Checkpoint 8 · Paper 1 writing (non-fiction)
Magazine Article
The most important Paper 1 genre: how to write a magazine article for Checkpoint 8 – headline, strapline, subheadings, hooks, endings, phrases and two strong 350+ word samples.
British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)
1. What is a magazine article, and why is it so important?
A magazine article is a piece of non-fiction written for the readers of a particular magazine – a school magazine, a teenage magazine, a travel or sports magazine. Its purpose can be to inform, explain, entertain, describe, advise or persuade, and it usually does several of these at once. What makes it an *article* rather than a report or an essay is its relationship with the reader: it has a personal voice, it speaks to 'you', and it tries to keep the reader interested from the headline to the very last line.
- In recent Checkpoint series, the Paper 1 writing task has more than once been an article: for example, an article for the school magazine about a local issue, and a travel article about a place visited on holiday. A review for a school newsletter has also appeared in a Stage 8 Progression Test.
- It sits in Paper 1 (Non-fiction), Section B Writing: one task, 25 marks, about 35 minutes. Paper 1 lasts 1 hour 10 minutes in total, and Section A Reading is also worth 25 marks.
- The task normally names the magazine or audience (school magazine, website for young people) and gives bullet points to cover. Every bullet point must become a developed section of your article.
- Of all the non-fiction genres, the article is the one to practise most. Its skills – headline, hook, subheadings, direct address, a strong ending – also help you with travel writing, reviews, blogs and persuasive writing.
| Kind of article you may meet | Main purpose | What to include |
|---|---|---|
| School-magazine article on an issue (pollution, bags, canteen food, screen time) | Inform + persuade | The problem, its causes and effects, solutions for students and for the school |
| Travel article | Describe + inform + entertain | How you got there, the surroundings, who you were with, what happened, a recommendation |
| Feature / lifestyle article (a hobby, a skill, a role model) | Inform + entertain + advise | What it is, your experience, how to start, why it is worth it |
| Advice article (exam stress, staying healthy) | Advise + explain | The problem, practical tips in a logical order, reassurance |
| Persuasive article (Should our school…?) | Persuade | Clear viewpoint, reasons with evidence, a counter-argument answered, a call to action |
2. How an article is marked (out of 25)
| Category (official name) | Marks | What the bands ask for (in simple words) | What it means for this genre |
|---|---|---|---|
| Creation of texts (older name: content, purpose and audience) | 5 | Bands 1 · 2 · 3 · 4–5. Low: little link to the task. Middle: relevant, some points developed. Top: every point in the task developed in detail, a clear viewpoint, the right tone for the reader all the way through, and the reader stays interested. | Every bullet point developed in its own section, a clear viewpoint, and a voice that suits the magazine's readers. Use 'you', questions and examples to keep them interested. |
| Vocabulary and language | 3 | 1 = simple, repeated words · 2 = some well-chosen words that suit the text type · 3 = precise, ambitious vocabulary chosen for its effect on the reader. | Vivid, precise and topic-specific vocabulary chosen for effect: heave, aching, encouraging, elegant, meditation. |
| Structure of texts (older name: text structure) | 7 | Bands 1 · 2–3 · 4–5 · 6–7. Low: few or no paragraphs. Middle: paragraphs in a sensible order with simple links. Top: well-controlled paragraphs, smooth links between them, an effective opening and ending, and the correct layout for the text type. | Headline, strapline, byline, subheadings in a logical order, a hooking introduction and an ending that links back to the start or calls the reader to act. |
| Grammar and punctuation (older name: sentence structure and punctuation) | 7 | Bands 1 · 2–3 · 4–5 · 6–7. Low: mostly simple sentences with errors. Middle: some variety, mostly accurate verbs and commas. Top: a wide range of sentence types used for effect, accurate verb forms and a range of punctuation used correctly. | Sentences: varied openings, questions, short sentences for impact and complex sentences to explain. Punctuation: inverted commas for quotations, plus a colon, dashes, brackets or a semicolon used correctly. |
| Word structure (spelling) | 3 | 1 = many common words wrong · 2 = most common words right · 3 = nearly all words right, including longer, ambitious words. | Spell topic words and ambitious words correctly: environment, encouraging, physical, especially, eventually, elegant. |
- Wrong text type = heavy penalty. If the task asks for one text type and you write another, Creation of texts is capped at 1 mark and Structure of texts is capped too (at 3, or 2 if the content is also off-task). Layout is not decoration: it protects your marks.
- Length: 20 words or fewer scores 0, and 21–60 words can score no more than 7 out of 25. A full answer is several developed paragraphs.
- Your plan is not marked. Plan quickly, then spend your time on the writing itself.
3. Features of a magazine article
| Feature | Example |
|---|---|
| Headline – short, catchy, sometimes a pun, question or alliteration | The Great School Bag Problem / Ink, Patience and a Bamboo Pen |
| Strapline – one line under the headline adding detail or intrigue | Why are we carrying a small fridge on our backs every morning? |
| Byline – who wrote it | By Omar Tarek, Year 8 |
| Hooking introduction | Picture this: it is 7:15 on a Sunday morning… |
| Subheadings | Why Are Our Bags So Heavy? / So, What Can We Do? |
| Direct address and rhetorical questions | Sound familiar? You are not alone. |
| Facts and figures (can come from your own survey) | the heaviest was nearly nine kilograms |
| Quotation from an expert or witness | "Every week I see students with sore shoulders…," says our school nurse. |
| Anecdote (a short personal story) | my grandfather showed me how he wrote the letter alif… |
| Figurative language | bent forward like an old man climbing a mountain (simile) |
| Personal voice and opinion | Calligraphy teaches you something that most of our lives do not. |
| Memorable ending – echo of the start or call to action | Your back will thank you for the answer. |
| Magazine article | Newspaper report | Blog post | |
|---|---|---|---|
| Purpose | Engage and explore a topic | Report a recent event factually | Share personal experience online |
| Voice | Personal, with 'you' and opinion welcome | Impersonal, third person, no opinion | Very personal and chatty |
| Layout | Headline, strapline, byline, subheadings | Headline, who-what-where-when-why opening, quotations | Title, date line, subheadings, comments ending |
| Ending | Reflection, echo or call to action | Latest update or what happens next | Question + invitation to comment |
4. How to structure a magazine article
| Part | What to write | Length |
|---|---|---|
| Headline + strapline + byline | Catch the reader's eye, then add one line of detail. Your name and class (or a made-up name if the task asks). | 3 short lines |
| Introduction (hook) | A scene (Picture this…), a question, a surprising fact or a short anecdote. Then make clear what the article is about. | 4–5 sentences |
| Section 1 (subheading) = bullet point 1 | Explain the topic or the background. Add a fact or an example. | 4–6 sentences |
| Section 2 (subheading) = bullet point 2 | Develop the main content: effects, experience or description. Add a quotation or an anecdote. | 4–6 sentences |
| Section 3 (subheading) = bullet point 3 | Solutions, advice, how to start or your recommendation. Use connectives such as Firstly, Secondly, Thirdly. | 4–6 sentences |
| Conclusion | Link back to the hook or the headline, give a final thought and/or a call to action. | 2–3 sentences |
If the task asks you to persuade (for example, "Write an article persuading students to…"), build each body section with PEEL: make the Point, give the Evidence (a fact, a survey result, a quotation or an example), Explain how the evidence supports the point, then Link back to your main viewpoint. Use PEEL only for persuasive articles – for an informative, travel or lifestyle article, organise your sections by the bullet points instead.
- G.A.A.P. first: Genre (article – and which kind?), Audience (which magazine? students? young people?), Area of content (underline every bullet point), Purpose (inform? persuade? entertain?).
- Write the headline last if you are stuck – but leave a line for it at the top.
- Turn each bullet point into a subheading phrased as a question or a promise.
- Plan one fact or figure, one quotation and one figurative image to place in different sections.
- Decide your final line before you start, so the article ends with purpose rather than running out of time.
5. How to start and how to end
Headlines
- The Great [topic] Problem
- [Number] Reasons to Try [hobby]
- Why [topic] Matters More Than You Think
- [Topic]: Is It Worth It?
- From [A] to [B]: My Journey into [topic]
Hooks
- Picture this: …
- Have you ever…? You are not alone.
- Two years ago, … Today, …
- [Surprising fact]. Shocking? Perhaps. True? Absolutely.
- Ask anyone in Year 8 about…, and you will hear the same answer.
Bringing in evidence
- When our magazine team asked 50 students, …
- According to our school nurse, …
- "…," says…, who…
- Take…, for example.
Endings
- The next time you…, remember: …
- So, why not give it a try this weekend?
- It is time for us to…
- Ultimately, [topic] is not about… – it is about…
- One thing is certain: …
6. Useful phrases and strong vocabulary
Talking to the reader
- Sound familiar?
- Let's be honest: …
- Whether you are… or…, …
- You may be wondering…
- Believe it or not, …
Explaining causes and effects
- The answer is surprisingly simple: …
- This happens because…
- As a result, …
- The effects are not only…, either.
- What makes this worse is…
Giving solutions and advice
- The good news is that…
- Firstly, … Secondly, … Thirdly, …
- This is where… comes in.
- … could also help by…
- Little and often is the golden rule.
| Word / phrase | Meaning / use |
|---|---|
| significant | large or important enough to notice |
| striking | unusual and noticeable at once |
| prevalent | common in a particular place or group |
| consequence | a result, usually a bad one |
| encouraging | giving hope that something will improve |
| trial (verb) | test something for a short time to see if it works |
| heave | lift something heavy with great effort |
| elegant | graceful and beautiful in style |
| meditation | quiet, focused thinking that calms the mind |
| tradition | a custom passed down over many years |
| insight | a clear, deep understanding of something |
| phenomenon | something noticeable that happens or exists |
| illustrate | make something clear with an example |
| hooked | completely interested, unable to stop (informal) |
| ultimately | in the end, when everything is considered |
7. Timing in the exam
| Minutes (Section B, about 35 min) | What to do |
|---|---|
| 0–4 | G.A.A.P.: underline the Genre, Audience, Area of content (every bullet point) and Purpose. Decide formal or informal. |
| 4–8 | Plan: one line per paragraph, plus 3–4 ambitious words and one or two punctuation features you will use. |
| 8–31 | Write. Keep each bullet point in its own paragraph and develop it with detail, an example or a reason. |
| 31–35 | Proofread: layout, spelling of ambitious words, capital letters, apostrophes, and the sign-off or ending. |
8. Strong sample 1 – school-magazine article on an issue
The Great School Bag Problem
Why are we carrying a small fridge on our backs every morning – and what can we do about it?
By Omar Tarek, Year 8
Picture this: it is 7:15 on a Sunday morning, and you are standing at the school gate, bent forward like an old man climbing a mountain. On your back is a bag stuffed with six textbooks, five exercise books, a pencil case the size of a shoebox, a lunch box and a water bottle. Sound familiar? You are not alone. When our magazine team weighed the bags of thirty Year 8 students last week, the heaviest was nearly nine kilograms – about the same as a large watermelon.
Why Are Our Bags So Heavy?
The answer is surprisingly simple: most of us carry everything, every day, just in case. Timetables change, teachers ask for different books, and nobody wants to be the student who forgot the workbook. In addition, many of our textbooks are thick, hardback and printed on heavy paper. Add sports kit on PE days, and the problem doubles.
What Is It Doing to Us?
Many doctors advise that a school bag should weigh no more than about a tenth of the person carrying it. For most of us, that means four or five kilograms at most – roughly half of what some students are carrying. "Every week I see students with sore shoulders and backache," says our school nurse, Mr Hany. "At this age, the spine is still growing, so carrying too much weight, especially on one shoulder, really matters." The effects are not only physical, either. Arriving at school tired and aching is hardly the best way to start a day of learning.
So, What Can We Do?
The good news is that small changes make a big difference. Firstly, pack your bag the night before using your timetable, and leave behind anything you do not need. Secondly, wear your bag on both shoulders and tighten the straps, so that the weight sits close to your back. Thirdly – and this is where the school comes in – lockers or class shelves would allow students to store heavy books instead of carrying them home every day. Teachers could also help by telling us in advance which books we need, or by sharing pages online.
Our student council has already asked the head of Year 8 whether a shelf for each class could be trialled next term, and the early response is encouraging.
The next time you heave that bag onto your shoulders, ask yourself one question: do I really need everything in here? Your back will thank you for the answer.
- Creation of texts 5/5: the three bullet points become three sections – why bags are heavy, the effects, and solutions for both students and the school. The writer keeps a clear viewpoint and a lively relationship with student readers (Sound familiar? You are not alone.).
- Vocabulary 3/3: precise, vivid choices – stuffed, surprisingly, physical, aching, trialled, encouraging, heave.
- Structure 7/7: headline, strapline and byline, a scene-setting hook, question subheadings that follow the bullet points in order, Firstly, Secondly and Thirdly to organise the solutions, and an ending that links back to the opening image of the heavy bag.
- Grammar & punctuation – sentences: rhetorical questions, a short sentence for impact (You are not alone.), complex sentences with fronted clauses (When our magazine team weighed…, the heaviest was…), and imperatives for advice (pack your bag the night before).
- Grammar & punctuation – punctuation: colons for explanation (Picture this: … / The answer is surprisingly simple: …), a single dash for emphasis (– about the same as a large watermelon), a pair of dashes for extra information (– and this is where the school comes in –), inverted commas around the nurse's words, and commas in a list.
- Spelling 3/3: exercise, surprisingly, physical, especially, encouraging, kilograms, advance – all correct.
- Evidence: the figures come from a class survey and a school nurse – a believable way to add facts in the exam without needing real statistics.
9. Strong sample 2 – feature article for a teenage magazine
Ink, Patience and a Bamboo Pen
Why Arabic calligraphy might be the calmest – and coolest – hobby you have never tried
By Yahia Mahmoud, Year 8
Two years ago, my handwriting was so messy that my own mother could not read my shopping lists. Today, people ask me to write their names on birthday cards. The secret? A sharpened piece of bamboo, a pot of black ink and a hobby that is over a thousand years old: Arabic calligraphy.
A Beautiful Art in Every Street
Once you start noticing calligraphy, you see it everywhere – curling across mosque walls, painted above old shop fronts, printed on the banknotes in your pocket. It is the art of writing beautifully, and in the Arabic tradition it has been treated as a serious art form for centuries. I got into it by accident: one summer, my grandfather showed me how he wrote the letter alif when he was at school, with a single, perfect stroke. I tried to copy him and failed fifty times. I was hooked.
How to Get Started
You do not need expensive equipment. A beginner needs only a calligraphy pen (a cheap felt-tip version works well at first), some smooth paper and plenty of patience. Most teachers start students on Ruq'ah, the simple script many of us already use for everyday handwriting, before moving on to Naskh and, eventually, the elegant Thuluth. Look for a weekend class at a cultural centre, or ask your Arabic teacher – you may be surprised how many of them practise it themselves. Practise for fifteen minutes a day rather than three hours once a week; little and often is the golden rule.
Why It Is Worth It
Calligraphy teaches you something that most of our lives do not: how to slow down. When the pen touches the paper, you cannot rush, check your phone or think about tomorrow's test. Your breathing slows and your mind clears. "It is like meditation with ink," says Ustaz Ibrahim, who has taught calligraphy in Cairo for twenty years. It also improves your handwriting, your concentration and, believe it or not, your patience with younger brothers and sisters.
Of course, you will make mistakes. Your first letters will wobble, your ink will smudge and your paper will tear. That is all part of the journey.
So, why not give it a try this weekend? Find a pen, write your own name slowly and carefully, and see how it feels. You might discover that the most relaxing hour of your week has been hiding in a pot of ink all along.
- Creation of texts 5/5: each bullet point has its own section – the hobby and how the writer got into it (A Beautiful Art in Every Street), getting started (How to Get Started), why it is worth it (Why It Is Worth It). The personal anecdotes (the shopping lists, the grandfather's alif) make the voice warm and believable.
- Vocabulary 3/3: ambitious, well-chosen words – curling, tradition, elegant, meditation, wobble, smudge, hooked – and the names of the scripts, which show real knowledge of the topic.
- Structure 7/7: headline, strapline and byline, a then-and-now hook (Two years ago… Today…), subheadings in a logical order, a short paragraph about mistakes as a turning point, and an ending that calls the reader to act and echoes the ink of the headline.
- Grammar & punctuation – sentences: a two-word question for effect (The secret?), short sentences for impact (I was hooked.), lists of three (your letters will wobble, your ink will smudge and your paper will tear), and long complex sentences to explain.
- Grammar & punctuation – punctuation: a colon introducing the answer (…over a thousand years old: Arabic calligraphy), a pair of dashes for extra information in the strapline (– and coolest –), a single dash for emphasis (– curling across mosque walls…), brackets for extra information, a semicolon joining two closely related sentences (…three hours once a week; little and often…), and inverted commas for the teacher's quotation.
- Spelling 3/3: calligraphy, centuries, equipment, eventually, elegant, practise (British verb spelling), concentration – all correct.
10. Common mistakes
| Mistake | Fix |
|---|---|
| Writing an essay with no headline or subheadings | Headline, strapline, byline and subheadings show the examiner it is an article. |
| Writing a news report (third person, no opinion, just events) | An article has a personal voice, 'you' and opinions. |
| Adding a letter greeting (Dear readers,) or a blog date line | Articles have no greeting, no sign-off and no comments section. |
| Covering only two of the three bullet points | Give every bullet point its own subheaded section. |
| A list of tips with no explanation | Explain each tip: why it works, with an example. |
| Inventing impossible statistics (99.9% of all teenagers…) | Use believable evidence: a class survey, a teacher's quotation, your own experience. |
| A weak ending (That's all. Thank you for reading.) | End with an echo of the start, a final thought or a call to action. |
| The same sentence opener again and again (I think… I think…) | Vary openers: questions, adverbials, fronted clauses, short sentences. |
11. Checklist before you hand in
- Headline, strapline and byline at the top.
- A hook in the first two sentences.
- A subheading for every bullet point, each with a developed paragraph.
- At least one fact or figure, one quotation and one example or anecdote.
- 'You', rhetorical questions and my own opinion throughout.
- A mix of sentence types, including a short sentence for impact.
- At least two punctuation features used correctly (colon, pair of dashes, brackets, semicolon joining two related sentences, inverted commas).
- An ending that links back to the start or calls the reader to act.
- جاء المقال في امتحانات Checkpoint الأخيرة أكثر من مرة (مقال لمجلة المدرسة ومقال عن رحلة)، فذاكره جيداً.
- يجب أن يحتوي على: عنوان رئيسي جذاب + سطر قصير تحته (strapline) + اسمك + عناوين فرعية.
- كل نقطة في السؤال = عنوان فرعي + فقرة فيها شرح ومثال أو رقم أو اقتباس من كلام شخص (quotation).
- خاطب القارئ بـ you واسأله أسئلة، واختم بجملة قوية تعود إلى بداية المقال أو تطلب منه أن يفعل شيئاً.
12. Practice tasks
Task A: Your school magazine wants articles on the theme 'Making our school greener'. Write an article. You should: • describe how much waste or energy is used at school now • explain why this matters • suggest what students and staff could do. Write a quick plan.
Show answer
Headline: Lights On, Nobody Home. Strapline: Our school wastes more than we think – here is how we can fix it. Byline. Hook: Walk past any classroom at break and you will see… Section 1 (How Wasteful Are We?): a class survey – fans and lights left on in 9 of 12 empty rooms, plastic bottles in the bins. Section 2 (Why Should We Care?): electricity bills, pollution, our future – a quotation from the science teacher. Section 3 (Small Steps, Big Change): a light monitor in every class, refillable bottles, recycling bins by the canteen, a monthly 'greenest class' award. Ending: echo the headline – Next time you leave a room, ask: is anybody home?Task B (persuasive): Write an article for a website for young people persuading readers to spend less time on social media. You should: • explain the problem • describe the benefits of spending less time online • give practical tips. How should you build your body paragraphs?
Show answer
Because the purpose is to persuade, use PEEL in each body section: Point (e.g. too much scrolling steals sleep), Evidence (a class survey or a doctor's quotation), Explain how the evidence proves the point, Link back to the viewpoint that we should log off more. Answer one counter-argument (it keeps us connected) and end with a call to action.Write a headline and strapline for an article about a school sports day that nearly got cancelled because of a sandstorm.
Show answer
Possible answer: Headline: Sand, Sweat and Sheer Determination. Strapline: How Year 8 saved sports day when the desert decided to join in.Which of these openings is best for a magazine article, and why? (a) In this article I will write about school bags. (b) School bags are heavy. (c) Picture this: it is 7:15, and you are bent double under a bag that weighs as much as a watermelon.
Show answer
(c). It hooks the reader with a scene, speaks directly to 'you' and uses a vivid comparison. (a) announces the topic flatly, and (b) is a dull statement with no voice.
All pages in this course
Start here: the exam
Reading: grammar & punctuation
- Parts of Speech
- Phrases and Clauses
- Sentence Types, Kinds and Their Effects
- Connectives, Conjunctions and Linking Paragraphs
- Punctuation: Rules and 'Why Has the Writer Used...?'
- Grammar in Use: Tenses, Voice, Speech and Accuracy
Reading: understanding texts
- Text Types and Their Features
- Purpose, Fact and Opinion, and Viewpoint
- Inference, Main Ideas, Themes and Summary
- Language, Devices and Their Effects
- Vocabulary Skills: Context Clues, Word Parts, Idioms and Spelling
- Poetry and Drama: Elements, Types and How They're Asked
- Reading Exam Technique: Paper 1 and Paper 2
Paper 1 writing: non-fiction
- Paper 1 Writing Basics: Purpose, Format, Register and G.A.A.P.
- Autobiography
- Biography
- Recount
- Diary Entry
- Informal and Formal Letters
- Formal and Informal Emails
- Blog Post
- Magazine Article
- Newspaper Report — Writing Pack
- Non-Chronological Reports and Informational Texts — Writing Pack
- Opinion Writing — Writing Pack
- Persuasive Writing — Writing Pack
- Argumentative Writing: One-sided and Balanced (Discursive)
- Problem and Solution Writing
- Leaflet Writing
- Travel Writing (Travel Articles)
- Review Writing
- Instruction Writing
- Advice Writing
Paper 2 writing: fiction
- Fiction Writing Basics: Everything for Paper 2 Writing
- Describing a Setting
- Describing a Character
- Creating Suspense
- Science Fiction and Dystopian Stories
- Fantasy Stories
- Adventure Stories
- Horror Stories (Spooky, Not Gory)
- Mystery Stories
- Crime Mystery (Detective) Stories
- Realistic Fiction: STEAL and Imagery
- Fables and Fairy Tales
- Myths and Legends