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GCSEEnglish LanguageEdexcelRevision NotesPaper 2: Non-fiction and Transactional WritingSection B: WritingHow to Write an Article for GCSE

How to Write an Article for GCSE (Edexcel GCSE English Language)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Nick Redgrove

The article task is a common option given as one of the two writing questions in Paper 2, Section B. If you are given an article to write, the purpose will normally be to inform, entertain or advise.

The following guide to writing an article in your Edexcel English Language GCSE exam includes:

  • Key features of an article

  • Article structure

Key features of an article

The language and tone of an article will be determined by the task and subject. You may be asked to write an article for your school or college magazine, or an article intended for publication in a newspaper. The following are the basic features of an article which you could include in your response. You should not include layout features such as columns, pictures or hyperlinks, however, as these are time-consuming and won’t get you any extra marks.

Magazine or newspaper article

In an article you should:

  • Use a snappy heading:

    • Consider using alliteration, a rhetorical question or a pun (a play on words) for this

    • Use capital letters for all but filler words in your heading

    • For example: “The Cruelty of Captivity”

  • Include a strapline underneath the heading to summarise your point of view:

    • For example: “Why keeping animals in captivity has fallen out of favour”

  • Use sub-headings to help structure your article (if appropriate)

  • Address your audience directly, while remembering that an article is intended to be read by a wide audience

  • Be light-hearted and entertaining, formal and serious, or provide advice and tips, depending on the task set

  • Use topic sentences to begin each paragraph, and then develop that point appropriately and in detail

  • Try not to include multiple different arguments in one paragraph

  • Avoid beginning your article with “I’m writing this because...” or “In this article I shall be discussing…”

Because an article is intended for publication, it is important to use Standard English and to vary your sentence and paragraph lengths to keep your audience engaged. 

The heading, strapline and opening paragraph of an article can employ lots of persuasive devices to hook your reader and introduce your point of view. For example:

Text analysing corruption in sport uses alliteration, rhetorical questions, and emotive language, with annotations on pun, triplet, and inclusive pronouns.
Article introduction

Examiner Tips and Tricks

Rhetorical questions are commonly used as headings, but they can be too simplistic or too general, so consider how you can make your headline sophisticated and specific. Choosing a simple statement, using a play on words taken from the article topic, can be a very effective alternative.

Article structure

As for any Section B writing task, you should spend 10 minutes planning your main points or arguments, before writing your response. 

To plan a range of points which will support your point of view, you can:

  • Create a mind-map or write a list of points and techniques to use:

    • It can also be helpful to number your ideas to structure your answer in a specific order

    • The examiner is not grading you on how much you know about the given topic, as it is impossible to predict what subject matter will be on the paper. You are marked on your ability to construct a convincing argument 

  • Your article should be structured into 3–4 detailed, well developed main paragraphs:

    • Remember, each paragraph does not have to be the same length

    • Better answers vary the lengths of their paragraphs for effect

    • Develop separate ideas or points in each paragraph 

    • However, avoid repeating the same idea throughout your article

Below is an example of how you might structure your article:

Paragraph 1:

Introduction

Introduce the subject of the article and, if appropriate, your argument:

  • You could consider engaging the reader through the use of inclusive pronouns, such as “we” or “us”

Paragraph 2:

Sub-heading

Use the bullet points given to you in the task to structure your article:

  • Provide information, facts, background or context

Paragraph 3:

Sub-heading

Use specific examples or a personal anecdote (depending on the subject)

Paragraph 4:

Sub-heading

Use a counter-argument:


  • Not all tasks will require you to do this, but when relevant, providing a counter-argument shows that you understand your reader and have considered their possible concerns

Paragraph 5:

Conclusion

Conclude your article strongly, summarising (but not repeating) and leaving the reader with something to think about

To produce an effective response, you should aim to develop your points carefully in each paragraph, using language features and techniques to highlight ideas and emphasise your points. 

So remember, the basic features of an article that the examiner would expect to see are:

  • Correct formatting:

    • A heading

    • A strapline

    • Subheadings can also be helpful to structure your response

  • A clear introduction:

    • This needs to be engaging and entertaining

    • It should introduce why you are writing, what you are writing about and what your opinion is

  • A well structured argument:

    • Paragraphs begin with topic sentences and are effectively linked

    • Include facts, “research” and other evidence to support your point of view

    • An objection to the argument is handled in a paragraph

  • A direct and memorable conclusion

    • Depending on the subject, signpost where your readers can go for further information

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    Author
    Reviewer
    Deb Orrock

    Author: 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.

    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.