igcse english article writing first language

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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Understanding different text types: a guide for igcse 0500 first language english students.

In the vast landscape of English writing, various text types serve distinct purposes, each with its unique characteristics and structure.

In the IGCSE 0500 First Language English exams, you need to demonstrate that you can produce (as in, write!) these different text types in the last section of Paper 1, as well as in the Directed Writing question, which is the first question in P2.

You’ll need to demonstrate that you understand six fundamental text types: letter, report, journal, speech, interview, and article.

Ready? Let’s dive right in!

A letter is a written form of communication that can be either formal or informal. It is usually addressed to a specific person or group.

• Formal Letters are structured with a clear greeting, introduction, body, conclusion, and sign-off. They are used for professional or official communication, such as job applications, business inquiries, or formal requests.
• Informal Letters are more personal and relaxed in tone, often used to communicate with friends or family. They may not strictly follow the formal structure and allow for a more expressive style.

Note for students:

In the FLE exam, you typically won’t need to pay too much attention to the format as you should pay attention to the linguistic style or nuance of your piece.

What this means is that you don’t have to fret about putting in the address of the recipient and your own address as well as the title – it certainly won’t harm you and I would recommend it if you feel that it’s helpful for getting your head into the game, but it’s not a dealbreaker for your grade if you don’t write it down.

Here’s what’s actually important:

The tone and the appropriacy of your language, because that demonstrates how and whether you understand how to use language in these different contexts, which is the main focus.

If you’re writing an informal letter to a friend, you don’t want to write as if you’re addressing the General Assembly of the United Nations, and if you actually are addressing the General Assembly, you probably wouldn’t open your remarks with a “Yo, yo, what’s up?”

Reports are structured and detailed documents that present information clearly and analytically. They are often used in academic, business, and technical contexts to convey research findings, project updates, or analysis.

• Characteristics: Includes a title, overview, findings (preferably with subheadings that structure and organize the report). Typically written in third person and with a formal and objective voice and style.
• Purpose: To provide a thorough analysis or account of a particular issue or situation, often followed by recommendations.

Note to students: Writing a report is as much about reading comprehension as it is about maintaining a formal and objective style. You will need to be able to read texts carefully and distinguish skillfully between facts and opinions. Make sure that everything that you write down in your report is supported by evidence that you can take from the text, preferably with a clear understanding of where the evidence occurs within the text and which lines support the It may seem challenging at the outset, but practice makes perfect. If you’d like more guidance along the way, and lots of example sample reports, make sure to join our Premium Membership Program, so you can discover tons of different samples and prepare for your journey with the best possible support that you can have.

Journals are personal records where individuals document their thoughts, feelings, and experiences. While traditionally kept as private diaries, journals can also be academic or professional.

• Personal Journals are intimate spaces for self-expression and reflection.
• Academic Journals involve critical analysis and reflection on academic work or experiences.
• Characteristics: Regular entries, personal tone, and a focus on reflection over structure.

Note to students:

If you are asked to write a journal entry, this means you are being asked to show that you can reflect upon the contents of a text and also imagine that you had the experience which was described or otherwise understand the context of what was presented to you well enough that you can take a different perspective from your own and perform reflections on the basis of events presented to you or hypothetical in nature.

This skill is vital in many different areas of life, but as with report writing, it’s not always natural or intuitive. Reading journal entries can be valuable, but don’t go out there and steal your family members’ diaries. Also, if you haven’t tried it just yet, journaling is often a relaxing and meaningful activity that can help you personally gain clarity and a deeper mastery over your experiences. If you haven’t tried it before, I highly recommend it as a path towards self-knowledge.

A speech is a formal address delivered orally to an audience. It aims to inform, persuade, or entertain listeners through effective verbal communication.

• Structure: Includes an introduction (to establish the speech’s purpose and engage the audience), body (main points and supporting details), and conclusion (summarizing the key messages and providing a strong closing).
• Styles: Can vary from persuasive and motivational to informational or ceremonial, depending on the context and objective.

Speeches are the most natural and intuitive way of remembering that whatever form of communication that we perform, whether written or spoken, ultimately is communicative in nature.

As you read the prompt, think about the people who would be on the other end if you were to really write out a speech. Who are these people? What do they actually care about? Having a formal process to think about who the audience is and what they care about as a guide for you to decide your tone, style, content, and even language grading can be quite useful.

For example, if a question asks you to write a speech to a group of children, you’d obviously want to think about what children would care about as you write. Additionally, you’d also want to make sure that the contents of what you’re saying can be easily understood, which means that you’ll want to show rather than tell and also use vocabulary that is sufficiently simple that it can be understood by all. At the same time, knowing the attention span of kids, you may also want to pay attention to ways in which you can increase engagement in the audience along the way!

As you practice, consider writing the way you speak. If that sounds simpler than it actually is, that’s because it is. You’ll probably want to practice by reading out what you’ve written on a page and asking yourself whether what you’ve said would actually be something that someone would say in a speech.

Here, in all likelihood, you can trust your intuition. If you need further guidance, consider also asking a friend or a relative to listen to what you’re saying and asking them if it sounds like it would captivate their attention or if it sounds like what someone would say during the course of a speech. Refine, reiterate, and practice again and again. This will give you a clearer idea of how to create an effective speech, which is not only going to be beneficial for you during the exam but also in other areas in life.

5. Interview

An interview is a conversation where questions are asked to elicit information from a participant. It can be conducted for various purposes, including journalistic, research, or employment.

• Types: Can range from structured (with a set list of questions) to semi-structured or unstructured (more open-ended and flexible).
• Characteristics: Involves an interviewer and an interviewee, with the goal of obtaining detailed information, insights, or personal stories.

Interviews typically take the form of a question-and-answer format, and in the IGCSE, it’s usually pretty clear what the context is, and you’ll have to demonstrate not only that you understand the question-and-answer format, but also that you understand how to take in the written content, and then convert that into those questions and answers which you will eventually create.

This is as much as a form of writing as an act of meeting comprehension that takes in all of your skills.

As it is with every single one of the text types here, getting exposure to actual examples is going to be extremely helpful. Lots of sources out there will provide you with interesting interviews. With people across the world, and a potential lifetime of stories to go through. So read widely, and familiarize yourself. For many interview samples, consider signing up for a premium membership of the site. To gain access to this wonderful knowledge.

It can help to watch interviews with actual news anchors. Or to read interviews.

PS: A small plug – If you want to watch a collection of interviews done by me, consider watching my YouTube series, Pathways to Excellence, in which I interview some of the very best students from Malaysia, as well as leaders across the nation, which will give you an idea of what that question-and-answer format might actually be like. Subscriptions are most appreciated!

Articles are written works published in newspapers, magazines, journals, or online platforms. They are intended to inform, discuss, or argue on a specific topic.

• News Articles provide factual information about current events in a straightforward, objective manner.
• Feature Articles explore topics in depth, offering background, analysis, and personal opinions.
• Structure: Generally includes a headline, introduction, body (with supporting details and evidence), and conclusion.

As with pretty much any form of communication, context matters in article writing, and as with pretty much any form of communication you’re asked to produce in the exam, the prompt is your Bible, your guide, your true north. If nothing else, ensure that you follow the prompt. Understand it, comprehend it, drill it into your mind as you read during these few crucial moments. Once you get past that though, you will start realizing that there is a higher plane and there is more that you can do along the way.

Yes, it’s true that you can indeed write an article about your experiences in going for an extreme endurance event.

But ask yourself, what more can you do? Do you simply leave a factual record? Or do you include humorous and interesting anecdotes that you manage to understand from the context?

In a directed writing or ERTR piece, demonstrating that type of comprehension is tremendously important, and being able to play with that comprehension in order to create something that blends it together with your unique and distinct style is the mark of mastery.

Understanding the distinct characteristics of these text types is fundamental for English students to navigate various writing and reading contexts effectively.

Whether it’s crafting a compelling speech, documenting personal experiences in a journal, or writing a report, recognizing the purpose and structure of these text types enhances both writing skills and comprehension.

However, reading all of this will only give you a small portion of what you need to succeed. In reality, understanding how these texts are structured is only the beginning – One that will help you understand the characteristics of everything that you read at a later point, but only that.

To obtain a true mastery, you will have to find good examples of actual texts to reference, comprehend, and understand.

As you do that, try creating some of these texts for yourself.

Your first attempts aren’t likely to be well-organized or beautiful, but what matters is that you begin, and even if you are terrible, you can improve along the way – Something that certainly will never happen if you never even start in the first place.

In the Premium section , you’ll find examples of each of these text types, carefully curated for your reading purposes. There, you’ll also receive access to a variety of helpful formats and structures that you can use to create these texts.

So do stay tuned, look forward to more posts ahead, and thank you for reading!

victortanws

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Topic outline

• Select activity Resource Plus Writing Resource Plus Writing
• Teaching Packs
• Figurative language
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• Summary skills

The Teaching Packs below contain detailed lesson plans and worksheets to help develop your learners' writing skills

Each pack focuses on a specific element of writing and the skills associated with this.

• Select activity Figurative language Figurative language
• Select activity Narrative structure Narrative structure

• Select activity Summary skills Summary skills
• Select activity Glossary Glossary
• Select activity Text and media area

How to Write an Article - IGCSE English

What is an article.

An article is a piece of writing intended for a wider audience. An article is usually written for magazines, journals and newspapers. The subjects range from public interest to current events to the writer's personal interests.

This question mostly appears in Paper 1 of your English Language and Literature question paper and in Paper 1 or 2 of your English as a Second Language question papers and for Cambridge IGCSE Lower Secondary .

How to Attempt the Question

You will be given a reading booklet insert containing the passage for the article writing. Read through the passage carefully. The adjacent question will be provided in the question paper booklet.

You would have to choose relevant points from the passage after having a thorough understanding of the question.

Now, convert the passage's selected points into your own words. After that, you can start putting the points together in a cohesive manner in the form of an article.

Let’s take a look at an example on how to convert the selected points from the passage into your own words.

“Many parents will make the argument that they watched hours of TV every day while growing up and They turned out fine, but content and access have changed. Kids today can potentially see whatever they want, whenever they want, and can stumble on inappropriate content accidentally, unlike those in previous generations.”

Parents nowadays argue that they used to watch TV for many hours each day when they were young and are doing well now. But the world has changed now there are different contents on the internet and television available 24/7. Children could see whatever they desire at any place and time and could potentially stumble upon inappropriate content by mistake.

• The title, introduction, body, and conclusion are the four main sections of an article. Let's take a look at how to tackle the four main sections effectively:
• Title : It is important to choose an appropriate title for your article. The title chosen should be relevant and include the main concept of your article.

Consider a situation where you would have to write about the pros and cons of switching into an e-vehicle. The potential titles can be:

“Are E-vehicles a better choice?” or “Electric Vehicles - The new way of life”

• Introduction : An effective introduction should begin with a query that entices the reader's interest. It should tempt them to continue reading. Then you can offer a short overview of the main topic to be discussed.

For example you can begin your introduction like:

“Do you think electric vehicles are safe? Electric vehicles are becoming more mainstream, and you’re likely not alone in wondering whether an electric car is right for you. There are concerns raised about the environment. But does it have the capacity to cater the needs of a common man with average wage? Let us see the advantages and disadvantages of both of these types of vehicles.”

• Body : The body should compose of one or two paragraphs, The converted points should be included here. Begin the first paragraph with adverbial time phrases such as now, recently, in the past, ten years ago, and so on. After that, state your main point and substantiate it with evidence. When starting your second paragraph create a contrast with a different point of view compared to the first paragraph if the nature of the question is argumentative. Use joining points such as however, on the other hand, nevertheless, and so on to begin the second paragraph.

Here’s a model for how your body paragraph should look like:

“Recently, people are switching to electric vehicles due to many reasons such as cost cutting, environmental factors, the growing scarcity and high rates of fuels, maintenance and so on. Even though e-vehicles cost more compared to conventional gas vehicles they are a long term investment. There are studies showing the maintenance of an e-vehicle is less compared to a gas vehicle. There is no need for gas, no oil changes, no smog tests, and fewer moving parts to break or wear out. Automotive giants such as Volvo are voicing their commitment to converting to electric car-only production in the very near future; and even luxury electric vehicles like Tesla are offering more affordable options to the consumer, altering public perception of electric cars as something only approachable by the elite.”

• Conclusion : When writing your conclusion always avoid summarising the points made in the introduction and body paragraphs. Conclusion can be your opinion on the matter, or you can begin or end with a rhetorical question to give the reader something to think about.

This is a model of how you can conclude your article:

“Personally speaking I'd rather have a hybrid any day, if you're stuck somewhere without access to electric charging, a traditional mode will come in handy, and once the crisis situation is averted you can switch to charging your vehicle. There are discussions on this happening all over the world. Some people support the revolution and are open to reform, while others are adamant in their ever so convenient way. What are your thoughts on this? Will we achieve 100% electric car usage by 2050”

Here’s the complete Article:

Q1) Are e-vehicles better for our environment?

• Yes, I think it can help reduce pollution.
• Not really, the cost and storage can be a major issue..

Write an article for your school magazine putting forwards your views and arguments.

Are E-Vehicles a better choice?

Recently, people are switching to electric vehicles due to many reasons such as cost cutting, environmental factors, the growing scarcity and high rates of fuels, maintenance and so on. Even though e-vehicles cost more compared to conventional gas vehicles they are a long term investment. There are studies showing the maintenance of an e-vehicle is less compared to a gas vehicle. There is no need for gas, no oil changes, no smog tests, and fewer moving parts to break or wear out. Automotive giants such as Volvo are voicing their commitment to converting to electric car-only production in the very near future; and even luxury electric vehicles like Tesla are offering more affordable options to the consumer, altering public perception of electric cars as something only approachable by the elite.

However, gas-powered cars remain relevant even as the EV revolution comes in full swing. Automakers can make proclamations about the robust future of EVs as much as they desire, but there are more than 100 years of history behind gas-powered cars. Which not even the biggest auto brands in the world, can just sweep under the rug. Electric cars offer advantages in a handful of ways, but they still have a long way to go to prove to the people that they’re better than gas-powered cars. The problem with electric cars, at least compared to their gas-powered counterparts, is that they're less likely to sustain that quickness because of the lack of a transmission to channel that power to higher notches. Gas-powered cars, on the other hand, don't have that problem.

Personally speaking I’d rather have a hybrid vehicle any day, if you're stuck somewhere without access to electric charging, a traditional mode will come in handy, and once the crisis situation is averted you can switch to charging your vehicle. There are discussions on this happening all over the world. Some people support the revolution and are open to reform, while others are adamant in their ever so convenient way. What are your thoughts on this? Will we achieve 100% electric car usage by 2050.

Are you having trouble understanding these concepts? Do you want assistance from a subject matter expert? Here, at Vidyalai we help your child achieve the grade they aspire for. Our SMEs are trained and experienced tutors who will provide you with each and every help when required. We are just a click away. Request your first lesson now. . We guarantee 100% satisfaction on your first session, if you are not satisfied,the session will be absolutely free.

Exercise 6: Writing an article (Ultimate Guide)

Exercise 6 of the Reading and Writing paper of the IGCSE English as a Second Language (ESL) exam (0510/0511/0991/0993) is always a formal or semi-formal writing. It can be an article, a report, or a review.

In this article, you will discover how to write an almost perfect article that impresses the examiner and gets you the highest band.

So, what is an article?

An article is a piece of writing written for a large audience, e.g., a magazine or newspaper, on a particular topic, which is meant to be of interest to the reader. It will express a certain viewpoint or perspective — this can be positive or negative depending on the topic.

The purpose of an article is often to inform and persuade the reader. Articles give information about a certain topic and can either persuade the reader that a certain viewpoint is correct (one-sided article; also called opinion article) or provide a balanced argument that lets the reader make up their own mind about the topic (two-sided article). You have the option to choose between writing a one-sided article or a two-sided article.

The Tone and Register of an Article

In the exam, the article is often for your school magazine or your teacher and rarely for the local newspaper.

If it’s for your school magazine, then the audience of the article is the students at your school and possibly the teachers or parents. The tone and register required, therefore, is rather semi-formal .

If, on the other hand, the article is for your teacher or the local newspaper, then the tone and register required is formal.

So, generally, the tone and register of the article should be more formal than exercise 5 but should be engaging.

Now, let’s discover the ideal format for both types of articles.

The format of a one-sided article

Paragraph 1: Introduction (including your opinion)

Paragraph 2: First point supporting your opinion with an explanation

Paragraph 3: Second point supporting your opinion with an explanation

Paragraph 4: State a counterargument (an idea from the opposing viewpoint) and counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Paragraph 5: Conclusion (including your opinion again but in different words)

The format of a two-sided article

Paragraph 1: Introduction (without your opinion)

Paragraph 2: One side of the issue either in favour or against

Paragraph 3: The other side of the issue either in favour or against

Paragraph 4: Conclusion (including your opinion)

Introduction

The purpose of the introduction is to inform the reader about the main point (topic) of the article and engage the reader to make them interested in the topic and read the rest of your article.

The main components of an effective introduction are:

• Topic sentence

Start your article with a topic sentence that introduces the topic to the reader and explains its importance in today’s world. Give forceful statements rather than “I think that”, “maybe” or “perhaps”. For example: “Nowadays, music plays an indispensable role in our lives.”

To write an effective topic sentence, you might use adverbial time phrases and generalizations . Here are some examples of each.

Adverbial time phrases

• Nowadays/these days/currently
• Every day/week/year
• Recently/for many years/decades
• In the past
• 10 years ago
• In the last (few/five) (days/weeks/months/years/decades)

Generalization

• A large number of / The vast majority (of)
• Several/some
• Not many/hardly any/ few
• In almost all cases
• In the majority of cases
• In a large number of cases
• In most cases
• In some cases
• On the whole/ Overall
• Rhetorical question(s)

Use rhetorical questions (questions that don’t require an answer but make your reader think) to get the reader interested in the topic and encourage them to read on. For example:

• How would you feel if you had two hours of homework every night?
• How much longer do animals have to suffer?
• Could you live with yourself if you missed out on this opportunity?
• How could we possibly stand the …?
• What would happen if …?
• Could your conscience cope with …?
• Is it really worth …?
• Do you want to be part of …?
• Have you ever thought about the positive impact you could have on the world by becoming vegetarian?
• Your opinion (if it is a one-sided article)

If you are writing a two-sided article, DO NOT give your opinion in the introduction.

If you are writing a one-sided article, give your opinion (whether you support or oppose the viewpoint expressed in the statement).

Here are some opinion phrases to help you express your opinion.

• In my opinion
• I concur/agree
• I believe that
• It seems to me that
• I am in favour of
• I am against the idea of
• I am strongly opposed to
• I disagree / I cannot accept

You may also kill two birds with one stone and begin your article with a rhetorical question that introduces the topic to the reader, thus acting as a topic sentence. Here is an example.

“Have you ever thought how school life would be if the school day started later? In my perspective, this will have countless benefits.”

The structure if you are writing a one-sided article:

Body paragraph 1: First idea supporting your opinion with an explanation

Body paragraph 2: Second idea supporting your opinion with an explanation ( should be different from the first idea )

Body paragraph 3: State a counterargument (an idea from the opposing viewpoint) AND counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

When introducing the opposing argument in the 3 rd body paragraph, use any of the following phrases.

• Opponents of this idea claim/assert/argue that …
• Those who disagree/are against these ideas may say/insist that …
• Some people allege/argue that …
• Some people may suggest/point out that …
• A common counterargument is that …
• It can be argued that …

When countering the opposing argument in the 3 rd body paragraph, use any of the following phrases depending on the context.

• While this may be true to some extent, …
• While it is true that …, it is important to consider…
• While some may believe that … recent studies have shown that …
• What this invalid argument misses is …
• What these people fail to notice/take note of is …
• The evidence, however, disproves this argument because …
• However, upon closer examination, it becomes clear that …
• However, a closer analysis reveals that …
• However, this flawed argument overlooks the fact that …

The structure if you are writing a two-sided article:

Body paragraph 1: One side of the issue either in favour or against (mention 2 different ideas )

Body paragraph 2: The other side of the issue either in favour or against (mention 2 different ideas )

General guidelines for both kinds of articles:

• Read the question carefully and draft a plan for your article in the blank space below the question using a pencil. Here are some steps to follow.
• Separate the blank space into two parts, one for and one against.
• Jot down any points that come to your mind in the correct part, along with any interesting vocabulary or expressions suitable for the task. Remember to write briefly and in bullet points.
• Decide whether you will write a one-sided article or a two-sided article. Weigh up the two sides and see which one has stronger and more convincing arguments. If one side clearly has stronger and more convincing points, write a one-sided article. If you see that both arguments are equally strong or that no side has more compelling arguments, then write a two-sided article and choose four statements (2 for and 2 against). It’s also worth noting that while a two-sided article is easier to write, a one-sided article is the preferred option as it’s more persuasive.
• Consider how you will begin your article and how you will engage the reader at the start. For example, write some variations of the topic sentence and rhetorical questions that you could use.
• Choose the most effective ones and begin writing. Remember to spend no more than 5 minutes on the plan.
• You can use the few prompts given in the question, but it is better to use your own ideas if you want to get higher marks. If, however, you are out of ideas, use the ideas in the question and make sure to paraphrase them (write them in different words) and develop them well.
• Support your ideas with reasons, evidence, or examples , and use persuasive language features . Remember that you should not just describe the problem but should be convincing in getting the audience to choose a side. Also, the examiner knows that the evidence or examples will be made up and doesn’t expect these to be correct.
• Keep to the topic (don’t wander away from the main subject of the article). Remind yourself constantly by looking again at the question.
• Use a variety of linking words and cohesive devices (mainly formal) to create a smooth and logical flow in your writing. Here are some examples.

When presenting the first point (used in the 1 st body paragraph of both one-sided articles and two-sided articles)

• The main argument in favour of/against is
• The main point/reason is
• The most important point/reason
• The first point/reason
• First of all
• First and foremost
• In the first place
• On the one hand (used only when writing a two-sided article)

When adding more points (used in the 2 nd body paragraph of a one-sided article and both body paragraphs of a two-sided article)

• In addition,
• Furthermore,
• Additionally,
• Not only … but also…
• As well as.
• Another noteworthy point is …
• Apart from that
• What is more

When contrasting ideas (used in the 2 nd body paragraph of a two-sided article)

• Nevertheless
• Even though
• In spite of
• On the other hand
• On the contrary
• By contrast
• In comparison
• Alternatively
• Another option could be

When giving examples

• For example
• For instance
• One clear example is
• To illustrate
• In other words

When reasoning:

• Results and consequences: as a result, consequently, therefore, thus, hence, for this reason, as a result (of), which means that, etc.
• Reasons and causes: owing to, because (of), on account of, due to, since, as, etc.   

When highlighting and stressing

• Particularly
• In particular
• Specifically

The purpose of the conclusion is to sum up what you have said and express (or re-express) your opinion.

In the conclusion:

• Sum up your main points concisely using concluding phrases. Here are some examples.
• In conclusion
• To conclude
• To reiterate
• On the whole
• All things considered
• After weighing the benefits and drawbacks
• It can be concluded that …
• I believe that …
• Thus, I am of the opinion that …
• Given these points

Remember to use different words from those used to express the points in the body.

• Give your final opinion (regardless of whether it’s a one-sided or a two-sided article) and any solution or suggestion if applicable.

The solution or suggestion might be part of your opinion if you’re writing a two-sided article and want to take a balanced view on the issue rather than siding with one side. For example, “In conclusion, it is evident that fast food is a double-edged sword; thus, I strongly believe we should strike a balance between eating fast food and incorporating other healthier options in our diet to mitigate its negative effects.”

Use the opinion phrases stated earlier in the Introduction section to express your opinion, and if it’s a one-sided article, make sure to use different words from those used in the introduction.

• Include your audience by any of the following ways:
• Using pronouns like we, us, and you (this is the easiest). Notice how this was used in the previously mentioned conclusion example (bold and underlined)
• Using rhetorical question(s). For example, “To conclude, I wholeheartedly believe that everyone should pursue higher education. Why not embrace this invaluable opportunity to fast-track your career, build your confidence, and broaden your social circle?”.
• Leaving the reader with something to think about. For example: “After weighing the benefits and the drawbacks, it is apparent that convenience food, while palatable, may negatively impact other areas of your life. Think about this before you reach for your next snack!”.

Points to keep in mind

• Organize your article into 4-5 paragraphs (4 if it’s a two-sided article and 5 if it’s a one-sided article). Leave a line between paragraphs or indent the first line of each new paragraph. Don’t do both!
• Take care of spelling, punctuation, and grammar . This is important as the examiner will look at the accuracy of your language.
• Use a combination of simple, compound, and complex sentences . A series of long sentences will make your writing difficult to read, and a series of short simple sentences will make your writing boring to read. Balance is the key.
• Use a wide range of formal vocabulary, including some advanced and less commonly used ones .
• Use a wide variety of formal linking words. Examples have been mentioned earlier.
• Use advanced punctuation sparingly (1-3 in the whole article), for example, colon (:) and semicolon (;).
• Aim to complete towards the maximum word limit (approximately 200 words for the current syllabus and 160 words for the new syllabus). Exceeding the word limit slightly (15-20 words) is fine as long as you write accurately and complete the task within the correct time. If you exceed the word limit by any number of words, be it even 100, no marks will be cut directly, but you increase your chances of making more mistakes and spending more time than required for this exercise, which may affect your mark indirectly. If you write towards the lower limit or below, you are highly unlikely to achieve the highest band for Content as your content is not well developed.
• Spend about 30 minutes on this exercise : the initial 5 minutes for planning and the last 2-3 minutes for checking your work for simple spelling, punctuation, and grammatical mistakes.
• Include your audience throughout by using pronouns such as we, us and you.
• You could give a suitable attention-grabbing title (first letter of each word capital), but it’s not necessary. In fact, many students waste a lot of time trying to come up with a title and end up with their own version which does not match the rubric. As a result, the content is not always focused correctly and tends to follow the direction chosen by the student, rather than the specific requirements of the topic, thus affecting the content marks.
• Passive voice could be used but not too much.
• Write legibly

Don’ts :

• Avoid contractions . However, if the article is for your school magazine, you can use contractions (not recommended).
• Avoid abbreviations and slang (texting language) such as how r u, OMG, BTW, etc.
• Avoid using informal vocabulary
• Avoid listing (firstly, secondly, thirdly, etc.). There is no problem in writing “firstly”, but avoid writing “secondly” and “thirdly”.
• Avoid repetition of vocabulary and beginning your sentences with the same words . Sometimes, students write 3 or more sentences in a row starting with “The”!

Practice a lot of past papers and get feedback on your writing. If you don’t have a teacher, reread these notes and check for what you have done right and what you haven’t. Read some of the samples on the samples page to see what you have just learned effectively used and incorporated in an article.

Good luck! Go get that A*!

12 responses to “Exercise 6: Writing an article (Ultimate Guide)”

Does an article require a title because my teachers have told to write a title for article, for example if the topic is about using phones in school or not then the title should be something like “Should Phones be allowed in Schools or not?” is the title necessary Thank you!

The title is optional. If you can think of a good one, write it. If not, then skip it.

The title is a must! After all, it is a magazine article, and the title should be a catchy, rather balanced one to encourage students to read the article Examples: Chatbots in Health: Boon or Bane?

In a real magazine article, a title is indeed essential, but when it comes to the exam, leaving it out is not penalized. If you can come up with a catchy title, it’s certainly a plus; if not, your marks won’t be affected.

Great resources! How to start an article that is talking about my experience with a school trip, the question is like a report but it’s an article. For further context: Q) You recently went on a school exchange trip to another country. You stayed with another family and went to school there. Your teacher has aked you to write an article about your experience for the school magazine. Thank you

Thank you for your kind words! You start it like any other article question: with a topic sentence or a rhetorical question. For example, you could write, “Have you ever wondered what it would be like to embark on a school exchange trip to another country? I was recently given this opportunity, and it was unforgettable!”.

Very helpful resources thank you for providing these notes and samples, however, at school, my teachers have been telling us to write two-sided-articles,and I have been practicing them for a long time now,but you mentioned that its preferred to write a one-sided. So does writing a two-sided article– As I am more familiar with the structure affect the marks I score for this exercise. Thank you!

Thank you! We’re glad they’re helpful! No, not at all. If you’re more familiar with writing a two-sided article, stick to it. This was just mentioned for people who write both equally well and don’t know what to choose.

how many words or sentence should be written in introduction part as well in conclusion part if i choose to do two-sided article ,

There is no strict rules to follow, but it’s generally recommended to keep them short (1-3 sentences or 15-40 words).

this was extremely helpful and educational i am an IGCSE Grade 9 litreture student and this is something i have nevar Heard of. was not expecting to see this in fle

Thank you for your nice comment! We’re glad you found it helpful!

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How to answer Directed Writing for IGCSE First Language English

Free video lessons for Directed Writing

Directed Writing

Are you gearing up for the IGCSE First Language English Paper 2 and feeling a bit daunted by the Directed Writing section? Fear not! In this blog post, I’ll break down the key elements of Directed Writing, focusing on reading and writing skills – the secret ingredients to securing those top marks.

Jump to…

• Video lesson

About IGCSE First Language English Paper 2

Example topics for directed writing.

• How you get graded – reading
• How you get graded – writing

Rhetorical devices

• A* Directed Writing exemplar
• Examiner comments – reading
• Examiner comments – writing

Study Directed Writing with Taughtly

Video lesson for directed writing.

On IGCSE First Language English, you will have two hours to answer two questions:

• Section A: Directed Writing (40 marks)
• Section B: Composition (40 marks)

For Directed Writing, you’ll have to read two short texts that are debating a particular topic, then respond to that topic yourself in a piece of discursive, persuasive or argumentative writing.

Directed Writing is worth 40 out of 80 marks on your Paper 2. You should spend around one hour answering this question.

You will always be asked to write either a speech , letter or magazine article for Directed Writing.

Past paper topics for Directed Writing include:

• Arguing the benefits of listening to podcasts at work
• Whether an individual can make real environmental change
• Whether we should give gifts
• Whether we should make New Year’s Resolutions
• Whether online friendships are real
• If young people can travel responsibly

How you are graded for Directed Writing

Reading marks.

To get the highest marks for reading in Directed Writing for IGCSE First Language English, you need to do the following things:

• Include a range of explicit details from both Text A and Text B – show the examiner that you really understood the arguments the two texts made by directly addressing the ideas in the texts. However, be careful to use your own words when referencing these texts!
• Evaluate the implicit attitudes within the texts. Evaluation means challenging, probing, poking and being critical of the ideas in the texts. Don’t just agree and summarise – give your opinion on the topic and consider ways in which the arguments in the given texts might have flaws.
• No need to be balanced. Cambridge often have a particular viewpoint where you can pick up all or most of the marks. Read the question carefully to assess what perspective Cambridge are pushing you to have.

For example, in the question below, what point of view would Cambridge prefer to steer you towards?

In the above question, the debate at hand is whether or not to apologise in the workplace. From the phrases “how to apologise so that their boss is satisfied” and “how to deal with the situation”, we can see that Cambridge likely are pushing you to the opinion that you should apologise at work. Therefore, when reading the texts, you should keep in mind what the benefits of apologising might be.

Writing marks

When you see your question for Directed Writing, the first thing you should do is unpick the VARPF:

• Voice – who are you writing as? Whose voice are you assuming?
• Audience – who are you writing to?
• Register – how formal or informal should your language be?
• Purpose – why are you writing? To discuss, persuade, argue, inform, entertain, describe, narrate, analyse?
• Format – what type of text have you been asked to write? A letter, magazine or a speech?

For example:

Use the VARPF to help you identify what type of language is most appropriate in your response.

Generally, Directed Writing has a register of semi-formal and lively or formal and lively .

No matter what your task is, you should always:

• Write using correct spelling, punctuation and grammar
• Remember to use correct paragraphs, creating a new paragraph whenever you change topic
• Avoid using slang or very informal language
• Use vocabulary precisely
• Vary your sentence lengths, openings and constructions

For more argumentative or persuasive pieces of writing, consider using some rhetorical devices to make your writing livelier:

A* exemplar for Directed Writing

The exemplar below is a response to a past exam paper. If you’d take to look at the texts, question paper or mark scheme, click the external links below.

• Question Pa per  🔗
• Inse rt  🔗
• Mark sche me  🔗

If the links are broken, you can also try searching for “IGCSE First Language English Paper 2 May/June 2021 0500/21”.

Small change – big difference?

It has never been more critical to tackle the climate change issue, and yet some would argue that individual action is meaningless. Some critics would scoff at our Knightsbridge High water bottles, roll their eyes at our school allotment, and dismiss our move to electric school buses with a wave of their hand. Yet I know that students, parents, and teachers passionately feel that our small changes can make a big difference to our planet.

Though there is an issue with the commercialisation of green issues, that doesn’t mean we should give up entirely. If large corporations want to cash in on recycling and protecting endangered animals to improve their brand image, it still promotes awareness of these issues. True, the problem comes when individuals buy from a so-called green company and then think they’ve done enough and don’t need to act any more, but our community isn’t built of “lazy environmentalists”. What’s lazier than doing nothing at all? Most young people do care and want to get involved; if 76% of people buy products for the environment, doesn’t that show eagerness to get involved? Isn’t it better to harness the will of people who want to help but don’t yet know how to do it efficiently rather than mock them for being part of the capitalist machine?

Schools are the perfect place to begin cultivating the global citizens of tomorrow. Nowhere can collective action be made more evident than in a school, as we see that each of us individuals form classes, and our classes form year groups, and year groups form a high school with over 1,000 passionate students. Knightsbridge could start a campaign to raise awareness of climate issues, such as the impact of meat on the environment and the dangers of reliance on fossil fuels. After all, we’ve introduced Meat Free Mondays! Imagine not just our 1,000 current students becoming ambassadors of these issues but the network of people we will interact with throughout our lives, from future friends we’ve not yet met to workmates at the successful careers we’re all surely destined for.

Through our Global Citizenship lessons, we have all learned that truly impactful change comes from a governmental level. Just think of banning CFC chemicals, which were destroying our Ozone, or reducing acid rain through cutting emissions. Yet we must realise that governments and corporations are also formed from people – and it could be us as leaders of the future! Not only that, but we also have the power to influence these entities by lobbying the government or choosing which party we vote for at elections. We shouldn’t act helpless as though these institutions are entirely out of our influence.

Ultimately, tackling this impending climate disaster will take hard work, but it’s not a luxury to decide whether to get involved or not: it is our duty, our moral imperative, to save our planet. If not us, then who? As the younger generation, no one has more to lose than us. Now is not the time to give up hope. Now is the time to understand that saving this planet will require individual and collective effort – it’s not either/or.

Let’s encourage our prefects, teachers, school leaders and parents to invest not just in their children’s educations but into the very planet that sustains our ability to breathe clean air, admire cerulean skies, and accomplish our dreams beyond the present day… together.

Assessing the A* exemplar for Directed Writing

Your examiner will assess you for reading by identifying the following features:

• ✓   Tick any explicit details from the source texts
• EVAL   for any effective evaluation of implicit ideas
• DEV   for giving opinions on the topic but not evaluation

15/15 marks Candidate challenges ideas in both texts, interweaving ideas throughout their writing. Shows a sophisticated understanding of the debate at the heart of the text about the tensions between individuals and larger institutions in tackling climate change. Examiner mark for Directed Writing – Reading

Your examiner will assess you for writing by identifying the following features:

• ____   Underline any SPAG errors or expression issues
• V   for impressive vocab
• R   for effective register that sounds like a student magazine

25/25 marks Candidate writes with consistent accuracy and ambition in both vocabulary choices and sentence structures. A sophisticated style with flair, capable of expressing abstract ideas. Paragraphs are structured by argument and build to a conclusion. Register is effective for a school magazine article. Examiner mark for Directed Writing – Writing

Free video lessons, PowerPoints and quizzes available to help you on Taughtly.co.uk:

• Paper 2 Tips & Tricks – includes 40 minutes of teaching Directed Writing with an example for the topic of over-tourism
• Directed Writing – video lesson, exemplar and quiz for Directed Writing on the topic of green shopping
• How to write the six text types for IGCSE First Language English : revise speech, letter and magazine article writing, which could all come up on Directed Writing.

Sarah O’Rourke

I’ve been teaching for nine years, working in the UK and in China. I have a Master’s degree in Education and an Undergraduate degree in English language and literature.

Programmes & Qualifications

Cambridge igcse english - first language (0500).

• Syllabus overview

Cambridge IGCSE First Language English is designed for learners whose first language is English. The course enables learners to:

• develop the ability to communicate clearly, accurately and effectively when speaking and writing
• use a wide range of vocabulary, and the correct grammar, spelling and punctuation
• develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions effectively.

The syllabus year refers to the year in which the examination will be taken.

• -->2023 Syllabus (PDF, 416KB)
• -->2024 - 2026 Syllabus (PDF, 644KB)

Important notices

Please note that if you make an entry for the A*-G grading scale, it is not then possible to switch to the 9-1 grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the A*-G syllabus, you must withdraw and re-enter before the entries deadline.

Find out more about our range of English syllabuses to suit every level and ambition.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

Check the Submit for Assessment page and the samples database for information and guidance on submitting moderated and examined work using Submit for Assessment.

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Example responses, past papers, specimen paper answers.

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• Published resources

IGCSE Article Writing : A House or An Apartment?

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Ayuni Zakyudin

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