what is the difference between speech and writing with examples

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Differences between writing and speech

Written and spoken language differ in many ways. However some forms of writing are closer to speech than others, and vice versa. Below are some of the ways in which these two forms of language differ:

Writing is usually permanent and written texts cannot usually be changed once they have been printed/written out.

Speech is usually transient, unless recorded, and speakers can correct themselves and change their utterances as they go along.

A written text can communicate across time and space for as long as the particular language and writing system is still understood.

Speech is usually used for immediate interactions.

Written language tends to be more complex and intricate than speech with longer sentences and many subordinate clauses. The punctuation and layout of written texts also have no spoken equivalent. However some forms of written language, such as instant messages and email, are closer to spoken language.

Spoken language tends to be full of repetitions, incomplete sentences, corrections and interruptions, with the exception of formal speeches and other scripted forms of speech, such as news reports and scripts for plays and films.

Writers receive no immediate feedback from their readers, except in computer-based communication. Therefore they cannot rely on context to clarify things so there is more need to explain things clearly and unambiguously than in speech, except in written correspondence between people who know one another well.

Speech is usually a dynamic interaction between two or more people. Context and shared knowledge play a major role, so it is possible to leave much unsaid or indirectly implied.

Writers can make use of punctuation, headings, layout, colours and other graphical effects in their written texts. Such things are not available in speech

Speech can use timing, tone, volume, and timbre to add emotional context.

Written material can be read repeatedly and closely analysed, and notes can be made on the writing surface. Only recorded speech can be used in this way.

Some grammatical constructions are only used in writing, as are some kinds of vocabulary, such as some complex chemical and legal terms.

Some types of vocabulary are used only or mainly in speech. These include slang expressions, and tags like y'know , like , etc.

Writing systems : Abjads | Alphabets | Abugidas | Syllabaries | Semanto-phonetic scripts | Undeciphered scripts | Alternative scripts | Constructed scripts | Fictional scripts | Magical scripts | Index (A-Z) | Index (by direction) | Index (by language) | Index (by continent) | What is writing? | Types of writing system | Differences between writing and speech | Language and Writing Statistics | Languages

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In his 1975 Report, A Language for Life, Lord Bullock said, "Not enough account is taken of the fundamental differences that exist between speech and writing."

Spoken and written language are obviously different, with different purposes. Written language is permanent: the reader can go back over it again and again if the meaning is not immediately clear. This is not possible with speech, which is fleeting and ephemeral. Writing does not usually involve direct interaction, except for personal letters and perhaps some computer based communication such as e-mail.

Children learn to speak before they learn to read and write. Learning to speak appears to happen naturally within the home, whereas learning to read and write is usually associated with the beginning of formal schooling. Thus, we often assume that written language is more difficult to learn, and we perceive speech as less complex than written language. This is not the case: oral language is just as linguistically complex as written language, but the complexity is of a different kind. The inevitable differences in the structures and use of speech and writing come about because they are produced in very different communicative situations.

The greatest differences between speaking and writing are those between formal written texts and very informal conversation. Because it is permanent, writing provides opportunities for more careful organisation and more complex structures.

Formal spoken language is often preplanned, but most spoken language is spontaneous and rapid and usually involves thinking on the spot. It has simpler constructions and fillers such as um and er. It has repetitions and rephrasing. It has intonation patterns and pauses that convey meaning and also attitudes.

All these oral characteristics help the listener to understand the speech. It is usually much more difficult for listeners to interpret language that is read aloud from a written text, where the language is more dense and lacks the pauses and fillers that give us time to absorb the spoken message. Lectures or talks that are read from a script are usually more difficult to follow than those that are delivered with the speaker looking at the audience and improvising from outline notes.

Some constructions probably occur only in writing.

Henry supposed Sylvia to be unwell.

Likewise, some words and constructions are likely to occur only in spoken English: words like thingamajig and whatchamecallit, and phrases like bla bla bla.

"Our teacher just said - told us there was nouns and verbs and adverbs and bla bla bla - you know ..."

Conversations also contain small words which do not appear in writing. In analysing conversations, we are often surprised to realise how many times words like well or just or oh appear.

The following transcript is of the talk of teenagers playing the board game "Scruples".

C: Do you put them face down - hang on

C: Then we get one ballot card each and you put them aside until the vote is called

V: Oh - sorry

C: Did we decide you were the dealer - yes - we did

V: Oh - that was right

C: Oh it's just that the player to the left of the dealer starts play by becoming the first - asking the player to pose a dilemma

H: Oh - what do I do - oh I take one of these

C: Oh - hang on hang on

Words like oh and well have been assigned a number of names. They can be called discourse markers or conversation markers.

They do not fit into the word classes in The Grammar Toolbox.

She is not well. (well = adjective)

She is well qualified. (well = adverb)

In conversation, "well" appears frequently but not as an adjective or an adverb.

Well what do you think? Well I'm not really sure.

These conversational markers are very hard to translate into another language, and they are difficult to define consistently or analyse structurally. Yet they occur constantly in speech. When second language learners begin to use these markers in speaking English, the fluency of their conversation improves.

Comparing Speaking and Writing

Speaking and writing are different, and each should be seen in its own terms.

In the past, writing was often regarded as the primary medium, and casual speech was seen as a sloppy or incorrect version of the written form. Speech was evaluated as if it were writing.

The basic unit of written language is the sentence.

The basic unit of spoken language is the tone group.

The following two text samples are from the same person and tell about the same incident.

Transcript of a recording:

um, well it was something that happened |

when I was living in Western Samoa |

um, I rented a house |

and, er, my bedroom |

my bedroom was actually separate |

separate from the rest of the house |

and, one night |

um, it was quite late |

I was lying in bed |

I was awake |

and, er, my flatmate |

was away at the airport |

meeting some relatives |

and so I was all alone |

and I started hearing noises |

on the roof |

of my bedroom |

it was a tin roof |

and um, I heard footsteps |

and creaking sounds |

on the the tin |

and an, another noise |

I couldn’t quite |

tell what it was |

but it but it was something strange |

and I was scared |

really scared |

um, and my problem was |

I couldn’t |

get to a phone |

unlocking my bedroom door |

walking across the lawn |

unlocking the front door |

and going into the house |

the thought of doing this |

while there was somebody on the roof |

[laughs] er, w-was not very, er |

possible so |

there I am |

lying there |

what on earth will I do |

and I finally |

figured that |

probably the person there |

thought there was no one home |

and was just trying to break in |

trying to rob the place |

so I had a brainwave |

[laughs] and immediately the person ran |

across the roof |

and jumped off |

er, and landed on the lawn |

I heard a thud |

um, so then I unlocked the door |

and went across to the house |

and phoned the police |

well they were |

they were there |

really quickly |

I'd say within a couple of minutes |

A written account of the incident by the same person:

When I lived in Western Samoa I shared a rented house with a flatmate.

Late one night when he was away meeting some relatives at the airport, I heard strange noises like footsteps on the tin roof of my bedroom, which was separate from the rest of the house.

In order to get to a phone, I would have had to walk over to the main part of the house and unlock the front door.

I decided against this course of action, switching the light on instead, and this had the desired effect of driving away the intruder, who obviously had been thinking there was no one home.

Whoever it was ran across the roof and jumped off, landing with an audible thud on the lawn before running away.

The police arrived very soon after I had called them.

These two examples clearly illustrate the following differences between speech and writing:

Speech uses tone groups, and a tone group can convey only one idea. Writing uses sentences, and a sentence can contain several ideas.

A fundamental difference between casual speech and writing is that speech is spontaneous whereas writing is planned.

Repetition is usually found in speech. Writing avoids repetition.

Repetition of words and phrases:

27 and 28: scared

34 and 36: unlocking

Repetition of syntactic frames:

34: unlocking my bedroom door

35: walking across the lawn

Written language avoids repetition. Writers try to find synonyms rather than repeating the same words and phrases.

The spoken text gives us an insight into the speaker's thoughts.

24 and 25: I couldn't quite tell what it was.

27: I was scared.

46 and 47: and I finally figured that

In spoken language, we use intensifiers.

27 and 28: and I was scared | really scared

Because spoken language is interactive, direct address is used - "I" and "you".

22: you know

Spoken narrative can use the timeless present, which would be unusual in a written text. It adds to the immediacy of the story.

42, 43, 44: there I am | lying there | thinking

A spoken version usually gives an account of events in the order in which they occurred because this is easier to do.

59 to 64: then I unlocked the door | went across to the house | and phoned the police | and they were there | really quickly |

In the written form, the order of events can be changed.

Sentence (f): The police arrived very soon after I had called them.

The spoken and written versions differ in syntax.

The tone groups in the spoken version are sometimes complete clauses but almost always very simple ones.

2: SVA; 5: SVC; 15: SVO

Often, the tone groups are a mixture of clauses and clause fragments that add more information to the clause.

5: my bedroom was actually separate

6: separate from the rest of the house

In the written form, the information is not presented one idea at a time but in a much more condensed way, incorporating several ideas.

3: I rented a house.

Sentence (a): When I lived in Western Samoa I shared a rented house with a flatmate.

The information in sentence (b) is conveyed by 21 tone groups in the spoken account (7-28).

In the spoken text, there is the possibility of direct speech that would be unusual in a written text.

there I am | lying there | thinking | what on earth will I do. (42-45)

This enables the speaker to gain a powerful effect by using the full possibilities of intonation.

The ability to use complex clauses and embedded phrases and clauses is acquired much later in life. We can use these structures because we have time to plan when we write. When we speak, we do not have time to plan: we structure our discourse as we go along, repeating words and phrases and using the simpler constructions that we learn early in life. In the transcript above, we can see this clearly with the subjects of the clauses. In almost all cases, these are simple: by far the majority are I or it. More complex are my bedroom (4) and my problem (29). The most complicated is: the thought of doing this while there was somebody on the roof. It is interesting that after this, the speaker needs to pause; she laughs and gets in something of a muddle: w-was not very er possible (40, 41).

The two texts illustrate sharp differences between speaking and writing. This narrative may not have been entirely spontaneous because the story had been told before, and this rehearsal could explain some of the complexities in the spoken version. Even so, it is much more fragmented and oriented towards a listener than the written version. The written version is planned, integrated, and primarily oriented towards conveying a message.

Spoken and written language can be seen as the ends of a continuum. Above, we have described features of spontaneous speech and planned writing. Often, however, the distinctions between spoken and written language are not so clear cut. A university lecture, a prepared speech, a sermon might be examples of spoken English, in so far as they are delivered verbally. But because they usually began in a written form, they are likely to be closer to written language than to casual spoken language. Personal letters, diaries, and e-mail correspondences are in the written form but are very likely to contain features of spoken language.

In this section, we have deliberately concentrated on the language of conversation rather than the language of oratory, prepared speeches, debates, or other formal forms. We made this decision for two reasons. One was that some teachers appear to think of the classroom study of oral language almost exclusively in terms of prepared and planned speaking but do not consider spontaneous speech. The second was that teachers probably know very little about the structure of conversation. It is important that conversation be understood, not only because it is the most common use of spoken language in our lives but also so that teachers recognise the important distinctions between speaking and writing. Neither form of language is better than the other: the two forms are different and should each be seen in their own terms.

What do these differences mean for speakers and writers?

From Speakers to Writers

When children are learning to write, their starting points are their understanding of the syntax and structure of oral language. The ability to write begins from a sound foundation in oral language. The interrelationships of speech and writing can be seen in writers' acquisition of written language at the "emergent" and "early" stages. Initially, children's oral language greatly outstrips their ability in written language. As children master the mechanics of writing and develop a method of approximating spelling, they are able to put down on paper what they can already say. At the "early" stage of writing, children's writing catches up with their spoken language, and their writing has many of the personal, context-bound qualities of their speech. Students' writing and speech diverge as they become fluent writers. Their writing takes on its own distinctive structures and patterns of organisation. Often, too, fluent writers' speech incorporates some features of their writing.

The popular belief that written language is speech plus the conventions of print underestimates the demonstrable differences between oral and written language. Although oral work is undeniably of great value in students' learning in general, it does not specifically help them acquire the grammatical patterns they need in their writing. The models of written language patterns come from children's reading, and having read to them, good models of written language.

Natural language is often referred to as being important in texts for young learner readers. "Natural language" does not mean writing that reflects the oral language patterns of children: rather, it refers to the use of authentic "book" or written language that uses natural rhythms and conveys real meaning, in contrast to the artificial and meaningless structures that were used in many early reading texts in the past. Compare:

Mrs Delicious got a truck full of flour for the biggest cake in the world. (natural language)

Joy Cowley: The Biggest Cake in the World

(Wellington: Department of Education, 1983)

Go up to my ox. Is she on an ox?

An early reading text

The oral language patterns that are natural to young children are extremely difficult to read, and teachers should not oversimplify the links between written and spoken language. It is essential that students' early reading provides good models of written language. Although the topics and vocabulary reflect children's experiences and interests, the structure of these texts is those of written language and may be unfamiliar to some students. If teachers have an explicit awareness of these differences, they are better able to help students move from the familiarity of spoken language to the unknown forms and functions of written language. The two forms then enrich each other in a two-way process.

It is not only the nature of the spoken and written texts themselves that differs but also the understanding of the relationship between speakers and listeners on the one hand and readers and writers on the other. In discussing the co-operative principle of conversation, we outlined the understandings that listeners and speakers have of conversation. Young children's early writings show that they understand the nature of conversation and that their expectations of readers are similar to those they have of listeners.

We can help children bridge the gap between spoken and written language by keeping in mind the new understandings about texts and audiences that children are developing.

If we look again at Grice's Maxims from the point of view of writers, we can see the shifts in understanding that students need to make.

Maxim of quality

Speakers are expected to tell the truth. They should not say things they know to be false or for which they lack adequate evidence. However, the first written texts we introduce young children to are most likely to be fiction, and we expect children to write fiction. To be imaginative and creative in writing is often highly valued, whereas in conversation it is frowned upon.

Maxim of quantity

Speakers are expected to be brief, giving sufficient but not too much information. In writing, however, young children need to elaborate to make their meaning clear. One of the first things a teacher encourages a beginning writer to do is to add information to their text. This is done in much the same way as in conversation, through questioning the writer and asking for more detail.

Maxim of relation

Speakers' responses are expected to be appropriate and relevant. Much of students' spoken language is in response to something someone else has said.

It is not difficult to see why students, especially beginner writers, have difficulty generating text on their own. Thinking of new topics to talk about, and new and exciting ways of expressing ideas, are not things speakers in conversation need to consider.

Maxim of manner

Speakers' responses are expected to be clear and avoid ambiguities. Information in speech is usually given in a linear or chronological order. Young children do not use complex grammatical constructions in their talk, and therefore these are not present in their writing. It takes time to learn that, in writing, information can be organised in many different ways.

It would be extremely frustrating to hold a conversation with someone who used the strategies often used in writing to build suspense. In spoken language, we encourage speakers to "get to the point", whereas in written narrative, we encourage young children to take time setting the scene.

Challenges for the Learner

Students need to be helped to "think through" what they want to write.

When speaking, children produce oral language in interactive settings. However, when writing, they are learning to produce a text without prompts and responses from the reader.

Students need to be helped to understand that writing is more explicit than speech.

The absence of the reader poses a problem for children, who often have difficulty imagining their audience. Their writing often has the implicitness of speech with much left unsaid, because learner writers assume that their readers bring a shared understanding to the text.

Students need to be helped to become familiar with the structures of written language.

When learning to write, children are faced with learning a new syntactic, semantic, and textual unit - the sentence. Sentences are a feature of writing rather than of speech. In speech, clauses tend to follow each other in a linear way without necessarily having a known end-point. The sentence, on the other hand, needs to be capable of standing alone. It requires planning, and a decision has to be made as to which is to be the main clause and what will be its supporting structures. Understanding and using the concept of a sentence requires more than the ability to use capital letters and full stops.

Learning to write involves learning new ways of thinking. As Gunther Kress has written in Learning to Write, it involves "learning new forms of syntactical and textural structure, new genre, and new ways of relating to unknown addressees".

Exploring language content page

Exploring Language is reproduced by permission of the publishers Learning Media Limited on behalf of Ministry of Education, P O Box 3293, Wellington, New Zealand, © Crown, 1996.

Published on: 25 Feb 2009

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Difference between Speech and Writing

Speech and writing are two primary forms of communication, each with its own characteristics and conventions.

What Is Speech?

Speech is the act of expressing thoughts, ideas, and emotions through spoken language. It involves the production of sounds using the vocal apparatus, which includes the lungs, vocal cords, mouth, and tongue.

What Is Writing?

Writing is a method of human communication that involves the representation of language through a system of symbols, usually known as letters or characters. It is a visual and permanent form of communication that allows for the recording and dissemination of information across time and space.

Both speech and writing have their unique strengths and are suited to different contexts and purposes. Speech, with its immediacy and interactivity, is ideal for dynamic, real-time communication. Writing, with its permanence and precision, is perfect for detailed, thoughtful, and lasting communication. By understanding these differences, we can leverage the strengths of each mode to enhance our communication effectiveness in various situations.

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Speaking versus Writing

The pen is mightier than the spoken word. or is it.

Josef Essberger

The purpose of all language is to communicate - that is, to move thoughts or information from one person to another person.

There are always at least two people in any communication. To communicate, one person must put something "out" and another person must take something "in". We call this "output" (>>>) and "input" (<<<).

• I speak to you (OUTPUT: my thoughts go OUT of my head).
• You listen to me (INPUT: my thoughts go INto your head).
• You write to me (OUTPUT: your thoughts go OUT of your head).
• I read your words (INPUT: your thoughts go INto my head).

So language consists of four "skills": two for output (speaking and writing); and two for input (listening and reading. We can say this another way - two of the skills are for "spoken" communication and two of the skills are for "written" communication:

Spoken: >>> Speaking - mouth <<< Listening - ear

Written: >>> Writing - hand <<< Reading - eye

What are the differences between Spoken and Written English? Are there advantages and disadvantages for each form of communication?

When we learn our own (native) language, learning to speak comes before learning to write. In fact, we learn to speak almost automatically. It is natural. But somebody must teach us to write. It is not natural. In one sense, speaking is the "real" language and writing is only a representation of speaking. However, for centuries, people have regarded writing as superior to speaking. It has a higher "status". This is perhaps because in the past almost everybody could speak but only a few people could write. But as we shall see, modern influences are changing the relative status of speaking and writing.

Differences in Structure and Style

We usually write with correct grammar and in a structured way. We organize what we write into sentences and paragraphs. We do not usually use contractions in writing (though if we want to appear very friendly, then we do sometimes use contractions in writing because this is more like speaking.) We use more formal vocabulary in writing (for example, we might write "the car exploded" but say "the car blew up") and we do not usually use slang. In writing, we must use punctuation marks like commas and question marks (as a symbolic way of representing things like pauses or tone of voice in speaking).

We usually speak in a much less formal, less structured way. We do not always use full sentences and correct grammar. The vocabulary that we use is more familiar and may include slang. We usually speak in a spontaneous way, without preparation, so we have to make up what we say as we go. This means that we often repeat ourselves or go off the subject. However, when we speak, other aspects are present that are not present in writing, such as facial expression or tone of voice. This means that we can communicate at several levels, not only with words.

One important difference between speaking and writing is that writing is usually more durable or permanent. When we speak, our words live for a few moments. When we write, our words may live for years or even centuries. This is why writing is usually used to provide a record of events, for example a business agreement or transaction.

Speaker & Listener / Writer & Reader

When we speak, we usually need to be in the same place and time as the other person. Despite this restriction, speaking does have the advantage that the speaker receives instant feedback from the listener. The speaker can probably see immediately if the listener is bored or does not understand something, and can then modify what he or she is saying.

When we write, our words are usually read by another person in a different place and at a different time. Indeed, they can be read by many other people, anywhere and at any time. And the people reading our words, can do so at their leisure, slowly or fast. They can re-read what we write, too. But the writer cannot receive immediate feedback and cannot (easily) change what has been written.

How Speaking and Writing Influence Each Other

In the past, only a small number of people could write, but almost everybody could speak. Because their words were not widely recorded, there were many variations in the way they spoke, with different vocabulary and dialects in different regions. Today, almost everybody can speak and write. Because writing is recorded and more permanent, this has influenced the way that people speak, so that many regional dialects and words have disappeared. (It may seem that there are already too many differences that have to be learned, but without writing there would be far more differences, even between, for example, British and American English.) So writing has had an important influence on speaking. But speaking can also influence writing. For example, most new words enter a language through speaking. Some of them do not live long. If you begin to see these words in writing it usually means that they have become "real words" within the language and have a certain amount of permanence.

Influence of New Technology

Modern inventions such as sound recording, telephone, radio, television, fax or email have made or are making an important impact on both speaking and writing. To some extent, the divisions between speaking and writing are becoming blurred. Emails are often written in a much less formal way than is usual in writing. With voice recording, for example, it has for a long time been possible to speak to somebody who is not in the same place or time as you (even though this is a one-way communication: we can speak or listen, but not interact). With the telephone and radiotelephone, however, it became possible for two people to carry on a conversation while not being in the same place. Today, the distinctions are increasingly vague, so that we may have, for example, a live television broadcast with a mixture of recordings, telephone calls, incoming faxes and emails and so on. One effect of this new technology and the modern universality of writing has been to raise the status of speaking. Politicians who cannot organize their thoughts and speak well on television win very few votes.

English Checker

• aspect: a particular part or feature of something
• dialect: a form of a language used in a specific region
• formal: following a set of rules; structured; official
• status: level or rank in a society
• spontaneous: not planned; unprepared
• structured: organized; systematic

Note : instead of "spoken", some people say "oral" (relating to the mouth) or "aural" (relating to the ear).

© 2011 Josef Essberger

Spoken vs. Written Language

Spoken vs. written language  (pdf).

Office / Department Name

Oral Communication Center

Contact Name

Amy Gaffney

Oral Communication Center Director

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The slippery grammar of spoken vs written English

Senior Lecturer in Linguistics, University of Waikato

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My grammar checker and I are on a break. Due to irreconcilable differences, we are no longer on speaking terms.

It all started when it became dead set on putting commas before every single “which”. Despite all the angry underlining, “this is a habit which seems prevalent” does not need a comma before “which”. Take it from me, I am a linguist.

This is just one of many challenging cases where grammar is slippery and hard to pin down. To make matters worse, it appears that the grammar we use while speaking is slightly different to the grammar we use while writing. Speech and writing seem similar enough – so much so that for centuries, people (linguists included) were blind to the differences.

Read more: How students from non-English-speaking backgrounds learn to read and write in different ways

There’s issues to consider

Let me give you an example. Take sentences like “there is X” and “there are X”. You may have been taught that “there is” occurs with singular entities because “is” is the present singular form of “to be” – as in “there is milk in the fridge” or “there is a storm coming”.

Conversely, “there are” is used with plural entities: “there are twelve months in a year” or “there are lots of idiots on the road”.

What about “there’s X”? Well, “there’s” is the abbreviated version of “there is”. That makes it the verb form of choice when followed by singular entities.

Nice theory. It works for standard, written language, formal academic writing, and legal documents. But in speech, things are very different .

It turns out that spoken English favours “there is” and “there’s” over “there are”, regardless of what follows the verb: “there is five bucks on the counter” or “ there’s five cars all fighting for that Number 10 spot ”.

A question of planning

This is not because English is going to hell in a hand basket, nor because young people can’t speak “proper” English anymore.

Linguists Jen Hay and Daniel Schreier scrutinised examples of old recordings of New Zealand English to see what happens in cases where you might expect “there” followed by plural, (or “there are” or “there were” for past events) but where you find “there” followed by singular (“there is”, “there’s”, “there was”).

They found that the contracted form “there’s” is a go-to form which seems prevalent with both singular and plural entities. But there’s more. The greater the distance between “be” and the entity following it, the more likely speakers are to ignore the plural rule.

“There is great vast fields of corn” is likely to be produced because the plural entity “fields” comes so far down the expression, that speakers do not plan for it in advance with a plural form “are”.

Even more surprisingly, the use of the singular may not always necessarily have much to do with what follows “there is/are”. It can simply be about the timing of the event described. With past events, the singular form is even more acceptable. “There was dogs in the yard” seems to raise fewer eyebrows than “there is dogs in the yard”.

Nothing new here

The disregard for the plural form is not a new thing (darn, we can’t even blame it on texting). According to an article published last year by Norwegian linguist Dania Bonneess , the change towards the singular form “there is” has been with us in New Zealand English ever since the 19th century. Its history can be traced at least as far back as the second generation of the Ulster family of Irish emigrants .

Editors, language commissions and prescriptivists aside, everyday New Zealand speech has a life of its own, governed not so much by style guides and grammar rules, but by living and breathing individuals.

It should be no surprise that spoken language is different to written language. The most spoken-like form of speech (conversation) is very unlike the most written-like version of language (academic or other formal or technical writing) for good reason.

Speech and writing

In conversation, there is no time for planning. Expressions come out more or less off the cuff (depending on the individual), with no ability to edit, and with immediate need for processing. We hear a chunk of language and at the same time as parsing it, we are already putting together a response to it – in real time.

This speed has consequences for the kind of language we use and hear. When speaking, we rely on recycled expressions, formulae we use over and over again, and less complex structures.

For example, we are happy enough writing and reading a sentence like:

That the human brain can use language is amazing.

But in speech, we prefer:

It is amazing that the human brain can use language.

Both are grammatical, yet one is simpler and quicker for the brain to decode.

And sometimes, in speech we use grammatical crutches to help the brain get the message quicker. A phrase like “the boxes I put the files into” is readily encountered in writing, but in speech we often say and hear “the boxes I put the files into them”.

We call these seemingly unnecessary pronouns (“them” in the previous example) “shadow pronouns”. Even linguistics professors use these latter expressions no matter how much they might deny it.

Speech: a faster ride

There is another interesting difference between speech and writing: speech is not held up on the same rigid prescriptive pedestal as writing, nor is it as heavily regulated in the same way that writing is scrutinised by editors, critics, examiners and teachers.

This allows room in speech for more creativity and more language play, and with it, faster change. Speech is known to evolve faster than writing, even though writing will eventually catch up (at least for some changes).

I would guess that by now, most editors are happy enough to let the old “whom” form rest and “who” take over (“who did you give that book to?”).

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Speaking vs writing 1: Alan buys milk

Another way to think about what’s involved in writing clearly is to think about the differences between speaking and writing. Because both use words, we assume they are the same but they are very different. The following example will help you think about the differences. Picture this: it’s Saturday morning, the family’s just sat down to breakfast when Dad realises there’s no milk. So he asks his eldest son Alan to go and get some. He says: “Drat! No milk – I can’t eat my cornflakes without some nice cold milk. Just pop out to the mini-mart, would you Alan? Better get a two pinta. Oh, and you’ll find some money in my jacket pocket.”

Speaking vs writing 2: a robot buys milk

Now picture this: imagine you had to write a computer program to tell a robot to go and buy milk. Where would you start? You would have to think of the most logical order for all the actions the robot would need to perform in order to buy milk. Dad’s instruction to Alan assumes that Alan already knows all sorts of information: where his jacket is, which pocket he usually keeps his money, where the mini-mart is, the visual difference between a one pint and two pint carton. The robot will know none of these things unless you put them in the program. You would also have to give the program a logical name or title so that when the program loaded the robot’s brain would be able to distinguish it from all the other programs in its memory. So in your writing at university, don’t be afraid to be obvious. One of the reasons tutors set essays is so you can show what you know.

Speaking vs writing 3: look at me when I’m talking to you

Another crucial difference between speaking and writing is that we can see people when we talk to them. We transmit and receive all sorts of non-verbal information when we’re talking to them. Think about the effect it has on you when someone talks to you but keeps staring at the floor and never looks at you once. We communicate all sorts of information by facial expression, hand gestures, tone of voice. We can’t do any of these things in a piece of writing. We have to find different ways of doing them; and we have to be sure that our writing isn’t doing things we don’t want it to.

Speaking vs writing 4: know what I mean?

Another crucial difference between speaking and writing is that speaking is informal, less structured, more colloquial – know what I mean? When we speak, we often start sentences in the middle. An important part of writing at university is to understand who you are writing for. To put this another way, when you are writing an essay you are not down the pub with your mates. In an essay, you can’t put things like the following sentence I once read in a first draft: “Apparently, imperialism has been going for ages – how weird is that?” The person who reads your essay will expect you to write in a serious and considered way.

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What Is Speech? What Is Language?

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Jorge is 4 years old. It is hard to understand him when he talks. He is quiet when he speaks, and his sounds are not clear.

Vicki is in high school. She has had learning problems since she was young. She has trouble reading and writing and needs extra time to take tests.

Maryam had a stroke. She can only say one or two words at a time. She cannot tell her son what she wants and needs. She also has trouble following simple directions.

Louis also had a stroke. He is able to understand everything he hears and speaks in full sentences. The problem is that he has slurred speech and is hard to understand.

All of these people have trouble communicating. But their problems are different.

What Is Speech?

Speech is how we say sounds and words. Speech includes:

Articulation How we make speech sounds using the mouth, lips, and tongue. For example, we need to be able to say the “r” sound to say "rabbit" instead of "wabbit.”

Voice How we use our vocal folds and breath to make sounds. Our voice can be loud or soft or high- or low-pitched. We can hurt our voice by talking too much, yelling, or coughing a lot.

Fluency This is the rhythm of our speech. We sometimes repeat sounds or pause while talking. People who do this a lot may stutter.

What Is Language?

Language refers to the words we use and how we use them to share ideas and get what we want. Language includes:

• What words mean. Some words have more than one meaning. For example, “star” can be a bright object in the sky or someone famous.
• How to make new words. For example, we can say “friend,” “friendly,” or “unfriendly” and mean something different.
• How to put words together. For example, in English we say, “Peg walked to the new store” instead of “Peg walk store new.”
• What we should say at different times. For example, we might be polite and say, “Would you mind moving your foot?” But, if the person does not move, we may say, “Get off my foot!”

Language and Speech Disorders

We can have trouble with speech, language, or both. Having trouble understanding what others say is a receptive language disorder. Having problems sharing our thoughts, ideas, and feelings is an expressive language disorder. It is possible to have both a receptive and an expressive language problem.

When we have trouble saying sounds, stutter when we speak, or have voice problems, we have a speech disorder .

Jorge has a speech disorder that makes him hard to understand. So does Louis. The reason Tommy has trouble is different than the reason Louis does.

Maryam has a receptive and expressive language disorder . She does not understand what words mean and has trouble using words to talk to others.

Vicki also has a language disorder . Reading and writing are language skills. She could also have problems understanding others and using words well because of her learning disability.

Where to Get Help

SLPs work with people who have speech and language disorders. SLPs work in schools, hospitals, and clinics, and may be able to come to your home.

To find a speech-language pathologist near you, visit ProFind .

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Speaking and Writing: Similarities and Differences

by Alan | May 2, 2017 | Communication skills , public speaking , writing

Similarities and Differences Between Speaking and Writing

There are many similarities between speaking and writing. While I’ve never considered myself a writer by trade, I have long recognized the similarities between writing and speaking. Writing my book was the single best thing I’ve ever done for my business.  It solidified our teaching model and clarified and organized our training content better than any other method I’d ever tried.

A few weeks ago I was invited by a client to attend a proposal writing workshop led by Robin Ritchey .  Since I had helped with the oral end of proposals, the logic was that I would enjoy (or gain insight) from learning about the writing side.  Boy, were they right.  Between day one and two, I was asked by the workshop host to give a few thoughts on the similarities of writing to speaking.  These insights helped me recognize some weaknesses in my writing and also to see how the two crafts complement each other.

Similarities between Speaking and Writing

Here are some of the similarities I find between speaking and writing:

• Rule #1 – writers are encouraged to speak to the audience and their needs. Speakers should do the same thing.
• Organization, highlight, summary (tell ‘em what you’re going to tell them, tell them, tell them what you told them). Structure helps a reader/listener follow along.
• No long sentences. A written guideline is 12-15 words.  Sentences in speaking are the same way.  T.O.P.  Use punctuation.  Short and sweet.
• Make it easy to find what they are looking for (Be as subtle as a sledgehammer!) .
• Avoid wild, unsubstantiated claims. If you are saying the same thing as everyone else, then you aren’t going to stand out.
• Use their language. Avoid internal lingo that only you understand.
• The audience needs to walk away with a repeatable message.
• Iteration and thinking are key to crafting a good message. In writing, this is done through editing.  A well prepared speech should undergo the same process.  Impromptu is slightly different, but preparing a good structure and knowing a core message is true for all situations.
• Build from an outline; write modularly. Good prose follows from a good structure, expanding details as necessary.  Good speakers build from a theme/core message, instead of trying to reduce everything they know into a time slot.  It’s a subtle mindset shift that makes all the difference in meeting an audience’s needs.
• Make graphics (visuals) have a point. Whether it’s a table, figure, or slide, it needs to have a point.  Project schedule is not a point.  Network diagram is not a point.  Make the “action caption” – what is the visual trying to say? – first, then add the visual support.
• Find strong words. My editor once told me, “ An adverb means you have a weak verb. ”  In the workshop, a participant said, “ You are allowed one adverb per document. ”  Same is true in speaking – the more powerful your words, the more impact they will have.  Really (oops, there was mine).
• Explain data, don’t rely on how obvious it is. Subtlety doesn’t work.

Differences between Speaking and Writing

There are also differences.  Here are three elements of speaking that don’t translate well to (business) writing:

• Readers have some inherent desire to read. They picked up your book, proposal, white paper, or letter and thus have some motivation.  Listeners frequently do not have that motivation, so it is incumbent on the speaker to earn attention, and do so quickly.  Writers can get right to the point.  Speakers need to get attention before declaring the point.
• Emotion is far easier to interpret from a speaker than an author. In business writing, I would coach a writer to avoid emotion.  While it is a motivating factor in any decision, you cannot accurately rely on the interpretation of sarcasm, humor, sympathy, or fear to be consistent across audience groups.  Speakers can display emotion through gestures, voice intonations, and facial expressions to get a far greater response.  It is interesting to note that these skills are also the most neglected in speakers I observe – it apparently isn’t natural, but it is possible.
• Lastly, a speaker gets the benefit of a live response. She can answer questions, or respond to a quizzical look.  She can spend more time in one area and speed through another based on audience reaction.  And this also can bring an energy to the speech that helps the emotion we just talked about.  With the good comes the bad.  A live audience frequently brings with it fear and insecurity – and another channel of behaviors to monitor and control.

Speaking and writing are both subsets of the larger skill of communicating.  Improving communication gives you more impact and influence. And improving is something anyone can do! Improve your speaking skills at our Powerful, Persuasive Speaking Workshop  and improve your writing skills at our Creating Powerful, Persuasive Content Workshop .

Communication matters.  What are you saying?

This article was published in the May 2017 edition of our monthly speaking tips email, Communication Matters. Have speaking tips like these delivered straight to your inbox every month. Sign up today  and receive our FREE download, “Twelve Tips that will Save You from Making a Bad Presentation.”   You can unsubscribe at any time.

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• 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.

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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.

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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.

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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
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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.

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Relationship and Difference Between Speech and Writing in Linguistics

Back to: Pedagogy of English- Unit 4

Many differences exist between the written language and the spoken language. These differences impact subtitling which is a practice that has become highly prevalent in the modern age. It is a process used to translate what the speaker is saying for those of other languages or who are deaf.

The main difference between written and spoken languages is that written language is comparatively more formal and complex than spoken language. Some other differences between the two are as follows:

Writing is more permanent than the spoken word and is changed less easily. Once something is printed, or published on the internet, it is out there for the world to see permanently. In terms of speaking, this permanency is present only if the speaker is recorded but they can restate their position.

Apart from formal speeches, spoken language needs to be produced instantly. Due to this, the spoken word often includes repetitions, interruptions, and incomplete sentences. As a result, writing is more polished.

Punctuation

Written language is more complex than spoken language and requires punctuation. Punctuation has no equivalent in spoken language.

Speakers can receive immediate feedback and can clarify or answer questions as needed but writers can’t receive immediate feedback to know whether their message is understood or not apart from text messages, computer chats, or similar technology.

Writing is used to communicate across time and space for as long as the medium exists and that particular language is understood whereas speech is more immediate.

Use of Slang

Written and spoken communication uses different types of language. For instance, slang and tags are more often used when speaking rather than writing.

Speaking and listening skills are more prevalent in spoken language whereas writing and reading skills are more prevalent in written language.

Tone and pitch are often used in spoken language to improve understanding whereas, in written language, only layout and punctuation are used.

These are the major differences between spoken language and written language.

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6.1: The Topic, General Purpose, Specific Purpose, and Thesis

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Before any work can be done on crafting the body of your speech or presentation, you must first do some prep work—selecting a topic, formulating a general purpose, a specific purpose statement, and crafting a central idea, or thesis statement. In doing so, you lay the foundation for your speech by making important decisions about what you will speak about and for what purpose you will speak. These decisions will influence and guide the entire speechwriting process, so it is wise to think carefully and critically during these beginning stages.

Selecting a Topic

Generally, speakers focus on one or more interrelated topics—relatively broad concepts, ideas, or problems that are relevant for particular audiences. The most common way that speakers discover topics is by simply observing what is happening around them—at their school, in their local government, or around the world. Student government leaders, for example, speak or write to other students when their campus is facing tuition or fee increases, or when students have achieved something spectacular, like lobbying campus administrators for lower student fees and succeeding. In either case, it is the situation that makes their speeches appropriate and useful for their audience of students and university employees. More importantly, they speak when there is an opportunity to change a university policy or to alter the way students think or behave in relation to a particular event on campus.

But you need not run for president or student government in order to give a meaningful speech. On the contrary, opportunities abound for those interested in engaging speech as a tool for change. Perhaps the simplest way to find a topic is to ask yourself a few questions. See the textbox entitled “Questions for Selecting a Topic” for a few questions that will help you choose a topic.

Students speak about what is interesting to them and their audiences. What topics do you think are relevant today? There are other questions you might ask yourself, too, but these should lead you to at least a few topical choices. The most important work that these questions do is to locate topics within your pre-existing sphere of knowledge and interest. David Zarefsky (2010) also identifies brainstorming as a way to develop speech topics, a strategy that can be helpful if the questions listed in the textbox did not yield an appropriate or interesting topic. Starting with a topic you are already interested in will likely make writing and presenting your speech a more enjoyable and meaningful experience. It means that your entire speechwriting process will focus on something you find important and that you can present this information to people who stand to benefit from your speech.

Questions for Selecting a Topic

• What important events are occurring locally, nationally and internationally?
• What do I care about most?
• Is there someone or something I can advocate for?
• What makes me angry/happy?
• What beliefs/attitudes do I want to share?
• Is there some information the audience needs to know?

Once you have answered these questions and narrowed your responses, you are still not done selecting your topic. For instance, you might have decided that you really care about breeds of dogs. This is a very broad topic and could easily lead to a dozen different speeches. To resolve this problem, speakers must also consider the audience to whom they will speak, the scope of their presentation, and the outcome they wish to achieve.

Formulating the Purpose Statements

By honing in on a very specific topic, you begin the work of formulating your purpose statement. In short, a purpose statement clearly states what it is you would like to achieve. Purpose statements are especially helpful for guiding you as you prepare your speech. When deciding which main points, facts, and examples to include, you should simply ask yourself whether they are relevant not only to the topic you have selected, but also whether they support the goal you outlined in your purpose statement. The general purpose statement of a speech may be to inform, to persuade, to celebrate, or to entertain. Thus, it is common to frame a specific purpose statement around one of these goals. According to O’Hair, Stewart, and Rubenstein, a specific purpose statement “expresses both the topic and the general speech purpose in action form and in terms of the specific objectives you hope to achieve (2004). For instance, the home design enthusiast might write the following specific purpose statement: At the end of my speech, the audience will learn the pro’s and con’s of flipping houses . In short, the general purpose statement lays out the broader goal of the speech while the specific purpose statement describes precisely what the speech is intended to do. Some of your professors may ask that you include the general purpose and add the specific purpose.

Writing the Thesis Statement

The specific purpose statement is a tool that you will use as you write your talk, but it is unlikely that it will appear verbatim in your speech. Instead, you will want to convert the specific purpose statement into a central idea, or thesis statement that you will share with your audience.

Depending on your instructor’s approach, a thesis statement may be written two different ways. A thesis statement may encapsulate the main points of a speech in just a sentence or two, and be designed to give audiences a quick preview of what the entire speech will be about. The thesis statement for a speech, like the thesis of a research-based essay, should be easily identifiable and ought to very succinctly sum up the main points you will present. Some instructors prefer that your thesis, or central idea, be a single, declarative statement providing the audience with an overall statement that provides the essence of the speech, followed by a separate preview statement.

If you are a Harry Potter enthusiast, you may write a thesis statement (central idea) the following way using the above approach: J.K. Rowling is a renowned author of the Harry Potter series with a Cinderella like story having gone from relatively humble beginnings, through personal struggles, and finally success and fame .

Writing the Preview Statement

However, some instructors prefer that you separate your thesis from your preview statement. A preview statement (or series of statements) is a guide to your speech. This is the part of the speech that literally tells the audience exactly what main points you will cover. If you were to open your Waze app, it would tell you exactly how to get there. Best of all, you would know what to look for! So, if we take our J.K Rowling example, let’s rewrite that using this approach separating out the thesis and preview:

J.K. Rowling is a renowned author of the Harry Potter series with a Cinderella like rags to riches story. First, I will tell you about J.K. Rowling’s humble beginnings. Then, I will describe her personal struggles as a single mom. Finally, I will explain how she overcame adversity and became one of the richest women in the United Kingdom.

There is no best way to approach this. This is up to your instructor.

Writing the Body of Your Speech

Once you have finished the important work of deciding what your speech will be about, as well as formulating the purpose statement and crafting the thesis, you should turn your attention to writing the body of your speech. All of your main points are contained in the body, and normally this section is prepared well before you ever write the introduction or conclusion. The body of your speech will consume the largest amount of time to present; and it is the opportunity for you to elaborate on facts, evidence, examples, and opinions that support your thesis statement and do the work you have outlined in the specific purpose statement. Combining these various elements into a cohesive and compelling speech, however, is not without its difficulties, the first of which is deciding which elements to include and how they ought to be organized to best suit your purpose.

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Understanding The Difference Between Formal and Informal Language in Writing

A good writer knows when to use formal or informal language in their writing. We’ll go over the difference between the two and provide examples.

Quick Summary of Formal and Informal Language

• The main difference between formal and informal language in writing is that formal language is more rigid and less personal, whereas informal language is more easygoing and adaptive.
• Deciding on using formal or informal language depends on what you’re writing and who you’re writing it for:
• Formal language is usually reserved for professional and academic settings, while informal writing is used for more casual settings, like friendly text messages and creative writing.
• There are many differences found in formal and informal writing. One of them is that contractions shouldn’t be used in formal writing, but are acceptable in informal writing .
• Vocabulary is another major difference between formal and informal language.

Formal vs. Informal Language

Effective writing has a lot to do with not only what you write but also how you write it. The type of language you use— formal or informal —must suit your audience and setting.

If you want your message to resonate, then it wouldn’t be a good idea to use colloquialisms in formal settings. Similarly, you shouldn’t use rigid language when you’re writing about something light, playful, or funny.

But what exactly is the difference between formal and informal language in writing? That’s what we’ll be covering in this blog. We’ll also provide helpful examples so you can better recognize the difference.

Plus, we’ll show you a paraphrasing tool that’ll ensure your text is pristine, regardless of what you’re writing.

Let’s begin!

What Is The Difference Between Formal and Informal Language?

Compared to formal language, informal language is considered more casual. Informal language also evolves much more rapidly than formal language. While new words or phrases can be introduced to informal language seemingly overnight (e.g., GOAT referring to the greatest of all time) , these changes can take years in formal language (e.g., you replacing thou, thee, and thy ).

But there are also more notable differences between formal and informal language. We’ll give some examples below.

1. Contractions

It is advised to avoid contractions (shortened versions of words) in formal language, but they’re acceptable in informal language.

Unfortunately, the team could not replicate the results. (Formal)

Unfortunately, the team couldn’t replicate the results. ( Informal)

2. Colloquial Phrases/Slang

Formal language is also marked by an absence of colloquial phrases and slang (words or phrases that are common only in everyday speech), but are typically used in informal language.

Everyone was disappointed . (Formal)

Everyone was bummed . ( Informal)

3. First-Person Pronouns

Generally, first-person pronouns (like I and we ) are avoided when writing with formal language. However, it’s accepted (and expected) in informal language.

The students were asked to fill out the questionnaire. (Formal)

Informal: We asked the students to fill out the questionnaire. ( Informal)

4. Phrasal Verbs

When using formal language in your writing, it is also recommended to replace phrasal verbs (proper verbs that are followed by one or more prepositions and act as a single verb).

It was something the protestors could endure . (Formal)

It was something the protestors could put up with . ( Informal)

5. Grammar Rules

When writing for formal settings, it is recommended to follow all grammar rules, even those that are considered trivial. In informal settings, some grammar rules can be ignored. For example, in informal settings, it’s okay to use who in place of whom . However, always using who in place of whom is not recommended when writing with formal language.

Whom do I have to speak to? (Formal)

Who do I have to speak to? ( Informal)

6. Vocabulary Choice

Formal language tends to use longer, more complex vocabulary. Sometimes it is not recommended to use this type of vocabulary with informal language (depending on what you’re writing) because it can confuse or distract your audience.

They needed assistance while recovering from the outcomes of the hurricane. (Formal)

They needed help while recovering from the effects of the hurricane. ( Informal)

Whether you’re writing in a professional or academic setting or a casual and creative one, LanguageTool can provide stronger vocabulary options—all you have to do is double-click on the word. This multilingual spelling and grammar checker can also detect different types of errors, whether you choose to write in formal or informal language.

Deciding When To Use Formal and Informal Language

Remember that choosing when to use formal or informal language in your writing depends on what you’re writing and who your audience is. However, you should also be mindful of the fact that formal and informal language is a spectrum, and some types of writing can fall in between these categories. Regardless of what type of language you’re using in your writing, keep these differences in mind to guarantee the most effective writing possible.

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Formal and informal language

We use formal language in situations that are serious or that involve people we don’t know well. Informal language is more commonly used in situations that are more relaxed and involve people we know well.

Formal language is more common when we write; informal language is more common when we speak. However, there are times where writing can be very informal, for example, when writing postcards or letters to friends, emails or text messages. There are also examples where spoken English can be very formal, for example, in a speech or a lecture. Most uses of English are neutral; that is, they are neither formal nor informal.

Formal language and informal language are associated with particular choices of grammar and vocabulary.

Contractions, relative clauses without a relative pronoun and ellipsis are more common in informal language.

More formal vocabulary commonly involves longer words or words with origins in Latin and Greek. More informal vocabulary commonly involves shorter words, or words with origins in Anglo-Saxon. Most dictionaries indicate very informal and/or formal words.

We often choose to use certain modal verbs to be more formal and polite:

Can I suggest you try this new model? (neutral)

May I suggest you try this new model? (more formal)

Might I suggest you try this new model? (very formal)

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Language vs Speech: Deciding Between Similar Terms

Language vs speech: two terms that are often used interchangeably, but do they really mean the same thing? In this article, we’ll explore the differences between language and speech, and why it’s important to understand them.

Let’s clarify which of the two is the proper word to use. The answer is both. Language and speech are related, but they refer to different aspects of communication. Language is a system of communication that uses symbols (words, gestures, or sounds) to convey meaning. Speech, on the other hand, is the physical act of producing sounds that convey meaning.

Language is a complex system that allows us to communicate with each other in a variety of ways. It includes grammar, syntax, and vocabulary, and it can be spoken, written, or signed. Language is what allows us to express our thoughts and ideas, and to understand the thoughts and ideas of others.

Speech, on the other hand, is the physical act of producing sounds that convey meaning. It involves the coordination of various muscles and organs in the body, such as the larynx, tongue, lips, and diaphragm. Speech is what allows us to produce the sounds of language, whether we are speaking, singing, or making other vocalizations.

Understanding the difference between language and speech is important because it can help us to better understand how we communicate with each other. It can also help us to understand how language develops in children, and how it can be affected by various factors such as hearing loss or neurological disorders.

In the rest of this article, we’ll explore the differences between language and speech in more detail, and look at some of the ways in which they are related.

Define Language

Language is a complex system of communication that allows humans to express their thoughts, ideas, and emotions through the use of words, symbols, and gestures. It is a means of communication that is unique to humans and is an essential aspect of our daily lives. Language is not limited to spoken or written words but also includes nonverbal communication such as body language and facial expressions.

The study of language is known as linguistics, which involves the analysis and description of language structure, meaning, and usage. Language is a dynamic and ever-evolving system that varies across different cultures and societies. It is also influenced by various factors such as age, gender, social status, and educational background.

Define Speech

Speech refers to the verbal expression of language and is the primary means of communication for humans. It involves the use of sounds, intonation, and rhythm to convey meaning and emotions. Speech is a skill that is developed through learning and practice and is essential for social interaction and the exchange of ideas.

Speech is produced by the vocal tract, which includes the lungs, vocal cords, and mouth. The process of speech production involves the coordination of various muscles and organs, which allows us to create a wide range of sounds and tones. Speech is also influenced by various factors such as accent, dialect, and pronunciation, which can vary across different regions and cultures.

How To Properly Use The Words In A Sentence

Using the right words in a sentence can make all the difference in conveying your message effectively. However, it’s important to understand the distinction between language and speech and how to use them correctly in a sentence.

How To Use Language In A Sentence

Language refers to the system of communication used by a particular community or country. It includes the words, grammar, and syntax used to convey meaning. When using language in a sentence, it’s important to consider the following:

• Choose the appropriate language for your audience. If you’re writing for a technical audience, use technical language. If you’re writing for a general audience, use simple language.
• Use correct grammar and syntax. Incorrect grammar and syntax can change the meaning of your sentence and confuse your audience.
• Avoid using slang or jargon unless it’s necessary to convey your message.
• Consider the connotation of the words you’re using. Some words may have a positive or negative connotation that can affect the tone of your sentence.

How To Use Speech In A Sentence

Speech refers to the act of speaking or the way in which someone speaks. When using speech in a sentence, it’s important to consider the following:

• Use the appropriate tone of voice for your message. If you’re delivering bad news, use a sympathetic tone. If you’re delivering good news, use an enthusiastic tone.
• Speak clearly and enunciate your words. This will help your audience understand your message.
• Use appropriate body language to reinforce your message. For example, if you’re giving a presentation, use hand gestures to emphasize important points.
• Avoid using filler words such as “um” or “uh” as they can detract from your message.

More Examples Of Language & Speech Used In Sentences

In this section, we will explore more examples of how language and speech are used in sentences. Understanding the difference between these two concepts is essential for effective communication.

Examples Of Using Language In A Sentence

• She speaks fluent French, which is a beautiful language.
• Learning a new language can be challenging, but it can also be rewarding.
• Language is a tool that allows us to express our thoughts and feelings.
• He used figurative language to describe the sunset, painting a vivid picture in our minds.
• She has a talent for languages and can speak Spanish, Italian, and German fluently.
• Language can vary depending on the region, dialect, or culture.
• He wrote a love letter to her in the language of flowers, expressing his deepest emotions.
• Language acquisition is a complex process that involves cognitive, social, and emotional factors.
• She used sign language to communicate with her deaf friend, proving that language goes beyond spoken words.
• Language is a powerful tool that can be used to inspire, educate, or persuade others.

Examples Of Using Speech In A Sentence

• His speech at the conference was informative and engaging, capturing the audience’s attention.
• She gave a heartfelt speech at her sister’s wedding, expressing her love and gratitude.
• Speech therapy can help children with speech disorders to improve their communication skills.
• He has a distinctive speech pattern that makes him stand out in a crowd.
• She was nervous about giving her first public speech, but she did a great job.
• Speech recognition technology has revolutionized the way we interact with computers and devices.
• He used persuasive speech techniques to convince his colleagues to support his proposal.
• Speech is not only about words, but also about tone, pitch, and body language.
• She won the speech contest with her powerful and inspiring message about overcoming adversity.
• Speech impediments can be a source of frustration and embarrassment for those who suffer from them.

Common Mistakes To Avoid

When it comes to discussing communication, people often use the terms “language” and “speech” interchangeably. However, this is a common mistake that can lead to confusion and miscommunication. To avoid these issues, it’s important to understand the differences between these two concepts and how they are used.

Common Mistakes

• Using “language” and “speech” as synonyms
• Assuming that everyone speaks the same language
• Confusing dialects with languages
• Believing that language is the only form of communication

These mistakes are incorrect because language and speech have distinct meanings and implications. Language refers to a system of communication that uses symbols, such as words and gestures, to convey meaning. Speech, on the other hand, refers specifically to the act of producing vocal sounds.

Assuming that everyone speaks the same language is a common mistake because there are thousands of languages spoken around the world. Confusing dialects with languages is another mistake because dialects are variations of a language, not separate languages in themselves.

Finally, believing that language is the only form of communication is incorrect because communication can also occur through nonverbal means, such as body language and facial expressions.

Tips To Avoid These Mistakes

To avoid these common mistakes, it’s important to be aware of the differences between language and speech, as well as the diversity of languages and communication methods that exist.

• Use “language” and “speech” correctly and avoid using them interchangeably.
• Be mindful of the fact that not everyone speaks the same language and take steps to communicate effectively with people who speak different languages.
• Recognize the differences between dialects and languages and use terminology correctly.
• Remember that communication can occur through nonverbal means and be aware of these methods.

Context Matters

When it comes to communication, the choice between language and speech can depend on the context in which they are used. Both language and speech are important components of communication, but they serve different purposes depending on the situation.

Language refers to the system of communication used by a particular community or country. It is a structured set of rules that governs how people communicate with each other. Language is often used in formal settings, such as in business or academic environments. In these contexts, language is used to convey complex ideas and information in a precise and concise manner.

For example, in a business meeting, language might be used to discuss a new product launch or to negotiate a contract. In an academic setting, language might be used to explain a complex theory or to present research findings.

Speech, on the other hand, refers to the act of speaking or the way in which someone speaks. It is a more informal form of communication that is often used in everyday conversations. Speech can be used to convey emotions, opinions, and personal experiences.

For example, when two friends are catching up over coffee, they might use speech to talk about their weekend plans or to share stories about their families. In a more casual setting, such as a party or social gathering, speech might be used to make jokes or to engage in small talk.

It is important to note that the choice between language and speech is not always clear-cut. In some situations, both language and speech might be appropriate. For example, in a job interview, language might be used to answer questions about qualifications and experience, while speech might be used to demonstrate interpersonal skills and personality.

Examples Of Different Contexts

Here are some examples of different contexts and how the choice between language and speech might change:

As you can see, the choice between language and speech depends on the context in which they are used. Understanding this distinction can help you communicate more effectively in different situations.

Exceptions To The Rules

While there are certain rules that govern the use of language and speech, there are also exceptions where these rules may not apply. It is important to identify these exceptions and understand the reasons behind them. Here are some examples:

1. Idiomatic Expressions

Idiomatic expressions are phrases that have a meaning different from the literal interpretation of the words used. These expressions are often used in informal speech and may not follow the usual rules of grammar. For example, the phrase “kick the bucket” is an idiom that means “to die”. This phrase does not follow the usual rules of grammar, but is widely understood and used in everyday speech.

2. Regional Dialects

Regional dialects are variations in language that are specific to a particular region or area. These dialects may not follow the standard rules of grammar and pronunciation. For example, in some parts of the United States, people may say “y’all” instead of “you all” or “you guys”. This is a regional dialect that is widely understood and accepted in those areas.

3. Speech Impairments

People with speech impairments may not be able to follow the usual rules of speech and language. For example, someone with a stutter may repeat sounds or syllables, which may not follow the usual rules of pronunciation. In these cases, it is important to be patient and understanding, and to focus on the content of what is being communicated rather than the way it is being said.

4. Creative Writing

In creative writing, authors may intentionally break the rules of grammar and language for stylistic effect. For example, in poetry, authors may use unconventional grammar or word order to create a certain rhythm or tone. While this may not follow the usual rules of language and speech, it is a valid form of expression in creative writing.

Overall, while there are rules that govern the use of language and speech, it is important to recognize that there are also exceptions where these rules may not apply. By understanding these exceptions, we can better appreciate the nuances and complexities of language and communication.

Practice Exercises

Improving one’s understanding and use of language and speech is a continuous process that requires regular practice. Here are some practice exercises that can help you enhance your language and speech skills:

1. Sentence Construction

Constructing sentences is an essential part of language and speech. Here is an exercise that can help you improve your sentence construction:

2. Vocabulary Enhancement

Expanding your vocabulary is crucial to improving your language and speech. Here is an exercise that can help you enhance your vocabulary:

3. Pronunciation Practice

Pronunciation is a crucial aspect of speech. Here is an exercise that can help you practice your pronunciation:

Regularly practicing these exercises can help you improve your language and speech skills. Remember to pay attention to your mistakes and learn from them. With time and practice, you can become a master of language and speech.

In conclusion, it is important to understand the distinction between language and speech. While speech refers to the physical act of producing sounds and words, language encompasses a more complex system of communication that includes grammar, syntax, and semantics.

Through this article, we have explored the various aspects of language and speech, including their definitions, differences, and importance in communication. We have also discussed the role of grammar in language use and the benefits of improving one’s language skills.

It is crucial to recognize that language is a fundamental aspect of our daily lives, and developing a strong command of it can have a significant impact on our personal and professional success. By continuing to learn about grammar and language use, we can enhance our communication skills and convey our ideas more effectively.

Shawn Manaher is the founder and CEO of The Content Authority. He’s one part content manager, one part writing ninja organizer, and two parts leader of top content creators. You don’t even want to know what he calls pancakes.

First, Second, and Third Person: Definition and Examples

Home » The Writer’s Dictionary » First, Second, and Third Person: Definition and Examples

Point of view definition: First, second, and third person are categories of grammar to classify pronouns and verb forms.

• First person definition: first person indicates the speaker.
• Second person definition: second person indicates the addressee .
• Third person definition: third person indicates a third party individual other than the speaker.

What is the difference Between First Person, Second Person, and Third Person?

First, second, and third person refer to pronouns and their verb forms.

What is First Person?

First Person Example:      

• I prefer coffee to hot cocoa.

In this example, “I” am the speaker. This is first person.

What is Second Person?

Second person point of view: Second person refers to the addressee. It uses the subject pronoun “you.”

Second Person Example:  

• You prefer coffee to hot cocoa.

In this example “you” is the addressee. The speaker is addressing “you.” This is second person.

What is Third Person?

Third Person Example:

• He prefers coffee to hot cocoa.

In this example “he” is the third party. The speaker is referring to him as the addressee. He prefers coffee to hot cocoa.

When using the different points of view, verbs need to be conjugated appropriately to fit the pronoun use.

Note: Pronouns are only used in English when an antecedent has been clearly identified.

What Are First Person Pronouns?

First person pronouns always refer to the speaker himself. These pronouns are only used when the speaker is making a statement about himself or herself.

First Person Pronoun List:

Here is a list with examples of the first person words we use in writing and speech.

• I prefer coffee to hot cocoa. (First person singular)
• We prefer burgers to pasta. (First person plural)
• Jacob embarrassed me.
• Jacob embarrassed us.
• The hat is mine.
• The hat is ours.
• That is my hat.
• That is our hat.

What Are Second Person Pronouns?

When you are writing, a good way to think about the second person’s point of view is that it addresses the reader (as I just did in that sentence).

Second person pronouns are only used when the speaker is making a statement to the addressee, i.e., to someone.

Second Person Pronoun List:

Here is a list with examples of the second person words we use in writing and speech.

• Jacob embarrassed you.
• The hat is yours.
• That is your hat.

Note: In each of these examples, “you” can be an individual (singular) or multiple people (plural).

What Are Third Person Pronouns?

Third person pronouns always refer to a third party. These pronouns are used when the speaker is making a statement about a third party.

Third Person Pronoun List:

Here is a list with examples of the third person words we use in writing and speech.

• He prefers coffee to hot cocoa. (Third person singular)
• They prefer tea to coffee. (Third person plural)
• Jacob embarrassed her.
• The hat is theirs.
• That is their hat.

First, Second, and Third Person in Writing

Writing in first person: Literature in the first person point of view is written from the speaker’s perspective. This point of view uses first person pronouns to identify the speaker/narrator. First person point of view is generally limited in that the audience only experiences what the speaker/narrator himself experiences.

Writing in third person: Literature in third person point of view is written from an “outside” perspective. This point of view uses third person pronouns to identify characters. In third person writing, the narrator is not a character in the text. Because of this, he can usually “see” what happens to all of the characters.

Writing in second person: In non-fiction writing, a speaker will often switch between pronouns. Writers do this only for effect. For example, if a speaker wants to be clear and “get through” to the audience, he might say “you” (second person) throughout the text even if the text is mostly in third person. Again, this is strictly for rhetorical effect. Experienced writers use this as a literary tool.

Common Questions and First, Second, and Third Person

Here, I want to go quickly through a few questions I get about first, second, and third person pronouns.

Questions About the First Person

Is our first person? Yes, our is one of the first person pronouns.

• Are you coming to our wedding?

Is you first person? No, you is a second person pronoun.

• You are a great friend.

Is we first person? Yes, we is a first person pronoun.

• We are great friends.
• We polled this group of political observers and activists each week prior to the Iowa caucuses to produce the USA TODAY GOP Power Rankings and went back to them this week to ask who is the best choice for Trump’s running mate. – USA Today

Is my first person? Yes, my is a first person pronoun.

• My glasses are broken.

Is they first person? No, they is a third person pronoun.

• They can’t find parking.
• For frugal travelers, there are some smart alternatives if they are willing to do a bit of homework. – The New York Times

Is us first person? Yes, us is one of the first person pronouns.

• The president congratulated us.

Questions About the Second Person

• You are causing a scene.

Is they second person? No, they is a one of the third person pronouns.

• They are our neighbors.

Is we second person? No, we is one of the first person pronouns.

• We are going to get groceries.

Questions About the Third Person

Is their third person? Yes, their is a third person pronoun.

• Their hat is over there.

Is we third person? No, we is a first person pronoun.

• We are going to the beach.

Is our third person? No, our is a first person pronoun.

• This is our cake.

Is you third person? No, you is a second person pronoun.

• You are a nice person.

Is they third person? Yes, they is a third person pronoun.

• They are nice people.

Is he third person? Yes, he is one of the third person pronouns.

• He is a great man.
• Last week, he restated that he believes he deserves a maximum contract. – The Washington Post

Trick to Remember the Difference

Here are a few helpful memory tricks that always help me.

In the first person writing, I am talking about myself.

• I enjoy singing.

In the second person writing, I am talking to someone.

• You enjoy singing.

In the third person writing, I am talking about someone.

• He enjoys singing.

Summary: What is the First, Second, and Third Person Perspective?

Define first person: The definition of first person is the grammatical category of forms that designate a speaker referring to himself or herself. First person pronouns are I, we, me, us, etc.

Define second person: The definition of second person is the grammatical category of forms that designates the person being addressed. Second person pronouns are you, your, and yours.

Define third person: The definition of third person is the grammatical category of forms designating someone other than the speaker. The pronouns used are he, she, it, they, them, etc.

If this article helped you understand the differences between the three main English points of view, you might find our other article on English grammar terms helpful.

You can see our full list of English grammar terms on our grammar dictionary .

What Are the Differences Between Formal & Informal Speech?

How to Use Adverbs in Writing

The major differences between formal and informal speech come from the social and cultural contexts in which speakers use them. Speakers tend to use informal English among friends and relatives. Informal speech can include informal text messages and other written communication. Speakers use formal speech in more professional settings, usually among colleagues or new acquaintances. Judgment of comfort level and social expectations give clues to speakers so that the average person switches between formal and informal speech in a variety of situations.

To recognize the difference between formal and informal English, pay close attention to contractions, phrasal verbs, colloquialisms and, in informal text, the use of the first person.

Informal English Uses More Contractions

A contraction is a shortening of two words that combines them into one. Some common examples of contractions are can’t, won’t and don't. While most who speak English use contractions regularly, whether you're speaking in a formal setting to business people or your friends at school, contractions in formal written English are less common. So the use of contractions sometimes makes an easy indicator if a piece of writing qualifies as informal text. The more informal a text is, the more it will sound like regular speech, contractions and all.

Example Sentence: "I can’t go to school today because my car won’t start."

This sentence is informal for a number of reasons. The primary one is its use of contractions. To make the sentence sound more formal, a writer could take out the instances of contractions and replace them with their standard English equivalent.

New Sentence: "I cannot go to school today because my car refused to start."

Phrasal Verbs Abound in Informal Speech

A phrasal verb is an idiom in which a verb is accompanied by another word to make a complete expression. Some examples include “picked on,” “takes after” and “looking forward to.”

Example Sentence: "I put up with his shenanigans for so long that the two of us would have passed for brothers."

Not only do the phrasal verbs in this sentence make it informal, they make the sentence feel long-winded and wordy as well. To correct that, a writer should find more succinct synonyms for the phrasal verbs.

New Sentence: "I endured his shenanigans for so long that the two of us seemed like brothers."

Informal Speaking Patterns Use Colloquialisms and Slang

Slang is a type of vocabulary used by one social group but not by the population at large. Colloquial speech often refers to the use of a regional dialect and is often conflated with informal speech.

Example Sentence: "My rad Delorean zapped me all the way to the 2020s, and it was a totally righteous trip."

The problem with slang is that it isn’t always descriptive. It indicates tone and feeling more than it does detail. As you will see, attempting to excise slang can completely change the meaning of a sentence, so be careful!

New Sentence: "My energy-efficient Delorean helped me travel to the 2020s, and the trip was quite informative."

Watch for First Person Pronouns in Informal Text

While most people speak in the first person, many types of documents require more formal third-person writing. If you're writing a formal essay, watch out for the sneaky “I” appearing where it shouldn’t.

Example Sentence: "I think time travel is a fascinating subject, but I’m not sure it will ever become as easy as in the movies."

Even when writing an opinion essay, the use of the first person is unnecessary. The reader will assume that you think or believe everything you write unless you say otherwise. To make your writing more formal, remove the first person.

New Sentence: "Time travel is a fascinating subject, but it will never become as easy as in the movies."

Related Articles

How to Speak Formal English

How to Teach Contractions to ESL Students

How to Write a Testimonial Speech

Difference Between Imperative and Exclamatory

Rules for Elementary English Grammar

What Is a Formulaic Phrase?

How to Teach Direct and Indirect Speech

How to Write an Essay in Conversation Style

• University of Technology Sydney: Formal and Informal Language
• RegisteredNursing.org: Distinguishing Between Formal and Informal Language: TEAS
• Espresso English: Formal, Semi-Formal, And Informal English

Rebecca Renner is a teacher and college professor from Florida. She loves teaching about literature, and she writes about books for Book Riot, Real Simple, Electric Literature and more.