene? How does this affect prediction and planning?

'Formal'
A formal register is neither colloquial nor personal and is the register that is mostly used in academic writing. It is a
register where strong opinions can be expressed objectively, it does not break any of the rules of written grammar and
often has a set of rules of what not to do when using this register. The following extract is from Crystal's book: A
dictionary of linguistics and phonetics (Crystal, 1997).
For example:
Several stages of development have been distinguished in the first year of a child's life when it develops the skills
necessary to produce a successful first word. According to Crystal (1997), primitive vocal sounds are displayed within
the first two months with basic features of speech such as the ability to control air flow and produce rhythmic utterance.
Sounds such ascooing, quieter sounds with a lower pitch and more musical develop between six and eight weeks of

age. Cooing dies away around three and four months and then a period called vocal play develops; an experimental
stage, where a baby has more control and experiments with vocal practise.

'Ceremonial'
Modern academic writing rarely uses this register. Sometimes, it may be encountered when reading transcripts of
speeches or historical documents. Often, misunderstandings in recognising the difference between ceremonial and
formal registers occur when writers are experimenting with new vocabulary. A dictionary will help you make the right
choices and reading academic texts will help you become more familiar with the appropriate choices.
For example:
I stand on this rostrum with a sense of deep humility and great pride - humility in the wake of those great architects of
our history who have stood here before me, pride in the reflection that this home of legislative debate represents human
liberty in the purest form yet devised.
Here are centered the hopes and aspirations and faith of the entire human race.

Formal vs. informal

There is a clear difference in register between 'familiar' and 'ceremonial' styles. However, academic writing may require
some cross registering with 'informal' and 'formal' styles; therefore, it is important to understand the differences in the
language used and when cross registering is possible.
The following provides comparative examples of the two registers.

Formal language makes use of complex sentence

structures
(1) In 2001, the bridge was built. This was good politically. Two countries united. = Informal
(2) The bridge was completed in 2001, which resulted in a positive political move that united two countries. = Formal

Formal language does not use contractions

(3) When considering staffing in hospitals in the future, it's difficult not be concerned. = Informal
(4) When considering staffing in hospitals in the future, it is difficult not be concerned. = Formal

Formal language is objective

(5) I think/believe that the issue of global warming will be the primary concern at the meeting. = Informal
(6) There is little doubt/It is clear that the issue of global warming will be the primary concern at the meeting.=Formal

Formal language does not use colloquialisms

(language which is common to spoken English)
(7) Sweden's Prime Minister, Fredrik Reinfeldt, totally flipped out when he read the latest report from the press. =
Informal
(8) The Prime Minister of Sweden, Fredrik Reinfeldt, expressed his concern when he viewed the most recent report from
the press. = Formal

 Formal language focuses more on vocabulary choice

(9) The research assistant checked out the incident and got back to him the next day. = Informal
(10) The research assistant investigated the incident and reported to him the following day. = Formal

Formal language makes use of the discipline

specific vocabulary
(11) Germs grow well in dirty and warm temperatures. = Informal
(12) Bacteria thrive in unhygienic and warm conditions.= Formal

DOs & DON'Ts

Writers often want to know, for instance, if and when it is possible to use personal pronouns such as I, we, and you?
This is a good question and unfortunately, it does not hold a simple answer. According to Bjrk, Knight and Wikborg
(1992), the use of I, we, you is generally the informal choice. However, some disciplines may accept the use of these
pronouns or recommend that they only be used in the introduction and conclusion of the text.
To avoid any misunderstandings, it would be advisable to check for style guidelines before starting any writing process.
Within the university, it is important to check the departmental guidelines for instructions and/or read widely to gain an
impression of the choices discipline specific scholars make.
The following is a chart that supplies the standard DOs and DON'Ts of academic writing at university. Some of these
points may vary depending on the writing style and the departmental guidelines. Always check for style guides before
starting the writing process to ensure that there are no additional style requirements or variations in preference.

What not to do

Do not use slang, jargon, colloquialisms, or

What to do

Use formal language

sexist language.
Do not use shortened verb forms

Use the full verb form instead, e.g. they are, is

(contractions), such as they're, isn't, can't.

not, cannot

Do not use common vocabulary, such ashave

Make more formal vocabulary choices, e.g. have

got, a lot, nice, the other thing.

found, a great deal , attractive/

advantageous, the other
issue/problem/notion/idea/topic etc..

Do not use conversational opening phrases,

Leave out conversational phrases. Use

such as Well, you see, Yes,Let's move on.

appropriate connectors and introductory

phrases.

Do not write I think - especially not at the

Leave out I think, e.g. James (2008) believes

beginning of a sentence, i.e. do not write, for

that global warming will

example, I think James (2008) believes that

global warming will
Do not use personal pronouns

Be non-personal, e.g. It should be possible for

e.g. I, you,we (unless specifically required),

everyone to compete.

i.e. do not write We think that you should be

able to compete.
Do not use sweeping generalisations

State main ideas clearly and concisely in your

own words in topic sentences.

Do not use bullet points or lists, unless it is in

use complete sentences and link these into

a report.

logical paragraphs.

Avoid making assumptions or giving your

Be objective.

opinion (unless specifically asked).

Avoid waffling or repeating yourself.

Be clear and concise.

Do not plagiarize (see the AWELU section

Provide references whenever you say something

on 'Academic Integrity').

that is not your own (see the AWELU sections

'Academic Integrity' and 'Sources and
Referencing').

Do not take for granted that the spell check on

Check spelling, grammar and punctuation

your computer is accurate or will spot all

etcetera.

spelling mistakes, since for example, your

spell check will not pick up

Proofread and use a dictionary.

on whether vsweather.

Ask somebody to proofread your text for you.

Do not pose (direct) questions in the running

Convert questions into statements, for

text, that is, do not write, for instance Can

example,The possibility of carbon emissions

carbon emissions be reduced?

being reduced is questionable.

Do not mix words and numbers

Use words for numbers nine and below and

unsystematically.

numbers for 10 and above.

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