assignment of articles

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Grammar: Articles

Articles video.

Note that this video was created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Mastering the Mechanics: Articles (video transcript)

Article Basics

What is an article.

• Articles ("a," "an," and "the") are determiners or noun markers that function to specify if the noun is general or specific in its reference. Often the article chosen depends on if the writer and the reader understand the reference of the noun.
• The articles "a" and "an" are indefinite articles. They are used with a singular countable noun when the noun referred to is nonspecific or generic.
• The article "the" is a definite article. It is used to show specific reference and can be used with both singular and plural nouns and with both countable and uncountable nouns.

Many languages do not use articles ("a," "an," and "the"), or if they do exist, the way they are used may be different than in English. Multilingual writers often find article usage to be one of the most difficult concepts to learn. Although there are some rules about article usage to help, there are also quite a few exceptions. Therefore, learning to use articles accurately takes a long time. To master article usage, it is necessary to do a great deal of reading, notice how articles are used in published texts, and take notes that can apply back to your own writing.

To get started, please read this blog post on  The Argument for Articles .

A few important definitions to keep in mind:

• one horse, two horses
• one chair, two chairs
• one match, two matches
• one child, two children
• one mouse, two mice
• Information

Please see this webpage for more about countable and uncountable nouns .

"A" or "An"

When to use "a" or "an".

"A" and "an" are used with singular countable nouns when the noun is nonspecific or generic.

• In this sentence, "car " is a singular countable noun that is not specific. It could be any car.
• "University" is a singular countable noun. Although it begins with a vowel, the first sound of the word is /j/ or “y.” Thus, "a" instead of "an" is used. In this sentence, it is also generic (it could be any university with this specialization, not a specific one).
• In this sentence, "apple" is a singular countable noun that is not specific. It could be any apple.

"A" is used when the noun that follows begins with a consonant sound.

• a uniform (Note that "uniform" starts with a vowel, but the first sound is /j/ or a “y” sound. Therefore "a" instead of "an" is used here.)

"An" is used when the noun that follows begins with a vowel sound.

• an elephant
• an American
• an MBA (Note that "MBA" starts with a consonant, but the first sound is /Ɛ/ or a short “e” sound. Therefore, "an" instead of "a" is used here.)

Sometimes "a" or "an" can be used for first mention (the first time the noun is mentioned). Then, in subsequent sentences, the article "the" is used instead.

• In the first sentence (first mention), "a" is used because it is referring to a nonspecified house. In the second sentence, "the" is used because now the house has been specified.

When to Use "The"

"The" is used with both singular and plural nouns and with both countable and uncountable nouns when the noun is specific.

• In this sentence, "book" is a singular, countable noun. It is also specific because of the phrase “that I read last night.” The writer and reader (or speaker and listener) know which book is being referred to.
• In this sentence, "books" is a plural, countable noun. It is also specific because of the phrase “for this class.” The writer and reader (or speaker and listener) know which books are being referred to.
• In this sentence, "advice" is an uncountable noun. However, it is specific because of the phrase “you gave me.” It is clear which piece of advice was helpful.

Here are some more specific rules:

"The" is used in the following categories of proper nouns:

• Museums and art galleries : the Walker Art Center, the Minneapolis Institute of Art
• Buildings : the Empire State Building, the Willis Tower
• Seas and oceans : the Mediterranean Sea, the Atlantic Ocean
• Rivers : the Mississippi, the Nile
• Deserts : the Sahara Desert, the Sonora Desert
• Periods and events in history: the Dark Ages, the Civil War
• Bridges: the London Bridge, the Mackinac Bridge
• Parts of a country : the South, the Upper Midwest

In general, use "the" with plural proper nouns.

• the Great Lakes
• the Rockies (as in the Rocky Mountains)

"The" is often used with proper nouns that include an “of” phrase.

• the United States of America
• the University of Minnesota
• the International Swimming Hall of Fame

Use "the" when the noun being referred to is unique because of our understanding of the world.

• The Earth moves around the sun.
• Wolves howl at the moon.

Use "the" when a noun can be made specific from a previous mention in the text. This is also known as second or subsequent mention.

• My son bought a cat. I am looking after the cat while he is on vacation.
• I read a good book. The book was about how to use articles correctly in English.

"The" is used with superlative adjectives, which are necessarily unique (the first, the second, the biggest, the smallest, the next, the only, etc.).

• It was the first study to address the issue.
• She was the weakest participant.
• He was the only person to drop out of the study.

Biber et al. (1999) found that "the" is about twice as common as "a" or "an" in academic writing. This may be because writers at this level often focus on overall ideas and categories ( generic reference , usually no article) and on specific references (definite reference, the article "the").

• Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of written and spoken English . Pearson.

No Article (Generic Reference)

Writers sometimes struggle with the choice to include an article or to leave it out altogether. Keep in mind that if the noun is singular, countable, and nonspecific or generic (e.g., book, author), the articles "a" and "an" may be used. However, if the noun is countable and plural (e.g.., "research studies") or uncountable (e.g., "information") and it is being used in a nonspecific or generic way, no article is used.

Here are some more specifics:

• I bought new pens and pencils at the store. (general, not specific ones)
• Cats have big eyes that can see in the dark. (cats in general, all of them)
• Babies cry a lot. (babies in general, all of them)
• I bought milk and rice at the store. (generic reference)
• We were assigned homework in this class. (generic reference)
• There has been previous research on the topic. (generic reference)

Articles in Phrases and Idiomatic Expressions

Sometimes article usage in English does not follow a specific rule. These expressions must be memorized instead.

Here are some examples of phrases where article usage is not predictable:

• Destinations: go to the store, go to the bank , but go to school, go to church, go to bed, go home
• Locations: in school, at home, in bed, but in the hospital (in American English)
• Parts of the day: in the morning, in the evening, but at night
• Chores: mow the lawn, do the dishes, do the cleaning

There are also numerous idiomatic expressions in English that contain nouns. Some of these also contain articles while others do not.

Here are just a few examples:

• To give someone a hand
• To be on time

Related Resources

Knowledge Check: Articles

Didn't find what you need? Email us at [email protected] .

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Common Writing Assignments

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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

In this section

Subsections.

How to Write an Article

 THE CRAFT OF ARTICLE WRITING

Writing is a complex skill. A very complex skill.

Not only do we put students under pressure to master the inconsistent spelling patterns and complex grammar of the English language, but we require them to know how to write for a variety of purposes in both fiction and nonfiction genres.

On top of this, writing is just one aspect of one subject among many.

The best way to help our students to overcome the challenge of writing in any genre is to help them to break things down into their component parts and give them a basic formula to follow.

In this article, we will break article writing down into its components and present a formulaic approach that will provide a basic structure for our students to follow.

Once this structure is mastered, students can, of course, begin to play with things.

But, until then, there is plenty of room within the discipline of the basic structure for students to express themselves in the article form.

A COMPLETE UNIT ON TEACHING NEWS REPORTING

With over  FORTY GRAPHIC ORGANIZERS in this  ENGAGING   UNIT, you can complete a  WEEKLY  journalistic / Newspaper reporting task  ALL YEAR LONG   as classwork or homework.

These templates take students through a  PROVEN  four-step article writing process on some  AMAZING  images. Students will learn how to.

WHAT IS AN ARTICLE?

The Cambridge Dictionary defines an article as, “a piece of writing on a particular subject in a newspaper or magazine, or on the internet.”

An article’s shape and structure will vary depending on whether it’s intended for publication in a newspaper, magazine, or online.

Each of these media has its own requirements. For example, a magazine feature article may go into great depth on a topic, allowing for long, evocative paragraphs of exposition, while an online blog article may be full of lots of short paragraphs that get to the point without too much fanfare.

Each of these forms makes different demands on the writer, and it’s for this reason that most newspapers, magazines, and big websites provide writers with specific submission guidelines.

So, with such diverse demands placed on article writers, how do we go about teaching the diverse skill required to our students?

Luckily, we can break most types of articles down into some common key features.

Below we’ll take a look at the most important of these, along with an activity to get your students practicing each aspect right away.

Finally, we’ll take a look at a few general tips on article writing.

KEY WRITTEN FEATURES OF AN ARTICLE

The headline.

The purpose of the headline is to capture the reader’s attention and let them know what the article is about. All of this in usually no more than 4 or 5 words!

There is an art to good headline writing and all sorts of literary devices (e.g alliteration and metaphor) can be used to create an eye-catching and intriguing headline.

The best way for students to learn how headlines work is to view some historical samples.

Newspaper headlines especially are known for being short and pithy. Here are just a few examples to whet the appetite:

• Hitler Is Dead
• Lincoln Shot
• Men Walk On The Moon
• Berlin Wall Crumbles

You could encourage students to find some pithy examples of their own. It’s amazing how much information can be condensed into so few words – this is the essence of good headline writing.

Headlines Practice Activity:

Give students opportunities to practice headline writing in isolation from article writing itself. For example, take sample stories from newspapers and magazines and challenge students to write new headlines for them. Set a word limit appropriate to the skills and age of the students. For example, younger, more inexperienced students might write 9-word headlines, while older, more skilled students might thrive with the challenge of a 4-word limit.

THE SUBHEADING

Subheadings give the reader more information on what the article is about. For this reason, they’re often a little longer than headlines and use a smaller font, though still larger (or in bold) than the font used in the body of the text.

Subheadings provide a little more of the necessary detail to inform readers what’s going on. If a headline is a jab, the subheading is the cross.

In magazines and online articles especially, there are often subheadings throughout the article. In this context, they let the reader know what each paragraph/section is about.

Subheadings also help the reader’s eye to scan the article and quickly get a sense of the story, for the writer they help immensely to organize the structure of the story.

Practice Activity:

One way to help organize paragraphs in an article is to use parallel structure.

Parallel structure is when we use similar words, phrases, and grammar structures. We might see this being used in a series of subheadings in a ‘How to’ article where the subheadings all start with an imperative such as choose , attach , cut , etc.

Have you noticed how all the sections in this ‘Key Features’ part of this article start simply with the word ‘The’? This is another example of a parallel structure.

Yet another example of parallel structure is when all the subheadings appear in the form of a question.

Whichever type of parallel structure students use, they need to be sure that they all in some way relate to the original title of the article.

To give students a chance to practice writing subheadings using parallel structure, instruct them to write subheadings for a piece of text that doesn’t already have them.

THE BODY PARAGRAPHS

Writing good, solid paragraphs is an art in itself. Luckily, you’ll find comprehensive guidance on this aspect of writing articles elsewhere on this site.

But, for now, let’s take a look at some general considerations for students when writing articles.

The length of the paragraphs will depend on the medium. For example, for online articles paragraphs are generally brief and to the point. Usually no more than a sentence or two and rarely more than five.

This style is often replicated in newspapers and magazines of a more tabloid nature.

Short paragraphs allow for more white space on the page or screen. This is much less daunting for the reader and makes it easier for them to focus their attention on what’s being said – a crucial advantage in these attention-hungry times.

Lots of white space makes articles much more readable on devices with smaller screens such as phones and tablets. Chunking information into brief paragraphs enables online readers to scan articles more quickly too, which is how much of the information on the internet is consumed – I do hope you’re not scanning this!

Conversely, articles that are written more formally, for example, academic articles, can benefit from longer paragraphs which allow for more space to provide supporting evidence for the topic sentence.

Deciding on the length of paragraphs in an article can be done by first thinking about the intended audience, the purpose of the article, as well as the nature of the information to be communicated.

A fun activity to practice paragraphing is to organize your students into groups and provide them with a copy of an article with the original paragraph breaks removed. In their groups, students read the article and decide on where they think the paragraphs should go.

To do this successfully, they’ll need to consider the type of publication they think the article is intended for, the purpose of the article, the language level, and the nature of the information.

When the groups have finished adding in their paragraph breaks they can share and compare their decisions with the other groups before you finally reveal where the breaks were in the original article.

Article Photos and Captions

Photos and captions aren’t always necessary in articles, but when they are, our students must understand how to make the most of them.

Just like the previous key features on our list, there are specific things students need to know to make the most of this specific aspect of article writing.

  The internet has given us the gift of access to innumerable copyright-free images to accompany our articles, but what criteria should students use when choosing an image?

To choose the perfect accompanying image/s for their article, students need to identify images that match the tone of their article.

Quirky or risque images won’t match the more serious tone of an academic article well, but they might work perfectly for that feature of tattoo artists.

Photos are meant to bring value to an article – they speak a thousand words after all. It’s important then that the image is of a high enough resolution that the detail of those ‘thousand words’ is clearly visible to the reader.

Just as the tone of the photo should match the tone of the article, the tone of the caption should match the tone of the photo.

Captions should be informative and engaging. Often, the first thing a reader will look at in an article is the photos and then the caption. Frequently, they’ll use the information therein to decide whether or not they’ll continue to read.

When writing captions, students must avoid redundancy. They need to add information to that which is already available to the reader by looking at the image.

There’s no point merely describing in words what the reader can clearly see with their own two eyes. Students should describe things that are not immediately obvious, such as date, location, or the name of the event.

One last point, captions should be written in the present tense. By definition, the photo will show something that has happened already. Despite this, students should write as if the action in the image is happening right now.

Remind students that their captions should be brief; they must be careful not to waste words with such a tight format.

For this fun activity, you’ll need some old magazines and newspapers. Cut some of the photos out minus their captions. All the accompanying captions should be cut out and jumbled up. It’s the students’ job to match each image with the correct accompanying caption.

Students can present their decisions and explanations when they’ve finished.

A good extension exercise would be to challenge the students to write a superior caption for each of the images they’ve worked on.

TOP 5 TIPS FOR ARTICLE WRITING

Now your students have the key features of article writing sewn up tightly, let’s take a look at a few quick and easy tips to help them polish up their general article writing skills.

1. Read Widely – Reading widely, all manner of articles, is the best way students can internalize some of the habits of good article writing. Luckily, with the internet, it’s easy to find articles on any topic of interest at the click of a mouse.

2. Choose Interesting Topics – It’s hard to engage the reader when the writer is not themselves engaged. Be sure students choose article topics that pique their own interest (as far as possible!).

3. Research and Outline – Regardless of the type of article the student is writing, some research will be required. The research will help an article take shape in the form of an outline. Without these two crucial stages, articles run the danger of wandering aimlessly and, worse still, of containing inaccurate information and details.

4. Keep Things Simple – All articles are about communicating information in one form or another. The most effective way of doing this is to keep things easily understood by the reader. This is especially true when the topic is complex.

5. Edit and Proofread – This can be said of any type of writing, but it still bears repeating. Students need to ensure they comprehensively proofread and edit their work when they’ve ‘finished’. The importance of this part of the writing process can’t be overstated.

And to Conclude…

With time and plenty of practice, students will soon internalize the formula as outlined above.

This will enable students to efficiently research, outline, and structure their ideas before writing.

This ability, along with the general tips mentioned, will soon enable your students to produce well-written articles on a wide range of topics to meet the needs of a diverse range of audiences.

HUGE WRITING CHECKLIST & RUBRIC BUNDLE

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TUTORIAL VIDEO ON HOW TO WRITE AN ARTICLE

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How to Review a Journal Article

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For many kinds of assignments, like a  literature review , you may be asked to offer a critique or review of a journal article. This is an opportunity for you as a scholar to offer your  qualified opinion  and  evaluation  of how another scholar has composed their article, argument, and research. That means you will be expected to go beyond a simple  summary  of the article and evaluate it on a deeper level. As a college student, this might sound intimidating. However, as you engage with the research process, you are becoming immersed in a particular topic, and your insights about the way that topic is presented are valuable and can contribute to the overall conversation surrounding your topic.

IMPORTANT NOTE!!

Some disciplines, like Criminal Justice, may only want you to summarize the article without including your opinion or evaluation. If your assignment is to summarize the article only, please see our literature review handout.

Before getting started on the critique, it is important to review the article thoroughly and critically. To do this, we recommend take notes,  annotating , and reading the article several times before critiquing. As you read, be sure to note important items like the thesis, purpose, research questions, hypotheses, methods, evidence, key findings, major conclusions, tone, and publication information. Depending on your writing context, some of these items may not be applicable.

Questions to Consider

To evaluate a source, consider some of the following questions. They are broken down into different categories, but answering these questions will help you consider what areas to examine. With each category, we recommend identifying the strengths and weaknesses in each since that is a critical part of evaluation.

Evaluating Purpose and Argument

• How well is the purpose made clear in the introduction through background/context and thesis?
• How well does the abstract represent and summarize the article’s major points and argument?
• How well does the objective of the experiment or of the observation fill a need for the field?
• How well is the argument/purpose articulated and discussed throughout the body of the text?
• How well does the discussion maintain cohesion?

Evaluating the Presentation/Organization of Information

• How appropriate and clear is the title of the article?
• Where could the author have benefited from expanding, condensing, or omitting ideas?
• How clear are the author’s statements? Challenge ambiguous statements.
• What underlying assumptions does the author have, and how does this affect the credibility or clarity of their article?
• How objective is the author in his or her discussion of the topic?
• How well does the organization fit the article’s purpose and articulate key goals?

Evaluating Methods

• How appropriate are the study design and methods for the purposes of the study?
• How detailed are the methods being described? Is the author leaving out important steps or considerations?
• Have the procedures been presented in enough detail to enable the reader to duplicate them?

Evaluating Data

• Scan and spot-check calculations. Are the statistical methods appropriate?
• Do you find any content repeated or duplicated?
• How many errors of fact and interpretation does the author include? (You can check on this by looking up the references the author cites).
• What pertinent literature has the author cited, and have they used this literature appropriately?

Following, we have an example of a summary and an evaluation of a research article. Note that in most literature review contexts, the summary and evaluation would be much shorter. This extended example shows the different ways a student can critique and write about an article.

Chik, A. (2012). Digital gameplay for autonomous foreign language learning: Gamers’ and language teachers’ perspectives. In H. Reinders (ed.),  Digital games in language learning and teaching  (pp. 95-114). Eastbourne, UK: Palgrave Macmillan.

Be sure to include the full citation either in a reference page or near your evaluation if writing an  annotated bibliography .

In Chik’s article “Digital Gameplay for Autonomous Foreign Language Learning: Gamers’ and Teachers’ Perspectives”, she explores the ways in which “digital gamers manage gaming and gaming-related activities to assume autonomy in their foreign language learning,” (96) which is presented in contrast to how teachers view the “pedagogical potential” of gaming. The research was described as an “umbrella project” consisting of two parts. The first part examined 34 language teachers’ perspectives who had limited experience with gaming (only five stated they played games regularly) (99). Their data was recorded through a survey, class discussion, and a seven-day gaming trial done by six teachers who recorded their reflections through personal blog posts. The second part explored undergraduate gaming habits of ten Hong Kong students who were regular gamers. Their habits were recorded through language learning histories, videotaped gaming sessions, blog entries of gaming practices, group discussion sessions, stimulated recall sessions on gaming videos, interviews with other gamers, and posts from online discussion forums. The research shows that while students recognize the educational potential of games and have seen benefits of it in their lives, the instructors overall do not see the positive impacts of gaming on foreign language learning.

The summary includes the article’s purpose, methods, results, discussion, and citations when necessary.

This article did a good job representing the undergraduate gamers’ voices through extended quotes and stories. Particularly for the data collection of the undergraduate gamers, there were many opportunities for an in-depth examination of their gaming practices and histories. However, the representation of the teachers in this study was very uneven when compared to the students. Not only were teachers labeled as numbers while the students picked out their own pseudonyms, but also when viewing the data collection, the undergraduate students were more closely examined in comparison to the teachers in the study. While the students have fifteen extended quotes describing their experiences in their research section, the teachers only have two of these instances in their section, which shows just how imbalanced the study is when presenting instructor voices.

Some research methods, like the recorded gaming sessions, were only used with students whereas teachers were only asked to blog about their gaming experiences. This creates a richer narrative for the students while also failing to give instructors the chance to have more nuanced perspectives. This lack of nuance also stems from the emphasis of the non-gamer teachers over the gamer teachers. The non-gamer teachers’ perspectives provide a stark contrast to the undergraduate gamer experiences and fits neatly with the narrative of teachers not valuing gaming as an educational tool. However, the study mentioned five teachers that were regular gamers whose perspectives are left to a short section at the end of the presentation of the teachers’ results. This was an opportunity to give the teacher group a more complex story, and the opportunity was entirely missed.

Additionally, the context of this study was not entirely clear. The instructors were recruited through a master’s level course, but the content of the course and the institution’s background is not discussed. Understanding this context helps us understand the course’s purpose(s) and how those purposes may have influenced the ways in which these teachers interpreted and saw games. It was also unclear how Chik was connected to this masters’ class and to the students. Why these particular teachers and students were recruited was not explicitly defined and also has the potential to skew results in a particular direction.

Overall, I was inclined to agree with the idea that students can benefit from language acquisition through gaming while instructors may not see the instructional value, but I believe the way the research was conducted and portrayed in this article made it very difficult to support Chik’s specific findings.

Some professors like you to begin an evaluation with something positive but isn’t always necessary.

The evaluation is clearly organized and uses transitional phrases when moving to a new topic.

This evaluation includes a summative statement that gives the overall impression of the article at the end, but this can also be placed at the beginning of the evaluation.

This evaluation mainly discusses the representation of data and methods. However, other areas, like organization, are open to critique.

• How to use articles (a, an, the) in English

• Posted on 15/02/2022
• Categories: Blog
• Tags: English Grammar , Grammar , Learn English , Resources to learn English

Knowing what articles are and when to use them in English can be difficult for language learners to pick up . Especially considering that in some situations there is no article at all.

But don’t worry, we’re here to help.

In English there are three articles: a, an, and the. Today we’re going to look at what these are, the differences between them and when to use them – or not, in some cases.

What is an article?

Articles are a type of determiner. They function like adjectives, as they modify the noun in the sentence. The only articles in English are ‘the’ and ‘a/an’. Yet, the tricky part is that we use them differently – and sometimes not at all.

We call ‘the’ the definite article and ‘a/an’ the indefinite article.

When to use a/an, the and no article

So when do we use articles in English? We’re going to show you some explanations, examples and activities to practise so that by the time you finish reading, you’ll be an articles pro!

Definite and indefinite articles

We use ‘the’ before a noun when:

• referring to something specific
• there is only one of something (e.g. the cathedral)
• the noun has been mentioned before

We use ‘a/an’ before a noun when:

• referring to something in general
• mentioning something for the first time
• describing someone’s profession (eg. I am a teacher)

Compare these two sentences:

Let’s watch the TV series that we love (a specific TV series that is familiar to us or that we know about.)

Let’s watch a TV series after dinner (we don’t have a specific TV series in mind – it could be any series.)

It’s important to remember that we use ‘a’ and ‘an’ differently: ‘a’ comes before a noun beginning with a consonant sound and ‘an’ comes before a noun beginning with a vowel sound. For example:

If you were observant, you may be wondering why ‘hotel’ and ‘hour’ don’t use the same indefinite article, even though they both start with ‘h’. Remember, we need to look at the starting sound, not letter, and since ‘hour’ is pronounced with a silent ‘h’, it starts with a vowel sound – which means you need ‘an’.

Here are some more examples of definite and indefinite articles:

• Somebody call a policeman!
• Did you see the film that was on Channel 4 last night?
• Would you like a glass of milk?
• I love to swim in the ocean.
• The announcement lasted for 10 minutes.

Learn more about the basics of definite and indefinite articles in this video:

We never use a/an with uncountable nouns. However, ‘the’ is sometimes used with uncountable nouns in the same way it is used with plural countable nouns. This is when we want to refer to a specific object, group, or idea.

For example:

• Electricity has become more expensive recently.
• Can you pass me the sugar please?

It’s a good idea to familiarise yourself with countable and uncountable nouns so you can make the right choice of article. See the table below for examples.

However, we use ‘no article’ in other situations without grammatical rules. In this case, it’s something you have to remember.

Check out some of the following situations for knowing where you must leave out the article.

Use ‘no article’ before:

• Names of languages and nationalities : Chinese, Russian (unless referring to the population of the place e.g. ‘The Italians are known for their delicious food.’).
• Names of sports : cricket, baseball.
• Names of subjects : Art, Mathematics.

Geographical places

When it comes to geographical places, such as countries or continents, we use ‘the’ in some cases, and no article in others. Unfortunately, there aren’t any rules to help you here – you just have to familiarise yourself with the ones that need ‘the’ or not.

Do NOT use ‘the’ before:

• Lakes : Lake Geneva, Lake Placids
• Mountains : Mount Fuji, Mount Everest.
• Continents : Europe, Asia.
• Most countries : England, Sweden.
• Counties/states/provinces/regions : Oxfordshire, Catalunya, California.
• Cities, towns, villages : London, Paris.
• Islands : Bali, Hawaii.
• Street names : Main Street, 5th Avenue.

Use ‘the’ before:

• Rivers : The Nile, The Mississippi.
• Mountain ranges : The Andes, The Pyrenees.
• Deserts : The Sahara, The Atacama.
• Oceans and seas : The Pacific, The Mediterranean.
• Groups of islands : The Maldives, The Seychelles.
• Some countries : The USA, The Netherlands.
• Points on the globe : The Equator, The North Pole.
• Geographical areas : The Middle East, The West.

Check out some of the most common mistakes with articles in this video:

Now you know the grammar, here’s a short test for you to test your knowledge. Find the answers at the end of the blog – don’t peek !

Answer the questions with: ‘a/an’, ‘the’ or ‘no article’.

1. I love going on holiday to ____ Maldives.

2. Did you watch ____ the Mel Gibson film on TV last night?

3. Do you still live in ____ Bristol?

4. I’ve had ____ terrible headache all day.

5. The book is about someone who lives on ____ small island.

6. She lives in ____ Scotland now, but is from ____ Netherlands.

7. They speak ____ Chinese.

8. I’d love to go sailing along ____ Ganges river.

9. Who is that woman in ____ photograph?

10. Can I have _____ sugar in my coffee please?

More grammar lessons

Congratulations – now you’re an articles expert! But it doesn’t have to stop here. We’ve got plenty more grammar lessons for you to check out . Try these:

4 present tenses and how to use them

4 past tenses and when to use them

4 future tenses and how to use them

4 conditionals and when to use them

4 types of modal verbs

Quiz answers

3. no article

6. no article, the

7. no article

10. no article

Want more help with your grammar? Sign up for one of our courses!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

Pick up (pv): obtain, acquire, or learn something in an informal way.

Tricky (adj): difficult.

Leave out (pv): fail to include something.

Peek (v): look quickly.

Check out (pv): look at or take notice of someone or something.

pv = phrasal verb

adj = adjective

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How to get top marks: B2 First Part 4 Reading and Use of English

• Posted on 02/02/2022

12 Business Phrasal Verbs to Know

• Posted on 02/03/2022

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• Critical Reviews

How to Write an Article Review (With Examples)

Last Updated: April 24, 2024 Fact Checked

Preparing to Write Your Review

Writing the article review, sample article reviews, expert q&a.

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,102,196 times.

An article review is both a summary and an evaluation of another writer's article. Teachers often assign article reviews to introduce students to the work of experts in the field. Experts also are often asked to review the work of other professionals. Understanding the main points and arguments of the article is essential for an accurate summation. Logical evaluation of the article's main theme, supporting arguments, and implications for further research is an important element of a review . Here are a few guidelines for writing an article review.

Education specialist Alexander Peterman recommends: "In the case of a review, your objective should be to reflect on the effectiveness of what has already been written, rather than writing to inform your audience about a subject."

Article Review 101

• Read the article very closely, and then take time to reflect on your evaluation. Consider whether the article effectively achieves what it set out to.
• Write out a full article review by completing your intro, summary, evaluation, and conclusion. Don't forget to add a title, too!
• Proofread your review for mistakes (like grammar and usage), while also cutting down on needless information.

• Article reviews present more than just an opinion. You will engage with the text to create a response to the scholarly writer's ideas. You will respond to and use ideas, theories, and research from your studies. Your critique of the article will be based on proof and your own thoughtful reasoning.
• An article review only responds to the author's research. It typically does not provide any new research. However, if you are correcting misleading or otherwise incorrect points, some new data may be presented.
• An article review both summarizes and evaluates the article.

• Summarize the article. Focus on the important points, claims, and information.
• Discuss the positive aspects of the article. Think about what the author does well, good points she makes, and insightful observations.
• Identify contradictions, gaps, and inconsistencies in the text. Determine if there is enough data or research included to support the author's claims. Find any unanswered questions left in the article.

• Make note of words or issues you don't understand and questions you have.
• Look up terms or concepts you are unfamiliar with, so you can fully understand the article. Read about concepts in-depth to make sure you understand their full context.

• Pay careful attention to the meaning of the article. Make sure you fully understand the article. The only way to write a good article review is to understand the article.

• With either method, make an outline of the main points made in the article and the supporting research or arguments. It is strictly a restatement of the main points of the article and does not include your opinions.
• After putting the article in your own words, decide which parts of the article you want to discuss in your review. You can focus on the theoretical approach, the content, the presentation or interpretation of evidence, or the style. You will always discuss the main issues of the article, but you can sometimes also focus on certain aspects. This comes in handy if you want to focus the review towards the content of a course.
• Review the summary outline to eliminate unnecessary items. Erase or cross out the less important arguments or supplemental information. Your revised summary can serve as the basis for the summary you provide at the beginning of your review.

• What does the article set out to do?
• What is the theoretical framework or assumptions?
• Are the central concepts clearly defined?
• How adequate is the evidence?
• How does the article fit into the literature and field?
• Does it advance the knowledge of the subject?
• How clear is the author's writing? Don't: include superficial opinions or your personal reaction. Do: pay attention to your biases, so you can overcome them.

• For example, in MLA , a citation may look like: Duvall, John N. "The (Super)Marketplace of Images: Television as Unmediated Mediation in DeLillo's White Noise ." Arizona Quarterly 50.3 (1994): 127-53. Print. [9] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• For example: The article, "Condom use will increase the spread of AIDS," was written by Anthony Zimmerman, a Catholic priest.

• Your introduction should only be 10-25% of your review.
• End the introduction with your thesis. Your thesis should address the above issues. For example: Although the author has some good points, his article is biased and contains some misinterpretation of data from others’ analysis of the effectiveness of the condom.

• Use direct quotes from the author sparingly.
• Review the summary you have written. Read over your summary many times to ensure that your words are an accurate description of the author's article.

• Support your critique with evidence from the article or other texts.
• The summary portion is very important for your critique. You must make the author's argument clear in the summary section for your evaluation to make sense.
• Remember, this is not where you say if you liked the article or not. You are assessing the significance and relevance of the article.
• Use a topic sentence and supportive arguments for each opinion. For example, you might address a particular strength in the first sentence of the opinion section, followed by several sentences elaborating on the significance of the point.

• This should only be about 10% of your overall essay.
• For example: This critical review has evaluated the article "Condom use will increase the spread of AIDS" by Anthony Zimmerman. The arguments in the article show the presence of bias, prejudice, argumentative writing without supporting details, and misinformation. These points weaken the author’s arguments and reduce his credibility.

• Make sure you have identified and discussed the 3-4 key issues in the article.

You Might Also Like

• ↑ https://libguides.cmich.edu/writinghelp/articlereview
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548566/
• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 24 July 2020.
• ↑ https://guides.library.queensu.ca/introduction-research/writing/critical
• ↑ https://www.iup.edu/writingcenter/writing-resources/organization-and-structure/creating-an-outline.html
• ↑ https://writing.umn.edu/sws/assets/pdf/quicktips/titles.pdf
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_periodicals.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4548565/
• ↑ https://writingcenter.uconn.edu/wp-content/uploads/sites/593/2014/06/How_to_Summarize_a_Research_Article1.pdf
• ↑ https://www.uis.edu/learning-hub/writing-resources/handouts/learning-hub/how-to-review-a-journal-article
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

If you have to write an article review, read through the original article closely, taking notes and highlighting important sections as you read. Next, rewrite the article in your own words, either in a long paragraph or as an outline. Open your article review by citing the article, then write an introduction which states the article’s thesis. Next, summarize the article, followed by your opinion about whether the article was clear, thorough, and useful. Finish with a paragraph that summarizes the main points of the article and your opinions. To learn more about what to include in your personal critique of the article, keep reading the article! Did this summary help you? Yes No

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• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Journal article analysis assignments require you to summarize and critically assess the quality of an empirical research study published in a scholarly [a.k.a., academic, peer-reviewed] journal. The article may be assigned by the professor, chosen from course readings listed in the syllabus, or you must locate an article on your own, usually with the requirement that you search using a reputable library database, such as, JSTOR or ProQuest . The article chosen is expected to relate to the overall discipline of the course, specific course content, or key concepts discussed in class. In some cases, the purpose of the assignment is to analyze an article that is part of the literature review for a future research project.

Analysis of an article can be assigned to students individually or as part of a small group project. The final product is usually in the form of a short paper [typically 1- 6 double-spaced pages] that addresses key questions the professor uses to guide your analysis or that assesses specific parts of a scholarly research study [e.g., the research problem, methodology, discussion, conclusions or findings]. The analysis paper may be shared on a digital course management platform and/or presented to the class for the purpose of promoting a wider discussion about the topic of the study. Although assigned in any level of undergraduate and graduate coursework in the social and behavioral sciences, professors frequently include this assignment in upper division courses to help students learn how to effectively identify, read, and analyze empirical research within their major.

Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students make the most of Scholarly Articles." Library Management 33 (2012): 525-535.

Benefits of Journal Article Analysis Assignments

Analyzing and synthesizing a scholarly journal article is intended to help students obtain the reading and critical thinking skills needed to develop and write their own research papers. This assignment also supports workplace skills where you could be asked to summarize a report or other type of document and report it, for example, during a staff meeting or for a presentation.

There are two broadly defined ways that analyzing a scholarly journal article supports student learning:

Improve Reading Skills

Conducting research requires an ability to review, evaluate, and synthesize prior research studies. Reading prior research requires an understanding of the academic writing style , the type of epistemological beliefs or practices underpinning the research design, and the specific vocabulary and technical terminology [i.e., jargon] used within a discipline. Reading scholarly articles is important because academic writing is unfamiliar to most students; they have had limited exposure to using peer-reviewed journal articles prior to entering college or students have yet to gain exposure to the specific academic writing style of their disciplinary major. Learning how to read scholarly articles also requires careful and deliberate concentration on how authors use specific language and phrasing to convey their research, the problem it addresses, its relationship to prior research, its significance, its limitations, and how authors connect methods of data gathering to the results so as to develop recommended solutions derived from the overall research process.

Improve Comprehension Skills

In addition to knowing how to read scholarly journals articles, students must learn how to effectively interpret what the scholar(s) are trying to convey. Academic writing can be dense, multi-layered, and non-linear in how information is presented. In addition, scholarly articles contain footnotes or endnotes, references to sources, multiple appendices, and, in some cases, non-textual elements [e.g., graphs, charts] that can break-up the reader’s experience with the narrative flow of the study. Analyzing articles helps students practice comprehending these elements of writing, critiquing the arguments being made, reflecting upon the significance of the research, and how it relates to building new knowledge and understanding or applying new approaches to practice. Comprehending scholarly writing also involves thinking critically about where you fit within the overall dialogue among scholars concerning the research problem, finding possible gaps in the research that require further analysis, or identifying where the author(s) has failed to examine fully any specific elements of the study.

In addition, journal article analysis assignments are used by professors to strengthen discipline-specific information literacy skills, either alone or in relation to other tasks, such as, giving a class presentation or participating in a group project. These benefits can include the ability to:

• Effectively paraphrase text, which leads to a more thorough understanding of the overall study;
• Identify and describe strengths and weaknesses of the study and their implications;
• Relate the article to other course readings and in relation to particular research concepts or ideas discussed during class;
• Think critically about the research and summarize complex ideas contained within;
• Plan, organize, and write an effective inquiry-based paper that investigates a research study, evaluates evidence, expounds on the author’s main ideas, and presents an argument concerning the significance and impact of the research in a clear and concise manner;
• Model the type of source summary and critique you should do for any college-level research paper; and,
• Increase interest and engagement with the research problem of the study as well as with the discipline.

Kershaw, Trina C., Jennifer Fugate, and Aminda J. O'Hare. "Teaching Undergraduates to Understand Published Research through Structured Practice in Identifying Key Research Concepts." Scholarship of Teaching and Learning in Psychology . Advance online publication, 2020; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students make the most of Scholarly Articles." Library Management 33 (2012): 525-535; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946.

Structure and Organization

A journal article analysis paper should be written in paragraph format and include an instruction to the study, your analysis of the research, and a conclusion that provides an overall assessment of the author's work, along with an explanation of what you believe is the study's overall impact and significance. Unless the purpose of the assignment is to examine foundational studies published many years ago, you should select articles that have been published relatively recently [e.g., within the past few years].

Since the research has been completed, reference to the study in your paper should be written in the past tense, with your analysis stated in the present tense [e.g., “The author portrayed access to health care services in rural areas as primarily a problem of having reliable transportation. However, I believe the author is overgeneralizing this issue because...”].

Introduction Section

The first section of a journal analysis paper should describe the topic of the article and highlight the author’s main points. This includes describing the research problem and theoretical framework, the rationale for the research, the methods of data gathering and analysis, the key findings, and the author’s final conclusions and recommendations. The narrative should focus on the act of describing rather than analyzing. Think of the introduction as a more comprehensive and detailed descriptive abstract of the study.

Possible questions to help guide your writing of the introduction section may include:

• Who are the authors and what credentials do they hold that contributes to the validity of the study?
• What was the research problem being investigated?
• What type of research design was used to investigate the research problem?
• What theoretical idea(s) and/or research questions were used to address the problem?
• What was the source of the data or information used as evidence for analysis?
• What methods were applied to investigate this evidence?
• What were the author's overall conclusions and key findings?

Critical Analysis Section

The second section of a journal analysis paper should describe the strengths and weaknesses of the study and analyze its significance and impact. This section is where you shift the narrative from describing to analyzing. Think critically about the research in relation to other course readings, what has been discussed in class, or based on your own life experiences. If you are struggling to identify any weaknesses, explain why you believe this to be true. However, no study is perfect, regardless of how laudable its design may be. Given this, think about the repercussions of the choices made by the author(s) and how you might have conducted the study differently. Examples can include contemplating the choice of what sources were included or excluded in support of examining the research problem, the choice of the method used to analyze the data, or the choice to highlight specific recommended courses of action and/or implications for practice over others. Another strategy is to place yourself within the research study itself by thinking reflectively about what may be missing if you had been a participant in the study or if the recommended courses of action specifically targeted you or your community.

Possible questions to help guide your writing of the analysis section may include:

Introduction

• Did the author clearly state the problem being investigated?
• What was your reaction to and perspective on the research problem?
• Was the study’s objective clearly stated? Did the author clearly explain why the study was necessary?
• How well did the introduction frame the scope of the study?
• Did the introduction conclude with a clear purpose statement?

Literature Review

• Did the literature review lay a foundation for understanding the significance of the research problem?
• Did the literature review provide enough background information to understand the problem in relation to relevant contexts [e.g., historical, economic, social, cultural, etc.].
• Did literature review effectively place the study within the domain of prior research? Is anything missing?
• Was the literature review organized by conceptual categories or did the author simply list and describe sources?
• Did the author accurately explain how the data or information were collected?
• Was the data used sufficient in supporting the study of the research problem?
• Was there another methodological approach that could have been more illuminating?
• Give your overall evaluation of the methods used in this article. How much trust would you put in generating relevant findings?

Results and Discussion

• Were the results clearly presented?
• Did you feel that the results support the theoretical and interpretive claims of the author? Why?
• What did the author(s) do especially well in describing or analyzing their results?
• Was the author's evaluation of the findings clearly stated?
• How well did the discussion of the results relate to what is already known about the research problem?
• Was the discussion of the results free of repetition and redundancies?
• What interpretations did the authors make that you think are in incomplete, unwarranted, or overstated?
• Did the conclusion effectively capture the main points of study?
• Did the conclusion address the research questions posed? Do they seem reasonable?
• Were the author’s conclusions consistent with the evidence and arguments presented?
• Has the author explained how the research added new knowledge or understanding?

Overall Writing Style

• If the article included tables, figures, or other non-textual elements, did they contribute to understanding the study?
• Were ideas developed and related in a logical sequence?
• Were transitions between sections of the article smooth and easy to follow?

Overall Evaluation Section

The final section of a journal analysis paper should bring your thoughts together into a coherent assessment of the value of the research study . This section is where the narrative flow transitions from analyzing specific elements of the article to critically evaluating the overall study. Explain what you view as the significance of the research in relation to the overall course content and any relevant discussions that occurred during class. Think about how the article contributes to understanding the overall research problem, how it fits within existing literature on the topic, how it relates to the course, and what it means to you as a student researcher. In some cases, your professor will also ask you to describe your experiences writing the journal article analysis paper as part of a reflective learning exercise.

Possible questions to help guide your writing of the conclusion and evaluation section may include:

• Was the structure of the article clear and well organized?
• Was the topic of current or enduring interest to you?
• What were the main weaknesses of the article? [this does not refer to limitations stated by the author, but what you believe are potential flaws]
• Was any of the information in the article unclear or ambiguous?
• What did you learn from the research? If nothing stood out to you, explain why.
• Assess the originality of the research. Did you believe it contributed new understanding of the research problem?
• Were you persuaded by the author’s arguments?
• If the author made any final recommendations, will they be impactful if applied to practice?
• In what ways could future research build off of this study?
• What implications does the study have for daily life?
• Was the use of non-textual elements, footnotes or endnotes, and/or appendices helpful in understanding the research?
• What lingering questions do you have after analyzing the article?

NOTE: Avoid using quotes. One of the main purposes of writing an article analysis paper is to learn how to effectively paraphrase and use your own words to summarize a scholarly research study and to explain what the research means to you. Using and citing a direct quote from the article should only be done to help emphasize a key point or to underscore an important concept or idea.

Business: The Article Analysis . Fred Meijer Center for Writing, Grand Valley State University; Bachiochi, Peter et al. "Using Empirical Article Analysis to Assess Research Methods Courses." Teaching of Psychology 38 (2011): 5-9; Brosowsky, Nicholaus P. et al. “Teaching Undergraduate Students to Read Empirical Articles: An Evaluation and Revision of the QALMRI Method.” PsyArXi Preprints , 2020; Holster, Kristin. “Article Evaluation Assignment”. TRAILS: Teaching Resources and Innovations Library for Sociology . Washington DC: American Sociological Association, 2016; Kershaw, Trina C., Jennifer Fugate, and Aminda J. O'Hare. "Teaching Undergraduates to Understand Published Research through Structured Practice in Identifying Key Research Concepts." Scholarship of Teaching and Learning in Psychology . Advance online publication, 2020; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Reviewer's Guide . SAGE Reviewer Gateway, SAGE Journals; Sego, Sandra A. and Anne E. Stuart. "Learning to Read Empirical Articles in General Psychology." Teaching of Psychology 43 (2016): 38-42; Kershaw, Trina C., Jordan P. Lippman, and Jennifer Fugate. "Practice Makes Proficient: Teaching Undergraduate Students to Understand Published Research." Instructional Science 46 (2018): 921-946; Gyuris, Emma, and Laura Castell. "To Tell Them or Show Them? How to Improve Science Students’ Skills of Critical Reading." International Journal of Innovation in Science and Mathematics Education 21 (2013): 70-80; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36; MacMillan, Margy and Allison MacKenzie. "Strategies for Integrating Information Literacy and Academic Literacy: Helping Undergraduate Students Make the Most of Scholarly Articles." Library Management 33 (2012): 525-535.

Writing Tip

Not All Scholarly Journal Articles Can Be Critically Analyzed

There are a variety of articles published in scholarly journals that do not fit within the guidelines of an article analysis assignment. This is because the work cannot be empirically examined or it does not generate new knowledge in a way which can be critically analyzed.

If you are required to locate a research study on your own, avoid selecting these types of journal articles:

• Theoretical essays which discuss concepts, assumptions, and propositions, but report no empirical research;
• Statistical or methodological papers that may analyze data, but the bulk of the work is devoted to refining a new measurement, statistical technique, or modeling procedure;
• Articles that review, analyze, critique, and synthesize prior research, but do not report any original research;
• Brief essays devoted to research methods and findings;
• Articles written by scholars in popular magazines or industry trade journals;
• Pre-print articles that have been posted online, but may undergo further editing and revision by the journal's editorial staff before final publication; and
• Academic commentary that discusses research trends or emerging concepts and ideas, but does not contain citations to sources.

Journal Analysis Assignment - Myers . Writing@CSU, Colorado State University; Franco, Josue. “Introducing the Analysis of Journal Articles.” Prepared for presentation at the American Political Science Association’s 2020 Teaching and Learning Conference, February 7-9, 2020, Albuquerque, New Mexico; Woodward-Kron, Robyn. "Critical Analysis and the Journal Article Review Assignment." Prospect 18 (August 2003): 20-36.

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How to Write a ‘How-To’: A Step-by-Step Guide to Our Contest

We walk you through how to brainstorm a topic, interview an expert and write your own original “How to ….”

By Natalie Proulx and Katherine Schulten

“If you want to know how to do something, don’t just search the internet,” advises Malia Wollan , the longtime writer of Tip , a how-to column that ran weekly in The New York Times Magazine for seven years. “Instead, find a person who already knows how and ask them.”

That’s the challenge we are posing to students in “How to … ,” our new informational writing contest for teenagers : Interview an expert about (almost) any skill and then write an engaging and informative essay explaining it to readers.

In this guide, we’ll show you how to do that, with advice from the how-to expert herself, Ms. Wollan. You’ll start by getting familiar with the Tip format. Then you’ll brainstorm a topic for your own piece, find and interview an expert and, finally, put it all together.

When you’re ready, you can submit your completed how-to essay to our contest , which is accepting submissions through Feb. 14.

A step-by-step guide:

1. read some “tip” articles to understand the form., 2. look more closely at one piece., 3. brainstorm your topic., 4. find an expert., 5. conduct the interview., 6. put it all together..

What does a how-to essay look like? There are, of course, many ways to write one. For instance, you may have consulted wikiHow in the past, whether to learn how to make a realistic New Year’s resolution , fold a fitted sheet , reheat rice or do one of the many, many other things the site can teach you.

But since the inspiration for our contest comes from the Tip column in The Times, spending some time examining how it works is the logical first step in constructing your own.

Start by reading any three Tip articles of your choice.

If you don’t have a Times subscription, this guide can help. If you click on any of the 40-plus Tip topics we link here, you can access them for free, as long as you open them directly from this page. (Note to teachers: If your class does have a Times subscription and you are working from the column itself , be aware that some articles may not be appropriate. Please preview before sharing.)

Here are some options to help you choose:

Maybe you’re interested in learning a physical skill, such as how to build a sand castle , skip a stone , do the splits , tackle someone , spot a shooting star , crack a safe or find a four-leaf clover .

Or maybe you would rather up your emotional intelligence by, say, learning how to laugh at yourself , let your mind wander , recover from being ghosted , build an intentional community , be less fearful of the dark or forgive .

Perhaps you want to know how to do something practical, like break in boots , fix a brake light , mend a pair of jeans , use emojis , put out a grease fire , read faster , survive an avalanche , ask for an extension or find a lost hamster .

Or maybe you’d rather choose something offbeat, like how to start a family band , talk to dogs , communicate through facial expressions , make a love potion , build a fort , enjoy snowflakes , wash your hair in space or race pigeons .

After you’ve read three, answer these questions:

What do you notice about the structure, organization and language of a Tip column?

What predictable elements can readers expect to find in every edition?

If you did the activity above, you might have noticed some of these elements:

Tip articles are short: Each column is about 400 words and around four paragraphs long. Our challenge asks you to write something of about the same length.

The topics are usually ultra-specific: The skills described might be physical ( how to skip a stone ) or emotional ( how to forgive ), serious ( how to suture a wound ) or offbeat ( how to befriend an eagle ), but they are always small enough that they can be fully explained within the limited word count.

Each article features a single expert source: You probably noticed that each column begins and ends with a quote from an expert on the topic and that the same expert gives background and advice throughout the piece. For this contest, we are not requiring you to follow that same format, but we are asking you to find and interview an expert to inform your essay. And if you’d like to follow that format, you may.

The advice is practical, but the pieces are engaging to read. Each includes concrete tips for how to accomplish a task, but it’s never just a boring list of steps. The writer also provides context for the skill so that readers understand how and why they might use it in their own lives. And the quotes Ms. Wollan chooses from her interviews are often colorful or full of voice, as you can see in this piece about how to appreciate spiders .

They are written to the reader: The writer addresses the reader as “you,” and often uses the imperative to craft sentences that tell the reader what (or what not) to do.

Now let’s break it down even further. Choose one Tip article to read — either one you already read in Step 1 or a new one — and then respond to the following questions:

Whom does the writer quote in the piece? Why do you think the author chose this person? What makes him or her an expert in this skill? Do you think this person was a good source of information?

Look closely at when the author chooses to quote the expert and when she paraphrases the information that person gave. What is the difference? Why do you think she chose to quote the lines she did? Give some examples from the piece to explain your reasoning.

You may have been taught in school to cite your sources by using footnotes or by putting them in parentheses after you’ve referenced the information. That’s not how journalists do it, yet they still make their sources clear. Where do you see this in the piece you read? What punctuation or wording does the author use to tell us where certain facts and details come from?

Now let’s look at how the author balances explaining how to acquire a skill and showing why it’s needed: Underline or highlight in one color the lines in the piece that tell readers how to accomplish the task, and use another color to highlight lines that give context. What do you notice about the difference in language? What do you notice about the way these pieces of information are woven together throughout?

After reading this, do you feel confident that you could accomplish the task on your own? What tips, if any, did the expert share that surprised you?

When, where and for what purpose might you use this skill in your own life? What lines help readers see how this skill might be relevant to their lives?

What else do you admire about this piece, whether it’s the topic covered, the way it’s written or anything else?

Now that you better understand how to write a how-to, it’s your turn to write one!

First, of course, you must find a topic. For a Times Insider article about how the Tip column is made , Ms. Wollan and her editor, Dean Robinson, describe how they found their ideas:

She often gets suggestions. Many people ask her to write about navigating interpersonal relationships; Ms. Wollan acquiesced in the case of a highly-requested Tip on how to break up with a therapist. She thinks people come to her because “that stuff is hard to navigate and it’s also hard to Google.” Some of the more recognizable scenarios featured in Tip columns come from Ms. Wollan’s own life. She credits being a mother as the inspiration for columns on delivering babies , singing lullabies and apologizing to children . Mr. Robinson occasionally comes across ideas in his life, too. He suggested a piece on how to find a hamster in your house, he said, “because we’ve lost some hamsters.”

Brainstorm as many possible topics as you can for your how-to piece. Here are some ways to start:

Respond to our related Student Opinion forum . We pose 10 questions designed to help you brainstorm about what you’d like to learn to do, and what you already do well. We hope you’ll not only provide your own answers, but also scroll through the answers of others.

Ask for suggestions. What skills have your friends, family and neighbors always wanted to learn? What do they already consider themselves experts on? Keep a running list.

Get inspiration from the Tip column . As you scroll through the column, which headlines stand out to you? Could you take on a similar topic in a different way? Do any of them inspire other ideas for you?

Work with your class to compile as long a list as you can. After you’ve tried the three ideas above, come to class with your list, then share. Your ideas might spark those of others — and when it’s time to find experts, your classmates may have contacts they can share.

Once you’ve come up with as many ideas as you can, choose one for your piece and refine it until it is the right size for a 400-word piece.

These questions can help:

Which of the topics that you listed gets you most excited? Why?

For which do you think you could realistically find an expert to interview? (More on that in the next step.)

Which are already specific enough that you could thoroughly explain them in 400 words or fewer?

Which are big, but could be broken down? For instance, if you chose “learn to cook,” make a list of specific skills within that larger goal. Maybe you’d like to learn how to chop an onion, bake chocolate chip cookies, or build a healthy meal from the noodles in a ramen packet.

Which topics do you think might be most interesting to a general audience? Which feel especially unique, helpful or unexpected?

Maybe you chose your topic because you know someone who is already an expert at that task or skill. But even if you have, read through this step, because it might help you find someone even more suitable or interesting.

Here is how Ms. Wollan says she found experts for her column:

Ms. Wollan finds interview subjects by “just poking around” online and on the phone. Sometimes she has to talk to a few people before reaching the source she will feature in the column. She interviews most of her subjects by phone for about 45 minutes, sometimes longer. “I love talking to people who just maybe don’t care so much about being an expert,” Ms. Wollan said. Some of her favorite interviews have been with children and people in their 80s, who are often “looser and more generous with their advice.”

Who could be an expert on your topic? At minimum, it should be someone who is knowledgeable enough about your subject that your readers will trust his or her advice.

Some choices might be easy. For example, for her column on how to choose a karaoke song , Ms. Wollan interviewed a world karaoke champion; for her piece on how to recommend a book , she interviewed a librarian; and for her article on how to suture a wound , she interviewed a doctor.

Other choices, however, may be less obvious. For a column on how to breathe , Ms. Wollan interviewed a clarinet player; for one on how to slice a pie , she interviewed a restaurant owner; and for one on how to say goodbye , she interviewed a child-care worker who had bid farewell to many children during her career.

Brainstorm as many potential experts for your piece as you can and then choose one as the subject of your piece.

Your expert doesn’t have to be a world champion or the national head of an organization to have expertise. This person can be anyone with specialized knowledge of a field or topic. For example, if you were writing a piece on how to start bird-watching, you could interview someone who works at a local park or zoo, someone from a birding group in your town or a bird-watcher you know personally, such as a neighbor or teacher.

Like Ms. Wollan, you might start by “poking around online” for potential subjects. And you may have to talk to a few people before you decide on the person you want to feature in your piece.

If you are doing this assignment with classmates, now might be a good time to pool resources. Share your topics, and find out who might know someone with expertise in those areas. Remember that you are not allowed to interview your relatives — but you can suggest your woodworker grandma or your skateboarder cousin to someone who is writing about those topics.

When you reach out to people, keep in mind this advice from Corey Kilgannon, a New York Times reporter who has interviewed people for profiles and who was a guest on a Learning Network webinar about profile writing :

Tell the person what your goal is and where you’re coming from — that you’re writing a profile for a school assignment or a contest or a newspaper or whatever. Be straight with the person you’re interviewing. Some people might be a little nervous or shy about how this is going to turn out, or how they’re going to look. So tell them what it’s for, how long it’s going to be, that there will be photos, or whatever you can.

Once you’ve found the expert for your piece, it’s time to conduct your interview.

In “ The Art of Learning to Do Things ,” Ms. Wollan offers excellent advice that everyone participating in our challenge should take to heart:

If you want to know how to do something, don’t just search the internet. Instead, find a person who already knows how and ask them. At first, they’ll give you a hurried, broad-strokes kind of answer, assuming that you’re uninterested in all the procedural details. But of course that’s precisely what you’re after! Ask for a slowed-down, step-by-step guide through the minutiae of the thing. For seven years, I did exactly that — I called a stranger and asked that person to describe how to do a specific task or skill.

That might sound like a straightforward task, but you should come up with some questions — on your own or with your class — before you talk to your expert.

These might include questions like:

If you were to explain how to do this skill or task to someone who had never done it before, what advice would you give?

What are some common errors that those first learning this skill or trying this task often make? How can they be avoided?

What is your background in this skill? How did you get started with it? How did you learn how to do it?

When or why might a person have to use this skill? What are the benefits of knowing it?

You might also return to some of the Tip articles you read at the beginning of this lesson. Read them closely and see if you can guess what questions the writer may have asked to get the specific quotes and information the expert shared in the piece. Which of these questions might be helpful for your own interview?

Remember that interviewing is an art — and Times journalists can offer you advice.

In addition to asking good questions, it’s also your job as a journalist to make the interviewee feel comfortable, to listen carefully, to ask follow-up questions and to clarify that you have accurate information.

We have written our own extensive how-to on interviewing, filled with tips from Times journalists. Steps 3, 4 and 5 in this lesson will be especially helpful. Created for a contest we ran in 2022, the guide can walk you through preparing and practicing for an interview; keeping the conversation going while conducting it; and shaping the material into a useful piece when you’re done.

Finally, it’s time to write your piece. If you are submitting to our how-to writing contest, keep in mind that your essay must be 400 words or fewer.

Remember, too, that we are inviting you to take inspiration from the Tip column, but that you don’t have to copy its form and structure exactly — unless you’d like to. Most important, though, is to find a way to write what you want in a way that sounds and feels like you.

That said, there are a few key elements that are important to include, which can be found in our contest rubric . Below, we share some examples from the Tip column to illustrate these elements.

Introduce your expert source.

The person you interviewed will be the main source of information for your piece. Ask yourself: How will my readers know this person is an expert in the skill or task? What information should I include about this person to make my readers feel that they can trust the person’s knowledge and advice?

Here is how Ms. Wollan introduces her expert in “ How to Skip a Stone ”:

“Throw at a 20-degree angle,” says Lydéric Bocquet, a physics professor at École Normale Supérieure in Paris.

Later, she further explains Mr. Bocquet’s expertise:

Bocquet’s quest to understand how this happens — how a solid object can skim along water without immediately sinking — began more than a decade ago, while he was skipping stones on the Tarn River in southern France with his young son. “He turns to me,” Bocquet says, “and asks, ‘Why does the stone bounce on the water?’” To answer that question satisfactorily, Bocquet and his colleagues built a mechanical stone skipper and analyzed the angle of each toss using high-speed video. They also created a set of mathematical equations to predict the number of skips.

How do you know Bocquet is an expert in skipping stones? Do you, as the reader, trust him as an expert on this topic? Why or why not?

Explain how to do the task or skill.

The heart of your piece is, of course, your explanation. You might start by making a list of steps that your expert source shared and then paring it down to the most essential information.

Ask yourself:

What instructions are crucial to the reader’s understanding of how to accomplish this skill or task?

What did the expert share that I found surprising or may not have thought of?

What details can I leave out, either because they are not very interesting or because they are less important?

What sequence for the steps make the most sense for my readers?

Consider the first paragraph from “ How to Build a Sand Castle ”:

“Use your architect mind,” says Sudarsan Pattnaik, an award-winning sand sculptor from Puri, a seaside city in India. If you’re building from memory, first envision your castle. For Pattnaik, who is 42, that means well-known Hindu or Muslim sites. “I have made so many Taj Mahals,” he says. Build with fine-grained sand already wetted by an outgoing tide. “Dry sand is too, too difficult,” Pattnaik says. Bring tools: hand shovels, buckets with the bottoms cut off and squirt bottles. Tamp wet sand into your bucket molds, setting one layer and then the next, like bricks. Sculpt architectural details from the top of the mound down. Bring reference photographs if you’re aiming for realism.

See if you can identify all the steps to making a sand castle that the writer shares in this paragraph. What do you notice about the order? What, if anything, do you think the writer might have left out, and why do you think she made that choice? What tips did you find most surprising? What do these lines add to the piece?

Notice also the grammatical structure Ms. Wollan uses: “Build with fine-grained sand”; “bring tools”; “tamp wet sand into your bucket molds”; and so on. This is called the imperative mood and is often used when telling others how to do something.

Include at least one quote.

If you are submitting to our contest, you need to include a minimum of one direct quote from the expert. Ask yourself: What quotes from my interview are so interesting, important, surprising, informative or colorful that I need to find a way to fit them in?

Look at “ How to Do the Splits ,” in which Ms. Wollan interviewed Kendrick Young, a professional sumo wrestler:

Start by stretching every day after you get out of the shower (heat increases muscle and ligament flexibility). Wear comfortable, stretchy attire. “Definitely don’t try to do this in jeans,” Young says. Sit with your legs spread as wide as you can. Once you can do that without hunching, begin to lean toward the ground, exhaling as you go. “You don’t want to be bending over a big pocket of air in your lungs,” Young says. It might help to have someone push down on your midback (historically, sumo wrestlers often stood on one another’s backs to force the body to the floor).

Why do you think the writer chose to include these two specific quotes in the piece, while paraphrasing (or writing in her own words) the rest of what Young said? What additional context did the writer provide to help us understand the purpose and relevance of these quotations?

Provide a purpose for reading.

Remember that a how-to essay is not just a list of steps; your readers should also understand how this topic might be relevant to their lives. Ask yourself: Why should a reader care about this skill or task? Where, when or for what reasons might someone want or need to do it?

Consider the last paragraph in “ How to Start a Family Band ”:

To be in a family band, you have to be prepared to spend a lot of time together, actively working on cohesion. Music can act as a kind of binding agent. When they’re not in quarantine, the Haim sisters see, or at least talk to, each other every day. “Instead of camping as kids, or going hiking, it was like, ‘OK, we’re going to practice a few songs,’” Danielle says. “It was definitely my parents’ ploy to spend more time with us.”

What reason does the writer provide for why a reader might want to try this activity? What additional background does she share from the expert, Danielle Haim, to help explain why a family — even one that might not be musical — may want to start a band together?

Submit your final piece.

Once you’ve written and edited your essay, give it a title (“How to…”) and submit it to our contest by Feb. 14. We can’t wait to learn the skills you’ll teach us!

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

Katherine Schulten has been a Learning Network editor since 2006. Before that, she spent 19 years in New York City public schools as an English teacher, school-newspaper adviser and literacy coach. More about Katherine Schulten

How to Write an Article Review: Template & Examples

An article review is an academic assignment that invites you to study a piece of academic research closely. Then, you should present its summary and critically evaluate it using the knowledge you’ve gained in class and during your independent study. If you get such a task at college or university, you shouldn’t confuse it with a response paper, which is a distinct assignment with other purposes (we’ll talk about it in detail below).

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In this article, prepared by Custom-Writing experts, you’ll find:

• the intricacies of article review writing;
• the difference between an article review and similar assignments;
• a step-by-step algorithm for review composition;
• a couple of samples to guide you throughout the writing process.

So, if you wish to study our article review example and discover helpful writing tips, keep reading.

❓ What Is an Article Review?

• ✍️ Writing Steps

📑 Article Review Format

🔗 references.

An article review is an academic paper that summarizes and critically evaluates the information presented in your selected article.

The first thing you should note when approaching the task of an article review is that not every article is suitable for this assignment. Let’s have a look at the variety of articles to understand what you can choose from.

Popular Vs. Scholarly Articles

In most cases, you’ll be required to review a scholarly, peer-reviewed article – one composed in compliance with rigorous academic standards. Yet, the Web is also full of popular articles that don’t present original scientific value and shouldn’t be selected for a review.

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Not sure how to distinguish these two types? Here is a comparative table to help you out.

Article Review vs. Response Paper

Now, let’s consider the difference between an article review and a response paper:

• If you’re assigned to critique a scholarly article , you will need to compose an article review .
• If your subject of analysis is a popular article , you can respond to it with a well-crafted response paper .

The reason for such distinctions is the quality and structure of these two article types. Peer-reviewed, scholarly articles have clear-cut quality criteria, allowing you to conduct and present a structured assessment of the assigned material. Popular magazines have loose or non-existent quality criteria and don’t offer an opportunity for structured evaluation. So, they are only fit for a subjective response, in which you can summarize your reactions and emotions related to the reading material.

All in all, you can structure your response assignments as outlined in the tips below.

✍️ How to Write an Article Review: Step by Step

Here is a tried and tested algorithm for article review writing from our experts. We’ll consider only the critical review variety of this academic assignment. So, let’s get down to the stages you need to cover to get a stellar review.

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Read the Article

As with any reviews, reports, and critiques, you must first familiarize yourself with the assigned material. It’s impossible to review something you haven’t read, so set some time for close, careful reading of the article to identify:

• The author’s main points and message.
• The arguments they use to prove their points.
• The methodology they use to approach the subject.

In terms of research type , your article will usually belong to one of three types explained below.

Summarize the Article

Now that you’ve read the text and have a general impression of the content, it’s time to summarize it for your readers. Look into the article’s text closely to determine:

• The thesis statement , or general message of the author.
• Research question, purpose, and context of research.
• Supporting points for the author’s assumptions and claims.
• Major findings and supporting evidence.

As you study the article thoroughly, make notes on the margins or write these elements out on a sheet of paper. You can also apply a different technique: read the text section by section and formulate its gist in one phrase or sentence. Once you’re done, you’ll have a summary skeleton in front of you.

Evaluate the Article

The next step of review is content evaluation. Keep in mind that various research types will require a different set of review questions. Here is a complete list of evaluation points you can include.

Get an originally-written paper according to your instructions!

Write the Text

After completing the critical review stage, it’s time to compose your article review.

The format of this assignment is standard – you will have an introduction, a body, and a conclusion. The introduction should present your article and summarize its content. The body will contain a structured review according to all four dimensions covered in the previous section. The concluding part will typically recap all the main points you’ve identified during your assessment.

It is essential to note that an article review is, first of all, an academic assignment. Therefore, it should follow all rules and conventions of academic composition, such as:

• No contractions . Don’t use short forms, such as “don’t,” “can’t,” “I’ll,” etc. in academic writing. You need to spell out all those words.
• Formal language and style . Avoid conversational phrasing and words that you would naturally use in blog posts or informal communication. For example, don’t use words like “pretty,” “kind of,” and “like.”
• Third-person narrative . Academic reviews should be written from the third-person point of view, avoiding statements like “I think,” “in my opinion,” and so on.
• No conversational forms . You shouldn’t turn to your readers directly in the text by addressing them with the pronoun “you.” It’s vital to keep the narrative neutral and impersonal.
• Proper abbreviation use . Consult the list of correct abbreviations , like “e.g.” or “i.e.,” for use in your academic writing. If you use informal abbreviations like “FYA” or “f.i.,” your professor will reduce the grade.
• Complete sentences . Make sure your sentences contain the subject and the predicate; avoid shortened or sketch-form phrases suitable for a draft only.
• No conjunctions at the beginning of a sentence . Remember the FANBOYS rule – don’t start a sentence with words like “and” or “but.” They often seem the right way to build a coherent narrative, but academic writing rules disfavor such usage.
• No abbreviations or figures at the beginning of a sentence . Never start a sentence with a number — spell it out if you need to use it anyway. Besides, sentences should never begin with abbreviations like “e.g.”

Finally, a vital rule for an article review is properly formatting the citations. We’ll discuss the correct use of citation styles in the following section.

When composing an article review, keep these points in mind:

• Start with a full reference to the reviewed article so the reader can locate it quickly.
• Ensure correct formatting of in-text references.
• Provide a complete list of used external sources on the last page of the review – your bibliographical entries .

You’ll need to understand the rules of your chosen citation style to meet all these requirements. Below, we’ll discuss the two most common referencing styles – APA and MLA.

Article Review in APA

When you need to compose an article review in the APA format , here is the general bibliographical entry format you should use for journal articles on your reference page:

• Author’s last name, First initial. Middle initial. (Year of Publication). Name of the article. Name of the Journal, volume (number), pp. #-#. https://doi.org/xx.xxx/yyyy

Horigian, V. E., Schmidt, R. D., & Feaster, D. J. (2021). Loneliness, mental health, and substance use among US young adults during COVID-19. Journal of Psychoactive Drugs, 53 (1), pp. 1-9. https://doi.org/10.1080/02791072.2020.1836435

Your in-text citations should follow the author-date format like this:

• If you paraphrase the source and mention the author in the text: According to Horigian et al. (2021), young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic.
• If you paraphrase the source and don’t mention the author in the text: Young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (Horigian et al., 2021).
• If you quote the source: As Horigian et al. (2021) point out, there were “elevated levels of loneliness, depression, anxiety, alcohol use, and drug use among young adults during COVID-19” (p. 6).

Note that your in-text citations should include “et al.,” as in the examples above, if your article has 3 or more authors. If you have one or two authors, your in-text citations would look like this:

• One author: “According to Smith (2020), depression is…” or “Depression is … (Smith, 2020).”
• Two authors: “According to Smith and Brown (2020), anxiety means…” or “Anxiety means (Smith & Brown, 2020).”

Finally, in case you have to review a book or a website article, here are the general formats for citing these source types on your APA reference list.

Article Review in MLA

If your assignment requires MLA-format referencing, here’s the general format you should use for citing journal articles on your Works Cited page:

• Author’s last name, First name. “Title of an Article.” Title of the Journal , vol. #, no. #, year, pp. #-#.

Horigian, Viviana E., et al. “Loneliness, Mental Health, and Substance Use Among US Young Adults During COVID-19.” Journal of Psychoactive Drugs , vol. 53, no. 1, 2021, pp. 1-9.

In-text citations in the MLA format follow the author-page citation format and look like this:

• According to Horigian et al., young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (6).
• Young adults experienced increased levels of loneliness, depression, and anxiety during the pandemic (Horigian et al. 6).

Like in APA, the abbreviation “et al.” is only needed in MLA if your article has 3 or more authors.

If you need to cite a book or a website page, here are the general MLA formats for these types of sources.

✅ Article Review Template

Here is a handy, universal article review template to help you move on with any review assignment. We’ve tried to make it as generic as possible to guide you in the academic process.

📝 Article Review Examples

The theory is good, but practice is even better. Thus, we’ve created three brief examples to show you how to write an article review. You can study the full-text samples by following the links.

📃 Men, Women, & Money  

This article review examines a famous piece, “Men, Women & Money – How the Sexes Differ with Their Finances,” published by Amy Livingston in 2020. The author of this article claims that men generally spend more money than women. She makes this conclusion from a close analysis of gender-specific expenditures across five main categories: food, clothing, cars, entertainment, and general spending patterns. Livingston also looks at men’s approach to saving to argue that counter to the common perception of women’s light-hearted attitude to money, men are those who spend more on average.

📃 When and Why Nationalism Beats Globalism

This is a review of Jonathan Heidt’s 2016 article titled “When and Why Nationalism Beats Globalism,” written as an advocacy of right-wing populism rising in many Western states. The author illustrates the case with the election of Donald Trump as the US President and the rise of right-wing rhetoric in many Western countries. These examples show how nationalist sentiment represents a reaction to global immigration and a failure of globalization.

📃 Sleep Deprivation  

This is a review of the American Heart Association’s article titled “The Dangers of Sleep Deprivation.” It discusses how the national organization concerned with the American population’s cardiovascular health links the lack of high-quality sleep to far-reaching health consequences. The organization’s experts reveal how a consistent lack of sleep leads to Alzheimer’s disease development, obesity, type 2 diabetes, etc.

✏️ Article Review FAQ

A high-quality article review should summarize the assigned article’s content and offer data-backed reactions and evaluations of its quality in terms of the article’s purpose, methodology, and data used to argue the main points. It should be detailed, comprehensive, objective, and evidence-based.

The purpose of writing a review is to allow students to reflect on research quality and showcase their critical thinking and evaluation skills. Students should exhibit their mastery of close reading of research publications and their unbiased assessment.

The content of your article review will be the same in any format, with the only difference in the assignment’s formatting before submission. Ensure you have a separate title page made according to APA standards and cite sources using the parenthetical author-date referencing format.

You need to take a closer look at various dimensions of an assigned article to compose a valuable review. Study the author’s object of analysis, the purpose of their research, the chosen method, data, and findings. Evaluate all these dimensions critically to see whether the author has achieved the initial goals. Finally, offer improvement recommendations to add a critique aspect to your paper.

• Scientific Article Review: Duke University
• Book and Article Reviews: William & Mary, Writing Resources Center
• Sample Format for Reviewing a Journal Article: Boonshoft School of Medicine
• Research Paper Review – Structure and Format Guidelines: New Jersey Institute of Technology
• Article Review: University of Waterloo
• Article Review: University of South Australia
• How to Write a Journal Article Review: University of Newcastle Library Guides
• Writing Help: The Article Review: Central Michigan University Libraries
• Write a Critical Review of a Scientific Journal Article: McLaughlin Library
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Article Writing

Ai generator.

Different writing compositions are used to inform various target audiences. They can be find in almost any source, which includes print media and online sources. With the advancement of modern technology, such sources have become more easier to access by the day. The word article can be used to refer to a brief written composition which is often found among other compositions typically included in different publications (e.g. newspaper , magazines, online, etc). An article can tackle about different topics, depending on the writer, and is usually intended for a target audience.

What Is Article Writing? Article writing is a process of creating written pieces of content, paragraphs to reach a broad audience through different platforms. These platforms include newspapers, magazines, journals, and other publishing mediums. The goal is to engage readers by sharing information, stories, or opinions in a written format. This type of writing is common in various media outlets, making it an essential way to communicate and connect with people.

Writers present information in various ways, such as in an informative writing  or argumentative writing form. Basis of information written on articles may vary. Such facts may be gathered from different sources, such as eyewitness accounts, one on one interviews, and online, among others.

Download Sample Article Writing Bundle

Article Writing Format

An article will have an Introduction, Body Paragraphs and Conclusion . The introduction Briefly explains the topic and makes user strict to the content. The body paragraphs explains the subject in detail with evidence, examples, stats, arguments. The conclusion summarizes the important points to give overview to the reader.

1. Introduction

The introduction in article writing is the first section that sets the stage for the entire article. It serves to grab the reader’s attention and give them a reason to keep reading. This part typically includes:

Hook : Start with an interesting fact, question, or statement to grab attention. Background Information : Provide context or background related to the topic. Thesis Statement : Clearly state the main idea or purpose of the article.

2. Body Paragraph

In article writing, a body paragraph is a key section where the main ideas and arguments are developed. Each body paragraph typically follows this structure

Subheadings : Organize the content with relevant subheadings. Main Points : Discuss each main point in separate paragraphs. Supporting Information : Provide evidence, examples, and details. Clarity and Flow : Use simple language and smooth transitions.

3. Conclusion

The conclusion in article writing is the final section where the writer wraps up the discussion. It serves several key purposes:

Summary : Recap the main arguments or points. Final Thoughts : Conclude with a compelling closing statement or call to action.

Article Samples on Various Topics

Environment article samples.

• Water Conservation
• Need to Save Water
• Global Warming and Climate Change
• Deforestation
• Environment and Nature

Society and Culture Article Samples

• Importance of Education
• Teacher’s Day
• US Independence Day
• Discrimination
• Homelessness
• Women Empowerment
• Child Labor
• Globalization

Technology and Innovation Article Samples

• Artificial Intelligence (AI) – The Future of Technology
• Machine Learning
• Robotics and Automachines Manufacturing
• Wearable Technology and Its Health Applications
• 3D Printing Innovations and Applications
• Nano-technology: Advancements and Future Prospects
• Blockchain Beyond Cryptocurrency
• 5G Network Expansion and Its Impacts
• The Future of Electric and Autonomous Vehicles
• Cybersecurity: Protecting Our Digital World
• Augmented Reality (AR) and Virtual Reality (VR) in Education
• Big Data Analytics and Its Role in Business Decision Making
• Internet of Things (IoT) and Smart Home Innovations

Health and Lifestyle Article Samples

• Health is Wealth
• Healthy Eating
• Impact of Social Media on Teenagers
• The Importance of Physical Fitness in Student Life
• Mental Health

Education Article Samples

• The Evaluation of Online Learning and its Impacts
• The Role of Technology in Modern Education
• Road Safety

Articles Writing Examples & Templates in PDF and DOC

Newspaper article writing  example.

Creative Article Writing for School

Technical Article Writing Example

Short Article Writing  Example

Medical Article Sample Writing  Example

Sample Article Writing  Example

Free SEO Article Writing  Example

Persuasive Article Travel  Example

Importance of Article Writing

Articles deliver information effectively, like other persuasive writing compositions. Which explains why article writing is an important skill which needs to be developed. The process of article writing, as compared to writing other compositions can be tricky.

For example, a news article needs to be written without carrying any biased opinion from the writer. Article writing requires the writer to gather accurate information from reliable sources of information. You may also see essay writing examples

Basically, article writing helps the writer develop both the writing and data gathering writing skills—which in turn develops his/her communication skills. At the end of the day, article writing, or writing in general, helps in improving an individual’s communication skills in general.

Types of Article Writing

Article writing is a versatile form of writing used in various contexts, including journalism, blogging, academic writing, and more. Here are some examples of different types of articles:

1. News Article

News articles report current events and provide facts and information about newsworthy topics. They typically follow the “inverted pyramid” structure, with the most important information presented at the beginning.

Example : “COVID-19 Vaccination Drive Reaches Milestone with 1 Billion Doses Administered Worldwide”

2. Feature Article

Feature articles offer in-depth coverage of a particular topic, often with a more narrative or storytelling approach. They provide background, analysis, and context, going beyond the surface details.

Example : “The Hidden Wonders of the Amazon Rainforest: A Journey into Biodiversity and Conservation Efforts”

3. Opinion or Editorial Article

Opinion articles express the author’s viewpoint on a particular issue. They are often persuasive in nature and present arguments or personal perspectives.

Example : “Why We Should Prioritize Renewable Energy Sources for a Sustainable Future”

4. How-To Article

How-to articles provide step-by-step instructions on how to perform a specific task, solve a problem, or achieve a goal.

Example : “How to Start Your Own Vegetable Garden: A Beginner’s Guide”

5. Review Article

Review articles assess and provide an opinion on a product, service, book, movie, or any subject of interest. They often include an evaluation of the item’s pros and cons.

Example : “Film Review: ‘The Trial of the Chicago 7’ – A Riveting Dive into 1960s Political Turmoil”

6. Academic or Research Article

Academic articles are scholarly publications that present research findings or discuss academic topics. They often follow specific formats and are published in academic journals.

Example : “The Impact of Climate Change on Coral Reefs: A Comprehensive Ecological Study”

7. Blog Post

Blog articles cover a wide range of topics and are typically written in a conversational, engaging style. They are commonly found on personal blogs, corporate blogs, and news websites.

Example : “10 Tips for Effective Time Management in a Remote Work Environment”

8. Travel Article

Travel articles describe and share experiences about specific travel destinations, providing insights, tips, and recommendations for travelers.

Example : “Exploring the Rich History and Culture of Rome: A Traveler’s Guide”

9. Technical or Instructional Article

Technical articles focus on complex or specialized subjects and are often used in industries like technology, science, or engineering. They explain technical concepts or processes.

Example: “A Comprehensive Guide to Data Encryption Algorithms for Cybersecurity Professionals”

10. Entertainment or Lifestyle Article

These articles cover topics related to entertainment, lifestyle, and popular culture, including celebrity news, fashion, food, and more.

Example: “10 Must-Watch Movies for Film Buffs this Summer”

How Do I Write a Good Article? – Step by Step Guide

Understand your audience and purpose.

• Identify Your Readers : Understand who your audience is – their interests, level of understanding, and what they are looking for in an article.
• Define Your Purpose : Clearly state your objective. Are you informing, persuading, or entertaining?

Choose a Compelling Topic

Select a topic that resonates with your audience. It should be relevant, timely, and offer a fresh perspective.

Research and Gather Information

• Source Credible Information : Use reliable sources to gather facts, statistics, and other pertinent data.
• Organize Your Research : Group similar information together for coherence.

Create an Outline

An outline helps in organizing thoughts and ensuring a logical flow. It typically includes:

• Introduction 
• Body Paragraphs – Sub Headings (H2), Child Headings (H3)

Write the Article

• Introduction : Start with a hook – a fact, question, or statement that grabs attention. Briefly outline what the article will cover.
• Body Paragraphs : Each paragraph should focus on a single idea, supported by facts, examples, and explanations.
• Transitions : Use smooth transitions to maintain flow and coherence.
• Conclusion : Summarize the main points and leave the reader with something to think about.

Starting an Article

What is written at the beginning of an article? At the beginning of an article, you typically find an introduction. This part is crucial because it aims to grab the reader’s attention. It usually starts with something interesting like a surprising fact, a question, or a short story related to the topic. The introduction also gives a brief idea of what the article is about and sets the tone for the rest of the content.

Crafting a well-written article requires planning, research, and a keen understanding of your audience. By following this format, you can create articles that are not only informative and engaging but also resonate with your readers.

What is the Easiest way to write an Article? To write an effective article, first choose a topic that aligns with your interests and knowledge. Clearly determine your article’s purpose, such as informing or persuading. Conduct thorough research from reliable sources to support your content. Plan your article with a structured outline. Begin with an engaging introduction that includes a clear thesis statement. In the body, develop focused paragraphs, each addressing a single point, supported by evidence like facts or statistics. Write using clear, simple language for better understanding. Ensure your paragraphs smoothly transition to maintain flow. Conclude by summarizing the main points and restating the central message.

Common Mistakes to Avoid in Article Writing

• Ignoring the Audience : Not tailoring the content to the interests and understanding of your target readers.
• Lack of Clear Purpose : Not having a clear goal or message in your article.
• Poor Structure : Failing to organize the article in a logical, coherent manner.
• Overcomplicating Language : Using complex words or sentences that confuse readers.
• Repetitive Content : Repeating the same ideas or examples.
• Inadequate Research : Not backing up your points with accurate and reliable information.
• Plagiarism : Copying someone else’s work without giving credit.
• Ignoring SEO Principles : Not including relevant keywords for online articles, which helps in search engine ranking.
• Skipping Proofreading : Not checking for spelling, grammar, or punctuation errors.
• Neglecting a Strong Conclusion : Failing to summarize the main points or ending the article abruptly.

Avoiding these common mistakes can significantly improve the quality and effectiveness of your article writing.

Do’s and Don’ts of Article Writing

Quick overview on how to write an article – tips & tricks.

Discover key tips for writing an engaging article: select a relevant topic, conduct thorough research, create a clear structure, and write with simplicity for an impactful, reader-friendly piece.

• Understand Your Audience: Tailor to audience interests and knowledge.
• Choose a Clear, Relevant Topic: Focus on specific, timely topics.
• Organize Your Ideas: Structure with clear outline and logical flow.
• Engaging Introduction: Start with an interesting hook; set tone.
• Strong Body Content: Maintain one idea per paragraph; use subheadings.
• Concise and Clear Language: Use simple language and active voice.
• Incorporate Research and Examples: Back points with research; cite sources.
• SEO Optimization: Include relevant keywords; write concise meta descriptions.
• Edit and Proofread: Review for errors; seek feedback.
• Effective Conclusion: Summarize key points; end impactfully.
• Stay Consistent: Write regularly; learn from feedback.

What Is An Article?

An article is a written piece that informs, educates, entertains, or persuades readers about a specific subject. It can take various forms, including news reports, opinion pieces, how-to guides, or in-depth features. Articles are published in newspapers, magazines, websites, and academic journals, offering information, analysis, and commentary to a wide audience.

What Makes a Strong Article?

A strong article is well-researched, clearly written, engaging, and informative. It should have a compelling introduction, a coherent structure, and a conclusive ending.

Are Articles Hard to Write?

Writing articles can be challenging but rewarding. It requires research, planning, and the ability to clearly convey ideas to your audience.

How Does an Article Look Like?

An article typically has a clear title, an engaging introduction, body paragraphs with headings, and a summarizing conclusion. It’s structured logically to guide the reader.

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• Assigning Articles (Changing Principals)

No principal should unreasonably withhold a request to assign articles (change principals) under the following circumstances:

• the student has an opportunity for long-term employment with another firm that wishes to employ the student for the balance of the articling period;
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How to apply to assign articles to another principal

File the following forms with the Law Society no later than seven days after commencing employment at the office of the new principal:

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• a final progress report from your previous principal.

If a student fails to apply for an assignment of articles within the seven-day deadline, the period of time between the date he or she left the office of the previous principal and the date he or she filed the assignment of articles documents is not included in the calculation of the student’s nine-month articling term, unless the Credentials Committee directs otherwise. If the student has missed the seven-day deadline, he or she must include a submission to the committee setting out reasons for the lateness of their application.

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Yankees injuries: DJ LeMahieu nears rehab assignment, Gerrit Cole throws another bullpen

FILE - New York Yankees’ DJ LeMahieu bats against the Baltimore Orioles during the sixth inning of a baseball game July 29, 2023, in Baltimore. The Yankees delayed the start of LeMahieu’s minor league injury rehabilitation assignment after an MRI showed the fracture in his right foot has not fully healed. The 35-year-old, a two-time batting champion, has been sidelined since fouling a ball off the foot during a spring training game March 16. (AP Photo/Julio Cortez,, File)

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MINNEAPOLIS (AP) — Injured New York Yankees players DJ LeMahieu and Gerrit Cole are headed back to New York after spending time rehabbing at the team’s complex in Tampa, Florida, with LeMahieu likely to start a rehab assignment later this week.

LeMahieu took live at-bats and worked defensively before making the trip to New York while the Yankees begin a three-game series in Minnesota. Manager Aaron Boone said LeMahieu, who has been out all season after a non-displaced fracture of his right foot during spring training, would likely start a minor league rehab assignment on Thursday or Friday.

“Definitely want him to play games and get some volume under his belt,” Boone said pregame Monday, adding he was unsure of how many rehab games LeMahieu might play before being activated.

Meanwhile, Cole threw “30-some, 36 pitches or so” in his latest throwing session as he recovers from right elbow inflammation.

“Gerrit, everything went well,” Boone said. “Gerrit, just onward and upward.”

The Yankees also announced that outfielder Jasson Domínguez (Tommy John surgery recovery) and infielder Jorbit Vivas (left orbital fracture) are starting rehab assignments with Single-A Tampa. They faced former Yankee Domingo Germán, who made his first start with the Pirates’ Single-A affiliate Tuesday. Right-hander Tommy Kahnle (right shoulder inflammation) had his rehab assignment transferred to Double-A Somerset.

AP MLB: https://apnews.com/MLB

• SI SWIMSUIT
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Cardinals Top Bullpen Addition To Begin Rehab Assignment Showing Return Is Near

Patrick mcavoy | 13 hours ago.

• St. Louis Cardinals

It sounds like it won't be long until St. Louis Cardinals fans can get a look at the club's brand-new reliever.

St. Louis spent this past offseason looking for ways to bolster the starting rotation and bullpen and mainly did so in free agency. The Cardinals' pitching has been better this season but the club's biggest free-agent addition for the bullpen hasn't appeared in a game yet this season.

The Cardinals added former Los Angeles Angels, Seattle Mariners, Arizona Diamondbacks, Chicago White Sox, and New York Yankees hurler Keynan Middleton on a one-year deal with an option for the 2025 season.

Middleton has dealt with a right forearm strain since Spring Training but reportedly is nearing a return and will begin a minor league rehab assignment on Tuesday, according to the St. Louis Post Dispatch's Derrick Goold.

"Keynan Middleton is heading out on a rehab assignment Tuesday," Goold said. "Packy Naughton and others are advancing in their rehab/recoveries."

Middleton shined last season with the White Sox and Yankees and had a 3.38 ERA in 51 appearances to go along with a 64-to-23 strikeout-to-walk ratio in 50 2/3 innings pitched. He was most impressive down the stretch after being traded to New York and had a 1.88 ERA in his final 12 outings.

The Cardinals bullpen has taken a step forward this season as opposed to 2023, but there still is room for growth. The return of Middleton should give the club another dependable arm and give the bullpen another dynamic.

More MLB: Cardinals Star Voted As 'Biggest Name' To Be Moved Before Trade Deadline

PATRICK MCAVOY

Patrick McAvoy's experiences include local and national sports coverage at the New England Sports Network with a focus on baseball and basketball. Outside of journalism, Patrick also is pursuing an MBA at Brandeis University. After quickly rising as one of the most productive writers on the site, he expanded his reach to write for Baseball Essential, a national baseball site in Sports Illustrated Media Group. For all business/marketing inquiries regarding Inside The Cardinals, please reach out to Scott Neville: [email protected]

Metropolitan News-Enterprise

Monday, May 13, 202 4

Court of Appeal:

October Challenge to Judge Was Timely Though Parties Knew of Assignment to Her in June

Raphael Says Advisement by Commissioner That Judge Would Handle Trial Had Potential of Constituting All-Purpose Assignment

By a MetNews Staff Writer

Div. Two of the Fourth District Court of Appeal has held that an “all-purpose” reassignment of a case to a judge, triggering a 15-day period within which a peremptory challenge to that judge may be filed, can be effected by an oral announcement at a court hearing by the bench officer who is presiding—but only if that bench officer ceases handling any substantial matters in the case.

Otherwise, the reassignment is not an “all purpose” one, Justice Michael J. Raphael said in an unpublished opinion issued on Thursday.

Raphael declared that a challenge to Riverside Superior Court Judge Susanne S. Cho, filed on Oct. 5, 2023 by the petitioner in a divorce case, Robert Taylor, was timely although Commissioner Mickie Reed advised counsel at a June 2023 hearing that Cho would preside over the trial in November. That advisement did not constitute an all-purpose assignment, he declared, because Reed held onto a “substantial” matter, conducting a hearing on it in August.

 “Judge Cho would have been assigned to the case for all purposes in June so long as she processed all substantial matters from that moment on,” Raphael wrote.

Trial Assignment

He said that in June, there was merely an assignment for trial purposes, so that the clock did not start running on a 15-day period for filing a challenge after an all-purposes assignment is made. That time limit is set forth in Code of Civil Procedure §170.6.

On Oct. 4, 2023, Taylor, apparently not taking heed of Reed’s notification in June that Cho would preside over the trial, filed a paper indicating a lack of assent to a trial before a commissioner, and on the same day, the court issued a “Notice of Case Reassignment For All Purposes,” shifting the case to Cho. The following day, Taylor filed a challenge to Cho which the judge proceeded to spurn, proclaiming that the parties had known since June of the entrusting of the case to her. The appeals court directed the issuance of a writ of mandate requiring Cho to step aside. Raphael wrote:

“Applying the all purpose assignment rule here, Taylor’s motion was timely. He moved to disqualify Judge Cho one day after notice that the case had been reassigned to Judge Cho for all purposes. It was therefore “made to the assigned judge...within 15 days after notice of the all purpose assignment.”

Two Reasons

Explaining why an all-purpose assignment had not been made in June, he said there are “two reasons, one formal and one functional,” elaborating:

“The formal reason is the timing of the case reassignment notice. If the case had been reassigned to Judge Cho for all purposes in June, then the notice of reassignment would have been issued then, rather than the day Taylor sought ‘reassignment of the case to a Superior Court Judge for all matters.’ ”

Raphael continued:

“The functional reason is that a substantial matter remained before Commissioner Reed even after she set trial dates in Judge Cho’s department.”

He quoted the California Supreme Court as saying in a footnote in its 1993 decision in People v. Superior Court (Lavi) that the all-purpose assignment rule applies only where “a single judge must handle every matter in a given case.”

Question Left Open

The justice left open the question of whether there would have been an all-purpose assignment in June if a notice of assignment had been issued then even though Reed retained a matter, saying:

“The combination of the formal and functional reasons here means we need not decide whether one would be sufficient here without the other.”

The case is Taylor v. Superior Court , E082661.

Copyright 2024, Metropolitan News Company

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Jasson Dominguez Begins Rehab Assignment

By Steve Adams and Anthony Franco | May 14, 2024 at 6:32pm CDT

Yankees outfielder Jasson Dominguez began a minor league rehab assignment Tuesday, per a team announcement. That effectively presses the start button on a 20-day rehab window before he must either be optioned to Triple-A Scranton/Wilkes-Barre or reinstated to the MLB roster. He’s starting out in Class-A Tampa, though he’ll very likely move up the ladder over the next couple weeks.

Dominguez underwent Tommy John surgery last summer, so it’s fairly natural that Yankees skipper Aaron Boone indicated over the weekend that the 21-year-old will be limited to DH work in the early stages of rehab. This will be the first game action for Dominguez since early September, when he burst onto the big league scene with a promising .258/.303/.677 batting line in 33 plate appearances. Dominguez homered off notable big leaguers like Justin Verlander and Cristian Javier , ultimately popping four round-trippers in his brief debut before being diagnosed with a ligament tear in his elbow.

Prior to that debut, Dominguez had split the season between Double-A and Triple-A, recording 507 plate appearances at the former level and 37 at the latter. He batted a combined .265/.377/.425 despite being just 20 years old. He was about four years younger than his average opponent in Double-A and more than six years younger than the average Triple-A player.

Had Dominguez been healthy, the Yankees’ offseason could well have looked different. They’d still quite likely have made an aggressive push to land Juan Soto from the Padres, but it’s fair to wonder whether Alex Verdugo would’ve still been a prominent trade target with both Dominguez and Aaron Judge projected to be healthy. It seems likely that would not have been the case.

Now, with Verdugo, Soto and Judge all hitting well and Giancarlo Stanton still providing thump from the DH spot (despite a .283 OBP), it’s not as clear how Dominguez might fit onto the roster. He’d certainly be expected to outproduce the surprisingly anemic .069/.270/.172 line that Trent Grisham has mustered thus far, but that’s come in a sample of only 38 plate appearances. There’s likely some merit to the idea that a longtime starter like Grisham has struggled mightily with the move to such a limited role, but the minimal playing time he’s received is the primary reason why Dominguez likely wouldn’t be considered for such a role.

Even if the Yankees felt Dominguez could outperform that pace (which they surely do), putting a touted 21-year-old in a position to get seven or eight plate appearances per week would be a poor move for his development. Whenever Dominguez is deemed healthy enough to be reinstated from the injured list, the Yankees presumably want him to be ticketed for regular at-bats. The current construction of the big league roster doesn’t look ideal for that setup, though all it would take would be one injury to Verdugo, Judge, Soto or Stanton to open up some more substantial playing time.

Of the current outfielders, only Verdugo seems even remotely plausible as a trade candidate, but he’s produced a respectable .243/.329/.397 batting line (111 wRC+) while drawing more walks (11.4%) than strikeouts (10.8%). There’d be ample risk (to put it mildly) in moving a steady veteran enjoying that type of performance to free up playing time for a 21-year-old with eight games of big league experience, regardless of his prospect status. There’s been some speculation about a potential Verdugo trade among fans and pundits alike, but such a scenario seems decidedly unlikely.

Barring an injury in the big league outfield, an eventual minor league assignment for Dominguez feels almost inevitable. He’s still only played in 17 total games above the Double-A level. But with Verdugo and Soto both set to become free agents at season’s end and Grisham playing his way into a non-tender candidate, there’s still a clear path to a prominent role for Dominguez in the long-term — it just might not happen this season.

DJ LeMahieu will follow Dominguez in beginning a minor league rehab stint later this week, tweets Greg Joyce of the New York Post. It’s the second time he’ll start a rehab assignment as he returns from a season-opening injured list stay. LeMahieu joined Double-A Somerset on April 23 but was removed in the first inning after experiencing renewed soreness in his right foot. The veteran infielder was diagnosed with a non-displaced fracture in his foot at the end of Spring Training.

Oswaldo Cabrera and  Jon Berti have split the third base work in LeMahieu’s absence. Cabrera started the season well before a recent slump dropped his batting line to .252/.295/.390 in 132 plate appearances. The speedster Berti is hitting .263 without an extra-base hit and only two walks in 41 trips.

10 Comments

3 hours ago

Just in time for the playoff push. Guy’s gonna rake in that lineup. Yanks will look pretty good in the second half of the season with Cole, LeMahieu & Dominguez back in the lineup.

Not to worry…Stanton and/or Judge will be on a lengthy IL stay soon, opening up an active roster spot.

If it’s Stanton, which is a good possibility, he may never regain that starting spot back. Dominguez is immensely talented and hopefully he can continue producing at the rate he was.

That’s the news Yankee fans were all waiting for!

2 hours ago

Hoping that they play “Indian Love Call” as his walk up music.

56 mins ago

Slim Whitman reference from Mars Attacks. Nice.

I’m with OP. There’s going to need to be an injury or Dominguez is gonna have to go bananas in AAA to come up before September. He’s a huge part of the future but Grisham is the ideal 4th outfielder until someone’s on the IL.

Stanton is currently sitting at 106 OPS+. He’s hardly a stumbling block if Dominguez is hitting well in AAA.

31 mins ago

Stanton is hitting just enough to hold his spot. The team’s not run in a vacuum, benching Stanton with that salary may be a bridge too far. He’s got three full years guaranteed after this season. The Marlins money kicks in by 2026, that’s when you may see him benched/fired into the sun…

50 mins ago

With my contacts briefly bubbling and causing blurred vision, I thought it said he “begins retirement”

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• Marine Corps Combat Instructor Role Once Again a Special Duty Assignment

Combat instructors -- Marines who teach entry-level devil dogs basic warfighting skills -- are once again a special duty assignment.

As of May, the combat instructor, which is open to infantry Marines, is again one of these assignments after it was dropped from the criteria several years ago. The change was announced by the service's Manpower and Reserve Affairs division earlier this month.

Special duty assignments, or SDAs, are billets outside of a Marine's primary job and include being a recruiter , drill instructor and security guard. Sometimes those assignments are voluntary, but other times Marines are ordered into them.

Read Next: Army Identifies Explosive Ordnance Officer Who Died After a Fall During Training at Fort Johnson

"I went through combat instructor school back in 2015," Gunnery Sgt. Tyler Stokes, an enlisted assignments monitor for combat instructors, said in a video released by the service. "It's an extremely rewarding duty because you actually get to affect and to teach the warfighting skills that all Marines learn through the entry-level training pipeline, and it's really critical for the operational readiness of the force."

Stokes said that the commandant of the Marine Corps , Gen. Eric Smith, issued guidance earlier this year that said the combat instructor role would once again be a special duty assignment.

Combat instructors teach Marines weapons handling, employment of automatic weapons, the nuances of munition types, land navigation, communications, tactics and patrolling, among other tasks critical for young troops entering the Corps.

Typically, tours for combat instructors, and other special duty assignments, are three years. Marines coming back for a second tour may have their assignment shortened to two years, according to a previous Marine Corps message.

Marines assigned to the combat instructor role are primarily sent to the Corps' two infantry schools, located on each coast. Specifically, they are assigned to Camp Pendleton , California, or Camp Lejeune , North Carolina.

Prior to being assigned to the installations, prospective combat instructors go through the Marine Combat Instructor School, or MCIS, a nine-week course that includes written exams, combat conditioning, employment of different weapons systems and other tasks that Marines will be expected to hand down to future generations of infantrymen.

The job is open to volunteers, a spokesperson from Manpower and Reserve Affairs wrote in an email to Military.com on Tuesday.

"However, it may be staffed with involuntary assignments to fill vacancies and achieve maximum billet fill," Capt. Sarah Eason, the spokesperson, added. "Unlike the other SDAs, there are only a limited number of combat instructor billets open to any primary military occupational specialty (MOS), and these routinely fill with volunteers."

The special duty assignment also comes with some perks, Eason said, including special pay , the Marine Corps Combat Instructor Ribbon, promotion board precepts, and a "choice of specific geographic area for the next duty station following tour completion," she said.

Related: Marine Corps Offering Thousands of Dollars in Bonuses in Push for More Intelligence Specialists

Drew F. Lawrence

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