A selection of English ESL writing an article printables

HOW TO WRITE AN ARTICLE.

FOR YOUNG ADULTS AND STUDENTS, TEENAGERS.

ILLUSTRATIONS FOR DISCUSSIONS.

MAIN POINTS AND IDEAS.

REASONS, ONE SHOULD WRITE THE CORRECT WAY.

HOW TO WRITE AN ARTICLE

﻿It is generally accepted fact that article review writing requires time and energy when you want it to be professional and comprising the best standard possible. But article review can be written in the least of the time. You just have to know a few steps for completing your article review.





Clarification:

Clarifying your own ideas of the research article and how to write the review should be very clear as well as simple. Do not complicate things. See how you can organize it in an easier way. For ease, divide it into steps.



Focus:

Focus on important things that need to be discussed in the review. Narrow the topic you are discussing and discuss in a profound way that can make your article review better.



Select specific sources:

Do not get lost in too many sources to write the review. Select a few sources that can make your article review a quality review. Use these sources as evidence to support your arguments and ideas. This will not only make your interpretation more understandable but also authentic.



Highlight the important:

Select the points which need to be focused and discuss them in detail. When reading the sources and article itself, highlight the important points and details. This will help you keep track of your writing as well as the article.



Summarize:

You must summarize the concepts and ideas throughout your article review. This can be done in paragraphs too. This will also help you strengthen your interpretation.



Synthesize:

Never forget to discuss your interpretation and synthesis of the article at the end, no matter if you have discussed it in the middle of the review. There must be a concluding portion of the article review. That helps the reader to have a quick view of your review.



Originality:

Present your ideas in your own voice. Do not copy someone else’s style and method of writing an article review. Yes, you can pick some good points from others’ writing styles but do not lose your own genuineness in that way. This is what makes the difference.



Careful attitude:

Never be careless when writing your article review, especially when paraphrasing some sources. Do not forget to provide the author's information on the required places.



Revision:

This is what most people neglect when they have finished the main task. But this can help you correct any mistakes that go unattended while you are writing. So, Kenny Gill, a senior advisor and writer which now works at  customessayorder.com, advises you to always revise twice or thrice once you have written the article review.

Hints for writing an article review in only few hours

This is a writing activity for students to write about a traditional story from their country or culture. It was created for intermediate students and above. I have used it with adult ESOL students at Entry 3 and Level 1. The stories my students have written have been fascinating to read. 

Write an article about a traditional story from your country or culture.

A writing activity for high level learners (Intermediate +). Students need to write an article for a magazine about the different wedding traditions for their country. This activity is linked to Prince Harry and Meghan Markle's Royal Wedding and was created for adult ESOL students at Levels 1 and 2.

Write an article about your country's wedding traditions

Grammar-based themed worksheet aimed at practising the use of articles and some/any, speaking, listening, asking for clarification, asking to repeat, note-taking, short presentations or talking in front of the class and writing a paragraph. Fully editable, printer-friendly colours (background colour does not print) and plain vanilla version (without any colour or clip art) included on 2nd page. Answer key provided. NOTE: If you want students to practise more listening you could cut the ws into two halves (or use 2 wss) and let Ss interview each other without them having seen the questions beforehand (pair work). Also, you could use more of these worksheets and do a group work exercise.

Grammar Meets Conversation: A, an, the, some, any (6) - Asking questions

This worksheet will help your students to learn how to use a/an/some and any in daily talking. And talking about food and things.This worksheet comes with 3 tasks.

A/an/some and any

Some mixed bag exercises to prepare students for the "M-Zug Prüfung" in Bavaria. However, they can also be used to prepare students for creative writing based on pictures. There are different task types: descritpions of pictures, creative writing with pictures and keyword-stories combined with pictures.

Creative Writing Pictures

Atividade simples para exercitar os conhecimentos sobre o vocabulário dos JOBS, e entendimento sobre o uso dos artigos A e AN corretamente. Esta atividade é ótima para exercitar os conhecimentos básicos estudados, e introduzir e exercitar também a prática de pesquisa nos dicionários.

Jobs & A/An Article Activity

Vocabulary & Writing worksheet that focuses on ´this is´ vs ´these are´ and ´it´s´ vs ´they´re´. Make sure to review the indefinite article a/an and zero article (for plurals). Students will learn to say, read and write the names of 10 fruits (pre-teach if necessary or change fruits if unavailable or unknown where you teach). Guided writing is followed by writing short sentences. Optional extra: choose some more fruits and write extra sentences. Early finishers can colour in the fruits.

Vocabulary & Writing: Fruits - A/An or No Article

An article with vocabulary exercise and comprehension questions

Reading Comprehension 6 Lessons from Animals

This set of notes is about how to write an article-An Unlucky day. There is a reading exercise, sentence making part, how to organise and develop the content of this writing topic, etc. 



This is suitable for upper intermediate students. 

An Unlucky Day - Everything Goes Wrong - 7 Pages Writing & Grammar

This worksheet contains the layout, model and steps for how to write an opinion-led essay. 

opinion essay

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

34 Writing an article English ESL worksheets pdf & doc