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Advice On How To Write Articles In The English Language Paper 2 Exam

Information and advice about writing a good article for the AQA English language Paper 2 exam

Date : 27/04/2021

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Uploaded by : Karen Uploaded on : 27/04/2021 Subject : English English language Paper 2: Section B(Writing)

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AQA GCSE English Language Paper 2 writing tasks: speech and article

This popular, scaffolded lesson resource includes two practice exam questions for AQA GCSE English Language paper 2, Section B and helps students to explore the differences between two non-fiction forms — speeches and articles — in terms of the presentation of ideas and the use of language techniques.

It summarises a range of techniques that students might use in a speech and a newspaper article, including persuasive language (such as rhetorical questions and triplet/rule of three/triadic structure), anecdotes or examples and using a mixture of informal and formal language and direct address such as pronouns. The classroom worksheet also asks students to consider the most appropriate tone or register for purpose and audience, and whether using non-standard sentence structures (such as starting a sentence with a conjunction) could engage a reader’s attention.

It's perfect for exam practice and preparation for AQA GCSE English Language students. Suggested answers (a lesson ‘mark scheme’) are included to support young people with their exam preparation.

You might also our other AQA English Language Paper 2 resources, or see more speech and article lesson activities such as AQA GCSE English Language Paper 2 Section B exam task .

Practice GCSE exam questions for AQA English Language Paper 2, Section B from the resource:  Students work through a set of 4 activities which show them how to write the text for a speech or an article, in response to this statement: ‘Music has no value when you’re studying. It can be distracting; it can be too loud. Students should work in silence.’

a) Write an article for a broadsheet newspaper in which you explain your point of view on this statement.

b) Write the text for a speech in which you explain your point of view on this statement.

Task 1 This task prompts students to look for language features which are relevant to the text types of article writing and speech writing. Students are asked: Can you work out which were written for a speech and which were written for an article? What are the differences? What clues did you use? Task 2 Students look at example sentences for both non-fiction writing tasks and identify the persuasive features, demonstrating how to write an article and text for a speech. Task 3 Students practise the two forms of writing with their own sentences. Task 4 Students reflect on the activities: In summary, what have you learned from these activities about:

the language techniques you could use in an article and the text for a speech

the ideas you could cover in an article and the text for a speech

the differences between writing an article and the text for a speech?

They then respond to their chosen essay question and start their own piece of writing as exam practice for the GCSE English language exam, choosing a specific audience to make their use of language more appropriate, such as broadsheet newspaper readers of The Guardian , or a speech to young people their own age.

As an extension or stretch and challenge task, ask students to identify a range of other techniques they could use. Some students will be familiar with the mnemonic DAFOREST (Direct address, Alliteration, Facts, Opinions, Rhetorical questions, Similes and metaphors, Emotive language, Triplets) but they might also want to consider emotive language, hyperbole and their use of connectives. Alternatively, ask students to plan their first paragraph in the lesson, before finishing their piece of writing at home.

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AQA GCSE English Language Paper 2 – Revision Guide

Welcome to the complete revision guide for AQA GCSE English Language paper 2. Keep reading for our top tips and advice on each question, as we break down the English Language paper 2. Find out what to expect from each question, how to revise effectively and how to get top marks. 

To revise effectively for GCSE English Language you do need to set aside plenty of revision time. Our tutors always hear students say that they don’t need to – or even can’t – revise for English Language. That’s all wrong. You must   revise for the subject, you just need to know how. 

You should focus on:

• understanding how each of the papers is structured; 
• knowing what the examiner is looking for on each question; and
• doing lots of practice questions and marking your own work to improve quickly. 

You can also find our guide to AQA GCSE English Language Paper 1 here .

Alongside our revision guides, our team of top English tutors provide one-to-one lessons designed specifically to help you succeed in the exams. Contact us directly to book your first lesson. 

Overview of the paper

AQA GCSE English Language paper 2 explores non-fiction writers’ viewpoints and perspectives. Section A consists of 4 questions, in which you’ll analyse two linked sources across different time periods and genres. Section B consists of a single big question where you will write your own text for a specified audience, purpose and form. Here you’ll provide your own perspective on a task related to the theme that was introduced in section A. 

There is 1 hour 45 minutes to complete the paper. There are 80 marks at stake, making up 50% of your GCSE English Language qualification. 

AQA English Language Paper 2 Section A

Read the sources carefully – spend 15 mins here.

Make sure you spend the first 10-15 minutes of the exam carefully reading the sources. You should: 

• read the texts carefully and thoroughly;
• read the questions; and
• highlight important parts of the sources for use later. 

Question 1 – select 4 true statements – spend 5 mins here

The first question should be fairly straightforward but do ensure you take a few minutes to think it through carefully. You’ll be asked to focus on a small part of source A and select four true statements from a selection of eight. Be a little careful here because there will be some statements that you think could possibly be true, but you should be able to point to where you’re told this in the text for it to be true. That will confirm your choice. 

Things to remember on this question: 

• focus only on the specific section of source A; 
• pinpoint where in the text the writer tells you each of your choices; and
• don’t spend more than 5 minutes here. 

Question 2 – summary of differences or similarities – spend 10 mins here

For question 2 you need to refer to both source A and B. The question is out of 8 marks. You’ll be asked to write a summary of the differences or similarities between something/ someone in source A and something/ someone in source B. You don’t need to worry about analysing language or structure here, simply identify 3-4 differences or similarities (focused on what is in your specific question). Summarise each of the differences in turn, with quotations, and explore perceptive inferences from both texts. Inferences are not explicitly said, they are the extra layers of understanding that are suggested by the writer and which you pick up  from “reading between the lines”. To get top marks you need to examine what the writers imply about the issue.  

Things to remember for this question: 

• you do  not  need to analyse any language or structure here;
• focus on explaining perceptive inferences from both texts to explain the key differences or similarities; and
• cover three or four points with quotations. 

Question 3 – the writer’s use of language to describe something – spend 12 mins here

There are 12 marks up for grabs here. You will always be asked, ‘how does the writer use language to describe…’ followed by something specific from part of one source. You need to analyse the effects of the writer’s choice of language. Make around four points and explore them using good quotations and sophisticated use of subject terminology. The language features you pick out could include things like: metaphors, similes, alliteration, onomatopoeia, personification, sentence forms and the use of specific types of words or phrases. 

• focus on analysing the effects of the writer’s choice of language; 
• use accurate subject terminology by identifying specific language techniques; and
• cover four points with excellent quotations. 

Question 4 – comparing different perspectives – spend 18 mins here

Question 4 is a bigger, extended question with 16 marks at stake. As such, the examiner is expecting more from you. The question will always ask you to “compare how the writers convey their different perspectives/attitudes about…” something specific to the sources. You need to perceptively compare their different perspectives or attitudes, and most importantly,  compare the methods the writers use  to convey their different perspectives or attitudes. Everything is in scope here, so you can analyse any methods, including both language and structure. Aim to write about four good comparison points. These four paragraphs will cover both sources (in order to compare them properly) and they’ll be more developed than in the earlier questions. 

• keep focused on the specific task in the question;
• analyse the methods used by the writers to convey their attitudes to the topic; and
• consider both language and structure. 

AQA GCSE English Language Paper 2 Section B

Question 5 – writing to present a viewpoint – spend 45 mins here.

Question 5 provides your opportunity to show the examiner how you can write effectively to explain your point of view on a specific issue. There are a whopping 40 marks up for grabs here, so make sure you spend the full 45 mins doing this question. You’ll be given a statement on an issue related to those discussed in section A. Your task will be to write in a specific form, for a specific audience, to present your point of view on the issue. You might be asked to write a newspaper article, letter or speech, amongst other forms. The marks are allocated specifically, with 24 marks available for content and organisation and 16 marks for technical accuracy (spelling, punctuation and grammar). 

To do well in this question we recommend spending the first 5 minutes thinking deeply about the task and planning your answer. This plan will ensure your answer has a good, consistent argument and structure. When writing, make sure your style and use of language reflects the form and audience of the task. Use ambitious vocabulary, language techniques and structural features to really demonstrate what you can do. You should, of course, always ensure your spelling, punctuation and grammar are spot on. Leave a couple of minutes at the end to double check your technical accuracy. 

• match your style of writing to the purpose and audience of the task; 
• plan your answer first;
• leave the full 45 minutes to complete the task fully; and
• use ambitious vocabulary, language and structural features to present your viewpoint and really show the examiner what you can do. 

Now Keep revising for your AQA GCSE English Language Paper 2

The key thing after reading this guide is to practise. Do as many past papers and practice questions as you can. Mark your own work and try answering the questions again focusing on areas to develop. You can find all of the past AQA papers here . For fully personalised advice and support, why not try a lesson with one of our online GCSE English experts? Simply drop us a quick message and we’ll arrange your free tutoring consultation. 

English Language Paper 2 (AQA GCSE) – How to Approach It

Lots of my students struggle to understand English Language Paper 2, at first it seems less straightforward than Paper 1 as you could be given a whole range of different texts and types of writing: articles, blogs, interviews, letters, diary entries, or speeches.

However, the key to understanding this paper is in the title: PAPER 2: WRITERS’ VIEWPOINTS AND PERSPECTIVES. This means that it is focused on non-fiction writing (not stories) that provides strong opinions. Most of the writing you encounter in this paper will be persuasive, so make sure you are well trained in how to write effective persuasive pieces.

Thanks for reading! If you find this page useful, you can take a look at our full AQA Paper 2 English Language course .

You can also check Example Answer For English Language Paper 2, Question 2.

Section A: Reading

• You are given one non-fiction text and one literary non-fiction text
• Tests your comprehension skills (reading + understanding, including difficult vocabulary)
• Information selection skills (understanding the question and selecting the right quotations to prove your point)
• Analysis / Evaluation skills (explaining in detail how + why language works in a particular way and tying that to how it achieves the overall purpose of the text)

Section B: Writing

• Writing to present a viewpoint > ARGUMENTATIVE / PERSUASIVE WRITING

How To Revise:

Timing: 1hr 45 mins

• Practise timings before taking the real exam
• Complete mock papers / questions in accurately timed conditions + get your teachers or tutor to mark them + take on board feedback
• After noting down your feedback, try again and aim for a better grade each time you try. It’s good to make a checklist for each question of things to remember to include, that way over time you’ll train yourself to hit all the targets required for the mark scheme on each question.

Section A: Reading (40 marks) (25% of overall GCSE) — two linked texts

Spend 55mins — 1hr on this section.

• Before you answer the questions, spend 10 mins reading through the texts thoroughly. Don’t skip this stage or do it too fast, as you need to absorb the information and think about it properly before you begin writing.
• 1 short form question (1 x 4 marks) > 5 mins
• 2 longer form comparative and analysis questions (1 x 8, 1 x 12 marks) > 8–10 + 12–15 mins
• 1 extended question (1 x 16 marks) > 15–20 mins
• 5 mins reading through and checking your answers

Writing (40 marks) (25% of overall GCSE)

Spend 45–50 mins on this section.

• 1 extended writing question (24 marks for content, 16 marks for technical accuracy)
• Understand all the keywords of the question before you start, make sure your answer is as targeted as possible towards the question.
• Plan your writing before you begin . T ake around 5 mins to plan, it doesn’t need to be in great detail it can just be an overview of where you’re going with the question. Make sure to identify your GAP (Genre, Audience, Purpose) as thoroughly as you can before starting to plan.
• Spend around 35–40 mins writing. Write using as complex vocabulary as you can . T ry to adapt your style to suit the GAP, and use a huge range of language techniques and punctuation. This is a persuasive piece so rhetorical devices are especially important to use here. Semicolons and colons are considered high-level pieces of punctuation, definitely learn how to use those and put them into this answer.

NOTES FROM THE EXAM BOARD:

The aim of this paper is to develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by:

• In section A, reading two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader
• In section B, producing a written text to a specified audience, purpose, and form in which they give their own perspective on the theme that has been introduced to them in section A.

The paper will assess in this sequence, AO1, AO2, and AO3 for reading, and AO5 and AO6 for writing. Section A will be allocated 40 marks, and section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.

What will the texts be like?

The sources for the reading questions will be non-fiction and literary non-fiction texts. They will be drawn from the 19th century, and either the 20th or 21st century depending on the time period assessed in Paper 1 in each particular series. The combination selected will always provide students with an opportunity to consider viewpoints and perspectives over time. Choice of genre will include high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages or other appropriate non-fiction and literary non-fiction forms.

In section B, there will be a single writing task related to the theme of section A. It will specify audience, purpose and form, and will use a range of opinions, statements and writing scenarios to provoke a response.

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Newspaper article for GCSE: Task and Model.

The task is a standard AQA format task from Paper 2 Q 5. The medal is by no means perfect. I am using it alongside a lesson to familiarise students with the mark scheme. Students could be encouraged to apply the scheme to this model passage or to their own work.

The model was written in 40 minutes during a writing assessment and shows this in terms of the content of the arguments, I think. It’s not an easy task. Students might be encouraged to recognise the devices and structural elements of the writing.

Example Question

Paper 2 Section B: Writing

You are advised to spend about 45 minutes on this section.

Write in full sentences.

You are reminded of the need to plan your answer.

You should leave enough time to check your work at the end.

‘Technologies such as mobile phones and computers are useful, but we use them too much. They are taking over our lives.’

Write an article for a newspaper in which you argue for or against this statement.

(24 marks for content and organisation

16 marks for technical accuracy)

All articles need a headline – provide one and offer a journalist’s name. If possible, make the headline memorable, either by imagery or emotive language.

Common Sense? Not if you’re glued to a mobile.

An Article by Hamish McCunn.

Then outline your argument and define the 3 areas you will be considering. Remember most articles are written in short paragraphs.

A recently released movie – Cyberlifesaver – is making waves because of the idea it presents: technology is vital. So vital that we should let it take over our thoughts and deeds and stop worrying about the issues raised by this idea. In this article I take issue with this premise and suggest that the message of the film is dangerous – personally, financially and morally.

Having established the 3 areas of consideration, take each in turn and explore them –sticking to your chosen pro or con side of the debater. Use the IED structure to build your point…

On a personal level, the danger of over reliance on technology comes down to the loss of common sense in areas which once we humans excelled. An example relevant to many is in the area of romance.

Romance? Consider this: over 75% of respondents to a recent poll on Twitter said that they let their dating apps find suitable matches for them. That is to say, they put their trust in technology and let it overrule the signals which for centuries have enabled humans to find partners for life.  (You don’t have to believe it, by the way, just make it sound as though you do).

Averil Cameron (23), a charming young lady with a bright future in taxidermy, is a good example of how this can cause havoc. Despite having plenty of opportunities to find romance and even love in her everyday life, Averil felt FOMO pressure to go online and to use dating websites based on a series of algorithms which seemed to offer a stress free route to her dreams. ‘It all seemed so easy and so safe’ she said. ‘I put all my faith into Lovefinders and now I am broken hearted. I can’t believe I was so stupid!’.

The truth is that all such sites take our personal information not to help us to find love but to target their advertising and to sell to the highest bidders in terms of personal information. On many sites such as this, photographs, often intimate photographs, are uploaded. These find their way to all corners of the internet.

Now move onto the next section –the second of the three ideas outlined. Maybe bring in some authoritative voice to quote in this section.

Another risk of such sites and many like them is the control that they can take over our money. Peter Jones, Senior Customer Support Officer at Barclay’s Bank takes this very seriously indeed.

‘Many people do not realise the danger of signing up to websites and entering into a legally binding agreement.’, says Jones, ‘Too often the website asks for money upfront with a requirement to cancel which in over 60% of cases is missed due to forgetfulness, misunderstanding or lethargy.’ In short, he continues, entering into these kind of arrangements, though seemingly for convenience, leads to potentially destructive downward spirals. Credit scores are affected. Loans refused. Lives ruined.

The moral argument is reflected in the attitudes of the Big Tech companies. They tell us that we can’t live without the benefit of EE total broadband, or wall to wall streaming of dubious content on Netflix or Prime, yet this is untrue.

And the third and final section before a conclusion:

Too often the glamorous pitches are linked to nothing other than making money for the shareholders. Why should they care about the individual. The one who spends hours scrolling through the content on these channels before giving up to see if there’s anything interesting on ‘real TV’. There isn’t. There’s no money left in ‘real TV’. Instead, such activities create a definite sense of failure and let down. A noted psychiatrist said:  ‘I work with teenagers. There’s so much low self-esteem these days. Although it sounds daft, much comes from the feeling that they are entitled to so much more from their online activities. It’s as though they think they have bought happiness.’

It is clear to me. Put aside the corporate hype and look at the reality of the way in which Big Tech is manipulating us and the danger is clear. Our freedom of thought, our freedom of action and our freedom to simply be human is endangered by our slavish adherence to technology.

It is time for a change. Time to put the clocks back.

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Article Writing – English Language Paper 2, Section B

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A lesson (that would probably stretch to two and a homework) on article writing for English Language Paper 2, Section B. Useful as revision for Section A, too.

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Kate Jeppesen

Download info, march 29, 2023.

How I Teach… AQA GCSE English Language Paper 2

What should students focus on to maximise their marks on AQA GCSE English Language Paper 2? Andrew Atherton offers his strategies for high-performance on this tricky paper…

As we move towards GCSE examinations, there will be countless students (and teachers!) across the country looking at English Language Paper 2 and scratching their heads. ‘So, let me get this straight’, they might be saying, ‘Q2 asks me to write a summary, but what it really wants is inference?!’

At the best of times, English Language is a complex examination, and not necessarily because of the content it assesses. But, Paper 2 is especially difficult, and again not because of its content. In order, as much as is possible, to alleviate some of these difficulties this article offers a step-by-step overview of how to approach each question on AQA English Language Paper 2.

One quick caveat before we get started, though: this article is written from the assumption it will be most useful for those teaching Y11 as students make their final preparations for the upcoming examination. The below advice is very much targeted to the exam and strategies to help navigate its specific questions.

As such, it doesn’t address or dwell on general approaches for reading and enjoying non-fiction. Whilst this is crucial, and hopefully students would have been fed a rich diet of varied non-fiction already, this article assumes these foundations have already, as much as possible, been built.

Let’s begin then with Question 2: a question that expects our students to infer that it isn’t actually a summary they need to write, but instead inference. However, once we know this, the question doesn’t need to pose us, or our students, too many problems.

My top strategy for approaching this question is to use the below structure table:

The idea here is for students to quickly extract relevant information from the two sources and place it in the table: an overall point of difference and evidence from each source that would substantiate this difference. They now have everything they need to answer this question.

Here’s how to use the table: the top row simply becomes the opening sentence of the response. We then look at the column for Source A and work our way down, jumping from one piece of evidence to the next. As we do so, we build in points of inference using phrases such as ‘…, which might infer’ or ‘…from which we might conclude’.

It is also possible to bundle columns so that two points of evidence are effectively referenced simultaneously, with a point of inference relating to both. We then signpost similarity or difference (In direct contrast to Source A…) and work our way through the second column, again including inference as we move through each piece of evidence.

The benefit to this table is that it offers a structure not only to our writing, but our thinking too, restricting the amount of evidence we can use, prompting us to select carefully. Displaying all the information in one glanceable table also helps students to better make connections and to spot patterns of difference or similarity.

The 10 seconds it takes to draw the table and the extra couple of minutes to extract the relevant information is, to my mind, well worth it for the added concision and quality of inference this support helps to produce.

However, if students feel drawing and compiling the table will take too long in a question that is admittedly already tight on time, they can of course circle the relevant evidence directly onto the Source and write their response from that.

I still very much recommend rehearsing and modelling this table, though, because even if students decide not to actually draw it in the exam, I’ve still found it significantly helps with how to think about and better understand what this question is expecting from us.

With enough practice, whether or not they physically draw the table, its shape will remain imprinted on students as a way to structure their response as they write.

I’ve found that students tend to be on pretty firm ground for this question, given it is effectively the same as Paper 1, Question 2 and indeed similar in skill to more or less any language analysis they would do across their English GCSE.

As such, I approach this question much as I do with Paper 1: students select 3 or 4 images from the relevant extract that strike them as especially rich. These are images they should be able to say multiple things about, and, if rehearsed often enough, it tends to be reasonably easy to identify those images in the passage that are suitably fertile. Once they have highlighted or underlined three or four images, they can start to write the response itself.

I tend to suggest students begin with a ‘big picture’ idea that they express in the first one or two sentences of their response: ‘When considering how the writer uses language to describe the landscape it is immediately obvious it is hostile and dangerous’. This helps to co-ordinate the rest of the analysis, ensuring the students begin their response with an overall argument about how the writer is using language to achieve a specific effect.

Students can then select the first image to discuss, making sure it elucidates or substantiates the big picture idea they have started with, which it should since the opening idea comes out of the three or four images they have already chosen.

I always recommend students begin with whatever image they consider to be most analytically interesting, the image about which they could say the most. This is because English Language as an examination very much succumbs to the law of diminishing returns: most of the marks students receive will come from the opening of their response and as their response continues they will find it harder and harder to squeeze further marks out of their answer. So, we want the opening of their response to be as good as possible.

This also helps because, as above, the Paper is very tight on time and it might well be students need to stop writing mid-sentence if they reach their imposed question time limit, which might feel galling, but is really crucial for the Paper as a whole. As such, we want the opening to be as good as possible so if they do finish mid-answer they have still been able to accumulate a significant number of marks.

Once they have finished analysing this first image, trying to notice several things about it, and considering the overall impact of the image as well as why specific words may have been used and how they connect to the big picture, they can then move onto the next image. And so on, repeating this same pattern 3 or 4 times.

For this question, I basically use the same table structure as Q2, but we deploy it in a different way. So, here is the table:

The top row is the same as in Q2 and is designed to identify an overall difference or similarity, but the content will differ as in this question there is typically a focus on perspectives or feelings.

Again, we then have three or four rows divided between a column for each source, A and B. Same structure, but different use. We extract from the sources images we might like to explore or analyse.

Rather than phrases such as ‘…from which we might conclude’ we use more traditional methods of analysis, for instance considering the overall feeling expressed by the given image and why this word and not another one.

As we move down the table, we use Janus-faced transitions to knit the argument together (The writer’s feeling that Y is further suggested by X…) and again include a clear shift to the second source (This is in direct contrast to…).

However, for this question, a variation on how to use this table might be to interleave the analysis. After we select relevant images from Source A and we are ready to look to Source B, we might try to match the two so each row offers a link, like the below.

Rather than moving according to column (all of A followed by all of B, with links back) students could move according to row (all of the first row, all of the second row, and so on). I don’t find this as effective, but it might be useful for this question where a focus on both writers at the same time can be helpful.

Given this question is worth 16 marks, the temptation is perhaps to attempt the above process twice. However, after lots of experimentation, I feel this is a mistake, although it is something I’ve done before.

As is always the case, depth trumps breadth. As such, I think it is much better to explore one overarching point of comparison and then really dwell on the imagery and methods being used by the writer to express their perspective and how this compares to the other source.

As we now know this question will ask students to write an article, we can be a little more targeted in our preparation. For this question, I teach students an overall response shape I call Describe, Position, Relevance, Now (or DPRN for short) and whilst this can be used with any form of writing, knowing this question will be an article based on the Advanced Information in helps us to work on how to mold this shape specifically to what students will be asked.

But, what is DPRN and how can students use it, both to write and plan?

I’ve found this overall shape works brilliantly in helping to give student work an argumentative trajectory or impulse, given that it carries them from some kind of emotional outline to an overview of the issues to an explanation of its relevance and finally how we might address or solve the issue.

When planning, I encourage students to take a single side of A4 in their answer booklet and to divide it into quadrants. In each of the four spaces, students would generate ideas relevant to each element of DPRN. They might, for instance, consider what kind of scene or character to introduce in the descriptive hook and bullet point some ideas before then listing why they think what they think, and so on.

This means that when they come to write they can focus on constructing an authentic voice that is appropriate to the specific task rather than trying to generate ideas in the moment of writing itself. It also helps them to focus on constructing a cogent and linear argument that has a clear thread or perspective running through it, all crucial to success in this question.

And there we have it: an overview of top strategies to help maximise student success for AQA GCSE English Language Paper 2.

Follow this link for tips on answering AQA GCSE English Language Paper 1 .

Andy Atherton is a Teacher of English as well as Director of Research in a secondary school in Berkshire. He regularly publishes blogs about English and English teaching at ‘Codexterous’ and you can follow him on Twitter @__codexterous

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Writing: Exercise 6 (Writing an article)

This is the final exercise of Paper 1 and 2. It can be an article, a report or a review writing. We’ll look at articles here.

You will be given a topic (more like a question to ponder up on) on which you have to write your views and opinions. This can either be a two-sided article (for and against) or a one-sided article (just your opinion). It is up to you to decide.

The topics usually given for this exercise are easy enough that you can come up with points right there in the exam, but it is good if you read upon various issues from around the word (obesity, technological influences, environmental issues, animal welfare, teenager issues etc).

So here’s how to attempt this question:

• Before you start it is a good idea that you come up with a plan . Use the blank space below the question to make your plan, in pencil. In your plan write down the answers to these questions:
• The audience : this will be specified in the question (it is almost always a school magazine). So when you write, keep in mind that you need to write to that audience. Your language, tone and vocabulary should reflect this.
• Is my article going to be two-sided or one-sided?  If you know a lot about the topic and can weigh up the pros and cons, then go for two-sided. If you’re not too knowledgeable about it, stick to one-sided.
• How do I introduce the topic? Start off by saying what the topic is and how important the topic is in today’s world. Why it is such a problem? Or is it a problem?
• What’s in the body ? Write down three points . (If it’s two-sided write two pros and two cons) . You will develop your body based on these points. A few points will be given in your question paper, and you can use those!
• How will I conclude the article? You need to sum up your points and give your final opinion (even if it’s two-sided, give your final opinion on the matter).
• Organise . By now, you’ve pretty much come up with the contents of your article. Now organise your points into paragraphs.
• One-sided Article: Paragraph 1: Introduction
• Paragraph 2: First point with justification (or counter-argument)
• Paragraph 3: Second point with justification (or counter-argument)
• Paragraph 4: Opposing point which you contradict (here, you state a point said by people who have a different opinion from yours and explain why they are wrong. This is called argument and   counter-argument )
• Paragraph 5: Conclusion- summary, (solution?), repeat your opinion
• Two-sided Article: Paragraph 1: Introduction
• Paragraph 2: Advantages/’For’
• Paragraph 3: Disadvantages/’Against’
• Paragraph 4: Conclusion- Summary and final opinion
• Write . Use a variety of connecting words and argumentative phrases . Examples:
• Expressing opinions: I agree/ disagree with the above statement that
• In my opinion
• I believe that
• I am in favour of
• I am against the idea of
• It seems to me that
• I sympathize with
• Presenting and contrasting opinions: The main argument in favour/ against is
• It is often said that
• First of all I should like to consider
• Apart from that
• Even though
• Furthermore
• In addition
• Nevertheless
• Despite the fact that/ In spite of
• On the other hand
• On the contrary
• What is more
• What matters most in this case is
• It is a fact that
• There is no doubt that
• Reasoning: Because of
• As a result of
• Consequently
• On account of
• Concluding: To sum up
• To conclude
• It can be concluded that
• Thus, I am of the opinion that
• Argumentative verbs (use these instead of say/tell ):

Here’s an example of a  one-sided article . This is one-sided because, even though it weighs up both ‘for’ and ‘against’ points, in each paragraph it contradicts the ‘for’ points and alludes to the same conclusion that zoos should be abolished. This is called the argument/counter-argument format.

• Use your own points , words and phrases as far as possible. The more original your content is, the better.
• Give a suitable title
• Keep to the word limit 150-200 words. Exceeding a little over 200 is not a problem.
• Always have an introduction and conclusion
• Always organise your points into paragraphs . One para for each point (one-sided) or all advantages in one para and disadvantages in another para (two-sided) is the ideal format.
• A final opinion has to be given.
• Punctuation, spelling and grammar is very important. Check your writing once you’re done.

Time Management

For the core paper 1 take 20 minutes for this exercise

For the extended paper 2, 30 minutes should suffice to answer this question. Spend 10 minutes to come up with a plan, 15 minutes to organise and write your article. Use the 5 minutes left to read over your article, make changes and correct spelling, grammar and punctuation errors.

Notes submitted by Lintha

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46 thoughts on “ Writing: Exercise 6 (Writing an article) ”

wonderful! hope you keep updating with the new Syllabus

OMGGGG this information in awesome, thanks a lottt. Tomorrow im having a test on this!!!!!!!!

Like Liked by 1 person

Hi, this post was really helpful, but I have a question. Is it ok to take a stand (for or against) in magazine article writing? It is not a persuasive writing.

It’s preferable to remain neutral when it comes to magazine articles unless the specific topic you are addressing in the article expects you to take a stand for something, then go for it.

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