IGCSE 0510 · Paper 1 Writing
Exercise 6: The Article
The four types of article (opinion, describing, advice, advantages and disadvantages), structure, headlines, openings and endings, key phrases and three full-mark models.
British & IGCSE › Cambridge IGCSE English as a Second Language (0510)
Exercise 6 is the second writing task in Paper 1. It can be an article, a report, an essay or a review, so you need to be ready for all four. This pack covers the article. Like every pack in this course, it follows three steps: the step-by-step structure, then commonly used phrases and clauses, then full-mark samples with examiner-style comments. Because articles are written for many different purposes, you will also learn the four types of article you are most likely to meet and how to organise each one.
1. The task: what an article is
| Question | Answer |
|---|---|
| Where is it? | Paper 1, Exercise 6 (Question 17), the last question in the paper |
| What is an article? | A piece for a general audience, for example readers of a school magazine, a newspaper or a website. It is about a topic and it is written to interest the reader. |
| Register | Semi-formal: polite and well organised, but lively and engaging. Not chatty like an email, not stiff like a report. |
| What the task gives you | A short situation that tells you the format, the purpose and the reader, plus prompts such as comments from other people (sometimes a picture). You can use the comments, and you should add ideas of your own. |
| How long? | About 120–160 words |
| Marks | 15: Content 6 + Language 9 (the same criteria as Exercise 5) |
| Text type | Reader | Main aim | How it differs from an article |
|---|---|---|---|
| Article | General readers (magazine, website) | Interest and inform or persuade | Headline, hook, speaks to the reader |
| Report | Someone in charge (head teacher, organiser) | Facts about an event or situation + recommendations | Formal, often with headings, no chatty questions |
| Review | General readers | Describe and judge something you experienced (film, book, place) | Gives a rating-style opinion and a recommendation |
| Essay | A teacher or examiner | Present an argument with reasons and examples | Introduction, body, conclusion, no headline, little direct chat with 'you' |
2. How an article is marked
| Criterion | Top band in an article | Middle band |
|---|---|---|
| Content (6): task fulfilment | Answers the exact purpose (give views / describe / advise), uses some prompts plus own ideas, headline and semi-formal style kept throughout, clearly aimed at the readers | Purpose generally met, mostly relevant, style sometimes slips into email chat or report language |
| Content (6): development | Each paragraph has one main idea supported by reasons, examples or details | Ideas listed with little support, or the prompts copied without development |
| Language (9): range and accuracy | Precise, less common vocabulary, a wide variety of complex sentences, very few errors | Clear, mostly common vocabulary, some complex sentences attempted, some errors |
| Language (9): organisation | Logical paragraphs, a wide range of linkers (What is more, On the other hand, After all) | Paragraphs present but linkers limited or repeated |
3. Reading the task: underline four things
- The format: article (not report, not essay).
- The reader: school magazine readers? a website for teenagers? This sets your register and examples.
- The purpose: 'giving your views', 'describing', 'giving advice', 'discussing the advantages and disadvantages'. This decides which type of article you write (see section 6).
- The prompts: the comments or picture. Decide which ones you will use, rephrase them in your own words, and add at least one idea of your own.
The comments are there to help you start thinking, not to be copied. Take the idea, put it in your own words, and develop it with a reason or an example. Then add at least one idea that is not in the prompts at all. This is how you show 'excellent sense of purpose' and 'well-developed' content.
4. What every good article has
- A headline: short, catchy and relevant. It can be a question, a statement or a phrase.
- A hook in the first lines: a rhetorical question, a surprising fact, a short scene ('Imagine…') or a bold statement.
- Engagement with the reader: speak to them with 'you' and 'we', ask one or two rhetorical questions, connect the topic to their lives.
- Semi-formal style: few or no contractions, no slang, but natural and lively. A few well-chosen phrasal verbs or idioms are fine.
- One idea per paragraph, introduced by a clear topic sentence and supported with reasons and examples.
- A strong conclusion: restate your view or main message, link back to the opening if you can, and end with a final thought, question or call to action. No new ideas.
A rhetorical question is a question you do not expect the reader to answer. It makes them think ('Can we really afford to ignore this?'). Use one in the opening and, if you like, one in the conclusion. Three or four in 150 words starts to sound like a list of questions instead of an article.
5. Step-by-step structure (all articles)
| Part | Purpose | How | Words |
|---|---|---|---|
| Headline | Attract attention | Question, contrast ('A Luxury or a Necessity?'), command, alliteration | 3–10 |
| Introduction (paragraph 1) | Hook the reader, introduce the topic, show what the article will discuss | Rhetorical question, surprising fact, 'Imagine…', a hint of your view | 25–35 |
| Body (paragraphs 2–3, sometimes 4) | Develop the main ideas | One idea per paragraph + reasons, examples, personal experience | 60–80 |
| Conclusion (final paragraph) | Summarise and give a strong final message | Restate your view, link to the opening, final question or call to action | 25–35 |
6. The four types of article
The exam does not label articles by type, but the purpose in the task usually points to one of these four. Identify the type before you plan. The type decides what goes in each body paragraph.
Type A: The opinion article (a proposal or an issue)
When it appears: the task describes a plan, a proposal or a debate (for example, a change at your school or in your town) and asks for your views. The comments usually show different opinions. You can write a balanced article (both sides, then your view) or a one-sided article (only reasons for your view).
| Paragraph | Balanced (for and against) | One-sided (your view only) |
|---|---|---|
| 1 | Hook + introduce the proposal + the question to be decided | Hook + introduce the proposal + make your position clear |
| 2 | Arguments for, with a reason and an example | First strong reason, with an example |
| 3 | Arguments against, with a reason and an example | Second reason, often a personal or emotional one |
| 4 | Your final view (which side is stronger and why) + final thought | Restate your view + call to action or final question |
Headlines and openings
- Volunteering: A Waste of Time or a Lesson for Life?
- Have you ever stopped to think about [topic]? It affects us more than we realise.
- Some say [one view], while others argue the complete opposite. But what should we believe?
- Our school is considering [proposal], but is it really a good idea?
Supporting the idea
- One of the most convincing reasons for [topic] is that…
- It is impossible to deny that…
- Another strong point in favour of [topic] is the fact that…
- Not only does [topic] [benefit], but it also [extra benefit].
Opposing the idea
- On the other hand, it would be unrealistic to ignore the fact that…
- However, some people argue that [counterpoint], and to some extent they are right.
- Critics of [topic] often point out that…
- Despite these advantages, there are serious concerns about…
Giving your final view
- Having weighed up both sides, I firmly believe that…
- For these reasons, I am convinced that [topic] is not just desirable but essential.
- So next time you think about [topic], ask yourself: can we really afford not to act?
Type B: The article describing an experience, an event or a place
When it appears: the task asks you to tell readers about something: a school event, a trip, a festival, a place in your area worth visiting, an experience that changed you. The purpose is to describe vividly and to make readers interested, so it also includes your opinion and usually a recommendation.
| Paragraph | What to write |
|---|---|
| 1 | Hook (question, short scene, 'If you…, then…') + name the event or place |
| 2 | Describe it: what it looks like, what happened, using the senses and precise adjectives |
| 3 | What people can do there or what made the event special, with examples |
| 4 | Your personal response + recommendation or final invitation to the reader |
Headlines and openings
- Cairo's Secret Garden
- If you think there is nothing to do in our town, think again.
- Picture the scene: three hundred students, one stage and a power cut.
- Are you tired of [problem]? If so, [place/event] is exactly what you need.
Describing
- Built in [year/on…], the [place] is now…
- From the top, visitors can enjoy breathtaking views of…
- The atmosphere was electric as…
- There is something for everyone here: …
- What makes it special, however, is…
Recommending
- It is well worth a visit, especially if you…
- So why not discover this hidden gem for yourself?
- If you get the chance, do not miss it.
Type C: The advice or problem-solution article
When it appears: the task describes a problem that affects young people (stress, screen time, keeping fit, saving money, making friends at a new school) and asks you to give advice or suggest solutions. Readers want practical help, so each body paragraph gives one clear tip with a reason.
| Paragraph | What to write |
|---|---|
| 1 | Hook that shows you understand the problem ('Does your heart sink…?') + promise of help |
| 2 | Tip 1 (imperative) + why it works + example |
| 3 | Tip 2 + why it works + example |
| 4 (optional) | Tip 3, shorter |
| 5 | Encouraging conclusion: the problem can be solved, start now |
Headlines and openings
- Beat Exam Stress Before It Beats You
- Three Simple Ways to Get Off Your Phone
- Does your heart sink every time…? You are not alone.
- The good news is that a few simple changes can make a big difference.
Giving advice
- First of all, [imperative]. Instead of -ing…, try…
- It may be tempting to…, but…
- One of the most effective ways to… is to…
- If you…, you will find that…
- Whatever you do, avoid…
Encouraging conclusions
- [Problem] is not the end of the world.
- Start today, take it one step at a time, and you might even surprise yourself.
- Small changes really can make a big difference.
Type D: The advantages and disadvantages article
When it appears: the task asks readers to think about the good and bad sides of something: online learning, living in a big city, having a part-time job, school uniforms, social media. It is similar to a balanced opinion article, but the focus is on weighing benefits against drawbacks. You give your overall judgement at the end.
| Paragraph | What to write |
|---|---|
| 1 | Hook + introduce the topic + say it has both benefits and drawbacks |
| 2 | Advantages (two, each with a reason or example) |
| 3 | Disadvantages (two, each with a reason or example) |
| 4 | Weigh them up: which side is stronger, under what conditions + final thought |
Headlines and openings
- City Life: Dream or Nightmare?
- Online Learning: The Good, the Bad and the Future
- Love it or hate it, [topic] is here to stay. But is it good for us?
Advantages and disadvantages
- The most obvious advantage is that…
- What is more, …, which means that…
- One major drawback, however, is…
- Another downside is that…
- While it is true that…, it is also true that…
Weighing up
- On balance, the advantages clearly outweigh the disadvantages, provided that…
- All things considered, …
- Used sensibly, [topic] can be a powerful tool rather than a problem.
- اقرأ الغرض في السؤال: giving your views = مقال رأي، describe = مقال وصف لمكان أو حدث، advice = مقال نصائح، advantages and disadvantages = مميزات وعيوب.
- لازم عنوان (headline) قصير وجذاب، وأول جملة تشد القارئ زي سؤال (rhetorical question).
- الأسلوب نص رسمي: مؤدب ومنظم بس فيه حياة، من غير كلام عامي ومن غير Dear أو Love في الآخر.
- استخدم بعض التعليقات اللي في السؤال بكلامك أنت، وزوّد فكرة واحدة على الأقل من عندك.
7. Headline techniques
| Technique | Example |
|---|---|
| Question | Do We Really Need Homework? |
| Contrast (X or Y?) | Parks: A Luxury or a Necessity? |
| Command | Switch Off and Live a Little |
| Alliteration (same first sound) | Greener Streets, Happier Homes |
| Number | Five Reasons to Join a School Club |
| Play on a familiar phrase | Beat Exam Stress Before It Beats You |
8. How to start and how to end
8 openings
- Have you ever wondered what life would be like without [topic]?
- Imagine spending [time] [doing something unusual]. For some students, this could soon be reality.
- In today's world, [topic] has become a subject of heated debate, and it is time we asked whether…
- Every morning, as I walk to school, I cannot help noticing [situation], which makes me wonder…
- Love it or hate it, [topic] affects every one of us.
- Most of us think we know everything about [topic]. But do we really?
- If you think [common belief], think again.
- Picture the scene: [short, vivid description].
8 endings
- Having weighed up both sides, I firmly believe that…
- To sum up, the advantages of [topic] far outweigh the disadvantages.
- Ultimately, the choice is ours: do we want [positive outcome] or [negative outcome]?
- So next time you [action], ask yourself: is it really worth it?
- For these reasons, I am convinced that [topic] is not just desirable but absolutely necessary.
- Why not give it a try? You might be pleasantly surprised.
- After all, if [small action] can [big result], surely it is worth trying?
- It is up to all of us to make a difference, so let us start today.
9. Linking words for articles
| Function | Linkers |
|---|---|
| Adding ideas | Moreover, In addition, What is more, Not only… but also, Besides this |
| Contrasting | However, On the other hand, Whereas, While it may be true that…, Nevertheless |
| Giving examples | For instance, such as, A clear example of this is, particularly, especially |
| Cause and effect | As a result, Therefore, Consequently, This means that, which is why |
| Summing up | In conclusion, All things considered, In short, Ultimately, To sum up |
10. Common mistakes
| Mistake | Why it loses marks | Fix |
|---|---|---|
| Writing it like an email ('Dear readers… Love, Omar') | Wrong format and style for the text type | Headline at the top, no greeting, no sign-off |
| Writing it like a report with headings and 'The purpose of this report is…' | Wrong text type, no engagement with readers | Hook, rhetorical question, speak to 'you' |
| Slang or text-speak ('guys', 'gonna', '!!!') | Not semi-formal | Lively but polite: 'Have you ever…?' |
| Copying the comments word for word | Little of your own language or ideas | Rephrase each comment and add an idea of your own |
| Losing focus: writing about a wider general issue | Content becomes partly irrelevant | Keep every paragraph tied to the exact situation in the task |
| Repetitive vocabulary ('good', 'important', 'a lot') | Range stays in the middle band | Use precise words: essential, beneficial, a wide range of |
| A weak, one-line conclusion | The purpose is not fully achieved | Restate the view + final thought or call to action |
| New ideas in the conclusion | Confuses the organisation | Only summary + final punch in the last paragraph |
| Too many rhetorical questions | Ideas are asked, not developed | One in the opening, one in the conclusion at most |
11. Full-mark checklist and timing
- Catchy, relevant headline
- Opening hook that speaks to the reader
- The purpose in the task fully achieved (views / description / advice / pros and cons)
- Some of the prompts used in your own words + at least one idea of your own
- One main idea per body paragraph, each developed with reasons or examples
- Semi-formal style from start to finish
- Less common vocabulary and at least five different complex structures
- A range of formal linkers
- Strong conclusion with no new ideas
- About 140–160 words
| Step | Suggested time |
|---|---|
| Read the task, underline format, reader, purpose, prompts. Decide the type. | 1 minute |
| Plan headline, hook, one line per paragraph, own idea, target language | 2–3 minutes |
| Write | about 18 minutes |
| Check purpose, register, verbs, spelling, punctuation | 3–4 minutes |
12. Model article 1: an opinion article (balanced)
Volunteering: A Waste of Time or a Lesson for Life?
Imagine spending one hour a week helping at an animal shelter or reading to young children instead of sitting at your desk. Our school is considering making this compulsory for every student, but is it really a good idea?
Supporters of the plan argue that volunteering teaches skills that textbooks simply cannot. Working alongside real people builds confidence, teamwork and responsibility, which are exactly the qualities universities and employers look for.
On the other hand, many students already feel overwhelmed. With hours of homework every night and private lessons at the weekend, adding another commitment could leave us exhausted rather than inspired.
Having weighed up both sides, I firmly believe the benefits outweigh the drawbacks, provided that the school reduces homework on volunteering days. After all, if one hour a week can change someone's life, including our own, surely it is worth trying?
- Content — task fulfilment: the article gives clear views on the exact proposal. Both comments are used but rephrased ('skills that textbooks simply cannot', 'already feel overwhelmed'). Own ideas are added: the qualities universities and employers look for, private lessons at the weekend, and the condition about reducing homework.
- Content — style and audience: headline with a contrast question, an 'Imagine…' hook and a rhetorical question speak directly to student readers. Semi-formal throughout: no contractions or slang.
- Content — development: each body paragraph has one side, supported by a reason and examples. The conclusion weighs both sides and gives a final, persuasive question.
- Language — range: 'compulsory', 'alongside', 'overwhelmed', 'commitment', 'exhausted rather than inspired', 'weighed up', 'outweigh the drawbacks'.
- Language — complex structures: relative clauses ('that textbooks simply cannot', 'which are exactly the qualities'), gerund subject ('Working alongside real people builds…'), participle opener ('Having weighed up both sides'), 'provided that' condition, conditional question ('if one hour a week can change someone's life…, surely…?').
- Language — organisation: balanced structure (introduction, for, against, view) with linkers 'On the other hand', 'With…', 'After all'.
- Length: 153 words including the headline.
13. Model article 2: describing a place
Cairo's Secret Garden
Are you tired of traffic, noise and crowded shopping centres? If so, there is a place in the heart of Cairo where the city suddenly falls silent: Al-Azhar Park.
Built on what was once an enormous rubbish dump, the park is now a peaceful landscape of fountains, palm trees and winding paths. From its highest point, visitors can enjoy breathtaking views of the old city, where ancient minarets glow in the evening sun.
There is something for everyone here. Families spread out picnics on the lawns, while groups of teenagers stroll beside the lake. If you get hungry, the cafés serve delicious fresh juice at reasonable prices.
What makes it special for me, however, is the sunset. Watching the sky turn orange behind the Citadel is an experience I will never forget. So next weekend, why not leave your phone in your pocket and discover this hidden gem for yourself?
- Content — task fulfilment: one place, clearly recommended to student readers. Both comments are covered in new words ('the city suddenly falls silent', 'at reasonable prices'), and own ideas are added: the history of the site, the view of the old city, the sunset behind the Citadel.
- Content — style and audience: short headline, rhetorical question hook, 'If so…', and a closing invitation ('why not…?') keep the reader involved. Semi-formal and lively.
- Content — development: paragraph 2 describes the place, paragraph 3 what visitors can do, paragraph 4 the writer's personal response. Each is detailed with concrete images.
- Language — range: 'winding paths', 'breathtaking views', 'minarets glow', 'stroll', 'hidden gem' — precise, less common vocabulary for description.
- Language — complex structures: past participle opener ('Built on what was once…'), nominal relative clause ('what was once'), relative 'where' clause, 'while' contrast clause, conditional ('If you get hungry…'), cleft sentence ('What makes it special for me, however, is…'), gerund subject ('Watching the sky turn orange…').
- Language — organisation: each paragraph has a topic sentence ('There is something for everyone here.'). The colon in the opening creates emphasis before the name of the park.
- Length: 153 words including the headline.
14. Model article 3: an advice article
Beat Exam Stress Before It Beats You
Does your heart sink every time you look at the exam timetable? You are not alone. The good news is that a few simple changes can make revision far less stressful.
First of all, plan your time. Rather than revising everything at once, break each subject into small topics spread across the weeks. Ticking them off one by one is surprisingly motivating.
Secondly, look after your body. It may be tempting to stay up until two in the morning, but a tired brain remembers very little. Proper sleep, regular meals and a short walk each day will keep you sharp.
Finally, talk to someone. Whether it is a parent, a friend or a teacher, sharing your worries often makes them seem smaller.
Exams matter, but they are not the end of the world. Start today, take it one step at a time, and you might even surprise yourself.
- Content — task fulfilment: the article gives practical advice to the exact readers. Both comments become tips (planning revision, sleep). An own idea is added in the third tip (talking to someone).
- Content — style and audience: a play-on-words headline, an empathetic hook ('You are not alone.') and an encouraging conclusion suit worried students. Imperatives ('plan your time', 'look after your body') make the advice direct but polite.
- Content — development: each tip is followed by why it works and how to do it ('break each subject into small topics', 'a tired brain remembers very little').
- Language — range: 'heart sink', 'motivating', 'tempting', 'keep you sharp', 'not the end of the world'.
- Language — complex structures: 'Rather than revising…', gerund subjects ('Ticking them off…', 'sharing your worries…'), 'It may be tempting to…, but…', 'Whether it is…, …', verb + object + bare infinitive ('makes them seem smaller').
- Language — organisation: clear sequence with 'First of all', 'Secondly', 'Finally', and a conclusion that links back to the stress in the opening.
- Length: 155 words including the headline.
15. Short plan: Type D (advantages and disadvantages)
Task (original): Some schools in your country now teach one day a week online. Write an article for a student website about the advantages and disadvantages of online school days. Use some ideas of your own.
- Headline: Online Learning: Freedom or Distraction?
- Paragraph 1: Imagine attending lessons in your pyjamas. For many students this is now a weekly reality, but does it really help us learn?
- Paragraph 2 (advantages): no travel, so more sleep and time to revise. Recorded lessons can be watched again, which is ideal for revision.
- Paragraph 3 (disadvantages): distractions at home (phones, younger brothers and sisters), and weak internet connections. Fewer chances to chat with friends or ask the teacher quickly.
- Paragraph 4 (weighing up): On balance, one online day works well, provided that students switch off notifications and keep to a timetable.
- Target language: provided that, which is ideal for, One major drawback, however, is…, Not only… but also…
16. Practice tasks with plans
Task 1 (Type A): Your town council wants to turn a large car park in the town centre into a public garden. Comments: 'Where will people park when they go shopping?' 'We need more green spaces to relax in.' Write an article for your school magazine giving your views. Write about 120 to 160 words.
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Plan — Headline: Cars or Trees? | P1: Imagine sitting under a tree where a hundred cars now stand. Is the council's plan a dream or a mistake? | P2 (for): cleaner air, cooler streets in summer, a safe place for children and older people. | P3 (against): shoppers and shop owners worried about losing customers, traffic in side streets. | P4 (view): support it if a multi-storey car park is built nearby. Final question: what kind of town do we want to leave for the next generation? Language: Not only would… but…, provided that, Having considered both sides…Task 2 (Type B): A website for young people is collecting articles about 'A day I will never forget'. Write an article about a memorable day. Use some ideas of your own. Write about 120 to 160 words.
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Plan — Headline: The Day the Lights Went Out | P1: Picture the scene: three hundred people in a theatre, and suddenly total darkness. | P2: our school play, months of rehearsal, the power cut in the second act. | P3: the audience switched on their phone torches, we carried on, the applause at the end. | P4: what I learned (calm under pressure), and advice to readers: the best memories often come from things going wrong. Language: Picture the scene:, Having rehearsed for months…, Never have I…, which taught me that…Task 3 (Type C): Many teenagers spend several hours a day on their phones. Comments: 'I check my phone even when I'm doing homework.' 'I'd like to use it less but I don't know how.' Write an article for your school magazine giving advice. Write about 120 to 160 words.
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Plan — Headline: Three Simple Ways to Switch Off | P1: How many times have you picked up your phone today? Most of us have no idea. Good news: small changes help. | P2: Tip 1: keep it in another room while doing homework, because out of sight means out of mind. | P3: Tip 2: turn off notifications, use a screen-time app to set limits. | P4: Tip 3 (own idea): replace scrolling with a real hobby (football, reading, drawing). | P5: You do not need to give your phone up, just take back control. Language: It may be tempting to…, Instead of -ing…, If you…, you will find that…Task 4 (Type D): Write an article for a student magazine about the advantages and disadvantages of having a part-time job while you are at school. Write about 120 to 160 words.
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Plan — Headline: Earning and Learning: Is It Worth It? | P1: More and more teenagers work at weekends. But should they? | P2 (advantages): own money and independence, real-life skills like dealing with customers and managing time. | P3 (disadvantages): less time for revision and rest, tiredness in lessons. | P4: On balance, a few hours at weekends can be valuable, but school must come first. Language: The most obvious advantage is…, One major drawback, however, is…, On balance…, provided that…Which type of article is each task? (a) 'Write an article about a festival in your country for visitors from abroad.' (b) 'Should students be allowed to choose their own subjects? Write an article giving your views.' (c) 'Write an article with tips for students starting at a new school.'
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(a) Type B: describing an event (plus a recommendation). (b) Type A: an opinion article (balanced or one-sided). (c) Type C: an advice article.Improve this opening for an article about school uniforms: 'In this article I will write about school uniforms. There are good and bad things.'
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Possible answer: 'School Uniforms: Smart Idea or Outdated Rule? Love them or hate them, uniforms are part of everyday life for most of us. But do they really help us learn, or are they simply a habit nobody questions?' (headline, hook with 'Love them or hate them', rhetorical question, no 'In this article I will…').
المقال لازم يبدأ بعنوان جذاب وجملة تشد القارئ، وكل فقرة فيها فكرة واحدة مع سبب أو مثال، وفي الآخر خاتمة قوية من غير أفكار جديدة. متنساش تضيف فكرة من عندك غير التعليقات المكتوبة في السؤال، واكتب حوالي 150 كلمة.
All pages in this course
Start here: the exam
Paper 1 · Reading (Exercises 1-4)
- Exercise 1: Short Answers
- Exercise 2: Multiple Matching
- Exercise 3: Note Completion
- Exercise 4: Multiple Choice
Paper 1 · Writing (Exercises 5-6)
- Paper 1 Writing: How Exercises 5 and 6 Are Marked
- Exercise 5: The Informal Email
- Exercise 6: The Article
- Writing a Report (Exercise 6)
- Writing a Review (Exercise 6)
- Writing an Essay (Exercise 6)
Paper 2 · Listening
Speaking