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Articles Exercises (A, An, The) – Beginner, Intermediate, & Advanced

Study english articles (a, an, the) online with these exercises.

ESL Level : Beginner , Intermediate , Advanced  (click to jump to questions)

Articles Worksheet Download : Articles-Worksheet-Englishcurrent.doc (with answers)

Instructions : Put the correct article (a, an, the, or nothing) into the paragraphs below. If an article is not needed, then select the blank option.

Students, if you'd like to study the rules of English articles, then please read my explanation for beginner students .

Articles: Exercises for Beginner Students

(Remember, if no article is needed, then select the blank option).

• My mother is  a an the  English teacher. I am  a an the  student. When I get home from school, I watch  a an the  programs on TV. That's  a an the  best part of my day.  Programs A programs An programs The programs  I watch are for  a an the  children. I am  a an the  child, so I think they are funny.
• I'm  a an the  little excited because it's  a an the  Friday. There are  a an the  lot of good shows on TV today.  One A one An one The one   I usually watch is at 3:30. It's about  a an the  animals. Also, I'm excited today because my mother is making  a an the  rice for dinner.
• Later, after eating dinner and doing my homework, I go to my room and read  a an the  book for 30 minutes. Then I turn off  a an the  light and go to  a an the  bed.

Check Answers    

Articles: Exercises for Intermediate Students

• Moving to  a an the  United States was  a an the  most exciting thing I have ever done. I moved last year to  a an the  New York. New York is  a an the  exciting city, full of  a an the  adventure. In fact, I saw  a an the  famous actor on  a an the  street yesterday!
• Today, I have  a an the  job interview at  a an the  financial company.  Company A company An company The company  has  a an the  offices all over  a an the  world. I'm not sure that I have  a an the  skills to get hired. I hope so.  Company A company An company The company 's office is on  a an the  Main Street. That's  a an the  same street my friend works on.
• If I get hired, I could meet him after  a an the  work for drinks. That would be great. He's from  a an the  Scotland. He works 8 hours  a an the  day, 5 days  a an the  week.

Articles: More Exercises for Intermediate Students

• I have two brothers. One, Greg, is still in  a an the  college, and  a an the  other, Mike, has already graduated. Mike is  a an the  kind of guy that is very serious. I don't remember  a an the  last time I saw him. It may have been in  a an the  August. He was wearing  a an the  red sweater. It matched his  a an the  red hair.
• After  a an the  dinner, I usually wash  a an the  dishes. My wife hates doing it. I waste a lot of  a an the  water when I do it. That's bad for  a an the  environment, I think.
• We live near  a an the  sea.  Most A most An most The most  houses in this area are expensive.

Articles: Exercises for Advanced Students

• I have  a an the  uncle who lives in  a an the  home for  a an the  elderly. He is  a an the  honest man. He used to be  a an the  FBI agent. He once saved  a an the  one-year-old boy from  a an the  fire. He has many interesting stories.
• He told me that he once met  a an the  alien from  a an the  space. This alien didn't need  a an the  oxygen to live; it didn't have  a an the  nose. That's  a an the  hard story to believe. I'm not sure he was telling me  a an the  truth. Maybe he isn't so honest, after all.
• Stress A stress An stress The stress  can make a an the  life unpleasant. In  a an the  day, I work at  a an the  office.  > A An The  people I work with are busy, and  a an the  work we do isn't easy.

Articles: More Exercises for Advanced Students

• When I drive to  a an the  work, usually  a an the  highways are really busy. If there's  a an the  accident during  a an the  rush hour, it can be  a an the  chaos on the roads.
• I don't watch  a an the  TV. I get  a an the  information and  a an the  news, etc., from  a an the  Internet. I don't often go to  a an the  cinema, either.
• I'm interested in  a an the  finance. I heard a an the  Euro is losing value, compared to  a an the  US dollar.
• I like Japan.  Crime A crime An crime The crime  is infrequent there. When I fly to Japan, I usually fly to  a an the  Narita Airport. The last time I was in Japan, I climbed  > a an the  Mount Fuji. It was fun.
• I am tall.  Japanese A Japanese An Japanese The Japanese  are generally shorter than I am.

Related Articles:

• Help Understanding Articles (Beginner)
• The Indefinite Article & Word Sounds (Advanced)
• The Definite Article with Names of Places (Advanced)

- Articles exercises and worksheet copyright Matthew Barton of Englishcurrent.com

EnglishCurrent is happily hosted on Dreamhost . If you found this page helpful, consider a donation to our hosting bill to show your support!

81 comments on “ Articles Exercises (A, An, The) – Beginner, Intermediate, & Advanced ”

Articles exercises are very good for improve my English,and computer lab is excellent for us. Thank you Iris!! I really enjoy your class!!

thanks a lot. it is very helpful. I need more practice.

Your exercises are very helpful in a way of giving more understading of its correct usage. I enjoy doing it can help for those not only the young ones but also for the elderly like me. Who wants to exercise ones brain whether I still know how to give the correct answers. For youngsters more practise makes perfect. You are all very generous of taking much work and pain in order to give knowledge and know how to us and unto others. Good health and more power to you all

thank you very much………… it’s very good

Good work sheeet

Very good Job! I have really enjoyed my self going through the beginner’s to advanced levels in English articles. You have touched important aspects of articles that usually confuse English learners like me! I have found your exercises very useful because in the two weeks I have been reading intensively to get the concept of articles. Thanks indeed!

It is very interesting and very useful.This site is very useful to english learners.thank u

I think if he add the situation when we use an/a will be better.Therefore,children will be more clear.

correct!!!!

THIS WORKSHEET WAS SO COOOOOOOOOOOOOOOOOL !!

Wow! I like it, it is interesting and I need more practice.

Its a good excercise. All the sentences are simple and easy to understand.

it was excellent ,it gave me an oppurtunity to improve myself thanks

this is torture for us school students …. itz another excuse for more work even though english is my first language. :(

It's a very nice exercise :) It is useful :) Thanks !

Nice, but should need explanation for the answers

yes!!!!!! its true but liked this worksheet…

amazing worksheet……….enjoyed and learnt a lot!!!!!!

i liked this worksheet…earlier i had to face many problems in filling up these answers but now i’m improving through these exercises….thanks for this brilliant worksheet!!!!!!!!!!

very helpful worksheet….keeep posting more

I love them keep posting more.thanks for the worksheets……

very very nice for doing practice of articles

its very helpful..I have made 2 mistakes. thanks……

Good For Practice!!!

nice exercise i like it

the exercises are very helpful. tnx…

Stop complaining! It was good and i enjoyed.

thank you for exercise it can help me learn

Its very simple if we take care of the rules very carefully .

Tks a lot. Its really helpful. I really appreciate the effort to make different sections according to the level of different people. Waiting 4 more.

I just can’t get it. Why we write “New York is an exciting city” not “New York is the exciting city”? please explain it to me, thank you!

Henry: There are many exciting cities in the world. When you write ‘NY is an exciting city’, it means it is one (an = one) exciting city among the many other exciting cities in the world. ‘NY is the exciting city’ uses the definite article ‘the’, which means that there is ONLY one exciting city, New York. If you want to use ‘the’, then you could say ‘New York is the home of the Statue of Liberty’. We use ‘the’ here because there is ONLY one city that has the statue of liberty. The city is New York.

I’m not sure I understand. Can you explain again?

Its very good but explanation should be given at the end

best way to improve grammar…. thanks a lot

it ll be better if u provide explanation to every answer.

articles are easy to learn

Mr. Arun is saying right it should not show answers it should tell how many are correct

A really good exercise for the articles .. Love it <3

I love it i got all correct its really cool it helps us in improving our article skills i really want to thank the person who made it i am in 4th this is for my exams skchec

This topic is like mystery about grammar.We should practice this a lot

Its the best site of grammar but there should more excercise in this type Everbody will like the site..

Very good but there should be more exercises

Nice worksheets to practise nice website

its a good app for children to learn articles and for starting ones. happy learnning!!!!!!!!!!

No answers in same/under the exercise page it should be on next page

59 out of 60 in exam thank uuuuuuuuuuuuuuuuuuuuuuuuuuuuuu

I like this kind of quizzes

This worksheet is really good. I enjoyed a lot. Improved me in articles.

good exercise,..

is there any exercise for punctuation

HELLO TEACHER AS THAT HOW ARE YOU GOD BLESS GRANTEMENTE APOLOGY WAS SAYING WHERE TO PUBLISH REVIEW

This topic is very interesting. Excercises make students find correct way.

This exercise helped me so much for my exam!!! :D

This exercises help me a lot.

Which ones? Remember, if the answer is “–” that means no idiom is needed.

yes completelyh agree with this and its very knowledgeable thing

yes I am ompeletly agree

a very good worksheet

nishnath u r awesome…excellent observation regarding the worksheet…now that you have certified that the worksheets are good..i’d definitely do it

i agree with mr arun one should have self control to not watch answers :P

good ,but you should not give the answers. it should be better if you had given the option of see results it would help children to know whether how much is there capability

IT IS A VERY COOL AND A VERY GOOD APP FOR STUDENTS TO LEARN AND TO GET KNOWLEDGE

I like the worksheet as this helped me a lot for my paper

very good exercise I like it.

Hello this was very insane man. I love it lol

i enjoy doing this worksheets.

Nice exercise!!! Very helpful!!!

exellent exercises but the problem is that anyone can cheat ….

and is very helpful too …………

nice exercises it hels me in my ut i always use this side for my revision

What’s up it’s me, I am also visiting this website on a regular basis, this web site is truly nice and the visitors are truly sharing nice thoughts.

very vvvv…………………………awesome worksheet now my articles in perfect for my exams \ i will reccomend this web site to my friends

thats awesome exercis thank u every much

I love the article exercise as they are sometimes confusing and the answers are given.They are very useful while studying for them. I would like to thank you for your website too.

nice exercise for children

good nice explanation

thanks this helped me because my mother wanted an exercise and so she asked me to program it as an challenge I made this again on python and it was fun

good for my studies I love it

I am a teacher of English from Pakistan. During my teaching career , as a teacher of English, so far, teaching an article has proved to be the trickiest and the toughest of the all. i have seen this for the first time and that too accidently. I hope that these exercises and work sheets can be further enhanced and ameliorated if some of the rules regarding “Use of Article” are added. by and large, it is a fantastic work and very useful to those who really tend to learn.

Hello jamshaid. I’m glad to hear that you find the resource useful. If you’d like to see some of the rules, please visit this page: https://www.englishcurrent.com/grammar/english-articles-definite-indefinite-help/ .

Comments are closed. Please join our community to ask a question.

• 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 Write an Article Review (With Examples)

Last Updated: August 26, 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 3,133,651 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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Article Summaries, Reviews & Critiques

Writing an article summary.

• Writing an article REVIEW
• Writing an article CRITIQUE
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When writing a summary, the goal is to compose a concise and objective overview of the original article. The summary should focus only on the article's main ideas and important details that support those ideas.

Guidelines for summarizing an article:

• State the main ideas.
• Identify the most important details that support the main ideas.
• Summarize in your own words.
• Do not copy phrases or sentences unless they are being used as direct quotations.
• Express the underlying meaning of the article, but do not critique or analyze.
• The summary should be about one third the length of the original article. 

Your summary should include:

• Give an overview of the article, including the title and the name of the author.
• Provide a thesis statement that states the main idea of the article.
• Use the body paragraphs to explain the supporting ideas of your thesis statement.
• One-paragraph summary - one sentence per supporting detail, providing 1-2 examples for each.
• Multi-paragraph summary - one paragraph per supporting detail, providing 2-3 examples for each.
• Start each paragraph with a topic sentence.
• Use transitional words and phrases to connect ideas.
• Summarize your thesis statement and the underlying meaning of the article.

 Adapted from "Guidelines for Using In-Text Citations in a Summary (or Research Paper)" by Christine Bauer-Ramazani, 2020

Additional Resources

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How to Write a Summary - Guide & Examples  (from Scribbr.com)

Writing a Summary  (from The University of Arizona Global Campus Writing Center)

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• Last Updated: Mar 15, 2024 9:32 AM
• URL: https://libguides.randolph.edu/summaries

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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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• 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;
• Academic commentary that discusses research trends or emerging concepts and ideas, but does not contain citations to sources; and
• Pre-print articles that have been posted online, but may undergo further editing and revision by the journal's editorial staff before final publication. An indication that an article is a pre-print is that it has no volume, issue, or page numbers assigned to it.

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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Using Articles

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What is an article? Basically, an article is an adjective. Like adjectives, articles modify nouns.

English has two articles: the and a/an . The is used to refer to specific or particular nouns; a/an is used to modify non-specific or non-particular nouns. We call the the definite article and a/an the indefinite article.

the = definite article

a/an = indefinite article

For example, if I say, "Let's read the book," I mean a specific book. If I say, "Let's read a book," I mean any book rather than a specific book.

Here's another way to explain it: The is used to refer to a specific or particular member of a group. For example, "I just saw the most popular movie of the year." There are many movies, but only one particular movie is the most popular. Therefore, we use the .

"A/an" is used to refer to a non-specific or non-particular member of the group. For example, "I would like to go see a movie." Here, we're not talking about a specific movie. We're talking about any movie. There are many movies, and I want to see any movie. I don't have a specific one in mind.

Let's look at each kind of article a little more closely.

Indefinite Articles: a and an

"A" and "an" signal that the noun modified is indefinite, referring to any member of a group. For example:

• "My daughter really wants a dog for Christmas." This refers to any dog. We don't know which dog because we haven't found the dog yet.
• "Somebody call a policeman!" This refers to any policeman. We don't need a specific policeman; we need any policeman who is available.
• "When I was at the zoo, I saw an elephant!" Here, we're talking about a single, non-specific thing, in this case an elephant. There are probably several elephants at the zoo, but there's only one we're talking about here.

Remember, using a or an depends on the sound that begins the next word. So...

• a + singular noun beginning with a consonant: a boy; a car; a bike; a zoo; a dog
• an + singular noun beginning with a vowel: an elephant; an egg; an apple; an idiot; an orphan
• a + singular noun beginning with a consonant sound: a user (sounds like 'yoo-zer,' i.e. begins with a consonant 'y' sound, so 'a' is used); a university ; a unicycle
• an + nouns starting with silent "h": an hour
• In some cases where "h" is pronounced, such as "historical," you can use an . However, a is more commonly used and preferred. A historical event is worth recording.

Remember that these rules also apply when you use acronyms:

Another case where this rule applies is when acronyms or initialisms start with consonant letters but have vowel sounds:

If the noun is modified by an adjective, the choice between a and an depends on the initial sound of the adjective that immediately follows the article:

• a broken egg
• an unusual problem
• a European country (sounds like 'yer-o-pi-an,' i.e. begins with consonant 'y' sound)

Remember, too, that in English, the indefinite articles are used to indicate membership in a group:

• I am a teacher. (I am a member of a large group known as teachers.)
• Brian is an Irishman. (Brian is a member of the people known as Irish.)
• Seiko is a practicing Buddhist. (Seiko is a member of the group of people known as Buddhists.)

Definite Article: the

The definite article is used before singular and plural nouns when the noun is specific or particular. The signals that the noun is definite, that it refers to a particular member of a group. For example:

" The dog that bit me ran away." Here, we're talking about a specific dog, the dog that bit me.

"I was happy to see the policeman who saved my cat!" Here, we're talking about a particular policeman. Even if we don't know the policeman's name, it's still a particular policeman because it is the one who saved the cat.

"I saw the elephant at the zoo." Here, we're talking about a specific noun. Probably there is only one elephant at the zoo.

Count and Noncount Nouns

The can be used with noncount nouns, or the article can be omitted entirely.

• "I love to sail over the water" (some specific body of water) or "I love to sail over water" (any water).
• "He spilled the milk all over the floor" (some specific milk, perhaps the milk you bought earlier that day) or "He spilled milk all over the floor" (any milk).

"A/an" can be used only with count nouns.

• "I need a bottle of water."
• "I need a new glass of milk."

Most of the time, you can't say, "She wants a water," unless you're implying, say, a bottle of water.

Geographical use of the

There are some specific rules for using the with geographical nouns.

Do not use the before:

• names of most countries/territories: Italy, Mexico, Bolivia ; however, the Netherlands, the Dominican Republic, the Philippines, the United States
• names of cities, towns, or states: Seoul, Manitoba, Miami
• names of streets: Washington Blvd., Main St.
• names of lakes and bays: Lake Titicaca, Lake Erie except with a group of lakes like the Great Lakes
• names of mountains: Mount Everest, Mount Fuji except with ranges of mountains like the Andes or the Rockies or unusual names like the Matterhorn
• names of continents (Asia, Europe)
• names of islands (Easter Island, Maui, Key West) except with island chains like the Aleutians, the Hebrides, or the Canary Islands

Do use the before:

• names of rivers, oceans and seas: the Nile, the Pacific
• points on the globe: the Equator, the North Pole
• geographical areas: the Middle East, the West
• deserts, forests, gulfs, and peninsulas: the Sahara, the Persian Gulf, the Black Forest, the Iberian Peninsula

Omission of Articles

Some common types of nouns that don't take an article are:

• Names of languages and nationalities: Chinese, English, Spanish, Russian (unless you are referring to the population of the nation: " The Spanish are known for their warm hospitality.")
• Names of sports: volleyball, hockey, baseball
• Names of academic subjects: mathematics, biology, history, computer science

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Common Assignments: Abstracts

Basics of abstracts.

An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study or course paper, similar to the text on the back cover of a book. Abstracts may be required for certain course assignments and are required elements of Walden capstone projects (see the Office of Research and Doctoral Services's abstract assistance for more information on specific requirements for these doctoral capstone abstracts). Read on for guidelines on constructing a strong abstract for course papers!

Format Guidelines

An abstract appears after a paper's cover page but before the body of the paper. Per APA 7, Section 2.9, to format an abstract, center the title "Abstract" at the top of a new page in bold text. Note that the bolding is a change from APA 6 guidelines, which recommended plain text. The body of the abstract for course papers should be

• be no more than 250 words,
• flush left on the page and not indented, and
• a single block paragraph.

The abstract may use the full name of an acronym and identify the acronym in parentheses; writers should thereafter refer to the acronym. If the acronym is identified but then not used again in the abstract, however, it should only be written out and not identified. The abstract should not include citations or any material that needs to be cited; all background information on your topic should appear in the body of the paper. Citations, which are intended to credit supporting sources, would be out of place in an abstract, just as they would on the back cover of a textbook.

Note that APA 6 had an additional recommendation about writing numbers in the abstract differed from the general guidelines for writing numbers . In APA 7, that distinction has been removed. Write out numbers as words or use numerals according to the general guidelines.

To review a sample abstract, see p. 50 of the 7th edition APA manual. 

Course Paper Abstracts

Most course papers do not require an abstract. If one is required, the abstract should provide your audience with (a) information on your paper’s purpose and argument, (b) the ways you develop that argument within the paper, and (c) any conclusions you draw. Try waiting until the paper is complete before you write your abstract to ensure you have included all of the main points of your paper.

Can you identify the elements listed above in the sample course paper abstract below?

An essential skill of a scholar practitioner is the ability to critique others’ work and research. The following essay denotes my ability to analyze three qualitative studies that are relevant in the field of higher education and to the topic of student attrition. In this analysis, I assess the rationale, methodology, and scholarly nature of each article and include a comparison of the authors’ choices. In conclusion, I describe how the most recent article is more universal in determining why first-year college students may be dropping out of school.

Know that an abstract is not the same as an introduction. An abstract is a summary of your paper; it does not provide context or attempt to interest a reader in your paper the way an introduction does. Assignments that require abstracts should still include an introductory section that provides background on the topic and establishes the purpose of the paper.

If you have questions about whether or not to include an abstract in your course paper, be sure to check with your instructor.

Doctoral Capstone Abstracts

Walden University doctoral capstone studies (dissertations, doctoral research studies, and doctoral project studies) require abstracts with some additional elements. Please visit the Office of Research and Doctoral Services's abstract assistance page for more information on these elements.

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

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• How to Write a Summary | Guide & Examples

How to Write a Summary | Guide & Examples

Published on November 23, 2020 by Shona McCombes . Revised on May 31, 2023.

Summarizing , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.

There are five key steps that can help you to write a summary:

• Read the text
• Break it down into sections
• Identify the key points in each section
• Write the summary
• Check the summary against the article

Writing a summary does not involve critiquing or evaluating the source . You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).

Table of contents

When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, other interesting articles, frequently asked questions about summarizing.

There are many situations in which you might have to summarize an article or other source:

• As a stand-alone assignment to show you’ve understood the material
• To keep notes that will help you remember what you’ve read
• To give an overview of other researchers’ work in a literature review

When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.

But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyze or critique it.

In any case, the goal of summarizing is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.

Prevent plagiarism. Run a free check.

You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:

• Scan the article quickly to get a sense of its topic and overall shape.
• Read the article carefully, highlighting important points and taking notes as you read.
• Skim the article again to confirm you’ve understood the key points, and reread any particularly important or difficult passages.

There are some tricks you can use to identify the key points as you read:

• Start by reading the abstract . This already contains the author’s own summary of their work, and it tells you what to expect from the article.
• Pay attention to headings and subheadings . These should give you a good sense of what each part is about.
• Read the introduction and the conclusion together and compare them: What did the author set out to do, and what was the outcome?

To make the text more manageable and understand its sub-points, break it down into smaller sections.

If the text is a scientific paper that follows a standard empirical structure, it is probably already organized into clearly marked sections, usually including an introduction , methods , results , and discussion .

Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.

Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?

Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.

In a scientific article, there are some easy questions you can ask to identify the key points in each part.

If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.

In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.

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Now that you know the key points that the article aims to communicate, you need to put them in your own words.

To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.

The best way to do this is to put the article aside and write out your own understanding of the author’s key points.

Examples of article summaries

Let’s take a look at an example. Below, we summarize this article , which scientifically investigates the old saying “an apple a day keeps the doctor away.”

Davis et al. (2015) set out to empirically test the popular saying “an apple a day keeps the doctor away.” Apples are often used to represent a healthy lifestyle, and research has shown their nutritional properties could be beneficial for various aspects of health. The authors’ unique approach is to take the saying literally and ask: do people who eat apples use healthcare services less frequently? If there is indeed such a relationship, they suggest, promoting apple consumption could help reduce healthcare costs.

The study used publicly available cross-sectional data from the National Health and Nutrition Examination Survey. Participants were categorized as either apple eaters or non-apple eaters based on their self-reported apple consumption in an average 24-hour period. They were also categorized as either avoiding or not avoiding the use of healthcare services in the past year. The data was statistically analyzed to test whether there was an association between apple consumption and several dependent variables: physician visits, hospital stays, use of mental health services, and use of prescription medication.

Although apple eaters were slightly more likely to have avoided physician visits, this relationship was not statistically significant after adjusting for various relevant factors. No association was found between apple consumption and hospital stays or mental health service use. However, apple eaters were found to be slightly more likely to have avoided using prescription medication. Based on these results, the authors conclude that an apple a day does not keep the doctor away, but it may keep the pharmacist away. They suggest that this finding could have implications for reducing healthcare costs, considering the high annual costs of prescription medication and the inexpensiveness of apples.

However, the authors also note several limitations of the study: most importantly, that apple eaters are likely to differ from non-apple eaters in ways that may have confounded the results (for example, apple eaters may be more likely to be health-conscious). To establish any causal relationship between apple consumption and avoidance of medication, they recommend experimental research.

An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.

For example, in a literature review or meta analysis you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.

Using national survey data, Davis et al. (2015) tested the assertion that “an apple a day keeps the doctor away” and did not find statistically significant evidence to support this hypothesis. While people who consumed apples were slightly less likely to use prescription medications, the study was unable to demonstrate a causal relationship between these variables.

Citing the source you’re summarizing

When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.

You can easily create your citations and references in APA or MLA using our free citation generators.

APA Citation Generator MLA Citation Generator

Finally, read through the article once more to ensure that:

• You’ve accurately represented the author’s work
• You haven’t missed any essential information
• The phrasing is not too similar to any sentences in the original.

If you’re summarizing many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

A summary is a short overview of the main points of an article or other source, written entirely in your own words. Want to make your life super easy? Try our free text summarizer today!

A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarizing, and on the purpose of the summary.

You might have to write a summary of a source:

• As a stand-alone assignment to prove you understand the material
• For your own use, to keep notes on your reading
• To provide an overview of other researchers’ work in a literature review
• In a paper , to summarize or introduce a relevant study

To avoid plagiarism when summarizing an article or other source, follow these two rules:

• Write the summary entirely in your own words by paraphrasing the author’s ideas.
• Cite the source with an in-text citation and a full reference so your reader can easily find the original text.

An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarize the whole text, not just introduce it.

An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarize a source in a paper , in a literature review , or as a standalone assignment.

All can be done within seconds with our free text summarizer .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, May 31). How to Write a Summary | Guide & Examples. Scribbr. Retrieved August 29, 2024, from https://www.scribbr.com/working-with-sources/how-to-summarize/

Is this article helpful?

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Articles worksheet for class 7 with answers

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• by Sampriti Debnath

articles worksheet for class 7 with answers (Grade 7)

Articles Worksheet For Class 7 With Answers

Before you read any further related to the articles worksheet for class 7 with answers, it might be a good idea first to understand What is An Article

• ARTICLES  – A, An, and The are called articles.
• A – We use ‘A’ before naming words that begin with consonant sounds. Example – A chair, A doll, etc.
• An – We use ‘An before naming words that begin with a vowel (a,e, i,o,u) sound. Example – An apple, An airplane, etc.
• The – The is used before names of things that are only one of their kind. Example – The sun, The moon, etc.

Articles Worksheet For Class 7 Questions

Fill in the blanks with the appropriate articles, (a, an, the) or leave the space blank if no article is needed..

• I borrowed ………….   pencil from your pile of pencils and pens.
• Miss Sharma speaks …………. Assamese.
• Ellie likes to play …………. volleyball.
• Please give me ………….  cake that is on the counter.
• My daughter is learning to play …………. violin at her school.
• I like to have ………….  banana every day.
•  There is ………….  apple on ………….  table.
• I have read ………….  Ramayana, ………….  Quran, and ………….  Bible.
• …………. teacher is ………….  important person in everyone’s life.
• My sister recommended ………….  movie to me but I didn’t like ………….  movie.
• My uncle is ………….  good cook.
• She has written …………. story.
• What ………….  untidy room!
• Where is ………….  pencil, I gave you yesterday?
• …………. tallest tower in …………. world is Burj Khalifa .

Fill article ‘A’ or ‘An’

• …………. woman and ………….  man is sitting before me.
• During our holiday, we stay at ………….  hotel.
• For our dinner, we went to ………….  restaurant.
• As it was raining, I took ………….  umbrella.
• On the way, I saw ………….  elephant.
• I am …………. Indian whereas you are Chinese.
• I want ………….    apple from the basket.
• I bought ………….  umbrella to go out in the rain.
• …………. elephant can drink around 210 liters of water in a day.
• …………. tiger has stripped skin.
• …………. alligator can weigh over 450 Kg.
• …………. eagle has excellent eyesight.
• …………. octopus has three hearts.
• …………. camel lives on average for 40 to 50 years.
• There is …………. cat on the sofa. It’s sleeping.
• The question was …………. easy to question.
• Please give me …………. glass of water.
• John has …………. horse that he rides on weekends.
• Sara is …………. active girl.
• I was playing near …………. rock.
• I bought …………. umbrella for my sister.
• I am sitting on …………. bench.
• I have …………. table and …………. chair in my room.
• I saw …………. owl sitting on a tree.

Fill in the blanks with ‘A’, ‘An’, or ‘The’

• …………. horse runs fast.
• …………. moon is shining in ………….  sky.
• I want to eat ………….  mango.
• …………. river is full of water.
• …………. birds are flying in ………….  sky.
• …………. earth revolves around ………….  sun.
• …………. old man cannot become …………. young boy again.
• Take ………….  umbrella.
• …………. old man and ………….  little girl entered …………. hotel.
• Manish bought ………….  doll for his sister. ………….  doll was …………. gift for her birthday.
• Mohan is ………….   boy.
• ………….  sun shines brightly.
• I am reading ………….   book.
• I saw ………….   girl walking in…………. park.
• He is ………….  honest man.
• Neha is ………….   software engineer.
• Rohan can play …………. guitar.
• She fell asleep in ………….   yellow chair.
• Yesterday we bought …………. new clock.
• Look at …………. clock in the wall.
• I don’t want …………. apple. I want …………. orange.
• …………. sun leaves us heat and light.
• This is not …………. toy. That is …………. real knife.
• …………. moon goes round …………. earth.
• …………. Qutab Minar is very tall.
• I waited for you for more than …………. hour.
• …………. walls of my room are light blue but …………. ceiling is white.
• She is ………….  MSC teacher in chemistry.
• I am going to ………….  club.
• …………. Gomati is a famous river.
• I know how to play …………. violin.
• This is …………. honor for me.
• One cannot compare ………….  orange with ………….  apple.
• Each of them is ………….  unique fruit.

The following sentences do not contain articles. Rewrite them adding articles wherever necessary.

• My father took me to beach yesterday.
• I watched interesting film yesterday.
• My sister wants to be scientist.
• I want to buy smartphone.
• Teacher scolded boys for talking in class.
• I am writing letter.
• He has written novel whose name I don’t remember.
• They have bought apartments in city.
• I have received good job offer from multinational company.
• There is a spider in roof.
• Get cat off piano.
• One of my cousins is doctor.
• I have niece and nephew.
• We are planning to launch business.
• She acted in movie.

articles worksheet for class 7 solutions

• I borrowed a   pencil from your pile of pencils and pens.
• Miss Sharma speaks Assamese. (No article is needed)
• Ellie likes to play volleyball. (No article is needed)
• Please give me the cake that is on the counter.
• My daughter is learning to play the violin at her school.
• I like to have a banana every day.
•  There is an apple on the table.
• I have read The Ramayana, The Quran, and The Bible.
• A teacher is an important person in everyone’s life.
• My sister recommended a movie to me but I didn’t like the movie.
• My uncle is a good cook.
• She has written the story.
• What an untidy room!
• Where is the pencil, I gave you yesterday?
• The tallest tower in the world is Burj Khalifa.
• A woman and a man are sitting before me.
• During our holiday, we stay at a hotel.
• For our dinner, we went to a restaurant.
• As it was raining, I took an umbrella.
• On the way, I saw an elephant.
• I am an Indian whereas you are Chinese.
• I want an   apple from the basket.
• I bought an umbrella to go out in the rain.
• An elephant can drink around 210 liters of water in a day.
• A tiger has stripped skin.
• An alligator can weigh over 450 Kg.
• An eagle has excellent eyesight.
• An octopus has three hearts.
• A camel lives on average for 40 to 50 years.
• There is a cat on the sofa. It’s sleeping.
• The question was an easy question.
• Please give me a glass of water.
• John has a horse that he rides on weekends.
• Sara is an active girl.
• I was playing near a rock.
• I bought an umbrella for my sister.
• I am sitting on a bench.
• I have a table and a chair in my room.
• I saw an owl sitting on a tree.

Fill in the blanks with ‘a’, ‘an’, or ‘the’

• A horse runs fast.
• The moon is shining in the sky.
• I want to eat a mango.
• The river is full of water.
• The birds are flying in the sky.
• The earth revolves around the sun.
• An old man cannot become a young boy again.
• Take an umbrella .
• An old man and a little girl entered a hotel.
• Manish bought a doll for his sister. The doll was a gift for her birthday.
• Mohan is a boy.
• The sun shines brightly.
• I am reading a book.
• I saw a girl walking in the park.
• He is an honest man.
• Neha is a software engineer.
• Rohan can play the guitar.
• She fell asleep in the yellow chair.
• Yesterday we bought a new clock.
• Look at  the clock on the wall.
• I don’t want an apple. I want an orange.
•   The sun leaves us heat and light.
• This is not a toy. That is  a real knife.
•   The moon goes around the earth.
•   The Qutab Minar is very tall.
• I waited for you for more than an hour.
•   The walls of my room are light blue but the ceiling is white.
• She is an MSC teacher in chemistry.
• I am going to the club.
• The Gomati is a famous river.
• I know how to play the violin.
• This is an honor for me.
• One cannot compare an orange with an apple.
• Each of them is a unique fruit.
• My father took me to the beach yesterday.
• I watched an interesting film yesterday.
• My sister wants to be a scientist.
• I want to buy a smartphone.
• The teacher scolded the boys for talking in class.
• I am writing a letter.
• He has written a novel whose name I don’t remember.
• They have bought an apartment in the city.
• I have received a good job offer from a multinational company.
• There is a spider on the roof.
• Get the cat off the piano.
• One of my cousins is a doctor.
• I have a niece and nephew.
• We are planning to launch a business.
• She acted in a movie.

Articles worksheet for class 7 Download Free PDF

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14 thoughts on “Articles worksheet for class 7 with answers”

Gratitude 🙂

Thank U so much ma’am or sir for wk

Thank you dear. Happy learning!

thank you for this we are supporting you please being for us like this it is helping on your exam thank you zoya khan here

Happy learning 🙂

Hi, Abhaya here. Thankyou for the worksheet, but I have a doubt. Can u solve it??? pls tomorrow is my exam., Why we are putting an before MSC teacher??????????

Sorry for replying late. I hope your exam went well. We used an before MSC because the first sound of pronunciation in word MSC is “em-es-see,” with a vowel sound (“em”). In such cases, it’s correct to use “an” before “MSC.” The word M is not vowel but its usage here is producing vowel sound causing us to use “an” before it. I hope it is clear now.

🚩🙏 Jai Shree Ram 🙏 🚩

I have an exam thanks for the revision questions

Hope you did well, keep it up 🙂

tomorrow is my exam and I practice nicely.

Glad to hear that. All the best 🙂

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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.

How many words should there be in an article?

The word count for an article can vary widely, typically ranging from 500 to 2000 words, depending on the topic, audience, and publication requirements.

Mastering article writing involves understanding your audience, choosing engaging topics, structuring your content logically, and using clear language. Remember to research thoroughly, use SEO strategies, and edit meticulously. By following these guidelines and tips, you can craft compelling articles that captivate and inform your readers, enhancing your writing skills in the process.

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The 50 best short articles & essays to read for students, the capital t truth by david foster wallace, this is the life by annie dillard, things we think we know by chuck klosterman, why does it feel like everyone has more money than you by jen doll, phoning it in by stanley bing, the fringe benefits of failure, and the importance of imagination by j.k. rowling, 50 more articles about life, love and relationships, crazy love by steven pinker, no labels, no drama, right by jordana narin, the limits of friendship by maria konnikova, 50 more articles about love and relationships, words and writing, writing, briefly by paul graham, write like a mofo by cheryl strayed, 20 more articles about writing, the same river twice by david quammen, you can't kill the rooster by david sedaris, scars by david owen, 100 more short memoirs, a brief history of forever by tavi gevinson, school for girls by jasmin aviva sandelson, 50 more articles about growing up, why we play by eva holland, why sports are for losers by matt taibbi, 50 more articles about sports, keep your identity small by paul graham, the muggle problem by ross douthat, 75 more articles about politics, notes of a native son by james baldwin, a letter to my nephew by james baldwin, a place where we are everything by roxane gay, 30 more articles about race, what no one else will tell you about feminism by lindy west, bad feminist by roxane gay, 10 more articles about feminism, holy water by joan didion, how to disagree by paul graham, so what if mountain dew can melt mice by chuck klosterman, 150 great articles and essays.

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About The Electric Typewriter We search the net to bring you the best nonfiction, articles, essays and journalism

• Create account
• Contributions

Wp / mos / Assignment of Articles

Welcome to the writing challenge to test our skill of writing after a month long training programme to equip the community with Moore orthography.

• What : This is to translate some articles of footballers in Burkina Faso who have contributed to their national team or have played in teams abroad and have articles written on the in English Wikipedia
• When : The writing challenge is held from 00:00 on 26th August UTC until 23:59 on 9th September 2023 UTC .
• How : To participate, choose the articles you want to translate from the table below.

The first column is s/n which is the serial number of the article,

The second column is the English Articles , which are links to the English articles of the footballers,

The third column is the Moore Article , which are links to the corresponding articles in English Articles. Click on the red link to start creating your aticle.

The fourth column is Allocation, (Team or Competition). Those articles assigned team are not part of articles to be written for the competition. Team members will write that group of articles while those that are assigned Competition are articles you will select from or choose to write as a competitor .

• Who : Everybody especially the newbies from the Hubs (TACE, BACE and TATU) can help to collaborate on translating the articles.
• Prize : A voucher will be offered to the participants who translate the biggest number of articles (in bytes), with respect to articles' quality and formatting.
• 1st 🥇 = 500 Gift Voucher
• 2nd 🥈 = 400 Gift Voucher
• 3rd 🥉 = 300 Gift Voucher
• 4th 🥉 = 100 Gift Voucher
• 5th 🥉 = 100 Gift Voucher
• 6th 🥉 = 100 Gift Voucher

All remaining meaningful contributors will receive data allowance of GHC50

Use the categories below for all the articles

Category:Wp/mos/Footballers in Burkina Faso

Category:Wp/mos/Living people

Category:Wp/mos/Burkinabé men's footballers

Wikipedia Articles

• Wp/mos/Footballers in Burkina Faso
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• SI SWIMSUIT
• SI SPORTSBOOK

Why Padres' Fernando Tatis Jr. Might Not Need a Rehab Assignment

Maren angus-coombs | aug 28, 2024.

• San Diego Padres

One of the most important players in the San Diego Padres organization could return from the injured list soon — without a minor league rehab assignment.

Fernando Tatis Jr. sprinted in the outfield on Thursday, then took batting practice with the team for the first time on Friday. His sights are set on a September return.

Manager Mike Shildt gave reporters an update on Tuesday regarding Tatis and what he will be doing at the Padres’ year-round training camp in Arizona this week:

“He’s hitting on the back fields,” said Shildt. “It’s more set up as simulated games. We have a defense and a pitcher. It’s like a game but in a controlled setting. He can get a lot of at-bats and see a lot of pitches from right-handers and left-handers … fastballs."

It's not unusual for teams to maintain a staff at their spring training complex year-round to accommodate such an arrangement. The Padres are not alone in trainsitioning from spring training to extended spring training, then the Arizona Complex League, all while welcoming rehabbing players to their facility in Peoria, Ariz. throughout the year.

“We can create situational opportunities for (Tatis) that you can’t control in games necessarily," Shildt continued . "Runner at second base, runner at third with less than two outs. All those different things that you can put into a simulated game situation that allows him to get a lot of at-bats.

Shildt noted that Xander Bogaerts rehabbed his left shoulder fracture in similar fashion. Bogaerts needed about a week's worth of minor league rehab games before he rejoined the Padres in July.

“So, we’ll see what that looks like with Tatis," Shildt said. "He might not have a rehab assignment.”

When Tatis returns to the lineup, the Padres will finally have one of the league's strongest offenses to go along with their pitching. It's likely that Shildt inserts Tatis in the No. 2 hole, which would push Manny Machado, Xander Bogaerts and Jackson Merrill to fifth, sixth and seventh, respectively.

Tatis hasn't played since June 21 and was hitting .279 with 14 home runs and 36 RBIs when he went on the injured list.

Even without Tatis, the Padres have maintained a National League Wild Card spot.

"It's been amazing. I said it on the day everybody knew I was going on the IL that it's a great team," Tatis said. "Not a single player can carry any team. It's a really good team. I'm happy for what we have accomplished together.

"The boys picking up every single guy; it's not one guy, it's everybody — the entire lineup, the entire rotation. The bullpen is lights out. Those boys have been outstanding," he added. "I'm really happy with my team. It's a great group of guys we have over here."

MAREN ANGUS-COOMBS

Maren Angus-Coombs was born in Los Angeles and raised in Nashville, Tenn. She is a graduate of Middle Tennessee State University and has been a sports writer since 2008. Despite being raised in the South, her sports obsession has always been in Los Angeles. She is currently a staff writer for the LA Sports Report Network.

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MLB Trade Rumors

Twins Designate Trevor Richards For Assignment

By Steve Adams and Darragh McDonald | August 27, 2024 at 3:50pm CDT

The Twins announced their waiver claim of right-hander Michael Tonkin , which was previously reported . To open a 40-man spot, righty Trevor Richards has been designated for assignment. To take the active spot of Richards, the club has selected the contract of righty Caleb Boushley . To open a 40-man spot for Boushley, righty Joe Ryan has been transferred to the 60-day injured list.

Richards was the Twins’ lone deadline pickup a month ago, coming over from Toronto in exchange for minor league infielder Jay Harry . The right-hander had scoreless outings in seven of his ten appearances with Minnesota but also had three shakier outings, leading to a 4.15 ERA in 13 innings overall.

That may not seem particularly poor at first glance, but Richards walked a massive 18.6% of his opponents during his time with the Twins and even more incredibly uncorked seven wild pitches during those 13 frames. He also hit two batters. Overall, the lack of command he showed proved too alarming for the team to continue on with the right-hander.

Richards has had some big league success in the past, both as a starter (261 2/3 innings of 4.22 ERA ball in 2018-19) and a reliever (3.50 ERA, 31.1 K% in 64 1/3 innings in 2021). However, even though he’s shown a consistent ability to miss bats and regularly flummoxed lefties with a plus changeup, he’s struggled with command and been far too hittable against fellow righties.

Richards came to the Twins as a rental who’d been struggling with his former team, so the cost of acquisition to acquire him was quite low. Still, the Twins surely hoped for better results, particularly given their lack of other deadline additions. Instead, he’ll give way to Tonkin, who’s back for a second 2024 stint with the team that originally drafted him in the 30th round back in 2008. Richards will now hit waivers and presumably clear, as a team would need to be willing to pay the remaining $358K on his $2.15MM salary in order to place a claim.

As for the 30-year-old Boushley, this’ll be his second stint with the Twins this year as well. He pitched two innings and allowed two runs a few months back, but has spent the rest of the season in Triple-A, where he has a 4.97 ERA in 116 innings. That earned run average is skewed in part by a calamitous nine-run shellacking at the hands of the Braves’ Triple-A affiliate back on July 3, but Boushley has been struggling in general as of late. Even setting aside that nine-run bonanza, he’s been tagged for a 6.55 ERA in his past seven starts with the Saints.

10 Comments

Darn looks like Ryan is definitely done for the year

It’s sad because he has ace stuff but just always falls off during the 2nd half of the season

Failed trade #3 for pitching depth this year

jays will claim Richards. he was one of their better bullpen pieces.

I’m just glad the Twins made multiple moves to bolster their pitching staff for a playoff run………

What MLB needs is some sort of incentive program to encourage teams to go for it. Like, extra revenue for playing more games beyond the regular season, bonuses for players that win multiple rounds, maybe even like a trophy for winning the most playoff games!

I like your trophy idea. I also wonder if playoff success might excite the fan base to the point where season ticket and merch sales would increase year-over-year.

I feel like it’s as simple as a Salary Floor. There’s a reason why, in the other 3 main pro leagues, there’s consistent parity & offseason transactions of note regardless of “market”. To me the MLBPA’s insistence on not having a cap is slowly killing the game year by year. The average player salary has increased in the other sports at a higher rate than baseball…and they (gasp!) Have salary caps tied to the revenue. There is NO WAY that teams like Oakland, Cinci, Pitt and yes my Detroit Tigers are spending “51% of Revenue” on player salaries like the other leagues.

The problem with the floor is, you’ll never get it without a salary cap as well. All 30 teams are against one without the other. If the Pirates are bidding on mid level guys,and the big market teams want then, the result is the big market team just pays more. That leaves small market clubs overpaying guys no one else really wants just to hit the floor. Baby Giraffe would be getting 10 million from Pittsburgh, Tim Anderson would’ve gotten 8 million instead of 2. Nothing changes that much with just a floor from a fan perspective, and no owner wants the change it would create

Perhaps some sort of tax applied to teams that are consistently bottom dwellers. In other terms, if a team’s overall average is less than .500 for a rolling 5 years in a row, they are hit with a fine. There has to be some incentive to develop and field a competitive team. A team can be competitive constructed of young guns not making a bunch of money. This shouldn’t be discouraged.

How about a reduction of the luxury tax, relative to the number of extra games played. Conversely, if a team is headed for paying the luxury tax and doesn’t make the post season…the tax increases….

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• Boston Red Sox

Trevor Story Confirms Start Of Red Sox Rehab Assignment

Story has been out of game action since april.

Trevor Story's season seemed to be over in April, but the Boston Red Sox star could return to action following Labor Day weekend.

Story underwent what was believed to be season-ending shoulder surgery. It was a heartbreaking blow for the 31-year-old after injuries only allowed him to play 43 games last season.

However, the All-Star shortstop this month had been fielding groundballs and taking part in batting practice. The sight of Story still being active this year surprised Alex Cora and had the Red Sox manager nd chief baseball officer Craig Breslow believing Story would return at some point before the 2024 season ends .

That date could come soon as Story told reporters Wednesday that he expects to begin rehab assignment "at some point early next week."

Story continues below advertisement

"To be at this point is pretty special, and kind of doesn't even feel real," Story told reporters, per The Boston Globe's Alex Speier.

It would be a monumental feat for Story to return to the Red Sox, and it would be extremely beneficial if Boston is still in the hunt for an American League wild-card spot if he does return.

The Red Sox likely won't rush Story back, but the star shortstop has been motivated to do whatever he can to help Boston reach its goals.

More Red Sox:

About the author.

Jason Ounpraseuth JasonOun95

Editorial Content Writer II

Editorial Content Writer II for NESN.com. UMass Lowell graduate. Might know the answer to some obscure historical fact or anecdote.

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