The Article (Question 3 and Question 4)

British & IGCSE › Oxford International GCSE English as a Second Language

1. What the task is and where it sits in the paper

The Writing paper (9280/W) lasts 1 hour 15 minutes and is worth 60 marks (30% of the whole qualification). It has four compulsory questions that grow in length and marks. You use no dictionary. An article is a piece of writing for a school magazine, a school website or a newspaper. It has a clear purpose, it speaks to many readers at once, and it usually has a headline.

The article can appear in two places on the paper:

Because Question 4 is the biggest question on the paper (23 of the 60 marks), most of this page focuses on the Question 4 article. Section 11 shows exactly how to shrink the same skills into a short Question 3 article.

2. The purposes of an article

The verb in the task tells you the purpose. Underline it first. The same topic (for example, healthy eating) becomes a different article depending on the verb.

3. How the marks work (bands in plain English)

Examiners use two separate grids: one for Content and Communication and one for Language. They read the whole piece, find the band that fits best (working upwards from the lowest), then choose a mark inside that band. Every word you write is read and credited. The grids below are explained in our own words.

Content and Communication (8 marks), the same grid for Question 3 and Question 4:

Language for a Question 4 article (15 marks, five bands):

Language for a Question 3 article (8 marks, four bands): 7-8 = accurate spelling and punctuation with a wide variety of effective vocabulary and structures. 5-6 = generally accurate with a variety of suitable vocabulary and structures. 3-4 = more accurate than inaccurate with some variety. 1-2 = frequent errors and limited or repetitive language.

4. How to get full marks: checklist

1. Underline the purpose verb (inform / explain / argue / persuade) and the topic. Every paragraph must serve both.
2. Write a short headline (3-8 words). It earns no marks on its own, but it shows the reader your angle at once.
3. Open with an engaging first line: a rhetorical question, a short scene, a bold statement.
4. Use the two bullets as a starting point, then add at least one idea of your own. Extra relevant ideas are rewarded in Question 4.
5. Write 4-5 paragraphs, one main idea each, starting with a clear topic sentence.
6. Develop every point: point → reason → example → result for the reader.
7. For argue/persuade, mention the other side once and answer it ('Some say… However…').
8. Show variety: at least three types of complex sentence, one or two rhetorical questions, and precise vocabulary.
9. Use linking words between and inside paragraphs (Firstly, Moreover, However, As a result, Ultimately).
10. End with a conclusion that clinches the argument and, for persuade, a call to action.
11. Stay inside 100-150 words. There is no penalty for going over, but long answers lose focus and accuracy, and short ones are thin.
12. Save 3 minutes to check spelling, capital letters, full stops, verb tenses and subject-verb agreement.

5. Structure: paragraph by paragraph (Question 4)

Balanced or one-sided? Choose according to the task verb.

6. Headlines and how to start

A headline costs very few words and helps the reader at once. Keep it short and connected to your purpose.

Six ways to open the article (choose one, never all):

• Rhetorical question: 'When did you last spend an entire afternoon without looking at a screen?'
• Imagine…: 'Imagine finishing school with a skill that could feed your family for life.'
• Short scene: 'It is seven in the morning. Omar has slept for four hours and his first exam starts at eight.'
• Bold statement: 'Learning a musical instrument is the best investment a teenager can make.'
• Common belief, then a twist: 'Many people think volunteering is only for adults. They could not be more wrong.'
• Direct address: 'If you have ever felt bored at the weekend, this article is for you.'

7. Rhetorical questions and paragraphing

A rhetorical question is a question you do not expect the reader to answer. It makes the reader think and draws them in. Use one or two in a Question 4 article, not more.

Paragraphing shows the examiner your ideas are organised, which helps the 'clear and coherent' part of Content and Communication. Rules:

• One main idea per paragraph, introduced by a topic sentence (e.g. 'Volunteering also builds valuable skills.').
• Leave a clear gap or indent between paragraphs.
• Join paragraphs with a link word or a phrase that looks back: 'Another benefit…', 'Despite this…', 'Getting involved is simple.'
• Do not write one paragraph per sentence. A paragraph needs at least two or three sentences.

8. How to end (conclusion and call to action)

The best articles end with a conclusion that clinches the argument: it reminds the reader of your main idea in fresh words and leaves a strong final thought.

• Call to action: 'Choose one cause this month and give an hour. You will gain far more than you give.'
• Rhetorical question + answer: 'Is it worth the effort? Absolutely.'
• Look to the future: 'If we act now, the next generation will thank us.'
• Return to the opening: 'So, next time you reach for your phone, reach for a book instead.'
• Balanced judgement: 'On balance, the benefits clearly outweigh the drawbacks.'
• Short, punchy final line: 'The choice is yours.'

9. Useful phrases

Upgrade words that are precise but natural (spell them correctly and use them only where they fit):

10. Common mistakes and what to watch for

Suggested timing for the whole paper (75 minutes):

11. The Question 3 article (70-90 words)

When the article is Question 3, the rules change in two important ways: the bullet points are compulsory, and you have fewer words. The examiner mentally ticks off each bullet. If one is missing, you cannot reach the top Content band, however good your English is.

12. Model answers

13. Practice

1. Task A (Question 4, persuade, 100-150 words): Write an article for your school magazine to persuade students to read more books for pleasure. You could write about: why reading is enjoyable, how reading can help young people. Write a short plan.

   Show answer

   Headline: 'Turn the Page, Change Your Day'. Opening: rhetorical question ('When did you last lose yourself in a story?') + view: every student should read for fun. P1 (enjoyable): escape, adventure, characters who feel like friends. Example of finishing a thriller in one night. P2 (helps): richer vocabulary, better writing, longer concentration than short videos. Own idea: reading together as a family or book club. Counter: 'no time' → 15 minutes before bed. Conclusion + call to action: borrow one book from the library this week.

2. Task B (Question 4, argue, 100-150 words): Write an article to argue that every school should have a garden. You could write about: why gardens are good for students, how students could look after a garden. Write a short plan.

   Show answer

   Headline: 'Growing Minds'. Opening: picture a grey playground vs a green one. View: a garden is essential. P1: health and calm, fresh air, a break from screens, fresh vegetables for the canteen. P2: learning outside the classroom (science, responsibility, teamwork). P3 (how): a weekly rota, a gardening club, help from parents at weekends. Counter: 'costs too much' → seeds and tools are cheap. Students provide the work. Conclusion: firm restatement + 'Let our school be the first in the area.'

3. Task C (Question 3, 70-90 words): Write an article for your school website about a sports day at your school. You must write about: when it took place, what events there were, who won, why students enjoyed it. Write a short plan.

   Show answer

   Headline: 'Speed, Sweat and Smiles'. Opening: last Thursday, on the school field (bullet 1). Middle: relay races, long jump and a tug of war between teachers and students (bullet 2). Winner: the Blue House team, who won the final relay by one second (bullet 3). Why enjoyed (most detail): the whole school cheering together, teachers joining in, a break from lessons before exams. Closing line: 'Roll on next year!'

4. Improve this headline and opening: 'Article about phones. Phones are very bad and very good. I will talk about phones in this article.'

   Show answer

   Possible answer: 'Smart Phones, Smarter Choices'. 'Can a device that fits in your pocket really control your whole day? For many teenagers, the honest answer is yes. Phones are powerful tools, but only if we learn to use them wisely.' (The new version has a headline with a clear angle, a rhetorical question hook and a clear position. It removes 'I will talk about…', which wastes words.)

5. Which purpose is each task? (a) Write an article explaining how students can stay healthy during exams. (b) Write an article to convince readers that public transport is better than cars. (c) Write an article telling visitors about a famous market in your city.

   Show answer

   (a) Explain: give methods (how) with reasons and results. (b) Persuade/argue: one-sided, counter-argument, call to action. (c) Inform: clear, neutral facts and details for visitors.

6. Rewrite with more sophisticated language (keep it accurate): 'Exercise is good. It makes you strong. It makes you happy. Many people don't do it.'

   Show answer

   Possible answer: 'Regular exercise strengthens both body and mind; even a short daily walk can lift your mood. Sadly, many people still find excuses to avoid it.' (Precise verbs 'strengthens' and 'lift', a semicolon joining two related sentences, and varied sentence length.)