U2 Grammar
Informal vs. Formal
How is grammar used uniquely in plays? Grammar is used in all forms of communication, but how grammar is used will depend on the situation. Often in academic writing such as essays, it must be kept very formal. However, plays are often written about people in everyday situations which use more informal English. Plays may also be written about formal events or have characters who themselves speak formally. Therefore, grammar in plays is unique because it may need to be informal or formal depending on what the play is about.
Why use informal or formal writing in plays?
Plays are often written about characters in real-life settings. The setting may be casual or formal, but it is probably something the audience is familiar with. To make the dialogue and interactions of the characters seem real to the audience, what you write might be more formal or informal. Depending on the character, the place, and the situation, you may need to use formal or informal grammar. This will make your play feel more real to the audience.
For example, if you are writing a play set in a high school with two teenage friends interacting, it would sound odd if they said "Greetings. How are you doing today?" "I am doing well, thank you." While grammatically correct, this sounds too formal for two teenage friends at a high school. Instead, the author might write, "Hey, How you doing?" "I'm good. Thanks." To sound natural to the audience, you will need to write using grammar how regular people use grammar in real life.
Grammar can be used strategically in plays. You will likely use standard academic writing grammar for the character descriptions and stage directions. However, you can use grammar more flexibly in the play's dialogue, what the characters say. Grammar can
- help establish or match the setting--the time, place, and situation
- make each character feel unique
- give a better idea of the character's emotions
To use grammar strategically in plays, you must understand how informal and formal English can be different. You will also need to know how to use contractions, expansions, phrasal verbs, and regular verbs to suit a given informal or formal situation in your play.
Chart 2.1
| Type | Possible Situations | Tools You Can Use | Example |
| Formal |
|
| Margret: (looking at Nancy) I should go verify he is doing well. He could be hurt. Nancy: (standing up) I do not think so. You do not need to. I will go. |
| Informal |
|
| Margret: (looking at Nancy) I should go check on him. He could be hurt. Nancy: (standing up) As if. Don't. I'll go. |
This chart is based on information from: https://edtechbooks.org/-zPNc. and https://edtechbooks.org/-RaUt
Exercise 2.40
Read the examples and compare them using the discussion questions below.
Setting: a graduation party
Characters:
Mr. Bugs, the principal of the school
Kevin, Olive's best friend
Olive, the valedictorian who graduated at the top of her class
Other students and some parent volunteers, a mix of high school-aged students and their parents dressed in semi-formal clothes
Example 1
Mr. Bugs: Welcome everyone to Gold High School's Graduation Party! (Students clap politely.) You have all worked so hard to reach this moment. Today we celebrate you. Congratulations to our graduates! (The students clap more enthusiastically.) We will start off the party with a few words from your valedictorian while the refreshments are set up. Ms. Olive?
(He waves Olive up to the front. She is standing next to Kevin and makes a face at him before going up. She shakes Mr. Bugs hand and turns to the audience. After taking a deep breath, she gives a short speech.)
Olive: Hello everyone. I'll keep it short, so the food's still hot. (There are a few smiles in the audience. Kevin gives an encouraging thumbs up.) We made it. (She smiles widely.) We made it through four years of high school, four years of early morning classes, and homework-filled nights. We did it. (The students cheer a little.) Soon, we will all go our separate ways and try to reach our dreams. But, today we celebrate together. We graduated. (The students clap.) Let's party!
(Olive shakes Mr. Bugs hand once more and goes to join Kevin. Mr. Bugs fades into the background and mingles with the students and parents.)
Kevin: Great job. That was a nice speech.
Olive: (looking a bit embarrassed, but happy) Thanks. It was a bit sudden though. I wish Mr. Bugs had warned me or something.
Kevin: (sympathizing) Yeah, that would've been nice. But, it was still good even if you came up with it on the spot.
Olive: (smiling gratefully at her friend all embarrassment gone.) Thanks. (looking at the crowd of students surrounding the food table.) We should go get some food before it's wiped out.
Kevin: (looking at the table warily) Don't suppose you could use your fancy valedictorian powers to clear the way?
Olive: (grabbing Kevin's arm) Nah. That was my last valedictorian job. Now I'm just one of the plebs.
Kevin: (with pretend determination) To battle then.
Olive: (with pretend bravado) Onward!
(They join the crowd around the food table trying to push their way forward arm in arm and smiles on their faces.)
Example 2
Mr. Bugs: Yo everybody. It's Gold High School's Graduation Par-tay! (Students and parents clap politely.) Ya'll plugged along to reach this moment. FTW! Today we celebrate you. Kudos to our graduates! (The students and parents clap more enthusiastically.) Your valedictorian will have a quick convo with you guys while the grub is set up. I'm out. Olive, you're up.
(He waves Olive up to the front. She is standing next to Kevin and makes a face at him before going up. She shakes Mr. Bugs hand and turns to the audience. After taking a deep breath, she gives a short speech.)
Olive: Salutations, everyone. I will speak briefly, so the sustenance is still fresh. (There are a few smiles in the audience. Kevin gives an encouraging thumbs up.) We succeeded in graduating. (She smiles widely.) We performed admirably through four years of high school, four years of early morning classes, and homework-filled nights. We accomplished it. (The students cheer a little.) Directly, we will diverge from this same point to different areas and try to accomplish our aspirations. Nevertheless, on this day in history, we revel together. We certified. (The students clap.) Let us enjoy a festive occasion!
(Olive shakes Mr. Bugs hand once more and goes to join Kevin. Mr. Bugs fades into the background and mingles with the students and parents.)
Kevin: Splendid undertaking. That was an extravagant vocal communication.
Olive: (looking a bit embarrassed, but happy) Much obliged. However, being asked to speak was rather impromptu. I do wish Mr. Bugs had forewarned me that I would be called upon to speak to my fellow students.
Kevin: (sympathizing) Indeed, that would've been more pleasant. But, thine verbalization was still satisfactory even if you invented it in the moment.
Olive: (smiling gratefully at her friend, all embarrassment gone.) Thank you kindly. (looking at the crowd of students surrounding the food table.) We should go obtain some cuisine before it is consumed completely.
Kevin: (looking at the table warily) As valedictorian, would you possibly be able to ask the other students and parents to move?
Olive: (grabbing Kevin's arm) Unfortunately, I am unable to do that. Giving the address was my last assignment as valedictorian. As of now, I am a regular person.
Kevin: (with pretend determination) We will walk through the crowd together then, even if it is difficult to navigate.
Olive: (with pretend bravado) We shall try to walk forward.
(They join the crowd around the food table trying to push their way forward arm in arm and smiles on their faces.)
1. Which example feels more natural?
2. Why does it feel natural?
3. Why does the other example feel unnatural?
4. How can you make your writing feel natural?
Contractions vs. Expansions
One way you can make your writing sound more informal or more formal is the strategic use of contractions or expansions. A contraction is the shortened form of multiple words that have been made into one word. For example, "don't", "I'll", and "ain't" are contractions. An expansion is the regular form of words left as multiple words. For example, "do not", "I will", and "am not" are expansions.
Contractions are used in informal situations like texting or talking with friends. Expansions are used in formal situations like writing essays and speaking in a presentation. You should use contractions, expansions, or a mix of the two to match the situations your characters are in.
Chart 2.2
How to Make Contractions
When we speak we naturally shorten what we say. We often leave out some sounds to say things easier or faster. When writing what this sounds like, we remove a few letters and replace them with an apostrophe ' . See some examples of this in the chart below.
| Expansion | - a few letters | + an apostrophe ' | Contraction |
| I will | - wi | + ' | I'll |
| they have | - ha | + ' | they've |
| he has | - ha | + ' | he's |
| will not | - no | + ' | won't* |
| can not | - no | + ' | can't |
| do not | - o | + ' | don't |
| would not | - o | + ' | wouldn't |
| could not | - o | + ' | couldn't |
| would not have | - o -ha | + ' + ' | wouldn't've |
*This contraction is based on the 16th century English version, "wonnot"1. The "o" from "wonnot" is removed and replaced with an apostrophe: wonnot - no + ' = won't. This is why the contraction is "won't", not "willn't".
Exercise 2.41
Edit the sentences below so that they correctly use contractions or expansions.
Contractions
1. Amy and Troy cannt' come to the surprise party.
2. We couldnt eat another bite.
3. Melanie, there'z something I have to tell you.
4. Im not saying I willn't go, but Ill have to go later.
5. Theyve never been to Mexico.
Expansions
6. Sidney has nt been skydiving.
7. She' would win all the games.
8. Brodie, what ll you do?
9. Who hve you invited?
10. Tyrone not does like ice cream.
Phrasal Verbs vs. Stand-Alone Verbs
Another way you can make your writing sound more informal or more formal is the strategic use of phrasal verbs or stand-alone verbs.
A phrasal verb is a set of words, usually a verb and a preposition, that work together to show a specific action. For example, "stand out", "watch over", and "bump into" are phrasal verbs. The meaning of the set of words used together may not match the definitions for the parts that make up the set. The words in the phrasal verb have been used so often together to talk about a specific action that the set of words now has its own definition. For example "stand out" means noticeable, not really standing outside of a location. There are many phrasal verbs you can use in your writing.
A stand-alone verb is a verb that does not rely on other words to show a specific action. These are normal verbs. For example, "be conspicuous", "jut", "nurture", "encounter", and "meet" are stand-alone verbs. These words may be simple like "meet" or more difficult like "encounter". Either way, these verbs can be used by themselves to express a very specific action.
Phrasal verbs are used more in informal situations like texting or talking with friends. Phrasal verbs are very common and are used in everyday English. Stand-alone verbs are used in formal situations like writing essays and speaking in a presentation. Because phrasal verbs are so common in English, you may use some phrasal verbs in formal situations too. However, when you want to show that your characters are formal or in a formal situation, you can use more stand-alone verbs to show that.
Chart 2.3
How to use phrasal verbs and stand-alone verbs in sentences
| Type of Verb | Example | Example Sentence | |
| Informal | Phrasal Verbs | make up | 24 hours make up a day. |
point out | Please point out your favorite. | ||
go beyond | This report goes beyond my expectations. | ||
make sense of | Can you make sense of what he said? | ||
make it plain | The drop in plane ticket prices makes it plain why everyone is going on vacation now. | ||
| Formal | Stand-alone Verbs | constitute* | 24 hours constitute a day. |
indicate* | Please, indicate your favorite. | ||
exceed* | This report exceeds my expectations. | ||
understand | Can you understand what he said? | ||
explain | The drop in plane ticket prices explains why everyone is going on vacation now. |
*Academic Word List word
Exercise 2.42
Write the missing phrasal verb or stand-alone verb to complete the chart below. Search for phrasal verbs or stand-alone verbs that are synonyms using this thesaurus: https://www.thesaurus.com/. You should click the verb option to find verb synonyms, not use the noun synonyms. There are many possible correct answers.
| Informal | Formal | |
| Example: | take care of | provide |
| 1. | ____________________ | send |
| 2. | ____________________ | respond |
| 3. | ____________________ | correct |
| 4. | set free | ____________________ |
| 5. | check out | ____________________ |
| 6. | ____________________ | search |
| 7. | ____________________ | study |
| 8. | carry on | ____________________ |
| 9. | ____________________ | achieve* |
| 10. | read into | ____________________ |
*Academic Word List word
Exercise 2.43
Use each of the phrasal verbs and stand-alone verbs below in a sentence of its own. You may need to use a dictionary or thesaurus to understand any new words.
Example: make a deal Hey, let's make a deal and get this done.
1. make brief
2. imply*
3. edit*
4. sign off on
5. kick off
6. step in
*Academic Word List word
Other Tools
You can use sentence structures to express the level of formality you want. For more explanation of and practice with sentence structures, see Unit 1 Grammar.
You can also use standard English, slang, or a mix of standard English and slang to express the level of formality you want. Standard English is the normal English that you may study in a school or class setting. It is used to write essays. For example, "The researcher suggested an interesting solution." Standard English does not change much over time.
Slang is language created by each generation and even individual groups within a generation. For example, one generation used "radical" to talk about something being cool, but another generation used "lit" to talk about something being cool. One generation may say "all that" and another generation may say "GOAT" to talk about something being the greatest. Slang is always changing, and so will not be taught in this chapter. You can learn slang by interacting with native speakers, watching English TV or videos, and listening to English music.
Summary
To use grammar strategically in plays, you can use informal and formal grammar purposefully. You can use contractions, expansions, phrasal verbs, and regular verbs to suit the situation. You can also use some of the other tools such as sentence structure, standard English, and slang.
Exercise 2.44
Part A
Edit the informal and formal sentences below. Write the corrected versions of the sentences.
Informal
1. I cant wait to meet you're family!
2. The tiger hasnt' ever left the zoo.
3. The kidd madeup the story about the wolf.
4. We always into run my moms' friends when we go out.
5. You ca'nt give up yet!
Formal
6. It is difficult define success.
7. I challenge must this decision.
8. Leo reflect on his actions from last Wednesday.
9. I 'll proove this is true.
10. They limited must have the number of attendees due to fire regulations.
Part B
Reflect on your thinking. Consider these questions:
- What did you think about when you edited the sentences?
- How did you approach correcting them?
- Was your editing process effective (successful)?
- Was your editing process efficient (timely)?
- Would you change your editing process in any way next time?
Exercise 2.45
Read the excerpt from the play below. This play is about a family and their dog named Nana. Then answer the questions to critique the author's use of formality and informality.
Peter Pan or The Boy Who Would Not Grow Up [excerpt]
by J M Barrie
...MRS. DARLING. What is that, Nana? Ah, of course; Michael, it is your medicine.
MICHAEL (promptly). Won't take it.
MR. DARLING (recalling his youth). Be a man, Michael.
MICHAEL. Won't.
MRS. DARLING (weakly). I'll get you a lovely chocky to take after it. (She leaves the room, though her husband calls after her.)
MR. DARLING. Mary, don't pamper him. When I was your age, Michael, I took medicine without a murmur. I said 'Thank you, kind parents, for giving me bottles to make me well.'
(WENDY, who has appeared in her nightgown, hears this and believes.)
WENDY. That medicine you sometimes take is much nastier, isn't it, father?
MR. DARLING (valuing her support). Ever so much nastier. And as an example to you, Michael, I would take it now (thankfully) if I hadn't lost the bottle.
WENDY (always glad to be of service). I know where it is, father. I'll fetch it.
1. These characters are members of a family. Which characters are the parents? Which characters are the children? How did you know?
2. How does Mr. Darling speak differently than Mrs. Darling? Which one is more informal? Why do you think that character speaks informally then?
3. How does Mr. Darling speak differently than Miceal? Which one is more informal? Which one is more formal?
4. How does Micheal speak differently than Wendy? Which one is more informal? Which one is more formal?
5. About how old do you think each character is? What about how they speak makes you think that?
6. This scene is a casual home scene, but it is set in a historical and more formal time in the past. How do the place and time of the scene affect the informality and formality of what the characters say?
Exercise 2.46
Revise the dialogue of the short scene below to sound more natural. Use the clues from the character information to make your revisions. Rewrite your revised version on a piece of paper or a computer.
Food Fight
Setting: a farm or rural house in modern day
Characters:
Mr. Blue and Mrs. Blue, the parents
Suzie Blue, their daughter. She is around 10 years old.
Jessie Blue, their son. He is 1-3 years old.
Spot, their cat
Meow, their dog
The family is sitting around the breakfast table. Mr. Blue is half asleep. Mrs. Blue is feeding Jessie with a spoon. The dog is asleep under the table. The cat is hiding somewhere.
Mr.Blue: (snoring)
Mrs. Blue: (waving the spoon full of food like an airplane) The plane is coming in for a landing. Zoom. Open wide.
Jessie: (not looking at Mrs. Blue, he throws some of his food at Suzie and giggles.)
Suzie: Hello! Did you witness what he did, Mother? The infant threw his food at me swiftly!
Mr. Blue: (seeming to talk in his sleep) Do not throw food at your brother, Suzie.
Suzie: (indignantly, her voice growing louder) I did not throw food at him. He threw food at me! (The dog wakes up.)
Jessie: (giggles more)
Mrs. Blue: (sighing and waving the spoon more in front of Jessie's face) He is just a baby. Don't yell, Suzie. (Jessie throws food again, and the dog goes to investigate where it's fallen.)
Suzie: (tugging her father's sleeve to wake him) See, he threw quickly threw food at me again. He is a menace. I wish I had a different younger sibling.
Jessie: (frowning) I am hurt. I can not believe my beloved elder sister has said something so cruel regarding me.
Mrs. Blue: (still waving the spoon) Be nice, Suzie. Jessie, look here. Look at the airplane. Zoom.
Mr. Blue: (mumbling groggily) Be nice, Suzie. Be nice, Jessie.
Meow: (picking up the food and barking in seeming agreement with Mr. Blue) woof. (The cat appears from his hiding place and slowly approaches the dog, trying to be sneaky in plain sight.)
Suzie: (sadly) You are all against me. I am saddened by this fact. It appears that even Meow is on Jessie's side. (Jessie throws more food, some of which gets stuck in Suzie's hair and some of which the dog picks up happily.) This is not fair.
Mrs. Blue: (seeming to give up on waving the spoon) Jessie is a baby. He didn't mean anything by throwing his food. (looking at Jessie and cooing to the baby) Jessie, don't throw your food. It's not nice. Be nice to your sister. (Jessie claps.)
Suzie: I know he is a youngster, but he laughed when he threw it. You heard him laugh when he threw it. Father, you heard him laugh, did you not?
Mr. Blue: (actually awake now) I heard him, but he's a baby. He giggles at everything. (Suzie looks down, and Mr. Blue sees how hurt she is and helps clean away some of the food stuck in her hair.) But you're right, he shouldn't've thrown food at you. (to Jessie) Jessie. (Jessie looks at Mr. Blue.) No throwing food.
Mrs. Blue: Jessie, say sorry.
Jessie: (looking at his family) I sincerely apologize for my behavior.
Suzie: I formally accept your apology, dear younger brother.
Mrs. Blue: (with a new spoonful of food). Jessie, look it's a train. Chuga Chuga. Chuga Chuga. Choo Choo. (Jessie eats from the spoon.)
(Spot pounces and steals the food from Meow. Meow chases Spot around the dinner table. The scene ends with the family laughing at the animals and Jessie clapping.)
Exercise 2.47
Write two scenes that use the same main character for both scenes. One scene should be set in an informal time or place. The other scene should be set in a formal time or place. Use grammar strategically to match the informal or formal situation.
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