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GCSEEnglish LanguageAQARevision NotesPaper 2Question 5How to Write an Article for GCSE

How to Write an Article for GCSE (AQA GCSE English Language) : Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Writing an article is a common option given in Paper 2, Section B of your AQA GCSE English Language exam. In this part of the paper, you are required to present a viewpoint in a specific format. If you are asked to write an article, your aim will usually be to inform, advise or entertain a reader.

The following guide explains how to write an article and covers:

  • Key features of an article

  • Article structure

  • Article sample questions

Key features of an article

  • The tone, language and style of your article will depend on the task and audience

  • You might be writing for a school magazine, a newsletter or a broader publication such as a newspaper

  • Regardless of the setting, certain features are expected so that you can show you understand how to write in this format

  • You are not required to include visual features, such as:

    • Images

    • Columns

    • Hyperlinks

  • These are unnecessary for the exam and do not earn extra marks

Magazine or newspaper article

In an article you should:

  • Use a catchy, attention-grabbing headline:

    • Use devices such as alliteration, rhetorical questions or puns to make your heading stand out

    • Capitalise all key words but avoid capitalising filler words like “the” or “of”

  • Include a strapline (subheading) underneath the heading:

    • This should briefly show your point of view or summarise the article's focus

  • Use subheadings to break up the article into sections (if suitable)

  • Address the audience directly using appropriate language

  • Match your tone to the task:

    • You may be informative, persuasive, light-hearted or formal, depending on the topic

  • Begin each paragraph with a topic sentence and then expand on the idea with details:

    • Try not to include multiple different arguments in one paragraph

  • Avoid opening with phrases such as “This article is about…” or “I am writing this article because…”

As articles are meant to be read by a wide audience, it is important to use Standard English, and a variety of sentence structures and paragraph lengths to keep the reader engaged.

The headline, strapline and opening paragraph are key sections to use persuasive language techniques that hook your reader and introduce your perspective clearly. Here is an example:

Text about corruption in sport, featuring rhetorical elements like puns, alliteration, triplets, and emotive language, advocating for change.
GCSE English article introduction

Examiner Tips and Tricks

Rhetorical questions are often used in article titles, but sometimes they can be too simplistic.

Instead, try to use a short, attention-grabbing statement, especially one which uses wordplay or draws directly from the article’s topic, as this will be more powerful than writing a basic question.

Article structure

For any Section B writing task, it’s important to spend around 10 minutes planning your main ideas or argument before you begin writing.

To ensure you have a strong set of points that support your viewpoint, you could:

  • Create a mind-map or write a bullet-point list of your ideas and techniques:

    • Number your points to help organise your response clearly and logically

    • Keep in mind that the examiner is not assessing your knowledge of the specific topic; instead you are marked on how well you build and present an argument

  • Your article should include 3–4 detailed and well-developed paragraphs, each focused on a separate idea:

    • Paragraphs do not need to be the same length

    • Ensure each paragraph develops a new point

    • Avoid repeating the same idea in different ways throughout your response 

Paragraph structure for an article

Paragraph 1:

Introduction

Begin by introducing the topic of your article and, if relevant, your argument:

  • Consider engaging the reader by using inclusive language, such as “we” or “us”

Paragraph 2:

Sub-heading

Refer to the bullet points provided in the question to structure your paragraph: 

  • Include relevant facts, background information or context to support your ideas

Paragraph 3:

Sub-heading

Use specific examples or an anecdote, depending on the topic, to make your writing more relatable

Paragraph 4:

Sub-heading

Introduce a counter-argument:

  • Not every task will require this, though showing a different viewpoint signals that you have presented a thoughtful argument

Paragraph 5:

Conclusion

Conclude your article by summarising your key points (without repeating them):

  • Leave your reader with a final thought or call to action to make it more memorable 

Examiner Tips and Tricks

To craft a strong article, ensure that each paragraph makes effective use of language devices and techniques to reinforce your ideas and persuade your reader.

Article sample questions

Here are some examples of the type of question you might be asked:

Diagram with a central box titled "Article sample questions," connected to four boxes discussing teen fashion, school pressure, the impact of social media, and art's meaning.
Article sample questions

Key features the examiner is looking for

  • Appropriate formatting:

    • An engaging headline

    • A brief strapline

    • Subheadings (if appropriate) to organise your response

  • A clear introduction:

    • It should capture the reader’s attention

    • It should clearly explain the purpose and topic

  • A coherent argument:

    • Begin each paragraph with a topic sentence

    • Use connectives to link your ideas

    • Support your points with evidence

    • Include a counter argument, if suitable

  • A memorable conclusion:

    • Bring your points together effectively

    • Leave your reader with a strong final message that reinforces your opinion

Please see our GCSE Article: Model Answer revision note page for an example of a full-mark AQA GCSE article.

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    Author
    Reviewer
    Nick Redgrove

    Author: Nick Redgrove

    Expertise: English Senior Content Creator

    Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

    Deb Orrock

    Reviewer: Deb Orrock

    Expertise: English Content Creator

    Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.