3/21/25, 8:45 PM Exercise 6: Writing an article (Ultimate Guide) - ESL Kings

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Exercise 6: Writing an article (Ultimate

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

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

So, what is an article?

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An article is a piece of writing written for a large audience, e.g., a magazine or

newspaper, on a particular topic, which is meant to be of interest to the reader. It
will express a certain viewpoint or perspective — this can be positive or negative
depending on the topic.

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

The Tone and Register of an Article

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

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

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

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

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

The format of a one-sided article

Paragraph 1: Introduction (including your opinion)

Paragraph 2: First point supporting your opinion with an explanation

Paragraph 3: Second point supporting your opinion with an explanation

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

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

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The format of a two-sided article

Paragraph 1: Introduction (without your opinion)

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

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

Paragraph 4: Conclusion (including your opinion)

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

The main components of an effective introduction are:

1. Topic sentence

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

“Nowadays, music plays an indispensable role in our lives.”

To write an effective topic sentence, you might use adverbial time phrases
and generalizations. Here are some examples of each.
Adverbial time phrases
Nowadays/these days/currently
Every day/week/year
Recently/for many years/decades
In the past
10 years ago
In the last (few/five) (days/weeks/months/years/decades)

Generalization
Almost all
Most/many
A large number of / The vast majority (of)
Several/some
Not many/hardly any/ few
In almost all cases
In the majority of cases
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In a large number of cases

In most cases
In some cases
On the whole/ Overall
Students

2. Rhetorical question(s)

Use rhetorical questions (questions that don’t require an answer but make
your reader think) to get the reader interested in the topic and encourage
them to read on. For example:
How would you feel if you had two hours of homework every night?
How much longer do animals have to suffer?
Could you live with yourself if you missed out on this opportunity?
How could we possibly stand the …?
What would happen if …?
Could your conscience cope with …?
Is it really worth …?
Do you want to be part of …?
Have you ever thought about the positive impact you could have on the world
by becoming vegetarian?

3. Your opinion (if it is a one-sided article)

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

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

Here are some opinion phrases to help you express your opinion.
In my opinion
In my view
I concur/agree
I believe that
I think …
I admit …
It seems to me that
I am in favour of
I am against the idea of
I am strongly opposed to
I disagree / I cannot accept

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

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

Body
The structure if you are writing a one-sided article:
Body paragraph 1: First idea supporting your opinion with an explanation

Body paragraph 2: Second idea supporting your opinion with an explanation

(should be different from the first idea)

Body paragraph 3: State a counterargument (an idea from the opposing

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

When introducing the opposing argument in the 3rd body paragraph, use any of
the following phrases.
Opponents of this idea claim/assert/argue that …

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Those who disagree/are against these ideas may say/insist that …

Some people allege/argue that …
Some people may suggest/point out that …
A common counterargument is that …
It can be argued that …

When countering the opposing argument in the 3rd body paragraph, use any of the
following phrases depending on the context.
While this may be true to some extent, …
While it is true that …, it is important to consider…
While some may believe that … recent studies have shown that …
What this invalid argument misses is …
What these people fail to notice/take note of is …
The evidence, however, disproves this argument because …
However, upon closer examination, it becomes clear that …
However, a closer analysis reveals that …
However, this flawed argument overlooks the fact that …

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

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

General guidelines for both kinds of articles:

Read the question carefully and draft a plan for your article in the blank
space below the question using a pencil. Here are some steps to follow.
1. Separate the blank space into two parts, one for and one against.
2. Jot down any points that come to your mind in the correct part, along with any
interesting vocabulary or expressions suitable for the task. Remember to write
briefly and in bullet points.
3. Decide whether you will write a one-sided article or a two-sided article. Weigh up
the two sides and see which one has stronger and more convincing arguments. If
one side clearly has stronger and more convincing points, write a one-sided
article. If you see that both arguments are equally strong or that no side has more
compelling arguments, then write a two-sided article and choose four statements
(2 for and 2 against). It’s also worth noting that while a two-sided article is easier
to write, a one-sided article is the preferred option as it’s more persuasive.
4. Consider how you will begin your article and how you will engage the reader at
the start. For example, write some variations of the topic sentence and rhetorical
questions that you could use.

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5. Choose the most effective ones and begin writing. Remember to spend no more
than 5 minutes on the plan.

You can use the few prompts given in the question, but it is better to use your
own ideas if you want to get higher marks. If, however, you are out of ideas,
use the ideas in the question and make sure to paraphrase them (write them
in different words) and develop them well.
Support your ideas with reasons, evidence, or examples, and use persuasive
language features. Remember that you should not just describe the problem
but should be convincing in getting the audience to choose a side. Also, the
examiner knows that the evidence or examples will be made up and doesn’t
expect these to be correct.
Keep to the topic (don’t wander away from the main subject of the article).
Remind yourself constantly by looking again at the question.
Use a variety of linking words and cohesive devices (mainly formal) to create
a smooth and logical flow in your writing. Here are some examples.

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

The main argument in favour of/against is

The main point/reason is
The most important point/reason
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The first point/reason

First of all
First and foremost
Firstly
In the first place
On the one hand (used only when writing a two-sided article)

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

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

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

However
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Nevertheless
Even though
Although
Despite
In spite of
On the other hand
On the contrary
By contrast
In comparison
Alternatively
Another option could be
But

When giving examples

For example
For instance
One clear example is
Such as
Namely
To illustrate
In other words

When reasoning:

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Results and consequences: as a result, consequently, therefore, thus, hence,

for this reason, as a result (of), which means that, etc.
Reasons and causes: owing to, because (of), on account of, due to, since, as,
etc.

When highlighting and stressing

Particularly
In particular
Specifically
Especially
Obviously
Clearly

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

In the conclusion:

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

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

2. Give your final opinion (regardless of whether it’s a one-sided or a two-sided

article) and any solution or suggestion if applicable.

The solution or suggestion might be part of your opinion if you’re writing a

two-sided article and want to take a balanced view on the issue rather than
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siding with one side. For example, “In conclusion, it is evident that fast food is
a double-edged sword; thus, I strongly believe we should strike a balance
between eating fast food and incorporating other healthier options in our diet
to mitigate its negative effects.”

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

3. Include your audience by any of the following ways:

1. Using pronouns like we, us, and you (this is the easiest). Notice how this was used
in the previously mentioned conclusion example (bold and underlined)

2. Using rhetorical question(s). For example, “To conclude, I wholeheartedly believe

that everyone should pursue higher education. Why not embrace this invaluable
opportunity to fast-track your career, build your confidence, and broaden your
social circle?”.

3. Leaving the reader with something to think about. For example: “After weighing
the benefits and the drawbacks, it is apparent that convenience food, while
palatable, may negatively impact other areas of your life. Think about this before
you reach for your next snack!”.

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Points to keep in mind

Dos:
Organize your article into 4-5 paragraphs (4 if it’s a two-sided article and 5 if
it’s a one-sided article). Leave a line between paragraphs or indent the first line
of each new paragraph. Don’t do both!
Take care of spelling, punctuation, and grammar. This is important as the
examiner will look at the accuracy of your language.
Use a combination of simple, compound, and complex sentences. A series of
long sentences will make your writing difficult to read, and a series of short
simple sentences will make your writing boring to read. Balance is the key.
Use a wide range of formal vocabulary, including some advanced and less
commonly used ones.
Use a wide variety of formal linking words. Examples have been mentioned
earlier.
Use advanced punctuation sparingly (1-3 in the whole article), for example,
colon (:) and semicolon (;).
Aim to complete towards the maximum word limit (approximately 200
words for the current syllabus and 160 words for the new syllabus). Exceeding

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the word limit slightly (15-20 words) is fine as long as you write accurately and
complete the task within the correct time. If you exceed the word limit by any
number of words, be it even 100, no marks will be cut directly, but you
increase your chances of making more mistakes and spending more time than
required for this exercise, which may affect your mark indirectly. If you write
towards the lower limit or below, you are highly unlikely to achieve the highest
band for Content as your content is not well developed.
Spend about 30 minutes on this exercise: the initial 5 minutes for planning
and the last 2-3 minutes for checking your work for simple spelling,
punctuation, and grammatical mistakes.
Include your audience throughout by using pronouns such as we, us and you.
You could give a suitable attention-grabbing title (first letter of each word
capital), but it’s not necessary. In fact, many students waste a lot of time
trying to come up with a title and end up with their own version which does
not match the rubric. As a result, the content is not always focused correctly
and tends to follow the direction chosen by the student, rather than the
specific requirements of the topic, thus affecting the content marks.
Passive voice could be used but not too much.
Write legibly

Don’ts:
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Avoid contractions. However, if the article is for your school magazine, you
can use contractions.
Avoid abbreviations and slang (texting language) such as how r u, OMG, BTW,
etc.
Avoid using informal vocabulary
Avoid listing (firstly, secondly, thirdly, etc.). There is no problem in writing
“firstly”, but avoid writing “secondly” and “thirdly”.
Avoid repetition of vocabulary and beginning your sentences with the same
words. Sometimes, students write 3 or more sentences in a row starting with
“The”!

Final note
Practice a lot of past papers and get feedback on your writing. If you don’t have a
teacher or you’re looking for more detailed feedback than you’re getting in class,
you might want to check out our marking service. You’ll receive personalized,
exam-like feedback showing you exactly what you’re doing right and where you
can improve.

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