magazine article writing for students

How to Write an Article

 THE CRAFT OF ARTICLE WRITING

Writing is a complex skill. A very complex skill.

Not only do we put students under pressure to master the inconsistent spelling patterns and complex grammar of the English language, but we require them to know how to write for a variety of purposes in both fiction and nonfiction genres.

On top of this, writing is just one aspect of one subject among many.

The best way to help our students to overcome the challenge of writing in any genre is to help them to break things down into their component parts and give them a basic formula to follow.

In this article, we will break article writing down into its components and present a formulaic approach that will provide a basic structure for our students to follow.

Once this structure is mastered, students can, of course, begin to play with things.

But, until then, there is plenty of room within the discipline of the basic structure for students to express themselves in the article form.

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These templates take students through a  PROVEN  four-step article writing process on some  AMAZING  images. Students will learn how to.

WHAT IS AN ARTICLE?

The Cambridge Dictionary defines an article as, “a piece of writing on a particular subject in a newspaper or magazine, or on the internet.”

An article’s shape and structure will vary depending on whether it’s intended for publication in a newspaper, magazine, or online.

Each of these media has its own requirements. For example, a magazine feature article may go into great depth on a topic, allowing for long, evocative paragraphs of exposition, while an online blog article may be full of lots of short paragraphs that get to the point without too much fanfare.

Each of these forms makes different demands on the writer, and it’s for this reason that most newspapers, magazines, and big websites provide writers with specific submission guidelines.

So, with such diverse demands placed on article writers, how do we go about teaching the diverse skill required to our students?

Luckily, we can break most types of articles down into some common key features.

Below we’ll take a look at the most important of these, along with an activity to get your students practicing each aspect right away.

Finally, we’ll take a look at a few general tips on article writing.

KEY WRITTEN FEATURES OF AN ARTICLE

The headline.

The purpose of the headline is to capture the reader’s attention and let them know what the article is about. All of this in usually no more than 4 or 5 words!

There is an art to good headline writing and all sorts of literary devices (e.g alliteration and metaphor) can be used to create an eye-catching and intriguing headline.

The best way for students to learn how headlines work is to view some historical samples.

Newspaper headlines especially are known for being short and pithy. Here are just a few examples to whet the appetite:

• Hitler Is Dead
• Lincoln Shot
• Men Walk On The Moon
• Berlin Wall Crumbles

You could encourage students to find some pithy examples of their own. It’s amazing how much information can be condensed into so few words – this is the essence of good headline writing.

Headlines Practice Activity:

Give students opportunities to practice headline writing in isolation from article writing itself. For example, take sample stories from newspapers and magazines and challenge students to write new headlines for them. Set a word limit appropriate to the skills and age of the students. For example, younger, more inexperienced students might write 9-word headlines, while older, more skilled students might thrive with the challenge of a 4-word limit.

THE SUBHEADING

Subheadings give the reader more information on what the article is about. For this reason, they’re often a little longer than headlines and use a smaller font, though still larger (or in bold) than the font used in the body of the text.

Subheadings provide a little more of the necessary detail to inform readers what’s going on. If a headline is a jab, the subheading is the cross.

In magazines and online articles especially, there are often subheadings throughout the article. In this context, they let the reader know what each paragraph/section is about.

Subheadings also help the reader’s eye to scan the article and quickly get a sense of the story, for the writer they help immensely to organize the structure of the story.

Practice Activity:

One way to help organize paragraphs in an article is to use parallel structure.

Parallel structure is when we use similar words, phrases, and grammar structures. We might see this being used in a series of subheadings in a ‘How to’ article where the subheadings all start with an imperative such as choose , attach , cut , etc.

Have you noticed how all the sections in this ‘Key Features’ part of this article start simply with the word ‘The’? This is another example of a parallel structure.

Yet another example of parallel structure is when all the subheadings appear in the form of a question.

Whichever type of parallel structure students use, they need to be sure that they all in some way relate to the original title of the article.

To give students a chance to practice writing subheadings using parallel structure, instruct them to write subheadings for a piece of text that doesn’t already have them.

THE BODY PARAGRAPHS

Writing good, solid paragraphs is an art in itself. Luckily, you’ll find comprehensive guidance on this aspect of writing articles elsewhere on this site.

But, for now, let’s take a look at some general considerations for students when writing articles.

The length of the paragraphs will depend on the medium. For example, for online articles paragraphs are generally brief and to the point. Usually no more than a sentence or two and rarely more than five.

This style is often replicated in newspapers and magazines of a more tabloid nature.

Short paragraphs allow for more white space on the page or screen. This is much less daunting for the reader and makes it easier for them to focus their attention on what’s being said – a crucial advantage in these attention-hungry times.

Lots of white space makes articles much more readable on devices with smaller screens such as phones and tablets. Chunking information into brief paragraphs enables online readers to scan articles more quickly too, which is how much of the information on the internet is consumed – I do hope you’re not scanning this!

Conversely, articles that are written more formally, for example, academic articles, can benefit from longer paragraphs which allow for more space to provide supporting evidence for the topic sentence.

Deciding on the length of paragraphs in an article can be done by first thinking about the intended audience, the purpose of the article, as well as the nature of the information to be communicated.

A fun activity to practice paragraphing is to organize your students into groups and provide them with a copy of an article with the original paragraph breaks removed. In their groups, students read the article and decide on where they think the paragraphs should go.

To do this successfully, they’ll need to consider the type of publication they think the article is intended for, the purpose of the article, the language level, and the nature of the information.

When the groups have finished adding in their paragraph breaks they can share and compare their decisions with the other groups before you finally reveal where the breaks were in the original article.

Article Photos and Captions

Photos and captions aren’t always necessary in articles, but when they are, our students must understand how to make the most of them.

Just like the previous key features on our list, there are specific things students need to know to make the most of this specific aspect of article writing.

  The internet has given us the gift of access to innumerable copyright-free images to accompany our articles, but what criteria should students use when choosing an image?

To choose the perfect accompanying image/s for their article, students need to identify images that match the tone of their article.

Quirky or risque images won’t match the more serious tone of an academic article well, but they might work perfectly for that feature of tattoo artists.

Photos are meant to bring value to an article – they speak a thousand words after all. It’s important then that the image is of a high enough resolution that the detail of those ‘thousand words’ is clearly visible to the reader.

Just as the tone of the photo should match the tone of the article, the tone of the caption should match the tone of the photo.

Captions should be informative and engaging. Often, the first thing a reader will look at in an article is the photos and then the caption. Frequently, they’ll use the information therein to decide whether or not they’ll continue to read.

When writing captions, students must avoid redundancy. They need to add information to that which is already available to the reader by looking at the image.

There’s no point merely describing in words what the reader can clearly see with their own two eyes. Students should describe things that are not immediately obvious, such as date, location, or the name of the event.

One last point, captions should be written in the present tense. By definition, the photo will show something that has happened already. Despite this, students should write as if the action in the image is happening right now.

Remind students that their captions should be brief; they must be careful not to waste words with such a tight format.

For this fun activity, you’ll need some old magazines and newspapers. Cut some of the photos out minus their captions. All the accompanying captions should be cut out and jumbled up. It’s the students’ job to match each image with the correct accompanying caption.

Students can present their decisions and explanations when they’ve finished.

A good extension exercise would be to challenge the students to write a superior caption for each of the images they’ve worked on.

TOP 5 TIPS FOR ARTICLE WRITING

Now your students have the key features of article writing sewn up tightly, let’s take a look at a few quick and easy tips to help them polish up their general article writing skills.

1. Read Widely – Reading widely, all manner of articles, is the best way students can internalize some of the habits of good article writing. Luckily, with the internet, it’s easy to find articles on any topic of interest at the click of a mouse.

2. Choose Interesting Topics – It’s hard to engage the reader when the writer is not themselves engaged. Be sure students choose article topics that pique their own interest (as far as possible!).

3. Research and Outline – Regardless of the type of article the student is writing, some research will be required. The research will help an article take shape in the form of an outline. Without these two crucial stages, articles run the danger of wandering aimlessly and, worse still, of containing inaccurate information and details.

4. Keep Things Simple – All articles are about communicating information in one form or another. The most effective way of doing this is to keep things easily understood by the reader. This is especially true when the topic is complex.

5. Edit and Proofread – This can be said of any type of writing, but it still bears repeating. Students need to ensure they comprehensively proofread and edit their work when they’ve ‘finished’. The importance of this part of the writing process can’t be overstated.

And to Conclude…

With time and plenty of practice, students will soon internalize the formula as outlined above.

This will enable students to efficiently research, outline, and structure their ideas before writing.

This ability, along with the general tips mentioned, will soon enable your students to produce well-written articles on a wide range of topics to meet the needs of a diverse range of audiences.

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TUTORIAL VIDEO ON HOW TO WRITE AN ARTICLE

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How to Write a Magazine Article

Last Updated: October 11, 2023 Fact Checked

This article was co-authored by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 932,382 times.

Magazine articles can be a big boost for seasoned freelance writers or writers who are trying to jump-start their writing careers. In fact, there are no clear qualifications required for writing magazine articles except for a strong writing voice, a passion for research, and the ability to target your article pitches to the right publications. Though it may seem like magazines may be fading in the digital age, national magazines continue to thrive and can pay their writers $1 a word. [1] X Research source To write a good magazine article, you should focus on generating strong article ideas and crafting and revising the article with high attention to detail.

Generating Article Ideas

• Check if the bylines match the names on the masthead. If the names on the bylines do not match the masthead names, this may be an indication that the publication hires freelance writers to contribute to its issues.
• Look for the names and contact information of editors for specific areas. If you’re interested in writing about pop culture, identify the name and contact information of the arts editor. If you’re more interested in writing about current events, look for the name and contact information of the managing editor or the features editor. You should avoid contacting the executive editor or the editor-in-chief as they are too high up the chain and you will likely not interact with them as a freelance writer.
• Note recent topics or issues covered in the publication and the angle or spin on the topics. Does the publication seem to go for more controversial takes on a topic or a more objective approach? Does the publication seem open to experimentation in form and content or are they more traditional?
• Look at the headlines used by the publication and how the articles begin. Note if the headlines are shocking or vague. Check if the articles start with a quote, a statistic, or an anecdote. This will give you a good sense of the writing style that gets published in that particular publication.
• Note the types of sources quoted in the articles. Are they academic or more laymen? Are there many sources quoted, or many different types of sources quoted?
• Pay attention to how writers wrap up their articles in the publication. Do they end on a poignant quote? An interesting image? Or do they have a bold, concluding thought?

• These inspiring conversations do not need to be about global problems or a large issue. Having conversations with your neighbors, your friends, and your peers can allow you to discuss local topics that could then turn into an article idea for a local magazine.

• You should also look through your local newspaper for human interest stories that may have national relevance. You could then take the local story and pitch it to a magazine. You may come across a local story that feels incomplete or full of unanswered questions. This could then act as a story idea for a magazine article.

• You can also set your Google alerts to notify you if keywords on topics of interest appear online. If you have Twitter or Instagram, you can use the hashtag option to search trending topics or issues that you can turn into article ideas.

• For example, rather than write about the psychological problems of social media on teenagers, which has been done many times in many different magazines, perhaps you can focus on a demographic that is not often discussed about social media: seniors and the elderly. This will give you a fresh approach to the topic and ensure your article is not just regurgitating a familiar angle.

Crafting the Article

• Look for content written by experts in the field that relates to your article idea. If you are doing a magazine article on dying bee populations in California, for example, you should try to read texts written by at least two bee experts and/or a beekeeper who studies bee populations in California.
• You should ensure any texts you use as part of your research are credible and accurate. Be wary of websites online that contain lots of advertisements or those that are not affiliated with a professionally recognized association or field of study. Make sure you check if any of the claims made by an author have been disputed by other experts in the field or have been challenged by other experts. Try to present a well-rounded approach to your research so you do not appear biased or slanted in your research.

• You can also do an online search for individuals who may serve as good expert sources based in your area. If you need a legal source, you may ask other freelance writers who they use or ask for a contact at a police station or in the legal system.

• Prepare a list of questions before the interview. Research the source’s background and level of expertise. Be specific in your questions, as interviewees usually like to see that you have done previous research and are aware of the source’s background.
• Ask open-ended questions, avoid yes or no questions. For example, rather than asking, "Did you witness the test trials of this drug?" You can present an open-ended question, "What can you tell me about the test trials of this drug?" Be an active listener and try to minimize the amount of talking you do during the interview. The interview should be about the subject, not about you.
• Make sure you end the interview with the question: “Is there anything I haven’t asked you about this topic that I should know about?” You can also ask for referrals to other sources by asking, “Who disagrees with you on your stance on this issue?” and “Who else should I talk to about this issue?”
• Don’t be afraid to contact the source with follow-up questions as your research continues. As well, if you have any controversial or possibly offensive questions to ask the subject, save them for last.

• The best way to transcribe your interviews is to sit down with headphones plugged into your tape recorder and set aside a few hours to type out the interviews. There is no short and quick way to transcribe unless you decide to use a transcription service, which will charge you a fee for transcribing your interviews.

• Your outline should include the main point or angle of the article in the introduction, followed by supporting points in the article body, and a restatement or further development of your main point or angle in your conclusion section.
• The structure of your article will depend on the type of article you are writing. If you are writing an article on an interview with a noteworthy individual, your outline may be more straightforward and begin with the start of the interview and move to the end of the interview. But if you are writing an investigative report, you may start with the most relevant statements or statements that relate to recent news and work backward to the least relevant or more big picture statements. [10] X Research source
• Keep in mind the word count of the article, as specified by your editor. You should keep the first draft within the word count or just above the word count so you do not lose track of your main point. Most editors will be clear about the required word count of the article and will expect you not to go over the word count, for example, 500 words for smaller articles and 2,000-3,000 words for a feature article. Most magazines prefer short and sweet over long and overly detailed, with a maximum of 12 pages, including graphics and images. [11] X Research source
• You should also decide if you are going to include images or graphics in the article and where these graphics are going to come from. You may contribute your own photography or the publication may provide a photographer. If you are using graphics, you may need to have a graphic designer re create existing graphics or get permission to use the existing graphics.

• Use an interesting or surprising example: This could be a personal experience that relates to the article topic or a key moment in an interview with a source that relates to the article topic. For example, you may start an article on beekeeping in California by using a discussion you had with a source: "Darryl Bernhardt never thought he would end up becoming the foremost expert on beekeeping in California."
• Try a provocative quotation: This could be from a source from your research that raises interesting questions or introduces your angle on the topic. For example, you may quote a source who has a surprising stance on bee populations: "'Bees are more confused than ever,' Darryl Bernhart, the foremost expert in bees in California, tells me."
• Use a vivid anecdote: An anecdote is a short story that carries moral or symbolic weight. Think of an anecdote that might be a poetic or powerful way to open your article. For example, you may relate a short story about coming across abandoned bee hives in California with one of your sources, an expert in bee populations in California.
• Come up with a thought provoking question: Think of a question that will get your reader thinking and engaged in your topic, or that may surprise them. For example, for an article on beekeeping you may start with the question: "What if all the bees in California disappeared one day?"

• You want to avoid leaning too much on quotations to write the article for you. A good rule of thumb is to expand on a quotation once you use it and only use quotations when they feel necessary and impactful. The quotations should support the main angle of your article and back up any claims being made in the article.

• You may want to lean on a strong quote from a source that feels like it points to future developments relating to the topic or the ongoing nature of the topic. Ending the article on a quote may also give the article more credibility, as you are allowing your sources to provide context for the reader.

Revising the Article

• Having a conversation about the article with your editor can offer you a set of professional eyes who can make sure the article fits within the writing style of the publication and reaches its best possible draft. You should be open to editor feedback and work with your editor to improve the draft of the article.

• You should also get a copy of the publication’s style sheet or contributors guidelines and make sure the article follows these rules and guidelines. Your article should adhere to these guidelines to ensure it is ready for publication by your deadline.

• Most publications accept electronic submissions of articles. Talk with your editor to determine the best way to submit the revised article.

Sample Articles

Expert Q&A

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Expert Interview

Thanks for reading our article! If you'd like to learn more about writing an article, check out our in-depth interview with Gerald Posner .

• ↑ http://grammar.yourdictionary.com/grammar-rules-and-tips/tips-on-writing-a-good-feature-for-magazines.html
• ↑ https://www.writersdigest.com/writing-articles/20-ways-to-generate-article-ideas-in-20-minutes-or-less
• ↑ http://www.writerswrite.com/journal/jun03/eight-tips-for-getting-published-in-magazines-6036
• ↑ http://www.thepenmagazine.net/20-steps-to-write-a-good-article/
• ↑ https://www.youtube.com/watch?v=0R5f2VV58pw
• ↑ https://www.writersdigest.com/write-better-nonfiction/how-many-different-kinds-of-articles-are-there
• ↑ http://libguides.unf.edu/c.php?g=177086&p=1163719

About This Article

To write a magazine article, start by researching your topic and interviewing experts in the field. Next, create an outline of the main points you want to cover so you don’t go off topic. Then, start the article with a hook that will grab the reader’s attention and keep them reading. As you write, incorporate quotes from your research, but be careful to stick to your editor’s word count, such as 500 words for a small article or 2,000 words for a feature. Finally, conclude with a statement that expands on your topic, but leaves the reader wanting to learn more. For tips on how to smoothly navigate the revision process with an editor, read on! Did this summary help you? Yes No

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FreelanceWriting

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Writing contests, make money writing, hottest topics, how to write an article for a student magazine.

As with any magazine article, the key to writing one for students is to pick a topic that will capture their interest, and thus is relevant to their situation.

Give your writing a personality

In a nutshell, work, money and travel all fit the bill in this sense, but within each of these broad themes lie a wealth of more specific ideas on which you can expand. Whether you’re currently a student yourself, or it’s been years since you attended a lecture, a good starting point is to see if you can draw on your own experience as this will provide immediate material first-hand, and writing from a personal slant often proves more inspiring than a factual piece from a purely objective viewpoint.

Describe your interesting experiences

For example, there may be aspects of your job that you could talk about in terms of career advice for students eager to work in a similar profession. Have you recently been on a gap year and feel your experience might motivate others to pursue similar options? Or perhaps you have a host of top tips to offer on the best way to manage money?

Since many of these subjects are already well-covered in student literature, an original approach is vital to holding your readers’ attention. Through the importance they attach to the latest trends, students tire quickly of anything run-of-the-mill and that applies not just to what you are talking about but also how you say it. Especially if you are writing about a well-worn topic, steer clear of clichés and giving the impression that they have heard it all before.

How about tackling your article from an unconventional perspective – talking about a summer job abroad by focusing on the relational and the benefits that can bring to bear on continuing studies, rather than merely the practical. Have you been responsible for hiring new recruits?

In which case why not present your guidance on what makes a good CV in the very format of a CV? Considering the huge role played by instant, online communication in student life today, could you spice up your words of wisdom on simple ways to save money by telling them through a student’s weekly status updates on Facebook?

Remember that, in their spirit of independence, students ultimately want to make up their own minds. So no matter how clear-cut you wish your counsel to be, subtle assistance conveyed in an entertaining, natural manner will make a much more positive impression than an in-your-face here’s-how.

Although the vast majority of students are in the 18-24 age bracket, the economic downturn is pushing up the numbers of mature students seeking a career change. This not only gives rise to new article ideas (juggling part-time studies, work and family for example), but also makes the tone of your writing all the more important. Avoid imbuing your message with a know-all or know-best attitude.

Your best source of inspiration – and approval for your idea – is today’s students themselves. Ask them what they’d like to read about, it’s a simple as that!

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Resources you can trust

Writing a magazine article

A useful overview for students learning how to write a magazine article, perfect for GCSE English Language non-fiction writing. 

This resource is designed to support students in planning for article writing activities, including coming up with great article ideas, considerations about the right target audience for their creative writing and honing their writing style.

Packed with supportive writing tips to inspire students with their article or 'story' idea, this resource helps students to focus on the appropriate language, style and tone for their readership. It can also shape their responses in terms of writing about current events in a feature article. 

Students will benefit from this step-by-step guide, particularly if they are interested in a future career as a magazine writer or blogger. It can also help students who might want to write for a local newspaper or launch a writing career in creative writing or copywriting.

More GCSE writing style resources to help develop students’ writing skills are available to browse, including additional creative writing and article writing resources.

An extract from the resource: 

Your article should include: 

An eye-catching headline which may include a pun, an abbreviation or an ambiguity. The task is to arouse the reader’s interest so a question might work. Do not make it too long.

The opening

A key sentence, which is, in effect, a summary of the main theme of the article and which will often contain the essential facts. Make it clear to the reader how you are connected to the issue and your view of the issue. You could begin by reliving an experience. Once you have stated it, you start again at the beginning of your information and work through to the end.

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Structure of a Magazine Article: The Full Guide

The complete guide to the structure of a magazine article offers an in-depth look at creating enthralling magazine pieces, keeping the structure of a magazine article in focus.

Table of Contents

This comprehensive resource emphasizes the importance of mastering key elements to captivate your audience and produce high-quality content that effectively showcases the structural aspects of a well-crafted magazine article.

Introduction to the Structure of a Magazine Article: Laying the Foundation

Instead of a standard article, a magazine editorial often presents the writer’s opinion on a particular subject or issue. Although the content may be subjective, the structure of a magazine editorial should still follow a coherent and logical pattern. This ensures readers can easily follow the author’s argument and find the piece enjoyable.

The structure of a magazine editorial generally consists of several key components, including an attention-grabbing headline, an engaging lead, a well-organized body, and a firm conclusion. Each element plays a vital role in capturing the reader’s interest and effectively conveying the message.

The headline should be succinct yet powerful enough to pique the reader’s curiosity. It sets the tone for the entire editorial and helps readers decide whether to engage with the content further. A captivating lead follows the headline, briefly introducing the topic and drawing the reader into the heart of the editorial.

The body of the magazine editorial is where the author develops their argument or opinion. It is essential to present the information logically and coherently, using clear headings and subheadings to guide the reader through the narrative. Including compelling evidence, anecdotes, or quotes can also strengthen the writer’s argument and keep the reader interested.

Finally, a firm conclusion should summarize the editorial, summarizing the key points and providing a clear call to action or a thought-provoking statement. This creates a lasting impact on the reader and promotes further engagement with the topic.

Understanding the structure of a magazine editorial is vital for creating impactful and engaging content. By mastering the art of crafting powerful headlines, captivating leads, coherent body text, and firm conclusions, you can establish the groundwork for a successful magazine article that resonates with your audience and leaves a lasting impression.

Structure of a Magazine Article: Crafting Engaging Headlines and Subheadings

The power of an engaging headline and well-crafted subheadings cannot be understated when it comes to the success of a magazine article. These elements are instrumental in capturing the reader’s attention and guiding them through the content, playing a significant role in the overall magazine structure.

An enticing headline is the first point of contact between the reader and the article, and it can either facilitate or hinder their decision to delve further into the content. It should be short, impactful, and thought-provoking, effectively conveying the article’s essence in just a few words. Writing a captivating headline involves striking a balance between being informative and intriguing while remaining true to the subject.

Subheadings, on the other hand, break up the body of the article into digestible sections, making it easier for the reader to navigate through the content. They provide a clear roadmap of the article’s main points, helping the reader understand the flow of ideas and the magazine structure. Compelling subheadings should be concise, informative, and engaging, enticing the reader to continue reading and ensuring they can quickly grasp the key points being discussed.

In addition to their practical purposes, headlines and subheadings also contribute to the overall visual appeal of a magazine article. They help create a sense of hierarchy and organization, essential for maintaining the reader’s interest and making the content more accessible. By using varying font sizes, styles, and formatting techniques, designers can further emphasize the importance of these elements and enhance the article’s overall aesthetic.

Engaging headlines and subheadings are crucial to the magazine structure, serving functional and aesthetic purposes. By mastering the art of crafting these essential elements, writers and designers can ensure their magazine articles capture the reader’s attention, provide a straightforward and accessible narrative, and, ultimately, leave a lasting impression.

Structure of a Magazine Article: How to Hook Your Readers from the Start

In magazine writing, the lead is crucial in captivating readers from the outset. Serving as the opening paragraph, it establishes the foundation for the remainder of the content and is a vital component in the structure of articles. A well-crafted lead piques the reader’s interest and encourages them to continue reading the entire piece.

The primary objective of a leader is to provide a glimpse into the central theme or argument of the article while leaving the reader wanting more. It should be engaging, concise, and informative, offering just enough information to entice the reader without giving away all the details. Striking the right balance between mystery and clarity is essential in creating a compelling lead that successfully hooks readers.

The structure of articles often varies depending on the subject matter and the target audience. Nevertheless, there are several tried-and-true approaches to crafting compelling leads. One such approach is the anecdotal lead, which opens with a captivating story or personal experience that sets the tone for the article. Another popular option is the question lead, which poses a thought-provoking inquiry that piques the reader’s curiosity and encourages them to read on in search of an answer.

Regardless of the chosen approach, keeping the lead concise and relevant to the article’s central theme is essential. Additionally, the lead should transition seamlessly into the body of the article, maintaining a logical flow that maintains the reader’s interest and involvement in the content.

Structure of a Magazine Article: Building a Compelling Narrative

In magazine writing, the body text forms the backbone of the article, providing the substance and depth required to convey the author’s message or argument effectively. Drawing inspiration from magazine editorial examples can help writers build a compelling narrative that keeps readers engaged and maintains their interest throughout the article.

One of the essential aspects of crafting a captivating body text is maintaining a clear and coherent structure. This can be achieved by using subheadings to break the content into smaller, digestible sections, making it easier for readers to follow the narrative and absorb the information presented. Magazine editorial examples often demonstrate how effective subheadings can guide the reader through the article, ensuring they can easily comprehend the key points and arguments.

Another critical aspect of constructing an engaging body text is to vary the sentence structure and maintain a natural, conversational tone. This helps the content feel more approachable and enjoyable to read, as opposed to overly formal or rigid. Examining magazine editorial examples can provide valuable insights into how experienced writers maintain a consistent voice and style throughout their articles, fostering a connection with the reader and making the content more relatable.

Furthermore, using compelling evidence, anecdotes, quotes, or statistics can significantly enhance the credibility and impact of the body text. These elements not only lend weight to the author’s arguments but also help to keep the reader’s interest piqued, encouraging them to continue reading and engage with the content more deeply.

Structure of a Magazine Article: Visual Elements and Their Role

In magazine publishing, visual elements play a vital role in enhancing the reader’s experience and contributing to the overall structure of an article. As the adage states, “A picture is worth a thousand words,” and this concept holds true when considering the structure of an article. Images, graphics, and other visual components can bring the written content to life, adding depth, context, and appeal to the magazine piece.

Functions of Visual Elements

One of the primary functions of visual elements in a magazine article is to break up large blocks of text, making the content more digestible and visually appealing. By incorporating relevant images or graphics throughout the article, writers and designers can create a more engaging and enjoyable reading experience for the audience. This not only makes the content more accessible but also helps to maintain the reader’s interest and attention.

Another essential function of visual elements is to provide additional context or information that may be difficult to convey through text alone. For example, data visualizations, such as charts or infographics , can effectively present complex information or statistics in a more easily understandable format. This enhances the reader’s comprehension of the subject matter and strengthens the overall impact of the article.

Furthermore, visual elements can also contribute to a magazine article’s overall aesthetic and design. By strategically using color, typography, and other design elements, designers can create a cohesive visual language that complements the written content and reflects the article’s theme or mood. This adds to the reader’s enjoyment and reinforces the magazine’s brand identity and style.

Understanding the structure of an article is complete by considering the role of visual elements. By incorporating relevant images, graphics, and design elements, writers and designers can create a more engaging and visually appealing magazine piece that captures the reader’s attention and enhances their overall experience.

Structure of a Magazine Article: Crafting a Memorable Ending

A well-crafted conclusion is an essential component of any compelling magazine article. It reinforces the main points and ideas, leaving the reader with a lasting impression and closure. Understanding how to structure an article involves organizing the content logically and ensuring that the conclusion ties everything together, providing a strong and memorable finish.

When crafting a memorable ending, it is crucial to reiterate the key points discussed throughout the article, summarizing the central argument or message. However, this should be done concisely, avoiding repetition or regurgitation of information. Instead, the conclusion should offer a fresh perspective or insight that adds depth to the article and encourages readers to further reflect on the subject.

Another effective technique when considering how to structure an article is to end with a call to action, a thought-provoking question, or a prediction. This can inspire the reader to engage with the topic beyond the article, fostering a sense of curiosity and leaving them with something to ponder. The conclusion can impact the reader by provoking an emotional response or encouraging further exploration.

In addition, the tone of the conclusion should be consistent with the rest of the article, maintaining a sense of cohesion and harmony. Whether the article is informative, persuasive, or narrative-driven, the conclusion should reflect the same style and voice, ensuring a smooth and satisfying reading experience.

Mastering how to structure an article involves organizing the content effectively and crafting a powerful and memorable conclusion. By summarizing the key points, offering fresh insights, and provoking thought or action, writers can ensure that their magazine articles resonate with readers and leave a lasting impact. By incorporating these techniques, you can create a compelling, engaging magazine article that stands out.

What are the critical components of a magazine article structure?

The critical components of a magazine article structure include an attention-grabbing headline, an engaging lead, a well-organized body, and a firm conclusion.

How do I write a captivating headline for my magazine article?

A captivating headline should be short, impactful, and thought-provoking, conveying the article’s essence in just a few words. Strive to balance being informative and intriguing while remaining true to the subject.

What role do subheadings play in the structure of a magazine article?

Subheadings break up the body of the article into digestible sections, making it easier for the reader to navigate through the content. They provide a clear roadmap of the article’s main points, helping the reader understand the flow of ideas and the magazine structure.

How can I write an engaging lead for my magazine article?

To write an engaging lead, provide a glimpse into the central theme or argument of the article while leaving the reader wanting more. Keep it concise and relevant to the article’s theme, striking the right balance between mystery and clarity.

What are some tips for crafting a compelling body text?

Craft a compelling body text, maintain a clear and coherent structure, vary sentence structure, and maintain a natural, conversational tone. Use subheadings, compelling evidence, anecdotes, quotes, or statistics to enhance the credibility and impact of the content.

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How to Write a Compelling School Magazine Article People Want to Read

• Writing Tips

Say what you want about traditional school communications, but no matter how trends shift and change, there are some staples that will always hold a special place in school storytelling.

For example: the school magazine.

Whether an alumni magazine, an annual report/magazine hybrid, or an online version of a traditional publication, school magazines have the important job of both keeping legacy alive and documenting current happenings for posterity — all while driving diverse audiences to take action.

That’s quite a job description.

I’ve seen beautiful, impressive magazines in the school marketing space, and my clients dedicate both their hearts and their resources to perfecting these publications and maintaining their integrity year after year. So how can school marketers ensure these intense efforts create tangible results? How can schools better utilize this important communications tool to connect with their communities and grow school influence?

Here’s how to craft school magazine content that makes all the effort worthwhile.

Recommended Resource: Audience-First Storytelling Kit

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• In-depth video workshop
• Workshop workbook
• Family survey template
• Email template
• Voice of Customer research spreadsheet
• Audience persona template
• Sample dream family persona

The key to ensuring people are reading the school magazine you put so much time, effort, and love into is simple:

Make it something they want to read.

Ok, I know that’s simpler to state than to practice, but the sentiment is something that is so easy to forget when we’re deep in deadlines and page counts and design changes.

If we want readers to open our school magazine and actually flip from front to back, engaging with the stories we’re telling, we need to give them stories they care about . We need to make the news, updates, changes, and reflections shared on those pages matter to their lives. And how do we do that?

Audience-first, always.

Those who have been reading this blog for a while may have guessed where I was going with that, but it’s always where I begin when I’m writing feature school magazine articles. I look at the story or concept that my client wants to share and ask myself, “ So what? Why will the reader care about this? What about this will they find most interesting, or appealing, or shocking? What will capture and keep their fickle interest?”

You may have a wonderful story to tell, important updates to deliver, or a heartwarming retrospective to share, but just because you want to tell it doesn’t mean your audience wants to read it. However, you can entice them to read it if you write with their cares and concerns in mind.

For alumni, perhaps that means tugging at their heartstrings and reminding them of a special moment in their lives, or it’s giving them the opportunity to see themselves in the school’s future. For donors, it could be demonstrating the tangible difference their generosity has made. For current families, it may be updating them on new opportunities that will have a direct impact on their child’s life.

Whatever the article topic, make sure you have your specific audience in mind before you put pen to paper (or fingertips to keyboard). And once you begin writing…

Hook them quick.

Repeat after me: NO MORE BORING HEADLINES.

Too often, school feature articles are given a title such as, “A Look Back!” or “Celebrating the Graduating Class” or “Our Theatre Program!” While factually correct, these headlines don’t connect with the reader’s desire to learn more, or answer a question, or find out how or why.

Instead of using a headline as a label, try writing your school magazine article headlines with these tips in mind:

• Be specific. Tell people the problem you are going to solve and the solution you are going to provide. Use figures and facts.
• Promise your reader something valuable. Be bold, and deliver on that promise.
• Make sure it stands alone. If readers only read the headline, will they take away a clear message?
• Be clear. Avoid being creative if it costs you clarity.
• Prompt action. Convey a sense of urgency.

For example, I recently used the headline “A Call to Excellence for Generations of [School] Students” on an article that spoke about the history of the school’s motto (a much more compelling headline than “The History of Our Motto.”). By connecting the reader to the motto and what it meant to them as a student and now as an alum, the headline drew the reader into an article they might have otherwise overlooked.

However, a good headline can’t do all the work. An article’s intro is equally as important.

Engage them with a story.

Consider this your permission to stop being so literal. Instead of jumping right into the main point of the article, paint a picture. Draw the reader in. Get them thinking, imagining, questioning.

This is how I approached one recent feature article for a client, which was supposed to be a simple “then/now” retrospective. Instead of diving in with an introduction that read, “So much has changed in the past 10 years…,” I decided to talk about nostalgia . How does it affect us? Why do we feel it so deeply? The article began:

Have you ever heard a forgotten song from childhood and felt instantly transported back to a specific moment in time? Caught the lingering scent of pine trees or felt the leaves crunch underfoot in just the right way, and you’re suddenly sixteen again, walking across your high school quadrangle on the way to AP Bio class?

By prompting the reader to mind-travel back to their high school years, the article instantly connects on both an emotional and rational level. It then goes on to briefly talk about the science behind nostalgia and links that to why the school’s heritage and legacy are meaningful today. The final article does everything a traditional retrospective would — it provides updates, reports statistics, and talks about the future — yet in a way that’s more engaging than a typical timeline.

Keep the meaningful. Cut the rest.

William Faulkner said: “In writing, you must kill all your darlings.” And then Stephen King took it up a notch, saying: “Kill your darlings, kill your darlings, even when it breaks your egocentric little scribbler’s heart, kill your darlings.”

It’s the best writing advice I’ve ever heard.

If you want to write a fantastic school magazine, you need to be willing to cut, delete, and forget elements that you may love but that may not serve the reader. This means that not every point on the timeline, every update on the program, every key message from the strategic plan can and should make it into print.

Remember: Every article should pass the “So What?” test . Every story should be written for the reader. Keep the meaningful, and cut the rest.

Those are my top tips for writing a school magazine article that your audiences will want to read. Want more school marketing and storytelling tips? Get them FREE in our Resource Library — the ultimate collection of ebooks, worksheets, and on-demand tutorials created specifically for school marketers.

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Honoring Student Voice and Choice With the Magazine Project 

When students create a magazine about a topic of their choice, it encourages them to write and rewrite carefully.

I was talking recently with the parent of a student who was in my class nearly 15 years ago. “He still has his magazine! I know exactly where it is,” his mom said. I might be surprised that a young adult has kept an eighth-grade English assignment for over a decade, but I hear this often about my favorite activity of all time: the magazine project.

This project has evolved over the years to encompass a wide variety of skills, but originally it was designed to address one persistent frustration in the teaching of writing: How can we so thoroughly engage students in writing that they will take the time to proofread, edit, revise, and polish their work? Too often, students submit the first draft of a piece of writing and leave it at that. Close editing and revision call for a level of investment that can be difficult to inspire in young writers.

The Power of Choice

I know that letting students choose their writing topics can improve engagement , so I created a project that asks students to choose a topic of personal interest and spend most of a semester writing, designing, and publishing their own magazine on that topic. The combination of topic choice and a final published magazine greatly improves my students’ investment in their writing all semester long.

When I introduce the project, I explain to students that since they will be doing a lot of writing about that topic over the next few months, they need to choose their topic carefully. It might be a topic they already know really well, or they might choose one they want to learn more about. We brainstorm potential topics on paper, in small groups, and together as a class to help them decide on their favorite topics.

This big choice usually entices students, but many don’t believe that they really do get to choose, and they pepper me with questions:

• “Can I write about gum?” “Sure, if that’s what interests you.”
• “My whole magazine can be about gum?” “Yep. The whole thing.”
• “What about LGBTQ+ issues? Can I write about that?” “Of course. If that interests you, go for it.”
• “I love roller coasters. Can I write about that all semester?” “How fun! I can’t wait to read your magazine.”

But when a student tells me, “I would like to write about the vast enigma of space,” I am reminded that I can’t possibly anticipate what kinds of writing might engage every eighth grader, and giving them a choice is the best way to do that.

Topics range from the silly (gum) to the serious (civil rights, school safety, mental health) and everything in between (fashion, college life, travel, puppies, and, of course, the vast enigma of space). Not only does this choice mean that students will be more invested in their writing, but our classroom becomes abuzz with writers eagerly sharing ideas.

A Lesson Guide

Once they’ve been introduced to the project, I distribute a packet of directions that will guide them through the next few months. The packet has been an evolving work in progress as all the eighth-grade English teachers on our campus collaborate on the best ways to support our students through the production of their magazines.

We have found the packet to be invaluable to keep students on track whether they are at school, home with a cold, or away on a family trip. Our resource teachers also have told us they appreciate having all the directions in one place, as it helps them support our students throughout the semester. The packet includes the following:

• A list of required pieces for their magazine (essays, research notes, advertisements, letters to the editor, table of contents, front and back covers)
• Criteria for each required piece
• Brainstorm pages for topics, titles, advertisements, and captions
• A research note-taking page
• Graphic organizers for each essay
• Mentor texts for each essay
• Directions for formatting with technology
• Directions for an online magazine (optional)
• A final magazine rubric

The primary focus of the project is nonfiction writing: argumentative, informative, and biographical. But since all this writing is in the context of a magazine, students also learn a host of technology and design skills, like how to search for copyright-free images, illustrate essays with pictures and captions, use Google Drawings to design page layouts, and create an online publication.

In order to support our students as they work through the many stages of the project, we set deadlines and give feedback throughout. Essays are submitted for feedback, and students are given guidelines and class time to revise their work. We break up the writing time by assigning graphic design work in between the essays. Students enjoy creating their ads and front cover, but those assignments also need feedback and revision time. We look at how magazines have ads that relate specifically to the content of the magazine, which helps students create an ad to accompany each essay they write.

Twenty-five years ago, students glued their pages onto four pieces of folded 11 x 17 paper, and I used a long-arm stapler to secure the pages through the spine, just like a real magazine. But now we give students the option of creating an online magazine. This eliminates printing expenses, while also incorporating valuable technology skills. We have used Adobe Express , Canva , and Google Sites for student magazines, and our students have been thrilled with the professional quality of their final publications.

We schedule the final due date of the magazines for a week or so prior to open house so we can have them out on display for the community to see. These student-centered, uniquely individual magazines make a powerful statement about what matters to our students, what they are learning, and how they are able to demonstrate their learning through words, images, and design. And every time I encounter a former student, they say, “Mrs. Bradley! I still have my magazine!” That kind of pride confirms for us the power of this project.

Article Writing for Students

Ai generator.

It is quite a common activity for students to write something intended for publication. That task can mean writing an article , an entry for a competition, and a review, and all possible write-ups that can be published in an English magazine. It is a good activity to harness the students’ writing skills, creativity, attention to details, and many other skills related to writing that can be beneficial to them with any career they decide to pursue.

You may think that writing these kinds of write-ups is simply just a waste of time, but contrary to that belief, this exercise helps your creative juice flowing. Aside from that, it can help improve your techniques and styles when it comes to this activity, it can also help you develop a new approach that will improve your outputs, and overall, it improves your writing skills making you a better writer in the end.

In addition, it can either be formal writing and informal writing depending on the audience. Since the article could possibly be published in a publication, it must be informative writing and must be written in an interesting or entertaining manner in order to captivate the readers’ attention and retain their interest. If you look at it in another perspective, an article is in a less formal style than that of a report since their are no needs for graphs, does not use bullet points and sections.

An article is usually written to spread information, but more than that, it also describes an event, person, experience, etc. It can also be written with the intention of sharing a balanced opinion about a certain topic. Articles are useful sources of information as well as entertainment. In a journalistic point of view, there are quite a few types of articles namely news articles, feature articles, sports articles, editorial articles, and so on. Although these articles use different approaches and have varying standards, the one thing in common about them is that they are based on facts.

Therefore, articles are factual pieces of writing that can inform, entertain, describe, persuade, etc., the readers. As mentioned, the different types of articles may enforce different standards, thus, it can either be a short or lengthy article. In addition to that, articles are the different writings you usually read in a publication.

Structure of Article Writing

An effective article is structured with a captivating introduction that grabs the reader’s attention and briefly introduces the topic. This is followed by detailed body paragraphs that present evidence, examples, and arguments to thoroughly explore the subject. Each section is seamlessly linked with transition words, ensuring a smooth flow. The article concludes with a strong summary that reiterates the key points and reinforces the article’s main message.

Format of Article Writing for Students

Captivating and Relevant: Choose a title that immediately captures the interest of the reader and gives an idea of what the article is about.

Introduction

Hook: Start with an attention-grabbing sentence or question to pique the reader’s interest. Background Information: Provide a brief overview of the topic or issue being discussed. Thesis Statement: Present the main idea or argument of your article, setting the tone for the discussion that follows.

The body is where you delve into the details of your topic. It can be structured in several paragraphs, each with a specific focus.

Subheadings: Use subheadings to break down the article into manageable sections, each addressing a specific aspect of the topic. Supporting Information: Present facts, statistics, examples, or quotes to support your main idea. Ensure the information is accurate and relevant. Visual Elements: Where appropriate, include charts, graphs, or images to complement the text and enhance understanding.

Analysis and Discussion

Personal Insight: Share your analysis or interpretation of the information. This is where you can express opinions or offer a new perspective. Counterarguments: If presenting an argument, acknowledge opposing viewpoints and offer counterarguments to show a balanced understanding of the topic.

Summary: Briefly recap the main points discussed in the article, reinforcing the thesis statement. Call to Action: Encourage the reader to think, act, or further explore the topic. This could be a question, a suggestion, or a directive. Final Thought: Leave the reader with something to ponder, which could be a thought-provoking statement or a rhetorical question.

Example of Article Writing for Students

Introduction Have you ever felt like there are not enough hours in the day? You’re not alone. Many students struggle with balancing schoolwork, extracurricular activities, and personal time. This article delves into the significance of time management for students and offers practical tips to help you make the most of your day. Understanding Time Management Time management refers to the process of organizing and planning how to divide your time between specific activities. Good time management enables students to work smarter, not harder, so that they get more done in less time, even when time is tight and pressures are high. Benefits of Effective Time Management Improved Performance: By organizing your tasks and having a clear plan, you can focus better and achieve higher quality in your work. Reduced Stress: Managing your time well decreases stress levels by removing the pressure of last-minute deadlines and cramming sessions. More Free Time: Efficient scheduling means more leisure time to spend with friends and family, pursuing hobbies, or resting. Strategies for Better Time Management Set Clear Goals: Identify what you want to achieve in your study session. Setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals can help keep you focused. Create a To-Do List: List everything you need to do, and tackle tasks in order of priority. Use a Planner: A planner can help you keep track of deadlines, appointments, and when you plan to complete each task. Break Tasks into Smaller Steps: Large tasks can seem overwhelming, but breaking them down into smaller, manageable steps can make them feel more achievable. Eliminate Distractions: Identify what commonly distracts you in your study environment and try to eliminate or reduce these distractions. Practice Saying No: It’s okay to turn down additional responsibilities if you think it might interfere with your existing commitments and study time. Conclusion Time management is a crucial skill that benefits students not just academically but in all aspects of life. By implementing effective time management strategies, you can improve your productivity, reduce stress, and increase your free time. Start by integrating one or two of the strategies mentioned above and gradually incorporate more as you become comfortable. Remember, the goal is to work smarter, not harder.

Article Writing for Students Samples to Edit & Download

• Mental health awareness
• Technology in education
• Climate change action
• Diversity in schools
• Social media impact
• Study techniques
• Youth activism
• Remote learning
• Financial literacy
• Extracurricular benefits
• Arts in education
• Cyberbullying prevention
• Career exploration
• Community service
• Gender equality
• Peer pressure effects
• Mental health stigma
• Sustainable living
• Youth representation in media
• Critical thinking skills.

Article Writing for Students Examples & Templates

1. article review template.

2. Article Summary Template

3. Magazine Article Writing Exercises Example

4. Article Writing Worksheet Example

5. Article Examples for Students

tea.texas.gov

6. Newspaper Article Example

7. Feature Article Writing Worksheet Example

8. Short Editorial Article Example

9. Newspaper Article Format Example

10. Persuasive Article Example

11. Article for School Magazine Example

12. College Newspaper/Online Article Example

13. Sports and Academic Performance Article Example

14. Current Events Article Worksheet Example

Essential Information About Writing Articles for Students

Before you proceed in writing articles , you need to understand what makes it different from other forms of writing first. If you are not able to determine and understand what makes an article an article , you may end writing an essay or another form of writing instead. To help you with that, listed below are essential information about writing articles:

1. The reader is identified

An article is basically a direct conversation with your reader. If a portion in an exam is for you to write an article, the reader may be identified or specified as part of the instructions. That way you can write your article as if you are directly discussing your topic with them. In this sense, the tone, sentences, and words you use in your article must be conversational and easy to understand for your readers. More importantly, you need to remember that the main goal is to cater to your readers; you need to be able to spark their interest and sustain in all throughout the article.

2. It needs to be attention-getting

The main thing that sparks you readers’ interest is your title. Since the title is the first few descriptive writing words your readers will be able to read before the content of the article, it must be attention-getting, meaning, it must be catchy but still has substance. The title of your article must represent the entirety of your article, therefore, it must be accurate but at the same time interesting. After establishing a good title for your article, the content should definitely match what is in the title; it must be accurate and at the same time factual.

3. It has to be interesting

Similarly to what has been discussed above, an article needs to be interesting. Aside from being informative and factual, another goal should be to be able to maintain the readers’ interest in your content. The article must be engaging from start to finish. If you are writing an article for an exam, you must remember that your teacher has to read quite a few articles of the same main topic. You have to think of a way to make your article interesting and memorable, maybe try a new approach, use more engaging sentences; you have to find a way to make you reader want to read your article up to the last word. For example, you can add humor (if appropriate), real-life or made-up examples, or make up quotes.

4. It should be easy to read

One common mistake when writing articles is being overwhelmed by the topic and writing an entire page of monotonous rambles. Although in some cases it is necessary, like in a news or editorial article. However, there are ways when you can make it a breeze to read for your readers; for example, you can use subheadings to break up the text and make clear paragraphs. Make sure that your ideas are organized in a way that your readers can easily comprehend, you can write in a semi-informal, conversational style; however, you may want to abide to the instructions that you will be given. Remember that in an article, there is no need to reiterate the issue or topic, you really only have to explore and expand the topic to encourage your reader to read on.

5. There should be a good ending

The difference with an essay and an article is that in an essay you need to sum up the point you have made in the entire write-up in your conclusion while in an article, there is no need for that; the best way to end your article is to give the reader something to ponder even after reading the entirety of the article. Most of the time, the best endings link back to the starting point in some way. You can ask a question or some powerful or impactful sentence that will make your readers think about what they have read.

Tips to Write Good Articles for Students

By now, you basically have an idea how to write an article. However, there is quite a distinction between a mediocre and good article. To help you produce a good and effective article, listed below are some useful tips in writing good articles:

• Your opening or lead should be easy to read. Meaning it should be simple and short, but at the same time, it should also be able to provide a good overview of the article.
• Keep your paragraphs short and your text visually appealing.
• Provide context on the 5 Ws: Who, What, Where, When, and Why. Occasionally, there might be room for the How provide insightful context.
• Give meaningful substance.
• Show then tell. State or present your main goal, then explain and expand it.
• Learn to quote properly.
• Research, research, research! If there is an opportunity or the topic is already given, always do advance research.
• It’s acceptable to use semi-formal language unlike in an essay.
• Always be accurate and factual.
• Proofread and edit. Always.

Article writing is an exercise commonly practiced by students; it may not be as easy as it sounds, the skills developed with this exercise is as useful as any other skills. It has the ability to help students develop and improve their communication skills as well as harness their creativity. It may even be the starting point of a student in deciding to pursue journalism or any other course that offers the opportunity to write about significant matters. Although it is quite similar to essay writing, it is still different in a way topics are discussed and presented. We hope that you have learned something about article writing especially when this is a reoccurring exercise in your classes. The examples given above are for your own use. May it give you more knowledge about the fact and inspiration.

• Clearly defined subject matter or theme that unifies the photographs and tells a cohesive story.
• An intentional narrative structure that guides the viewer through the photo essay, whether chronological, thematic, or conceptual.
• A strong introduction that captures the viewer’s attention and sets the tone for the photo essay.
• A series of high-quality and visually compelling images that effectively convey the chosen theme or story.
• A variety of shots, including wide-angle, close-ups, detail shots, and different perspectives, to add visual interest and depth.
• Careful sequencing of images to create a logical flow and emotional impact, guiding the viewer through the narrative.
• Thoughtful captions or accompanying text that provide context, additional information, or insights, enhancing the viewer’s understanding.
• A concluding section that brings the photo essay to a satisfying close, leaving a lasting impression on the viewer.
• The incorporation of images that evoke emotions and connect with the viewer on a personal or empathetic level.
• Consideration of the audience, aiming to engage and connect with viewers by addressing universal themes or issues.

How  to Write an Article for Students

1. understand your audience:.

• Consider the age group and educational level of your target audience.
• Identify their interests, concerns, and common challenges.

2. Choose a Relevant Topic:

• Select a topic that resonates with students’ experiences or addresses their needs.
• Make it interesting and relevant to their daily lives.

3. Create a Catchy Title:

• Craft a title that grabs attention and gives a clear idea of the article’s content.
• Keep it concise but intriguing.

4. Introduction:

• Start with a hook to capture the reader’s interest.
• Provide background information on the topic.
• Clearly state the purpose or main idea of the article.

5. Body Paragraphs:

• Organize your content into logical paragraphs.
• Each paragraph should focus on a specific point or subtopic.
• Use clear and simple language.
• Support your ideas with examples, anecdotes, or relevant information.
• Consider incorporating bullet points or lists for easy readability.

6. Use Student-Friendly Language:

• Avoid jargon and complex vocabulary unless necessary.
• Define any technical terms or concepts to ensure understanding.

7. Include Visuals:

• If applicable, add images, graphs, or infographics to enhance understanding.
• Break up long paragraphs with visuals for better engagement.

8. Encourage Interaction:

• Pose questions or prompts that encourage students to think or share their experiences.
• Consider including a call-to-action, such as inviting comments or discussions.

9. Be Concise and Clear:

• Keep sentences and paragraphs short and to the point.
• Ensure clarity in your explanations.

10. Conclusion:

• Summarize key points.
• End with a strong concluding statement or a call to action.
• Consider suggesting further reading or resources for interested students.

How do you Start an Article for Student Example?

Certainly! The beginning of your article, often referred to as the introduction, should captivate your readers and set the tone for the rest of the piece. Here’s an example of how you might start an article:

Title: “The Power of Curiosity: Unlocking Your Learning Potential”

Introduction:

In a world brimming with information, curiosity acts as the key to unlocking the doors of knowledge. As students, you’re on a perpetual quest for understanding, seeking answers to questions that pique your interest and spark your imagination. Have you ever wondered, though, about the profound impact curiosity can have on your learning journey?

Picture this: You’re sitting in a classroom, the hum of fluorescent lights overhead, and your teacher begins a lesson on a subject that’s not just part of the curriculum, but a gateway to a world of possibilities. It’s in these moments that the flame of curiosity can either flicker or blaze, shaping the way you absorb and apply knowledge. In this article, we’ll delve into the significance of curiosity in the realm of education and explore how nurturing this innate quality can transform your academic experience.

Join me as we embark on a journey to unravel the mysteries of curiosity, discovering its role in fostering a love for learning and its potential to open doors you might not have even known existed.

What is the easiest way to write an article for Students?

1. choose a familiar topic:.

• Select a topic you are passionate about or have some knowledge in.
• Familiarity with the subject will make the writing process smoother.

2. Outline Your Ideas:

• Create a simple outline with key points you want to cover.
• Organize these points logically to create a flow in your article.

3. Introduction:

• Start with a hook to grab readers’ attention.
• Clearly state the purpose or main idea of your article.

4. Body Paragraphs:

• Each paragraph should cover a specific point from your outline.
• Use simple language and be concise.
• Support your ideas with examples or evidence.

5. Use Subheadings:

• Break your article into sections using subheadings.
• This helps readers follow your main points easily.

6. Write Simply:

• Use straightforward language. Avoid unnecessary jargon.
• Imagine you are explaining your ideas to a friend.

7. Be Concise:

• Stick to the main points; avoid unnecessary details.
• Short sentences and paragraphs are often more effective.

8. Conclusion:

• Summarize your main points.
• End with a concluding statement or a call to action.

FAQ’s

What does an article look like.

An article typically consists of a title, introduction, body paragraphs with key points, subheadings, and a conclusion. It conveys information, ideas, or opinions in a structured and cohesive manner.

What is the first line of an article?

The first line of an article, known as the hook, aims to capture the reader’s attention. It introduces the topic, sparks interest, and sets the tone for the entire piece.

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Magazine Article Writing: How to write the Perfect Magazine Article for IGCSE

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• Created on December 19, 2022
• Blog , Cambridge IGCSE , English , Exam Tips , Free Resources , GCE O Level , GCSE , Homeschooling , IGCSE , IGCSE Notes , Learning Tips , Revision Tips

IGCSE Magazine Article Writing : 5 Key Points for How to Write a Winning Article

IGCSE magazine article writing is a recurring topic in the IGCSE English curriculum. Hence, asking students to write a magazine article is a very popular question when it comes to the IGCSE English Examination .

Since the magazine article question is very common it carries a considerable amount of marks as well. Therefore, students are very often hesitant to attempt the question due to fear of not producing a good article in their answer scripts.

Important Key Points to consider for IGCSE magazine article writing to write the Perfect Magazine Article

Every student should consider a few important aspects when thinking about how to write the perfect magazine article for IGCSE English .

These aspects are called key points and are relevant to any type of IGCSE Magazine Article Writing.

Students will find that planning, organizing, and writing magazine articles becomes much easier if the key points are understood.

In this article, on how to write the perfect magazine article for IGCSE let’s look at some of the important key points that will help you write the perfect magazine article .

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Take a look at 5 key points on how to write a perfect magazine article for IGCSE below

1. plan, organize, and draft.

As per tutors and teachers, around 30 to 40 minutes should be spent on IGCSE magazine article writing.

Therefore, a quick plan to organize your ideas and draft a framework for your article is important.

Students should take about 10 minutes to draft out their plan.

These 10 minutes are very valuable and allow the student to brainstorm ideas for their magazine article.

Once the plan is laid out you can then organize the title, paragraphs, vocabulary, facts, quotes, or technical terms.

Organization is key for a well-rounded and clear article.

A well-organized article will consist of a clear title, paragraphs, and a smooth flow of ideas.

While planning and organizing the ideas for your magazine article, you are in fact making a draft.

A draft will act as a quick guide when you actually begin writing the article.

Must Read: Notice Writing Format, Importance, Examples and How to Prepare

2. Identify your audience and writing style for IGCSE magazine article writing

While drafting the framework of your magazine article it helps to identify your audience

Identify who will be reading your magazine article

One important question to answer is:

Who is this magazine article for?

Is this for a school/children’s magazine, a women’s magazine, current affairs/news magazine, or a social magazine?

As soon as you identify your audience, you can decide on your writing style.

Writing styles set the tone and narrative of an article.

Therefore it is important to understand the type of tone or approach your article will take on.

Some of the popular writing styles are:

Descriptive writing 

Descriptive writing is when the writer paints a picture for the reader through his or her words and description to help them almost visualize their ideas.

Argumentative writing

Argumentative writing is usually where an idea, a point of view, or a debate is discussed. The writer can talk about both sides or only the side he or she supports.

Narrative writing

Narrative writing is where the writer is simply narrating a story, fictional or nonfictional to the reader in their own words.

Must Read:  Directed Writing: Format, Benefits, Topics, Common Mistakes and Examples

3. Decide which side you are on

Usually, IGCSE magazine article writing requires the writer to take a particular side of a topic.

One such example of a magazine writing article topic or question is :

‘Should Phones Be Allowed To School or Not ‘

Students have to decide which side they are going to take on such a topic.

Will they be writing for or against the topic of whether should phones be allowed in school or not?

Once the student has decided which side they will be representing, they can begin with an introduction to introduce the topic to the readers.

Then, students can proceed with presenting their opinions and thoughts on their chosen side in the body of the article .

Moreover, it is important that students provide evidence or reasons to prove their point of view.

A minimum of two paragraphs should be included in the body of the article.

Alternatively, students can also present an article where they can write on both sides to give a well-rounded perspective.

In such a case, students can give their points on agreeing with the topic in the first paragraph of the body.

Then, in the next paragraph students can present the points against the topic.

Furthermore, in order to show the exclusivity of each paragraph, students can use vibrant subheadings to attract the reader’s attention.

Must Read:  Report Writing Format, Tips, Samples and Examples

4. Using catchy titles and subheadings in IGCSE magazine article writing

While there is a lot of importance placed on writing clearly organized paragraphs, the title of the article and its subheadings need to be attractive too.

A very distinctive feature of a well-written article is the eye-catching title and subheadings.

Students can provide catchy and vivid headings or titles and subheadings to grasp the attention of the examiner.

For example, here is a suggestion for a student writing an article based on the topic ‘Should Phones be Allowed to School or Not ‘

Students can try writing something like this:

‘Student Poll: Should Phones be Allowed to School or Not?’

‘3 Top Reasons Why Phones Should be Allowed to School’

‘ Distraction or Necessity – Should Phones be Allowed to Schools or Not’

5. Rich vocabulary to write the perfect magazine article for IGCSE

If your writing contains richness, a variety of vocabulary, and flair then you can write on any topic.

The type of language and vocabulary you use can add dimension to any type of writing.

Especially in magazine articles, the writer needs to promptly hold the reader’s attention because magazine articles are shorter compared to novels and short stories.

Some of the ways in which you can add richness and versatility to the language are by using different techniques.

Magazine articles are a great way to showcase argumentative and contrasting opinions by using the following writing techniques suggested below

Techniques or vocabulary that can show comparison, contrast, analysis, and explain the topic in discussion will give your article an edge.

For example:  ‘On the other hand ‘, ‘In contrast to ‘ , ‘Alternatively’,  ‘Two sides of the same coin’ and ‘Lesser of the two evils ‘

Likewise, students can also use better vocabulary by adding different connecting and concluding words such as:

‘Additionally’, ‘Nevertheless’, ‘Simultaneously’, ‘In a nutshell ‘, ‘ To conclude ‘, ‘In conclusion, and ‘To wrap up ‘.

Richness can also be added by using a few quotes and proverbs that may seem suitable for the content of the article.

Another better way to write the perfect magazine article for IGCSE is…

PRACTICE, PRACTICE, PRACTICE

Try out a free trial with expert IGCSE tutors and attempt an IGCSE English past paper question on magazine articles to polish your skills and score better grades.

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May 8, 2024 by Karen Jensen, MLS Leave a Comment

How Can We Make Writing More Cool in School? A guest post by author Polly Holyoke

May 8, 2024 by Karen Jensen, MLS   Leave a Comment

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Because my first children’s book,  The Neptune Project , was placed on several state lists and now Skyriders is a finalist for various awards, I have been invited to visit hundreds of schools all over the United States. A middle school teacher for many years, I always offer to teach writing workshops. While conducting those workshops, I’ve had a firsthand opportunity to witness the remarkable differences in the writing skills of students, often from the same districts and even from the same neighborhoods.

One might think those differences stemmed from disparities in economic backgrounds, but I quickly began to see that it was  the amount of time  devoted to writing, and even more importantly,  the way writing was taught , that made the real difference. The schools with staff who made writing cool and fun, and found clever ways to recognize good writing, overcame language deficits and produced confident, capable young writers.

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Journals work! 

In the schools with the most skilled writers, invariably the kids came to my workshops with their journals proudly in hand, often decorated in colorful ways. The decorations weren’t expensive… usually the journals were covered with the students’ own drawings or pictures cut from magazines. But those journals definitely had been personalized to reflect their young owners’ interests and passions. Sometimes the journals had been decorated with digital art as part of a joint ELA/computer project. Chrome Books are becoming more and more prevalent, and they do make writing much easier for some students. I’m not brave enough to venture into the heated debate over whether we need to teach handwriting anymore, but I would argue that writing in personalized journals is still a very useful and productive exercise.

During the second half of the year, the pages of the journals students brought to my workshops were already very full. One teacher explained they started every ELA class with a quick writing prompt. Some of those prompts made me smile, and many made me think. If you owned your own robot, what would you ask it to do for you? If your pet could talk, what do you think he or she would say to you?

Interesting writing prompts get kids writing!

Even though teachers across the country have to prepare students for state writing assessments, the most successful writing teachers still found ways to let the kids write creatively because creative writing is fun and leads to fluency. Some teachers helped their students produce a class blog, which only their parents were able to read. Other teachers allowed their students to write fan fiction for their favorite books, or teleplays for their favorite television shows.

Using Print on Demand companies to publish students’ work creates pride and enthusiasm for writing.

I visited schools in Florida, Texas, and Colorado where students worked on their own novels during the second half of the year, and those novels were published with bound covers and placed in the school library. The students beamed with pride as they showed me copies of their books on the shelves. Print on demand has become cheap enough that a program like this might be possible at your school with some help from your PTO or a grant.

The public library in Richardson, Texas hosts a hugely popular Young Authors writing camp every summer, and they also publish the participants’ books. The camp has been running for decades, and parents and grown-up participants still come to the library to see their literary efforts.

Story clubs and student newspapers can also engage students and encourage writing.

Schools with capable writers also found ways  outside of the classroom  to encourage writing. One school I visited offered a story club that met once a week at lunch and produced a story magazine every few months. It was almost as cool to have a story or art published in that magazine as it was to be a football player (and in Texas, that’s saying something)! Sometimes the students raised the money to publish their story magazine, and in other places the PTO helped out, or librarians won grants.

A school I visited in a small town near Dallas produced a weekly newspaper titled,  The Toilet Times . This remarkable one-page effort was posted on the back of every bathroom stall door in the school. I have a hunch kids and teachers probably spent more time in the bathroom because of that newspaper, but that school community was certainly celebrating their young reporters.

Contests help to recognize your most enthusiastic and talented writers.

Dedicated teachers in strong writing schools found writing contests and made sure their students entered them. Some of those competitions were offered by the school district, and the students who won or placed in those contests were then recognized in the morning announcements.

Podcasts are hugely popular right now, and I like them because students have to write and think about the questions they are going to ask. I’m amazed by the talented, over-scheduled librarians who somehow manage to produce sophisticated AV school announcements every morning. Some dedicate a minute in their program to features their student reporters write about teachers, staff, or students with an interesting passion or hobby.

Hosting an author at your school helps kids to see that real people can and do write books!

Lastly, to encourage young writers, schools can host an author like me who can teach writing, or at the very least, is enthusiastic about the process of writing itself. I love to tell kids that there are all sorts of career opportunities out there in journalism, business, science, and entertainment for people who can write. Many jobs are disappearing, but we will always need good storytellers, and chatbots are not going to produce good stories that make us laugh and cry. We all know that author visits can help to promote literacy, but there is also great value in students meeting the people who actually write books and get paid for their writing.

I do understand that it is a HUGE challenge to make writing fun when class time is limited, and SO much is riding on those state writing assessments. Teachers and librarians are already tasked with impossible loads every day in their schools. But truly, you will create more fluent, confident writers when you find ways to make writing a more joyful experience, and when you find ways to recognize the efforts of your student writers.

In my childhood, passionate teachers and librarians encouraged me to write for my school literary magazine and my school newspaper. The confidence and pride I gained from both of those experiences definitely helped me to become the author I am today. I say to those wonderful people, and you brave educators out there in the trenches today, thank you for all you do to get kids writing!

Polly Holyoke is the award-winning author of the middle grade sci/fi Neptune Trilogy (Little Brown) and the new children’s fantasy series, Skyriders (Viking Children’s Books). Polly grew up in Colorado and enjoys skiing, hiking, and camping in the mountains. A former classroom teacher, she is passionate about encouraging students to write. 

The second book in her Skyriders series,  The Sky King , releases today. KIRKUS calls it, “An action-packed, superbly paced second book that raises the stakes and shows the cost of loss.”

https://pollyholyoke.com/

https://www.instagram.com/pollyholyoke/

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About Karen Jensen, MLS

Karen Jensen has been a Teen Services Librarian for almost 30 years. She created TLT in 2011 and is the co-editor of The Whole Library Handbook: Teen Services with Heather Booth (ALA Editions, 2014).

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Reading Academic Articles for Class

Creating strategies for reading academic material will help you organize your thoughts for class participation, writing for assignments, as well as conducting your own research. Each class might require you to adapt your reading strategies and it’s usually a good idea to take notes and annotate your readings in a way that makes sense for you and the particular class you’re reading for. 

Determining your Goals and Plan of Action

Asking yourself some questions before reading will help you focus on what is important from your reading. The first question you can ask yourself is: Who is the intended audience for this reading? Is it specific to a certain academic field? This could influence the author's writing style and word choice. You can also ask: what genre is this text? For example, is it a journal article? A chapter in an edited collection? An opinion article? Thinking about genre might also change the way that you prioritize information while reading.  

It may also be helpful to think about why the professor assigned this reading. How can this reading be used in class discussion based on the topics of the course/unit?  

Answering these types of questions before you begin reading can help you create a plan of action. For instance, reading an academic journal article is likely to require more time and different strategies than reading a short opinion piece written for a broader audience.   

One helpful strategy for reading texts is Skimming. Skimming is reading quickly while searching for keywords and scanning different sections of the text based on your goals. This allows you to do multiple things, such as gather information quickly, find answers to certain questions, and focus your attention on specific information. It is good to skim when you are asked to focus on one element of a text. When skimming, it is helpful to mark important information you find, and where you find it. This will help when you return to the text to look for more detailed and nuanced information.  

After skimming, a second helpful strategy is to start by reading the abstract, introduction, and then the conclusion before moving on to the other sections of a text.  This helps you focus on the main arguments, questions, and conclusions of a text. Read more below to learn what information these sections can have for you.  

Reading the Title and Abstract 

The title should have important key terms, and the abstract presents a little more context as well as some main points and findings. Make a note of important terms and phrases. Because abstracts are densely written and talk about the main points of a text, it is worth researching or looking for definitions of terms that are mentioned in this abstract that you do not know in the body of the text.  

Reading the Introduction 

Read the introduction, looking for information about the purpose of the article and its main questions and arguments. This is a good time to take some notes and annotate the central point(s) of the text. 

Reading the Body 

The body of the article is where reading an article may become more challenging. As you move through articles, summarize sections or paragraphs using your own words and vocabulary if they are particularly dense. Make annotations or notes that correspond to the section you are reading. Your notes can be as little as a few words or a phrase. Keeping it short will help you synthesize information. The first and last sentences of paragraphs should provide main information. Try to make note of how these smaller sub-ideas and points connect to the main argument. Depending on your own goals and the goals of the class, you may not need to engage deeply with every single word in the body. If you’re new to reading academic texts, focusing on understanding and being able to summarize the main ideas and arguments are great places to focus on.  

Reading the Conclusion 

Conclusions are important and may expand on the main arguments or ideas of the text. Make note of any limitations, calls for future research, or ways that you think the work might be expanded. 

This content was adapted by Marissa Burke from Brandeis University’s Academic Servies webpage on “Tips for Reading Scholarly and Journal Articles” and the George Mason University Writing Center document on “Strategies for Reading Academic Articles” 

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My Writing Students Were Arrested at Columbia. Their Voices Have Never Been More Essential

O n April 30, 56 years after Columbia sent the police in to arrest student protesters who had taken over Hamilton Hall in protest of the Vietnam War—protests the school loves to promote—I was walking my 12-year-old daughter home after her choir performance. We had gone an extra stop on the subway because the stop at 116th, Columbia’s stop, was closed. Instead, we had to walk back to our apartment from the 125th stop. When we got within sight of Columbia, a line of dozens of police blocked our path. I asked them to let us through; I pointed to our apartment building and said we lived there. As a Columbia professor, I live in Columbia housing.

“I have my orders,” the cop in charge said.

“I live right there,” I said. “It’s my daughter’s bedtime.”

“I have my orders,” he said again.

“I’m just trying to get home,” I said.

We were forced to walk back the way we came from and circle around from another block. Luckily, our building has an entrance through the bodega in the basement. This is how I took my daughter up to her room and sent her to bed.

Read More: Columbia's Relationship With Student Protesters Has Long Been Fraught

A week earlier, I had brought some food for the students camping out on Columbia’s West Lawn and had met with similar resistance. Security guards asked whether I was really faculty; I had already swiped my faculty badge that should have confirmed my identity. They asked to take my badge, then they said I hadn’t swiped it, which I had, two seconds earlier, as they watched. They said their professors had never brought food to them before. I didn’t know what to say to this—“I’m sorry that your professors never brought you food?” They called someone and told them the number on my badge. Finally, they were forced to let me through. They said again that their professors had never brought them food. “OK,” I said, and walked into campus. I reported their behavior and never received a reply.

On April 30, after I had got my daughter to bed, my partner and I took the dog down to pee. We watched the protesters call, “Shame!” as the police went in and out of the blockade that stretched 10 blocks around campus. Earlier that day, we had seen police collecting barricades—it seemed like there would be a bit of peace. As soon as it got dark, they must have used those barricades and more to block off the 10 blocks. There were reports on campus that journalists were not allowed out of Pulitzer Hall, including Columbia’s own student journalists and the dean of the School of Journalism, under threat of arrest. Faculty and students who did not live on campus had been forbidden access to campus in the morning. There was no one around to witness. My partner and I had to use social media to see the hundreds of police in full riot gear, guns out, infiltrate Columbia’s Hamilton Hall, where protesters had holed up , mirroring the 1968 protests that had occupied the same building.

In the next few days, I was in meeting after meeting. Internally, we were told that the arrests had been peaceful and careful, with no student injuries. The same thing was repeated by Mayor Adams and CNN . Meanwhile, president Minouche Shafik had violated faculty governance and the university bylaws that she consult the executive committee before calling police onto campus. (The committee voted unanimously against police intervention .)

Read More: Columbia Cancels Main Commencement Following Weeks of Pro-Palestinian Protests

Then, Saturday morning, I got an email from a couple of writing students that they had been released from jail. I hadn’t heard that any of our students had been involved. They told me they hadn’t gotten food or water, or even their meds, for 24 hours. They had watched their friends bleed, kicked in the face by police. They said they had been careful not to damage university property. At least one cop busted into a locked office and fired a gun , threatened by what my students called “unarmed students in pajamas.”

In the mainstream media, the story was very different. The vandalism was blamed on students. Police showed off one of Oxford Press’s Terrorism: A Very Short Introduction . (This series of books offers scholarly introductions that help students prepare for classes, not how-to pamphlets teaching them to do terrorism.)

“I feel like I’m being gaslit,” one of my students said.

I teach creative writing, and I am the author of a book about teaching creative writing and the origins of creative-writing programs in the early 20th century. The oldest MFA program in the country, the Iowa Writers’ Workshop, was funded by special-interest groups like the Rockefeller Foundation and, famously, the CIA, and was explicitly described by director Paul Engle as a tool to spread American values.

Read More: 'Why Are Police in Riot Gear?' Inside Columbia and City College's Darkest Night

The way we teach creative writing is essential because it shapes what kinds of narratives will be seen as valuable, pleasurable, and convincing. Today’s writing students will record how our current events become history. One of the strategies Columbia took with its police invasion was to block access of faculty, students, and press to the truth. It didn’t want any witnesses. It wanted to control the story.

For weeks, Columbia administration and the mainstream media has painted student protesters as violent and disruptive—and though there have been incidents of antisemitism, racism, and anti-Muslim hatred, including a chemical attack on pro-Palestine protesters , I visited the encampment multiple times and saw a place of joy, love, and community that included explicit teach-ins on antisemitism and explicit rules against any hateful language and action. Students of different faiths protected each other’s right to prayer. Meanwhile, wary of surveillance and the potential use of facial recognition to identify them, they covered their faces. Faculty have become afraid to use university email addresses to discuss ways to protect their students. At one point, the administration circulated documents they wanted students to sign, agreeing to self-identify their involvement and leave the encampment by a 2 p.m. deadline or face suspension or worse. In the end, student radio WKCR reported that even students who did leave the encampment were suspended.

In a recent statement in the Guardian and an oral history in New York Magazine , and through the remarkable coverage of WKCR, Columbia students have sought to take back the narrative. They have detailed the widespread support on campus for student protesters; the peaceful nature of the demonstrations; widespread student wishes to divest financially from Israel, cancel the Tel Aviv Global Center, and end Columbia’s dual-degree program with Tel Aviv University; and the administration’s lack of good faith in negotiations. As part of the Guardian statement, the student body says that multiple news outlets refused to print it. They emphasize their desire to tell their own story.

In a time of mass misinformation, writers who tell the truth and who are there to witness the truth firsthand are essential and must be protected. My students in Columbia’s writing program who have been arrested and face expulsion for wanting the university to disclose and divest, and the many other student protesters, represent the remarkable energy and skepticism of the younger generation who are committed not only to witnessing but participating in the making of a better world. Truth has power, but only if there are people around to tell the truth. We must protect their right to do so, whether or not the truth serves our beliefs. It is the next generation of writers who understand this best and are fighting for both their right and ours to be heard.

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Should Columbia’s President Resign?

And 27 other questions we asked the school’s students, faculty, and staff..

The Columbia Daily Spectator and New York Magazine conducted this poll of 719 students, professors, and others between April 26 and May 2. Only active members of the university community, verified by email, were able to participate. Answers that do not sum to 100 percent indicate blank, neutral, or uncategorizable responses.

Cover Story

Torn up and apart.

• Our Campus. Our Crisis.: Inside the Encampments and Crackdowns at Columbia
• Listen Up, Columbia! Portraits From a School on Edge

What is your role at Columbia ? Undergraduate student: 69% Graduate student: 23% Faculty or instructor: 5% Staff: 3% Administrator:

Do you consider yourself … Atheist or agnostic: 39% Jewish: 35% Christian: 15% Muslim: 3% Hindu: 2% Buddhist: 1% Other/prefer not to say: 5%

Do you consider yourself … Female: 61% Male: 34% Nonbinary: 4 % Prefer not to say: 1%

What are your political views? Very Conservative: 0% Conservative: 5% Moderate: 18% Liberal: 40% Leftist: 35% Other/too complicated to explain: 2%

Antisemitism at Columbia is a problem.

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwhd1800520jhqwy4mklci@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 11% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqyyesz00163b80c2y2otbs@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 22% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwhd1800530jhqu8n0bixk@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 19% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqyyg8j00173b80sfbe24jy@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 33% strongly agree, islamophobia at columbia is a problem., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz2f5m00193b80g68byofw@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 8% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz2f5m001a3b80zf15ulcb@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 15% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz2f5m001b3b80pdsw3196@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 25% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz2f5m001c3b80aa1eg6tl@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 34% strongly agree, i can freely express my political views on campus., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz37nw00283b80u8z1obgp@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 29% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz37nw00293b80gy9gtf63@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 28% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz37nw002a3b80fh02lae7@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 16% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz37nw002b3b80a6blhdih@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 8% strongly agree, i have views on the conflict that i avoid saying publicly., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz3mur00373b80uvv4lzuc@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 6% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz3mur00383b800ems2qrj@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 14% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz3mur00393b803p72rkca@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 24% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz3mur003a3b80wrfil3jj@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 41% strongly agree, i feel safe on campus., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4feu00463b80wfqxcza7@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 17% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4feu00473b80mgra0pfz@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 24% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4feu00483b80a344bxup@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 24% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4feu00493b804a2zqnuj@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 17% strongly agree, i hope that the pro-palestinian protesters’ demands are met., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4wbo00553b801eyxt89y@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 30% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4wbo00563b80wbnppsxm@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 7% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4wbo00573b80i8vxxrdy@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 13% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz4wbo00583b80k1xlmqk5@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 45% strongly agree, on the university president:.

What did you think of Minouche Shafik’s testimony before Congress?

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwojjh003c3b80ny56bdws@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 37% she said what was necessary to avoid claudine gay’s fate., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwojjh003d3b80df0kz9cv@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 23% she sold out her students., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwpdkh003x3b80j72kjxb0@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 13% i don’t know enough to say., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwp64p003w3b80apqfqig1@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 12% she couldn’t handle the questioning., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwpkoi003y3b80mt46wy7s@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0059a6} 3% she was excellent., her administration has handled the demonstrations well., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz94bw000r3b82s29kytak@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 77% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz94bw000s3b82pfbuzzwi@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 13% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz94bw000t3b82b7ewx90w@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 3% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqz94bw000u3b82esgjayv1@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 1% strongly agree.

What do you think of her decision to authorize the NYPD to arrest protestors?

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwrfol004f3b80921yng48@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 57% the aggression was totally unwarranted., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwrfol004g3b80afvapamj@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 19% i’m glad she came down hard., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwrnkq004q3b808vjfag2p@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 12% she made an understandable mistake under pressure., how do you feel about shafik.

Pusillanimous and antagonistic toward the principles of liberal education. • A coward who puts her students down to appeal to the people in power. • She suuuuucks. • Strongly respect her. • Her hands are tied. • I doubt any other university president under the same pressures would act differently. • She has been placed in an impossible situation. This often happens to women of color who hold positions of power. • Bad decision after bad decision — but who would replace her? Most likely someone worse. • A young president who has made grave missteps. I’m ashamed. • Bootlicker. • It takes a different level of incompetence to have everyone from both sides of this issue calling for her resignation. • Impulsive, insincere, and silent. • I had extremely high hopes, and she has proven she cannot handle the job. • I’m having a hard time seeing the importance of a university president, and it almost seems like some sort of puppet role. • Cowardly, incompetent, and neoliberal to the core. • Anybody who calls in the NYPD to crush a student protest is morally unfit to lead a university. • Universities need wartime presidents now. • It’s impressive how poorly her short time here has gone. lose-lose situation that I hope she somehow wins. • I have met with her twice. She seems to be making decisions on a moment-by-moment basis rather than with intention. Furthermore, I think she is listening to the loudest and most powerful voices and is ignoring the concerns of students. • She’s basically doomed. And honestly? Good riddance. • She is a servile careerist. She was never a scholar or professor. She is a middle manager taking orders from donors and politicians. • ( Respondents who said “spineless” or a variant: 15. )

Should Shafik resign?

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwu6yo00593b80d2u50dm9@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 50% yes..

32% Yes. She’s stifling freedom of speech. 10% Yes. She’s doing too little to combat antisemitism. 8% Yes. For other reasons.

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrc1h2l000o3b801omgbye3@published"] em{font:30px/15px EgyptienneRegular,Georgia,serif;font-style:normal;color:#939598} 40% No.

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwu6yo005a3b80k0s29rjk@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 10% other., on protesting:.

How closely are you following the protests at Columbia?

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwvzwi006p3b8086qqo26z@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 50% it’s all i can think about., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwvzwi006q3b80xdkkhp5r@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 43% it’s become a bigger part of my life., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwwex0007d3b80x7rvnt4v@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 4% i’m a lot more focused on academics., how have the protests affected your friendships or romantic life.

It’s hard for me to be friends with people who aren’t on the same moral level as I am. • I’ve found myself reaching out to friends I fundamentally disagree with, just making sure they’re okay. I’m surprised by my behavior, but I think it’s my own way of resisting cruelty. • Many new friendships. Many friendships destroyed. • I have lost almost all my non-Jewish friends. • My romantic life is confined to the Israeli sphere. • All my friends hate me. • This has narrowed my dating prospects abysmally.

How have they affected your academic work?

Professors are worried about speaking about the conflict due to fears of getting fired. Students are policing one another and recording classes without consent. • I’m supposed to be writing three papers, but I am compelled to check Instagram every five minutes in case something is happening. • All I can think about is the protests. But let’s be clear: This is the point. The point of protesting is to disrupt and distract. It is working. • As a person of color, I am scared to go to libraries knowing there are dozens of cops outside. • I lost my internship because I went crazy.

As you watch similar protests spread across the country from Columbia, how do you feel?

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwznnt008y3b803ficg8b1@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 49% pride, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpwznnt008z3b80bqz2sgbb@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 31% horror, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx07br009a3b806c44ma10@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 6% indifference, have you participated in any campus activism recently on any side, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrds0be001h3b80eepgzxo6@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 58% yes, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrer47w000o3b80x28ybwc3@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 29% no, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrere63000q3b80mlvhgiz1@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 13% thinking about it, how has your stance on pro-palestinian activism changed, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx0ewv009c3b80genz5f1k@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 73% my position is unchanged., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx0ewv009d3b803mje0og3@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 9% i was supportive at first — but after things escalated, i’m against., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx0ewv009e3b80ll1j7fz1@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 6% i wasn’t supportive at first — but after things escalated, i’m in favor., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrdw9vu003s3b80qz3k4wly@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 12% other, the consequences protesters have faced — including arrests and suspensions — are appropriate., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrdrp2d00113b80aet0hqdg@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 53% strongly disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrdtc83002o3b805j9719kz@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 10% disagree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrdtals002n3b80dzuvff7u@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 9% agree, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvrdrp2d00123b80hlwj05n2@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 22% strongly agree, thinking of the disruption, is it worth it, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx1zge009q3b80p1ma9ubx@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#414042} 45% yes — this sort of action and debate is why we’re here., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx2lij00ac3b80nzricclb@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#939598} 31% no — i feel cheated out of my columbia experience., [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx1zge009r3b80sn7wtp24@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 14% sort of — i’m annoyed, but it’s a sacrifice worth making., on what’s next:, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvqphm63000q3b80rl3m17nx@published"] em{font:34px/15px egyptienneregular,georgia,serif;font-style:normal} professors and instructors: what are your students learning from all this.

They are more powerful than they might have known. • How the public sphere functions and how many so-called liberal institutions in western democracies are completely illiberal. • They are learning about the difficulty of social and political change, about the cynical power maneuvers of politicians and the wealthy, and about the gap between media representation and reality. • They continue to be reminded that older generations do not understand the violent world they’ve grown up in. Furthermore, they now believe the adults don’t care to understand.  • Nothing. • I fear they are learning that this is a cynical institution that will sell them out even to get nothing in return. • Lawlessness.

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx4y0j00ca3b8028kn3gcx@published"] em{font:34px/15px EgyptienneRegular,Georgia,serif;font-style:normal} Students: What would you say to someone considering applying to Columbia?

Applying here is both the best and worst decision I’ve ever made. • Columbia only likes the idea of students being outspoken about issues. • We are the protest Ivy. We believe in action. • Take care of yourself at this institution, because the administration will not. • This institution will not protect you. You need to be content with the notion that we keep each other safe and prepared to fight for it. • Attending any elite institution presents the possibility of being thrown onto the global stage. • Don’t just come here for the name. Make sure this is something you can handle. • Don’t let this deter you from pursuing such an incredible opportunity to learn. The value of the academic rigor at Columbia remains unchanged. • The problems on campus are not unique to Columbia. Rather, they are endemic to a model of higher education in which universities are beholden to the political wills of their elite donors. • The university should be a means to an end. Come with a clear goal. • ( Respondents who said “Don’t”: 39. )

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx7fb400e83b80jcfu76nk@published"] em{font:34px/15px EgyptienneRegular,Georgia,serif;font-style:normal} Administrators: What do students misunderstand about Columbia, the institution?

It is a business, and you should not forget that. • Columbia University has existed for 270 years. This too shall pass. • They seem incapable of grasping complexity.

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpx9g1v00fl3b80ge91itbs@published"] em{font:34px/15px EgyptienneRegular,Georgia,serif;font-style:normal} Staff members: What does the conflict between students and the administration look like from your perspective?

We are working with a bunch of amateurs. • Watching the administration handle things has really helped with my ever-present imposter syndrome. • The administration is functionally disinterested in the perspective of students, individuals they perceive as transient participants at best, naïve or puerile at worst.

If you could go back in time, would you still come to study or work at Columbia?

[data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpxaqpz00g33b805efx48ey@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#00aeef} 77% yes, [data-uri="nymag.com/intelligencer/_components/clay-subheader/instances/clvpxaqpz00g43b80rp5z4y88@published"] em{font:30px/15px egyptienneregular,georgia,serif;font-style:normal;color:#0086b8} 23% no, more from columbia daily spectator.

• Our Campus. Our Crisis.
• Listen Up, Columbia!
• the takeover
• columbia university
• new york city
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• new york magazine
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Mentor Texts

How Teachers and Students Use Our ‘Authentic, Powerful and Unafraid’ Student Editorials

Twelve teachers and five students tell us how these texts, written by teens, have inspired their own ideas.

By Katherine Schulten

A few weeks ago, we asked how you were using our growing collection of winning student editorials , 100 of which are featured in a new book . We were delighted when both teachers and students weighed in, and together suggested such an interesting variety of essays and ideas that we wanted to find a way to feature them all.

Below, the results, but to help you navigate, here is what you’ll find:

In “Reaching Reluctant Writers With Peer Voices,” we begin with an important story about a student from Tennessee that we hope everyone will read.

After that, we’ve categorized the ideas to help you more easily choose what is most relevant for your classes.

Finally, in case you aren’t aware of our full Argument-Writing Unit , we’ve included a few bullet points for using those resources, too.

Thank you to those who wrote in, and please note that each of the short descriptions below is in the teacher’s or student’s own words, most lightly edited for length and clarity.

Reaching Reluctant Writers With Peer Voices

For an entire semester, Hunter refused to submit any work for English class. No evidence of him actually attending my class existed.

We’ve all heard how difficult virtual teaching during the coronavirus pandemic has been; Hunter proved how even greater a challenge it was to be a hybrid, virtual, synchronous, asynchronous student. By the semester’s culminating task, Hunter’s grade was zero.

As a summative evaluation for our study on “Hamlet,” students wrote character analysis essays. I used modeling introductory paragraphs of editorial essay winners like “ I’m a Disabled Teenager, and Social Media Is My Lifeline .” Upon analyzing one of the model pieces, my students noted the use of fragments, personal pronouns and repetitive sentence structure. Someone asked how an essay with what they saw as “grammar errors” could be award-winning. Authentic discussion of student voice ensued. We came to the conclusion that sometimes to be heard, you might have to break the rules.

The light bulb went off in Hunter’s brain. He flew into the topic, and armed with this information, he not only submitted, but excelled at the task at hand. Realizing that he had something to bring to the table, and uninhibited by traditional strictures, his voice rang loud and clear.

— Dawn Viles, Teacher, Maynardville, Tenn.

Here is Hunter’s essay, which he gave us permission to publish.

The Leech, by Hunter Terry, student Depression. It’s a curse, an infection, a contagion that sucks your life from you. It’s not uncommon for a young adult to suffer from depression, or to have a depressive episode. Depression gradually drains you of your own will, potentially leading to a fatal decision. Causes of depression are as unique as the individual who suffers from its power. Maybe a death in the family, a loss of a best friend, the end of a relationship. And the pain that tags along with depression is excruciating. Personally, depression makes me feel crushing loneliness. I get lost in my head in an endless abyss of bad thoughts; the pain is everlasting and just kills me on the inside. I’ve lost self esteem. I’ve lost interest in all of the things that would make me happy. I’ve distanced myself from my own friends because my depression and my constant mood changes just bum them out too. I want people with depression to hear this message: No matter how trapped you feel, no matter how painful it is to live day by day just wanting the pain to stop, it will get better; life gets so much better. For all the cases of depression that ended in suicide, it fills me with sorrow. I just wish I could’ve been there for any person suffering. For all of you young adults living with this leech. You’re strong, powerful, even, and you have the cure.

Annotating Essays to Observe What’s Working

What I did with my seventh and eighth graders is that we went through and annotated all of the features in several of the winning entries , including in “ Confronting Toxicity in Gaming: Going Beyond ‘Mute.’”

For example, this image shows how we looked carefully at the concluding paragraph of the essay. We noted that this conclusion strategy consisted of finishing with a warning to the reader. We also made sure everyone understood the terms “self-monitor,” “top-down approach,” and the expression “that ship has sailed.” Any conclusion we really like is called a “Mic-drop conclusion,” and we always draw a picture of former President Barack Obama dropping the mic.

— Matt Hamilton, Teacher, Novato, Calif.

(Note: If you are interested in learning more about this strategy, two of our student winners, Ananya Udaygiri and Abel John , have annotated their own work as well, and discuss those annotations on video.)

Understanding Rhetorical Appeals: Ethos, Pathos and Logos

First we did a lesson on ethos, pathos and logos, and we practiced identifying the appeals in commercials and short written works. We also took notes on the structure of an editorial essay, watching Abel John’s video about his essay “ Collar the Cat! ” and breaking down his piece to discuss its structure and note how he included sources. Finally, we identified his use of ethos, pathos and logos.

While analyzing the rhetorical appeals, we also looked at “ Switching Letters, Skipping Lines: Troubled and Dyslexic Minds ” to see how Hayden Miskinis, a 2020 middle school winner, used the appeals and structured the editorial.

After this, students chose an editorial written by a winner from one of the past years to read on their own. In their Writer’s Notebooks, they identified the essay by title and author. They commented on structure by identifying the problem, how the problem is warranted, and the solution. Next, they identified ethos, pathos and logos. Finally, they shared their thoughts on the editorial — what they liked, what they didn’t, how effective they found it and how interesting.

— Natalie McConnell, Teacher, Camden, Tenn.

I analyzed the appeals to logos, ethos and pathos used to persuade the audience in two essays, “ How Animal Crossing Will Save Gen Z ” and “ Collar the Cat! ” Then I modeled my appeals after theirs.

— Artemis Raftopoulos, Student, West Hartford, Conn.

I have used all of the winning editorials from 2018, 2019 and 2020 .

First I introduce my students to the process of a rhetorical analysis by having them identify the diction, syntax and rhetorical appeals used by the student authors in order to sway their intended audience. I allow my students to read all of the winning editorials from the previous year, and then select the one that they believe is the most rhetorically effective. I do this assignment before having my students begin work on their own editorials so that they can think about what they believe makes the winning essays work.

After my students have selected one essay and done an in-depth analysis of it, I have them work in small groups to compare all of the previous year’s winning essays and determine five traits that they believe the pieces have in common. They generally notice that all of them have creative titles, cite reliable evidence, use strong diction and more.

— Ann Dorriety, Teacher, Anderson, S.C.

In my freshman English classes, I let students choose from the previous year’s contest winners which ones they feel are their favorites. Here are some of the ones they’ve chosen:

“ Lessons from Failure ” “ Not American Yet ” “ The Class of 2021 Could Change College Admissions Forever ” “ This Land Was Made for You and Me ” “ How Animal Crossing Will Save Gen Z ”

They then analyze each editorial for writing craft. I try to get them to see what each writer has done well and how they can take those craft moves and use them in their own pieces. Students take notes and share their ideas about each text with the class to create a class set of “writer’s moves” they can all try.

— Whitney Carrier, Teacher, Dover, N.H.

Claim-Hunting and Evidence-Citing: Identifying the Elements of an Argument

We used “ Nothing Gets Between Me and My Sushi … Except Plastic, Maybe ,” “ U.S. Citizens Are Dying and We Can Save Them ” and “ Confronting Toxicity in Gaming: Going Beyond ‘Mute.’”

Students worked in groups to go claim-hunting, thinking about the power of a claim and where it is placed in an editorial. We looked at structure, and noticed how essays in the wild aren’t always five paragraphs. They noticed how these writers appealed to emotion or logic, and how they were able to put themselves in their story — and discussed what impact that has on the reader. We thought about the power of a single word, phrase or sentence being set apart from the rest.

Students love examples of writing that is authentic and powerful and unafraid to have personality. It shows them writing can and should be fun.

— Tiffany Mathes, Teacher, Portland, Ore.

My students are in Hong Kong and China and they are improving their English writing skills. I use two or three of these essays per week during the run of the contest. At first I assign them to read each editorial and identify the claim, the evidence cited, the call to action and the counterclaim, if there is one.

As the weeks go on, I ask them to notice the structure of the essay. Does it start with a personal anecdote? Does the call to action appear in the beginning or at the end? It helps them to decide how they will structure their own editorial for the contest.

— Ann Nordby, Teacher, Saint Paul, Minn.

I’m a student teacher at Kensington Health Sciences Academy in Philadelphia. We’re just starting an op-ed unit with my ninth graders, and it’s been a struggle doing this in online school. We used Pear Deck, and I started the lesson with a “This or That?” activity where students had to choose the best option out of the two (i.e., similar to “Coke or Pepsi?” questions). Then I kicked it up a notch by adding more critical thinking opinion questions, such as, “Do you think college athletes should be paid?”

Next we talked about the assignment and jumped into what an op-ed is and why we write them. Lastly, I went over the anatomy of an op-ed. The student editorial “ In Three and a Half Hours, an Alarm Will Go Off ” was the closest thing to (student-written) perfection that I could find to help teach the parts of an op-ed (i.e., hook, thesis, arguments and supporting evidence, counterargument, rebuttal, call to action and source list). The kids loved the lesson and it got them really engaged (which is something I am constantly trying to do in virtual school).

— Chelsea Rivera, Student Teacher, Philadelphia

Experimenting With Tone, Style and Voice: Students on the Essays That Helped Them Most

“ How Animal Crossing Will Save Gen Z ” helped me find a balance between using my own voice and still being informative. The result was a well-structured essay that showed aspects of conversational speaking as well as necessary information to support my claim.

— Matheson Spillane, Student, West Hartford, Conn.

I used “ How Animal Crossing Will Save Gen Z ,” “ Collar the Cat! ” and “ Dinner Table Politics. ”

I used them as a building block to edit my own editorial. I also used some of their elements to improve my own, such as tone and prompting.

— Morgan Trudeau, Student, West Hartford, Conn.

I used “ Collar the Cat! ” and “ Dinner Table Politics ” to get a sense of the style and tone good editorials should be written in, and how they could be structured. It was nice to see an editorial fully fledged out line by line in the annotated ones to really get a sense of the purpose behind decisions.

— Avery Allen, Student, West Hartford, Conn.

Learning Moves that Matter in Speaking Out

The student editorials are special, and I use them every year.

Every middle schooler completes an action project for a unit called “Speaking Out.” This used to be your run-of-the-mill persuasive speech project, and year after year students chose the same tired topics and delivered the same tired arguments. Little by little, this unit has been modernizing and expanding, largely with the help of student written media from The Learning Network and other sources like YR Media and TED .

By reading student-written persuasive writing about gaming culture, fashion, pineapple pizza, and important political and lifestyle issues that matter to them, students are getting much more creative in what they choose to look into, and much more original and passionate in how they write about it.

We typically begin the unit with journals based on the prompts for persuasive writing provided by the Learning Network, just to get them going and thinking. Then, we listen to speeches by Lupita N’yongo, Oprah, Jamal Cole, Martin Luther King, and many others to see things in a different mode. Then, we get down to choosing topics and researching them, while reading student-written editorials as models. Finally, students craft their own editorials and then either deliver speeches or record podcasts based on them.

— Benjamin Levy, Teacher, Amherst, Mass.

Telling Stories: Narrative Elements in Argument Essays

For many years, I taught argumentative writing by teaching logic, how to have a strong thesis statement, and how to add evidence to prove your point. My students composed well-written essays, but it was only a few students a year whose work would truly stand out. The reason: Those students had included narrative techniques in their writing that made the reader connect with them. After reading Liz Prather’s book, “ Story Matters: Teaching Teens to Use the Tools of Narrative to Argue and Inform ,” I began to see how essential narrative tools are to help convince.

I then looked at all the mentor texts I have used over the years, among them many Times editorials from professional columnists, but also student winners. Sure enough, the majority of them used narrative techniques to strengthen their arguments. I challenge you: Look at argumentative essays that were published by a renowned newspaper or magazine. Look at advertisements. Look at speeches that are recognized as successful and well written. Look at the winners of The New York Times Student Editorial Contest. While you are reading these texts, take note of the frequency of narrative techniques — stories of the author’s own personal experience and/or the personal experiences of others, used to make a point. I’m confident you’ll find many.

I ask students to choose a narrative structure for their own editorials, telling them that the structure may change during the writing process, and that is fine. I meet with everyone individually to make sure they are on the right track. Many of my students will choose the “circle” structure Ms. Prather identifies in her book. “ Lessons from Failure ” by Sophie S. Ding is a great example of that structure. She chooses herself as the protagonist of her editorial who is devastated about getting a 37 out of 100. It isn’t until the end of her editorial that she comes back to her narrative, concluding that the 37 has taught her more than all of the 100s ever did, accepting failure as something good.

A student example: One of the girls in my class wants to write about how social media helps teenagers with depression. She chose one of her friends as the main character. She chose the “circle” structure, starting her editorial by describing her friend’s misery and devastation and ending her editorial by depicting how her friend has changed and feels better due to using and interacting with other people on social media.

Whether you teach Common Core or not, throughout most students’ school careers, they are taught to view informative, argumentative and narrative writing as three separate writing genres. However, that is not the reality of professional writing. I concede that keeping writing genres separate up until sixth grade makes sense; students need a solid foundation in each writing genre. However, it is my hope that starting in sixth grade, students start entering the “grey zone” — what I’d like to rename the “multi-perspective zone” — where they learn to mix writing genres, purposefully using narrative techniques to argue and inform.

— Lea Maryanow, Teacher, Visalia, Calif.

Pairing Student Essays With Literature

With Shakespeare:

For every eighth grader who has seen a production at our local Shakespeare theater and loved it, I teach a room full of their peers who approach a first dive into the Bard with nothing but trepidation.

Starting our “Romeo and Juliet” unit off with Angela Chen’s “ Shakespeare: Friend, Not Foe ” was the perfect way to open their eyes and minds. Ms. Chen wrote this essay when she was 15, a year older than the students I teach, so far be it for me to convince them that Shakespeare is cool when someone their age can do the job much better.

After we read the essay, we went back over Ms. Chen’s technique, and students listened for all of the phrases she wove into her opening — all snatched from Shakespeare, all still used today. “I wear my heart upon my sleeve.” “Good riddance.” What do those mean? I ask my class. The hands go flying up. Evidently, my enthusiasm — and the comical use of plastic sword — go a long way toward getting a room full of teens to give Shakespeare a chance. Yet it sure doesn’t hurt to have a 15-year-old teaching assistant on Day 1, inviting her peers to “pick up a play, and you will find within it a dish fit for gods.”

— Andrea Sarvady, Teacher, Atlanta, Ga.

With Sophocles:

In the fall of 2020, as I gasped my way through planning and teaching “Antigone” during the Great Hybrid Learning Experiment, I had a breakthrough. I knew that I wanted to build argumentative writing into my “Antigone” unit, but I felt overwhelmed by — well, by just about everything that 2020 had to offer. Like many of my fellow educators, I was working harder than I ever had as an English teacher, instructing remotely while some of my students were back on campus and some were still learning from home.

But I also knew that “Antigone” was as relevant as ever to our world today, so with the help of the new Learning Network books, “ Student Voice: 100 Argument Essays by Teens on Issues that Matter to Them ” and the Teacher’s Companion, “ Raising Student Voice ,” I constructed my unit plan.

Over the 2020 fall semester, I met my students synchronously for an hour, twice a week over Zoom. Trying to hold an open-ended discussion about the text felt inordinately difficult: My students (like students everywhere that semester), understandably, were loath to speak up in the electronic sphere. And, ultimately, focusing on the play’s tragedy felt ill-judged: It seemed we were living with enough tragedy already as the coronavirus numbers surged, as the election cycle rushed toward Super Tuesday, and as the impossible situations of hybrid learning were resulting in concrete, negative consequences in the lives of my students and colleagues. I sensed that asking my students to analyze one of the play’s elements, characters, motifs or — omg — one of those glorious Odes, would decrease morale faster than Creon falls from his place of pride.

Instead, I decided to capitalize on the energy of Antigone and Haemon’s ability to speak truth to power. I used the Learning Network books to help me transition my students toward taking a stand and raising their own voices about issues that mattered to them .

First, I turned my students toward a rhetorical analysis of ethos, pathos and logos in the speeches by Creon, Haemon and Antigone, which are basically master classes for these Classical moves.

Then we started to connect with the rhetorical energy of not only Antigone and Haemon, but also of 10 student essays that the Teacher’s Companion recommends for showcasing ethos, pathos and logos. My students’ spirits soared. Here are the essays we used (those linked are available online):

“ Breaking the Blue Wall of Silence: Changing the Social Narrative about Policing in America ”

“ In Three and a Half Hours, an Alarm Will Go Off ”

“The Unspoken Alphabet Problem”

“We Need Music in Our Schools”

“ Civil Obedience ”

“ The Red Stain on Society ”

“ Will the Future of American Manufacturing be Printed? ”

“ How Ableism Lives On ”

“ Confronting Toxicity in Gaming: Going Beyond ‘Mute’”

“It’s Time to Legalize the World’s Oldest Profession”

I put these essays together in one PDF, and I required my students to choose three of them to read purposefully. In small groups, they next discussed the craft moves they noticed. Unlike when I assigned “Antigone” (from 460 BCE), this time I had no doubt that my students would actually read these model essays, as the proximity of the anthologized writers’ ages and eras to my students’ own, and the stylistic panache and excellent level of detail within them, were enough to engage my sophomores immediately. Dropping into breakout rooms, I found my kids chattering energetically about what they found funny, interesting, risky and moving.

Finally, after following much of the advice in the Teacher’s Companion to help my students find and explore their own topics, I gave them the Learning Network’s Student Editorial Contest Rubric to use in a peer-editing activity, and I also uploaded this rubric to Turnitin.com so that while grading my students’ final drafts within that interface, I could efficiently and effectively give them qualitative feedback on their efforts.

A catharsis happened when I realized that I had almost missed the opportunity to get to know my students personally. Their likes and gripes, their hopes and fears, even their goals and dreams — all of this and more we were able to share with one another through the argument-writing assignment. And it becomes clearer to me everyday that more than anything, sharing our voices and listening — truly listening — to others’ voices is the clearest way to avoiding tragedy.

— Christa Forster, Teacher, Houston

These Essays, Our Contest and the Related Unit

Reflections from winners of the student editorial contest, student winners of our editorial contest discuss the writing and submission process..

In like one of my daily scrolls through the New York Times, I came across this competition. I guess the rest is history. Hi, everyone, My name is Abel John. I’m going to Clements High School in Sugarland, Texas. The title of my essay is “Collar the Cat.” Hi, Eddie Xu, this piece is entitled How Pragmatism is Poisoning the Democratic Will of America’s Youth.” My name is Ananya Udaygiri. I go to Shadow Creek High School. I am the author of “How Animal Crossing Will Save Gen Z.” I’ve always been interested in politics and current events, but sometimes I see that my friends and my peers don’t necessarily have that same background, and they find it harder to enter into the discussion. And I just think that there’s not a lot of opportunities for students to do that. And this is really unique. My strategy starting was to get words on the paper, and I got a lot of words on the paper, and they were bad words, but it gives you something to start off with. I do debate. As part of that. you have to write cases, right? Those are a way that you present your arguments to the audience. And it follows the basic structure of establishing the problem, warranting out the problem, right, saying why it’s bad, and then providing a solution to it. So throughout the editorial, I kind of follow the same structure. I actually started off with. So many drafts where I filled it with, like convoluted analogies and really pretentious wording. And to me, you know, like whenever I write something, I think of it as my baby and I’m like, wow, this is so clever. I showed to my friend and they’re like, I have no idea what you’re talking about. The message is being lost. So I had to go through it multiple times and just check that the clarity was there that I was saying what I need to be said. And that was a really hard process to me and just shaving off things that were unnecessary and reshaping it so that it genuinely was supposed to be accessible. The whole process forced me to concretize all these rants and run-on sentences I had in my head into a succinct piece of writing. I think in the future, I’ll absolutely keep writing, because it’s a great way to convey what you think, like to everybody else, and just raise awareness of important things in our society. I was so convinced that I was a bad writer before this contest and now moving into this, just having that validation, I do feel more confident to explore writing careers. I’m thinking about careers in English, careers in journalism. And so it’s really opened those pathways to me that I thought were closed. This whole process has been so amazing for me. And it’s been one of the best opportunities in my life. And it’s just been such an honor to work with The New York Times.

As you can see, these essays can become part of a curriculum in many ways, even if they are most commonly used as mentor texts for students participating in our annual Editorial Contest , which runs through April 13 this year.

But to have your students experiment with argument-making any time, you might start here:

300 Questions and Images to Inspire Argument Writing . A list of prompts from our site, each of which invites students to post their thoughts online for others to read.

Our daily writing prompts . We publish nine new ones each week during the school year, so students can almost always find a topic that interests them.

Our full argument-writing unit , which contains lesson plans, mentor texts of many kinds, webinars and more.