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Grade 8 Article Writing Worksheet

This document contains a quiz and writing exercises on crafting persuasive writing. The quiz questions cover topics like the differences between writing to persuade versus argue, techniques used in persuasive writing like using third person and acknowledging other viewpoints, and the importance of considering audience. The exercises provide examples of article and speech plans addressing different topics and prompts students to practice incorporating facts, opinions and statistics to support their points of view. They are also directed to consider catchy headlines and use of inclusive language and techniques to engage the reader.

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Arun Kumar Aruchamy
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39 views12 pages

Grade 8 Article Writing Worksheet

This document contains a quiz and writing exercises on crafting persuasive writing. The quiz questions cover topics like the differences between writing to persuade versus argue, techniques used in persuasive writing like using third person and acknowledging other viewpoints, and the importance of considering audience. The exercises provide examples of article and speech plans addressing different topics and prompts students to practice incorporating facts, opinions and statistics to support their points of view. They are also directed to consider catchy headlines and use of inclusive language and techniques to engage the reader.

Uploaded by

Arun Kumar Aruchamy
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

UNIVERSAL SCHOOL

ARTICLE WRITING WORKSHEET


Grade 8/SMP2
LESSON 1
Crafting Your Writing

Quiz

Answer the questions below. Circle your chosen answers.

1. Writing to persuade tends to be more............than writing to argue (choose one).


a. passionate
b. aggressive
c. informative
d. boring

2. Writing to argue often uses:


a. aggressive language
b. sad language
c. emotive language
d. passive language

3. When you’re writing to persuade you are trying to:


a. change the way your reader thinks
b. argue that you’re right
c. analyse the language used
d. evaluate the text

4. Your examiner likes it if you can:


a. use really aggressive language to get your point across
b. be really indecisive and not say much
c. show you understand other viewpoints or the other side of the argument as
well as your own opinion
d. write only one paragraph and no more
5. Using exaggeration in your writing emphasises the point:
a. True
b. False

6. It’s important to think about the...............throughout your writing (choose one).


a. time
b. conclusion
c. audience
d. introduction

7. Choose two techniques that might be useful to you when writing to argue or persuade:
a. rule of three or listing
b. rhetorical questions
c. adding illustrations to your work
d. writing in columns

8. You need to write formally or informally depending on your audience:


a. True
b. False

9. When writing to argue or persuade, you should write in the:


a. first person
b. second person
c. third person

10. Using expert opinion helps you to back up an argument or persuade the reader to
your way of thinking:
a. True
b. False
LESSON 1: PRACTISE

PRACTISE Clear Section

It’s important that your writing flows from one point to the next, taking your reader through
your ideas and viewpoint. The best way to achieve this is to organise your thoughts into a
plan before you start writing. Articles and letters can be planned in the same way, but
speeches are a little different.

TASK:
‘Teenagers should be encouraged to get part-time jobs as soon as they turn 16.’
Write an article for your school magazine arguing for or against this statement.

A student completed the plan below in response to this task:

e
duction
raph 2: FOR - part-time work gives teenagers financial independence from their parents
raph 3: FOR - part-time work gives you something for your CV and helps with college inte
graph 4: AGAINST - working will give you less time to study and may impact grades
graph 5: FOR - introduces you to new people and improves communication skills
lusion - Overall I am FOR
TASK:
Write a speech for your local community advising them on how they can improve
facilities at the local park.

A different student completed the plan below in response to this task:

Speech
Introduction: Ladies and Gentleman, thank you for having me here today...
Paragraph 2: Problem 1 with the park is...
Paragraph 3: Problem 2 with the park is...
Paragraph 4: Solution 1 to make park better
Paragraph 5: Solution 2 to make park better
Conclusion: We won’t improve unless we all work together

1. What difference can you see in these two plans?

By spending time planning, the students’ work will flow better and appear to be better crafted.
2. Using the models above, plan responses to the following tasks. Use a separate sheet
of paper for this.

a. ‘Schools should offer more trips abroad so that pupils can experience the
world.’ Write an article for a broadsheet newspaper arguing for or against this
statement.
b. Write a speech for Year 9, persuading students to take part in an upcoming
school trip to France.

3. The way you use paragraph openings also helps to guide your reader through your
writing. For example:
• However
• Firstly
• While
• Secondly
• Finally
• Nevertheless
Choose the best opener for the sentences below. You cannot use the same opener more
than once:

a. . . . . . . . . . . . . . . . . . . . some people believe that part-time jobs for 16-year olds are
a
. great
idea.

b. . . . . . . . . . . . . . . . . . . . it is good to be able to say you’ve had a part-time job


.on your CV or at college interviews.

c. . . . . . . . . . . . . . . . . . . . there’s the risk to school work. In order to work,


.young people must sacrifice study time.

d. . . . . . . . . . . . . . . . . . . . some sensible 16-year olds would benefit from a bit


. financial independence.
of
Making up relevant and credible statistics or facts and expert opinions adds to the overall
effectiveness of your writing and shows your examiner that you’ve engaged with the topic and
task. Let’s look at an example question.

QUESTION:

Write an article for your local newspaper persuading people to spend time in your
area over the summer months.

A student responding to the above question noted the following in her plan:

the area has the best collection of WW2 weapons anywhere in Eng
e area said they wouldn’t go anywhere else in the summer.
play park.
Remember:

The examiner isn’t going to take marks away or check up on your facts and statistics. In
fact, they expect you to make things up to support your point-of-view.

1. Plan a selection of facts, opinions and statistics for the following writing tasks. Use the
space below for this task.

a. ‘It’s not the location, but the people that make a good holiday.’
Write an article for a broadsheet newspaper in which you argue for or against this
statement.
b. Write an article for your local newspaper persuading people to spend time
in your area over the summer months.
c. Write a speech for Year 9 students advising them on the importance of studying
in advance for exams.
d. Write a letter to a potential employer persuading them to let you complete
work experience with their company.
PRACTISE

Articles often establish a friendly tone and address the reader using language such as ‘you’,
‘us’, or ‘our’, to persuade them to agree and make them think the focus of the article is
shared.

1. Read the opening to the articles below and highlight the following language devices:
a. rhetorical question
b. inclusive pronouns such as ‘you’, ‘us’, ‘our’, ‘we’
c. listing
d. formal and informal language

Text A

Most of us living in this area are aware of the problems that have arisen in the play
park in the last year or two. People regularly report damage and vandalism of the
swings, slides and play area as well as the fires that have been started in the bins.
We are aware there is a lack of areas for older children and teenagers to meet and
‘hang out’, and therefore they congregate in the play park and other areas of the
park that aren’t intended for them.

We want to change all of this and provide a useable play park for the area, as well as
a space for our teenagers. However, we need you to help us achieve this. I’m sure
you’re fed up with the state of things as they are, but are you willing to offer financial
support or time? Or can you offer something else useful to the cause?

Text B

I think it’s fair to say that I love food. Indeed, to those of you who’ve followed my
reviews over the years, it may seem ridiculous to even say it, so obvious a truth is it.
Yet I’ve noticed recently, in my inbox, a growing number of outraged responses to the
negative reviews I occasionally write – almost as if I should be grateful for any food I
am served.

But, dear readers, this is what I do! I am paid to be honest: the fact that I love food does
not mean that I love restaurants. Usually, I’m fortunate enough to eat a decent meal
with decent service for a decent price, information which I share with you gladly.
Occasionally, however, I visit a restaurant that charges an arm and a leg for food that
you’d amputate your own arm and leg to avoid eating. And I write about it, truthfully,
so that you don’t have to waste your hard-earned money on trying it yourself. You’re
welcome.

2. Articles should also have catchy headlines, and this offers a good opportunity for you
to show your examiner that you understand what form you’re writing in.
What headlines would you come up with for the two articles above?

Text A

Text B

3. Because articles are usually written from one person’s point-of-view, they use persuasive,
argumentative or descriptive techniques to persuade the reader to agree with them and
to set the tone of the article.
Complete the grids of language techniques as demonstrated below, using your own examples
from a made-up article about a sporting event.

Technique Hyperbole

Description When a writer exaggerates something

Restaurant Example ‘Occasionally, however, I visit a restaurant that charges an arm


and a leg for food that you’d amputate your own arm and leg to
avoid eating.’

Sporting Example
Technique Rhetorical question

Description A question that doesn’t require an answer

Restaurant Example ‘“Duck, raspberry, peanut, noodles,” anyone?’

Sporting Example

Technique Repetition

Description When a word or phrase is repeated to emphasise the point

Restaurant Example ‘Everyone looked comfortable. But when I looked at their


faces… ’

Sporting Example

Technique Anecdote

Description A short account of an incident

Restaurant Example ‘The next day, after a late night at work, I stopped off for a
kebab down the road from my house, where the tables are
plastic and there’s fly-paper behind the counter, and by
golly, did I enjoy it.’

Sporting Example
Technique Formal and informal language

Description A mixture of language that is professional and language that


is friendlier but not slang.

Restaurant Example ‘I ate my meal – it was steak, once I’d scraped off the
honey- and-olive sauce it came smothered in.’

Sporting Example

Technique Inclusive pronouns

Description Words that speak directly to the reader and include the writer
or speaker: ‘us’, ‘our’, ‘we’, etc.

Restaurant Example ‘We are aware there is a lack of areas for older children
and teenagers to meet and ‘hang out’.’

Sporting Example
APPLY
Answer the questions below and check your response against the Tips for Success. Use a
separate sheet of paper for this task.

Tips for Success


Content
• The choice of language and style is matched to the audience.
• It is also generally matched to the purpose of the task.
• The vocabulary is chosen for effect and makes use of appropriate language devices.

Organisation
• The text should have an effective structure.
• The writing is engaging with a few connected ideas.
• The overall piece is written in paragraphs with good organisation.

1. ‘Schools should offer more trips abroad so that pupils can experience the
world.’ Write an article for a broadsheet newspaper arguing for or against this
statement.
2. Write an article for your school newspaper persuading students to take part in an
upcoming school trip.

Common questions

Powered by AI

Incorporating audience participation can enhance the persuasiveness of a community speech by fostering a sense of inclusion and ownership among the listeners. Encouraging the audience to offer suggestions or pledge resources can lead to greater buy-in and motivation to support the initiative. By actively involving the community, the speaker reinforces the idea that improvement is a collaborative effort, making the audience feel like crucial stakeholders in the outcome .

Expert opinions lend credibility to arguments by providing authority and validation to the claims made. This technique is effective because it suggests that the writer's viewpoint is backed by individuals who have expertise in the relevant field, making their position more persuasive to the audience. It’s especially useful in countering skepticism and reinforcing the plausibility of the argument presented .

Exaggeration is effective because it emphasizes points by making them more memorable and impactful, often appealing to the emotions of the audience to garner a strong reaction and attention . However, the potential risks include losing credibility if the exaggeration is too extreme or perceived as insincere, which could undermine the writer's arguments and alienate the audience .

Writing to persuade tends to be more passionate than writing to argue, which often uses aggressive language. When persuading, the aim is to change the way the reader thinks, whereas arguing involves presenting and analyzing language and evidence. Persuasive writing also employs emotive language and possibly hyperbole to emphasize points, focusing on convincing the reader of a particular viewpoint . On the other hand, argumentative writing might prioritize logical reasoning and evidence without heavily relying on emotional appeals .

Paragraph openings play a critical role by signaling shifts or continuations in the argument, guiding the reader smoothly through the text. They are essential for creating a coherent narrative, helping the reader understand the relationship between ideas. Effective paragraph openings often use transitional phrases that reflect the logical flow of the argument, enhancing readability and maintaining the text's structural integrity .

Effective communication in speeches or articles is ensured by having a clear introduction, logically organized body paragraphs, and a strong conclusion. This structure allows the writer to guide the audience through their arguments methodically. Planning helps create cohesion between points and ensures that the piece flows smoothly, enhancing clarity and persuasiveness. Opening paragraphs should grab attention, while transitions between ideas and persuasive techniques like anecdotes should be strategically used to maintain engagement .

Inclusive pronouns like 'we', 'us', and 'our' create a sense of community and shared purpose between the writer and the reader, making the audience more likely to align with the writer's perspective. This inclusion fosters a feeling of partnership and shared responsibility, which can be motivating and persuasive, as it suggests collective benefit and involvement in the proposed outcomes .

Informal language can make content more relatable and engaging, creating a friendly tone that might appeal to certain audiences. It can reduce barriers between the writer and reader, making the argument seem more genuine and accessible . However, the drawback is that it might undermine the seriousness or credibility of the arguments for audiences requiring a formal approach, possibly alienating those who expect professional language in the context .

Considering the audience is vital because it influences the tone, style, and content of the writing. Understanding the audience helps tailor arguments and language to appeal directly to their values and beliefs, increasing the chances of persuading or convincing them. Formal or informal tones, rhetorical questions, and the choice of language and examples are adjusted based on the audience to achieve greater impact and effectiveness .

Encouraging teenagers to get part-time jobs at 16 can provide them with financial independence from their parents and skills to enhance their CVs and college applications . It also introduces them to new people, improving their communication skills. However, the potential drawback is that work commitments might reduce the time available for studying, potentially impacting their academic performance .

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