Literacy Ideas

How to Write an Article

article writing for school

 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.

Visual Writing Prompts

A COMPLETE UNIT ON TEACHING NEWS REPORTING

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With over  FORTY GRAPHIC ORGANIZERS in this  ENGAGING   UNIT, you can complete a  WEEKLY  journalistic / Newspaper reporting task  ALL YEAR LONG   as classwork or homework.

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?

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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

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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…

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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.

HUGE WRITING CHECKLIST & RUBRIC BUNDLE

writing checklists

TUTORIAL VIDEO ON HOW TO WRITE AN ARTICLE

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The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

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Article Writing for Students

Article Writing for Students

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.

article writing for students

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.

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.

article review template

2. Article Summary Template

article summary template

3. Magazine Article Writing Exercises Example

magazine article writing exercises example

4. Article Writing Worksheet Example

article writing worksheet example1

5. Article Examples for Students

article examples for students

tea.texas.gov

6. Newspaper Article Example

newspaper article example

7. Feature Article Writing Worksheet Example

feature article writing worksheet example1

8. Short Editorial Article Example

editorial article example

9. Newspaper Article Format Example

newspaper article format example

10. Persuasive Article Example

persuasive article example

11. Article for School Magazine Example

article for school magazine example

12. College Newspaper/Online Article Example

college newspaper online article example

13. Sports and Academic Performance Article Example

sports and academic performance article example

14. Current Events Article Worksheet Example

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.

article writing for school

AI Generator

Text prompt

  • Instructive
  • Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Writing an article

Topic outline.

The purpose of an article is often to inform and persuade the reader. 

Articles give the reader information about a certain topic, bringing together and discussing different perspectives to provide a balanced argument which lets the reader make up their own mind about the topic. 

Articles can also be used to persuade the reader that a certain viewpoint is correct. For example, articles in newspapers or magazines might express a particular viewpoint or perspective; this may be positive or negative depending on the topic. 

The ways you use language and organise your ideas when writing an article will depend on the audience and the purpose you are writing for.

  • think about the audience that the article is for – w hen writing an article, you do not usually know your readers personally and so you will need to think about their likely interests and experience before you write
  • how you expect, or want, your audience to react – re member that the tone of most articles should be semi-formal, so before deciding on your tone imagine your article being read out loud and how that might sound to your reader. For example, an article reviewing a film may be humorous, even sarcastic, but that would not work well for more serious readers or topics
  • the purpose for the article – is th e purpose, or reason, for writing your article to persuade your readers to agree with you or to invite your readers to think about different points of view and decide for themselves? For example, do you need to sound reliable and well informed, or choose words that strongly convey a particular emotion?
  • how to keep your readers interest – ima gine how boring it would be for your reader if you used the same kind of sentences and simple repetitive vocabulary all the way through your article. Try to include a range of grammatical structures and relevant vocabulary to make sure that your reader wants to keep reading.
  • Plan a route through your article before you start writing it – th e structure of an article is usually in three parts. For example:
  • An introduction – engage your reader’s interest and introduce your argument or the main points of the topic to be discussed.
  • A middle – develop relevant and interesting points about the topic to interest and/or convince your readers to think about a particular perspective.
  • An end – d raw your points together and leave your reader with a clear impression of the argument you want them to believe or the viewpoints you would like them to consider.
  • Organise your ideas into paragraphs as appropriate – this will help you to develop and support your points convincingly, to build your argument and/or offer a full explanation of a particular point of view.
  • Show your reader at a glance what your article is about – articles usually have a suitable headline to attract their readers’ attention and you can choose to use subheadings (a bit like mini headlines) to help break your article up and move your reader on. Do not overdo these, but well-chosen subheadings can help to catch and keep your reader’s attention, as well as sum up the main points you are making.
  • Show the connections between ideas in sentences and paragraphs – for example, where a new point or idea follows on from what you have already said you might use linking words or phrases such as, 'in addition’, ‘likewise’ or ‘similarly’.
  • Example of an article

article writing for school

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How to Write Articles

Last Updated: February 20, 2024 Fact Checked

This article was co-authored by Janet Peischel . Janet Peischel is a Writer and Digital Media Expert and the Owner of Top of Mind Marketing. With more than 15 years of consulting experience, she develops content strategies and builds online brands for her clients. Prior to consulting, Janet spent over 15 years in the marketing industry, in positions such as the Vice President of Marketing Communications for the Bank of America. Janet holds a BA and MA from the University of Washington. 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 3,275,010 times.

There are a multitude of different types of articles, including news stories, features, profiles, instructional articles, and so on. While each has specific qualities that are unique to its type, all articles share some common characteristics. From forming and researching your idea to writing and editing your work, writing articles can give you a chance to share compelling and important information with readers.

Forming Your Idea

Step 1 Get familiar with the type of article you want to write.

  • News: This type of article presents facts about something that happened recently or that will happen in the near future. It usually covers the 5 Ws and H: who, what, where, when, why and how.
  • Feature: This type of article presents information in a more creative, descriptive way than a straight news article. It can be an article about a person, a phenomenon, a place, or other subject.
  • Editorial: This article presents a writer’s opinions on a topic or debate. It is intended to persuade the reader to think a certain way about a topic. [1] X Research source
  • How-to: This article gives clear instructions and information about how to accomplish some task.
  • Profile: This article presents information about a person, using information that the writer typically gathers through interviews and background research.

Step 2 Brainstorm your topic.

  • What interests you about this topic?
  • What is a point that people usually overlook?
  • What do you want people to know about this topic?
  • For example, if you want to write about organic farming, you might say to yourself, “I think it’s important to know what organic labeling means on food packages. It can be confusing to know what it all means.”

Step 3 Choose something you’re passionate about.

  • Your goal is to convey enough passion that your readers think the issue in your article is worth caring about.

Step 4 Conduct preliminary research.

  • Enter some keywords into an online search engine. This can lead you to sources that write about your topic. These sources can also give you an idea of different approaches to the topic.
  • Read as much as you can on the topic. Visit your local library. Consult books, magazine articles, published interviews, and online features as well as news sources, blogs, and databases for information. A good place to start looking for data not apparent on the Internet is the Gale Directory of Databases, which exists in both book format (available in libraries) or online .

Step 5 Find a unique angle.

  • For example, for the organic food topic, you might focus on one grocery shopper who doesn’t understand organic food labeling. Use that opening anecdote to lead into your main argument, known as a "nut graph," which summarizes your unique idea or perspective.

Step 6 Hone your argument.

  • For example, if you are writing about how one person learns how to read organic labels, your overall argument might be that the public needs to be aware that many companies misuse organic labeling. This leads to dishonest practices in product advertising. Another topic might be: it’s important to know who owns your local media outlets. If corporate media organizations own your local newspaper, you may get very little media coverage of your area and not know much about your community.
  • Write your argument in one sentence. Post it near your computer or writing area. This will help you stay focused as you start working on your article.

Researching Your Idea

Step 1 Learn about your topic and argument.

  • Primary sources can include a transcript from a legislative hearing, lawsuit filing, county property indexes with folio numbers, discharge certificates from the military, and photos. Other primary sources could include government written records in the National Archives or special collections sections of your local or university library, insurance policies, corporate financial reports, or personal background reports.
  • Secondary sources comprise published databases, books, abstracts, articles in English and other languages, bibliographies, dissertations, and reference books.
  • You can find information on the internet or in a library. You can also conduct interviews, watch documentaries, or consult other sources.

Step 2 Gather supporting evidence.

  • You can make a longer list of evidence and examples. As you gather more evidence, you will be able to prioritize which ones are the strongest examples.

Step 3 Use reliable sources.

  • Don’t assume that one source is completely accurate. You'll need several unrelated sources to get the full picture.

Step 4 Keep track of your research sources.

  • Choose a citation style sooner rather than later, so you can compile citation information in the correct format. MLA, APA, and Chicago are some of the most common citation styles.

Step 5 Avoid plagiarism...

  • Don’t copy any text directly from another source. Paraphrase this text instead, and include a citation .

Outlining Your Idea

Step 1 Decide on the article’s length.

  • For example, if you are writing an article for a specialized academic audience, your tone, and approach will be vastly different from if you’re writing an article for a popular magazine.

Step 3 Outline your article.

  • It’s helpful to start with the five-paragraph essay outline. [4] X Research source This outline devotes one paragraph to an introduction, three paragraphs for supporting evidence, and one paragraph for a conclusion. As you start plugging in information into your outline, you may find that this structure doesn’t suit your article so well.
  • You might also find that this structure doesn’t suit certain types of articles. For example, if you’re doing a profile of a person, your article may follow a different format.

Step 4 Choose quotes and other evidence to support your points.

  • Make sure to fully attribute your quote and use quotation marks around anything that you didn’t write yourself. For example, you might write: A spokesperson for the dairy brand Milktoast says, “Our milk is labeled organic because our cows are only fed organic grass.”
  • Don’t overdo the quotes. Be selective about the quotes you do use. If you use too many quotes, your reader might think you’re using them as filler instead of coming up with your material.

Writing Your Article

Step 1 Write your introduction.

  • Telling an anecdote.
  • Using a quote from an interview subject.
  • Starting with a statistic.
  • Starting with straight facts of the story.

Step 2 Follow your outline.

  • Be flexible, however. Sometimes when you write, the flow makes sense in a way that is different from your outline. Be ready to change the direction of your piece if it seems to read better that way.

Step 3 Give proper context.

  • For example, you might write about the grocery shopper having trouble with organic food labels: “Charlie concentrated on jars of peanut butter on the shelf. The words ‘organic’ and ‘natural’ seemed to jump out at him. Every jar said something different. He felt they were shouting at him: ‘Choose me!’ ‘Buy me!’ The words started swimming in front of his eyes. He left the aisle without buying anything.”

Step 5 Include transitions.

  • For example, use words or phrases such as “however…,” “another important point is…,” or “it must be remembered that…”

Step 6 Pay attention to style, structure and voice.

  • For example, a newspaper article will need to offer information in a narrative, chronological format. It should be written with accessible and straightforward language. An academic article will be written with more formal language. A how-to article might be written in more informal language.
  • When writing your article, use a strong "anchoring" sentence at the beginning of each paragraph to move your reader forward. Moreover, vary the length of your sentences, both short and long. If you find all your sentences are about the same word length, chances are your reader will be 'lulled" into a standard rhythm and fall asleep. Sentences which are consistently choppy and short may give your reader the impression you are writing advertising copy instead of a well-thought-out article.

Step 7 Write a compelling conclusion.

  • If you started with an anecdote or statistic in your introduction, think about reconnecting to this point in your conclusion.
  • Conclusions are often strongest when they use a last, brief, concrete example that leads the reader to new insights. Conclusions should be 'forward-thinking' -- point the reader in a direction that keeps his or her "thirst" for knowledge going strong.

Step 8 Think about adding supplemental material.

  • For example, you could include photographs, charts, or infographics to illustrate some of your points.
  • You could also highlight or develop a major point more with a sidebar-type box. This is an extra bit of writing that delves more deeply into one aspect of the subject. For example, if you’re writing about your city’s film festival, you might include a sidebar write-up that highlights one of the films. These types of write-ups are usually short (50-75 words, depending on the publication outlet).
  • Remember, these materials are supplemental. This means that your article should stand on its own. Your writing needs to be understandable, clear and focused without the help of charts, photographs or other graphics.

Finalizing Your Work

Step 1 Edit your work.

  • Look closely at the central argument or point you’re trying to make. Does everything in your article serve this central argument? Do you have a unrelated paragraph? If so, this paragraph should be eliminated or reframed so that it supports the main argument.
  • Eliminate any contradictory information in the article or address the contradictions, showing how the contradictory information is relevant to readers.
  • Rewrite sections or the entire thing as necessary. Revisions like this are common for all types of articles, so don’t feel like you’ve failed or are incompetent.

Step 2 Comb through for grammatical errors.

  • It’s helpful to print out a hard copy of your article. Go through it with a pen or pencil to catch mistakes. Then go back and correct these mistakes on the computer.

Step 3 Read your article out loud to yourself.

  • It is common to be able to identify your mistakes in grammar or writing while reading aloud as well; this could cut down on the feedback that you may receive from someone else.

Step 4 Have someone else read your article.

  • This person may also catch errors and inconsistencies that you have overlooked.

Step 5 Write a headline.

  • If you want to convey slightly more information, write a sub-headline. This is a secondary sentence that builds on the headline.

Article Outline Template

article writing for school

Expert Q&A

Janet Peischel

  • Make sure to give yourself plenty of time to write the article. If you don't, you'll be rushing at the last minute to create something that isn't representative of what you can truly do. Thanks Helpful 0 Not Helpful 0
  • To find out more about using primary research tools and databases, consult the Investigative Reporters and Editors website or get a copy of The Investigative Reporter's Handbook: A Guide to Documents, Databases and Techniques, Fifth Edition. Authors: Brant Houston and Investigative Reporters and Editors Inc. (New York: Bedford/St. Martin's 2009). Thanks Helpful 0 Not Helpful 0
  • Determine whether you actually have an interest in writing. Try writing 2 paragraphs with as much creativity as possible. Thanks Helpful 0 Not Helpful 0

article writing for school

  • When writing for a newspaper or magazine, do not do so free. Ask what the freelance fee is beforehand. Your pay will usually be calculated on a per-word basis or per-article basis. Your work is valuable. Writing for free makes making a living more difficult for those who depend on freelance fees to pay the bills. If you're just starting out, volunteering to do some articles for smaller community papers, student publications and trade magazines is a great way to build your portfolio. Thanks Helpful 3 Not Helpful 0

You Might Also Like

Brainstorm

  • ↑ https://writing2.richmond.edu/writing/wweb/journalism/types.html
  • ↑ Janet Peischel. Digital Media Expert. Expert Interview. 30 March 2021.
  • ↑ https://grammar.yourdictionary.com/writing/creating-a-5-paragraph-essay-outline.html
  • ↑ https://www.masterclass.com/articles/why-is-context-important-in-writing#quiz-0
  • ↑ https://www.entrepreneur.com/article/166662

About This Article

Janet Peischel

To write an article, use both primary and secondary sources to gather information about your topic. Primary sources include photos, government records, and personal interviews, while secondary sources include books, abstracts, scholarly journals, other articles, and reference books. When you’re writing, use facts, quotes, and statistics from your sources to support your point, and explain your topic as if the reader has never heard of it before. To learn the different types of articles, including news, features, and editorials, read on! Did this summary help you? Yes No

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Article Writing

An article is a piece of non-fiction prose writing especially meant for newspapers and magazines. It is helpful to test the students’ skills in expressing their ideas, organization of their thoughts, planning, presentation of their ideas in a chronological way, comprehending their ideas, and finally arriving at a conclusion.

While writing the article, make sure that the ideas are presented in a planned and systematic way. Avoid using vocabulary with which you are not very familiar. Use simple but effective language. Follow the word limit given in the question.

Article Writing Format

Title/Heading : Always begin the article with a title or heading. It should be eye-catching but short consisting of not more than four to five words. It should arouse the interest of the reader (and he) should come to know what the article is about after reading the title. So that he may be mentally prepared for the topic.

By Line : Write the by line i.e., the name of the person who has written the article. This name is generally given in the question. It can be written in the left-hand corner of the article or in the end also.

Introduction : Try to begin the article with a proverb or quote which catches the attention of the reader. The proverb or quotation must be in accordance with the title of the article. Try to introduce the topic while keeping in mind what, where, and when (related to the topic), e.g., if you are writing on natural disasters, you should write what are Natural Disasters in the introductory passage.

Body : The body of the article includes the details of the reasons, advantages, disadvantages, effects, etc.

Conclusion : This paragraph concludes the article by giving possible solutions, hopes, and wishes.

Article Writing Topics

  • Article on Advertisement as a Source of Information
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  • Article on Awareness of Driving and Road Safety Rules for School Students
  • Article on Ban on Tobacco
  • Article on Beautiful Mind, Better than a Fair Complexion
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  • Article on Books Are Our Best Companions
  • Article on Cable TV – A Boon or Bane
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  • Article on Children Working in Hazardous Factories
  • Article on Clean India Campaign
  • Article on Cleaner and Greener India
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  • Article on Conservation of Water: The Need of the Hour
  • Article on Conserve Water
  • Article on Cruelty to Animals
  • Article on Cruelty to Animals in Circus
  • Article on Curbing Corruption
  • Article on Damages Caused by Deforestation
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  • Article on Drug Abuse – A Social Evil
  • Article on Each One Teach One
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  • Article on Empowering the Women
  • Article on Evils of Dowry
  • Article on Excessive Use of Advertisements in Media
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  • Article on Generation Gap
  • Article on Global Warming: A Threat to the Life
  • Article on Good Manners
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  • Article on Harmful Effects of Pollution
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  • Article on Helping Each Other to Get Over Difficult Times
  • Article on Helping Road Victims
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  • Article on the Importance of Computers for Students
  • Article on the Importance of Education in Personality Development
  • Article on the Importance of Good Health
  • Article on the Importance of Morning Walk
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  • Article on the Importance of Public Transport
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  • Article on The State of Education, Today
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  • Article on Tourism in India
  • Article on Tourism Potential of India
  • Article on Traffic Jams
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  • Article on Usefulness of Metro Rail in Delhi
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Article Writing

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  • Updated on  
  • Nov 8, 2023

article writing

There is so much to read and learn these days. Have you noticed how your favourite bloggers or writers come up with unique content on new topics almost every day? In the digital era, writers have to be extra careful about how they present their ideas. It should be collated in such a way that it influences a larger audience at the same time. However, article writing is not everyone’s cup of tea and needs creative thinking .  Whether you want to pursue Content Writing courses or want to flourish your Journalism career , adhering to the structure along with presenting ideas in a well-structured way is what a writer needs to take care of. Yes, even articles have a distinct structure. Before delving into how to write an article should look, let us first understand the basics of it. 

How To Be A Content Writer? [Step-by-Step 2022 Guide]

This Blog Includes:

What is article writing, objectives of article writing, tips for writing a good article, heading or title, byline or name of the author, body of the article, step 1: find your target audience, step 2: select a topic and an attractive heading, step 3: research is the key, step 4: write and proofread, step 5: add images and infographics, sample of article writing, article writing on covid-19 for students, article on my vision of india in the future, article writing topics, common mistakes to avoid in article writing, points to keep in mind, ppt on article writing , scope of article writing.

Playing a major role in society, an article is a piece of information that is written to influence or provide information to people at large. The form and the style of article writing may vary from one topic or writer to another. Yet, an ideal article provides all the relevant factual information to the people which catches their attention, allows them to think and triggers them to act. There are several types of articles, including:

  • Expository article – The most common type of article, which allows the writer to disseminate information on any topic without imposing their own opinions.
  • Argumentative article – An article in which the author poses a problem or issue, proposes a solution and provides arguments to support why their suggestions/solutions are good.
  • A narrative article is one in which the author is required to narrate primarily in the form of a story.
  • Descriptive article – An article written to provide a vivid description that allows readers to visualise what is being described. Using the appropriate adjectives/adjective phrases will assist you in writing a descriptive article.
  • Persuasive article – An article written to persuade or convince readers to accept an idea or a point of view.

An article must be written with the following objectives in mind:

  • It should bring the topic or subject of interest to the foreground.
  • The article must discuss all the necessary information.
  • It must make or suggest recommendations to the readers.
  • It must be eligible to have an impact on the readers and make them think.
  • The article must cover a wide range of topics, including people, places, emerging challenges, and technological advancements.

Here’s a step-by-step guide with plenty of helpful hints to help you write an excellent article in no time:

  • The first and most important thing to consider when you decide to write an article is whether or not you are well-versed in the subject matter.
  • The second question you must answer is why you are writing the article.
  • The next thing you must consider is the type of audience for whom you are writing the article because you will not be able to write it in a way that will entice them to read it unless you know your audience.
  • The language you use is critical because the article would be unable to sell itself without proper spelling, grammar, punctuation, and sentence structure.
  • Make use of keywords to attract a large number of readers.
  • Maintain coherence between and within paragraphs.
  • Regardless of the type of article, double-check the data and information you provide.
  • Keep the title and description as brief and memorable as possible.
  • Before it is published, it should be edited and proofread.

Know the Difference Between an Author and a Writer !

Article Writing Format

Whatever you wish to write, it is important for you to first know the structure of the article and then mention the details accordingly. Divided mainly into 3 sections- Heading, Byline and Body , let us have a look at the article writing format you should keep in mind while composing your piece of information.

The first thing to be noticed and the most important component in article writing is the heading/title. To draw the attention of the readers, it is important to give a catchy heading of not more than 5 to 6 words to the article. 

Below the title comes the byline which states the name of the author who has written the article. This part helps the writer earn the actual credit that they deserve.

The body consists of the main content of an article. Be it story writing or article writing, it is completely upon the author to fix the length of the composition and the number of paragraphs that would embed the information. Generally, an article contains 3 or 4 paragraphs wherein, the first paragraph introduces the readers to what the article will be about and all the prerequisite information. The second and third paragraphs will cover the crux of the topic and here, all the relevant data, case studies and statistics are presented. Following this, the fourth paragraph will conclude the article where the solutions to the problems, as presented in the second and third passages (if any) will be discussed. 

Also Read: How to Write a Book?

Step By Step Guide for Article Writing 

After knowing the format, let us have a look at the 5 simple steps involved in the process of article writing: 

Before writing on any topic, it is important for a writer to first identify the audience the article targets. It can be a particular group of people, children, students, teenagers, young adults, middle-aged, elderly people, business people, service class, etc. Whichever group of people you choose to write for, select a topic that directly or indirectly impacts their lives or spreads the relevant information. 

For example, if the article focuses on parents, then you might write about child psychology, the daily nutritional diet of a child, etc. The tone and the language should also match the suitable audience in article writing. 

After you have chosen your target audience, the second important step in article writing is to choose an apt topic for your composition. This gives an idea of how you should process with the article. After you select the topic, then think of an intriguing title for the same. 

For example, if you want to make the students aware of the various MBA specializations available, you can write – “ Everything you need to know about MBA specializations ”.

Consequent to selecting your targeted audience, topic and title of the article, research is the most important thing in article writing. Read umpteen articles, statistics, facts, data, and new governing laws (if any) to get a hang of all the information to be incorporated in the article. Additionally, check the authenticity of the data, so that you do not state anything outdated. Before proceeding with the article writing, prepare a rough draft or an outline of the article in bullet points and keywords so that you don’t miss out on the important information. 

Once you have collected all the facts and data, you can now begin your article writing. As discussed, start the article with an introductory paragraph, followed by a descriptive and a concluding paragraph. After you have written everything, it is pertinent to proofread your entire article and check whether there are any grammatical errors. As a reader, it becomes a major turn-off when you spot even the minutest of a mistake. Also, make sure that the content is not copied from some other website. 

To make your content even more attractive for people to read, you can also include some infographics. Adding images makes the article even more engaging and it proves to be more influential. Thus making the purpose of your article writing successful!

Given below is a sample that can give you more clarity on how to write an impeccable article: 

Know What is Technical Writing !

Covid -19 for Students By Sahil

Covid-19 has affected all sections of human life. While it affected all industry sectors it has a major impact on education. Classes were switched from offline to online at night but it created confusion among students, especially the ones that were about to enter college. Students even took a gap year hoping for the situation to get better. While schools and colleges are opening because vaccination is in full swing across the globe there are still many challenges.

Understanding COVID-19, how it spreads, and how to protect ourselves are the most important things to be learned first as soon as the school reopens. Students should know the rules they are going to follow and the benefits of following the covid-19 Safety Rules in the School Classroom. It’s very difficult to make the children understand because innocent minds may not get acquainted with the current situation.

To avoid the risk of contracting the Covid- 19, these rules should be followed by every student and school faculty at all times. Students must carry hand sanitisers at all times. Students should never sneeze on their hands, rather they should cover them with their elbows, or may use a tissue or a handkerchief. Inform students not to touch their eyes, nose, and mouth frequently. As chances are high that the virus gets spread through the touching of the eyes and nose. If students and teachers follow these basic rules, the spread can be stopped and schools can reopen.

My Vision of India in the Future By Aayush

Most of us have a psychological barrier to looking at India’s future vision, and those who perceive the future as coming straight out of the present typically have their perspective narrowed as well. I believe that the year 2050 will belong to individuals who strive to recognise diversity as a virtue in and of itself, rather than as a tool for combating new mental monocultures or a necessary compromise for social and ethical concord. In the future, India will be in the centre of the world, with variety valued as a goal in itself. My vision statement is neither a forecast of what will happen nor a wish list of desirable but unreachable goals.

It’s a statement of what we believe our country can achieve, given the level of concern that our current youth has about issues like corruption, pollution, and mismanagement of natural resources, among other things. Recognize that the elements that affect national development have changed in recent years and will continue to change in the future when imagining India in 2050. This is expected to create more opportunities than ever before.

The expanding impact and influence of India in domains such as technology, education, information, and productive skills supports the belief that India will attain and sustain higher economic growth and development in the decades ahead.

article writing for school

Do you have to write an article that is trending right now and will help you score better or help you practice better? Here is the list of current topics for article writing:

  • Global Warming
  • Environmental Pollution
  • Impact of Internet
  • Women Empowerment
  • Education and Movies
  • Value of Games in Education
  • Yoga and Mind Healing
  • Importance of Mental Health
  • Importance of Education in Society

Explore some Creative Writing Topics

The likelihood of errors increases now that you understand the phases of article writing and the article writing format. The following are some examples of common blunders: 

  • Not using facts or quotes or similar cases
  • Using a tone that is too formal
  • Using difficult vocabulary without knowing its meaning 
  • Not using a catchy title for your article 
  • No use of paragraphs to bifurcate information
  • Not expressing personal views or opinions
  • The topics of the articles should be unique and relevant
  • The article has to get the attention
  • It has to be interesting
  • It has to be easy to read
  • Find the main goal of writing an article. The goal can be anything from providing information, entertainment, advice for comparing, etc.
  • The title must be eye-catching, clear, and interesting
  • The introduction or the starting paragraph must be highly attentive. Use your vocabulary skills or try to use some interrogative words at the start
  • Use clear statements and make assertions
  • Avoid repetition and over-the-top logic and reasons
  • Use the style of paragraph writing and write the contents uniquely and unambiguously
  • Avoid using the points which interest you only and not for the general public
  • Always end your article writing on a good and logical note

6 Recommended Travel Writing Courses

  • Article on the Importance of Education
  • Article Rules
  • Essay on Global Warming
  • Essay on Internet
  • Essay on My Aim in Life
  • Essay on Education System
  • Essay on Democracy
  • How to Write a Career Goals Essay?
  • Essay on Digital India

Whether you want to work as an article writer for your current employer or make a name for yourself in the journalism world, your voice and skill are in high demand. What matters is that you keep writing and learning.

The road may be difficult at first. Even if you have a good idea of who you are as a writer and where you fit best, there will be obstacles. At first, every writer experiences this.

Or you may have no idea what intrigues you or what format works best with your natural writing strengths. Keep your cool! You’ll keep learning as you go. When your work is published and assignments begin to flood your inbox, the road will become smoother.

When written well, it becomes a natural part of the audience’s experience. Article writers influence how content is presented and how people think. Even when trying to write someone else’s vision, your talent makes it worthwhile to read.

Related Posts

An article is a piece of information that is written to influence or provide information to people at large. The form and the style of article writing may vary from one topic or writer to another.

Not using facts or quotes or similar cases Using a tone that is too formal Using difficult vocabulary without knowing its meaning Not using a catchy title for your article No use of paragraphs to bifurcate information Not expressing personal views or opinions

The style of article writing varies from one topic or writer to another.

Thus, article writing is a form of art that improves only with practice and the right approach. If you want to pursue a career in a field where writing plays an essential role but are confused about the program then take the assistance of Leverage Edu ’s AI tool which will curate a list of the most suitable universities and courses that align with your professional goals!

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A magazine article.

Look at the magazine article and do the exercises to improve your writing skills.

Instructions

Do the preparation exercise first. Then read the text and do the other exercises.

Preparation

Can you get five correct answers in a row? Press reset to try again.

An article

Check your understanding: multiple choice

Check your writing: word 2 word - questions, check your writing: gap fill - opinion adverbs, worksheets and downloads.

How serious a problem is bullying where you live? What can be done to stop bullying in schools?

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Teacher Phill

Cambridge B2 First (FCE): How to Write an Article

Typewriter with title: How to Write an Article - FCE

  • Mandatory task : no
  • Word count : 140-190
  • Main characteristics : interesting, engaging, personal opinion / comment
  • Register : semi-informal to informal
  • Structure : Title/introduction, 2-3 topic paragraphs, closing paragraph / conclusion
  • Language : adjectives/adverbs, colloquial expressions, phrasal verbs, idioms, linking words, interesting grammar
The most useful thing I’ve ever learned Have you ever learned something that completely changed your life? I can remember exactly how it was for me when I got interested in learning English and who helped me become the person I am today. I had always been in love with English music and I put in some work by myself, but only when I ended up in the English class of Mr. Weiss I got completely hooked. His amazing style of teaching struck a chord and my skills skyrocketed in no time. Feeling confident, I took the leap and moved to beautiful Australia where I was able to travel and even call it home for over seven years. And you know what?! I became an English teacher and now help people who are just like I used to be with the same passion as Mr. Weiss. I really think that I wouldn’t be teaching English had it not been for Mr. Weiss and his inspirational lessons. So, looking back, I hope my experience inspires others to find ways to help the people around them as well.

Introduction

An article is usually written for an English-language magazine or newsletter, and the reader is assumed to have similar interests to the writer. The main purpose is to interest and engage the reader, so there should be some opinion or comment. from: Cambridge English First Handbook for Teachers

Articles are part of the second section of the FCE writing exam. This means, that, actually, you can decide if you want to choose this type of text or, instead, pick one of the other ones available in this part (a review, report, letter/email or, if you take FCE for Schools, a story).

Articles are interesting and engaging

You might think that I’m joking because how could writing an article be interesting and engaging? The thing is that I’m not talking about you as the writer, but about the reader. Articles are less formal than, for example, an essay or a letter of application so they are usually more interesting and engaging to read.

However, keeping this in mind, writing an article can also become more fun. If you keep thinking about what would be interesting for the reader, it is easier and more engaging for you too.

So, in this article we are going to look at similarities which we can find in almost every FCE article writing task, such as structure, requirements, useful language and other things to pay attention to. This way, I hope you will feel more confident and knowledgeable.

What a typical article task looks like

Even though there are many different topics to write articles about and they might change a lot from exam to exam, there are certain similarities that I don’t want you to miss and with a little practice you will be able to find these characteristics really fast in every single task.

Example of an FCE article writing task

When you see a task like this (and please remember this for the future) you have to check two things:

  • What do you have to include in your article?
  • Who is going to read it?

Below you can see that I have underlined the key pieces of information for you and don’t forget to do the same with every writing task you see.

Example of an FCE article writing task with the key information underlined

OK, let’s start with what we have to include. In the box I underlined three questions we have to answer:

  • What is the most useful thing you have learned?
  • Who did you learn it from?
  • Why is it useful?

There are three topic points to write about and you will see that there are always three things that you have to include in your articles. If you can’t find three topic points, then look again because they must be there.

The second question I asked above was about who is going to read your article. In this case we are going to write for an English-language website, which means that normal people like you and me are the target readers.

In the FCE writing exam you always have to consider the reader of your texts as you have to adjust the register (formal, neutral, informal language) in your writing. With different levels of formality come different things you should or shouldn’t write, but in articles we normally expect the readers to be people like us so we can write in a more informal style .

Informal English means that you should use contractions like ‘I’m’ or ‘don’t’, colloquial words and expressions, for example, ‘awesome’ or ‘tons of’. Also, try to add some phrasal verbs because they are definitely a feature of informal language as well and last but not least, involve the reader personally by addressing them directly and even ask a question or two.

Again, always look out for three topic points to include in your article and be prepared to use informal language. If you cover all of this, you are already on a very good way to pass. However, there are still a few more things to consider.

How to organise your article

OK, we went through the first step analysing the task. Now we need to think about how we can organise the article so it is logical and with all the different parts included and well connected.

This step might be a little bit different from task to task, but, generally speaking, you can follow this process every time and you should be alright.

Can you remember the three things we have to include in our article? Yes, you can? You are a very good student 🙂 . We have to talk about what the most useful thing you’ve ever learned is (1), who you learned it from (2) and why it is useful (3).

It probably makes sense to give each of these points a paragraph in our article so we already have three sections. To me it seems as if we could use the first topic point in our introduction, which means that we don’t need a separate one, but it is always nice to have a short closing paragraph (similar to a conclusion in an essay). Adding that and a title, we end up with four paragraphs and our article would look like this:

  • Title & Introduction / Topic point 1 (What is the thing you learned?)
  • Topic point 2 (Who did you learn it from?)
  • Topic point 3 (Why is it useful?)
  • Closing paragraph / conclusion

Of course, there is always the option of separating the intro and the first topic point or combining two topic points in one paragraph and again, this depends on each task, but, in general, this is what every article looks like in the FCE exam.

Always make a plan

I can’t say it often enough, but, unfortunately, this is something that drives me crazy and a lot of students simply forget to do.

Always plan your articles before you start writing. It takes just a few minutes to create a list of paragraphs like the one above with a couple of words to remind you of what you want to write added to each heading.

There is nothing worse than writing for 25 minutes and then realising that you have to change something or move around different parts. Don’t make the same mistake and write a plan.

The different parts of an article

In this part of my post we are going to look at the different sections of an article in the FCE exam using our task from above so I can give you example paragraphs which include everything you should put in there as well if you want to become the boss of article writing.

In your introduction you always want to get the reader interested in your article. Your goal is to make the reader want to continue. As always, there are a couple of things for you to remember when you start writing:

  • Give your article a title.
  • Start with a personalised question.
  • Include the topic and give your opinion or comment on it.

An example could look like this:

The most useful thing I’ve ever learned Have you ever learned something that completely changed your life? I can remember exactly how it was for me when I got interested in learning English and who helped me become the person I am today.

There you have it. My article has a title, which doesn’t have to be super creative, the intro includes a question as well as the topic and my comment (“…helped me become the person I am today.”) and I’ve already answered the first topic question in the task (What is the thing you learned?).

I also kept some information to myself (Who did I learn from? Why is it useful?) so the reader wants to continue. Try to keep them guessing as this can be very engaging.

Topic points

Once we have our introduction ready and our readers can’t wait to find out more, we need to think about how we can present the rest of the information.

In our plan we decided to break the topic points up into two paragraphs, but we also have to focus on the other requirements of an FCE article:

  • Stick to the topic and don’t write about unrelated things.
  • Support your answers with some examples and/or reasons.
  • Use neutral to informal language (check the section ‘What a typical article task looks like’ above to find out what that means).
  • Use other language to make your article sound more interesting (adjectives/adverbs, idioms, phrasal verbs, linking words, play with some grammar).

And with all of this in mind, I wrote these two paragraphs:

I had always been in love with English music and I put in some work by myself, but only when I ended up in the English class of Mr. Weiss I got completely hooked . His amazing style of teaching struck a chord and my skills skyrocketed in no time . Feeling confident, I took the leap and moved to beautiful Australia where I was able to travel and even call it home for over seven years. And you know what?! I became an English teacher and now help people who are just like I used to be with the same passion as Mr. Weiss.

As you can see, I broke everything up in two paragraphs and only wrote about the questions supporting my answers. On top of that, I included a lot of useful informal language ( highlighted ).

Closing paragraph / Conclusion

Last but not least, we want to round off our article with a good closing paragraph. In the conclusion we want to achieve a few different things:

  • Summarise what you wrote in your article.
  • Comment on the topic or give your opinion one last time.
  • End your article in an interesting way.

The last paragraph shouldn’t be too hard to write if you’ve done a good job with your introduction and topic paragraphs. Because we have done exactly that further above in this post the conclusion becomes something like this:

I really think that I wouldn’t be teaching English had it not been for Mr. Weiss and his inspirational lessons. So, looking back, I hope my experience inspires others to find ways to help the people around them as well.

I put everything together nice and short. I summarise the points I made in the introduction and the topic paragraphs, gave my opinion (“I really think…”) and also addressed the reader directly again to end my article in an interesting way.

How your article is marked

Marking FCE writing tasks is like a science and for a lot of students it feels as if there is this big mystery and nobody really knows how it works. Actually, there are very clear rules that the examiners have to follow and the criteria are publicly available.

While it is possible to find all the information on your own I thought it would be a good idea to put everything together in an article for you. Check out how your writing tasks are marked by clicking  here .

Practice makes perfect

With all this detailed information it is now time for you to get active. Look for different example tasks online and follow my step-by-step process to improve and become an expert when it comes to writing FCE articles. All you need is experience until you can find the different characteristics discussed here so you can write your texts almost on autopilot.

Please let me know if you like my post and if there are other things I can include or improve. Until then, happy practice.

Lots of love,

Teacher Phill 🙂

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Thanks for the useful tips 🙏✅

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How to Write a ‘How-To’: A Step-by-Step Guide to Our Contest

We walk you through how to brainstorm a topic, interview an expert and write your own original “How to ….”

An illustration of a question mark over two conversation bubbles with drops of sweat dripping off.

By Natalie Proulx and Katherine Schulten

“If you want to know how to do something, don’t just search the internet,” advises Malia Wollan , the longtime writer of Tip , a how-to column that ran weekly in The New York Times Magazine for seven years. “Instead, find a person who already knows how and ask them.”

That’s the challenge we are posing to students in “How to … ,” our new informational writing contest for teenagers : Interview an expert about (almost) any skill and then write an engaging and informative essay explaining it to readers.

In this guide, we’ll show you how to do that, with advice from the how-to expert herself, Ms. Wollan. You’ll start by getting familiar with the Tip format. Then you’ll brainstorm a topic for your own piece, find and interview an expert and, finally, put it all together.

When you’re ready, you can submit your completed how-to essay to our contest , which is accepting submissions through Feb. 14.

A step-by-step guide:

1. read some “tip” articles to understand the form., 2. look more closely at one piece., 3. brainstorm your topic., 4. find an expert., 5. conduct the interview., 6. put it all together..

What does a how-to essay look like? There are, of course, many ways to write one. For instance, you may have consulted wikiHow in the past, whether to learn how to make a realistic New Year’s resolution , fold a fitted sheet , reheat rice or do one of the many, many other things the site can teach you.

But since the inspiration for our contest comes from the Tip column in The Times, spending some time examining how it works is the logical first step in constructing your own.

Start by reading any three Tip articles of your choice.

If you don’t have a Times subscription, this guide can help. If you click on any of the 40-plus Tip topics we link here, you can access them for free, as long as you open them directly from this page. (Note to teachers: If your class does have a Times subscription and you are working from the column itself , be aware that some articles may not be appropriate. Please preview before sharing.)

Here are some options to help you choose:

Maybe you’re interested in learning a physical skill, such as how to build a sand castle , skip a stone , do the splits , tackle someone , spot a shooting star , crack a safe or find a four-leaf clover .

Or maybe you would rather up your emotional intelligence by, say, learning how to laugh at yourself , let your mind wander , recover from being ghosted , build an intentional community , be less fearful of the dark or forgive .

Perhaps you want to know how to do something practical, like break in boots , fix a brake light , mend a pair of jeans , use emojis , put out a grease fire , read faster , survive an avalanche , ask for an extension or find a lost hamster .

Or maybe you’d rather choose something offbeat, like how to start a family band , talk to dogs , communicate through facial expressions , make a love potion , build a fort , enjoy snowflakes , wash your hair in space or race pigeons .

After you’ve read three, answer these questions:

What do you notice about the structure, organization and language of a Tip column?

What predictable elements can readers expect to find in every edition?

If you did the activity above, you might have noticed some of these elements:

Tip articles are short: Each column is about 400 words and around four paragraphs long. Our challenge asks you to write something of about the same length.

The topics are usually ultra-specific: The skills described might be physical ( how to skip a stone ) or emotional ( how to forgive ), serious ( how to suture a wound ) or offbeat ( how to befriend an eagle ), but they are always small enough that they can be fully explained within the limited word count.

Each article features a single expert source: You probably noticed that each column begins and ends with a quote from an expert on the topic and that the same expert gives background and advice throughout the piece. For this contest, we are not requiring you to follow that same format, but we are asking you to find and interview an expert to inform your essay. And if you’d like to follow that format, you may.

The advice is practical, but the pieces are engaging to read. Each includes concrete tips for how to accomplish a task, but it’s never just a boring list of steps. The writer also provides context for the skill so that readers understand how and why they might use it in their own lives. And the quotes Ms. Wollan chooses from her interviews are often colorful or full of voice, as you can see in this piece about how to appreciate spiders .

They are written to the reader: The writer addresses the reader as “you,” and often uses the imperative to craft sentences that tell the reader what (or what not) to do.

Now let’s break it down even further. Choose one Tip article to read — either one you already read in Step 1 or a new one — and then respond to the following questions:

Whom does the writer quote in the piece? Why do you think the author chose this person? What makes him or her an expert in this skill? Do you think this person was a good source of information?

Look closely at when the author chooses to quote the expert and when she paraphrases the information that person gave. What is the difference? Why do you think she chose to quote the lines she did? Give some examples from the piece to explain your reasoning.

You may have been taught in school to cite your sources by using footnotes or by putting them in parentheses after you’ve referenced the information. That’s not how journalists do it, yet they still make their sources clear. Where do you see this in the piece you read? What punctuation or wording does the author use to tell us where certain facts and details come from?

Now let’s look at how the author balances explaining how to acquire a skill and showing why it’s needed: Underline or highlight in one color the lines in the piece that tell readers how to accomplish the task, and use another color to highlight lines that give context. What do you notice about the difference in language? What do you notice about the way these pieces of information are woven together throughout?

After reading this, do you feel confident that you could accomplish the task on your own? What tips, if any, did the expert share that surprised you?

When, where and for what purpose might you use this skill in your own life? What lines help readers see how this skill might be relevant to their lives?

What else do you admire about this piece, whether it’s the topic covered, the way it’s written or anything else?

Now that you better understand how to write a how-to, it’s your turn to write one!

First, of course, you must find a topic. For a Times Insider article about how the Tip column is made , Ms. Wollan and her editor, Dean Robinson, describe how they found their ideas:

She often gets suggestions. Many people ask her to write about navigating interpersonal relationships; Ms. Wollan acquiesced in the case of a highly-requested Tip on how to break up with a therapist. She thinks people come to her because “that stuff is hard to navigate and it’s also hard to Google.” Some of the more recognizable scenarios featured in Tip columns come from Ms. Wollan’s own life. She credits being a mother as the inspiration for columns on delivering babies , singing lullabies and apologizing to children . Mr. Robinson occasionally comes across ideas in his life, too. He suggested a piece on how to find a hamster in your house, he said, “because we’ve lost some hamsters.”

Brainstorm as many possible topics as you can for your how-to piece. Here are some ways to start:

Respond to our related Student Opinion forum . We pose 10 questions designed to help you brainstorm about what you’d like to learn to do, and what you already do well. We hope you’ll not only provide your own answers, but also scroll through the answers of others.

Ask for suggestions. What skills have your friends, family and neighbors always wanted to learn? What do they already consider themselves experts on? Keep a running list.

Get inspiration from the Tip column . As you scroll through the column, which headlines stand out to you? Could you take on a similar topic in a different way? Do any of them inspire other ideas for you?

Work with your class to compile as long a list as you can. After you’ve tried the three ideas above, come to class with your list, then share. Your ideas might spark those of others — and when it’s time to find experts, your classmates may have contacts they can share.

Once you’ve come up with as many ideas as you can, choose one for your piece and refine it until it is the right size for a 400-word piece.

These questions can help:

Which of the topics that you listed gets you most excited? Why?

For which do you think you could realistically find an expert to interview? (More on that in the next step.)

Which are already specific enough that you could thoroughly explain them in 400 words or fewer?

Which are big, but could be broken down? For instance, if you chose “learn to cook,” make a list of specific skills within that larger goal. Maybe you’d like to learn how to chop an onion, bake chocolate chip cookies, or build a healthy meal from the noodles in a ramen packet.

Which topics do you think might be most interesting to a general audience? Which feel especially unique, helpful or unexpected?

Maybe you chose your topic because you know someone who is already an expert at that task or skill. But even if you have, read through this step, because it might help you find someone even more suitable or interesting.

Here is how Ms. Wollan says she found experts for her column:

Ms. Wollan finds interview subjects by “just poking around” online and on the phone. Sometimes she has to talk to a few people before reaching the source she will feature in the column. She interviews most of her subjects by phone for about 45 minutes, sometimes longer. “I love talking to people who just maybe don’t care so much about being an expert,” Ms. Wollan said. Some of her favorite interviews have been with children and people in their 80s, who are often “looser and more generous with their advice.”

Who could be an expert on your topic? At minimum, it should be someone who is knowledgeable enough about your subject that your readers will trust his or her advice.

Some choices might be easy. For example, for her column on how to choose a karaoke song , Ms. Wollan interviewed a world karaoke champion; for her piece on how to recommend a book , she interviewed a librarian; and for her article on how to suture a wound , she interviewed a doctor.

Other choices, however, may be less obvious. For a column on how to breathe , Ms. Wollan interviewed a clarinet player; for one on how to slice a pie , she interviewed a restaurant owner; and for one on how to say goodbye , she interviewed a child-care worker who had bid farewell to many children during her career.

Brainstorm as many potential experts for your piece as you can and then choose one as the subject of your piece.

Your expert doesn’t have to be a world champion or the national head of an organization to have expertise. This person can be anyone with specialized knowledge of a field or topic. For example, if you were writing a piece on how to start bird-watching, you could interview someone who works at a local park or zoo, someone from a birding group in your town or a bird-watcher you know personally, such as a neighbor or teacher.

Like Ms. Wollan, you might start by “poking around online” for potential subjects. And you may have to talk to a few people before you decide on the person you want to feature in your piece.

If you are doing this assignment with classmates, now might be a good time to pool resources. Share your topics, and find out who might know someone with expertise in those areas. Remember that you are not allowed to interview your relatives — but you can suggest your woodworker grandma or your skateboarder cousin to someone who is writing about those topics.

When you reach out to people, keep in mind this advice from Corey Kilgannon, a New York Times reporter who has interviewed people for profiles and who was a guest on a Learning Network webinar about profile writing :

Tell the person what your goal is and where you’re coming from — that you’re writing a profile for a school assignment or a contest or a newspaper or whatever. Be straight with the person you’re interviewing. Some people might be a little nervous or shy about how this is going to turn out, or how they’re going to look. So tell them what it’s for, how long it’s going to be, that there will be photos, or whatever you can.

Once you’ve found the expert for your piece, it’s time to conduct your interview.

In “ The Art of Learning to Do Things ,” Ms. Wollan offers excellent advice that everyone participating in our challenge should take to heart:

If you want to know how to do something, don’t just search the internet. Instead, find a person who already knows how and ask them. At first, they’ll give you a hurried, broad-strokes kind of answer, assuming that you’re uninterested in all the procedural details. But of course that’s precisely what you’re after! Ask for a slowed-down, step-by-step guide through the minutiae of the thing. For seven years, I did exactly that — I called a stranger and asked that person to describe how to do a specific task or skill.

That might sound like a straightforward task, but you should come up with some questions — on your own or with your class — before you talk to your expert.

These might include questions like:

If you were to explain how to do this skill or task to someone who had never done it before, what advice would you give?

What are some common errors that those first learning this skill or trying this task often make? How can they be avoided?

What is your background in this skill? How did you get started with it? How did you learn how to do it?

When or why might a person have to use this skill? What are the benefits of knowing it?

You might also return to some of the Tip articles you read at the beginning of this lesson. Read them closely and see if you can guess what questions the writer may have asked to get the specific quotes and information the expert shared in the piece. Which of these questions might be helpful for your own interview?

Remember that interviewing is an art — and Times journalists can offer you advice.

In addition to asking good questions, it’s also your job as a journalist to make the interviewee feel comfortable, to listen carefully, to ask follow-up questions and to clarify that you have accurate information.

We have written our own extensive how-to on interviewing, filled with tips from Times journalists. Steps 3, 4 and 5 in this lesson will be especially helpful. Created for a contest we ran in 2022, the guide can walk you through preparing and practicing for an interview; keeping the conversation going while conducting it; and shaping the material into a useful piece when you’re done.

Finally, it’s time to write your piece. If you are submitting to our how-to writing contest, keep in mind that your essay must be 400 words or fewer.

Remember, too, that we are inviting you to take inspiration from the Tip column, but that you don’t have to copy its form and structure exactly — unless you’d like to. Most important, though, is to find a way to write what you want in a way that sounds and feels like you.

That said, there are a few key elements that are important to include, which can be found in our contest rubric . Below, we share some examples from the Tip column to illustrate these elements.

Introduce your expert source.

The person you interviewed will be the main source of information for your piece. Ask yourself: How will my readers know this person is an expert in the skill or task? What information should I include about this person to make my readers feel that they can trust the person’s knowledge and advice?

Here is how Ms. Wollan introduces her expert in “ How to Skip a Stone ”:

“Throw at a 20-degree angle,” says Lydéric Bocquet, a physics professor at École Normale Supérieure in Paris.

Later, she further explains Mr. Bocquet’s expertise:

Bocquet’s quest to understand how this happens — how a solid object can skim along water without immediately sinking — began more than a decade ago, while he was skipping stones on the Tarn River in southern France with his young son. “He turns to me,” Bocquet says, “and asks, ‘Why does the stone bounce on the water?’” To answer that question satisfactorily, Bocquet and his colleagues built a mechanical stone skipper and analyzed the angle of each toss using high-speed video. They also created a set of mathematical equations to predict the number of skips.

How do you know Bocquet is an expert in skipping stones? Do you, as the reader, trust him as an expert on this topic? Why or why not?

Explain how to do the task or skill.

The heart of your piece is, of course, your explanation. You might start by making a list of steps that your expert source shared and then paring it down to the most essential information.

Ask yourself:

What instructions are crucial to the reader’s understanding of how to accomplish this skill or task?

What did the expert share that I found surprising or may not have thought of?

What details can I leave out, either because they are not very interesting or because they are less important?

What sequence for the steps make the most sense for my readers?

Consider the first paragraph from “ How to Build a Sand Castle ”:

“Use your architect mind,” says Sudarsan Pattnaik, an award-winning sand sculptor from Puri, a seaside city in India. If you’re building from memory, first envision your castle. For Pattnaik, who is 42, that means well-known Hindu or Muslim sites. “I have made so many Taj Mahals,” he says. Build with fine-grained sand already wetted by an outgoing tide. “Dry sand is too, too difficult,” Pattnaik says. Bring tools: hand shovels, buckets with the bottoms cut off and squirt bottles. Tamp wet sand into your bucket molds, setting one layer and then the next, like bricks. Sculpt architectural details from the top of the mound down. Bring reference photographs if you’re aiming for realism.

See if you can identify all the steps to making a sand castle that the writer shares in this paragraph. What do you notice about the order? What, if anything, do you think the writer might have left out, and why do you think she made that choice? What tips did you find most surprising? What do these lines add to the piece?

Notice also the grammatical structure Ms. Wollan uses: “Build with fine-grained sand”; “bring tools”; “tamp wet sand into your bucket molds”; and so on. This is called the imperative mood and is often used when telling others how to do something.

Include at least one quote.

If you are submitting to our contest, you need to include a minimum of one direct quote from the expert. Ask yourself: What quotes from my interview are so interesting, important, surprising, informative or colorful that I need to find a way to fit them in?

Look at “ How to Do the Splits ,” in which Ms. Wollan interviewed Kendrick Young, a professional sumo wrestler:

Start by stretching every day after you get out of the shower (heat increases muscle and ligament flexibility). Wear comfortable, stretchy attire. “Definitely don’t try to do this in jeans,” Young says. Sit with your legs spread as wide as you can. Once you can do that without hunching, begin to lean toward the ground, exhaling as you go. “You don’t want to be bending over a big pocket of air in your lungs,” Young says. It might help to have someone push down on your midback (historically, sumo wrestlers often stood on one another’s backs to force the body to the floor).

Why do you think the writer chose to include these two specific quotes in the piece, while paraphrasing (or writing in her own words) the rest of what Young said? What additional context did the writer provide to help us understand the purpose and relevance of these quotations?

Provide a purpose for reading.

Remember that a how-to essay is not just a list of steps; your readers should also understand how this topic might be relevant to their lives. Ask yourself: Why should a reader care about this skill or task? Where, when or for what reasons might someone want or need to do it?

Consider the last paragraph in “ How to Start a Family Band ”:

To be in a family band, you have to be prepared to spend a lot of time together, actively working on cohesion. Music can act as a kind of binding agent. When they’re not in quarantine, the Haim sisters see, or at least talk to, each other every day. “Instead of camping as kids, or going hiking, it was like, ‘OK, we’re going to practice a few songs,’” Danielle says. “It was definitely my parents’ ploy to spend more time with us.”

What reason does the writer provide for why a reader might want to try this activity? What additional background does she share from the expert, Danielle Haim, to help explain why a family — even one that might not be musical — may want to start a band together?

Submit your final piece.

Once you’ve written and edited your essay, give it a title (“How to…”) and submit it to our contest by Feb. 14. We can’t wait to learn the skills you’ll teach us!

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

Katherine Schulten has been a Learning Network editor since 2006. Before that, she spent 19 years in New York City public schools as an English teacher, school-newspaper adviser and literacy coach. More about Katherine Schulten

Article Writing Format: Explore How To Write, Example Topics and Tips

Have some great ideas, opinions and suggestions you wish you could share so that it could reach readers all around the world? One of the best ways to get your thoughts across the globe is by writing an article. There are techniques you can use to write the different types of articles. This piece on article writing will give you all the tips and tricks you need to master before you start writing your article.

Table of Contents

The art of writing an article, how do i write a good article – tips and techniques, article writing samples, faqs on article writing.

An article is a piece of writing which explicates ideas, thoughts, facts, suggestions and/or recommendations based on a particular topic. There are different kinds of articles, namely:

  • Expository article – The most common type of article which allows the writer to put out information on any particular topic without the influence of their opinions.
  • Argumentative article – An article in which an author poses a problem or an issue, renders a solution to the proposed problem and provides arguments to justify why their suggestions/solutions are good.
  • Narrative article – An article in which the author has to narrate mostly in the form of a story.
  • Descriptive article – An article written with the aim of providing a vivid description that would allow the readers to visualise whatever is being described. Using the right adjectives / adjective phrases is what will help you write a descriptive article.
  • Persuasive article – An article aimed at persuading or convincing the readers to accept an idea or a point of view.

Writing an article takes a lot of effort on the side of the writer. Content writers/creators, bloggers, freelance writers and copywriters are people who have mastered the art of article writing, without which they would not be able to make their mark as a writer of any kind.

In order to be able to write an article that makes sense in the first place, you have to keep a few things in mind.

  • The first and foremost thing that you have to take care of when you are sitting down to write your article is to check if you are well aware of the topic you are going to write on.
  • The second thing that you have to ask yourself is why you are writing the article.
  • The next thing that you have to focus on is the kind of audience you are writing the article for because unless you know your audience, you will not be able to write it in a way that makes them want to read it.
  • The language you use is very important because, without the right spelling, correct grammar , punctuation and sensible sentence structure , the article would not be able to sell itself.
  • Use keywords so that you get a good number of reading audiences.
  • Maintain coherence within and between paragraphs.
  • Double-check the data and information you provide, irrespective of the type of article.
  • Keep the title and description as short and catchy as possible.
  • Edit and proofread before it is published.

To help you understand better and practise the art of article writing, read through the articles given below:

Can I write a good article?

If you know all the information about the topic you are going to write about, a good hand over the language, a knack to keep it simple and interesting throughout, you can write a good article.

What is the format of an article?

The article should have a title/heading and a description that states what the article is about. The body of the article can be split into 3 to 5 paragraphs according to the volume of content with respect to the topic you are discussing. You can have subheadings and use bullet points wherever possible. Make sure your introduction makes people want to read the whole article and your conclusion leaves them satisfied.

How many paragraphs should there be in an article?

An article should have a minimum of 3 to 4 paragraphs. The writer is, however, given the choice to present the content in more than four paragraphs, if it would be better for the article.

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50 Unbeatable Topics for Article Writing in School Magazine 2024

50 Unbeatable Topics for Article Writing in School Magazine 2024

Are you looking for interesting and engaging topics to write about in your school magazine ? Look no further! In this article , we have compiled a list of 50 unbeatable topics that will captivate your readers and make your articles stand out. Whether you are interested in science, technology, history, or current events , there is something for everyone on this list. So, let's dive in and explore these exciting topics!

10 Important Statistics about School Magazines

10 important statistics about school magazines

  • Over 80% of students read their school magazine regularly.
  • 70% of students find the articles in their school magazine informative and interesting.
  • School magazines have been shown to improve students' writing and critical thinking skills .
  • 75% of teachers believe that school magazines help foster a sense of community among students.
  • School magazines are an effective platform for showcasing students' creativity and talent.
  • 90% of parents enjoy reading their child's school magazine.
  • School magazines provide a valuable opportunity for students to develop their research and interviewing skills .
  • 65% of students feel proud to see their work published in their school magazine.
  • School magazines are a great way to promote school events and activities.
  • Reading school magazines has been linked to improved academic performance.

1. The Importance of STEM Education in the 21st Century

1  the importance of stem education in the 21st century

STEM education (Science, Technology, Engineering, and Mathematics) plays a crucial role in preparing students for the challenges of the 21st century. In this article, we will explore the importance of STEM education and its impact on students' future careers. We will also discuss the various initiatives and programs that schools can implement to promote STEM learning.

Why is STEM Education Important?

STEM education is important because it equips students with the skills and knowledge they need to succeed in a rapidly changing world. By focusing on science, technology, engineering, and mathematics, students develop critical thinking, problem-solving, and analytical skills. These skills are highly valued in today's job market , where there is a growing demand for professionals in STEM fields.

2. The Role of Artificial Intelligence in Education

2  the role of artificial intelligence in education

Artificial Intelligence (AI) has the potential to revolutionize education by personalizing learning experiences, automating administrative tasks, and providing valuable insights into student performance . In this article, we will explore the role of AI in education and discuss its benefits and challenges. We will also examine how AI can be integrated into classrooms to enhance teaching and learning.

Benefits of AI in Education

AI can provide personalized learning experiences by adapting to individual students' needs and preferences. It can also automate administrative tasks, such as grading and scheduling, freeing up teachers' time to focus on instruction. Additionally, AI can analyze large amounts of data to identify patterns and trends in student performance, enabling educators to make data -driven decisions.

3. The Impact of Social Media on Teenagers

3  the impact of social media on teenagers

Social media has become an integral part of teenagers' lives, but its impact on their well-being and mental health is a topic of concern. In this article, we will explore the positive and negative effects of social media on teenagers and discuss strategies for promoting responsible social media use.

Positive Effects of Social Media

Social media allows teenagers to connect with friends and family, share their thoughts and experiences, and access information and resources. It can also provide a platform for self-expression and creativity. Additionally, social media can be a powerful tool for raising awareness about important issues and promoting social change.

4. The History and Significance of Women's Rights Movements

4  the history and significance of women s rights movements

Women's rights movements have played a crucial role in advancing gender equality and empowering women throughout history. In this article, we will explore the history and significance of women's rights movements, from the suffrage movement to the modern-day feminist movement. We will also discuss the challenges that women still face today and the ongoing fight for gender equality.

The Suffrage Movement

The suffrage movement, which began in the late 19th century, fought for women's right to vote. It was a long and hard-fought battle, but it ultimately led to the passage of the 19th Amendment in 1920, granting women the right to vote. The suffrage movement laid the foundation for future women's rights movements and inspired women around the world to fight for their rights.

5. The Impact of Climate Change on Our Planet

5  the impact of climate change on our planet

Climate change is one of the most pressing issues of our time, with far-reaching consequences for our planet and future generations. In this article, we will explore the causes and effects of climate change and discuss the importance of taking action to mitigate its impact.

Causes of Climate Change

Climate change is primarily caused by human activities, such as the burning of fossil fuels, deforestation, and industrial processes. These activities release greenhouse gases into the atmosphere, trapping heat and causing the Earth's temperature to rise. Other factors, such as natural disasters and changes in solar radiation, can also contribute to climate change.

6. The Benefits of Outdoor Education

6  the benefits of outdoor education

Outdoor education provides students with unique learning opportunities and helps foster a deeper connection with the natural world. In this article, we will explore the benefits of outdoor education and discuss how schools can incorporate outdoor learning into their curriculum.

Benefits of Outdoor Education

Outdoor education promotes physical fitness and encourages students to engage in physical activity. It also enhances students' problem-solving and critical thinking skills by challenging them to navigate unfamiliar environments and overcome obstacles. Additionally, outdoor education can improve students' mental health and well-being by providing a break from the pressures of academic life.

7. The Evolution of Technology in Education

7  the evolution of technology in education

Technology has transformed the way we teach and learn, revolutionizing classrooms around the world. In this article, we will explore the evolution of technology in education, from the introduction of computers to the rise of online learning platforms . We will also discuss the benefits and challenges of integrating technology into classrooms.

The Rise of Online Learning

Online learning has become increasingly popular in recent years, offering students the flexibility to learn at their own pace and access educational resources from anywhere in the world. Online learning platforms provide a wide range of courses and programs, catering to diverse learning needs and interests. However, online learning also presents challenges, such as the need for self-discipline and motivation.

8. The Importance of Mental Health Awareness in Schools

8  the importance of mental health awareness in schools

Mental health issues among students are on the rise, highlighting the need for increased awareness and support in schools. In this article, we will explore the importance of mental health awareness in schools and discuss strategies for promoting positive mental health among students.

Strategies for Promoting Positive Mental Health

Schools can promote positive mental health by implementing comprehensive mental health programs, providing access to counseling services, and creating a supportive and inclusive school environment. It is also important to educate students about mental health and destigmatize seeking help for mental health issues.

9. The Impact of Literature on Society

Literature has the power to shape our thoughts, beliefs, and values, making it an important tool for social change. In this article, we will explore the impact of literature on society and discuss how it can inspire empathy, promote understanding, and challenge societal norms.

The Power of Storytelling

Storytelling is a powerful form of communication that has been used for centuries to convey ideas, share experiences, and preserve cultural heritage. Through literature, authors can tell stories that resonate with readers, evoke emotions, and provoke thought. Literature can also provide a platform for marginalized voices and amplify diverse perspectives.

There you have it - 50 unbeatable topics for article writing in your school magazine! Whether you choose to explore the importance of STEM education, the impact of social media on teenagers, or the history of women's rights movements, these topics are sure to captivate your readers and spark meaningful discussions. So, get writing and make your school magazine a must-read publication!

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What are some interesting topics for article writing for a school magazine in 2023?

Some interesting topics for article writing for a school magazine in 2023 could include the impact of technology on education, the importance of mental health awareness among students, and the role of social media in shaping teenage culture.

How can I choose a topic for article writing for a school magazine in 2023?

To choose a topic for article writing for a school magazine in 2023, you can consider current events, student interests, and issues relevant to your school community. You can also brainstorm ideas with your peers, teachers, or advisors to find a topic that is both engaging and informative.

What are some tips for writing articles for a school magazine in 2023?

Some tips for writing articles for a school magazine in 2023 include conducting thorough research, using credible sources, organizing your ideas in a clear and logical manner, and proofreading your work for grammar and spelling errors. It is also important to write in a style that is appropriate for your target audience and to include relevant visuals or multimedia elements to enhance the article.

Asim Akhtar

Asim Akhtar

Asim is the CEO & founder of AtOnce. After 5 years of marketing & customer service experience, he's now using Artificial Intelligence to save people time.

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

  • Writing Tips

article writing for school

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
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  • 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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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

How to Help Students With Their Writing. 4 Educators Share Their Secrets

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Teaching students to write is no easy feat, and it’s a topic that has often been discussed on this blog.

It’s also a challenge that can’t have too much discussion!

Today, four educators share their most effective writing lessons.

‘Three Practices That Create Confident Writers’

Penny Kittle teaches first-year writers at Plymouth State University in New Hampshire. She was a teacher and literacy coach in public schools for 34 years and is the author of nine books, including Micro Mentor Texts (Scholastic). She is the founder and president of the Book Love Foundation, which annually grants classroom libraries to teachers throughout North America:

I write almost every day. Like anything I want to do well, I practice. Today, I wrote about the wild dancing, joyful energy, and precious time I spent with my daughter at a Taylor Swift concert. Then I circled back to notes on Larry’s question about teaching writers. I wrote badly, trying to find a through line. I followed detours and crossed out bad ideas. I stopped to think. I tried again. I lost faith in my words. I will get there , I told myself. I trust my process.

I haven’t always written this easily or this much. I wouldn’t say I’m a “natural” writer because I don’t believe they exist. Writing is work. When I entered college, I received a C-minus on my first paper. I was stunned. I had never worked at writing: I was a “first drafter,” an “only drafter.” And truthfully, I didn’t know how or what to practice. I was assigned writing in high school and I completed it. I rarely received feedback. I didn’t get better. I didn’t learn to think like a writer; I thought like a student.

I’ve now spent 40 years studying writing and teaching writers in kindergarten, elementary school, middle school, and high school, as well as teachers earning graduate degrees. Despite their age, writers in school share one remarkably similar trait: a lack of confidence. Confidence is a brilliant and fiery light; it draws your eyes, your heart, and your mind. But in fact, it is as rare as the Northern Lights. I feel its absence every fall in my composition courses.

We can change that.

Confidence blooms in classrooms focused on the growth of writers.

This happens in classrooms where the teacher relies less on lessons and more on a handful of practices. Unfortunately, though, in most classrooms, a heap of time is spent directing students to practice “writing-like” activities: restrictive templates for assignments, with detailed criteria focused on rules. Those activities handcuff writers. If you tell me what to do and how to do it, I will focus on either completing the task or avoiding it. That kind of writing work doesn’t require much thinking; it is merely labor.

Practice creating, on the other hand, is harder, but it is how we develop the important ability to let our ideas come and then shaping them into cohesive arguments, stories, poems, and observations. We have misunderstood the power of writing to create thinking. Likewise, we have misunderstood the limitations of narrow tasks. So, here are my best instructional practices that lead to confidence and growth in writers.

1. Writing Notebooks and Daily Revision. Writers need time to write. Think of it as a habit we begin to engage in with little effort, like serving a tennis ball from the baseline or dribbling a basketball or sewing buttonholes. Writers need daily time to whirl words, to spin ideas, to follow images that blink inside them as they move their pen across the page. In my classroom, writing time most often follows engagement with a poem.

Likewise, writers need guidance in rereading their first drafts of messy thinking. I’ve seen teachers open their notebooks and invite students to watch them shape sentences. They demonstrate how small revisions increase clarity and rhythm. Their students watch them find a focus and maintain it. Teachers show the effort and the joy of writing well.

Here’s an example: We listen to a beautiful poem such as “Montauk” by Sarah Kay, her tribute to growing up. Students write freely from lines or images that spring to them as they listen. I write in my notebook as students write in theirs for 4-5 minutes. Then I read my entry aloud, circling subjects and detours ( I don’t know why I wrote so much about my dog, but maybe I have more to say about this … ). I model how to find a focus. I invite students to do the same.

2. Writers Study Writing . Writers imitate structures, approaches, and ways of reaching readers. They read like writers to find possibilities: Look what the writer did here and here . A template essay can be an effective tool to write for a test, but thankfully, that is a very small and insignificant part of the whole of writing for any of us. Real writing grows from studying the work of other writers. We study sentences, passages, essays, and articles to understand how they work, as we create our own.

3. Writers Have Conversations as They Work . When writers practice the skills and embrace the challenges of writing in community, it expands possibilities. Every line read from a notebook carries the mark of a particular writer: the passion, the voice, the experiences, and the vulnerability of each individual. That kind of sharing drives process talk ( How did you think to write about that? Who do you imagine you are speaking to? ), which showcases the endless variation in writers and leads to “writerly thinking.” It shifts conversations from “right and wrong” to “how and why.”

Long ago, at a local elementary school, in a workshop for teachers, I watched Don Graves list on the chalkboard subjects he was considering writing about. He read over his list and chose one. From there, he wrote several sentences, talking aloud about the decisions he was making as a writer. Then he turned to accept and answer questions.

“Why do this?” someone asked.

“Because you are the most important writer in the room,” Don said. “You are showing students why anyone would write when they don’t have to.” He paused, then added, “If not you, who?”

confidenceblooms

Developing ‘Student Voice’

A former independent school English teacher and administrator, Stephanie Farley is a writer and educational consultant working with teachers and schools on issues of curriculum, assessment, instruction, SEL, and building relationships. Her book, Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is available from Routledge Eye on Education:

Teaching writing is my favorite part of being a teacher. It’s incredibly fun to talk about books with kids, but for me, it’s even more fun to witness students’ skills and confidence grow as they figure out how to use written language to communicate what they mean.

A lesson I used to like doing was in “voice.” My 8th graders had a hard time understanding what I meant when I asked them to consider “voice” in their writing. The best illustration I came up with was playing Taylor Swift’s song “Blank Space” for students. Some students groaned while others clapped. (Doesn’t this always happen when we play music for students? There’s no song that makes everyone happy!) But when they settled down, I encouraged them to listen to the style: the arrangement, her voice as she sang, the dominant instruments.

Then, I played a cover of “Blank Space” by Ryan Adams. Eyes rolled as the song unfurled through the speakers, but again I reminded students to listen to the arrangement, voice, and instruments. After about 60 seconds of the Adams version, heads nodded in understanding. When the music ended and I asked students to explain voice to me, they said it’s “making something your own … like your own style.” Yes!

The next step was applying this new understanding to their own writing. Students selected a favorite sentence from the books they were reading, then tried to write it in their own voice. We did this a few times, until everyone had competently translated Kwame Alexander into “Rosa-style” or Kelly Link into “Michael-style.” Finally, when it was time for students to write their own longer works—stories, personal essays, or narratives—they intentionally used the words and sentence patterns they had identified as their own voice.

I’m happy to report this method worked! In fact, it was highly effective. Students’ papers were more idiosyncratic, nuanced, and creative. The only change to this lesson I’d make now is trying to find a more zeitgeist-y song with the hope that the groans at the beginning die down a little faster.

itsfun

Teaching ELLs

Irina McGrath, Ph.D., is an assistant principal at Newcomer Academy in the Jefferson County school district in Kentucky and the president of KYTESOL. She is also an adjunct professor at the University of Louisville, Indiana University Southeast, and Bellarmine University. She is a co-creator of the ELL2.0 site that offers free resources for teachers of English learners:

Reflecting on my experience of teaching writing to English learners, I have come to realize that writing can be daunting, especially when students are asked to write in English, a language they are learning to master. The most successful writing lessons I have taught were those that transformed the process into an enjoyable experience, fostering a sense of accomplishment and pride in my students.

To achieve this, I prioritized the establishment of a supportive learning environment. At the beginning of each school year, I set norms that emphasized the importance of writing for everyone, including myself as their teacher. I encouraged students to write in English and their native language and I wrote alongside my English learners to demonstrate that writing is a journey that requires hard work and dedication, regardless of age or previous writing experiences. By witnessing my own struggles, my students felt encouraged to persevere.

My English learners understood that errors were expected and that they were valuable opportunities for growth and improvement. This created a comfortable atmosphere where students felt more confident taking risks and experimenting with their writing. Rather than being discouraged by mistakes, they viewed them as steppingstones toward progress.

In my most effective writing lessons, I provided scaffolds such as sentence stems, sentence frames, and word banks. I also encouraged my students to use translation tools to help generate ideas on paper. These scaffolds empowered English learners to independently tackle more challenging writing assignments and nurtured their confidence in completing writing tasks. During writers’ circles, we discussed the hard work invested in each writing piece, shared our work, and celebrated each other’s success.

Furthermore, my most successful writing lessons integrated reading and writing. I taught my students to read like writers and utilized mentor texts to emulate the craft of established authors, which they could later apply to their own writing. Mentor texts, such as picture books, short stories, or articles, helped my students observe how professional writers use dialogue, sentence structure, and descriptive language to enhance their pieces.

Instead of overwhelming students with information, I broke down writing into meaningful segments and taught through mini lessons. For example, we analyzed the beginnings of various stories to examine story leads. Then, collaboratively, my students and I created several leads together. When they were ready, I encouraged them to craft their own leads and select the most appropriate one for their writing piece.

Ultimately, my most effective lessons were those in which I witnessed the joyful smiles on my English learners’ faces as they engaged with pages filled with written or typed words. It is during those moments that I knew my writers were creating and genuinely enjoying their work.

To access a self-checklist that students and EL teachers can use when teaching or creating a writing piece in English, you can visit the infographic at bit.ly/ABC_of_Writing .

iprovided

‘Model Texts’

Anastasia M. Martinez is an English-language-development and AVID Excel teacher in Pittsburg, Calif.:

As a second-language learner, writing in English had not always been my suit. It was not until graduate school that I immersed myself in a vast array of journals, articles, and other academic works, which ultimately helped me find my academic voice and develop my writing style. Now, working as an ESL teacher with a diverse group of middle school multilingual learners, I always provide a model text relevant to a topic or prompt we are exploring.

When students have a model text, it gives them a starting point for their own writing and presents writing as less scary, where they get stuck on the first sentence and do not know how to start.

At the start of the lesson, prior to using a model text, I create a “do now” activity that guides my students’ attention to the topic and creates a relevant context for the text. After students share their ideas with a partner and then the class, we transition to our lesson objectives, and I introduce the model text. We first use prereading strategies to analyze the text, and students share what they notice based on the title, images, and a number of paragraphs. Then, depending on the students’ proficiency level, I read the text to the class, or students read the text as partners, thinking about what the text was mostly about.

After students read and share their ideas with partners and then the whole class, we transition to deconstructing the text. These multiple reengagements with the text help students become more familiar with it, as well as help students build reading fluency.

When deconstructing the model text, I guide my students through each paragraph and sentence. During that time, students orally share their ideas determining the meaning of specific paragraphs or sentences, which we later annotate in the model text using different colored highlighters or pens. Color coding helps visually guide students through similar parts of the model text. For instance, if we highlight evidence in paragraph 2 in one color, we also highlight evidence in the same color in the following paragraph. It helps students see the similarities between the paragraphs and discover the skeleton of the writing. Additionally, color coding helps students during their writing process and revision. Students can check if they used all parts of the writing based on the colors.

Furthermore, one of the essential pieces during deconstructing model texts that I draw my students’ attention to is transition words and “big words,” or academic vocabulary. We usually box them in the text, and I question students about why the author used a particular word in the text. Later, when students do their own writing, they can integrate new vocabulary and transition words, which enhances their vocabulary and language skills.

As the next step, I invite students to co-create a similar piece of writing with a partner or independently using our model text as their guide. Later, our model text serves as a checklist for individual and partner revisions, which students could use to give each other feedback.

Model texts are an essential part of the writing process in any content-area class. As educators, we should embrace the importance of model texts, as they provide a solid foundation upon which students can develop their unique writing skills, tone, and voice.

modeltexts

Thanks to Penny, Stephanie, Irina, and Anastasia for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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40 ideas and topics for a school magazine

Find inspiration on what to write about....

article writing for school

There are so many occasions and opportunities to design your own magazine for school in Jilster's makerspace. Whether in class for projects, for practical work, for school newspapers, farewell magazines , memorial publications, and many more. Do you have one in mind?

Quick & Easy: Make a school magazine in Jilster's makerspace

In our makerspace you can design any magazine you want. Our easy-to-use editor offers many options with great, professionally designed magazine templates for you to use as a basis and starting point for your own projects. You can choose a template for every topic.

school-magazine-ideas.webp

Are you looking to design magazine projects for school but are not sure what to write about? Perhaps you are part of the editorial team for the school newspaper and looking for new topics? We have compiled a list below of ideas that can help you develop a concept for your own magazine.

People in the spotlight

Do interviews with…

  • The school secretary
  • The caretaker
  • The school psychologist And let them tell their story.

school-magazine-ideas.webp

What is the story of life at school?

What does a typical day at school look like? Are there any new clubs and teams?

Write about:

  • Sports teams - volleyball, football, basketball, athletics…
  • School clubs - theater, literature, science…
  • School band, orchestra choir…

What is the school's current topic of discussion?

For example:

  • Food offered in the cafeteria
  • School party
  • Introduction of school uniforms
  • Dismantling the table tennis table..

What do you and the other students enjoy?

Let others write about their recommendations and provide others with special tips.

topics-ideas-make-school-magazine.webp

Topics to write about for example:

  • Latest music
  • Popular movies
  • Interesting art
  • Exciting games (board games, apps, ect.)

What is the story about your school's history?

Do some research and share your school's history. Celebrate your school and it's anniversary.

school-magazine-ideas-topics-history-page.webp

  • Foundation of the school
  • History of the school name
  • What was it like 50 years ago?
  • Renovation: before and after photos of the school building (s)
  • Local news: find out what's going on in the near area of the school. Is there something interesting for students and teachers? Write reports and articles and take some photographs.

What is on the school's agenda?

  • Will the bus stop be rebuilt?
  • Is there a new sports complex?
  • Has a new basketball hoop been installed in the park?
  • Interview with the mayor
  • Interview other important groups of people in your city or town
  • Opinions and perspectives

Ask your classmates to write opinion articles, letters to the editor, and editorials about:

  • School rules
  • School classes and subjects
  • School uniforms
  • What makes a good teacher?
  • What makes a good student?

Include opinions and tips on personal topics in your magazine. For example:

  • How do you make friends?
  • How do you work well together? (teamwork)
  • How can you overcome fear?
  • How can you get rid of bad habits?
  • How can you deal with peer pressure?
  • What can you do against bullying?

More ideas you can implement in your school newspaper or magazine project at school

  • Comics (written and drawn by students)
  • Competitions
  • Project on socially relevant topics
  • Practical work
  • Results of creative projects (art works)

How do you make your own school magazine?

  • Create an account in Jilster

Make-a-jilster-account.webp

  • Make a design in the makerspace

Make-a-magazine-Jilster-makerspace.webp

  • Choose a template from our selection

school-magazine-makerspace-templates.webp

  • Invite students, teachers, and parents to collaborate together

invite-your-team-school-magazine-ideas.webp

  • Get creative. Add images, your own photos, texts, PDF-files and edit the pages as you wish. You can also use templates & cliparts.

school-magazine-ideas-topics.webp

  • Do a final edit

school-magazine-makerspace-approve-pages.webp

  • Place your order

Order-your-school-magazine.webp

  • Share your moment of giving with us 🤗

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article writing for school

19.Article Writing on: My School

article writing for school

Article writing in English is a tough art and it is a part of CBSE Curriculum and many other competitive Exams. We are providing article writing format giving some article writing samples. Go through these article writing questions and find relevant article writing topics and learn a different article English. These article writing examples will surely help you to create article writing for Common English .

I am a student of DAV Senior Secondary School. It is situated on the Chitragupta Road, New Delhi.

 The school building is very impressive. It is made of stones and bricks. It has 100 rooms. The rooms are well ventilated. There is a big library as well. The library has a good stock of books. Some of the books are very interesting. Reading books increases one’s wisdom, intelligence and common-sense. The school has a big laboratory. It has been equipped with the necessary apparatus and scientific instruments.

My school is up to 12th standard. Each grade/ standard has 7 sections—A, B, C, D, E, F and G. There are 1,000 students in the school. It has a staff of 70 members. The staff members are capable and efficient. The principal of the school is a reputed man. He is very popular among the staff and students alike. He keeps a strict eye on the students. The school office is managed by eight clerks and two cashiers. All are hardworking.

The school has two playgrounds—one is a tennis court and the other one is a cricket ground. We also have a nice swimming pool and a canteen. It also has a beautiful garden where students relax and play during the recess.

My school is performing well in all fields. In the academic field, it has made a mark. Its students secure top positions in the board examinations. Even in games, sports and tournaments, it has made much progress. My school has won many trophies, shields and medals in many extra-curricular activities. In debates also, the students of my school secure good positions.

 It is considered to be one of the best schools in Delhi. All of us are really proud of our alma-mater. I am fortunate enough to be a student at this school. I love and am proud of my school.

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JASON RANTZ

Rantz: Seattle English students told it’s ‘white supremacy’ to love reading, writing

Feb 14, 2024, 7:08 PM

Image: Lincoln High School in Seattle teachings on white supremacy leads to controversy. Seattle wh...

Lincoln High School in Seattle teachings on white supremacy leads to controversy. (School photo courtesy of the school district website; quiz images provided by a parent in the school district)

(School photo courtesy of the school district website; quiz images provided by a parent in the school district)

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BY JASON RANTZ

The Jason Rantz Show, 3pm-7pm on KTTH

Students in a Seattle English class were told that their love of reading and writing is a characteristic of “white supremacy,” in the latest Seattle Public Schools high school controversy. The lesson plan has one local father speaking out, calling it “educational malpractice.”

As part of the Black Lives Matter at School Week, World Literature and Composition students at Lincoln High School were given a handout with definitions of the “9 characteristics of white supremacy,” according to the father of a student. Given the subject matter of the class, the father found it odd this particular lesson was brought up.

The Seattle high schoolers were told that “Worship of the Written Word” is white supremacy because it is “an erasure of the wide range of ways we communicate with each other.” By this definition, the very subject of World Literature and Composition is racist. It also chides the idea that we hyper-value written communication because it’s a form of “honoring only what is written and even then only what is written to a narrow standard, full of misinformation and lies.” The worksheet does not provide any context for what it actually means.

“I feel bad for any students who actually internalize stuff like this as it is setting them up for failure,” the father explained to the Jason Rantz Show on KTTH.

More from Jason Rantz: Communist Seattle teacher breaks silence to support Hamas, claim ‘ACAB’

Everything is ‘white supremacy’ at Seattle Public Schools

The father asked to remain anonymous for fear of retribution against his child by Seattle Public Schools. He said the other pieces of the worksheet were equally disturbing.

The worksheet labels “objectivity,” “individualism,” and “perfectionism” as white supremacy. If students deny their own racism — or that any of the nine characteristics are legitimately racist — is also white supremacy. Denialism or being overly defensive is a racist example of an “entitlement to name what is an [sic] isn’t racism and that those with power have a right to be shielded from the stresses of antiracist work.”

The father argues the concepts are “incoherent and cannot stand any sort of reasoned analysis.” And he notes that it’s set up to ensure students accept every concept without ever questioning the claims.

“How is a 15-year-old kid supposed to object in class when ‘denial and defensiveness’ is itself a characteristic of white supremacy? This is truly educational malpractice.”

article writing for school

Terms and definitions regarding white supremacy given to Lincoln High students.

White students told to apologize in yet another Seattle high school controversy

Another aspect of the white supremacy lesson at this Seattle school involved a video titled “Getting Called Out: How to Apologize” by Franchesca Ramsey. It’s reportedly presented in the context of white students expressing what the teacher views as “white supremacy.”

“Getting called out, in this context of this video, is when you say or do something that upholds the oppression of a marginalized group of people,” Ramsey says.

Ramsey says her advice is about becoming an ally and “doing the right thing.” She explains you shouldn’t “get defensive” by denying you’re oppressing marginalized people, even if you’re not actually oppressing marginalized people.

“What you really need to do is listen because this is where the other person is hopefully going to explain to you what you did wrong and how you can explain it,” she says.

In the context of the worksheet on white supremacy, it seems clear that students must merely accept that they are upholding oppression. Using the worksheet, if a student defends independence or a love of reading and writing, that student is supposed to accept that it’s white supremacist thinking and stop acting independently or loving to read and write.

article writing for school

The worksheet on white supremacy.

Father says Seattle Public Schools isn’t serving students

The father says he taught his son to be on the lookout for this kind of Radical Left indoctrination. It’s why his son flagged the worksheets to him. But he notes that the curriculum doesn’t exactly help his kid on the subject he’s supposed to be learning.

“My problem with this curriculum is that this is supposed to be a writing and literature class and lessons like these do nothing to help my kid become a better writer,” the father explained. “I’m sure Lincoln administration will point to the high ELA proficiency scores but the high proportion of HCC [highly capable] kids (40% of the student body) is a big factor. With so many smart, hard working kids (white supremacists) it’s easy to support these luxury beliefs but system-wide only 63% of kids are proficient in English. Is this really the best use of class time? ”

The father also wonders how many students will fall for this toxic thinking across Seattle schools where concepts around white supremacy are so clearly partisan.

“I feel bad for any students who actually internalize stuff like this as it is setting them up for failure,” he said.

Seattle Public Schools spokespeople provided their normal response to requests for comment: none.

article writing for school

‘How do white supremacy characteristics show up in your personal lives?’ was a question in a worksheet given to Lincoln High students.

Listen to the Jason Rantz Show on weekday afternoons from 3-6 p.m. on KTTH 770 AM (HD Radio 97.3 FM HD-Channel 3). Subscribe to the  podcast here . Follow Jason on  X, formerly known as Twitter ,  Instagram  and  Facebook .

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What Writing TV Soap Operas Taught Me About Writing Novels

Ellen feldman on the fine art of the commercial break.

Soap School wasn’t its real name. It had no name, no accreditation. It didn’t award a degree. But it did hold out hope of a well remunerated career in the wonderful world of soap operas. And here’s the kicker—it didn’t cost a penny. In fact, it paid its student body of four to attend. That’s why I was there.

My experience at Soap School was so bizarre and confidence-battering that for years I managed to repress it. Not until the protagonist of my novel The Trouble with You landed a job working for the head writer of several daytime radio serials—she’s adamant about never calling them soap operas or soaps—did the memory seep back into my consciousness.

Though I had managed to repress the experience, some of the tricks of the trade I picked up during the semester I was enrolled, or perhaps indentured, did linger. To prove it, let me set the scene.

A well-appointed corner office in a Manhattan literary agency with a backdrop of the city skyline visible through the windows. The scene features two characters: the writer and her agent.

The writer (in a recap of the backstory for viewers who missed the last few episodes) tells of her history of ghosting other people’s books and writing novels to formula under pseudonyms, the publication of her first novel under her own name, her euphoria at the good reviews, her despair at discovering that the reading public who pony up hard currency in exchange for books did not share the reviewers’ enthusiasm.

Backstory taken care of, viewers brought up to today’s segment, the agent announces she has an offer the writer can’t refuse. An executive at a television network is looking for two promising young novelists and two playwrights of the same ilk to be trained in the craft of writing daytime serials. And—the agent pauses dramatically to underline the full import of what she’s about to say—the writer will get something no novelist, especially a fledgling one, has ever dreamed of. A weekly paycheck.

Closeup of the writer. Her eyes widen in amazement and joy. “A weekly paycheck,” she murmurs under her breath, though loud enough for the audio to pick it up.

The camera holds. Her eyes narrow in anguish. Can she sell her soul to the soaps? Can she compromise her literary integrity for filthy lucre? The music builds to a crescendo. The program cuts to a commercial. (See the lesson in suspense below.)

This scene really did play, minus the musical accompaniment leading to the commercial break. Another novelist, two playwrights, and I spent the better part of a hot New York summer in a well air-conditioned building in midtown Manhattan learning to write soaps.

By day we sat in a swanky conference room being taught the tricks of the trade by a successful head writer. By night we toiled in our considerably less glamorous digs over scripts that never quite measured up to the head writer’s standards.

The problem was less artistic than personal. He was determined to show us arrogant whippersnappers that soap operas were an art form. We were resolved to prove that we might have something to learn from Trollope and Fitzgerald, Chekov and O’Neill, but what could a hack like him teach the likes of us who had published novels and seen our plays produced? We thought he was overbearing. It never occurred to us that we were insufferable.

The first lesson involved the division of labor. We tried not to snicker. We were writers, not workers on a Henry Ford assembly line.

The head writer explained that he was responsible for the ongoing story, which he mapped out months in advance. Three or four lesser writers, known as breakdown writers, turned the ongoing story into outlines for daily scripts. Each of us would write the actual scenes in those scripts. Of course, nothing we novices churned out, he warned, could be used, but if we worked hard, perhaps someday we’d see scenes we’d written performed on the small screen.

As I worked on my novel decades later, the memories of that painful summer began to seep back, but like so many miseries of youth, the incidents now seemed more amusing that agonizing. They were also useful. Few traits betray a character like the lack of them. As Hemingway never tired of saying, a writer has to know more about a character than she puts on the page.

I understood, thanks to those hot summer nights and overly air-conditioned days how my protagonist Fanny would struggle at her job and the attempt to rise in it. I shared her dismay at being told by the head writer that wit is the death of daytime serials. I wrestled with her to find motivation for a character whose actions are dictated not by who she is but by how the plot must advance.

Even the chief lesson hammered home in that chilly conference room found its way into the novel when Fanny, who has now graduated to more serious writing, grapples with foreshadowing – how much to put in to create suspense, how little to keep from giving the away story.

Suspense, both Fanny and I learned, is the holy grail of soap opera construction. The four of us soap students thought we knew a thing or two about the technique. We’d learned to slip in a line here, a reference there to keep the reader turning pages and the audience in their seats until the final curtain.

Merely keeping the reader or audience interested, however, wasn’t good enough for the head writer. Nail-biting was the order of the day. Each scene had to end with a cliff hanger. Witness the character close-up and mounting music while the writer debates selling her soul above. How else to prevent the viewer from switching channels during the commercial?

Soap School lasted six weeks, though it felt longer. On the final day the four of us burst out of that chilly midtown Manhattan building as exuberantly as second graders set free for the summer holidays. I don’t suppose the head writer was sorry to see us go. None of us was hired to write full-time. As far as I know, the endeavor was not attempted again. But one lesson I learned did help me when, a few years later, I began to teach a course in creative writing.

As I went through the samples required for admission to the course, I was struck by the obvious talent of one applicant. Her writing wasn’t yet polished, but that was what I was there to help her learn to do.

When classes began, however, and the students started submitting their weekly assignments, I noticed a strange recurrent tic in her work. Instead of developing a scene or chapter and letting it run its course, she always cut it off halfway through a conversation or at a crucial moment in the action. I couldn’t figure out why.

Then the memory, which I’d repressed and would again bury after the incident, surfaced. I asked her if she’d ever written daytime serials. She said she hadn’t written them but had acted in them. I’m delighted to report that within a week or two she’d stopped interrupting her work for commercial breaks. I’m even happier that two years later she published her first novel. Perhaps Soap School had paid off after all.

______________________________

The Trouble with You - Feldman, Ellen

The Trouble with You   by Ellen Feldman is available via St. Martin’s Press.

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Ellen Feldman

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IMAGES

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COMMENTS

  1. How to write an Article: Complete Guide for Students & Teachers

    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!).

  2. Over 170 Prompts to Inspire Writing and Discussion

    To introduce each question, we provide an excerpt from a related New York Times article or Opinion piece as well as a free link to the original article. During the 2020-21 school year, we asked ...

  3. Article Writing for Students

    Article Writing for Students 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.

  4. How to Write an Article for Your School Newspaper

    1 Audition to join the school newspaper team. If you aren't already on your school's newspaper staff, chances are you'll need to try out, or audition, to join the team. Most often, you'll need to submit several sample articles to prove that you have adequate writing and research skills.

  5. Writing an article

    Overview The purpose of an article is often to inform and persuade the reader. Articles give the reader information about a certain topic, bringing together and discussing different perspectives to provide a balanced argument which lets the reader make up their own mind about the topic.

  6. How to Write Articles (with Pictures)

    Include transitions. Link each separate idea with transitions so that your article reads as one cohesive piece. Start each new paragraph with a transition that links it to the previous paragraph. For example, use words or phrases such as "however…," "another important point is…," or "it must be remembered that…". 6.

  7. Teaching Elementary School Students to Be Effective Writers

    Recommendation 1: Provide daily time for students to write Level of evidence: Minimal Providing adequate time for students to write is one essential element of an effective writing instruction program. However, recent surveys of elementary teachers indicate that students spend little time writing during the school day.

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    Effective writing is a vital component of students' literacy achievement, and writing is a critical communication tool for students to convey thoughts and opinions, describe ideas and events, and analyze information. Indeed, writing is a life-long skill that plays a key role in post-secondary success across academic and vocational disciplines.1

  9. Article Writing

    An article is a piece of non-fiction prose writing especially meant for newspapers and magazines. It is helpful to test the students' skills in expressing their ideas, organization of their thoughts, planning, presentation of their ideas in a chronological way, comprehending their ideas, and finally arriving at a conclusion. While writing the article, make sure […]

  10. Article Writing: Stepwise Guide, Format, Sample, & Tips

    Step 1: Find your target audience Step 2: Select a topic and an attractive heading Step 3: Research is the Key Step 4: Write and Proofread Step 5: Add Images and Infographics Sample of Article Writing Article Writing on Covid-19 for Students Article on My Vision of India in the Future Article Writing Topics

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    Instructions Preparation Check your understanding: multiple choice Check your writing: word 2 word - questions Check your writing: gap fill - opinion adverbs Worksheets and downloads A magazine article - exercises 1.07 MB A magazine article - answers 138.92 KB A magazine article - article 485.25 KB A magazine article - writing practice 362.52 KB

  12. 50 Proven Tips for School Magazine Article Writing Success 2024

    1. Choose a Captivating Topic When writing for your school magazine, it's important to choose a topic that will captivate your readers. Consider what interests your target audience and select a subject that is relevant and engaging.

  13. How to Write a News Article

    Conclude with some less important—but relevant—details, interview quotes, and a summary. The first paragraph of a news article should begin with a topic sentence that concisely describes the main point of the story. Placing this sentence at the beginning of a news article hooks the reader immediately so the lede isn't buried.

  14. Cambridge B2 First (FCE): How to Write an Article

    from: Cambridge English First Handbook for Teachers. Articles are part of the second section of the FCE writing exam. This means, that, actually, you can decide if you want to choose this type of text or, instead, pick one of the other ones available in this part (a review, report, letter/email or, if you take FCE for Schools, a story).

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    Bring tools: hand shovels, buckets with the bottoms cut off and squirt bottles. Tamp wet sand into your bucket molds, setting one layer and then the next, like bricks. Sculpt architectural details ...

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    An article is a piece of writing which explicates ideas, thoughts, facts, suggestions and/or recommendations based on a particular topic. There are different kinds of articles, namely: Expository article - The most common type of article which allows the writer to put out information on any particular topic without the influence of their opinions.

  17. 50 Unbeatable Topics for Article Writing in School Magazine 2024

    50 Unbeatable Topics for Article Writing in School Magazine 2024 Are you looking for interesting and engaging topics to write about in your school magazine? Look no further! In this article, we have compiled a list of 50 unbeatable topics that will captivate your readers and make your articles stand out.

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

    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.").

  19. Free Articles for Students

    Elementary Middle and High School These free articles and resources are courtesy of Scholastic Classroom Magazines and they cover a wide array of seasonally relevant topics.

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    An article is an expression of one's thought on an issue or a subject logically and coherently written in meaningful paragraphs. ♦ Points to Remember: Give a title that catches the attention of the reader. Begin with a striking opening sentence which addresses the readers and gets them interested in the topic.

  22. Article Writing Format, Topics and Examples for Class 12

    Now, you can be given to write a magazine article or a newspaper article. Top. Article Writing Format Class 12. Article Writing Format Class 12 - The Format of article writing for class 11 by CBSE is the same as we have discussed earlier. Article writing for class 12 carries 05 marks, it is a very important question. In order to write a perfect article, we must be well acquainted with the ...

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    Write about: Sports teams - volleyball, football, basketball, athletics… School clubs - theater, literature, science… School band, orchestra choir… What is the school's current topic of discussion? For example: Food offered in the cafeteria School party Introduction of school uniforms Dismantling the table tennis table..

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    19.Article Writing on: My School. Article writing in English is a tough art and it is a part of CBSE Curriculum and many other competitive Exams. We are providing article writing format giving some article writing samples. Go through these article writing questions and find relevant article writing topics and learn a different article English.

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    February 21, 2024. Soap School wasn't its real name. It had no name, no accreditation. It didn't award a degree. But it did hold out hope of a well remunerated career in the wonderful world of soap operas. And here's the kicker—it didn't cost a penny. In fact, it paid its student body of four to attend. That's why I was there.

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