Writing an Article
Cambridge O Level English Language (1123) — Lesson Notes
Learning objectives
By the end of this lesson, you should be able to plan and write an article that suits its purpose, audience and
form, use language and structure to hold a reader's attention, and produce a piece of writing that would be
placed in the top mark band by an examiner.
What is an article?
An article is a piece of writing produced for a magazine, newspaper or website. Its purpose is usually to
inform, entertain or persuade a particular readership. Unlike a private letter or a diary entry, an article is
written for strangers, so a writer has to work harder to catch and keep the reader's interest from the very
first line.
In the exam, you will usually be asked to write an article for a named publication, such as a school magazine,
a local newspaper or a website aimed at teenagers. The named publication tells you a great deal about the
tone and vocabulary you should choose, so always read the task carefully before you start planning.
Key features of a strong article
● A title that is short, catchy and relevant to the topic.
● An opening that hooks the reader — a question, a bold statement, a short anecdote or a surprising
fact.
● Clear paragraphing, with each paragraph developing one main idea.
● A consistent viewpoint, supported by reasons, examples and evidence.
● A tone and register suited to the named publication and its readers.
● Techniques that involve the reader directly, such as rhetorical questions, direct address ('you') and
personal anecdotes.
● Variety in sentence length and structure, so the writing does not sound flat.
● A conclusion that rounds the article off, often by returning to the opening idea or leaving the reader
with something to think about.
Planning your article
Spend a few minutes planning before you write. A simple plan for a 300-word article might look like this:
● Paragraph 1 — hook the reader and state your general view.
● Paragraph 2 — first main point, with an example or piece of evidence.
● Paragraph 3 — second main point, perhaps acknowledging an opposing view before countering it.
● Paragraph 4 — third point or a personal anecdote that supports your argument.
● Paragraph 5 — conclusion, linking back to your opening and leaving a final thought.
Structure of an article
Title: Choose something short and memorable. Wordplay, alliteration or a question can work well, but do
not force it.
Opening: Draw the reader in immediately. Avoid starting with 'In this article I am going to talk about', as this
delays the reader and sounds mechanical.
Body paragraphs: Each paragraph should develop a single idea fully, using a topic sentence followed by
explanation, example and comment.
Conclusion: End with a firm final impression rather than trailing off. A short, punchy sentence often works
better than a long summary.
Language and tone
An article usually addresses the reader directly and personally, so a slightly conversational tone is
appropriate, even though the writing should still be accurate and controlled. Useful techniques include:
● Rhetorical questions, to involve the reader in your thinking.
● Direct address ('you may have noticed...'), to speak straight to the reader.
● A short anecdote or example from everyday life, to make an abstract point feel real.
● Facts, figures or a brief reference to what other people think, to add weight to your argument.
● A triad — three words or phrases in a row — to add rhythm and emphasis.
● Occasional humour or a light touch, where the topic and publication allow it.
Whatever techniques you choose, they should feel natural rather than bolted on. A single well-placed
rhetorical question is far more effective than five crammed into one paragraph.
Common mistakes to avoid
● Writing a story instead of an article — remember you are giving views and information, not telling a
chain of events.
● Losing your own voice by copying long stretches from the stimulus text word for word.
● Forgetting the named audience and publication, and writing in a tone that does not suit either.
● Overusing exclamation marks or capital letters to create emphasis instead of choosing precise
vocabulary.
● Writing an opening paragraph that simply repeats the task instructions.
Working with two texts
In the exam, the directed writing question is usually based on two short texts rather than one. Text A and
Text B generally take different, and often opposing, positions on the same topic. Your job is not to
summarise each text in turn, but to weigh up what both writers say, decide where you stand, and build your
own argument using the strongest material from each side.
● Read both texts before you plan, and note down each writer's main viewpoint in a few words.
● Look for the points where Text A and Text B disagree — this is usually where the most useful
material for your own article lies.
● You do not have to treat both sides equally. A strong article often leans towards one view while still
showing that the other has been considered fairly.
● Bring in at least one idea from each text, but express it in your own words rather than copying
phrases directly.
● Add ideas and examples of your own — an article built entirely from the two texts will feel thin and
will not show off your own thinking.
Sample exam-style question
Read Text A and Text B, then answer the question below.
Text A
A recent survey of secondary school students found that the average teenager checks a mobile
phone more than eighty times a day. Critics worry that constant phone use is affecting
concentration, sleep and face-to-face friendships. One head teacher commented that pupils now
find it difficult to sit through a lesson without glancing at a screen, while a psychologist noted
that some teenagers feel anxious within minutes of being separated from their phone. Parents,
too, report that mealtimes and family conversations are increasingly interrupted by notifications,
and several schools have introduced strict rules banning phones from classrooms altogether.
Supporters of these rules argue that young people need to relearn how to concentrate without a
screen close at hand, and that the habits formed now will affect how well they can focus for
years to come.
Text B
Not everyone agrees that the situation is as serious as it sounds. Every generation has faced
criticism for its use of new technology, from the novel to the television, and phones are simply
the latest target for concern. Supporters point out that phones keep young people connected to
friends and family, help with schoolwork through instant access to information, and give parents
peace of mind about a child's safety. One student described her phone as a lifeline during a
difficult house move, allowing her to stay close to friends she would otherwise have lost touch
with. Rather than banning phones outright, some educators argue that young people should be
taught to manage their own screen time sensibly, a skill that will serve them far beyond their
school years.
Your school magazine is collecting articles from students on the theme of technology and young people.
Write an article for the magazine giving your views on whether teenagers spend too much time on their
phones. You should use and evaluate ideas from both texts, as well as your own ideas. Write about 250–350
words.
Model answer — Grade A
Screens, Sleep and Second Thoughts
How many times have you reached for your phone in the last hour without really thinking about it? If you
had to guess eighty, you would not be far from the truth, and that number should give all of us pause.
There is no denying that phones bring real benefits. They let us message a friend the moment something
funny happens, find our way home in an unfamiliar street, and reassure a parent with a single text. One girl
in my year has spoken about how her phone kept her close to old friends after her family moved house, and
I understand exactly what she means. These are not small things, and anyone who dismisses phones as
simply a distraction is ignoring their genuine usefulness.
Yet usefulness is not the same as harmlessness. I have sat in lessons and watched classmates glance under
the desk at a buzzing screen, losing the thread of what the teacher was explaining. I have also noticed how a
conversation at lunch can fall silent the moment four phones come out at once, each of us scrolling instead
of talking to the people sitting beside us. When a head teacher says pupils cannot sit through a lesson
without checking a screen, I recognise the truth in that, because I have been that pupil, and I think the
schools now banning phones from classrooms have understood something important.
It would be easy to accept the argument that older generations worried needlessly about radio, television
and video games, and that phones are simply the latest target for concern. There is something in this. But
sleep loss, shortened attention and quiet anxiety when a phone is out of reach are not imagined problems
— they are ones that doctors and teachers are noticing in real pupils, in real classrooms, and a comparison
with the arrival of the television does not quite hold when a phone sits in almost every pocket, all day, every
day.
Phones are not going anywhere, and nor should they. What has to change is how thoughtfully we use them.
A short walk without a screen, a meal where phones stay in bags, an evening that ends with a book rather
than a feed — these small habits could give us back exactly what we are quietly losing: attention, sleep and
each other.
Examiner's comments
● The title is short and intriguing, and the opening rhetorical question involves the reader
immediately.
● The response draws on both texts — the benefits raised in Text B and the concerns raised in Text A
— before weighing them against each other and settling on a clear position. This evaluation of both
viewpoints meets AO1 R3 and R5.
● Ideas from the texts (staying connected after a house move, difficulty concentrating in lessons) are
absorbed into the writer's own words rather than copied, and are extended with a personal
anecdote (the classroom, the silent lunch table), which makes the argument feel real and specific
rather than generalised.
● Vocabulary and sentence structures are varied, including short sentences for emphasis and longer,
more complex ones for explanation, meeting AO2 W3.
● The register suits a school magazine written by and for teenagers — confident and reflective
without being overly formal.
● The conclusion returns to the idea of the opening and ends on a considered final thought rather
than trailing off.
Now write your own article
Read Text A and Text B below, then plan and write your own response. Give yourself no more than thirty-
five minutes, including planning time.
Text A
Part-time jobs among teenagers appear to be declining in many areas, and some parents actively
discourage them. They argue that the school years are short and demanding, and that time spent
stacking shelves or serving customers would be better spent on homework, revision or extra-
curricular activities that strengthen a university application. A recent survey found that a
significant number of working teenagers reported feeling permanently tired, with several
admitting that grades had slipped after they started a job. One teacher commented that pupils
juggling part-time work often arrive at school under-slept and struggle to concentrate,
particularly in the exam period when focus matters most.
Text B
Others argue strongly in the opposite direction, insisting that a part-time job teaches
responsibility, money management and independence that no classroom can offer. Employers
often say that they value enthusiasm and reliability over experience when hiring young people for
the first time, and see a part-time job as an early opportunity to build exactly those qualities. A
survey of teenagers who worked a few hours a week found that most felt more confident about
managing their own time and money as a result. One college admissions officer even noted that
an application mentioning part-time work often stands out, since it shows a young person has
already learned to balance competing demands.
Your local newspaper is running a series of articles written by young people. Write an article for the
newspaper giving your views on whether teenagers should take on part-time jobs while still at school. You
should use and evaluate ideas from both texts, as well as your own ideas. Write about 250–350 words.