How does an article's purpose differ from a letter's in the GCSE exam?

An article typically aims to inform, advise, or entertain a broad audience, often presenting a viewpoint in a public forum. A letter, conversely, is usually directed to a specific recipient (e.g., headteacher, editor) to argue, persuade, or explain a personal viewpoint, often in a more formal or personal context.

What is the primary distinction between a headline and a strapline in an article?

A headline is a catchy, attention-grabbing title designed to hook the reader immediately, often using devices like alliteration or rhetorical questions. A strapline, or subheading, appears beneath the headline and provides a brief summary of the article's focus or the author's viewpoint, offering more context.

How does the use of visuals (images, columns) in a real-world article differ from a GCSE exam article?

In real-world articles, visuals like images, columns, and hyperlinks are common to enhance engagement and readability. However, for the GCSE exam, these visual features are unnecessary and do not earn extra marks, as the assessment focuses solely on written content and structure.

What is a common mistake students make when starting an article, and how can it be avoided?

A common mistake is opening with phrases like 'This article is about...' or 'I am writing this article because...'. This can be avoided by directly introducing the topic and your viewpoint using engaging language and persuasive techniques from the outset, immediately drawing the reader in.

What is the risk of only using emotive language in an article without facts?

Relying solely on emotive language can weaken an argument by making it appear biased or overly emotional, reducing credibility. Combining facts and statistics (even plausible made-up ones) with opinions builds a more balanced and convincing response, demonstrating a thoughtful approach.

Why is it important to avoid repeating the same points across multiple paragraphs in an article?

Repeating points makes the article feel repetitive and undeveloped, hindering the flow of argument and limiting the depth of discussion. Each paragraph should introduce and develop a distinct idea or sub-argument to demonstrate a comprehensive and well-structured response.

Define 'GAP analysis' in the context of GCSE non-fiction writing.

GAP analysis stands for Genre, Audience, and Purpose. It is a crucial planning tool used to identify what form of writing is required (article, letter, speech), who the intended readers are, and what the writer aims to achieve, guiding all content and stylistic choices.

What is a 'topic sentence' and why is it important in an article?

A topic sentence is the main idea or argument of a paragraph, typically placed at the beginning. It is important because it provides a clear focus for the paragraph, acting as a mini-thesis that guides the reader through the article's overall argument.

What is the purpose of a 'strapline' in a GCSE article?

A strapline, or subheading, is a brief statement placed below the main headline. Its purpose is to quickly summarize the article's central focus or the author's main viewpoint, providing additional context and enticing the reader to continue reading.

What is 'Standard English' and why is it important for GCSE articles?

Standard English is the generally accepted 'correct' form of English used in formal writing, adhering to specific grammatical rules. It is important for GCSE articles as it demonstrates sophistication and credibility, ensuring the writing is clear, professional, and appropriate for a broad audience.

How to Write an Article for GCSE | AQA GCSE English Language

How to Write an Article for GCSE

Summary

Writing an effective article for the GCSE English Language exam requires a clear understanding of its purpose, audience, and form. It involves crafting an engaging headline and strapline, structuring content logically with well-developed paragraphs, and employing a range of persuasive language techniques to present a coherent viewpoint. Success hinges on careful planning, maintaining an appropriate tone, and ensuring technical accuracy to meet assessment objectives.

1. Definition & Core Concepts of a GCSE Article

Purpose: A GCSE article typically aims to inform, advise, or entertain a broad readership. The specific purpose will be outlined in the exam task and should guide all content and stylistic choices.
Key Features: Articles are characterized by a catchy, attention-grabbing headline, often accompanied by a strapline (subheading). They use subheadings to organize content, direct address to engage the reader, and an appropriate tone matched to the audience and topic.
Audience & Tone: The language and tone must be adapted based on the intended publication, such as a school magazine, a newsletter, or a broader newspaper. This adaptation ensures the article resonates effectively with its specific readers.
Visual Elements: For the exam, visual features like images, columns, or hyperlinks are not required and will not earn extra marks. The assessment focuses exclusively on the quality of the written content and its adherence to article conventions.

2. Underlying Principles: GAP Analysis

Genre (Form): Understanding the conventions of an article is fundamental, including its typical layout, structure, and the real-world contexts in which it appears. This knowledge helps in shaping the writing to fit the expected format.
Audience: It is crucial to adapt language, tone, and content to suit the intended readers, whether they are teenagers, adults, or the general public. Considering their values and concerns allows for more effective persuasion and engagement.
Purpose: The specific aim of the article (e.g., to explain, argue, persuade, or advise) dictates the selection of relevant language techniques and the overall approach. Every element of the writing should contribute to achieving this stated purpose.

3. Methods & Techniques: Article Structure and Development

Planning: Dedicate approximately 10 minutes to planning your article, using a mind-map or bullet points to outline arguments, ideas, and intended persuasive techniques. This ensures a coherent and well-structured response.
Headline: Craft a catchy, attention-grabbing headline that uses devices like alliteration, rhetorical questions, or puns. Capitalize key words to make it stand out, but avoid capitalizing filler words like 'the' or 'of'.
Strapline (Subheading): Include a brief strapline underneath the headline that summarizes your main viewpoint or the article's focus. This provides immediate context for the reader.
Introduction: Begin by introducing the topic and clearly stating your viewpoint, engaging the reader from the outset with persuasive techniques and inclusive language. Avoid generic openings such as 'This article is about...'.
Body Paragraphs: Develop 3-4 detailed body paragraphs, each starting with a clear topic sentence that presents a distinct idea or sub-argument. Expand on each point using anecdotes, plausible statistics, specific examples, or other relevant persuasive techniques.
Counter-Argument: For a balanced and sophisticated argument, consider introducing a counter-argument within a paragraph and then effectively refuting it. This demonstrates a thoughtful consideration of opposing viewpoints.
Conclusion: Conclude your article by summarizing your key points without repetition, leaving the reader with a strong final thought or a clear call to action. This ensures a memorable and impactful ending.

4. Language & Persuasive Devices

5. Exam Strategy & Common Pitfalls